text:
Creating a Preventive Control Plan (PCP) under SFCR – Transcript
[Anna's pasta sauce factory is in front of a mountainous landscape. Anna is standing in front of the factory holding a tablet in one hand and her pasta sauce in the other hand.]
Anna owns a pasta sauce business. Under the Safe Food for Canadians Regulations she needs a Preventive Control Plan.
[Text on screen: Safe Food for Canadians Regulations]
[Text on screen: Preventive Control Plan (PCP)]
[The background changes to a family of six that is sitting around a dining table with salad and pasta on the table.]
This plan is a written document that outlines how a business makes sure that the food it makes is safe and fit for us to eat.
[Text on screen: Technical knowledge and scientific knowledge]
To develop this plan, Anna needs:
- Technical knowledge of how her pasta sauce is made
- Scientific knowledge of food safety
[Anna is holding a tablet and hands it to one of her staff members. Another staff member appears and she hands the tablet to her.]
Anna can develop it herself or have her employees do it. She can also bring in outside experts if she or her team lack the time or expertise to develop one.
[Text on screen: Key things to remember]
Here are the key things Anna will need to do when developing her PCP.
[Text on screen: Hazard analysis]
[Images of biological, chemical, and physical hazard awareness signs appear. A picture of tomato, garlic and basil leaves appear below on the left of the screen and a picture of the factory making the pasta sauce appears on the left.
Anna will need to identify any biological, chemical, or physical hazards that would pose a risk to the safety of her pasta sauce.
[The background changes to images of pathogens that fill the screen.]
She would do this by considering the hazards associated with each ingredient and each step involved in making the sauce.
[Anna's twenty eight pasta sauce jars are all labelled and lined up in a refrigerator.]
For example, Anna knows that pathogens can grow in the sauce during the storage step if the pH is not acidic enough, so she writes this in her hazard analysis.
[Text on screen: Control the hazards]
Anna will need to describe the control measures she will use so that any hazard she has identified will be reduced to a safe level.
[Images of biological, chemical, and physical hazard awareness signs appear. The images rotate over to an image of a checkmark after each hazard is mentioned.]
[Text on screen: Evidence]
She will need evidence that these control measures are effective.
[Anna's pasta sauce appears in a sauce pot, with a jar of vinegar next to it.]
For example, Anna adds vinegar to the pasta sauce to acidify it.
[The background changes to images of pathogens that fill the screen.]
She has proof that acidification will prevent the growth of any pathogens in her pasta sauce during storage.
[Text on screen: Critical control points]
[Anna's tablet appears on the left with a list of various steps with hazard images labelled next to them in the middle of the tablet screen.]
Anna will need to determine whether any of the steps she takes are critical to the product's safety, and if so, she will identify these as critical control points in her plan.
[Anna's tablet appears on the left again and the word "step 1" is bolded.]
[The titles "Minimum cooking temperature, Monitor and corrective action" all appear one by one on the tablet.]
For each critical control point, she will describe what criteria must be met for the food to be safe (such as a minimum cooking temperature), how she will monitor that this is met, and what corrective action she will take if this is not met.
[The background changes to an overview of the pasta sauce in the pot, and a thermometer hanging in it on the right side.]
For example, Anna monitors and records the time and temperature of the cooking step to make sure that any pathogens in the sauce are reduced to a safe level. If the time or temperature is not met, Anna would cook the sauce again or dispose of it.
[Anna's pasta sauce in the pot gets poured out to the right side of the page.]
[Text on screen: Verify the PCP is working]
Anna will need to write a procedure for how she will make sure that her plan has been followed as written and results in a safe product.
[Anna's tablet appears on the right, showing an image of her pasta sauce in the centre of the tablet with the title "Procedure" labelled above it.]
[The background changes to Anna's pasta sauce that appears at the bottom of the page and one of her staff's arm reaches in with a pH test strip that dips into the top of the pasta sauce jar. When the pH strip is lifted out, the colour appears to be yellow on the strip and the pH number "4.6" appears on the left side of the jar.]
For example, Anna's procedure includes testing the pH of the pasta sauce to make sure that it is below 4.6.
[Text on screen: Consumer protection measures]
[A family of six sits around a dining table enjoying their pasta meal. The screen zooms into the pasta on the table.
[The background changes to Anna's pasta sauce jar that appears on the left side and the titles "Labelling" and "Net quantity" appear on the right side of the pasta sauce jar.]
In addition to making sure her product is safe, Anna's plan will also need to describe how she will make sure she is meeting consumer protection requirements for things like labelling and net quantity.
[The background changes to Anna's pasta sauce jar and gets weighed on a scale in the middle of the screen.]
For example, Anna weighs a jar from every batch to make sure that the volume declared on the label matches what is in the jar.
[Text on screen: Implement the PCP and keep it updated]
[Three of Anna's staff appear on the bottom left side of the screen, and an image of a tablet appears in the middle with the title "Preventive control plan" labelled in the centre of the tablet and the word "2 years" pops up on the right hand side.]
[The tablet then rotates into a notepad image, and then rotates back into a tablet image.]
Anna needs to put her plan into practice by making sure her team is well trained, by following the plan as written, and by keeping records of preventive control plan-related activities for at least two years. Anna can keep her plan as a printed document in her facility or electronically.
[A calendar appears with various circled dates in red.]
[A picture of tomato, garlic and basil leaves appear on the right of the screen and a picture of the facility machine washing the tomatoes appears below.]
It is important that Anna maintain her plan by checking it periodically to make sure it is up to date and revising it as needed. She also needs to update her plan whenever there is a problem or something changes, like a new ingredient or a new piece of equipment is introduced.
Depending on your product, you may not need a written PCP if your business makes less than $100 thousand dollars per year; however, you will need to ensure preventive controls are in place.
[Text on screen: For more information: _URL_
For more information about the Safe Food for Canadian Regulations and keeping a traceability record, visit _URL_.
[End of video]


text:
Why are they called the Orangemen?
1890s: The Orioles of Syracuse With their official color of orange, the first Syracuse University football teams in the 1890s were called "The Orioles." Somehow, it flew the coop, along with Hillmen, Bill Orange's Men and, now, Orangemen.
Was Syracuse ever called the Orangemen?
Until 2013, Syracuse was a member of the Big East Conference. The school's mascot is Otto the Orange. Until 2004, the teams were known as the Orangemen and Orangewomen. The men's basketball, football, wrestling, men's lacrosse, and women's basketball teams play in the Carrier Dome.
What is the nickname of Syracuse?
What was the original Syracuse mascot?
Otto the OrangeSyracuse University / MascotOtto the Orange is the mascot for the Syracuse Orange, the athletic teams of Syracuse University in Syracuse, New York, USA. Otto is an anthropomorphism of the citrus fruit, wearing a large blue hat and blue pants. Otto can often be seen at Syracuse sporting events in the Carrier Dome and other venues. Wikipedia
Why did Syracuse change from Orangemen to Orange?
Syracuse officials made the switch from Orangemen to Orange in 2004 after two years of consulting with Nike regarding the school's desire to re-brand its athletic teams. Syracuse went Orange in 1890, becoming the first university to adopt only one official color.
How did Syracuse become the Orangemen?
After a winning athletics meet with Hamilton College, Syracuse students wanted colors as bold as they were. They considered orange, with blue as a secondary color, but orange alone was not claimed by any other school, and thus, was Syracuse's for the taking.
Why did Syracuse change from Orangemen?
Orange – Syracuse used to be known as the Orangemen prior to a Nike-led change in 2004. Syracuse officials made the switch from Orangemen to Orange in 2004 after two years of consulting with Nike regarding the school's desire to re-brand its athletic teams.
Why is Otto the Orange?
For more than 40 years, Syracuse University students have been suiting up as official mascot Otto the Orange. Those selected for the mascot team have the honor of spreading spirit and joy throughout the community—from "airplaning" in the stadium, to delighting local schoolchildren, to scootering across campus.
Is Syracuse a Protestant school?
Syracuse University (informally 'Cuse or SU) is a private research university in Syracuse, New York. Established in 1870 with roots in the Methodist Episcopal Church, the university has been nonsectarian since 1920.
When did Syracuse become Orangemen?
Syracuse went Orange in 1890, becoming the first university to adopt only one official color.
How old is Otto the Orange?
The earliest Otto The first orange mascot made his debut in 1980. The brown leggings were not the only major difference to the mascot of today. The original Otto was originally named Clyde, the name chosen by brothers of the Lambda Chi Alpha, who had portrayed Syracuse's mascot for over 40 years.
Should we go back to being the Orangemen?
While you will certainly see some folks still refer to us as the Orangemen from time to time like an old reflex, being the Orange is pretty much a part of who we are now. It's a bit like being in the ACC. You might like the idea of going back to the Big East, but, there is no Big East to go back to. Not really.
Why do Orangemen wear orange?
Orangemen. Its name is taken from the family name of King William III of England, who defeated King James II in the battle of the Boyne in 1690. July 12, the anniversary of this victory, is the principal holiday of the order, on which the members wear orange-colored flowers and orange sashes and march in parades;
What is an Orangeman or orangewoman?
Look up Orangeman, Orangemen, Orangewoman, or Orangewomen in Wiktionary, the free dictionary. Orangemen or Orangewomen can refer to: Members of the modern Orange Order (also known as Orange Institution), a Protestant fraternal organisation Members or supporters of the Armagh GAA Gaelic football team
Why did Orangemen change their name to orange?
The "rebranding" of Orangemen, which turned it from a word with meaning into a word with little meaning, worked. By the time the name changed from Orangemen/women to Orange, it had just as little meaning as the new name. If asked to picture an Orangeman, you'd probably pictured Otto.

