Cape Honey Flower
Scientific name: Melianthus major
About Cape Honey Flower
What does Cape Honey Flower look like?
You can't miss the Cape Honey Flower when it's growing in your yard. This smelly shrub grows up to 2+ m, with large frond-like leaves (50-10 cm long) that are covered in grey fuzz, especially underneath. The leaves are divided into 11-21 distinctive folded leaflets that are 8-15 cm long, edged with 1cm serrated teeth. The stems are stout, rough, soft-wooded and hollow leading down to a suckering root system. It flowers from July to April with tall, erect flower stalks that are 40-80 cm tall with dark reddish-brown flowers (2cm long). The flowers smell foul and produce large amounts of nectar. After flowering, inflated, papery and sharply angled seed capsules (2-5 cm long) reveal themselves, each containing long, shiny black seeds (5-6 mm long).
How does it spread?
These monsters grow well in drained soils of any quality, tolerate wind, salt, hot and cold temperatures, and damp or drought conditions, and is partly shade-tolerant. They can be found in sand dunes, sheltered coastal and steep areas, estuaries, inshore islands, disturbed lowland forest margins, shrubland, and fernland. Their suckering roots can spread in dumped vegetation, so don't be surprised to find them in gardens and waste places.
Cape Honey Flower seeds are long living and they form dense, spreading stands via suckering roots. These seed capsules are water-borne (sea or fresh), and to a lesser extent, wind-borne. When they take root, they will smother low-growing coastal species, form large stands and destroy habitats, and lead to invasion by weedy vines. Native birds may also be affected by its nectar.
How do I get rid of it?
Small plants need to be dug out and disosed at a refuse transfer station, or burned.
Big plants need to be cut down and stumps painted with metsulfuron-methyl 600g/kg (5g/L) or Tordon Brushkiller (200mL/L). Follow-up continuously on the suckering roots. In the spring, large sites need to be sprayed with metsulfuron-methyl 600g/kg (5g/10L) or Tordon Brushkiller (25mL/10L) plus penetrant. Check regularly for root regrowth in order to be sure to be rid of this pesky weed.
What can I plant instead?
We recommmend planting some Harakeke (Phormium tenax) or the Huruhuru Whenua (Asplenium oblongifolium). What other native plant would you recommend?


What determines the CICSGLBL parms MONITOR value after CICS region is recycled?
Document ID : KB000045768
Last Modified Date : 14/02/2018
Show Technical Document Details
Summary:
This knowledge document details a usage scenario of the UTRPARM(CICSGLBL) MONITOR parameter and how to initialize it, and modify it after the CICS region is recycled.
Here is a scenario that was described by a user of the CA Mainframe Application Tuner (CA MAT):
The client was interested in finding out where the CICSGLBL parms were loaded from.
1. They changed UTRPARM(CICSGLBL) MONITOR from YES to NO and reran the TUNS transaction in a CICS region. Nothing changed, it stayed YES.
2. They then recycled the CA MAT address space and again ran the TUNS transaction with no change, it stayed YES.
3. They then recycled CICS and the PLT ran and the region came up with Monitor=NO, it changed to NO.
4. They then reran the CICS transaction TUNS and the TDQ showed Monitor=YES.
Here was their question: They want to know what is in place that allowed Monitoring to go back to YES if it was coded in CA MAT as NO and a recycle of CICS was also NO but when TUNS was entered it changed to YES?
Said another way: What has to be done if we don't initialize CA MAT from the CICS PLT?

Instructions:
From the list of scenarios in the Summary above:
1. When CICS region starts with PLT (TC00CPLT) and without SIT parameter
r'INITPARM=(TCnnFSET='SERVERID=xxxxxxxx')
where 'nn' is CICS release number
 'xxxxxxxx' is the MAT server name that it will get the CICS parameter
or with SIT parameter
'INITPARM=(TCnnFSET='SERVERID=xxxxxxxx')
but MAT server is not ACTIVE, internal programmatic CICSDFLT parameters are used.
The DEFAULT values are:
MONITOR=YES
MAXTRANS=2000
RESET_TRAN=TUNS
COLLECT_TRAN=TUNC
COLLECT=1
The messages in CICS MSGUSR would indicate it is 'CICSDFLT'.
2. When CICS region starts with PLT (TC00CPLT) and with SIT parameter
'INITPARM=(TCnnFSET='SERVERID=xxxxxxxx')
where 'nn' is CICS release number
 'xxxxxxxx' is the MAT server name that will get the CICS parameter

and MAT server is ACTIVE
and MAT server start with CICSGLBL
and there is no entry in CICSREGN for this CICS region
The values in CICSGLBL will be used and the messages in CICS MSGUSR would indicate it is 'CICSGLBL'.
3. When CICS region start with PLT (TC00CPLT) and with SIT parameter
'INITPARM=(TCnnFSET='SERVERID=xxxxxxxx')
where 'nn' is CICS release number
 'xxxxxxxx' is the MAT server name that it will get the CICS parameter

and MAT server is ACTIVE
and MAT server start with CICSGLBL
and there is a matching entry in CICSREGN for this CICS region
The values in CICSREGN will be used.
The messages in CICS MSGUSR would indicate it is 'CICSREGN'.
4. When CICS region start without PLT (TC00CPLT) and later would like to START CA MAT CICS exits, enter 'TUNS' (RESET TRAN) on a CICS terminal would set CICSDFLT parameter values.
enter 'TUNS serverid' on a CICS terminal would set parameters from this MAT 'serverid'
5. If CICS started with a set of parameter values and would like to change afterwards, you can change the parameters either in CICSREGN or CICSGLBL:
recycle MAT server,
enter 'TUNS serverid' on a CICS terminal
This would set parameters from this MAT 'serverid'. There is no need to recycle CICS. After you change the parameters and recycle CA MAT server, you can enter 'TUNS serverid' on a CICS terminal. This will change the parameter without a recycle of CICS.


text:
The Du Page County bikeway plan published in December includes an interesting proposal to use an abandoned railroad right-of-way for both a water pipeline and a nature trail. The right-of-way passes through the central part of the county from Elmhurst to West Chicago. Once the main line of the Chicago Great Western Railway, it is being abandoned in stages by its current owner, the Chicago & North Western.
The Du Page County Water Commission has long considered the right-of-way as a site for a pipeline to distribute Lake Michigan water throughout the county. That pipeline will be underground.
There is no reason why the ground above it can't be developed into a trail similar to the Prairie Path.
Du Page pioneered the use of abandoned railroad rights-of-way as nature trails in the 1960s when it established the extensive Prairie Path system from Elmhurst through Wheaton to the northwest and southwest corners of the county. It now plans to link that trail with the extensive Fox River Valley system in Kane County. Those plans include the creation of another trail from the Pleasant Hill area north of Wheaton through West Chicago to Geneva.
Kane County has already developed an extensive section of the former Great Western right-of-way as a bikeway and nature trail from Sycamore to Geneva. The use of the Du Page section of the Great Western would be a welcome addition to the expanding system.
Studies have shown that the Prairie Path is probably the most utilized public facility in the county. A survey made 10 years ago showed it handled 240,000 bicycle trips a year. That does not include the hikers, joggers and equestrians who use the trail.
Du Page now has an estimated 244,000 bicyclists. Joint use of the Great Western right-of-way for water and recreation makes a lot of sense.

source: m-a-p/FineFineWeb


Anansi the Spider
by Gerald McDermott
Anansi the Spider raises philosophical questions about the nature of reciprocity and its relationship to fairness.
Anansi the spider is an African folktale character who is associated with skill and wisdom and often triumphs over foes larger than he. In this story, Anansi goes on a journey only to find himself in great danger. One of his six sons can sense trouble and alerts his brothers to come to their father's rescue. When Anansi is rescued and arrives back home safely, he has trouble figuring out which son deserves a reward for saving him. He consults Nyame, the "God of All Things," for help.
Read aloud video by Ms. Paula (no ads)
Guidelines for Philosophical Discussion
Anansi the Spider raises philosophical questions about the nature of reciprocity and its relationship to fairness: he wants to reward one of his sons with a globe of light for saving his life, but has trouble deciding which son is most deserving. The norm of reciprocity requires that one make fitting and proportional responses to both the benefits and harms one receives — the ultimate goal being to produce stable, productive, fair, and reliable social interactions. Fairness could be described as giving each individual his or her proportional due.
There are many issues embedded in how to determine what fairness requires. For example, what is a fair way to measure what someone is 'due', and how can one be sure they have reciprocated in a 'proportional' fashion? Should an individual's contribution, whatever it may be, be measured by their effort or by their output? How does this come into play in group collaborations? Where fairness is a vital part of reciprocity, it can be a difficult aspect to navigate because people's ideas about what is 'fair' are largely subjective. What one person deems to be a fair and 'proportional response' may be very different from the next person, and herein lies the problem. Although fairness is an essential part of determining a reciprocal response, it is sometimes difficult to define what is fair in a given situation and find the appropriate proportional response can be hard.
When deciding on how to reciprocate, or show gratitude, one should consider the impact it will have on a social group as a whole — Should Anansi reward one son, or all? Would it be fair to reward a single son? Is Anansi obligated to reward each son because of reciprocity? What is the appropriate reciprocal response to having one's life saved? Would it have been unfair only to express his gratitude? It depends on who you ask.
Questions for Philosophical Discussion
"O mysterious and beautiful globe! I shall give this to my son, to the son who rescued me."
 1. Should you always receive a reward for your work?
 2. Would it be okay for Anansi just to say thank you for his son's help? Does he even need to say thank you?
 3. Do people expect credit for helping others?
 4. Is accomplishing a task a sufficient reward in and of itself?
 5. Does receiving a reward for actions make one feel appreciated?
 6. Do people need to be rewarded to know they are appreciated?
 7. Is it unfair not to receive a reward for your work?
 8. If no one received credit for their actions, would rewards or credit still be expected?
"And so they tried to decide which son deserved the prize. They tried, but they could not decide. They argued all night."
 1. Why do you think Anansi decided to reward his sons? Why does he want to give them the globe of light?
 2. Who should decide which son gets rewarded?
 3. What makes someone capable of deciding who should receive a reward? What are the qualities of someone who is well suited for rewarding others?
 4. Why does Anansi choose to ask Nyame for help deciding who deserves the globe of light?
 5. How do those who take charge of rewarding others decide what reward is appropriate?
 6. Is there a process for deciding what reward is fair or appropriate?
 7. Should more credit be given for physical or psychological work? Which is more important?
Rewards in a group setting
"But which of the six deserves the prize?"
 1. Should each son get his own reward? Can they share the globe of light?
 2. When you work in a team, who should receive credit for the teamwork?
 3. Does every member of a team contribute equally? Should all team members be rewarded equally?
 4. If you cannot accomplish something without the help of others, yet you put forth most of the work, how should the credit be distributed?
 5. Can you share credit? Rewards?
 6. Is the person who tries the hardest in a team always the one who submits the best work? Who deserves more credit, the person who tries the hardest, or the person who contributes the most? Do they deserve equal credit?
Original questions and guidelines for philosophical discussion by Ysanne Bethel and Olivia Vicioso. Edited June 2020 by The Janet Prindle Institute for Ethics.
Find tips for leading a philosophical discussion on our Resources page.
Download & Print Email Book Module Back to All Books
Back to All Books Illustrated book cover for Anansi the Spider featuring a black spider made out of sharp geometrical shapes. The spider's face is also made out of geometric shapes, and slightly resembles a human face. Download & Print Email Book Module
About the Prindle Institute
Further Resources
Some of the books on this site may contain characterizations or illustrations that are culturally insensitive or inaccurate. We encourage educators to visit the Association for Library Service to Children's excellent resource guide for talking to children about issues of race and culture in literature. They also have a guide for navigating tough conversations.
Visit Us.
2961 W County Road 225 S
Greencastle, IN 46135
P: _PHONE_
Monday - Friday: 8AM - 7PM
Saturday-Sunday: closed
Monday - Friday: 8AM - 5PM


