text:
Children's Rights - Eurochild's achievements in 2022
2022 started with COVID-19 restrictions continuously disrupting children's lives and was then followed by the Russian full-scale invasion of Ukraine and by other issues such as spreading populist anti-human rights movements and the rising costs of living. In this period of poly-crisis, Eurochild continued to work with its members as well as national and EU governments to ensure the best interests of the child were promoted and protected.
Thanks to its new and flexible strategic framework, Eurochild could adapt to the new priorities. New thematic areas of work for the network are the protection of children's rights online and the assistance to families affected by the war. These necessities highlighted how important it is to avoid creating one-sided policies and ensure integrated approaches in EU Member States to tackle exclusion and discrimination.
Our achievements in 2022:
- Eurochild created the Solidarity with Children of Ukraine Hub, which gathered resources for families fleeing Ukraine, professionals and volunteers as well as developed position papers, letters and statements addressed to the UN, EU institutions and national governments.
- Space for Solidarity: twice a month, Eurochild connected its members to exchange information, highlight challenges and identify good practices that can help protect children's rights during this devastating war.
- We developed and amplified evidence to prioritise children's rights, in partnership with UNICEF, UNHCR, the EU Education Solidarity Group, and worked with international civil society allies, such as in the Global Subgroup on Ukraine Children's Care.
- We designed and distributed Heroes Cry Too colouring book for children suffering of traumatic experiences caused by the war, and donated 500 copies of the humanitarian response in Belgium.
Working with the Media
- Over 41 national & European media referred to Eurochild's work & views, presenting a child rights perspective to issues of current affairs.
- Media outlets including Reuters, Euronews and BuzzFeed contacted Eurochild to gather information and our position regarding the situation in Ukraine.
- Anti-rights movements continue to gain support through misinformation campaigns in many parts of Europe. Children's rights are denounced as being against 'traditional family values' and used as a cover to oppose rights and protection for children, women and LGBTQI+ people and block efforts to protect and advance sexual and reproductive rights. Eurochild organised a high-level meeting where our President Marie-Louise Coleiro Preca brought together European Commission Vice President Šuica and the Council of Europe Human Rights Commissioner Mijatović to raise the need of having a European mechanism to protect children's rights defenders. Eurochild members and children in particular affected by these anti-child rights movements from Bulgaria and Hungary also shared their experiences with the high-level representatives.
- We published the policy paper Countering Anti-Child Rights Movements in Europe - The need for a European mechanism
EU Strategy on the Rights of the Child and Council of Europe
- 2022 was also the first anniversary of the EU Strategy on the Rights of the Child and Eurochild asked for its effective implementation.
- Former Eurochild Secretary General, Jana Hainsworth, and Eurochild President, Marie-Louise Coleiro Preca, attended the launch event of the new 6-year Strategy of the Rights of the Child of the Council of Europe.
- Eurochild organised, together with 5Rights Foundation, a workshop to boost members' capacity and knowledge on children's rights in the digital environment. The session looked at how the UNCRC applied in the digital environment and at best practices and the challenges faced in its implementation. A policy update was sent to members shortly after the workshop.
- Eurochild joined 5Rights Foundation and other organisations asking the Council of the EU and Parliament for more protection for children in the Digital Services Act.
- In September, Eurochild submitted its feedback to the European Commission consultation on the proposal for a Regulation of the European Parliament and of the Council laying down rules to prevent and combat child sexual abuse.
- On the occasion of the European Day on the Protection of Children against Sexual Exploitation and Abuse (November 18), Eurochild joined 70+ organisations in a call to ensure the Commission's proposal brings tangible outcomes for child protection online and wrote an open letter to the European Union.
- In December, Eurochild members were invited to learn more about the Digital Services Act and other relevant digital files affecting children's rights, led by 5Rights Foundation. This activity was the foundation pillar for the Members Taskforce on children's rights in the digital environment that started from 2023.
- Eurochild attended with our members the European Day of Persons with Disabilities conference in Brussels in November. Auto Moto Group, Cedar Foundation, and Maud Stiernet created short articles on how they work with children with disabilities. These were shared with other conference attendees.
- Eurochild contributed to the new EU Pathways to School Success initiative to ensure a child-rights lens in this initiative aimed at enhancing well-being in education across EU Member States. Our contribution drew on our learning from the Including Children Affected by Migration project and the First Years, First Priority campaign on early childhood development.


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Towards a method for high vertical resolution measurements of the partial pressure of CO2 within bulk sea ice
 - N.-X. Geilfus (a1) (a2), B. Delille (a1), V. Verbeke (a2) and J.-L. Tison (a2)
Abstract
Fluxes of atmospheric CO2 have been reported over sea ice during winter and spring. These fluxes are partly driven by the gradient of the CO2 concentration between sea ice and the atmosphere. We present a new non-destructive method to measure the pCO2 of bulk sea ice at its in situ temperature. This method is based on an equilibration procedure between sea ice and a standard gas of known CO2 concentration. The concentration is measured by gas chromatography with a precision of 5%. Tests were performed on artificial standard sea ice and confirmed the reproducibility of the technique in the range of precision of the gas chromatograph. To test the accuracy of this method, the first profiles of pCO2 measured in bulk sea ice are reported and compared with direct in situ measurements of brine pCO2 over depth-integrated intervals.
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References
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Barber, DG and 6 others (2010) The International Polar Year (IPY) circumpolar flaw lead (CFL) system study: overview and the physical system. Atmos.-Ocean, 48(4), 225-243
Barnola, JM, Raynaud, D, Neftel, A and Oeschger, H (1983) Comparison of CO2 measurements by two laboratories on air from bubbles in polar ice. Nature, 303(5916), 410-413
Bates, NR and Mathis, JT (2009) The Arctic Ocean marine carbon cycle: evaluation of air-sea CO2 exchanges, ocean acidification impacts and potential feedbacks. Biogeosciences, 6(11), 2433-2459
Delille, B (2006) Inorganic carbon dynamics and air-ice-sea CO2 fluxes in the open and coastal waters of the Southern Ocean. (PhD thesis, University of Liège)
Delille, B, Jourdain, B, Borges, AV, Tison, J-L and Delille, D (2007) Biogas (CO2, O2, dimethylsulfide) dynamics in spring Antarctic fast ice. Limnol. Oceanogr., 52(4), _PHONE_
Dickson, AG (1990a) Standard potential of the reaction: AgCl(s) + 1/2H2(g) = Ag(s) + HCl(aq), and the standard acidity constant of the ion HSO4 - in synthetic sea water from 273.15 to 318.15 K. J. Chem. Thermodyn, 22(2), 113-127
Dickson, AG (1990b) Thermodynamics of the dissociation of boric acid in synthetic seawater from 273.15 to 318.15 K. Deep-Sea Res. I, 37(5), 755-766
Dickson, AG and Goyet, C eds. (1994) Handbook of methods for the analysis of the various parameters of the carbon dioxide system in sea water, version 2.0. Oak Ridge National Laboratory, US Department of Energy, Oak Ridge, TN (ORNL/CDIAC-74)
Dickson, AG and Millero, FJ (1987) A comparison of the equilibrium constants for the dissociation of carbonic acid in seawater media. Deep-Sea Res. I, 34(10), _PHONE_
Dieckmann, GS and Hellmer, HH (2010) The importance of sea ice: an overview. In Thomas, DN and Dieckmann, GS eds. Sea ice, 2nd edn. Wiley-Blackwell, Chichester, 1-22
Dieckmann, GS and 7 others (2008) Calcium carbonate as ikaite crystals in Antarctic sea ice. Geophys. Res. Lett., 35(8), L08501 (doi: 10.1029/2008GL033540)
Dieckmann, GS and 6 others (2010) Brief communication: ikaite (CaCO3-6H2O) discovered in Arctic sea ice. Cryosphere, 4(2), 227-230
Eicken, H (2003) From the microscopic, to the macroscopic, to the regional scale: growth, microstructure and properties of sea ice. In Thomas, DN and Dieckmann, GS eds. Sea ice: an introduction to its physics, chemistry, biology and geology. Blackwell, Oxford, 22-81
Eicken, H, Lange, MA and Dieckmann, GS (1991) Spatial variability of sea-ice properties in the northwestern Weddell Sea. J. Geophys. Res., 96(C6), 10 603-10 615
Geilfus, NX and 7 others (In press) pCO2 dynamics and related air- ice CO2 fluxes in the Arctic coastal zone (Amundsen Gulf, Beaufort Sea). J. Geophys. Res. (doi: 10.1029/2011JC007118)
Gleitz, M, Van der Loeff, MMR, Thomas, DN, Dieckmann, GS and Millero, FJ (1995) Comparison of summer and winter inorganic carbon, oxygen and nutrient concentrations in Antarctic sea ice brine. Mar. Chem., 51(2), 81-91
Golden, KM, Ackley, SF and Lytle, VI (1998) The percolation phase transition in sea ice. Science, 282(5397), 2238-2241
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Marion, GM (2001) Carbonate mineral solubility at low temperatures in the Na-K-Mg-Ca-H-Cl-SO4-OH-HCO3-CO3-CO2-H2O system. Geochim. Cosmochim. Acta, 65(12), _PHONE_
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Meese, DA (1989) The chemical and structural properties of sea ice in the southern Beaufort Sea. CRREL Rep. 89


Calculation of global quantities using incidence matrixes in the A-φ formulation
Konferenz: CEM 2006 - 6th International Conference on Computational Electromagnetics
04.04.2006 - 06.04.2006 in Aachen, Germany
Tagungsband: CEM 2006
Seiten: 2Sprache: EnglischTyp: PDF
Persönliche VDE-Mitglieder erhalten auf diesen Artikel 10% Rabatt
Henneron, T.; Clenet, S. (L2EP, ENSAM, France)
Piriou, F. (L2EP, USTL, France)
To solve Maxwell's equations, different methods can be used such as Finite Element Method, Finite Integration Technique. In "Bossavit A., Kettunen L.,: Yee-likes schemes on taggered cellular-grids: a synthesis between FIT and FEM approaches", it has been shown that the previous methods can be obtained from a common scheme of discretisation based on the notion of dual meshes. Unknown fields are then vectors which components are fluxes flowing through facets or circulations along edges. Operators such as gradient, curl and divergence are replaced by incidence matrixes and the behaviour laws by matrix relations linked the vectors of the unknown fields. Recently, methods have been proposed to calculate or to impose global quantities such that magnetic fluxes, currents, ernfs or rnrnfs in FEM that satisfy conservation law and energy balance. In this communication, we propose to give the expression of such global quantities using the incidence matrixes in the case of A-φ formulation solved by the Finite Element Method.