source: m-a-p/FineFineWeb


Creating and Deleting New Meetings
Creating a New Meeting
Go to Meetings > Add Meeting
1. Enter the name, date, and time for your event.
2. Use the WYSIWYG (what you see is what you get) editor to insert images and hyperlinks to the description.
Please note you can select No fixed meeting date if you don't have a date for a designated meeting/event.
You can set the Registration to three different options:
None means that the meeting will show on your calendar but won't have any registration component for people. You can still register people while logged into your Databank through their record.
Public adds a registration form to the meeting detail on your calendar and anyone visiting your calendar can sign up.
Private means that the meeting will show on your calendar but it won't display a registration form. You will be able to email a private link to people to have them register.
1. Set Status
Published places the meeting on your calendar form.
Unpublished will not submit your meeting to the calendar form.
2. Set the Meeting Type and Activity
If you want to add a new type just enter it in the blank field. If you have multiple calendars for your Organization you can use the Meeting Type to determine which meetings to show on which calendar.
3. Set the amount of Attendees
If your meeting will have a maximum size enter that in the Max. Attendees field.
You can also set the maximum amount a single member can register in the Max. Per Member field.
Enter a BCC Email so you can know when people register for your meeting.
Enter a location name and the details of the location. If you've already entered the information before for a different meeting you can select it from the drop down menu.
Click Submit at the bottom right of the page to finish.
Click Delete the at the bottom left to remove this event from your Databank.
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Medicine and Clinical Studies A coal miner's job is extremely hazardous and can cause serious…
Medicine and Clinical Studies A coal miner's job is extremely hazardous and can cause serious health problems, for example, black lung disease and vibration-induced white finger. A study was conducted to examine the hearing loss of coal miners exposed to years of vibration and cool temperatures underground. A random sample of coal miners was selected, and the length of time on the job (x, in years) was recorded for each person. Each miner took a test in which the hearing threshold level (HTL, y, in dB) was measured.
a. Find the estimated regression line, and compute the residuals.
b. Carefully sketch a normal probability plot of the residuals and a plot of the residuals versus the predictor variable.
c. Do these graphs provide any evidence that the simple linear regression assumptions are invalid? Justify your answer. How do you think this regression model could be improved?


Thursday, 23 September 2021
Breaking News
How to Spot a Smart Person Through Body Language
business, news, break and people and concept - close up of smiling businessman reading newspaper and drinking coffee from paper cup over office building
business, news, break and people and concept – close up of smiling businessman reading newspaper and drinking coffee from paper cup over office building
Notice how some people look smart even without knowing them in person, nor having heard them speak before? This is a little magic caused by our body language.
Here are simple tips to spot smart people by their body language:
 1. Newspapers instead of smartphones
Ironically, smartphones don't reflect the sense of intellect that it's touted to have on the user. Studies from Harvard and Columbia Business Schools have shown that forming your body in certain dominant positions raises your testosterone levels, and lowers your stress levels. The opposite happens when you take a hunching, defensive position.
One way to achieve this is to stop bending over your smartphone and carrying a newspaper and reading it spread wide. The presence of a smartphone makes one subconsciously anxious and stressed, whereas holding a newspaper signals a body language that is smart and confident.
 1. Walk the same speed as everyone else
A Boston University study found that walking at the same speed as everyone else will make you look smart.
Apparently, people subconsciously use the speed of movement to infer the presence of mind in people. This means that people who walk slower or faster are subconsciously perceived as stupid.
 1. Glasses
It may not sound surprising to anybody at this rate, but yes, wearing glasses does make you look smart.
Researches have shown that wearing glasses makes you look less attractive but smarter. Specifically, wearing thick, blocky frames make you look smarter than the thinner kind.
 1. Speak Better
Another body language that you need to consider to look smarter is the way you speak.
Using monotone will make you sound uninterested, dull, and stupid. On the other hand, by using expressions, modulations, changes in pitch and intonation, you sound more interesting, energetic, and confident.
By sounding more confident and knowledgeable in your manner of speaking, you can give off the vibe of sounding smarter.
When two people say the same phrase, one in monotone, and the other in a more expressive tone, the one with a more expressive tone will sound more credible, knowledgeable and engaging.
 1. Looking People in the Eye
Looking people in the eye during conversation greatly increases perceived intellect. Eye contact is body language that signifies one is in command or confident about what he is saying. This makes one look more credible when talking to groups of people. In one on one conversations, it also establishes rapport between the speaker and the listener, making the listener trust the speaker more.
Check Also
4 Surprising Facts About Reading Body Language
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text:
Given figure A and Figure B such that ar(A) = 20sq.units and ar( B ) = 20 sq. A. Figure A and B are congruent B. Figure A and B are not congruent C. Figure A and B are similar D.Figure A and B may or may not be congruent
write a factual description of the scene at the park in your locality in the morning hours
I am given the following reaction: 2NH3(g) -------> N2(g) + 3H2(g) My question is: 6.4 mols of ammonia gas has been put into a 1.7 L flask and has been permitted to reach equilibrium in accordance to the reaction listed above. If the equilibrium mixture has 4.2 mols of nitr...
I want to apoligize. The equilibrium is 4HCl(g) + O2(g)--->2H2O(g) + 2Cl2(g) Not 4HCl(g) + O2(g) ---> 2H2(g) + 2Cl2(g).
which quantum number, or quantum numbers, can be connected with the direction a particular orbital position points in space, regarding wave mechanics?
what is the legend of kailashnath templee.. in kanchipuram.?? plzz reply.. need it urgently.. I checked dozens of web sites about the Kailashnath Temple and none mentions any legends. This is the most complete article I found about the temple. _URL_
Newspaper Article Review
i was very impressed
For Further Reading

source: HuggingFaceFW/fineweb-edu


Bright Memories What if you could not only save a moment as a picture or video but you could save the feeling, the atmosphere
of your surroundings?
And what if you could change your room to make it feel like that moment, to use light as a memory bridge in the
same way you look at old pictures or play that one song to change your mood?
With modern sampling technology, complex algorithms, advancements in artificial lighting and modern
knowledge of human psychology this idea might be within our reach.
In the exhibition "Ambient Atmospheres - Bright Memories" the two interaction designers Mattias Hallin and
Frederik Göbel explore how far ambiances are translatable and how a possible implementation might look like.
The shown artifacts are contextualized in an alternative future in which no virtuality exists and all technical
processes are overdrawn and symbolic. Visitors are invited to create their own interpretation of how exactly the
exhibited devices work and how they translate to our world of technology.
Bright Memories is a part of the Ambient Atmospheres research project aiming to spark a conversation about
the future of artificial lighting. The project explores how atmospheres are created, how we interact with digital
lights and in how far natural light settings are translatable to new contexts.
To ensure the safety of the visitors and to follow the current restrictions the number of visitors is limited to six
at the same time. Please book your preferred time slot.


Linux Blog
LLSEEK
Section: Linux Programmer's Manual (2)
Updated: 2007-06-01
Index Return to Main Contents

NAME
_llseek - reposition read/write file offset
SYNOPSIS
#include <sys/types.h>
#include <unistd.h>
int _llseek(unsigned int fd, unsigned long offset_high,
 unsigned long offset_low, loff_t *result,
 unsigned int whence);

DESCRIPTION
The _llseek() function repositions the offset of the open file associated with the file descriptor fd to (offset_high<<32) | offset_low bytes relative to the beginning of the file, the current position in the file, or the end of the file, depending on whether whence is SEEK_SET, SEEK_CUR, or SEEK_END, respectively. It returns the resulting file position in the argument result.
RETURN VALUE
Upon successful completion, _llseek() returns 0. Otherwise, a value of -1 is returned and errno is set to indicate the error.
ERRORS
EBADF
fd is not an open file descriptor.
EFAULT
Problem with copying results to user space.
EINVAL
whence is invalid.

CONFORMING TO
This function is Linux specific, and should not be used in programs intended to be portable.
NOTES
Glibc does not provide a wrapper for this system call; call it using syscall(2).
SEE ALSO
lseek(2), lseek64(3)

Index
NAME
SYNOPSIS
DESCRIPTION
RETURN VALUE
ERRORS
CONFORMING TO
NOTES
SEE ALSO
Random Man Pages:
fstab
porttime
gettydefs
md


Four identical metallic objects carry the following charges:+5.8 µC,+1.4 µC,-3.0 µC,and -6.8µC. The objects are brought simultaneously into contact, sothat each touches the others. Then they are separated.
(a) What is the final charge on eachobject?
(b) How many electrons (or protons) make up the final charge oneach object?
Want an answer?
No answer yet. Submit this
question to the community.