Sponsored links: Algebra eBooks

Help Index
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
The Maxima on-line user's manual
Algebra Calculator
Search:
Globalsolve Calculator
Globalsolve
-- Option variable: globalsolve Default value: false
When globalsolve is true, solved-for variables are assigned the solution values found by linsolve, and by solve when solving two or more linear equations.
globalsolve: true;
G1: X=g11*x+g12*y+g13*z+g14*t;
G2: Y=g21*x+g22*y+g23*z+g24*t;
G3: Z=g31*x+g32*y+g33*z+g34*t;
G4: T=g41*x+g42*y+g43*z+g44*t;
solve([G1,G2,G3,G4],[X,Y,Z,T]);
H1: x=h11*X+h12*Y+h13*Z+h14*T;
H2: y=h21*X+h22*Y+h23*Z+h24*T;
H3: z=h31*X+h32*Y+h33*Z+h34*T;
H4: t=h41*X+h42*Y+h43*Z+h44*T;
H1;
When globalsolve is false, solutions found by linsolve and by solve when solving two or more linear equations are expressed as equations, and the solved-for variables are not assigned.
When solving anything other than two or more linear equations, solve ignores globalsolve. Other functions which solve equations (e.g., algsys) always ignore globalsolve.
Examples:
 (%i1) globalsolve: true$
 (%i2) solve ([x + 3*y = 2, 2*x - y = 5], [x, y]);
 Solution
 17
 (%t2) x : --
 7
 1
 (%t3) y : - -
 7
 (%o3) [[%t2, %t3]]
 (%i3) x;
 17
 (%o3) --
 7
 (%i4) y;
 1
 (%o4) - -
 7
 (%i5) globalsolve: false$
 (%i6) kill (x, y)$
 (%i7) solve ([x + 3*y = 2, 2*x - y = 5], [x, y]);
 Solution
 17
 (%t7) x = --
 7
 1
 (%t8) y = - -
 7
 (%o8) [[%t7, %t8]]
 (%i8) x;
 (%o8) x
 (%i9) y;
 (%o9) y
(%o1) true
(%i2)
Globalsolve Example
Related Examples
globalsolve-linsolve-sqrt-true
h: 45;
e3: 2;
l1: 2*sqrt(150*150+(4...
Calculate
globalsolve-linsolve-true
globalsolve: true ;
eq1:phi1 + phi2 + phi...
eq2:J*((phi3*h/e3) - ...
Calculate
globalsolve-linsolve-true
globalsolve: true;
eq1:r2+(phi3-phi2)*l=0;
eq2:-r1+(phi1-phi3)*l=0;
Calculate
globalsolve-true
globalsolve: true;
x: x;
y: 0;
Calculate
globalsolve-true
globalsolve: true;
e1:1.6;
e2:0.8;
Calculate
globalsolve-linsolve-programmode
eq1:(2-x)^2 + (1 - y)...
eq2:(-5-x)^2 + (0 - y...
eq3:(8-x)^2 + (2 - y)...
Calculate
globalsolve-linsolve-true
globalsolve: true;
eq1: phi1*h1-phi2*h2+...
eq2: (phi1-phi2)*h2+(...
Calculate
globalsolve-linsolve-true
globalsolve: true;
eq1:phi*h1-h2*phi2+ph...
eq2:phi*h2-phi2*h2+(p...
Calculate
globalsolve-linsolve-true
globalsolve: true;
eq1:R1+(phi1-phi3)*32...
eq2:R2+(phi2-phi3)*32...
Calculate
globalsolve-linsolve-true
globalsolve: true ;
eq1: phi1 + phi2 + ph...
eq2: J*((phi3*h/e3) -...
Calculate


text:
Our four year graduate-entry MB ChB (Bachelor of Medicine and Surgery) programme is a challenging but extremely rewarding programme designed to help you become a highly competent, compassionate and strongly motivated doctor.
Career enhancing postgraduate education and CPD programmes are available in a range of specialist areas giving you the knowledge and skills to help shape the future of healthcare.
By training the best talent, developing research capacity and fostering national and international collaborations, we seek to solve some of the world's most pressing health problems. Our research is undertaken across three divisions:
WMS offers full and part time research degrees that can improve patient health outcomes, change care pathways and improve service organisation.
The Greaves lab, now part of Warwick Medical School at the University of Warwick, along with collaborators at the University of Edinburgh, have discovered how cells in our immune system play a role in stimulating the growth and activity of nerve cells in the condition, leading to increased sensitivity to pain in the pelvic region.
Two proteins that act as a 'clutch' in cells to put them in gear and drive our immune response have been identified for the first time by a team including researchers from Warwick Medical School.
The NIHR Applied Research Collaboration (ARC) West Midlands, hosted by University Hospitals Birmingham NHS Foundation Trust (UHB) with academic leadership from the University of Warwick, has today been awarded funding by the National Institute for Health Research.


text:
Australian Garden: Exploring all of the continent's biodiversity in walking distance
The display literally represents a slice of each of the ecosystems identified in Australia all in one garden.
The Australian Garden, which is part of the Royal Botanic Gardens, was designed by Taylor Cullity Lethlean and Paul Thompson. Australian has immense biodiversity and the garden was designed to capture this within a walkable area.
The central attraction is the Red Sand Garden. With its striking color contrasts and geometry, it represents the arid parts of Australia.
The Exhibition Gardens were also fun to walk through. On display were landscaping ideas for the modern home that used water responsibly.
The most stunning feature of the gardens for me was the Rockpool Waterway and Escarpment Wall. I was told by our tour guide that the square rocks in the waterway were placed specifically so that the sound of the water would mimic those in nature.
Another impressive feature was a less visually spectacular display, but one that required extensive behind-the-scenes engineering. The display literally represents a slice of each of the ecosystems identified in Australia all in one garden. In order to do this, there is precise and separate watering schedules and soil types that have to be maintained in such a small area.
While I was there, quite a bit of construction was going on. The results of this activity will be complete in 2011 and includes such features as a hill-top viewing areas, more home-garden displays and picnic areas.
If you can't make it out to this garden, you can explore it through these photos I took while there. Make sure to toggle through each of the four pages to see all the photos.
GPO Box 1777
Tel: 02 – 6250 9540

source: HuggingFaceFW/fineweb-edu


text:
Viewpoint of Mothers of Premature Newborns about Nursing Supports in Neonatal Intensive Care Units
Introduction: Prematurity is the leading cause of mortality in newborns without congenital anomalies worldwide. A premature newborn has a devastating effect on parents'roles, especially the mothers', and creates sentimental and vague feelings for mothers. Although advances in technology and high levels of nursing care provide mothers with adequate support and relative independence in child care, it is practically difficult to terminate nursing care and leave it to the mothers.
Objective: The present study aimed to determine the viewpoints of mothers of premature newborns about the importance and amount of the support received from nurses.
Materials and Methods:This cross-sectional study was conducted with a gradual approach over three months on 160 mothers of premature newborns with a history of hospitalization for at least 24 hours in NICUs of Rasht educational-medical centers in 2014.Data collection tool was a mother/child demographic questionnaire and the 21-item Nurse-Parent Support Tool. Data was analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Spearman's correlation coefficient).
Results: The results showed that the highest and lowest amounts of support received by mothers were in the care giving support (69.87±3.0) and parental esteem (96.85±2.0), respectively. Also, according to the mothers, care giving support (39.7±4.0) was the most and emotional support (75.0±3.99) was the least important domain. The results revealed a significant relationship and inverse correlation between the mean score of giving and receiving parental esteem (r = -0.184, p = 0.02) and the mean total score of giving and receiving support from the viewpoint of mothers and nurses (r = -0.183, p = 0.012).
Conclusion: Mothers would like to have the highest amount of support in providing the best care for their newborns. Mothers' most dissatisfaction was with the supportive communication and parental esteem domains which were important for mothers but received little attention from nurses. Therefore, these domains should be addressed and ways should be introduced for their provision in family-centered care.
- در حال حاضر ارجاعی نیست.