Take the 2-minute tour ×
I have a C# class the returns a List, using System.Collections.Generic Lists not F# List
I want to iterate though the list to find a object or not find it. Here is how I would do it in C#. How would I accomplish the similar thing in F#
foreach (AperioCaseObj caseObj in CaseList)
 if (caseObj.CaseId == "")
share|improve this question
5 Answers 5
up vote 3 down vote accepted
See this example for iterating an integer generic list:
open System.Collections.Generic
let genList = new List()
for x in genList do
 printf "%d" x
share|improve this answer
match Seq.tryfind ((=) "") caseList with
 None -> print_string "didn't find it"
 | Some s -> printfn "found it: %s" s
share|improve this answer
A C# list is called a ResizeArray in F#. To find an element within the ResizeArray you can use "tryfind" or "find". TryFind returns an option type (Option), which means if the element is not found, you'll get None. Find on the other hand raises an exception if it doesn't find the element you're looking for
let foo() =
 match CaseList |> ResizeArray.tryfind (fun x -> x.caseObj = "imlookingforyou") with
 |None -> print-string ""notfound
 |Some(case ) -> printfn "found %s" case
let foo()
 let case = ResizeArray.find (fun x -> x.caseObj = "imlookingforyou")
 printfn "found %s" case
 | _ -> print_string "not found"
share|improve this answer
That kind of list is also an IEnumerable so you can still use F#'s for elt in list do notation:
for caseObj in CaseList do
 if caseObj.CaseId = "" then
share|improve this answer
Using tryfind to match against a field in a record:
type foo = {
 id : int;
 value : string;
let foos = [{id=1; value="one"}; {id=2; value="two"}; {id=3; value="three"} ]
// This will return Some foo
List.tryfind (fun f -> f.id = 2) foos
// This will return None
List.tryfind (fun f -> f.id = 4) foos
share|improve this answer
Your Answer


text:
The flask in the image above contains cell cultures in the laboratory of UMass Amherst cellular engineer Susan Roberts who is studying cells extracted from the yew tree, known to produce the powerful anti-cancer agent, Taxol. Produced by plants as a defense against predators, Taxol and other secondary metabolites have many beneficial uses. Roberts and her colleagues are developing methods to enhance Taxol productivity in lab cultures to enable a large-scale, sustainable supply. Roberts also directs the interdisciplinary Institute for Cellular Engineering, whose researchers are working to harness the cellular "machinery" in plants, animals, and microorganisms for applications in human health, bioenergy and the environment. Learn more.
Photo credit: Amanda Drane

source: HuggingFaceFW/fineweb-edu


Login and logout in php pdf tutorials
Making a login form using php tutorials and articles. Php tutorials php user login and logout make php sites. Follow the below steps for android volley user login system. This tutorial is fairly easy to understand, it covers as much as needed to build advanced registrationlogin system. Finally, we create the user session if the password is correct. Start using mailget and experience world class email builder, create email newsletters in a snap and send great. First, we look for and grab the user data from the database based on the username submitted. This is a better practice to use centralize application library if your working on core php, it. Make sure you are aiming the location address correctly. I need help with take your email marketing to the next level.
Today i am going to discuss a role based login system in php with mysql database. This tutorial demonstrates how to create a login page with mysql data base. This will explain how user registration would complete. Notice that when the user is logged in, it also does a check. Page 15 permission control in the previous sample, user1 is a user we created while making the windows forms application. You may want to provide a way for your users to log out. Login page should be as follows and works based on session. One unique feature also with my login page is the logout function, it is unique because unlike with other login page once the user click the logout button and click the back button of the browser, their system allows the user to go back as if it still logged in, which is. In this tutorial, let us create a login script with a session in php. I have read many php tutorials for logout scripts, i am wondering what could be the proper way to logout from a session. Wamp stands for windows, apache, mysql and any one of php, perl or python. Simple php login and logout script using php session and database. Through login logout form it becomes easy to deal with sessions in php. In order to kill the session altogether, like to log the user out, the session id must also be unset.
In this tutorial you are going to build a basic php login and authentication system. I am assuming here that you are familiar with html and css. Session didalam php adalah sebuah variable yang dapat digunakan untuk menyimpan informasi atau nilai tertentu, sehigga dapat menempung beragam informasi dalam. You can learn more about how to process input in our php tutorial. The features of my login page contain input validation using php session. This php secure login and registration is a reasonably complete class for creating a login and registration system that you can use in any application regardless if you use or not a framework like codeigniter, zend, symfony, etc.
If the authentication is successful authattempt returns true, we will redirect the user to wherever they should go. To begin with you will need to have the pdo mysql drivers configured into your php build as we will be using this to interface with the database, rather than the old php mysql extension. The following are the points we will be learn in this article. Xampp stands for crossplatform x, apache a, maria db m, php p and perl p. Php the login script free beginners computer tutorials. Membuat suatu akses terhadap form login dan logut menggunakan pemrograman php dan database mysql. Membuat form daftar, login, logoutphp mysql bachors. Login system using php with mysql database with session. Registration and login system implementation is very easy with php. Complete user registration system using php and mysql database. Hey guys if this video helps you then please subscribe my channel to support me.
In this tutorial, i walk you through the complete process of creating a user registration system where users can create an account by providing username, email and password, login and logout using php and mysql. Login manager php web app sample longflow enterprises ltd. Registration and login system with php and mysql codexworld. Pada tutorial kali ini saya akan mengajarkan bagaimana caranya membuat sistem login dan logout menggunakan php.
This tutorial is an attempt to show how to put together a basic user authentication system using php and mysql. In this tutorial well learn how to configure login logout functionality with djangos the builtin user authentication system. If however, it is just a normal user, heshe is redirected to the index. Please see the previous page php registration form for more details. Maurice muteti everything goes here menu how to login, logout and register using php, html forms, sessions, login system tutorial by admin. If you dont know how to create database, click here.
How to create a login form w3schools online web tutorials. In this tutorial you will learn how to build a login system with php and mysql. Yang pertamana untuk membuat login logout php mysql code. In this tutorial, well show you how to build a simple login system with php and mysql.
Please check the new one here where we have discussed how to create the system using session and cookie with remember me option. Add an image inside a container and add inputs with a matching label for each field. In this tutorial we will discuss how to create user registration and login management system with php and mysql in simple procedural way. Get the pdf checklist with the 5 most common php authentication mistakes. Create a login form validation, using php and wampxampp. Secure php login script 2019 tutorial for a complete. I have commented the code with the necessary information in the major part of the code. Login system is a key feature for every membership website. Setelah membuat beberapa tutorial mengenai sistem login menggunakan php native, kali ini saya akan membagikan cara membuat sistem login menggunakan php framework yaitu codeigniter atau yang biasa disebut ci. Multi user role based login in php with mysql techyari. Admin and user login in php and mysql database codewithawa. I have also attached the source code so you can download it and.
Membuat form login dan logout dengan php dan mysql tutorial. Login used to get user login to the system by using usernameemail and password. This tutorial will explain how to login and logout the web page using php session and database using mysql. This article shows how to make a login, logout and view script using php, mysql and twitter bootstrap. Php login script with session tutorial step by step guide. Tutorial login logout php mysql code belajar php mysql. Android volley user login system using php mysql tutorial. In this tutorial, we create 3 php files for testing our code. For the purpose of this tutorial we will simply need the fields username and password, however, you can create as many fields as you wish.
Before we can create a login script, we first need to create a database to store users. Login logout system with session in php for beginners. So assuming you have access to root user, you can create any database using mysql mysqladmin binary. Script for login, logout and view using php, mysql and bootstrap. For the login page, what well do is to get the username and password from textboxes on a form. Membuat form login dan logout dengan php dan mysql. Script for login, logout and view using php, mysql and. Jika temanteman sudah pernah membaca tutorial sebelumnya tentang cara membuat login di. In this video i will show you how to make login and logout system with session in php.
It has a simple example of implementing user authentication. Login logout system in php with session hindi tutorials. How to build a php login form using sessions john morris. Sebelum ke pembuatan form daftar dan login saya minta untuk membuat file koneksi.
Making a login form using php this is in continuation of the tutorial on making a membership based web site. The basic idea is, we will have two user access levels. Today, we will put some of that knowledge to work by building a simple php login script with session. Our php script will demonstrate the user registration and login system with mysql and php session. Creating a user login system with php and mysql tutorial.
In this tutorial well create a