Technology Musings
Super Fuzzy Searching on PostgreSQL
I have been working on doing some fuzzy searching on PostgreSQL for a while, and thought I'd share some of my experiences here. Many people are not yet aware of the incredible fuzzy search capabilities of PostgreSQL, especially that were added in the 9.1 release.
Most people use an external engine such as Lucene to do fuzzy searches. While, as you will see, there are still reasons to do so, they are much fewer now than they used to be.
Fuzzy Search Using Trigrams
While PostgreSQL has lots of different fuzzy search options (soundex, levenshtein, etc.), the one which has the most support is trigram searching. What is a trigram? Trigrams break a word up into 3-letter sequences, which can then be used to do similarity matches. Think of the word "hello". It has the following trigrams: "h", "he", "hel", "ell", "llo", "lo", and "o". Now look at the word "hallo". It has the following trigrams: "h", "ha", "hal", "all", "llo", "lo", and "o". You can see that there are several trigrams that match, and several that don't match. Similarity is computed via cosine similarity (which I don't totally understand), but, basically, the more trigrams you have in common the closer the match. In the present case, 'hallo' and 'hello' have a similarity of 0.333333. You can see this in PostgreSQL by saying:
select similarity('hello', 'hallo')
PostgreSQL also has two other relevant operators that use similarity - the "<->" operator and the "%" operator. "<->" is the "distance" operator, which is simply one minus the similarity (i.e. if the similarity is 0.2 the distance will be 0.8). For text searching, "%" is the "similar" operator, which returns true if two strings are similar, or false if they are not. Two strings are defined as "similar" if their similarity is 0.3 or greater. This can be set with set_limit(), but it is not usually useful to do so (we will deal with custom similarities later). The "%" operator is important, because of its heavy use in indexing.
Installing Trigrams
The trigram module (pg_trgm) is not installed by default in PostgreSQL, but is one of their standard (and supported!) extensions. To install, you need to make sure you build the module in the source code. To do this, go into the contrib/pg_trgm directory of the source code and do a "make; make install". This will install the plugin, but will not activate it. Then, in any database you want to use this plugin, put in the command:
This will load the necessary SQL to install the functions and operators needed to make trigrams work. If you type that command in the template1 database, then all future databases created on that system will have the extension installed.
Using Trigrams Without an Index
The simplest use of trigrams would be to have a table with a name column, and do a search like this:
SELECT * FROM people WHERE lastname % 'Schmoe'
This will return a list of people where the trigram similarity is greater than the default threshold. If you want to specify the similarity you are looking for, you can change that to:
SELECT * FROM people WHERE similarity(lastname, 'Schmoe') > 0.5
This will give a less-tolerant match than the default.
The problem with doing this is that it takes a lot of processing power. The reason people usually use databases is because they have a huge number of records and need to be able to search them quickly. If we have 10,000 records, manually doing trigram matches will take quite a bit of time.
So, one of the best features of PostgreSQL 9.1 is the ability for PostgreSQL to incorporate trigrams into an index. So, to make an index to speed up our search, do:
CREATE INDEX people_lastname_trigram_idx ON people USING gist(lastname gist_trgm_ops);
This will create a "gist" index, which is a special type of index which is often used in spacial and other vector-oriented matching. The "gist_trgm_ops" is a little bit of magic that tells gist how to use a text field as a vector of trigrams.
Now, your query will use the index, provided you have enough rows to make it worthwhile. HOWEVER, it is not yet using the index efficiently. While PostgreSQL can (and will) use the index for this query, it doesn't actually check the condition until a later step (I believe, but am not sure, that it is using the index to get everything in the right order, and then at a later stage doing filtering). For large tables, this can still be several orders of magnitude worse than you want. To fix this, you MUST use the "%" operator. This will cause the index to have an "index condition", which it will use to limit the results that it puts out. So, if you have:
SELECT * FROM people WHERE lastname % 'Schmoe';
This will use the index AND the index condition, and will be super-fast (except in extremely large datasets - see next section). However, this uses the built-in cutoff point of 0.3 similarity. What if I want my results to be tighter than that? The best way is to combine % with similarity(), like this:
SELECT * FROM people WHERE lastname % 'Schmoe' AND similarity(lastname, 'Schmoe') > 0.5;
In this case, the database will use the "%" condition for the index, which will be incredibly fast, and the "similarity()" call as a post-index filter, which, since there is a much smaller dataset, will still be pretty fast.
Working With Larger Datasets
I had trouble working with trigrams because my main dataset is about 14 million titles. At this size, trigram searching is really slow. With the whole database loaded in-memory (either in PG's cache or in the filesystem cache - I have many, many gigs of memory), a trigram search of the database USING THE INDEX took between 3 and 12 seconds, depending on the string. Poking around, I came out with the following basic results for a database on an Amazon EC2 4XL instance without any other load:
 - 100,000 records: 40 milliseconds
 - 1,000,000 records: 0.4 seconds
 - 14,000,000 records: 7 seconds
So, as you can see, the useful limit to these queries is about 1 million records. Therefore, if you have more than 14 million rows, if you want to do trigrams, you need to find a way to boost performance. I've found there are two basic methods you can use to speed up trigrams on large datasets:
 1. Create specialized indexes with subsets of your data
 2. Create a separate wordlist table with unique words
#1 is much preferred if you can do it, because it is an entirely database-oriented method. Basically, what I did, is I figured out that on my queries I only needed to trigram search on about 1 million of my 14 million records. Therefore, I specialized the index by adding a "WHERE" clause to the index itself. On my database, I have a "type" field, and I'm only searching certain types of records. Therefore, I changed my index to the following:
CREATE INDEX people_lastname_restricted_trigram_idx ON people USING gist(lastname gist_trgm_ops) WHERE type IN ('my_type1','my_type2');
This meant that only about a million records were being stored in the index, which brought down my search time considerably. Another search that I was doing was based on the person's "popularity", in which case, I added another index for popularity being greater than 20. This restricted the set down to about 100,000 records, which made it blazingly fast.
The other alternative (#2) I mentioned is to create a separate table of words which is searched. The idea is that while you may have 14 million records, there probably aren't 14 million words. Therefore, you create a table using unique words from the database, and then add a trigram index on that. The problem, though, is that this takes either (a) a lot of manual work, or (b) a lot of triggers, none of which is the way I like to administer databases. Nonetheless, it can work if you are merely wanting to use trigrams to fuzzy-match individual words. It can be especially helpful in conjunction with PostgreSQL's full-text search (previously known as tsearch2), which still operates blazingly-fast on 14 million records. Fuzzy string matching on words can be combined with full-text search on records to present a powerful and fast method of searching. The wordlist can be fuzzy-matched to provide better hints at what words are in the fulltext.
To create a wordlist, do something like this:
CREATE TABLE search_words (word text);
CREATE INDEX search_words_word_trigram_idx ON search_words USING gist(word gist_trgm_ops);
Then, every time you need to


text:
P. JANISZEWSKI, T. DASZKIEWICZ and J. CILULKO
Univeristy of Warmia and Mazury, Faculty of Bioengineering, 10-719 Olsztyn, Poland
JANISZEWSKI, P., T. DASZKIEWICZ and J. CILULKO, 2015. The effect of wintering conditions on the body weight and carcass quality of farm-raised fallow deer (Dama dama). Bulg. J. Agric. Sci., 21: 668–673
Farm-raised fallow deer are a source of meat characterized by a high nutritional value and high processing suitability. A variety of treatments can be applied to modify the final quality of carcasses obtained from farmed fallow deer and red deer. The objective of this study was to demonstrate that limited exposure to adverse weather conditions in the winter contributes to higher body weight gains and superior carcass quality in young farmed male fallow deer. The results of our study indicate that wintering under shelter limits exposure to adverse weather conditions in the winter and has a positive effect on body weight gains and carcass dressing percentage in farm-raised fallow deer. During a six-month experiment, the average body weight of control group fallow deer increased by only 2.43 kg, compared with 6.88 kg in the experimental group (at similar initial body weights in both groups). Highly significant differences between groups were found in the weight of four out of the five analyzed carcass cuts. Significant differences between groups were observed with regard to the percentage share of four carcass parts too. The lean meat content of the neck, shoulders and legs was highly significantly higher in experimental group animals.


Publicatie
Publication date
High level of patient satisfaction and comfort during diagnostic urological procedures performed by urologists and residents.
Vries, A.H. de, Lesterhuis, E., Verweij, L.M., Schout, B.M.A., Horst, H.J.R. van der, Leppink, J., Koldewijn, E.L., Wagner, C. High level of patient satisfaction and comfort during diagnostic urological procedures performed by urologists and residents. Scandinavian Journal of Urology: 2016, 50(3), 206-211
Download the PDF
Objective
The aim of this study was to investigate how patients experience diagnostic urological procedures performed by urologists, junior residents and senior residents, and to assess the influence of procedure-related factors on patient experiences.
Methods
Data were collected during 222 procedures: 84 transrectal ultrasound-guided prostate biopsies (TRUSP; urologists n = 39, residents n = 45) and 138 urethrocystoscopies (UCS; urologists n = 44, residents n = 94) in six hospitals. Patient experiences were assessed using a questionnaire focusing on pain, comfort and satisfaction (visual analogue scale, 0–10) and communication aspects on a four-point Likert scale. Clinical observations were made to identify influencing factors.
Results
Median values for patient experiences across procedures were 10 (range 5–10) for patient satisfaction, 2 (0–9) for pain and 8 (0–10) for comfort. Generalized estimating equations revealed no significant differences between urologists, senior residents and junior residents in terms of experienced patient comfort, satisfaction or pain. Procedural time was longer for residents, but this did not correlate significantly with patient-experienced comfort (p = 0.3). In UCS, patient comfort and satisfaction were higher in the supine position for male and female patients, respectively (p < 0.01). In TRUSP, local anaesthesia resulted in a significant decrease in pain (p = 0.002) and an increase in comfort (p = 0.03). Finally, older patients experienced less pain and gave higher comfort and satisfaction responses than younger patients.
Conclusions
Patients expressed high levels of satisfaction and comfort during diagnostic urological procedures. Experiences were not affected by the level of training, suggesting highly developed interpersonal and communication skills for residents in an early stage of residency training. Patients demonstrated significant preferences for local anaesthesia in TRUSP and performance of UCS in the supine position over the lithotomy position.