source: openbmb/Ultra-FineWeb


text:
Thousands of tons of heavy fuel remain in the bow and stern sections of the Prestige, the oil tanker that split in half off the northwestern coast of Spain on November 19, 2002. It sank to the seabed, more than 3,500 meters deep in the Atlantic Ocean some 200 kilometers from Galicia. Tons of toxic fuel have oozed from 20 cracks in the hulls as semisolid black strings, like toothpaste being squeezed from a tube, and have drifted toward the sea surface. It has become Spain's worst ecological disaster ever, halting coastal fishing and polluting beaches. The ship has already spilled at least 30,000 tons of oil, and researchers aren't sure when the seepage will stop.
At first, scientists thought that the fuel would freeze: oil remains fluid to six degrees Celsius, and the deep water around the wreck is at 2.75 degrees C. Experts guess that the Prestige left port from Ventspils, Latvia, in the Baltic Sea with 77,000 tons at 50 degrees C. But no one knows what the oil temperature is now. According to Malcolm L. Spaulding, professor of ocean engineering at the University of Rhode Island, the calculations of the cooling time for the oil in the bow and the stern, which lie 2.5 kilometers apart on the seafloor, have proved extraordinarily difficult. In principle, the fuel in contact with the external walls of the hulls should cool faster than that in the center of the tank. The time it takes for all the oil to cool down depends on the amount and rate of mixing, a critical factor "that complicates heat transfer from the oil to the tank walls and finally to the seawater," Spaulding explains. If the oil mixed together well, the entire cargo should have cooled off and frozen in 40 days. That did not happen, Spaulding remarks, probably because the mixing is substantially reduced. He now anticipates "cooling times of many months to several years."


text:
Australia heraldry portal
This page is part of the Australia heraldry portal
Heraldry of the World
State : Tasmania
Arms : Or, on a Pall reversed Azure a Bezant in centre point and an Ingot of Tin proper on each of the lower limbs, on a Chief indented Vert three Waratah Flowers stalked and leaved also proper.
Crest : On a Wreath of the Colours, a branch of Gum Tree leaved proper, thereon a Yellow Wattle Bird holding in the beak a sprig of the same also proper.
Supporters : Two Tasmanian Tigers proper, gorged and chained Azure.
Motto: 'Progress with Prudence'.
The arms were granted on June 11, 1957.
The gold of the shield refers to the early history of gold-mining in nearby hills. The blue pall represents the junction of the North and South Esk rivers where the city (symbolised by the gold central disc) was founded and the Tamar River flowing north to the sea. The ingots recall the days of tin-smelting in the city.
The green chief and the Tasmanian waratah flowers celebrate the parks and gardens of the city and surrounding lush countryside. Supporters are Thylacine, the extinct "Tasmanian Tiger", and the crest depicts a yellow wattle-bird indigenous to the area, with a sprig of wattle in its beak.
The arms as seen in the town (image by Rik Num from Facebook)
Contact and Support
Your logo here ?
© since 1995, Heraldry of the World, Ralf Hartemink
Index of the site
Literature : Low, 1970.


text:
WASHINGTON (CNS) — About 130 leaders of young adult ministries from more than 60 dioceses across the country gathered at the St. John Paul II National Shrine in Washington May 15-17 for the National Young Adult Ministry Summit to talk about the best ways to reach out to young adults.
The summit, coordinated by the U.S. Conference of Catholic Bishops' National Advisory Team on Young Adult Ministry, was described by one young adult leader as "a unique moment in the history of the church" leading up to the October Synod on Young People, the Faith and Vocational Discernment.
Jonathan Lewis, the event's chair and the executive director of evangelization, young adult ministry and chaplaincies in the Archdiocese of Washington, said there has historically been a strong culture of youth ministry in the life of the church, but there hasn't been the same investment in professional ministry to young adults.
With recent cultural, social and economic shifts in society, young adults are often "living in an unstable season of life," where they are managing debt, discerning their vocation and moving frequently, said Lewis.
The summit alternated between large plenary sessions and smaller breakout sessions on various topics such as digital outreach, the current realities in understanding and reaching Gen Z, just getting started with young adult ministry, intercultural competency and reaching young adults through current events.
"The thing I loved the most is it has been a conversation," said Alison Pope, a parish leader from the Diocese of San Angelo in Texas.
Instead of having one expert who tells everyone what they need to do, Pope said summit participants acknowledged that no one really knew the answer, and they had "a true dialogue, with every voice being heard, whether it is considered 'expert' or not."
"We were bleeding out the young church severely in Nevada," said Christina Davis, the director of youth and young adult ministries in the Diocese of Reno. "When I went in our parishes, I rarely saw young people at all."
After holding listening sessions in her diocese, they found that many young people felt unwelcome and did not think there was a place for them in the church.
While much of the conversation around young adult ministry centers on how to get those people to return to the church, one of the participants pointed out that "we need to have the same conversation about what to do to prevent them from leaving in the first place."
The summit participants serve a wide variety of populations, with one priest coming from Fairbanks, Alaska, and serving native populations in his diocese, a few leaders from the Archdiocese of Military Services who serve young adults all across the world, and participants from cities such as Chicago and Boston, who serve a variety of cultures in an urban setting.
Even though the landscapes of their ministry look very different, Norbertine Father Graham Golden, from the Archdiocese of Santa Fe, New Mexico, said: "As diverse and different as all the communities we work in are, the kind of lens we bring is similar."
"It really reinforced to me, as unique as the population you work with is, ministry is still ministry," he said, adding that they all share the framework "to meet people where they are at" and then "to empower them to go out and share what they've encountered."
Alejandra Bravo, a Hispanic youth and young adult ministry specialist from the Archdiocese of Denver, said the summit showed her that there is a need for integration and collaboration between leaders and that it is possible.
"I'm very excited and hopeful," she said. "Although we have different realities, we have similarities … we all have that desire to have an encounter with God. All young adults, regardless of race or ethnicity have that same desire."
Washington Auxiliary Bishop Mario E. Dorsonville, who celebrated Mass for the group May 17, said in a homily: "You have in your hands not the future of the church; you have in your hands the present of the church."
Many of the participants discussed the critical importance of strengthening young adults, so when they get married and have families they are prepared to pass the faith onto their children.
"If you strengthen young adults, you have stronger marriages, stronger families, more Baptisms," and ultimately a stronger church, said Gabriela Karaszewski, from the Archdiocese of Galveston-Houston.
Christina Hannon, a young adult engagement officer for the Coalition With Young Adults from Cleveland, said since she is the only employee of her organization, the summit's collaboration was helpful.
"It is amazing to see all the people across the country working on this in such diverse ways and such passionate ways," she said. "It is encouraging to know I am not alone."
Sankowski is on the staff of the Catholic Standard, newspaper of the Archdiocese of Washington.
Join the CatholicPhilly.com family
CatholicPhilly.com works to strengthen the connections between people, families and communities every day by delivering the news people need to know about the Catholic Church, especially in the Philadelphia region, and the world in which we live.
By your donation in any amount, you and hundreds of other people become part of our mission to inform, form in the Catholic faith and inspire the thousands of readers who visit every month.
Here is how you can help:
- A $100 gift allows us to present award-winning photos of Catholic life in our neighborhoods.
- A $50 gift enables us to cover a news event in a local parish, school or Catholic institution.
- A $20 gift lets us obtain solid faith formation resources that can deepen your spirituality and knowledge of the faith.
- A small, automated monthly donation means you can support us continually and easily.
Won't you consider making a gift today?
Please join in the church's vital mission of communications by offering a gift in whatever amount that you can ― a single gift of $40, $50, $100, or more, or a monthly donation. Your gift will strengthen the fabric of our entire Catholic community and sustain CatholicPhilly.com as your trusted news source. Thank you in advance!
Make your donation by credit card here:
Or make your donation by check:
222 N. 17th Street
Philadelphia, PA 19103