text:
For more information please contact:
or directly the ITELab Project Manager: Dorothy Cassells, European Schoolnet: _EMAIL_
Follow us on Twitter: _TAG_
Follow the ITE Student Voice here.
ITE Monitoring Reports:
ITE Case studies:
Student Teacher Voice:
Recommendation and resources to support innovation within ITE
Course ITE Teaching Module Frameworks (A-B-C) and MOOC
In-class teaching modules:
Quality Assurance Reports:
Dissemination and Exploitation
ITELab Case Studies (2018): Preparing student teachers for the future classroom - five case studies of university-school collaboration
Featuring examples from Norway (University of Agder), Ireland (University College Dublin), UK (Newcastle University), Italy (University of Perugia) and Portugal (Polytechnic Institute of Santarém).
The case studies show how university teacher education faculties are responding to the drive for more school-based initial teacher education, to ensure that new teachers are not only theoretically but also practically ready for tomorrow's classrooms. Examples include school and university personnel co-designing study programmes featuring innovative methods and supporting the development of digital pedagogical skills, jointly designing active learning spaces, and - remarkably - student teachers 'taking over' schools.
What emerges from these case studies is a blurring of the boundaries between universities and schools, between university staff and teachers, and between student teachers and in-service teachers, for the benefit of all. Imaginative new learning spaces and joint projects help cement these new relationships and ensure that tomorrow's teachers are well prepared for tomorrow's schools.
ITELab Monitoring Report 2 (2018): The publication of the ITELab monitoring report (2018) shows the increasing focus first, on initial teacher education in education policy and practice, and second, on the importance of developing the student teachers' digital pedagogy skills. The report provides: an update on EC and national strategies regarding the integration of ICT in ITE; main areas of ICT in the curricula of respective ITE providers; and challenges of integration of ICT in training programmes. It covers the period June 2017 to June 2018. Information sources include: on-going literature monitoring by all ITELab partners; and, the results from an information gathering survey sent to partners and associate partners (universities, industry and education ministries).
D3.1 Reccomendations and resources to support innovation within ITE: Digital pedagogical capacity building, the focus of the future ITELab introductory modules, is at the core of the modular framework and modules' design led by Dr Conor Galvin, University College Dublin. The design process is described in section 1 of the paper, with sub-section 1.2 providing details about the module architecture, while sub-sections 1.3 and 1.4 deliver an overview of the work in progress towards ''boosting innovation in Higher Education'' – a key objective in this project work-stream.
In section 2, the paper outlines observations on how ITE providers can better exploit CPD resources and gives early recommendations based on the development of the ITELab module architecture and the resourcing of the first Module A which is to be trialed as part of the Spring 2018 beta pilot. The second part considers the ITE curricula and how it can be developed in order to achieve more innovative models of teaching and learning.2.
The paper concludes by giving early recommendations based on first observations of the beta-testing of the ITELab modules and the ongoing development of the project. Recommendations will be developed over the course of the project, reflecting the experience of the full pilot and evaluation in 2019 and discussions in the project's ITE Forum.
D4.2 MOOC Outline: an outline providing a detailed description of the rationale, objectives, structure and content of the MOOC.
D4.1 MOOC Requirements Report: the report outlines the requirements of project partners for training studenet teachers using a MOOC on the pedagogical use of ICT.
The presentation 'Literature review report - Overview of research on the integration of ICT in Initial Teacher Education (ITE)' summarises current background research on which the project's understanding of how training in the pedagogical use of ICT is currently covered within ITE curricula in Europe and evidence of how student teachers are currently trained in using ICT.
As new research on the topic emerges, this section will be updated accordingly.
Please contact us at _EMAIL_ if you are working in this area or you have suggestions of relevant research we could make available.

source: openbmb/Ultra-FineWeb


text:
by Gerald Newton
November 5, 1999
The geometric addition of vectors gives a fast approximation of neutral current in a three phase system. A more precise calculation can be performed using algebra. This can be a long mathematical problem, but by restricting our calculation to A phase at 0 degrees, B phase at 120 degrees, and C phase at 240 degrees the calculation is simplified.
The figure below demonstrates how to break a vector down into its horizontal (X) and vertical (Y) components. The magnitude of the vector is its length in whatever units we chose to represent. In our case that would be amperes.
The following figures demonstrates the algebraic addition of two vectors.
The Pythagorean is used to find the algebraic value
of a vector once its X and Y components are known.
The following demonstrates the use of the Pythagorean
theorem to find the magnitude of the sum of two vectors.
For three vectors the magnitude calculation is similar
to that for two vectors. A third component is added for the third
vector. The process of multiplying the polynomials can be reduced
by using the known angles for the A phase, B phase, and C phase vectors.
The sines and cosines are known for the three angles, 0 degrees, 120 degrees,
and 240 degrees.
Calculator by electrician2.com
||Use the mouse button to lay down up to ten vectors. Click on the Action button to calculate the sum.|
Return to electrician2.com


text:
Anarchopedia:en:point of view
Point of view, often abbreviated POV, is a subjective stance or perspective on a given topic.
In linguistics, it is the 'position', in some sense, of the'subject' of a sentence. For instance, to say "the dog is green" is to say that someone has observed something, identified it as "the dog," whichever dog that is, and compared it to the memory of the spectrum "green", and decided it is close enough to "the same" to use the word "is" to describe the relationship. All of these decisions are part of the point of view. Usually point of view is described as:
- First person, i.e. "Seeing that the dog is green, I decide to wash it."
- Second person, i.e. "You say the dog is green? Can I believe that?"
- Third person, i.e. "Joey and Tom agreed that the dog is green."
A neutral point of view involves trying to assign all statements to a third person authority, i.e. "A says B about C." The Wikipedia tries to employ this point of view. But it does not solve all problems. It requires one to appeal often to credentialism and perhaps professionalism, e.g. "Professor A said, on the record, B about the scientific view of C". Without a vast array of agreements that constitute a systemic bias of its own, there is no real way to adhere to this 'neutral' view, and many simply disregard it. The Meta-Wikipedia often debates the problems arising from this strategy.
Natural point of view, as in the idea of natural law, is often the result of choosing a particular science, e.g. particle physics or ecology, or even economics as expressed in biology ("food chains" etc.) and deciding that all of reality can be evaluated from it. Buddhism and Taoism idealize the approach to such a point of view, but admit it is hard or impossible to achieve, and definitely impossible to reliably communicate to a human being. Accordingly claiming this point of view can be a power grab, e.g. the many claims to have found a Biological Basis of Morality.
Multiple point of view is the compromise, but necessitates what is called (often disdainfully) "politics as usual": the division of participants into factions if only to agree on vocabulary and etiquette and at least some simple view of ethics and morals, if not the formal method for evaluating and quantifying ethicality and morality of human actions long sought in vain by philosophers and theologians.
In addition to these'spatial' variations, there are also 'temporal' or 'tense' variations in point of view. In English there is a past tense ("saw the dog"), present tense ("see the dog"), future perfect ("will see the dog") and future imperfect ("might see the dog", "could see the dog", "may see the dog"). In French there are separate tenses for backfilling facts incidental to the action (e.g. Bush adminstration claims to care about finding any weapons of mass destruction in Iraq) and for actually advancing the action (e.g. Bush administration desire to discover any new dangerous technology they think may be more advanced than their own). In Japanese there is sensitivity to the status of the speaker and listener. These differences in linguistic tense imply a point of view, suspectibility or immunity to certain propaganda techniques, e.g. one might expect the Japanese to fall more often for credentialism or at least not challenge views presented with credentials, while one might expect the French not to accept, e.g. the "logic of war" when presented as obvious rationalization for an already-made decision.
Alfred Korcybski in his General Semantics theory pointed out that the verb "to be" hides a great many divergences in point of view, and that the terms becomes, remains and equals were far more exact and placed one more exactly in a temporal frame. One was less likely to make easy-to-abuse claims for-all-time, i.e. a dogma.
In literature, the point of view, or viewpoint (see perspective for the more general and visual sense of this term), expresses the related experience of the narrator - not that of the author. Authors expressly cannot, in fiction, insert or inject their own voice, as this challenges the suspension of disbelief. Texts encourage the reader to identify with the narrator, not with the author.
Literary narration can occur from the first-person, second-person or third-person point of view. In a novel, first-person commonly appears: I saw... We did.... In self-help or business writing, the second person (addressing "you") predominates: you must..., thou shalt.... In an encyclopedia or textbook narrators often work in the third-person (that happened..., the king died.... For additional vagueness, imprecision and detachment, some writers employ the passive voice (it is said that the president was compelled to be heard....
The ability to use viewpoint effectively provides one measure of someone's writing ability. The writing markschemes used for National Curriculum assessments in England reflect this: they encourage the awarding of marks for the use of viewpoint as part of a wider judgement regarding the composition and effect of the text.
usage in wikis
When the abbreviation "POV" is used in wiki rhetoric when talking about an article, it usually means that the article has perceived bias. That is, the author has inserted what is overtly their own view, rather than citing authorities or evidence as a neutral point of view would advise. This however is itself a subjective determination, and the serious problems that arise when it is enforced by a small clique have become obvious on Wikipedia and other large public wikis. Among other things, there is no consistent standard of evidence required of popular vs. unpopular views.
The other conceptions of point of view above are also sometimes mentioned, along with culture biases such as the UKPOV or USPOV or EPOV, implying a UK-centric, US-centric, or English-speaking-world-centric view, respectively.
For recommendations on avoiding a personal point of view when editing pages, see how to edit pages. For recommendations on avoiding political or other biaes, see political dispute, terminology dispute, identity dispute.