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PSC Brown Bags
will resume fall 2016
Lam, David. 1989. "Population Growth, Age Structure, and Age-Specific Productivity." Journal of Population Economics, 2: 189-210.
Motivated by empirical evidence that fluctuations in age structure affect relative wages across age groups, this paper asks whether there is a steady-state age distribution that maximizes the lifetime wages of a representative worker. The paper proves the surprising result that in a pure labor economy with any constant returns technology, a uniform age distribution minimizes lifetime wages. Skewed age distributions, generated by either positive or negative population growth rates, generate unambiguously higher lifetime wages than a stationary population, in spite of possible reductions in per capita output in every period. The presence of non-labor factors complicates, but does not necessarily reverse, this result. The paper relates the beneficial effects of higher rates of population growth on lifetime wages in the pure labor economy with imperfect substitutability across age groups to the benefits of population growth that appear in overlapping-generationn consumption loan models with intergenerational transfers.

source: openbmb/Ultra-FineWeb


When the heat is on, student learning suffers
Credit: CC0 Public Domain
Heat waves are taking their toll on schoolchildren, particularly those from low-income families and minority groups. That is one takeaway from a new research study examining the impact of cumulative heat exposure on cognitive skill development, co-authored by Harvard Kennedy School Associate Professor Joshua Goodman.
Hotter countries tend to be poorer. Hotter countries also tend to score lower on measurements. Goodman and his fellow researchers examined the of millions of American high students to determine whether heat had an impact on their academic achievement.
The findings were clear: students scored lower when they had just experienced a hot school year than when they had just experience a cool school year; low-income and minority students were impacted by heat more than others; and in schools all but completely eliminated the impact of heat.
"We show that only school-day exposure to higher temperatures affects test scores; hot summers and weekends have little impact on achievement and controlling for such exposure does not shrink the magnitude of impact of hot school days," the authors write. "This suggests that heat's disruption of instruction or homework time is responsible for the observed drop in test scores."
The drop in performance is significant, the research showed. On average, fell by the equivalent of 1 percent of a year's worth of learning for each additional degree Fahrenheit in temperature during the year preceding the exam.
The impacts are exacerbated for low-income students and those from. "For students living in zip codes in the lowest quintile of average income, a one degree Fahrenheit hotter prior school year is three times as damaging to academic achievement as it is for those living in the highest quintile of income," the authors report. "Similarly, the impact of heat on achievement is three times as large for black and Hispanic students as for white students."
But having air conditioning in classrooms changes everything, the research showed, offsetting nearly all of the damaging impacts of cumulative heat exposure on achievement. "School air conditioning penetration reported in 2016 mitigates the adverse effect of hot temperatures substantially, such that moving from a school with no air-conditioned classrooms to a school with all air-conditioned classrooms reduces the impact by approximately 78 percent," they write.
Goodman and his fellow researchers state that their study could influence thinking around achievement gaps, the impact of global climate change, and the benefits of keeping classrooms cool.
"We argue that heat effects account for up to 13 percent of the U.S. racial achievement gap, both because black and Hispanic students live in hotter places than white students and because heat damages minority students' achievement more than'achievement," they write. "We estimate that school air conditioning would offset over $25,000 per classroom per year in future lost earnings due to temperature increases predicted by climate change models. The… benefits appear substantially larger than the costs of installing and operating such infrastructure."
The study was based on data from 10 million American students from the high school classes of 2001 to 2014 who took the PSAT exam multiple times.
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Better breakfast, better grades
More information: Heat and Learning. NBER Working Paper Series. _URL_ … man/files/w24639.pdf
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text: The impact of drought on tree water use was investigated in remnant forest in the Liverpool Plains NSW. Tree water use was measured using commercial sap flow testers from December 2002 to September 2004 which corresponded with a period of drought and a period of higher rainfall. Understorey evapotranspiration and soil moisture were also measured. Water use of the stand of trees was a larger proportion of annual total rainfall (87%) during the drought period than during the post-drought period (50% water use) when rainfall was higher. Understorey water use was about 20% of rainfall, suggesting that the understorey evapotranspiration component of the water balance can make a significant contribution to water use and the availability of water for groundwater recharge. The results indicate that the remnant forest was able to survive during the drought because of deep roots. The findings also demonstrate the valuable role forests play in maintaining the hydrological balance and in ameliorating the development of dryland salinity in agricultural areas (A).


Free lattice
Summary
In mathematics, in the area of order theory, a free lattice is the free object corresponding to a lattice. As free objects, they have the universal property.
Formal definition
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Because the concept of a lattice can be axiomatised in terms of two operations and satisfying certain identities, the category of all lattices constitute a variety (universal algebra), and thus there exist (by general principles of universal algebra) free objects within this category: lattices where only those relations hold which follow from the general axioms.
These free lattices may be characterised using the relevant universal property. Concretely, free lattice is a functor from sets to lattices, assigning to each set the free lattice equipped with a set map assigning to each the corresponding element . The universal property of these is that there for any map from to some arbitrary lattice exists a unique lattice homomorphism satisfying , or as a commutative diagram: The functor is left adjoint to the forgetful functor from lattices to their underlying sets.
It is frequently possible to prove things about the free lattice directly using the universal property, but such arguments tend to be rather abstract, so a concrete construction provides a valuable alternative presentation.
Semilattices
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In the case of semilattices, an explicit construction of the free semilattice is straightforward to give; this helps illustrate several features of the definition by way of universal property. Concretely, the free semilattice may be realised as the set of all finite nonempty subsets of , with ordinary set union as the join operation . The map maps elements of to singleton sets, i.e., for all . For any semilattice and any set map , the corresponding universal morphism is given by where denotes the semilattice operation in .
This form of is forced by the universal property: any can be written as a finite union of elements on the form for some , the equality in the universal property says , and finally the homomorphism status of implies for all . Any extension of to infinite subsets of (if there even is one) need however not be uniquely determined by these conditions, so there cannot in be any elements corresponding to infinite subsets of .
Lower semilattices
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It is similarly possible to define a free functor for lower semilattices, but the combination fails to produce the free lattice in several ways, because treats as just a set:
 - the join operation is not extended to the new elements of ,
 - the existing partial order on is not respected; views and as unrelated, not understanding it should make .
The actual structure of the free lattice is considerably more intricate than that of the free semilattice.
Word problem
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Example computation of xz ~ xz∧(xy)
xz∧(xy) ~ xz
by 5. since xz ~ xz
by 1. since xz = xz

xz ~ xz∧(xy)
by 7. since xz ~ xz and xz ~ xy
by 1. since xz = xz by 6. since xz ~ x
by 5. since x ~ x
by 1. since x = x
The word problem for free lattices has some interesting aspects. Consider the case of bounded lattices, i.e. algebraic structures with the two binary operations ∨ and ∧ and the two constants (nullary operations) 0 and 1. The set of all well-formed expressions that can be formulated using these operations on elements from a given set of generators X will be called W(X). This set of words contains many expressions that turn out to denote equal values in every lattice. For example, if a is some element of X, then a ∨ 1 = 1 and a ∧ 1 =a. The word problem for free bounded lattices is the problem of determining which of these elements of W(X) denote the same element in the free bounded lattice FX, and hence in every bounded lattice.
The word problem may be resolved as follows. A relation ≤~ on W(X) may be defined inductively by setting w~ v if and only if one of the following holds:
 1. w = v (this can be restricted to the case where w and v are elements of X),
 2. w = 0,
 3. v = 1,
 4. w = w1w2 and both w1~ v and w2~ v hold,
 5. w = w1w2 and either w1~ v or w2~ v holds,
 6. v = v1v2 and either w~ v1 or w~ v2 holds,
 7. v = v1v2 and both w~ v1 and w~ v2 hold.
This defines a preorder~ on W(X), so an equivalence relation can be defined by w ~ v when w~ v and v~ w. One may then show that the partially ordered quotient space W(X)/~ is the free bounded lattice FX.[1][2] The equivalence classes of W(X)/~ are the sets of all words w and v with w~ v and v~ w. Two well-formed words v and w in W(X) denote the same value in every bounded lattice if and only if w~ v and v~ w; the latter conditions can be effectively decided using the above inductive definition. The table shows an example computation to show that the words xz and xz∧(xy) denote the same value in every bounded lattice. The case of lattices that are not bounded is treated similarly, omitting rules 2. and 3. in the above construction.
The solution of the word problem on free lattices has several interesting corollaries. One is that the free lattice of a three-element set of generators is infinite. In fact, one can even show that every free lattice on three generators contains a sublattice which is free for a set of four generators. By induction, this eventually yields a sublattice free on countably many generators.[3] This property is reminiscent of SQ-universality in groups.
The proof that the free lattice in three generators is infinite proceeds by inductively defining
pn+1 = x ∨ (y ∧ (z ∨ (x ∧ (y ∨ (zpn)))))
where x, y, and z are the three generators, and p0 = x. One then shows, using the inductive relations of the word problem, that pn+1 is strictly greater[4] than pn, and therefore all infinitely many words pn evaluate to different values in the free lattice FX.
The complete free lattice
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Another corollary is that the complete free lattice (on three or more generators) "does not exist", in the sense that it is a proper class. The proof of this follows from the word problem as well. To define a complete lattice in terms of relations, it does not suffice to use the finitary relations of meet and join; one must also have infinitary relations defining the meet and join of infinite subsets. For example, the infinitary relation corresponding to "join" may be defined as

Here, f is a map from the elements of a cardinal N to FX; the operator denotes the supremum, in that it takes the image of f to its join. This is, of course, identical to "join" when N is a finite number; the point of this definition is to define join as a relation, even when N is an infinite cardinal.
The axioms of the pre-ordering of the word problem may be adjoined by the two infinitary operators corresponding to meet and join. After doing so, one then extends the definition of to an ordinally indexed given by

when is a limit ordinal. Then, as before, one may show that is strictly greater than . Thus, there are at least as many elements in the complete free lattice as there are ordinals, and thus, the complete free lattice cannot exist as a set, and must therefore be a proper class.
References
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 1. ^ Philip M. Whitman, "Free Lattices", Ann. Math. 42 (1941) pp. 325–329
 2. ^ Philip M. Whitman, "Free Lattices II", Ann. Math. 43 (1941) pp. 104–115
 3. ^ L.A. Skornjakov, Elements of Lattice Theory (1977) Adam Hilger Ltd. (see pp.77-78)
 4. ^ that is, pn~ pn+1, but not pn+1~ pn
 - Peter T. Johnstone, Stone Spaces, Cambridge Studies in Advanced Mathematics 3, Cambridge University Press, Cambridge, 1982. (ISBN 0-521-23893-5) (See chapter 1)


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|Disaster and Development - 2nd edition (Department of Humanitarian Affairs/United Nations Disaster Relief Office - Disaster Management Training Programme - United Nations Development Programme, 1994, 60 p.)|
|PART 3. Assessing the trade-offs in investing in vulnerability reduction|
Two definitions need to be made at this point:
Opportunity cost: the opportunity cost of a resource is the cost of its next best alternative. A person engaged in mopping up a flood would usually be employed in some other job. The opportunity cost of mopping up is the foregone value of the work he or she would otherwise have done. Or seen another way, the funds expected to pay for clean-up should not be spent on something else.
Present value: All things being equal, money available for productive investment now is worth more than money available for productive investment sometime in the future.
An overriding choice facing a government is whether to spend now on preparedness or mitigation or, possibly, spend later on disaster recovery. Usually governments choose a mix of preparedness/mitigation and recovery programs.
The key questions in this choice are:
What are the opportunity costs of investing in preparedness and/or mitigation?
Is the present value of the future loss higher or lower than the cost of investing in preparedness and/or mitigation?
One basic principle affecting the choice is that spending on preparedness and mitigation should be less than the present value of the expected losses which would be averted by the preparedness/mitigation measure.