Keeping 'em honest: Test-taking technology | Online Schools Blog
Keeping 'em honest: Test-taking technology
Keeping 'em honest: Test-taking technology
When educators think about the technology they need, they often think about systems that will affect the way they deliver course content. But for education technology company B Virtual, edu-tech products should also facilitate another important area in student learning -- examinations. To that end, the company offers proctoring solutions designed to maintain academic integrity for students taking courses online.
Tim Dewey, the company's chief operating officer, explains the impact of B Virtual's education technology solutions, and discusses important issues in the edu-tech field.
What contributions has your company made to the educational technology field with the products and services you provide?
B Virtual offers live online proctoring to institutions, schools and organizations that require a secure examination program. Our solution's technology platform creates a secure connection between our online proctors and the students taking exams. We use Bomgar as our core technology to deliver this service.
How have your company's contributions made a difference in educational technology?
Educators can use our innovative technology platform to focus on the delivery of quality content, while our organization validates and secures the examination process for students who want to learn from home.
All levels of academia should embrace available technology platforms, including Bomgar's, to present and manage learning experiences more efficiently. Bomgar offers the unique opportunity to utilize screen sharing and presentation options for collaborative learning. Bomgar also provides the means to share learning experiences by inviting learners and educators into single learning environments digitally.
As learning becomes more digitized, educators will need the availability of ease-of-use technologies that offer transparent access to students and learners. The use of Bomgar by B Virtual exemplifies how educators can directly access and provide support to students actively taking online exams.
How has your organization made a difference in education and the learning outcomes of students?
We have a 91 percent satisfaction rating for our online proctored exams. Students are more successful when taking their exams in a quiet, secure location, rather than a crowded and noisy classroom or proctored facility.
In addition to products and services, what contributions has your company made in the edu-tech field?
B Virtual often speaks at association meetings about the need for authentication and integrity-based learning. This includes ways to ensure that all students are successfully qualified in their fields of study.
What is a challenge faced by the education system and student learning?
Current statistics show online learning in higher education is growing by more than 18 percent per year while traditional, brick-and-mortar learning is flatlining or declining. With this transformation, and the addition of online learning through K-12 charter schools, more educators will use technology as their primary educational tool.
Most school districts and institutions are not equipped to understand the technology available to them. This results in limited funding for technology that produces little return on learning investment. Educational administrators should understand the available commercial technologies and invest in them to meet the needs of learners, regardless of age.
What trends have you observed in the educational technology field?
Today, distance learning dominates as an education platform. From K-12 charter schools to higher education, distance learning is quickly becoming a viable option for any learner worldwide. In addition, the massive open online course era, or MOOC, is now here. The combination of online education, free online education through an MOOC provider, and the quality of such programs presents great challenges and opportunities for educators. By using technology platforms, within the next decade a student can complete college level courses, earn credits, and learn online from prestigious faculty throughout the world, at little or no cost, from the comfort of their home.
How will these trends affect education as a whole?
As digital replaces traditional brick and mortar as the primary delivery of learning, a balance of quality and impact will have to be determined. Even today, obvious advances, such as Google, mean young learners are wired differently. Their need to learn in a traditional classroom setting has already been replaced, as K-12 educators begin to use online learning to supplement their existing curriculum.
What are some important historical milestones in education technology?
Educators should be aware of three important historical milestones in education technology. The first is the digitization of learning, known as rapid eLearning development. Rapid eLearning moves print content quickly to online or web-based platforms, allowing faculty to supplement learning by converting their physical learning assets to digital form.
The second is accessibility and collaboration. One-to-many is the core concept in brick-and-mortar learning. That same approach to sharing learning can be accomplished digitally. Third is the measurement and validation of learning principles. Technology allows educators to ensure learning objectives are met through qualitative assessments, by validating them through testing in authentic environments.
How did these milestones affect education and student learning?
The primary result of advances in technology is accessibility. The reality that a third-grade educator can teach students in the classroom, sitting at home, or anywhere in the world, is now possible. Geographical limitations are literally removed should that teacher have special expertise, or speak on a topic that has broad value.
The learning experience has extended beyond the classroom's four walls. The core premise of a book published a few years ago, "The World is Flat" by Thomas Friedman, was that technology had reduced or eliminated real and perceived views of how to do business globally. Education stands at those same crossroads, as learning is no longer "flat," but instead far reaching and collaborative.
What do you think will happen in the educational technology field in the future?
Educators who embrace technology as the center of learning can become leaders in knowledge exchange. Utilizing technology solutions can broaden their reach so they educate deeper and wider, providing more cohesion to the learning process. Educators have a unique opportunity to combine their knowledge and experience with available technology to provide a comprehensive learning experience.
How will these future trends affect education as a whole?
A digital learning center where students from anywhere in the world will share knowledge and information to grow in a more expansive "learning eco-system" will replace the traditional classroom.
What are currently the most important ideologies in educational technology?
Transparency and collaboration through digital learning must be core ideologies for any technology solution afforded to education today.
Why are these ideologies important?
Learning can no longer be viewed as "flat." There cannot be perceived barriers to learning by educators. Technology must be a facilitator, rather than an inhibitor, to learning. By focusing on technology as the center of learning, rather than just a "tool," educators can focus on delivering learning in a broader, more efficient way, without losing quality.
What are your thoughts about these ideologies?
Transparent access to knowledge and collaboration through the learning process are central elements to this and future generations of learners. Traditional classroom learning is no longer a viable option given the way children are wired digitally today. Studies already indicate students learn in vastly different ways, and we have to accommodate those ways through the technology available to us.
Our Partner Listings


text:
LONDON.- The Courtauld Gallery
holds one of the most important collections of drawings in Britain. Organised in collaboration with The Frick Collection in New York, this exhibition presents a magnificent selection of some sixty of its finest works. It offers a rare opportunity to consider the art of drawing in the hands of its greatest masters, including Dürer, Leonardo da Vinci, Michelangelo, Rembrandt, Goya, Manet, Cézanne and Matisse. The Courtauld last displayed a comparable selection of its masterpieces more than twenty years ago and this exhibition will bring the collection to new audiences nationally and internationally.
The exhibition opens with a group of works dating from the 15th century, from both Northern and Southern Europe. An exquisite and extremely rare early Netherlandish drawing of a seated female saint from around 1475-85 is rooted in late medieval workshop traditions. It was also at this time that drawing assumed a new central role in nourishing individual creativity, exemplified by two rapid pen and ink sketches by Leonardo da Vinci. These remarkably free and exploratory sketches show the artist experimenting with the dynamic twisting pose of a female figure for a painting of Mary Magdalene. For Renaissance artists such as Leonardo, drawing or disegno was the fundamental basis of all the arts: the expression not just of manual dexterity but of the artists mind and intellect.
These ideas about the nature of drawing achieved their full expression in the flowering of draughtsmanship in the 16th century. At the heart of this section of the exhibition is Michelangelos magisterial The Dream. Created in 1533, this highly complex allegory was made by Michelangelo as a gift for a close friend and it was one of the earliest drawings to be produced as an independent work of art. More typically, drawings were made in preparation for other works, including paintings, sculptures and prints. Pieter Bruegel the Elders engaging scene of drunken peasants cavorting at a festival in the Flemish village of Hoboken was drawn in 1559 in preparation for a print. Whereas Michelangelo sought ideal divinely inspired beauty in the human figure, Bruegel here revels in the disorder of everyday life.
Despite the important preparatory function of drawing, many of the most appealing works in the exhibition were unplanned and resulted from artists reaching for their sketchbooks to capture a scene for their own pleasure Parmigianinos Seated woman asleep is a wonderful example of such an informal study surviving from the early 16th century. Drawn approximately 100 years later in around 1625, Guercinos Child seen from behind retains the remarkable freshness and immediacy of momentary observation. Guercino was a compulsive and brilliantly gifted draughtsman. Here the red chalk lends itself perfectly to the play of light on the soft flesh of the child sheltering in its mothers lap. No less appealing in its informality is Rembrandts spontaneous and affectionate sketch of his wife, Saskia, sitting in bed cradling one of her children. The exhibition offers a striking contrast between this modest domestic image and Peter Paul Rubenss contemporaneous depiction of his own wife, the beautiful young Helena Fourment. Celebrated as one of the great drawings of the 17th century, this unusually large work shows the richly dressed Helena who was then about 17 moving aside her veil to look directly at the viewer. Created with a dazzling combination of red, black and white chalks, this drawing was made as an independent work of art and was not intended for sale or public display. In its imposing presence, mesmerising skill and subtle characterisation, it is the equal of any painted portrait.
The central role of drawing in artistic training is underlined in a remarkable sheet by Charles Joseph Natoire from 1746. It shows the artist, seated in the left foreground, instructing students during a life class at the prestigious Académie royale in Paris. Drawing after the life model and antique sculpture was considered essential in the 18th and 19th centuries. One of the great champions of this academic tradition was Jean Auguste Dominique Ingres. The beautiful elongated forms of the reclining nude in his Study for the Grand Odalisque, 1813-14, represents the highest refinement of a precise yet expressive linear drawing style rooted in the academy. Outside the academy, drawing could offer the artist a means of liberating creativity. Goyas Cantar y bailar (Singing and dancing), 1819-20, comes from one of the private drawing albums which the artist used to inhabit the world of his dreams and imagination.
Canalettos expansive and meticulously composed View from Somerset Gardens, looking towards London Bridge is one of several highlights of a section exploring the relationship between drawing and the landscape. This group stretches back as early as Fra Bartolomeos Sweep of a river with fishermen drawn in around 1505-09, and also includes a particularly strong selection of landscapes from the golden age of the British watercolour. The interest in landscape is nowhere more powerfully combined with the expressive possibilities of watercolour than in the work of J.M.W. Turner. His late Dawn after the Wreck of around 1841 was immortalised by the critic John Ruskin, who imagined the solitary dog shown howling on a deserted beach to be mourning its owner, lost at sea. For Ruskin, this was one of Turners saddest and most tender works.
The Courtauld collection includes an outstanding selection of drawings and watercolours by the great French Impressionist and Post-Impressionist artists for whom the Gallery is most famous. Apples, Bottle and Chairback is one of Cézannes finest late works in any technique. Here we see the artist pushing watercolour to its extreme through his extraordinary intuitive but masterful handling of successive layers of coloured washes over luminous white paper. Another highlight of this group is the equally remarkable large crayon drawing by Cézannes younger contemporary, Georges Seurat. His standing female nude materialises in an almost unfathomable manner from an intricate web of curving crayon lines. The exhibition concludes with work by the two greatest artists of the 20th century, Picasso and Matisse, who reinvented the art of drawing for the modern age.
The Courtaulds drawings collection is largely the result of a series of remarkable individual gifts. They include the drawings presented by Samuel Courtauld alongside his collection of French Impressionist paintings, the bequest by Sir Robert Witt of some 3,000 drawings in 1952, and Count Antoine Seilerns Princes Gate bequest which, in 1978, brought many of the most famous individual drawings into the collection. Additionally, the works in the exhibition reveal rich and intriguing earlier collecting histories in which artist collectors such as Peter Lely in the 17th century and Thomas Lawrence and Joshua Reynolds in the 18th century feature alongside some of the great princely and connoisseurial collectors of Europe.
Mantegna to Matisse: Master Drawings from The Courtauld Gallery is organised under the auspices of the IMAF Centre for Drawings which was established in 2010 to support the study, conservation and public enjoyment of The Courtaulds collection. The catalogue accompanying the exhibition has been prepared in collaboration with The Frick Collection and features twenty authors contributing entries on individual works in their specialist areas, often with new technical research undertaken at The Courtauld. Spanning some 500 years, Mantegna to Matisse offers an opportunity to study and enjoy a remarkable array of masterpieces. The exhibition also aims to celebrate the great versatility and diversity of draughtsmanship and invites audiences to consider what makes a master drawing.