As the new year begins and the school year rolls on through winter, there is a new concern that looms for educators and students. At least one report has brought up the question about Regents exams in New York this year.
I remember when I attended high school in East Aurora and having the option to take Regents courses. I remember the math books were a different color for each year of Regents that we took. I may not remember much about the actual match, but I sure remember the books for some reason.
We have a son in Pre-K and it has been a great experience watching him learn. He attends school in-person twice a week and is on a remote learning class a few other times a week. His normal learning routine includes computers and wearing a mask when at school. It is something that would have never seemed possible even a few years ago let alone when I was in school in the 1990s.
As we wait for the vaccine for COVID-19 to be administered to the public, remote learning will be around for at least the rest of this year in one way or another. While most of the schools in Western New York are back to classes in some fashion, Buffalo schools plan to go back to in-person around February 1.
Top 10 Public High Schools in WNY


The mass spectrometer measurement section is a region of uniform magnetic?eld B= ˆxBms for z > 0. Ions enter the magnetic?eld (which exists for z > 0) at the origin with a known velocity +ˆz vz. Find the point at which the ion exits the magnetic?eld as a function of its initial velocity, Bms, and its mass.


text:
As unpredictable weather conditions continue to become the norm, this adaptive survival clothing project by Jacqueline Nanne could become a practical solution to dressing for the unexpected. Using temperature-sensitive memory wire, she has developed a knitted fabric with pores that open and close according to changes in temperature.
Using the great temperature and moisture regulation properties of wool and our own body as inspiration, fabrics were desiged that adapt to the temperature of the human body and the environment. The focus lies on the context of survival, as clothing plays a big role in staying alive in the wilderness. When on survival, one often adds or removes layers of clothing to keep a comfortable temperature. This design is intended to decrease the number of
times one has to stop to change clothing, and keep comfortable when for instance taking a break or when ascending a mountain.
[via Prothetic Knowledge]


bug message" on screen
By default, the logger level will be used to decide of the a log passes: If the log level is lower than logger level, the log will be ignored.
Python Logging Best Practices
The logging module is indeed very handy, but it contains some quirks that can cause long hours of headache for even the best Python developers. Here are the best practices for using the Python logging module in my opinion:
 - Configure the root logger but never use it in your code—e.g., never call a function like logging.info(), which actually calls the root logger behind the scenes. If you want to catch error messages from libraries you use, make sure to configure the root logger to write to a file, for example, to make the debugging easier. By default, the root logger only outputs to stderr, so the log can get lost easily.
 - To use the logging, make sure to create a new logger by using logging.getLogger(logger name). I usually use __name__ as the logger name, but anything can be used, as long as it is consistent. To add more handlers, I usually have a method that returns a logger (you can find the gist on _URL_
import logging
import sys
from logging.handlers import TimedRotatingFileHandler
FORMATTER = logging.Formatter("%(asctime)s — %(name)s — %(levelname)s — %(message)s")
LOG_FILE = "my_app.log"
def get_console_handler():
 console_handler = logging.StreamHandler(sys.stdout)
 console_handler.setFormatter(FORMATTER)
 return console_handler
def get_file_handler():
 file_handler = TimedRotatingFileHandler(LOG_FILE, when='midnight')
 file_handler.setFormatter(FORMATTER)
 return file_handler
def get_logger(logger_name):
 logger = logging.getLogger(logger_name)
 logger.setLevel(logging.DEBUG) # better to have too much log than not enough
 logger.addHandler(get_console_handler())
 logger.addHandler(get_file_handler())
 # with this pattern, it's rarely necessary to propagate the error up to parent
 logger.propagate = False
 return logger
After you can create a new logger and use it:
my_logger = get_logger("my module name")
my_logger.debug("a debug message")
 - Use RotatingFileHandler classes, such as the TimedRotatingFileHandler used in the Python logging example instead of FileHandler, as it will rotate the file for you automatically when the file reaches a size limit or do it everyday.
 - Use tools like Sentry, Airbrake, Raygun, etc., to catch error logs automatically for you. This is especially useful in the context of a web app, where the log can be very verbose and error logs can get lost easily. Another advantage of using these tools is that you can get details about variable values in the error so you can know what URL triggers the error, which user is concerned, etc.
If you're interested in more best practices, read The 10 Most Common Mistakes That Python Developers Make by fellow Toptaler Martin Chikilian.
Understanding the basics
 - What is a debugging tool?
 A debugging tool is a tool that allows developers to spot errors and investigate problems. It can be a command line tool such as gdb, pdb (for Python) or can be embedded in an IDE (Visual Studio, idea suites, etc)
 - What is the debug log?
 This is simply the output of the program, a better version of "print" in layman's terms. In the context of a web application, this log usually contains the incoming request information such as request path, request time, HTTP status, etc.
 - What is "logging" in Python?
 Logging is a module in the Python standard library that provides a richly-formatted log with a flexible filter and the possibility to redirect logs to other sources such as syslog or email.
 - What is the Python debugger?
 The most popular python debugger is pdb. There are currently some projects working to improve the usability of pdb by providing tab-completion, color syntax, code browsing or remote debugging. These projects include ipdb, pudb, and wdb. There are also some IDE-specific debuggers such as the pydev engine or PTVS.
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Son Nguyen Kim
Located in Paris, France
Member since June 17, 2015
About the author
Son is highly skilled with software engineering and ML algorithms and always tries hard to tackle problems with a simple approach.
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text:
The Most Fantastic, Funniest Camp Ever
By Tima Korin, Year 4 Student
I loved all the activities at the Year 4 camp but my favourites were rock climbing and canoeing. Lake Ainsworth was such a beautiful, brilliant place.
Kylie Russell, Year 2 Teacher
On Tuesday 8 March, Year 2 headed off to Currumbin Wildlife Sanctuary. The excursion was part of our current Inquiry into 'How The World Works'.
During the visit, students inquired into how living things grow and change, explored educational information in a fun and interactive way and observed living things in a variety of habitats.
The children got 'up close' during an educational presentation with a Blue Tongue Lizard, Stick Insect and Green Tree Frog. Some brave children demonstrated the 'Risk-Taker' attribute of the Learner Profile when they were invited to touch the Blue Tongue Lizard. Ros the Ranger gave an informative talk on living things and how they grow and change. Did you know these amazing life cycle discoveries?
Throughout the day, the Year 2 students encountered and participated in a number interactive activities. These included educational games, a free flight bird show and a visit to the animal hospital where we:
After lunch it was off to the kangaroo enclosure to observe an example of how living things grow and change. As students explored the kangaroo enclosure, they were lucky enough to see 3 stages of the life cycle; a young joey in mother's pouch, young independent joey and the adult stage of Red Kangaroos.
To end the day, we had time to explore the park and its many animals, visit the Crocodile enclosure, watch the feeding of Cassowaries, hear the call of Dingoes, view snakes and marvel at how living things grow and change!
Summed up by one of the Year 2 students, "I had the best day ever at Currumbin Wildlife Sanctuary. I felt interested because I was wondering a lot!"
Let's hope the Year 2 students apply the same curiosity to our classroom 'living things that ARE growing and changing'.« Back to IndexNext article in this edition »

source: m-a-p/FineFineWeb


Commas School
Irish derived place name Cam Eas, meaning either 'The Bend in the River' or 'The Crooked Stream is a townland in the civil parish of Kinawley, barony of Tullyhaw, County Cavan, Ireland.
Its chief geographical features are Cuilcagh mountain which rise to 2,188 feet above sea level, Binbeg mountain which rises to 1,774 feet, mountain pools, the River Cladagh (Swanlinbar), mountain streams, waterfalls, underground streams, river swallowholes, ravines, caverns and forestry plantations. Commas is traversed by minor public roads and rural lanes. The townland covers 2,551 statute acres and is the largest townland in County Cavan.
In the 1609 Plantation of Ulster, Commas formed part of the mountain of Cuilcagh which were granted to John Sandford of Castle Doe, Co. Donegal)
The 1836 Ordnance Survey Namebooks stateThe Swanlinbar or Claddagh River rises in this townland, being the collection of a great many small streams which unite near the east side of the townland and runs towards the south-east.
Commas National School, Roll No. 5270, was actually situated in Knockranny townland.
Commas Census
In the Census of Ireland 1821, there were two families living in the townland.
In the 1901 census of Ireland, there was one family listed in the townland.
In the 1911 census of Ireland, there was one family listed in the townland.
Commas School
Commas School
Situated about 3km south west of Swanlinbar, just a 3 minute drive.
Coordinates : 54.17588,-7.74184
What 3 Words : ///taller.framed.taker


What is the shape of the piston in the Wankel engine?
circular
rectangular
triangular
oval
In this engine the pistol has a triangular shape (Reuleaux triangle with a slightly convex edges).
Ninjai
0
Correct this question
5
Very interesting!
reach: rather globalcarsenginestechnology
Cars quizTechnology quiz
 You will play as
Answers by country
circular
rectangular
triangular
oval
answers
flagAustralia
10%
10%
70%
10%
10
flagPoland
8%
3%
69%
17%
4542
flagthe United States
6%
13%
54%
20%
59
flagthe United Kingdom
17%
8%
54%
17%
35
flagGermany
18%
6%
52%
22%
48
flagIndia
24%
8%
46%
15%
45