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At Pine Bluff Materials, we never take safety for granted. Protecting our employees, and everyone who comes into contact with our company in any way, is a responsibility we take very seriously. That's why we make safety a top priority at each stage in our process, from production to delivery. In fact, we have an entire culture of safety built on an innovative set of safety principles and processes:
The Right Mindset
- We have tool sets, skill sets and mindsets, but a safety mindset is the most important
- Focus on the positive and learn from the negative – "Plant grass. Don't pull weeds."
Focus on the Task
- Eliminate mental clutter and avoid distractions
- "Be where your feet are!"
- What is talked about expands
- Keep safety at the forefront of your mind
Be Accountable for Yourself and Your Team
- Safety is everyone's responsibility
- "If you see it, own it!"
- Get in front of an incident
- Identify and address hazards before anything happens
Take the Time to Be Safe
- Daily safety huddles to plan for the day
- Time outs during the day to address hazards of a specific task
Make Continuous Improvements
- Make a deliberate effort to fight complacency
- Never be finished with safety – practice, practice, practice


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This report summarizes the work performed during the past two years at the National Institute of Standards and Technology (NIST) in the refinement and formal definition of the MESF unit of fluorescence intensity. In addition to the theory underlying the MESF unit, considerations of error analysis are also presented. The details of this work may be found in the three publications of the NIST Journal of Research (_URL_
) listed as the references 2-4. The use of the fluorescence intensity unit provides a tool to compare quantitative fluorescence intensity measurements over time and across platforms.


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Left untreated, organophosphate poisoning can lead to severe breathing and heart complications. It is also known to cause seizures. Some patients are resistant to treatment with the anti-anxiety drug diazepam, the first line of defense for such poisoning, and its effectiveness decreases the longer the seizure lasts.
'Urethane found in trace amounts in alcoholic beverages acts as a potential therapeutic for preventing organophosphate-triggered seizures from developing into epilepsy.'
Asheebo Rojas and colleagues compared the ability of two treatments -- diazepam and the anesthetic urethane (ethyl carbamate), commonly formed in trace amounts during fermentation of beer and wine from the reaction of urea and ethanol -- to interrupt seizures in rats exposed to the organophosphate diisopropyl fluorophosphate.
The researchers found urethane to be more effective than diazepam, suppressing seizures for multiple days and accelerating recovery of weight lost while protecting the rats from cell loss in the hippocampus. They did not observe any evidence of lung tumors in the urethane-treated animals seven months later, suggesting that the dose used in this study is not carcinogenic.


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Does this mean British education is falling?
No, what it means is that the Chinese education system places great emphasis on learning maths. I doubt that the Chinese have a natural inclination for maths, it is simply that this is the kind of learning that is encouraged. If you placed a British kid in a Chinese school, there is no reason that they would not develop a similar good standard. One complaint of Chinese students in the UK is how everyone assumes they will be good at Maths, just because they are Chinese. This is a fair point, just because you are made to study Maths extensively, doesn't mean you have to like it or feel a natural affinity for the subject.
Limitation of Chinese Education.
The newspaper reports which highlight the gap in a subject like Maths, rarely report the other side of the equation. Basically, Chinese education is good at Maths, but when it comes to independent thought it is sadly lacking. Despite the many failings of British education, A levels are testing in that they require students to evaluate questions, considering both sides and go beyond merely repeating standard textbook answers. Learning by rote is not the route to success for A Levels. They do require a high degree of understanding and evaluation. Take a student from a Chinese school and they will find the A Level standard quite perplexing.
It is in writing essays that Chinese education shows its limitations. Chinese education does not encourage independent thought or evaluation of written material. Instead, emphasis is placed on learning by rote.
For example, ask a Chinese student what they think about Chairman Mao; in 90% of cases they will repeat by rote how:
- He was a great figure,
- but, made a few mistakes.
- On balance he was about 70% right.
What always strikes me is how all the Chinese always repeat this mythical figure of 70% right. Obviously someone decided this the figure of 70% is what should be on the curriculum.
Can you image 95% of British students repeating by rote:
- Margaret Thatcher, great person,
- made a few mistakes,
- overall about 70% correct.
Other Myths you get from Chinese Education
Democracy is maybe OK for the UK, but there are too many people in China for it to work. Democracy in China would lead to the disintegration of society.
The Tiananmen Square massacre of 1989 is unknown to the majority of the Chinese students. If they come from the south away, from Bejing, they may know about it. But, those brought up in Beijing rarely have any idea.


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What is an example of love in the Bible?
Many examples of family love are found in Scripture, such as the mutual protection among Noah and his wife, the love of Jacob for his sons, and the strong love the sisters Martha and Mary had for their brother Lazarus.
What is the greatest love according to the Bible?
"Now faith, hope, and love remain—these three things—and the greatest of these is love."
What is an example of God's love?
God shows His love for us by not only forgiving us of our sins, but by going even further and bringing us into His family. He has qualified us to share in the inheritance of the saints. (Col 1:12) This inheritance includes salvation, strength, hope, peace, comfort, providence, fellowship and so much more!
What is God's definition of love in the Bible?
Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.
What are 4 types of love in the Bible?
The four loves
- Storge – empathy bond.
- Philia – friend bond.
- Eros – romantic love.
- Agape – unconditional "God" love.
What are some examples of love?
Love is defined as to show or have deep attraction, affection or emotional attachment to a person, people or thing. An example of love is showering someone with kisses. An example of love is greeting a good friend with a big hug. An example of love is watching an amazing dancer dance.
What Paul says about love?
Love is patient, love is kind. It is not jealous, is not pompous, it is not inflated, it is not rude, it does not seek its own interests, it is not quick-tempered, it does not brood over injury, it does not rejoice over wrongdoing but rejoices with the truth.
What did Jesus said about love?
Matthew 22:37-40 KJV
Jesus said unto him, Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets.
What is the meaning of love in 1 Corinthians 13?
The word Jesus used for love is the verb form of agapē. The pattern of our love is "as I have loved you." In other words, we are to be known by our self-giving, sacrificial, unconditional love for one another. Paul, in 1 Corinthians 13, describes what such love looks like, practically speaking.
How do you explain God's love?
God's relentless, loyal love arrives in Jesus, and his affection for us drives him to give us the ultimate act of loyal love in his life, death, and resurrection. Give thanks to the Lord, for he is good; his khesed endures forever.
What is love for God meaning?
Love of God can mean either love for God or love by God. Love for God (philotheia) is associated with the concepts of worship, and devotions towards God. … The Greek term agape is applied both to the love that human beings have for God and to the love that God has for man.
What is the God kind of love?
Many people have never experienced true love, agape love, which is the God kind of love. A person who is not born again relies on human love to get through this life, and too often they are disappointed through broken relationships or even abused by people they loved the most.
What are the 7 types of love?
7 Distinct Greek Words Describe Different Kinds of Love—Which Have You Experienced?
- Eros: romantic, passionate love. …
- Philia: intimate, authentic friendship. …
- Ludus: playful, flirtatious love. …
- Storge: unconditional, familial love. …
- Philautia: self-love. …
- Pragma: committed, companionate love. …
- Agápe: empathetic, universal love.
How can we define love in one word?
1 : a feeling of strong or constant affection for a person motherly/maternal love fatherly/paternal love See More Examples. Hide. 2 : attraction that includes sexual desire : the strong affection felt by people who have a romantic relationship a declaration of love He was just a lonely man looking for love.


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More than ever, companies are growing globally, which requires employees to engage with offices in other countries on a regular basis. These conference calls and video sessions can often prove challenging to all parties involved. For example, miscommunication is rampant due to pronunciation and cultural factors, which can result in missed deadlines, frustration, loss of productivity, and even a total breakdown of a project.
While many companies require second language learners to undergo training, not much is being done in terms or raising awareness of what native speakers can do to help solve the problem.
Lighthouse Communication offers a 90- minute workshop on improving communication in a global work environment for the US offices. Special emphasis will be on improving communication and productivity of calls and video conferences by providing strategies to engage people in remote offices.