Browse Dictionary by Letter
Dictionary Suite
strong-willed having a strong will; resolute; determined. [2 definitions]
strontium a highly reactive chemical element of the alkaline-earth group that has thirty-eight protons in each nucleus, that occurs naturally only in compounds, and that has highly toxic radioactive isotopes that are by-products of some types of nuclear fission reactions. (symbol: Sr)
strop a pliable strip, usu. of leather, on which a razor is sharpened. [2 definitions]
strophe the movement from right to left of the chorus in classical Greek drama, or the part of the choral ode sung during this movement. (Cf. antistrophe.) [2 definitions]
strove past tense of strive.
struck past tense and past participle of strike. [2 definitions]
structural of or pertaining to construction or structures. [2 definitions]
structuralize to include as part of a structure.
structureless combined form of structure.
strumpet formerly, a harlot; whore.
strung past tense and past participle of string.


text:
Part I. Provider Design Pattern Overview
The Provider Model Design Pattern was first introduced with the.NET 1.1 framework, specifically in the ASP.NET starter kits and was formalized in ASP.NET Whidbey as a membership management provider API (Application Program Interface). It's primary purpose is to separate the definition for an API from the implementation. This keeps the API flexible by enabling the core functionality to be flexible and easily changed.
More details on the origins of the pattern in the.NET 1.1 Framework can be found on MSDN:
The Provider Model Design Pattern is basically a fusion of the two GOF patterns: strategy and abstract factory. The API is defined and the functionality is "pluggable" through a variation of the strategy design pattern. This functionality is loaded into memory through a rough implementation of the abstract factory design pattern.
Here's a basic outline of the parts and how they interact.
- API Class: This is a class that defines and exposes all the desired functionality through static methods. There is no implementation in the API Class. The API Class keeps a reference to a Application Provider Base which is basically a wrapper for the API functionality.
For this article our API Class will be a store from which we can purchase products, specifically Coke, Snickers, and the diet pills that are needed from eating all the Snickers and drinking all the Coke.
Here are the parts of our class:
- We'll have API functionality to do basic store stuff like AddProductToStock, GetProductPrice, GetProductStockCount, and RemoveProductFromStock (the core methods)
- We have an Initialize() method which is used to load any existing concrete stores from the application configuration.
- We have references to all available providers.
- We have a reference to the default provider whose functionality is being wrapped.
Once implemented, all calls will be made to this API class, which will in turn, pass the request to the default provider.
- Provider Base Class: This is an internal abstract.NET class in the System.Configuration.Provider namespace that is used to define a provider. The Initialize() method takes information from the configuration file to construct the concrete provider. Eventually, we will be overriding the Initialize() method when building our own custom providers by implementing this abstract class.
- Application Provider Base: This is an abstract class used to mirror the structure of the API Class, and inherit from the ProviderBase class. The Application Provider Base inherits from ProviderBase and defines the structure for parent classes by exposing the API methods as abstract members to be implemented by a parent class.
In our application we'll call the Application Provider Base "StoreProvider". Notice how the Store Provider class has abstract definitions for the methods defined in the Store class and inherits from the abstract class ProviderBase.
- Concrete Provider: This class is where the methods of the Application Provider Base are implemented. The Concrete Provider overrides the Initialize() method in order to load information specific to the Concrete Provider from the configuration file.
So these are the four core classes needed to implement the provider pattern. The rest of the classes are either used to define what the provider is providing (which, in this case, is a Product class) or utilities for supporting building the objects on the fly or managing the application configuration file.
It takes a bit to wrap one's mind around the basic structure, but once you see how requests are executed against the static Store class and then passed to a reference of a StoreProvider which is implemented by a CornerStoreProvider, you get the basic idea of how the cogs of this machine all work together.
Part II. Details, Details, Details
Now that we have covered the basics, let's dig a little further into the structure of our program. Basically we are a building an API for interacting with a store and products within that store.
Let's look at the Product class.
This class is not part of the provider pattern, however, we are using it to move data back and forth. We are defining the name and the wholesale cost for each product. Each store will have it's own markup on each product so we can calculate the retail cost. I have also added static methods to get all available products: GetProducts() and Initialize().
The Store class defines our core API for interactions between us (the client), the store and products.
The Store Provider exposes these same methods in an abstract class as we discussed earlier.
The CornerStoreProvider is our concrete implementation of the StoreProvider.
The VendingMachineStoreProvider is another concrete implementation of the StoreProvider.
One interesting method implemented by both the concrete providers is Initialize(). This is the method called from the ProviderBase which gets called from the ProvidersHelper. This method overrides the ProviderBase implementation and then we are using it to load markup information specific to the store which is in the section of the configuration file.


31 January 2008
Kids "Universally" Dislike Clowns?
This month, the Reuters wire burned with a new scientific finding: Kids hate clowns. The dispatch stated:
The news that will no doubt have clowns shedding tears was revealed in a poll of youngsters by researchers from the University of Sheffield who were examining how to improve the decor of hospital children's wards.
"As adults we make assumptions about what works for children," said Penny Curtis, a senior lecturer in research at the university.
This prompted complaints from clowns who visit hospital wards, as a follow-up dispatch reported:
In a deluge of emails to Reuters, they say they misrepresent just how popular they really are.
"The 'universe' of 250 children used for the Sheffield University study was miniscule compared to the 250,000 one-to-one bedside visits made by Clown Care to hospitalized children annually," said Joel Dein, director of communications at the Big Apple Circus in New York.
I can't read the original article without a Nursing Standard subscription, but I have doubts about any study that surveys fewer than 300 English children and then prompts a declaration that "clowns are universally disliked." Social scientists rarely speak in such absolutes.
On the other hand, amidst all the caterwauls and chuckles, the news media lost track of the confines of the original study. The Sheffield team didn't research kids' thoughts on actual clowns; they're studying how to design and decorate children's hospital wards. As HospitalHealthCare.com reported, the lead researcher "said that children preferred colourful spaces and references to contemporary culture."
Well, of course they do. This study basically asked kids aged four to sixteen in a social environment (i.e., where there was every possibility of peer pressure to be cool) how they'd like their bedrooms decorated. How many kids today are going to demand a circus theme? But that doesn't mean kids, in hospital or not, dislike the clowns who come to entertain them once in a while.
(Creepy image of card-playing, cigarette-smoking child clowns above by artist Ron English, available as a poster. Now that's decorating!)
Kelly said...
Of course the language here is overblown. Still, I think the researchers are on to something.
Doesn't everyone have a "traumatic" circus story from their youth? Why do adults insist on perpetrating the same crimes on their children?
I personally support a universe-wide ban on circus clowns.
(And don't get me started on the elephants. Every child recognizes when sitting in the stands that a noble creature like the elephant should not be wearing a hat and standing on one leg balancing a ball. The circus is one tradition that deserves to die a natural death.)
J. L. Bell said...
Certainly I recall some clowns I despised, but I wouldn't go so far as to dislike an entire class of people simply because of the color of the skin makeup.
Lately I've been attending performances of Circus Smirkus rather than Ringling, which means the clowns are less than half my age and I can exert some moral authority over them if need be.
ericshanower said...
I never had a problem with clowns. I don't have any particular affection for them, but I don't understand why anyone would hate them.
David Lee said...
I don't remember finding clowns funny as a kid. Too much clown humor is based on slapstick and being stupid and that never did much for me. (Never cared for the Three Stooges for the same reason.)
I didn't find them scary either. I mostly just found them weird. Some of them were a version of weird that I liked. Others, not so much.
Chris Barton said...
I'm no clown hater. But I still remember the day my wife and I had to explain to our three-year-old that clowns are, in fact, human.


text:
No products in the cart.
Physical, Mental, Emotional, Spiritual
Beauty – much like the rest of the self-care industries – is experiencing a dramatic shift. Gone are the days of people believing that a special cream will solve all your skincare needs. Now, we are entering into a new, more rounded and complete approach to our beauty routine, incorporating physical, mental, emotional and spiritual approaches to beauty. And while these areas may seem separate, if they are out of balance, our wellbeing and beauty suffer. This is the next generation beauty regimen. Are you making the shift?
Next Generation Beauty: Physical Approach
There are plenty of reasons to make your physical health a priority – from losing weight to eliminating toxins from your body. And all these have an additional payoff – healthy skin. When your heart is pumping from exercise, you are supplying your skin with a heavy dose of oxygenated blood. When you eat a plant-based diet, you are providing your skin with the nutrients it needs to fight environmental aggressors and regenerate effectively. When you have regular massages you encourage lymphatic drainage, which shuttles toxins out and away from your cells so that nutrients can easily travel in.
Physical approaches to beauty include:
- Healthy Eating
- Physical Exercise
- Natural and Organic Skincare Products
Next Generation Beauty: Mental Approach
The mind-body connection is no longer a myth. Scientific studies have shown repeatedly that how you mentally perceive the world, ultimately affects your health and wellness. Taking a minute to center yourself and breathe isn't just good for reducing your stress level, it's also great for your skin. Build your mental muscle – and experience improved beauty – through these healthy practices.
Mental approaches to beauty include:
- Positive Affirmations
- Adequate Sleep
- Deep Breathing
Next Generation Beauty: Emotional Approach
If you've ever blushed from embarrassment, you know that your emotional state can be reflected on your skin. Although cause and effect can be difficult to pin down, considerable data suggests that at least in some people stress and other emotional and psychological factors can activate or worsen certain skin conditions.
Emotional approaches to beauty include:
- Reducing Stress
- Emotional Processing
- Human Connection
Next Generation Beauty: Spiritual Approach
Ever heard of someone seeing something so beautiful they likened it to a spiritual experience? The art of making things beautiful goes back to the beginning of human consciousness, as far as we can tell. As humans, we seem to have an inherent nature to express ourselves through beauty – whether that's a song, story or image. We use beauty to make sense of the world and its meaning.
Spiritual approaches to beauty include:
- Soul Searching
- Connection With Something Bigger Than You
- Chakra Balancing
Beauty is not just a physical experience. When we hear beauty call, it speaks to our mind, our heart and our soul. Once you breakthrough a solely superficial approach to beauty, you can experience your own beauty at new depths which will make you glow from within.