Stick together
NS & Fellows' Associates round table - Teachers can predict which children are likely to offend. Pr
The Scottish Executive's Criminal Justice Plan, published in December, emphasises the importance of a seamless collaboration between public authorities and other organisations to develop and implement joined-up solutions. At the final in a series of round-table debates on community justice, held in Edinburgh, there were signs that this was starting to happen, but that there was still much to do.
"How can we work together more effectively to drive forward a multi-agency community justice agenda in Scotland?" the participants were asked.
The former community project leader and academic Bob Holman implied, as others later confirmed, that much of the problem lay with juvenile offenders. "What works is being alongside young people to keep them out of the justice system," he said. "The police in Scotland want to do that. But there's so much antisocial behaviour that they can't." Turning to the skills required to keep young people out of trouble, he noted: "Most social workers are case managers, not case workers. Kids need locally run community projects." His view was that such projects also had to involve non-offenders. "Kids learn from each other."
David Strang, chief constable of Dumfries and Galloway and president of the Association of Chief Police Officers in Scotland, favoured community policing and working in partnership. "Community involvement will result in reduced demand. There's a huge emphasis on promoting this. What can we do with local youth initiatives? We should invest in that end. We should begin as early as possible. Teachers can predict which four-, fiveor six-year-olds are likely to offend. We need to get smarter. We can't start too young."
John McInnes QC, sheriff principal for South Strathclyde, Dumfries and Galloway, is responsible for the introduction of youth court pilots in Hamilton and Airdrie. He commented: "There are many ways in which the public can be protected. Youth courts are dealing with persistent young offenders."
Persistent offenders were not amenable to a single solution, thought Fergus McNeill, a senior lecturer in social work at Glasgow University. "We must build communities which accept that children must be given a chance. We are dealing with a climate of public insecurity and fear."
One of four participants with a background in social work, the Scottish justice minister, Cathy Jamieson, said her approach was about effective intervention and diversion. "I have been able to make significant additional resources available for fast-tracking, which is being evaluated at the moment. There are a whole range of professionals who can contribute to solving the problems." The drawback, she continued, was that those suffering from antisocial behaviour were not sympathetic. "We must ensure that we don't lose public confidence. If a young person is getting involved in serious offending behaviour, the worst thing we can do is condone it."
Steve Knighton, director of government for Northgate Information Solutions, pointed out how his technology services company had been working with many organisations to get people to co-operate. "It's the right way to move forward," he said. "But who takes the lead?"
"We need to be seen to do something quickly, but in the understanding that the longer-term approach will probably be more effective," said Rory Mair, chief executive of the Convention of Scottish Local Authorities. "Short-term action mustn't get in the way of long-term solutions. Do you have a debate at the outset or suggest solutions at the beginning and [have] some partners feel threatened and defend their turf? We have got to be careful not to make people 'dig in'."
The director of the Advocacy Safeguards Agency, Adrienne Sinclair Chalmers, felt there were clear analogies between what they were discussing and the health services, with their multi-agency working. "We have to remember that a child in trouble has to engage with us, too. They don't feel anyone's listening to them. If a young person feels someone is listening, it can tremendously improve the levels of engagement."
"We do have a greater knowledge of a lot of young people," said David Liddell, director of the Scottish Drugs Forum. "In Drumchapel in Glasgow, we have worked closely with the community, which came up with a good basis for a project. There are many ways to engage more effectively with communities. There is a large degree of consensus." But Liddell also suggested that not everything was rosy when it came to working in partnership. "The past 20 years haven't improved things in many areas. For example, social work and health have been defending their own kingdoms. We need to acknowledge what we do and work together. We can't just achieve by multi-agency working. There are deep structural flaws which make that difficult. The issue is that the one who shouts loudest gets the resources."
There needs to be a national debate with a local contribution, said Mair. "I'm not saying local government has been entirely good about that. People go to their local council and say an elderly relative is not getting the care they need, and all the agencies deny responsibility. We have got to come up with a mechanism that resolves this."
Edinburgh University's Michael Adler, professor of social and political studies, felt it was a daunting task. However, pointing out that Scotland's incarceration rate was actually slightly lower than England's, he said: "The easiest way to bring down the prison population is to have more community action." This struck a chord with the sheriff. "I entirely agree," McInnes said. "Far too many of these people are serving six months or less. There's nothing useful that can be done in that time. We must be much more offender-centred than punishment-centred. If somebody hasn't got a job and can't write, he's much more likely to offend."
The minister also agreed. "A lot of what we're saying is contained in the Community Justice Plan," she observed. "A lot of short sentences are too short to trigger care arrangements. We need to reduce the number of very short sentences." She said that too often, the Scottish government heard from the community that it understood the problems, but still wanted something done about them. "We need to explain to hard-pressed communities that people aren't just getting away with it." However, she said, some communities took a much harder line: "Get them out of my sight for a period of time."
Adler felt prevention was an even bigger issue. "Do we take seriously commitment to prevention?" The abolition of things such as child poverty might help, but Scotland could not afford to wait, he said. "We need a focus, to pay off more quickly. We have here a jurisprudence system of which we're proud. One way is to work with what we have. Whether that's enough remains to be seen."
"Yes, we can begin to identify the key issues," said Jamieson. "We also have to face up to the fact that many people in poor and disadvantaged communities do not get involved in offending behaviour. But we also have to recognise that some people know exactly what they're doing and use it to get involved in serious crime. There is no simple solution."
"What sort of Scotland do we want? What sort of leadership do we need?" asked Strang. "We need to develop new thinking to break down stereotypes and polarisation." Who is shaping the agenda for the professionals to carry out, he asked. "There's a huge emphasis on community planning partnerships. We have to manage these across local and national boundaries." And, he added, we must strive to overcome our pessimism. "Generally, older folk think things are going out of control. I take a much more optimistic view."
Ruth Wishart (Facilitator) - Broadcaster and journalist
Michael Adler - Professor of social and political studies, University of Edinburgh
Adrienne Sinclair Chalmers - Director, Advocacy Safeguards Agency
Bob Holman - Retired social worker and academic
Cathy Jamieson - MSP; Scottish minister for justice
Steve Knighton - Director of government, Northgate Information Solutions
David Liddell - Director, Scottish Drugs Forum
Rory Mair - Chief executive, Convention of Scottish Local Authorities
John McInnes QC - Sheriff principal, South Strathclyde, Dumfries and Galloway
Fergus McNeill - Senior lecturer in social work, University of Glasgow
David Strang - Chief constable, Dumfries and Galloway Constabulary


Documentation Getting Started WP Statistics Exclusions Page
WP Statistics Exclusions Page
On this page, you will find various settings that allow you to exclude certain types of data from being recorded and displayed in your statistics.
The settings available on the Exclusions page include:
 - User Role Exclusions
 - IP/Robot Exclusions
 - GeoIP Exclusions
 - Host Exclusions
 - Site URL Exclusions
Each of these settings provides a different way to fine-tune your statistics and exclude any unwanted data. By using the options available on this page, you can ensure that your statistics accurately reflect the data that is most important to you.
For accessing the Exclusions page navigate to Statistics → Settings → Exclusions.
At first, you will have the Record Exclusions option to enable. This setting will keep track of all the excluded data in a separate table, along with the reasons for the exclusion. However, it will not include any other information besides the reason for exclusion. This option can generate a large amount of data, including not just actual user visits but also all the hits to your site, including the excluded ones.
User Role Exclusions
The User Role Exclusions option in the WP Statistics plugin allows you to exclude certain user roles from data collection. This can be useful if you want to exclude certain types of users from your statistics, such as administrators or editors.
One of the key use cases for this feature is when you have a test or development environment, in which you have users with admin or editor roles that are not real users but they are triggering data collection to your statistics. By excluding them you will be able to have more accurate data on your website's statistics.
IP/Robot Exclusions
IP/Robot Exclusions
Process of excluding certain IP addresses or user agents from being tracked or blocked by a website or web application. This can improve website performance, security, and functionality by excluding unnecessary traffic, and unwanted visitors, and ensuring access to specific content or features to certain groups of users.
Force Robot List Upgrades
The option allows website administrators to automatically reset the list of blocked or excluded IP addresses or user agents to the default after an update of the WP Statistics plugin. This ensures that the website or application is protected with the latest version of the plugin's security features, but it also means that any custom robots added to the list will be lost if this option is enabled. It's an option that allows the website administrator to keep the website or application up-to-date and secure without the need for manual updates.
Robot Visit Threshold
A setting that determines the number of visits from a robot before it is considered a "real" visit and is recorded in the website's statistics. This allows website administrators to filter out noise caused by search engine crawlers and other automated bots that may inflate website traffic statistics. This threshold can be set to a specific number of visits, and any robots that exceed that number will be recorded as a real visit.
Excluded IP Address List
A feature that allows website administrators to exclude certain IP addresses from being tracked by the website, improving website performance and security. This list can be used to exclude unwanted traffic or to grant access to specific content or features for specific groups of users.
Use Honey Pot
This option is a technique used to identify robots by using a "Honey Pot" page. When enabled, it adds a hidden page on the website that is only accessible to robots, not human visitors. When a robot accesses this page, it is identified as such and can be blocked or excluded from the website's statistics. This technique can be used to improve website performance and security by filtering out unwanted traffic caused by search engine crawlers and other automated bots.
Treat Corrupt Browser Info
As a Bot option is a security feature that allows website administrators to identify and block visitors with corrupt browser information. When enabled, it considers any visitor with a missing IP address or empty user agent string as a robot. This is useful as some malicious bots may try to hide their identity by providing corrupt browser information in order to access the website. By treating these visitors as robots, the website can block their access and improve its security.
GeoIP Exclusions
GeoIP Exclusions is a feature that allows website administrators to exclude certain geographic locations from being tracked or blocked by the website. This can be useful for a variety of reasons, such as blocking unwanted traffic from certain countries or regions or only allowing access to specific content or features for certain geographic locations. By excluding certain geographic locations, website administrators can improve website performance and security, and also target a specific audience with their content or services. It's based on IP address recognition, and it's useful to make sure that the website or the application is accessible to the right users.
Host Exclusions
Host Exclusions is a feature that allows website administrators to exclude certain hostnames or domain names from being tracked or blocked by the website. This can be useful for a variety of reasons, such as blocking unwanted traffic from certain websites or networks or only allowing access to specific content or features for certain hosts or domains.
Site URL Exclusions
Site URL Exclusions is a feature that allows website administrators to exclude certain pages or sections of their website from being tracked or blocked. This can be useful for a variety of reasons, such as blocking unwanted traffic from certain pages or sections or only allowing access to specific content or features for certain pages or sections.
Website administrators can choose from three options:
 - Login page: exclude the login page from being tracked, as it is mostly for internal use.
 - RSS feeds: exclude the RSS feed pages from being tracked, as they are mostly for programmatic use and not for human visitors.
 - 404 pages: exclude the 404 error pages from being tracked, as they are mostly caused by broken links or mistyped URLs.
Additionally, website administrators can manually enter specific URLs that they want to exclude from being tracked.


text:
Answer the following reflection/synthesis questions:
1. The maximum was 113.4 degrees Fahrenheit
2. The minimum was 44.4 degrees Fahrenheit
3. The range was 69.0 degrees Fahrenheit
4. My group put Aluminum Foil,Foam,Wax Paper, and Bubble Wrap we chose those the were some of the best insulators.
5. We didn't choose Polyester,Carpet Insulation, Fur,Wool,and Nylon because they were all out.
6. Yes there is because I think we bumped it.
7. An insulator is a poor conductor.