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Synopsis : 2D Materials for Nanophotonics written by Young Min Jhon, published by Elsevier which was released on 29 November 2020. Download 2D Materials for Nanophotonics Books now! Available in PDF, EPUB, Mobi Format.
2D Materials for Nanophotonics presents a detailed overview of the applications of 2D materials for nanophotonics, covering the photonic properties of a range of 2D materials including graphene, 2D phosphorene and MXenes, and discussing applications in lighting and energy storage. This comprehensive reference is ideal for readers seeking a detailed and critical analysis of how 2D materials are being used for a range of photonic and optical applications. Outlines the major photonic properties in a variety of 2D materials Demonstrates major applications in lighting and energy storage Explores the challenges of using 2D materials in photonics


Travel Safe
Советы по безопасности путешествий
Ses Taules Gateway
The main entrance to the walled enclosure of Ibiza
It is the main entrance to the walled enclosure of the old town of Ibiza. It is situated between the bastions of Sant Joan and Santa Llúcia, and was built between 1584 and 1585. In 1888, the moat in front of the doorway was crossed by slats of wood, which were later replaced by a drawbridge and, in the early 20th century, by a permanent bridge. The gateway is crowned by the imperial coat of arms and crown. On both sides of the gateway there are replicas of the original statues, which are kept in the Archaeological Museum.
Ses Taules Gateway
Zona Dalt Vila
07800 Eivissa, Ibiza (Balearic Islands)
Е Тел.:+34 971 397 600 Веб-сайт::
Чем заняться
Ближайшие экскурсии


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NASA tracks impacts of the pandemic Today's Video of the Day from NASA Goddard explains how to track some of the most significant worldwide impacts of the COVID-19 pandemic.
In an unprecedented collaboration, NASA, ESA, and JAXA have teamed up to create the COVID-19 Earth Observation Dashboard. During the COVID-19 pandemic, the way we interact with our environment has changed. As people everywhere increasingly stay home and make liifestlye changes and satelittes have captured the affects that this has taken on the earth.
Based on satellite data and analytical tools, users can track changes in air and water quality, climate change, economic activity, and agriculture. Therefore satellites have captured sharp declines in nitrogen dioxide emissions during pandemic-related shutdowns, associated reductions in carbon dioxide have not been as readily apparent from space. Explore how NASA scientists pioneered new techniques to detect these changes and whether they could potentially impact future climate projections.
Delays in agricultural production, restrictions on tourism, and changes in our daily routines during the COVID-19 pandemic could potentially impact regional water quality all over the world. Learn more about how NASA is observing these changes. NASA tracks impacts of the pandemic as shown in the video above showing the affects and changes that the earth has gone through due to the impact of people staying indoors more and less pollution.
Video Credit: NASA Goddard


4 Wheel Drive Grinding When Turning
There are many questions on various forums about the origin of a grinding noise that emanates from below the vehicle, especially when engaging 4-wheel drive. This article discusses the possible source as well as the solution to the strange sound. So why does my 4-wheel drive grind when turning?
When you hear a grinding sound when turning in 4 wheel drive means you are experiencing drivetrain binding. The binding of the drivetrain transfers high levels of torque through the drivetrain and transfer case resulting in difficulty turning, grinding noises, and wheel hop. Hearing a grinding sound when you are driving in a straight line when you engage 4WD means the gears inside the transfer case are partly engaged resulting in the teeth not meshing properly giving off a grinding sound. Stop or slow down your vehicle and attempt engaging 4WD again.
So now that we know what could cause the possible grinding noise from below the vehicle, there are other reasons why your 4-wheel drive could be making strange sounds while driving. One example is, it could be caused by the extreme suspension lifts. This severely alters the angles of the driveshafts into the transfer case which also gives off a grinding noise.
The next part of this article will cover why the grinding noise only happens when you are turning and not while driving straight as well as when it's safe to engage 4WD and the phenomenon of drivetrain binding in more detail. Later we'll cover the third reason that could be causing the grinding noise while driving.
If you'd like to find the answers to the above questions, continue reading…
Why is my 4 Wheel Drive grinding only when turning
So we've so far established that there are three instances that cause the grinding sound. It could be as a result of the following:
 1. Drivetrain Binding effect
 2. 4WD gears not engaged properly
 3. Driveshaft angles misaligned
So let's look into when it's appropriate to engage 4-wheel drive mode and under which driving conditions you need to exercise more caution.
When should you engage 4-wheel drive
For the purposes of this article, we will be referring to a part-time 4-wheel drive. Part-time 4-wheel drives need to be driven in 2H when not off-road or driving on a slick, slippery surface where traction is low. As simple as that. When you are driving on dry pavements and tarmac highways, you should always be driving in 2H. This mode safeguards your drivetrain from the binding effects, spares your tires, and returns the best MPG your 4-wheel drive can deliver. Even when the highway surface is wet and dry pavements are wet, it's highly recommended to remain in 2H mode since the surface is a high traction surface and designed to offer sufficient levels of grip even under these conditions.
Engaging 4WD does not exempt you from the laws of physics.
4wheeldriveguide.com
With that being said, many inexperienced 4WD owners are of the impression that as soon as the road surface is wet, it's appropriate to engage in 4WD. NOT ALWAYS THE CASE! Unless the road surface is covered in snow or ice then yes, you can and should safely engage 4WD, otherwise, adjust your driving style, lower your speed, increase your following distance and leave the vehicle in 2H mode. Engaging 4WD does not exempt you from the laws of physics.
Why do we recommend the above? Well, it's because, in order for you to safely engage 4WD, the driving surface needs to offer sufficient levels of slippage for it to work properly without risk of damaging your drivetrain. That means the driving surface must be slick, greasy, or muddy enough to allow the front wheels to slip a bit and rotate at dissimilar speeds to the rear wheels while turning. Straight-line driving is fine since both front and rear axles rotate at the same speed, but rather, it's the difference in rotational speed and a wider turning radius of the front wheels which cannot be accommodated by a locked center differential when driving on a high traction surface. When that happens long enough and torque starts being transferred back up into the drivetrain system and finally the transfer case, is when you start hearing grinding metal sounds and other strange noises caused by the immense stress being placed on the internal gearing.
Now, this might sound strange, since the whole purpose of the 4-wheel drive is to improve traction, yet in order for it to work, it needs to slip? Exactly.
The 4-Wheel drive should only be engaged when:
 1. You are driving off-road i.e dirt roads
 2. You are driving in thick snow
 3. You are driving on sand
 4. You are driving in deep mud
Basically, all surfaces that allow for enough slippage and where maximum traction is required, are safe for you to engage.
Grinding could be an effect of driveshaft binding
So how can driveshaft binding be the cause of the grinding noise when turning?
Below is an extract from an article explaining the drivetrain binding effect.
4 Wheel Drive Locks Up When Turning
This effect causes your vehicle to under-steer heavily, gears to get jammed and makes steering very difficult and even jerky. This phenomenon is caused by the front wheels battling the rotational force coming from the front drive shaft as it tries to slow down the front wheels, causing the massive under-steer effect. You should avoid engaging 4WD on a high traction surface at all costs. The longer you drive in that mode, you risk serious damage to your drive-train components and you will find it increasingly difficult to remove it from 4WD mode and switch back to 2WD mode.
4WD Binding – How To Fix Transmission Wind-Up
If you have forgotten to take your 4WD out of 4H after heading back on to the tarmac you will definitely experience transmission wind-up after a while. One way to identify if you have transmission windup is, your vehicle being stuck in a gear. You can yank and hang on the gear lever but nothing will release that gear due to the immense forces and torque built up inside the transmission.
So how do you fix transmission wind-up? The easiest way to fix bind-up is by pulling over to the side of the road with two wheels firmly on the tarmac and the other 2 wheels on a slippery surface like grass, mud, snow or sand. This allows the wheels to rotate at altered speeds releasing the wind-up in the transmission box. Once the wind-up has been released you will then be able to use your gearbox/transmission properly again.
The other option is to reverse in the same direction you were driving. So if you were driving forward in a left direction, reverse in a left direction and allow the wind-up in the transmission to reverse itself naturally.
Extract taken from the article: Why Your 4 Wheel Drive Jerks and Feels Hard to turn in 4WD
So that's the one cause of the grinding noises that you are hearing. You are most likely driving the vehicle on a surface that has enough traction and the vehicle is begging (grinding) you to disengage 4H and select 2H instead.
Now let's look at the second reason why grinding could occur, and this time it's grinding while driving on a slippery surface that warrants engaging 4-wheel drive.
4 Wheel drive grinds when engaging 4×4 on-the-fly
Manufacturers are constantly trying to build smarter, sophisticated, more user-friendly vehicles. The traditional 4-wheel drives of decades ago involved a long tedious process to engage 4-wheel drive. This included bringing the vehicle to a complete stop, exiting the vehicle, and manually engaging the front hubs by physically turning the 4WD dials on the front wheel hubs in order for 4-wheel drive mode to be engaged. Next, you are meant to place the transmission in neutral, and then engage 4-wheel drive by yanking a short gear stick from inside the cabin. SERIOUSLY! By then I'd lost my desire to off-road… lol
Fast forward to modern day time, and we have intelligent, refined 4-wheel drives that offer on-the-fly 2H to 4H shifting. Manufacturers promise us, we can safely engage the 4WD at any speed. No need to even slow down or exit the vehicle anymore. Everything is becoming more automated and user-friendly. So that's exactly what people do because that's what the user manual and dealership salesman said they could. However, this is another reason why the grinding effect happens over time when you constantly engage 4WD while driving, especially when you are above the recommended speed to safely do so.
When the splines fail to mesh you hear a grinding noise
With certain 4WD trucks, when shifting into 4WD while accelerating, you will hear a metallic grinding noise and/or bang when it eventually engages. This is bad news since you could potentially break teeth off internal gears inside the transfer case. Engaging 4-wheel drive while driving essentially locks the front and rear driveshafts together while one is spinning at a few thousand RPMs and the other is basically stationary. In this instance, one of two things happens. By some freak occurrence, the splines in the TC mesh, and with the immense forces being applied once everything starts linking and turning together, that is when you hear a bang.
Alternatively, the splines attempt to mesh together and do not succeed. When the splines fail to mesh you hear a grinding noise. If the wheels are turning freely without you accelerating, then the splines mesh seamlessly and there is no bang or grinding noise.
Why grinding occurs inside the transfer case
So let's try to isolate where exactly the sound is coming from first. If the noise is coming from the back it is your