[ Back to EurekAlert! ]
[ | E-mail ] Share Share
Contact: Stephanie Burns
BMJ-British Medical Journal
Are we hard-wired to follow celebrity medical advice?
Food for thought: Following celebrities' medical advice: Meta-narrative analysis
Celebrities can generate a large amount of publicity for health campaigns. For example, Michael J Fox's foundation has raised over $350 million for Parkinson's research and singer Sir Elton John's charity has raised more than $300 million to fight HIV/AIDs.
But their efforts are not always helpful. Sometimes the advice given by celebrities conflicts with recommendations from health professionals and research evidence and poses a public health hazard. Examples include former Playboy model Jenny McCarthy's incorrect messages about vaccines causing autism; Katie Couric's recent alarmist coverage of the HPV vaccine; and TV broadcaster Sir Michael Parkinson claiming that "if you can pee against a wall from two feet, you haven't got it [prostate cancer]."
Researchers from McMaster University in Canada looked at how celebrities gain credibility as medical advisors and why the public can fall under their influence when making important health decisions. They analysed economic, marketing, psychology and sociology studies from 1806 to the present day.
The researchers give several explanations for how celebrities gain credibility as medical advisors.
One explanation is "herding", which is people's natural tendency to make decisions based on what others have done in similar situations.
Another explanation is celebrities' "halo effect" which, as the researchers say, gives celebrities a "cloak of generalised trustworthiness which extends well-beyond their industry or expertise". Wanting to follow in their favourite celebrities' footsteps, consumers ignore other information and instead imitate the celebrity's health choices.
Celebrities also portray themselves as having an authentic connection to the product or behaviour they are promoting. So are perceived as having greater credibility than their non-celebrity counterparts, despite having less medical knowledge and experience.
Another theory explaining celebrities' influence is that consumers want to purchase "social capital" from celebrities by acquiring their products, mimicking their lifestyles and taking their medical advice. For people seeking to raise their social status, one strategy is to imitate celebrity behaviours. Furthermore, consumers have a "self esteem motive" as they follow advice from celebrities who match how they want to perceive themselves and feel like they can become more like their favourite celebrity by purchasing products they have endorsed.
The study says health professionals can counter celebrities' negative influences by speaking to their patients about the validity of celebrity advice and cement themselves as sources of reputable health information. "We need to rethink and better understand where people obtain their health information and what makes them act upon it," said Hoffman. "Understanding why people follow celebrities' medical advice represents a good start."


Experienced. Resourceful. Effective.
When should I consider getting a financial power of attorney?
Some aspects of your life seem so simple and routine that you cannot imagine the inability to do them. Tasks such as paying your bills and managing your mail are typically not things you worry about delegating.
Life is unpredictable, and its unpredictability can leave you feeling powerless when it comes to performing everyday tasks. A financial power of attorney can ensure that certain tasks are completed when you cannot accomplish them yourself.
Here are some of the ways a financial power of attorney may be able to help you.
Quarantine is covered
Isolation and unanticipated quarantine can present many challenges as we have recently learned. Whether you are in the hospital battling an unexpected illness or avoiding those who could make you sick, self-quarantine and isolation can make performing your regular financial tasks much more difficult.
When you grant someone the financial power of attorney, you give them the ability to manage your financial affairs on your behalf. The person with the financial power of attorney can help you pay bills, move assets, and take care of routine financial tasks.
Choose someone you trust
Appointing a financial power of attorney can be beneficial, but there is also a significant amount of responsibility that comes with that responsibility. If you choose the wrong person to manage your finances, you could find yourself with more serious problems than those you were trying to resolve or avoid.
Before you decide on a specific person as your power of attorney for financial matters, talk to them about the responsibilities they would be expected to assume, and the conditions under which they would have financial authority. The person you choose should be prepared to follow your directions and understand your financial intentions, and to act on your behalf as you would in the same circumstance.
FindLaw Network


text:
In an article published on the Health Affairs Blog, the National Pharmaceutical Council and the Analysis Group conducted market research to explore payer views of the potential roles that existing and new alternative payment approaches could play in managing the financial risk and impact of gene therapies. They found that although payers are thinking about how to cover gene therapies, more work is needed to fully address seven important coverage challenges:
- Financial risk and impact of gene therapies is an important concern for payers: The majority of payers, both on a regional/local level and a national level, expressed "very high" concern about managing the potential financial risk and impact. Both rare diseases and "common chronic diseases" caused concerns for payers about shifting from the current standard of care with existing treatments to one-time gene therapies.
- Payers would consider alternative payment models to manage plan risk under the right set of circumstances: Every national payer and more than half of regional payers surveyed said they expected to enter into alternative payment arrangements for gene therapies within the next three years.
- Payers expect to use a combination of new and existing approaches to manage the financial risk of gene therapy: Most payers (excluding Managed Medicaid) were most likely to expect to use a combination of approaches to manage gene therapy-related financial risk. About half of those payers expected alternative payment arrangements to play a role in managing that risk, either alone or in conjunction with other approaches.
- Given uncertainty about magnitude and duration of clinical effects, payers likely will require performance guarantees with alternative payment approaches: For approaches that smooth payments over time, nearly all payers said they would expect payment to be dependent on meeting performance-based requirements – and more than 95 percent said expecting them to pay for patients who have stopped responding to a therapy would be a "deal breaker."
- Greatest patient access challenges may be encountered at smaller employer plans and managed Medicaid plans: Nearly one-third of smaller plans surveyed said they were likely to exclude coverage for gene therapies.
- Payers' preferred approaches may not be entirely effective in addressing their concerns: Many payers said they would use stop-loss/reinsurance in conjunction with a payment agreement, but this approach could result in higher costs for patients and payers.
- Many payers were uncomfortable with "patient portability" proposals: Roughly three-quarters of payers surveyed called allowing patients to carry payments with them if they switch plans a "deal breaker." Payers were not interested in accepting financial responsibility for such patients who switch into their plans.


text:
Remember that Walden's Title IV Code is 025042.
Walden's online Graduate Certificate in Teaching English Language Learners (Grades K–12) provides the practical instructional strategies you need to help students of diverse linguistic and cultural backgrounds thrive within the general classroom and other settings.
In this four-course, non-licensure program, you will explore a range of theories, strategies, and second language learning programs including dual language immersion, transitional bilingual education and structured English immersion. You will learn to apply:
By learning to work collaboratively with families and colleagues, you will develop the skills essential to supporting and advocating for English Language Learners of diverse backgrounds.
Credits earned in this program may be applied toward Walden's M.S. Ed with a specialization in Teaching English Language Learners (Grades K–12).
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
Apply Now | Live Chat | Call Us
© 2014 Walden University


text:
Sugar cane mill is another name for the sugar industry, from which sugar production is carried out. Cane is a cash crop, as is well known. "Effluent treatment plant in sugar industry" Although the biggest industry that contributes to the development of the nation is the sugar industry. However, it is considered to be one of the main sectors that has been listed as a polluting sector. The effluent from the sugar industry is very polluted.
For every tonne of crushed sugar cane produced by the sugar industry, 1,000 L of effluent is produced. If released without treatment, sugar industrial wastewater can pollute both aquatic and terrestrial environments.
Let's talk about effluent treatment plant in sugar industry, in detail.
Sources of effluent in sugar industry
Water splashed to extract the most juice and water used to cool the roller bearings are among the waste products from the sugar industry. Because of the machines and sugar, the mill house waste has a high BOD content. "Effluent treatment plant in sugar industry" The juice filtering cloth has to be cleaned. Despite its tiny volume, the effluent produced in this manner has a significant BOD and suspended particles content.
Additional waste is also produced as a result of molasses handling as well as juice, syrup, and molasses spills and leakage in various parts. The regular cleaning of the floor adds significantly to the pollutant burden. Despite the fact that these wastes are intermittently emitted and tiny in amount, they have a very high BOD.
Effluent treatment plant for sugar industry
Large-scale water consumption and the production of organic compounds as liquid effluents pose serious environmental issues for the sugarcane processing sector. Due to the environmental issues connected to this activity. The inadequate and careless disposal of this effluent in soils and aquatic bodies has attracted a lot of attention in recent years.
However, an improved water and material economy can help sugar mills, like all other sectors, minimise their pollution output. Therefore, water should be used wisely in effluent treatment plant processes and recycled whenever possible. The steps included in Effluent treatment plant are described as follows:
- Screen chamber cum oil & grease tank: The huge floating objects are removed using the screen chamber (Bar Screen). Untreated wastewater may include paper, big floating particles, and other things. The screening chamber stops these debris from fouling the pumps, impellers, and equipment, as well as from choking the piping system. All of these materials are removed from this chamber using a 10 mm wide by 50 mm deep bar screen that is set with 20 mm between each bar. Frequent cleaning operations are conducted to remove stuck materials. The purpose of the oil and grease chamber is to remove oil and grease from the influent, which can harm the pumping system and jeopardise biological treatments.
- Equalization Tank: Peak daily or wet-weather flow can be temporarily stored in equalization basins. In addition to serving as a temporary holding area for incoming effluent during plant maintenance. Basins also allow for the batch dilution and distribution of toxic or highly concentrated wastes that might otherwise prevent biological secondary treatment (such as portable toilet waste, waste from vehicle holding tanks, and septic tank pumpers). Aerators may also be included in flow equalisation basins, which also often have capabilities for bypass and cleaning and variable discharge control. If the basin is located after screening and grit removal, cleaning might be simpler.
- Mixing Tank: In general, mixing tanks are created by mixing the influent that is kept in the equalization tank. Mechanical stirrers are used to perform the mixing.
- An aerator-equipped aeration tank: A liquid or substance is aerated when air is pumped through it, combined with it, or dissolved in it. As a result, aeration tanks are provided to aerate the effluent so that biological waste treatment can proceed more effectively.
- Clarifier: Clarifiers are sedimentation tanks with mechanical mechanisms for continuously removing sediments that are being deposited. A clarifier is frequently used to remove solid particles or suspended solids from a liquid in order to clarify and/or thicken it. Additionally, sludge is referred to the concentrated pollutants that are released from the tank's bottom, whereas scum refers to contaminants that float to the liquid's surface.
- Drying sludge bed: The settled sludge is dewatered using sludge drying beds. In order to keep the concentration of MLSS in the aeration tank constant. The extra sludge from the clarifier is periodically discharged to sludge drying beds. The drainage lines are located 2.5 to 6 metres apart. The bed should incline at a rate of 1 in 200 towards the discharge end.
The effluent treatment plant's overall performance is quite satisfactory. Additionally, the individual units operate effectively, and their removal efficiencies are acceptable. Therefore, it can be concluded that the effluent treatment plant in sugar industry is operating efficiently. Because the treated effluent complies with the MPCB requirement for discharge in inland surface water. This treatment facility has a strong potential for pH, temperature, TDS, and COD reduction. At the ETP's output, the industry's garden area receives the treated effluent.
For any other support, inquiries, or product purchases, call on +91-_PHONE_ or email at _EMAIL_