How to grow a goatee
The Goatee is everywhere, from Hollywood to your local high street, and there's a good reason for its popularity.
 It's about the smallest beard you can grow (not counting the Soul Patch). In fact, its almost a'starter beard' (which you can extend into a Full Goatee - aka Circle Beard - at a later stage). You can practice trimming it, shaving it into slightly different shapes, and pulling at it a bit with your fingers when you want to indicate puzzlement. As boys' toys go, it's easier to acquire than most, and it doesn't need batteries. Enjoy!
2. Using your beard trimmer without the comb, remove the rest of your moustache and beard, except for a small section underneath (and a bit wider than) your mouth
3. Set your precision trimmer to 1-2mm. Trim a line on your chin 5mm from the corner of your lip on each side, and connect this line below the jawbone.
4. Curve a line around your Soul Patch on each side.
5. Finish the job off by using a rotary shaver on everything that's not part of your Original Goatee.


text:
"Words can only evoke things," one dancer says to the camera early in Pina
. "That's where dance comes in." This Oscar-nominated documentary puts that ethos to the test; presenting a breathtaking string of world-class dances in tribute to celebrated German choreographer Pina Bausch. Fellow German Wim Wenders (Wings of Desire
) directs, presenting the film in a startlingly vivid 3D. The technology, so often applied to summer blockbusters for cheap thrills, once again proves its usefulness to the artistic side of cinema. The grace within the dancers' bodies, both fragile and strong, bursts through the screen and immerses the viewer. Each dancer also gets the chance to reflect on their own memories of working with Bausch---who died shortly before the film was shot---while performing individual routines composed in her honour and filmed around various contrasting German locations. Pina
is a testament to a life impressively dedicated to art, and presented the way one imagines Bausch would have wanted; not with words, but with movement.


text:
(2) work carried out to establish, modify or extend a pipe in a waterworks system, sewer system or storm water management system except (a) when the system is intended to serve
i. an infrastructure or a building constructed before 23 June 2021 in a low-velocity zone;
ii. any other infrastructure or building whose construction is not prohibited in a low-velocity zone and provided that the conditions set out it section 38.11 are met, if applicable;
(b) when the system is intended to serve an infrastructure, a building or a sector situated outside the low-velocity zone;
(c) when the work relates to a public road.


text:
See something needing your input? Click here to Join us in providing quality, expert-guided information to the public for free!
Francis Bacon/Related Articles
From Citizendium, the Citizens' Compendium
- See also changes and topics related to Francis Bacon, or pages that link to Francis Bacon or to this page or whose text.
- Scientific method : The concept of systematic inquiry based on hypotheses and their testing in light of empirical evidence.
- Novum Organum : Add brief definition or description
- The New Atlantis : A utopian fantasy by Francis Bacon (_PHONE_) set in the fictitious country of Bensalem located somewhere in the Pacific Ocean.


text:
) 100%. Take all the layers related to the "hind fin" and place them in one group (you can create a group by clicking the button in the bottom toolbar).
STEP 40. Repeat the previous steps that you used to create the "hind fin" for all other fins.
STEP 41. Scale
Now we will create scales for the body of the fish. Create a new layer and fill it with any color, then apply layer styles, pattern overlap. As soon as you applied pattern overlap (pattern overlay), convert the layer to a smart object, and then rasterize it.
STEP 42. In this step we will change colors. The first color is # cd200a, # ffd03f, #FFFFFF
STEP 43. Apply deformation to the scale layer and apply on one side of the fish. Remove excess areas that are outside the torso.
STEP 44. With the second layer with scales, do exactly the same thing, only for the other side. Remove excess areas that go beyond the torso.
STEP 45. Combine both layers with scales.
STEP 46. Add shadows to the body, using a soft round brush # a16e28, paint over the body.
STEP 47. Change the blending mode to Multiplication (Multiply).
STEP 48. Create a new layer and use the soft brush # 734e18 to paint along the base of the dorsal fin, as shown in the screenshot below.
STEP 49. Change the blending mode to Darkening basics (Color burn) with Opacity (Opacity) 73%.
STEP 50. Create a new layer and with the help of a soft round brush # edc480, once again paint along the back of the fish.
STEP 51. Change the blending mode to Lightening Basics (Color dodge) with Opacity (Opacity) 69%.
STEP 52. Create a new layer and paint the specks on the red scales with a soft round brush (14px # 734e18).
STEP 53. Change the blending mode for this layer to Blackout Basics (Color Burn), then apply the filter Filter – Blur – Gaussian Blur (Filter> Blur> Gaussian Blur).
STEP 54. Do the same for the yellow scales. (soft round brush 7px, # edc480).
STEP 55. Change the blending mode for this layer to Soft light (Soft Light).
STEP 56. Here is what it should look like at the moment.
STEP 57. Change the color of the Head according to the settings on the screenshot, then convert it into a smart object, and then rasterize the image.
STEP 58. Next, use a brush of different diameters to achieve this effect on the head of the fish. Note: You may need to use multiple layers with different levels of opacity.
STEP 59. Eye
Now we will create an eye. Create a new layer and select the tool. Oval area (Elliptical tool) and draw an oval, as shown in the screenshot below. Fill it with any color.
STEP 60. Layer Style Settings
Apply these settings to the created eye.
STEP 61. Create a new layer and draw a circle, as shown in the screenshot below, fill it with a color tint. # 950903
STEP 62. Apply layer styles to this layer.
STEP 63. Choose soft brush and brush over the pupil (# b81512) on a new layer.
STEP 64. Decrease Opacity (Opacity) of this layer to 65%.
STEP 65. Create a new layer and paint a white speck over the pupil (use a soft round brush).
STEP 66. Next we add the antennae. Choose a tool Pen (pen tool) and draw the lines as in the screenshot below. Once you have finished drawing the antennae, right-click the outline and select the option Outline the contour (Stroke Path). Note: Do not forget to set the brush size to 4px, a hard round brush.
STEP 67. Apply these settings to each of the antennae.
STEP 68. Almost done!
STEP 69. Now we will add our flowers that we created at the beginning of the lesson. Just drag and drop onto our document with cap and place on top of all layers. Note: A good idea is to put the whole flower in a group, so that the flower can be easily moved.
Place the second flower below the carp layer and change the blending mode for the group layer to Lightening (Screen) with Opacity (Opacity) 71%.
STEP 71. Finally, select the brush with floral curls and below the carp layer, draw curls #FFFFFF, set the layer opacity to 53%.
Translator's Note: below the carp layer, create a new layer and on this layer with a white brush, draw patterns as you like.