topleft > Services > Governance Technology >
Lucia Mar USD | AR 6178 Instruction
Career Technical Education
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Perkins Basic Grants for Career Technical Education
For any district program of career technical education (CTE) funded through a basic grant of the federal Carl D. Perkins Career and Technical Education Act, the district shall submit to the California Department of Education a districtwide plan addressing the components specified in 20 USC 2354 and any additional requirements specified in the state plan developed pursuant to 20 USC 2342. The multi-year district plan shall cover the same time period covered by the state plan. (20 USC 2354)
The district shall offer at least one CTE program of study which shall: (20 USC 2342, 2354, 2355)
1. Improve the academic and career technical skills of participating students by integrating coherent and rigorous academic content and relevant CTE programs
(cf. 6011 - Academic Standards)
(cf. 6143 - Courses of Study)
2. Link CTE at the secondary and postsecondary levels through at least one of the strategies specified in 20 USC 2342
(cf. 6172.1 - Concurrent Enrollment in College Classes)
3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences
(cf. 5113.2 - Work Permits)
(cf. 6178.1 - Work-Based Learning)
4. Develop, improve, or expand the use of technology in CTE
(cf. 0440 - District Technology Plan)
5. Provide professional development to teachers, administrators, and career guidance and academic counselors who are involved with integrated CTE programs
(cf. 4131 - Staff Development)
(cf. 4331 - Staff Development)
(cf. 6164.2 - Guidance/Counseling Services)
6. Develop and implement program evaluations, including an assessment of how the needs of special populations, as defined in 20 USC 2302 and Board policy, are being met
(cf. 0500 - Accountability)
(cf. 6190 - Evaluation of the Instructional Program)
7. Initiate, improve, expand, and modernize quality CTE programs, including relevant technology
8. Provide services and activities that are of sufficient size, scope, and quality to be effective
9. Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency
Tech Prep Programs
The district may, under an articulation agreement with an institution of postsecondary education and other consortium partners as appropriate, offer a technical preparation (tech prep) program in accordance with 20 USC 2371-2376. The program shall: (20 USC 2373)
1. Consist of a program of study that:
a. Combines at least two years of tech prep at the secondary level which is linked to at least two years of either postsecondary education in a sequential, nonduplicative course of study or an apprenticeship program
b. Integrates academic and career technical instruction and utilizes work-based and work site learning experiences as appropriate and available
c. Provides technical preparation in a career field, including high-skill, high-wage, or high-demand occupations
d. Builds student competence in technical skills and in core academic subjects, as appropriate, through applied, contextual, and integrated instruction in a coherent sequence of courses
e. Leads to technical skill proficiency, an industry-recognized credential, a certificate, or a degree in a specific career field
f. Leads to placement in high-skill or high-wage employment or to further education
g. Utilizes CTE programs of study, to the extent practicable
h. Meets state academic standards
i. Investigates opportunities for tech prep students to enroll concurrently in secondary education and postsecondary education courses
2. Uses educational technology and distance learning, as appropriate, to involve consortium partners more fully in the development and operation of programs
3. Includes inservice professional development for teachers, administrators, and counselors that addresses the goals identified in 20 USC 2373
4. Provides equal access to the full range of tech prep programs to individuals who are members of special populations, as defined in 20 USC 2302 and Board policy, including the development of tech prep program services appropriate to the needs of special populations
5. Provides for preparatory services that assist participating students
6. Coordinates with activities conducted under Title I of the No Child Left Behind Act
(cf. 6171 - Title I Programs)
Partnership Academies
The district shall operate one or more partnership academies as a school-within-a-school focused on a broad career theme. The program shall be available to students in grades 10-12, at least half of whom shall be students who are at risk of dropping out of school as indicated by three or more of the following criteria: (Education Code 54690-54692)
1. Past record of irregular attendance, with absence from school 20 percent or more of the school year
(cf. 5113.1 - Chronic Absence and Truancy)
2. Past record of underachievement in which the student is at least one-third of a year behind the coursework for the respective grade level, or as demonstrated by credits achieved
3. Past record of low motivation or disinterest in the regular school program
4. Economic disadvantage
5. Scores below basic or far below basic on the mathematics or English language arts test of the Standardized Testing and Reporting program
6. A grade point average of 2.2 or below or the equivalent of a C minus
The district's program shall provide: (Education Code 54692)
1. During each regular school term, instruction in at least three academic subjects that:
a. Prepares students for a regular high school diploma
b. Where possible and appropriate, prepares students to meet subject requirements for admission to the California State University and University of California
c. Contributes to an understanding of the occupational field of the academy
2. CTE courses offered at each grade level at the academy that are part of an occupational course sequence that targets comprehensive skills and meets the criteria specified in Education Code 54692
3. Classes that are block scheduled in a cluster whenever possible to provide flexibility to academy teachers and which may vary in number during grade 12
4. A mentor from the business community for students during grade 11
5. An employer-based internship or work experience that occurs during the summer following grade 11 or during grade 12
6. Additional motivational activities with private sector involvement to encourage academic and occupational preparation
Attendance in academy classes shall be limited to students enrolled in the academy. (Education Code 54692)
The Superintendent or designee shall establish an advisory committee consisting of individuals involved in academy operations, including district and school administrators, lead teachers, and representatives of the private sector. (Education Code 54692)
Apprenticeship Programs
The district shall offer high school and/or adult education students a program of orientation to apprenticeships that acquaints students with a broad range of career options, provides information regarding available apprenticeship programs, and provides classroom instructional job training which guides students to a registered apprenticeable occupation.
(cf. 6200 - Adult Education)
The district's program shall:
1. Introduce students to what they need to know in order to apply, test, and interview for acceptance into an apprenticeship program
2. Demonstrate the need for proficiency in reading and comprehension, mathematics, science, and technology
3. Emphasize the necessity to have the ability to communicate in reading, writing, speaking, listening, and numeration skills
4. Identify the knowledge, skills, and attitudes needed to enter and successfully complete an apprenticeship program
5. Provide an orientation to a specific craft or trade or to an industry
The district may enter into an agreement with a local business, labor or management apprenticeship committee, and/or joint labor-management apprenticeship committee that has been approved by the Department of Industrial Relations' Division of Apprenticeship Standards to sponsor an apprenticeship program in order to develop and deliver related and supplemental instruction to students participating in a registered apprenticeship program. (Education Code 8150-8155 ; Labor Code 3074, 3075, 3078)
Student Organizations
The district may provide support, including supplies, materials, activities, and advisor expenses, to student organizations which engage in activities that are integral to the CTE program and provide for the development of student leadership skills. However, no state or federal funds shall be used to pay students' membership dues, food or lodging expenses, out-of-state travel, or the cost of a social activity or assemblage.
(cf. 6145 - Extracurricular and Cocurricular Activities)
(cf. 6145.5 - Student Organizations and Equal Access)
approved: June 20, 2017 Arroyo Grande, California


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Submersible Pump Cleans Up at Water Treatment Plant
END USER: Region of Waterloo (Canada) Water Services
Submersible pump to remove built-up sludge and silt in the reservoirs at a water treatment facility
- Vacuum trucks took two weeks to remove the sludge and silt that were left behind when each reservoir was drained for cleaning.
- The trucks were expensive to operate and barely provided the suction lift necessary to remove the debris.
- Hydraulic pumps that were used as an alternative experienced severe wear and required frequent repairs or new hydraulic supplies.
- The hydraulic pumps presented a serious contamination issue if a hydraulic line were to rupture and leak fluid into the water supply for the region's 500,000+ residents.
We eliminated the need for hydraulic centrifugal pumps and vacuum trucks by providing an S4x4 positive displacement submersible pump. In the above left image, you can see the portable pump in the custom container required for the project. The image on the right shows a front-end loader filling the container with sludge for the pump to remove.
After experiencing routine failures with the centrifugal pumps it formerly used, the Water Region has experienced no pump failures or emergency maintenance incidents since the Pitbull positive displacement pump went into operation three years ago.
- The Pitbull submersible pump also cut in half the time needed to clean the sludge from the reservoirs.
- Because Pitbull pumps are pneumatically – rather than hydraulically – operated, the Pitbull pump eliminated concerns about contaminating the region's water supply..
- Since they run on air rather than motors, Pitbull pumps don't require lubrication, which eliminated another potential source of water contamination.
- Our positive displacement pump provided improved discharge pressure and flow.
- The Pitbull pump lowered operating costs compared to the vacuum trucks and provided an overall labor savings, as well.
Click here for the S4x4 spec sheet.
"This pump has worked very well for us and has cut our reservoir sludge cleaning time in half. Previous we used super vac trucks and due to the suction lift and sludge solids it would take us 2 weeks to vac and clean the reservoir. We then went to a hydraulic driven pump and were concerned with oil contamination (hydraulic line rupture) as this is a raw water supply for our Mannheim Water Treatment Plant. The Pitbull submersible eliminated that contamination risk. We also had better discharge pressure and discharge flow control of the sludge with the Pitbull pump. We installed the pump in a custom-made container as we needed for this application. In closing the Pitbull Pump has worked out very well for us and you have been there to answer any questions or concerns."


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Mi corazón herido : la vida de Lilli Jahn, _PHONE_
COMPARED TO THE DIARY OF ANNE FRANK There are some who suggest that if one wishes to understand what happened in Germany after 1933 we should read biographies of private citizens; Lilli Jahn is the ideal person to prove this affirmation. This biography is based on letters that she sent and received in a concentration camp in Breitenau describing her daily life, her anxieties and sadness. These documents constitute the most extraordinary letters ever left by a victim of a concentration camp. This is a historical document of incalculable value, a true hidden treasure.