Notice: Undefined variable: autorotate in /home/hgrcom/public_html/wp-content/themes/construction/vamtam-editor/shortcodes/handlers/blockquote.php on line 70
Document Recovery Services
Your valuable documents and books that are subject to fire or flood may suffer great damages due to humid or smoke. Documents and books containing cellulosic material may cause the formation of carcinogenic effects since they absorb carbon monoxide and bacteria directly.
As HGR Damage Restoration, we perform recovery process with our expert staff using OSS Ozon Application following the drying operations performed with drying technologies such as Vacuum Freeze Drying and Vacuum Thermal Drying.
OSS Ozone fragments, oxides and changes many molecules. With this effect, it acts as a deodoriser. By oxidizing solvent vapour and toxic gases on documents, books or heavy metals in the environment, it destroys their carcinogenic and other harmful effects. OSS Ozone has flocculant effect, which means that it combines airborne smoke, fine dusts and similar nanoparticles and precipitates them.
444 1 491
Yeniden, Eskisi Gibi… İLETİŞİME GEÇ!


Calculate the Number of Days Between Two Dates
1 comment
 - Avatar
 Chi-Pa Choi
 Good that you created this node but
 a) Putting the output all fields option in "optional" and not "output" is a continued lesson in D360 you have to search everywhere. All should be the default - when would a user just calculate workdays in isolation? Even if they did then "all" as default changes nothing.
 b) why make the default input text? Surely the most common use of nodes is in a flow, (apart from data acquisition nodes) not as hard typed inputs? You are making people then have to do two sets of clicking to be able to input dates from a node.
 It looks like this useful calculation was done in isolation with not enough thought of how it is used in practice.
 btw, being able to do date +/- [x] workdays would also be very useful
 Comment actions Permalink
Please sign in to leave a comment.


Friday, January 25, 2013
The ParaSail "import" clause -- library level visibility
We have postponed implementing the "import" clause for ParaSail until just recently. That may seem somewhat surprising. Up until now, any ParaSail module could refer to any other ParaSail module, provided it used its full expanded name (e.g. a name of the form Acme::Killer_App::Driver). This works fine for small programs, but as programs grow larger, there is often a desire to be more restrictive (on the one hand) as far as interdependencies, and provide a shorthand (on the other hand) for long module names.
So now in ParaSail, you can both restrict visibility, and create shorthands, using a (Java-like) import clause:
 import Acme::Killer_App::Driver
will both give visibility on this Driver module, and provide a shorthand of simply "Driver" to refer to it. Alternatively, you can gain visibility on all of the modules in a hierarchy, along with shorthands for the top-level items in the hierarchy:
 import Acme::Killer_App::*
gives visibility on Acme::Killer_App::Driver, Acme_Killer_App::Utilities, etc. as well as allowing the use of the shorthand names "Driver" and "Utilities" directly in the source code that follows the import clause.
In the absence of any applicable import clauses, a default is provided based on the name of the module being compiled. If the module being compiled has the name "A::B::C" then the default import clause, when none is supplied, is "import A::B::*". That is, the module has visibility on the entire hierarchy of modules rooted at its parent module A::B, and can use the names of its sibling modules directly as a shorthand (e.g. can refer to A::B::D as simply "D").
Whether or not explicit import clauses apply to a piece of ParaSail source code, the following two implicit import clauses always apply:
 import PSL::Core::*
 import PSL::Containers::*
This ensures visibility on, and shorthands for, the standard ParaSail types such as Boolean and Univ_Integer, and the standard ParaSail containers such as Vector and Map.
Within a single source file containing multiple modules, a given set of import clauses apply to the modules following the import clause(s) up until the end of the source file, or to the next set of import clauses. Whenever a new set of import clauses is given, the new set completely replace any earlier imports. So there is no inheritance or accumulation of import clauses. Only one set applies at a time (after always adding in the implicit ones for PSL::Core::* and PSL::Containers::*).
So why did we choose this particular approach for the import clause, and how does it compare to that of other languages?
Programming languages take many different approaches to controlling visibility between standalone program units defined at the top level of some source file. C and C++ use a strictly textual _TAG_ approach, where what is defined by some included declaration is visible, and what is not declared in any included text file is invisible. There are many well known troublesome issues with such an approach, but it has the advantage of simplicity. However, some of the nice simplicity is lost when you add in the notion of "extern" declarations and single-definition rules and such. Much of the nastiness comes from nested includes, and multiple includes with redefinitions of macros which allow the various includes of the same file to have different effects.
Languages like Modula, Ada, Java, etc., adopted a module-based approach to standalone unit visibility, where an import clause or a with clause or something similar is used to indicate what other modules are available for use within a given module. The import clause specifies the name of the module or modules to be imported, using their programming language name rather than their file name. Some implementations of such languages require that modules be stored in files whose filenames are derivable from the module name, but that is not always required, and in Java is only required for a public class or interface, but not for package-visible classes or interfaces that come along for the ride in the same file. In module-based approaches, there is typically no transitive importing, in that each module must specify the modules on which it wants visibility -- it doesn't get visibility on a module B just because it imports a module A that imports B. It must import B directly.
Note that Ada does allow the body of a library unit to inherit the with clauses from its spec, as well as from its parent units in the library unit hierarchy. Hence a with clause on the spec for a package Acme would be inherited by the Acme package body, as well as the Acme.Killer_App spec and body, and so on. For most other languages, there is no inheriting of import clauses between source files, even when one is defining the implementation for a module and the other is defining the interface for the module.
The new language Go has an interesting approach, where filenames are used in the import clauses, but they are treated more like modules, in that there is no automatic transitivity, and the imported files never need be read more than once, even if they are indirectly imported several times. Go was designed in part in response to the unpleasant effects of the C++ _TAG_ rules, which in large systems can dramatically slow down compilation.
Other solutions to the C/C++ _TAG_ unpleasantries exist, some based on a "_TAG_ Once" approach which says that a given include file should only be read once, and others based on an idiomatic use of _TAG_/_TAG_'s bracketing the text of each include file.
Another dimension over which importing differs is the provision of shorthands for imported declarations. In Java, for example, no import clause is required if the programmer is willing to refer to an externally-defined class by using its full name (such as A Java import clause is primarily designed to provide a shorthand for a class/interface name (by writing "import"), or for all of the classes/interfaces in a given package (by writing "import*"). Java also provides an implicit import of java.lang.*, providing shorthands for all of the most basic Java classes and interfaces without need for an explicit import clause. Modula (and Python) provides a shorthand when using an import clause of the form "from M import A, B" which makes the names A and B directly visible.
Ada has a different approach to shorthands. The contents of any package may be made directly nameable using a "use" clause (e.g. "use Pkg;" makes Pkg.A nameable as simply "A").
So now back to the approach adopted for ParaSail. ParaSail follows the Java model as far as shorthands, in that an "import Acme::Killer_App::Driver" has the effect of making "Driver" usable directly within the code that follows. But unlike in Java, if the programmer gives explicit import clauses, then they restrict what modules the source code may use. If the name of a module is not covered by one of the explicit import clauses, and is not within PSL::Core::* or PSL::Containers::*, then no reference may be made to it, even with its full name. What this means is that if an import clause is present, it ensures that no unexpected dependencies on outside modules can occur due to some buried full-name reference.
ParaSail also eschews any inheritance of import clauses from other modules, such as the parent module or the interface of the module. Import clauses apply to a piece of source code, namely the source code that follows the import clauses, up until the next set of import clauses, or the end of the file. This means that identifying what other modules are relevant to understanding a given piece of source code is fully circumscribed by the applicable import clauses.
Thursday, January 10, 2013
Rev 3.8 release brings initial I/O library, import clauses
We are pleased to release alpha revision 3.8 of the ParaSail compiler and virtual machine, available at the same URL:
This release includes a number of new features, including support for the import clause, and a standard library now defining modules with names like PSL::Core::Boolean and PSL::Containers::Set (rather than simply Boolean or Set). There are some new I/O modules, including PSL::Core::IO, PSL::Core::File_Input_Stream, and PSL::Core::File_Output_Stream. These last two support simple textual file I/O. We will be providing additional libraries oriented toward a graphical user interface in an upcoming release. The reference manual has also been updated to cover some of the newer features. As usual, consult the release notes for more details on the 3.8 revision.
We will write a separate blog entry about the design of the import clause -- it brought out some interesting issues. Every ParaSail module has an implicit import of PSL::Core::* and PSL::Containers::* so the introduction of the import clause shouldn't cause any compatibility issues with existing code.