The Tetrahedron Kite
Unique, Spectacular, Mathematical
The tetrahedron kite is rather unique in the kiting world, as you will see. The tetrahedron is a 4-sided 3-dimensional shape, where each side is a triangle. If you make such a rigid structure from sticks or rods, then cover any 2 sides with sail material, you have the basic building block for this type of cellular kite.
A 64-cell tetrahedron kite.
The photo on the right shows a configuration using 64 such building-blocks, or cells. That kite was made and flown by a pair of U.K. enthusiasts known as the The Tetrahedron Flyers.
The smallest practical design uses 4 cells, joined at the corners to form an even bigger tetrahedron. That's only the start of an amazing array of possibilities! But more on that further down this page. Here's a list where I attempt to summarize the tetrahedron kite, compared to all other kites...
 - heavier than other kites, per unit of sail area
 - despite light and fragile individual spars, the finished kite is very rigid
 - traditionally a good strong wind kite, although modern materials allow flying in lighter winds
 - stability varies a lot with configuration and number of cells, although tails and special bridling can help
 - if you imagine the kite sitting on its base, the towing point is very close to the top tip of the tetrahedron
 - traditional construction is laborious, some modern techniques are easier
 - setup and breakdown of the larger kites is also laborious
 - not the easiest to transport around
 - the more complex, the more spectacular and attention-grabbing in the air!
 - infinitely scalable as a'solid' tetrahedron, that is, a larger tetrahedron fully occupied by cells - but there is a practical limit!
 - an almost infinite variety of configurations are possible, using such concepts as flat panels of cells, and fractal arrangements
Despite the construction challenges, a small but dedicated band of people around the world enjoy making these kites from a range of modern materials.
If you are a teacher, this Paper 4-Cell Tetrahedron Kite Kit (For 30 Students) from Amazon could be of interest.
Tetrahedral Configurations
It's time to make all this a bit clearer! There is one group of configurations that is quite easy to grasp. Here's the idea, just do it in your head, or glue together some match-sticks if you're really keen!
A 4-cell tetrahedral design
Take 3 tetrahedrons and lay them on the table so their bases form one big triangle. Got it?
Now, add a fourth tetrahedron on top, so the corners of its base triangle touch the upper points of the first 3 tetrahedrons. Stand back a bit, and look. Well, it's just one big tetrahedron now! Just like that colorful tetrahedron kite in the photo up there.
What if you made 4 such big tetrahedrons, and plugged them together in exactly the same way... Yep, you've just created a 16 cell structure! And again, standing back a bit further this time, it just looks like one even bigger tetrahedron! Can you see where this is going...
Guess what happens when you make 4 of these 16-cell things and join them together. The result looks like that awesome creation in the photo at the top of this page! It's a 64-cell tetrahedron kite!
That little 'thought experiment' is not a set of instructions for building a kite, far from it. It's just a start to getting your head around the idea of making these kites. One day I might do a skewers-and-plastic version of a 16 cell design, with full instructions.
Have you caught the mathematical flavor of all this? Not surprisingly, this kind of cellular kite is used in many educational institutions to illustrate mathematical principles. Like what? Try geometry, measurement, angles, aerodynamics and some basic physics.
Here's a summary of the tetrahedron kite from single-cell to ermmm 256-cells, using the process just described...
 - 1-cell: poor flier, very unstable without a long tail, heavy, only practical when made quite large
 - 4 cell: most commonly seen configuration, as in the photo, but most still require a tail and plenty of wind
 - 16 cell: some time and effort to construct, but flies well without a tail, generally performs well
 - 64 cell: very tedious to make all those cells, but this very stable kite will apparently stay 'nailed to the sky' with enough wind!
 - 256-cell: yep, 4 of the 64-cells together - I dare you, out of match-sticks and tissue paper! It would be a hit on YouTube ;-) Particularly if you parked it 50 meters up in the air, then guided a powerful R/C model aircraft right through it, creating a cloud of splinters and tissue scraps. Could be very viral, don't you think?
Like to see what a tetrahedral looks like in flight? This is our MBK Skewer tetra in flight, a simple 4 cell design. Thanks to the lightness and strength of bamboo, it doesn't require a lot of wind to fly...
Now, are you prepared to be really blown away by the possibilities? Just visit this page on tetrahedron kite variations. You could spend your whole life designing, building and flying these designs!
On the other hand, if you want to just start with a relatively simple and cheap tetrahedron kite... Make a 4-cell tetrahedral from straws, cellophane and a few other bits and pieces!
For a class situation, this Paper 4-Cell Tetrahedron Kite Kit (For 30 Students) from Amazon provides a proven approach which works out to around $3 per kite.
Alexander Graham Bell's Huge Kites
This page can't finish without at least a brief mention of Mr Bell and his pioneering work with the tetrahedral concept. It was his idea, after all!
In the early 1900s, Bell's kites were part of a progression from large kite, to man-carrying towed glider, to man-carrying powered aircraft. Yes, an engine-powered, piloted version actually flew!
The first Bell tetrahedron kite, in 1905, was the Frost King which initially had 256 cells. Later, this was increased to 1300 which was sufficient to carry a man. The next separate design was the Cygnet I, which had no less than 3393 tetrahedral cells each measuring 25cm along each of the 4 spars.
Hey, that's quite close to the spar length of my smallest skewer kites! How about that.
Alexander Bell's Cygnet I
The cells on the Cygnet were arranged like a giant beam - 52 x 12 x 12 cells. The overall span was 13 meters (42.5 feet). That's it in the photo over there on the right, courtesy of the AKA (American Kitefliers Association).
Later development, up to the Cygnet II and III, moved away from the tetrahedron kite and into the world of powered aircraft.
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Hi! I arrived at Cal from Mrs. Costello's 5th grade class at Havens Elementary School, and my Science@Cal adventure took me to the Dawson Lab at UC Berkeley. The Dawson Lab studies plants, especially plants that have wood such as redwood trees and oak trees. The first day of my visit I did some fieldwork with Michal Shuldman. She is one of the graduate student in the Dawson Lab and she studies the plant Heteromeles arbutifolia (also called toyon). Below you can see me helping pack up all of our field gear for the day. I even learned how to use the GPS!
We headed off to Blue Oak Ranch Reserve, one of thirty-six reserves run by the University of California (_URL_ A research reserve is a place where scientists can study nature. Some of the reserves even let kids come to visit for the day, or overnight. Here is picture of me at Blue Oak Ranch Reserve.
I found some cool stuff while Michal and I were searching the reserve for toyon. Here is an interesting mushroom I found on the ground near the barn.
I also found a caterpillar on a beautiful flower.
The reason we were visiting Blue Oak Ranch is that Michal needed to collect some fruits from the toyon plant. She is looking at toyon plants that grow all over California. She even has some fruits from Baja California, which is in Mexico. Here is a picture of me helping her pick the fruits. The fruits are a really bright red color. Birds like to eat the fruits when they are ripe.
At the end of the day we had collected a lot of fruits, enough to fill a whole cooler.
Michal plants the fruits and grows them in the greenhouse. When we got back from doing fieldwork I helped her measure her plants.
It sure was a fun day!


entries from the upper triangular part of the matrix. Although we have an experi-
mental Fortran code for treating "d. i~-. rows, the Fortran codes in this release do not treat
"1. ii-. rows and columns of A differently, and thus their run time can be high if there are
a few dense rows and columns in the matrix. They do not perform a post-ordering of the
elimination tree, compute statistics on the ordering, or check the validity of their input ar-
guments. These functions are provided by the HSL routines MA57L/LD and MC47A/AD, which
are not part of this release. However, details on an assembly tree that respects the AMD
ordering are returned from the calls to the Fortran codes. Only one integer version of each
routine is provided. Both Fortran versions overwrite the user's input matrix, in contrast to
the C version. The two Fortran versions have the same calling sequence, and only differ in
the name of the routine.
INTEGER N, IWLEN, PFREE, NCMPA, IW (IWLEN), PE (N), DEGREE (N), NV (N),
$ NEXT (N), LAST (N), HEAD (N), ELEN (N), W (N), LEN (N)
CALL AMD (N, PE, IW, LEN, IWLEN, PFREE, NV, NEXT,
$ LAST, HEAD, ELEN, DEGREE, NCMPA, W)
The input matrix is provided to AMD and AMDBAR in three arrays, PE, of size N, LEN, of
size N, and IW, of size IWLEN. The size of IW must be at least NZ+N. The recommended size
is 1. 2*NZ + N. On input, the indices of nonzero entries in row I are stored in IW. PE (I)
is the index in IW of the start of row I. LEN (I) is the number of entries in row I. The
matrix is 1-based, with row and column indices in the range 1 to N. Row I is contained in
IW (PE (I) ... PE (I) + LEN (I) 1). The diagonal entries must not be present. The
indices within each row must not contain any duplicates, but they need not be sorted. The
rows themselves need not be in any particular order, and there may be empty space between
the rows. If LEN (I) is zero, then there are no off-diagonal entries in row I, and PE (I) is
ignored. The integer PFREE defines what part of IW contains the user's input matrix, which
is held in IW (1 ... PFREE-1). The contents of IW and LEN are undefined on output, and PE
is modified to contain information about the ordering.
As the algorithm proceeds, it modifies the IW array, placing the pattern of the partially
eliminated matrix in IW (PFREE ... IWLEN). If this space is exhausted, the space is com-
pressed. The number of compressions performed on the IW array is returned in the scalar
NCMPA. The value of PFREE on output is the length of IW required for no compressions to be
needed.
The output permutation is returned in the array LAST, of size N. If I = LAST (K), then
I is the Kth row in the permuted matrix. The inverse permutation is returned in the array
ELEN, where K = ELEN (I) if I is the Kth row in the permuted matrix.
On output, the PE and NV arrays hold the assembly tree, a supernodal elimination tree
that represents the relationship between columns of the C'!i!. -l:y factor L. If NV (I) > 0,
then I is a node in the assembly tree, and the parent of I is -PE (I). If I is a root of the
tree, then PE (I) is zero. The value of NV (I) is the number of entries in the corresponding
column of L, including the diagonal. If NV (I) is zero, then I is a non-principal node that
is not in the assembly tree. Node -PE (I) is the parent of node I in a subtree, the root of
which is a node in the assembly tree. All nodes in one subtree belong to the same supernode
in the assembly tree.
The other size N arrays (DEGREE, HEAD, NEXT, and W) are used as workspace, and are not
defined on input or output.
The follow program illustrates the basic usage of the Fortran version of AMD. The AP
and AI arrays represent the binary matrix
11000
11101
A= 01 1 11
00110
01101
in a conventional 1-based column-oriented form, except that the diagonal entries are not
present. The matrix is the same as nonzero pattern of A + AT in the C program, in
Section 4. The output permutation is (4, 1,3, 5, 2).
INTEGER N, NZ, J, K, P, IWLEN, PFREE, NCMPA
PARAMETER (N = 5, NZ = 10, IWLEN = 17)
INTEGER AP (N+1), AI (NZ), LAST (N), PE (N), LEN (N), ELEN (N),
$ IW (IWLEN), DEGREE (N), NV (N), NEXT (N), HEAD (N), W (N)
DATA AP / 1, 2, 5, 8, 9, 11/
DATA AI / 2, 1,3,5, 2,4,5, 3, 2,3 /
C load the matrix into the AMD workspace
DO 10 J = 1,N
PE (J) = AP (J)
LEN (J) = AP (J+1) AP (J)
10 CONTINUE
DO 20 P = 1,NZ
IW (P) = AI (P)
20 CONTINUE
FREE = NZ + 1
C order the matrix (destroys the copy of A in IW, PE, and LEN)
CALL AMD (N, PE, IW, LEN, IWLEN, PFREE, NV, NEXT, LAST, HEAD,
$ ELEN, DEGREE, NCMPA, W)
DO 60 K = 1, N
PRINT 50, K, LAST (K)
50 FORMAT ('P (',12,') = ', 12)
60 CONTINUE
END
References
[1] P. R. Amestoy, T. A. Davis, and I. S. Duff. An approximate minimum degree ordering
algorithm. SIAM J. Matrix Anal. Applic., 17(4):886-905, 1996.
[2] A. George and J. W. H. Liu. The evolution of the minimum degree ordering algorithm.
SIAM Review, 31(1):1-19, 1989.
[3] HSL. HSL 2002: A collection of Fortran codes for large scale scientific computation,
2002. _URL_
University of Florida Home Page
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All rights reserved.
Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs