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St. Paul, Minnesota-Introduction:
Anika Bowie, a 31-year-old entrepreneur, drives through her community, witnessing the aftermath—buildings burned, reduced to rubble.
This daily reminder of racial injustice and the pressing issue of affordable housing fueled Bowie's determination to make a difference.
Now, in a groundbreaking moment for the city, St. Paul has elected its first all-woman city council, a majority of whom are people of color.
This transformative shift holds the promise of breaking down barriers and amplifying the voices of those who have felt unheard.
Building a Representative Council:
Anika Bowie, newly elected to represent Ward 1, expressed her satisfaction with the historic election, emphasizing the reward that follows relentless hard work.
As she envisions breaking down barriers, Bowie recognizes the opportunity to give a voice to those who have faced challenges and felt marginalized in their own city.
Her commitment to tangible change reflects a collective enthusiasm among the newly elected council members to address the pressing issues affecting St. Paul.
Councilwoman-elect Hwa Jeong Kim, who will represent Ward 5, attributes the election success to the diverse experiences of the candidates.
Kim, also the executive director of a nonprofit promoting civic engagement, sees the victory as an endorsement of a shared vision, values, and the necessary skill set to lead the city toward a bold future.
Importantly, the election of women of color resonates with the diverse demographic makeup of St. Paul, reflecting the city's commitment to representation.
Diversity Reflecting Reality:
Minnesota's capital city boasts a demographic mosaic, with approximately 55% White residents, 19% Asian residents, 16% Black residents, and nearly 9% Hispanic residents, according to the US Census estimates from July 2022.
The newly elected council members mirror this diversity, offering a promising prospect for more inclusive governance.
Kim, as a Korean American, is particularly encouraged that the council will now be more representative of the city's residents, embracing a variety of perspectives and backgrounds.
Addressing Local Concerns:
In Ward 3, newly elected councilwoman Saura Jost, an Indian American civil engineer, brings a professional background that aligns with the pressing needs of her constituents.
Infrastructure is a top concern among residents, and Jost believes that having individuals with expertise, especially civil engineers, in public office is crucial to addressing these challenges.
Her goal is to leverage her skills to contribute solutions to issues such as road maintenance, reflecting the practical approach the new council hopes to bring to governance.
Before the recent elections of Cheniqua Johnson and Anika Bowie, records indicate that only one other Black woman had served on the St. Paul city council.
Cheniqua Johnson, who now represents Ward 7, brings a wealth of experience from her previous roles in local government and as a congressional staffer.
Her focus is on amplifying multiple voices and diversifying the narrative at City Hall, challenging the predominant voices that have dominated the last decade.
Cheniqua Johnson sees this historic moment as an inspiration for others sitting on the fence about running for office.
Her message is clear: "We need more people doing this work."
Johnson's passion for representation and inclusivity underscores the broader commitment of the newly elected council to motivate others to engage in the democratic process and contribute to positive change in their communities.
As St. Paul, Minnesota, prepares for its first-ever all-woman city council, the anticipation for change and progress is palpable. The diverse backgrounds, experiences, and expertise of the newly elected council members signal a shift towards a more inclusive and representative governance.
With a focus on addressing local concerns, breaking down barriers, and inspiring others to participate in civic leadership, St. Paul is poised for a transformative era under the leadership of these dynamic women.
Come January 2024, when the new city council is sworn in, the eyes of the city and the nation will be on St. Paul as it embarks on this historic journey towards a more equitable and diverse future.


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|PC911 > How-To > Windows > Managing the Windows Swap File|
- Grogan -
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What is the Swap File?
To execute a program in Windows, it first needs to be loaded into memory (RAM). Windows lets you run multiple programs simultaneously and chances are that they won't all fit into memory at the same time. For that purpose, Windows uses what is called Virtual Memory to simulate RAM, pretending it has more memory than what is actually build into the PC. It does this by moving data from real memory to a special file on the hard drive, called the swap file in Windows 95/98 or page file in Windows NT. This, in effect, allows Windows to address more memory than the amount of physical RAM installed. Without it, we would not be able to run windows on machines with limited RAM. For example, think back to when Windows 95 first came out, the average computer had 8 to 16 Mb of Ram. It would not have been possible to run Win95 and applications without using virtual memory. Program code and data are moved in pages (memory allocated in 4K or 16K segments within a 64K page frame) from physical memory to the swap file. As the information is needed by a process, it is paged back into physical memory on demand and, if necessary, windows may page other code or data to the swap file in its place.
The Windows Managed Swap File Grows and Shrinks
By default, windows manages the swap file dynamically, meaning that Windows increases and decreases its size as needed. For most users it is recommended to let Windows manage it to ensure that there is always sufficient memory addressing for applications and processes. The advantage of a dynamic swap file is that it does not permanently make hard disk space unavailable, it can only grow if there is sufficient disk space. When you shut down, the swap file is being deleted. It is re-created again when Windows is started. The disadvantage of a Windows managed swap file is that it becomes fragmented, and performance can be lost due to frequent resizing as your computer is performing memory intensive tasks. Fortunately, educated users of Windows can specify their own virtual memory settings if they deem it necessary.
Specify Your Own Virtual Memory Settings
You access these settings from within the System Control Panel applet. The easiest way to get to that from the Desktop is to right-click on the My Computer icon and choose Properties from the menu. Another way is to click Start/Settings/Control Panel/System. Click the Performance tab and click the Virtual Memory button.
If you see this for the first time, the option Let Windows Manage my virtual memory is probably selected and the other fields are grayed out. Click the Let me specify my own... and choose the drive you want to put your swap file on by clicking the drop list in the Hard Disk field and state the minimum and maximum swap file size in the appropriate fields.


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Farro is the oldest cultivated grain in the world. Extremely popular in the Middle East during biblical times, farro is able to grow in poor soil conditions and is naturally resistant to fungus. Farro has lost popularity during modern times because it is a low yielding wheat compared to other varieties. Farro is a distinct cousin of modern wheat and is very similar in texture and taste to spelt.
Despite this, farro is still grown, both wild and cultivated. It is a popular food in Italy, parts of Europe, Asia and parts of the Middle East. When farro is harvested, it is divided into three grades, long, medium and cracked. The grain looks like a plump barley grain. Most people advise that you purchase whole grain farro and crack it yourself in a blender or coffee grinder to maintain freshness.
What Is the Nutritional Value of Farro?
Farro is a whole grain that is an excellent source for complex carbohydrates. Additionally, farro has twice the fiber and protein than modern wheat. Different than some other whole grains, a carbohydrate in farro called cyanogenic glucosides has been found to stimulate the immune system, lower cholesterol and help maintain blood sugar levels. While farro does contain gluten, the gluten molecules are weaker than modern wheat, making it more easily digested. Below are more detailed facts regarding farro's nutritional value:
Per ½ cup raw farro:
- 170 calories
- 1.5 g of fat
- 0 g saturated fat
- 0 mg of sodium
- 34 g of carbohydrates
- 5 g of dietary fiber
- 2 mg of iron
- 6 g of protein
- 4 mg of niacin
- 60 mg of magnesium
- 2 mg zinc
In addition to minerals and vitamins, farro is rich in antioxidants, phytonutrients, lignans and betaine. Betaine, when combined with choline, has been shown to prevent or reduce stress-included inflammation, which can be beneficial for individuals suffering from certain medical conditions.
How Can You Cook Farro?
To consume farro, you must first soak the grain. Farro has a chewy, firm texture. Simply boil the grain in a 2:1 ratio of water to farro. Simmer covered for 25 to 35 minutes. Drain any unabsorbed liquid.
In Italy, the most common way to eat farro is by adding it to soup. Farro can be served al dente in salads for a nutty texture. Farro can also be used to make pasta and bread. Additionally, Farro can be interchanged in recipes calling for barley, spelt and quinoa.
Where Can You Buy Farro
Farro can be purchased at many health food stores or a well-stocked Italian delicatessen.
In recent years, especially throughout Europe and at high-end restaurants, farro has taken on a new popularity. Next time you are out to eat, look for this healthy grain on the menu or plan to begin cooking with it yourself for an extremely nutritional whole grain option.


Vera Ivanova Markova
Films Profiles
Vera Markova
name Vera Ivanova Markova
age 27
kind of entrepreneurship Greenrevolucia An on line for environmentally friendly shop that distributes alternatives to disposable plastic products and educates consumers about the importance of protecting the environment.
field of activity Trade and Education
Short description of the business or initiative
Education and positive example.
Spread information about the harm which plastic disposable items are causing to us and to our planet.
Show alternatives which add more value to both us and our Earth.
What problem are you trying to solve and why?
The use of packing and plastic products -She believes that consumers have a choice to a cleaner and more conscious way of life.
What is your target group? Level of impact (concentrated to the specific group, local, regional, wider…)
By Revolucia, they are educating users of all age groups because they see the society as one.
Is social enterprise the best way they can help?
Yes-Vera can't work without a cause, this seems to her a waste of time. In Social Entrepreneurship, she likes the fact that a good example can also inspire other people to change the world for the better.
Why this industry/area/topic, and why now?
Vera spent almost 2 years volunteering at a vegan, nature-friendly campus in the city of Auroville, India. There, she lived in cottages, the electricity was from solar panels, she had to pump the water needed for bathing and washing. It was prohibited to import in the campus products in plastic packaging, as well as products containing harmful ingredients. There Vera learned a lot about how we can reduce our harmful impact on the environment. She was inspired and decided to transfer the good examples in Bulgaria.
What drives your motivation?
The joy in the eyes of the people and seeing how together we manage to save the planet from tons of unnecessary plastic with practical solutions.
What does it take to be successful?
1. Love, 2. Discipline, 3. Dedication
 - Specificskills-Takingrisks, innovation, creativity
 - Soft skills-Time management, Ability to resolve conflicts, Adaptability, Skills for making quick decisions
 - Relevant experience-Knowledge of foreign languages, sales and marketing experience, IT knowledge etc.


Small tip: use QueueBackgroundWorkItem for asynchronous work in ASP.NET
This is a small tip that I'm mainly publishing as a reminder to myself, but it could come in handy for someone else. Background processing tasks in ASP.NET are hard. At any time IIS could decide to recycle the application lifecycle. The usual solution is to farm out these tasks to a (Azure) queue and let some other machine (for example an Azure worker role) process that queue. However, with ASP.NET 4.5.2 Microsoft introduced the QueueBackgroundWorkItem method. This makes it possible to create small background processing tasks within the application lifecycle context. See the following (extremely simple) example:
 - Caveats: A task started this way will only delay the recycling of the app pool for 30 seconds. So you need to complete your work within those 30 seconds. If not, the task will be killed.
 - You need ASP.NET 4.5.2.
See for more detail the following links:
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