text:
Water Online Quality Meter
- Dissolved Oxygen Meter
- Online Conductivity Meter
- Industrial pH/ORP Meter
- Residual Chlorine Meter
- Online COD BOD Analyzer
- Online Turbidity Meter
- Water Quality Multi-parameters
- Suspended Solid Meter
- Online Ion Meter
- Acid Alkali Concentration Meter
- Online Color Meter
- Industrial Silicate Meter
- Online Phosphate Analyzer
- Online Sodium Meter
- Online Oil-in-Water Analyzer
- Water Quality Sensor
- Laboratory Water Quality Meter
- Portable Water Quality Meter
- Industrial Flow Meter
- Industrial Level Meter
- Industrial Pressure Instrument
- Water Quality Sampler
How to verify the accuracy of the COD tester's test results?
Under normal circumstances, the manufacturer of the cod tester will provide a certain amount of cod standard solution when leaving the factory. At this time, the standard fluid has two functions. One is to train enterprise operators to use it, and the other is to check the accuracy of the instrument. After the enterprise uses the cod detector for a period of time, the cod standard solution is given by the manufacturer also expires. At this time, companies need to find another way. Companies can find cod detector manufacturers to re-purchase a certain amount of cod standard solution, or buy it from a nationally certified standard solution company. Enterprises with conditions can buy it by themselves. Compiled according to relevant national standards.
Using COD standard solution, how to determine the accuracy of the COD detector test results? First, companies can dilute the COD standard solution to different concentrations, and then measure them separately to check whether the instrument is accurate. This method can test the full-scale accuracy of the instrument. Second, the standard solution can be directly diluted to the data concentration value obtained from the newly determined water sample (approximately CAN), and then the test result is tested to see if the test result is consistent with the diluted concentration value. Due to human operation, it can be directly determined whether the detection value of the water sample is accurate. It is recommended to make several batches of samples for each batch, and then calculate the average value and compare it with the standard solution value. If the measured value is within the allowable error range, the instrument is accurate.
Professional institutions please make an inspection report
In order to judge the accuracy of the cod tester, the water sample can be sent to a third-party authoritative testing agency for testing on a regular basis, and then the test data can be compared with the self-test data; the instrument can also be sent to the National Institute of Metrology for calibration, and the National Metrology Institute The institute will issue a calibration report or test report for the enterprise. Of course, the cost of this method is high, and companies need to make their own decisions according to their needs.
Compared with the national standard titration method to verify the accuracy of the COD detector's measurement results.


I know that both
a) She has walked for two hours.
b) She has been walking for two hours.
mean the same thing: that she started walking two hours back and is still walking.
So according to the above example, both of the below two sentences should be correct.
 1. Since she started journey, she has felt sick.
 1. Since she started journey, she has been feeling sick.
But my grammar book says only the second sentence is correct. Why so? What is the difference in meaning between them?
Both are correct depending on the context.
Since "feel sick" is a continuous verb and there is an indicator of a duration of time,"Since she started journey," both present perfect and present perfect progressive are implying that it's an incessant event.
The only nuance difference is that present perfect could mean that she's not sick now, though it can also mean she may still be sick, whereas present perfect progressive can only mean that she is still ill.
 - This is quite true, but there's an additional complication. I've tried to explain it below. – Yuri.teacher.English Apr 3 at 18:59
For a start, both sentences are missing a definite article, the:
 - Since she started the journey, she has felt sick.
 - Since she started the journey, she has been feeling sick.
The time marker "since" puts the sentence in the Present Perfect Progressive tense and calls for the corresponding format.
See the image below from _URL_
comparisons of present perfect and present perfect progressive tenses
I found this clear description from grammar-monster.com:
The present perfect progressive tense has two uses. It is used for:
A continuous activity that began in the past and continues into the present. For example:
 - Those workmen have been fixing the roads.
A continuous activity that began in past but has now finished (usually very recently). For example:
 - John has been baking cakes.
You have to rely on context to tell you whether the activity is still ongoing in the present or has finished. For example, the workmen might still be working, and John's finished cakes might be on the table.
See the below screenshot:
screenshot of construction of a present perfect progressive tense
Link to grammar-monster.com
Both constructions are correct, but not for the obvious reasons. Besides the missing article in these two sentences, the difficulty is with the verb itself.
 1. Since she started the journey, she has felt sick.
 2. Since she started the journey, she has been feeling sick.
The present perfect (PP): An activity that has been completed in the past.
 - Its primary purpose is to emphasize that the action is completed.
 - It is used to enumerate actions, to state achievements, state the unfinished.
The present perfect continuous (PPC): An activity that has just been completed and has an impact on the immediate moment or continues into the future.
 - It has two primary uses. It can be used to emphasize the impact on the present, but it is also often used to emphasize the length of time for action. That latter is what is happening in sentence 2.
Option 2 leads us to empathize with the subject of this sentence:
Poor thing, she has been feeling sick since we left the house.
Whereas, the present perfect would do the opposite.
Fortunately, she has only felt sick once since we left the house. The journey has been quite easy for her.
So why is option 1 also correct?
Where everyone gets really confused is with respect to whether verb is active or stative.
The thing is that, when you are using a stative verb the PP is used instead of the PPC having the same meaning as the PPC. Stative verbs cannot be used with the continuous tense, regardless of whether it is present, future, past or perfect.
 - I am happy.
 - I was happy.
 - I will be happy.
 - I have been happy.
It would be incorrect to say:
 - I am being happy.
 - I was being happy.
 - I have been being happy.
I think the point is clear.
The problem is with the verb to feel. In theory, it is a stative verb, but in practice it is used as both stative and active.
I feel happy.
I am feeling happy.
Understanding this, wouldn't the PPC be correct then? Not necessarily!
If you follow example 1:
 - I feel happy. > I have felt happy.
The PP would actually be correct and PPC incorrect.
If you follow example 2:
 - I am feeling happy. > I have been feeling happy.
The PPC would be correct, and the PP would be quite weird.
In conclusion, there's no avoiding it. Both are perfectly correct.
 - Is it also true that stative verbs can be in continuous tense in order to emphasizing? – HypnoticBuggyWraithVirileBevy Apr 3 at 23:36
 - No, it is not done for emphasizing. If a stative verb is used in the continuous tense its meaning can change. Some common examples, with love (stative) "I'm loving it" means you're enjoying (active) it, with have(stative) "I'm having a coffee" means drinking it (active), with to be (stative) "You're being mean" means you are behaving in a mean way. – Yuri.teacher.English Apr 4 at 12:15
I think because both sentence don't has a duration time like "for two hours/for two weeks". In this case, it can be used to emphasize an action that's been happening "lately" or "recently", so the present perfect continuous is more appropriate.
Both constructions are correct.
Your two walking examples should both say "has" and not "have". Always "She has" or "She has been"; never "She have" or "She have been".
 - tq, edited my mistake. So you mean both "she has felt sick" and "she has been feeling sick" give same meaning?? – Ramteja Guthikonda Jun 26 '20 at 7:49
 - Yes that is what I mean. :) – Anton Jun 26 '20 at 7:58
Your Answer


text:
George Auguste Leschot
History of Watchmaking
Birth of Georges-Auguste Leschot in Geneva (where he died in 1884), another pioneer of mechanised production and interchangeable parts.
World population estimated at one billion.
Beginning of the industrialisation era.
Washington became the capital of the United States.
1798. French troops invaded and occupied Switzerland, leading to instauration of the Helvetic Republic. Revolutionary trade legislation was introduced, which disadvantaged watchmaking.


text:
SEPAREL® Membrane Degassing Technology and eFlow®Anti-Static Device
Avoid Dust Re-adhering and Prevent Static Electricity Damage to the Substrate Pattern with SEPAREL® Hollow-Fiber Membrane Degassing Modules
SEPAREL® membrane degassing technology can help reduce the stationary charge that builds up on the surface of a material. For example, electrostatic overstress (EOS) and electrostatic discharge (ESD) can lead to field failures in semiconductors.
The SEPAREL® membrane degassing module and eFLOW® Series may help to control the specific resistance value of ultra-pure water by supplying carbon dioxide through a hollow fiber gas permeable membrane uniquely developed by DIC. This makes it possible to avoid dust re-adhering, and to prevent static electricity damage to the substrate pattern.
The SEPAREL® Difference
- The simple structure results in few breakdowns.
- Unique pipe distribution system controls the specific resistance value and has excellent stability.
- Long lifespan of the carbon dioxide gas injection module.
- Clean specification (flow rate up to 30 L/min)
- Low specific resistance (0.25 to 0.05 MΩ·cm) types
- Small/separate electrical section types
- Large flow rate (100 L/min) types
- Other types, customizable
- Mask, reticle cleaning
- Scrubber cleaning
- High-pressure jet cleaning
- Cleaning in the dicing stage
- Cell cleaning
Learn more about the SEPAREL Membrane Degassing options for your applicationContact us


text:
What is Read With Me?
The Read With Me program improves children's reading and communication skills by employing a powerful method: reading to a therapy animal. But not just any animal. Read With Me teams are registered therapy animals that volunteer with their handler going to schools, libraries, and many other settings as reading companions for children.
Pet Partners launched their own reading program for therapy animal teams in September of 2016. Previously, Dogs on Call had partnered with R.E.A.D. (Reading Education Assistance Dogs), a program of Intermountain Therapy Animals since 1999.
How Does It Work?
Read With Me utilizes registered therapy animals that have been trained and tested for health, safety, appropriate skills, and temperament. When these animals come to hear children read, it's fun and that makes all the difference!
But Why Dogs?
- Help increase relaxation and lower blood pressure.
- Listen attentively.
- Do not laugh, judge, or criticize.
- Allow children to proceed at their own pace.
- Are less intimidating than peers.
When a Read With Me animal is listening, the environment is transformed, a child's dread is replaced by eager anticipation, and learning occurs. The handler is a skilled facilitator, too, shifting performance pressure off the child and providing support, while the child gets the supervised reading practice necessary to build vocabulary, increase understanding of the material, and gain fluency as a reader.
The Results Are Significant
Participating kids make enormous strides in reading and communication skills while, along the way, building self-esteem, confidence, and social skills. And there are bonus benefits – performance in other subjects tends to improve, as does attendance and even personal hygiene.
To learn more about Read With Me, visit the Volunteer Center at _URL_.