text:
The objective of this study was to design and develop a prototype twin vacuum disk metering unit so that seeding can be achieved at higher forward speeds while reducing the peripheral speed of the vacuum disk for improved seed spacing uniformity performance and increased field work capacity. In order to meet this objective, a new precision seeding unit with twin vacuum disks, each being a mirrored view of the other and geometrically the same, was designed in animated drafting software and then it was manufactured and used for the laboratory experiments. Three crop seeds were used to determine the performance of the new metering unit in the lab on a sticky belt test stand. Two alternative measures were used to quantify the seed spacing accuracy, and polynomial functions using the principles of response surface methodology were developed to calculate the optimum level of the variables. The tests performed in the laboratory at 2, 3, and 4 ms-1 forward speeds resulted in improved seed spacing accuracy values, while the quality of feed index measure went down once the forward speed increased from 2 to 4 ms-1. The quality of feed index with the new metering unit was obtained to be 100% at 2 ms-1, while it was almost 98% for all crop seeds at 3 ms-1. The forward speed of 4 ms-1 resulted in quality of feed index values of 92%, 96%, and 96% for cotton, sunflower, and corn seeds, respectively.
Design, optimization, response surface methodology, precision metering unit, vacuum, hole diameter
DEĞİRMENCİOĞLU, ADNAN; ÇAKMAK, BÜLENT; and YAZGI, ARZU
"Prototype twin vacuum disk metering unit for improved seed spacing uniformity performance at high forward speeds,"
Turkish Journal of Agriculture and Forestry: Vol. 42:
3, Article 6.
Available at: _URL_


text:
Objectives: Patients with biochemical recurrence of prostate cancer after definitive or salvage local therapy in the absence of metastatic disease represent a group well suited to a novel therapeutic intervention. Imatinib mesylate (Gleevec) is a protein-tyrosine kinase inhibitor that has previously been tested in men with androgen-independent and metastatic prostate cancer. This Phase II study was undertaken to determine the safety and efficacy of imatinib mesylate in men with biochemical relapse of nonmetastatic, androgen-sensitive prostate cancer after local therapy. Methods: Twenty-seven patients were treated with imatinib mesylate 400 mg twice daily for up to 12 months. Three patients (11%) completed less than 4 weeks of therapy and were included in the intent-to-treat analysis of the response to therapy. Results: Of the 27 patients treated, 5 (18.5%) had a stable prostate-specific antigen (PSA) during the course of treatment; 2 patients (7.4%) experienced a partial response. The remaining 20 patients (74.1%) demonstrated PSA progression. The median progression-free survival was 3 months. The proportion of patients achieving a partial PSA response during therapy did not significantly differ from the null rate of 5% (P = 0.394). Seven patients (25.9%) discontinued therapy secondary to grade 1 to 3 toxicities. No irreversible National Institutes of Health Common Toxicity Criteria grade 3 or 4 toxicities occurred. Grade 3 and 4 toxicity included leukopenia (3.7%), serum glutamic-oxaloacetic transaminase (3.7%) and serum glutamic-pyruvic transaminase (3.7%) elevation, and rash (18.5%). Conclusions: The results of our study have demonstrated that imatinib mesylate delivered at a dose of 400 mg twice daily is associated with a moderate degree of toxicity and a limited PSA response in this patient population.
ASJC Scopus subject areas


text:
To carry out this activity we will take Spain as an example. According to the Soil Taxonomy Classification established by the US Soil survey staff, we can find 4 types of soil orders in Spain.
We will use a map where we appreciate these different types of soil orders but the only information that we have in the Attributes table is their names. Therefore we are going to join information so that we can also find the description of each type of soil in the attributes table.
We need to do a Table "Join" to do so. To link the Excel table to the attributes table we need a column indicating the name of the types of soil orders and another column with the information that we are interested in including. In this case, with the soil orders characteristics.
Right click the layer in ArcGIS and choose "Join and Relates" > "Join".
In the dialog box fill in the fields as follows:
- What do you want to join to this layer?: select "Joins attributes from a table" (this is important because choosing the other option will generate a completely different table).
- Field number "1": Select the field form the attributes table that we will use as join, this is, the filed that ArcGIS will join to the Excel table.
- Field number "2": Select the table to join to this layer, in this case the Excel Sheet 1.
- Field number "3": Choose the column in which the join will be based.
Both columns are named "soil_orders" (in the Attributes Table) and "types of soil order" (in the Excel table).
- "Join options" is to decide if we want to keep all records (maintaining all attributes including those that do not share the common field with the table, appearing the word "Null" instead) or just the matching ones between tables (it will only keep those records with a matching record, erasing the ones that don't).
For this example it doesn't really matter as in the Excel table we only have records that are matching.
The resulting table will be an attributes table joined to the Excel table and it will look like this:
In case we have made a mistake or we are not interested anymore we can remove the join by right clicking on the layer and choosing Join and Relates > Remove Join(s) > Remove All Joins.
We can carry out several joins as long as the join is not using the same attributes field (column).
Quality training taught by professionals


text:
While employers are allowed to withhold taxes, Social Security contributions, and your share of certain benefits from your paycheck, they cannot make deductions prohibited by law. You could have a claim for improper paycheck deductions if your employer has made any of the following prohibited deductions:
- Deducting money from your paycheck to cover a cash shortage, breakage, or "shrinkage" (theft or shoplifting);
- Making deductions for unidentified returns from commission sales;
- Reducing the bonus paid to you (if you are a manager) to cover losses in another department or division;
- Taking back a commission (if you are a salesperson) because a customer has defaulted on a payment installment;
- Charging employees for lost keys, tools, supplies or other company materials;
- Deducting any amount at all from a tip left for an employee; or,
- Deducting the cost of work-related expenses for items provided by the employer, including a required photograph, bond, uniform, work-related expenses or any pre-employment physical or medical examination that is a condition for employment.
If you believe that your employer has attempted to make you pay for business expenses that are by law properly the employer's responsibility you could have a claim.


text:
|Biogas Plants in Animal Husbandry (GTZ, 1989)|
|7. Plant operation, maintenance and repair|
The operation of a simple biogas plant is relatively uncomplicated. The user must be given all the information and practical assistance he needs before and during the early phases of plant operation.
The collection of substrate is a simple matter when combined with work that has to be done anyway, e.g. cleaning the stables. It can be made even easier by arranging for the manure to flow directly into the mixing pit. Experience shows that it is not a good idea to gather dung from fields, roads, etc. or to go to the trouble of elaborately chopping up or otherwise preprocessing plant material for use as substrate. The work involved is usually underestimated, while the motivation is overestimated.
Filling the plant
Filling means: mixing the substrate with water, removing bouyant materials, allowing the fill material to warm up, flushing it into the digester, and removing sand and stones. The simple mixing pit shown in figure 5.16 can handle a daily fill quantity of up to 500 1.
The further processing of digested slurry is a critical point in that it can be quite toilsome (cf. chapter 3.4).
In designing the plant, care must be taken to ensure that the
slurry store will be large enough. Fixed-dome plants in particular should be
equipped with an overflow, so that the digested slurry does not have to be
hauled away every day.
Table 7.2: Checklist for the daily operation and regular maintenance of biogas plants (Source: OEKOTOP)
- fill the plant
- clean the mixing pit
- agitate the digester contents
- check the gas pressure
- check the gasholder contents
- check the appearance and odor of the digested slurry
- remove/use the digested slurry
- clean and inspect the gas appliances
- check the gas valves, fittings and appliances for leaks
- inspect the water trap
- inspect the digester for scum formation and remove as necessary by opening the plant
- inspect the plant for water tightness and gas tightness
- pressure-test the gas valves, fittings and pipes
- check the gasholder for rust and repaint as necessary
Monitoring the process
If the plant is properly started before being handed over to the user, it may be assumed to be in proper working order. The user will have become familiar with what optimum plant operation involves. This is very important, because from then on he himself will have to watch for any appreciable changes in how the plant functions; the main indication of a beginning malfunction is a change in the daily gas output.


White Paper
Slope's Effect On Accurate Weighing
Source: Minebea Intec
Slope's Effect On Weighing
Customers often call with concerns that their floor is out of level and what affect that will have on their weight readings. Scales are designed with the assumption that the load will be parallel to the direction of gravity and perpendicular to the weighing platform; meaning, there is only a vertical force.
An uneven balance or scale causes the introduction of a horizontal force which affects the weight reading. The general rule of thumb is that if it's an industrial, application such as a floor scale, as long as all of the feet are touching the ground the results will be within tolerance. For laboratories, however, and customers who want more than a general "rule of thumb" response, there is actually a procedure for determining the exact effect the slope will have on the measurement. This article will show a few formulas for the next time a customer calls and asks about floor specifications so you can provide them with an exact mathematic response.