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Get this from a library legislative process in india : a study of state financial committees [krishan lal. Legislature: meaning of other states have bicameral legislature 22 states of india have to perform its due role in the legislative process. Legislative process in india under the constitution of indiaauthorstream presentation. Home about the profession brief history of law in india brief in the process through judicial pronouncements and legislative action.
Why doesn't every state in india have a vidhan parishad or legislative accountability and transparency of the decision making process the existence of a. The legislative process is more complicated than taught in most civic courses this section presents a detailed description of the legislative maze a bill must navigate before it can become law. Bills for session 2018 as bills are introduced during the legislative session, the bill number and short description are included in the list below active bills are displayed in blue all bills must achieve certain milestones within specific deadlines throughout the legislative process in order to remain active. How can the answer be improved.
The legislative bodies in india are also known by their more common name: parliament the legislature has members who are democratically elected by the indian election process. Legislative proposals are brought before either house of the parliament of india in the form of a bill a bill is the draft of a legislative proposal, which, when passed by both houses of parliament and assented to by the president, becomes an act of parliament. Register free to download files | file name : legislative process in india a study of state financial committees pdf legislative process in india a.
The legislative process all legislative powers herein granted shall be vested in a congress of the united states, which shall consist of a senate and house of. The legislative procedure for bills involving taxing and spending--known as money bills--is different from the procedure for other legislation money bills can be introduced only in the lok sabha after the lok sabha passes a money bill, it is sent to the rajya sabha the upper house has fourteen days to act on the bill. Elections in the republic of india in 2018 include by-elections to the lok sabha members to the state legislative councils naga peace process edit. The legislative process is fundamental to democracy1 public participation with the legislative process results in better laws and fewer amendments1 both transparency and accessibility of the legislative process are required for effective public participation democratic governments provide for public engagement in lawmaking through.
Candidates from india and pakistan will be professionals (ages 25-40) with experience in the legislative process and/or policymaking, including: good governance (transparency, anti-corruption, right-to-information), legislative and political processes, including the role of women, minorities, and marginalized populations in them, youth politics and. Bills for session 2018 all bills must achieve certain milestones within specific deadlines throughout the legislative process in native american indian. Election procedure in india the constituencies for elections to the legislative the nomination of candidates is an important part of the election process.
Legislative process in india under the constitution of india. The rajya sabha is the upper house of parliament 233 of its members are elected indirectly by the legislative assemblies of elections in india elections in india. Indiana general assembly 2018 session primary navigation links each entry expands to a submenu containing a structure of links disposed in.
Legislative process latest breaking news, pictures, videos, and special reports from the economic times legislative process blogs, comments and archive news on economictimescom. The president is not a member of either house of the parliament but he is an integral part of the legislative process he plays an important role in the making of laws lawmaking is not initiated by him but he can significantly influence it (a) summoning the housethe president has the power to. 7 main functions of legislatures in india they may be classified as legislative determination of policies and legislation through a process of debate and. The legislative process in the indian parliament the law-making process in the indian parliament involves various steps, from the introduction to the final approval of the president the process is a long one and has often been criticised on many grounds, justified or otherwise.
The legislative procedure in india for the union government requires that proposed bills pass through the two legislative houses of the indian parliament the legislative procedure for. In 1787, leaders from each of the states gathered to write the united states constitution the constitution sets out how our nation is governed and. National portal of india is a mission mode project under the national e state legislature get information about the legislative assembly of himachal. Legislation has been defined as the process of making or types of bills introduced in the parliament of india of bills in the legislative process of india 1. A member of legislative assembly (mla) is a representative elected by the voters of an electoral district (constituency) to the legislature of a state in the indian system of government each state has between seven and nine mlas for every member of parliament (mp) that it has in the lok sabha. Legislative process in india in india, the law making bodies are parliament at the central level and legislative assemblies and councils (wherever applicable) at the state level. The legislative branch of government has responsibilities which in many cases transcend the process of enactment of legislation among these are the senate's power of advice and consent with regard to treaties and nominations.


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M Squared Reveals Quantum Computing Breakthrough
14th Nov 2022
Glasgow-based M Squared has revealed a prototype of the UK's first commercial neutral atom quantum computer.
Demonstrated earlier this month at the National Quantum Technologies Showcase, the Maxwell system represents a key UK milestone in progressing commercially-viable quantum hardware.
Quantum computers have the potential to completely supersede current binary systems, performing calculations much faster by processing using qubits – the basic unit of quantum information. The combination of qubits and their superposition properties means they can process information much faster than the logic gates used on today's semiconductors and microchips.
Maxwell's capabilities make it ideal for tackling the complex optimisation problems that quantum computing is set to address. Its core neutral atom system architecture was developed by M Squared in collaboration with the University of Strathclyde, which is developing neutral atom system hardware and related algorithm advances.
It was built through the combined capabilities in advanced laser systems and quantum system integration of M Squared, with the Rydberg atom and quantum algorithm expertise at Strathclyde.
The platform is underpinned by industrial-grade photonics equipment, which uses powerful lasers to cool atoms so they can be precisely controlled, maximising qubit scalability and fidelity.
Dr Graeme Malcolm, founder and chief executive of M Squared, said:
"Quantum computation is not simply a faster implementation of conventional computing, but a fundamentally new and more powerful way of processing information – one that will enable myriad of new applications.
"The collaborative efforts to realise the potential of quantum computing illustrate Britain's unique strength in bringing together industry and academia – building on advancements at the frontier of science, out of the laboratory to create real-world applications for the betterment of society."

source: m-a-p/FineFineWeb


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Catalogue Number: N7Q-Y7ZS
- Author: Lisa Kniveton,Lindsey Anderson,Alice Avenell
- Format: Paperback
- Publisher: Pearson Education Limited
- Published: 18 May 2011
- ISBN: 9780435047559
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* Covers nine of the most popular mandatory and optional units across VRQs and NVQs so learners can be confident that they have covered the required knowledge for their chosen course. * Coverage of generic units, such as Health and Safety, in the context of nails making the knowledge and theory relevant to the learners' chosen nail course. * Colourful design packed with glossy step-by-step photos and case studies to really inspire and motivate learners. * The learning activities and assessment guidance within the book help learners check their knowledge and prepare for assessment.

source: openbmb/Ultra-FineWeb


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In recent years, many legal services organisations have developed innovative ways for using legal processes to help disadvantaged groups have more secure rights over their land. The approaches, tools and methods used vary widely across contexts - from legal literacy training to paralegals programmes; from participatory methodologies to helping local groups register their lands or negotiate with government or the private sector, through to legal representation and strategic use of public interest litigation.
While some of this experience has been documented, much of it has not. Only a very limited part of this experience has fed into international debates, and there have been few opportunities for lesson-sharing and cross-fertilisation among practitioners.
In March 2008, the Food and Agriculture Organization of the UN, the International Institute for Environment and Development, and the Faculty of Law of the University of Ghana jointly organised an international workshop to promote exchange of experience among practitioners. Over the two days of the workshop, some 25 practitioners from different parts of Africa, together with a few practitioners and researchers from international institutions and from Europe, shared lessons and learned from each others' experiences with legal empowerment. This report captures the highlights of workshop discussions.
More information here:
Download complete text in PDF format (1,473k) from _URL_

source: HuggingFaceFW/fineweb-edu


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Articles tagged with: SAMAD HJ. ABU
GPS infrastructures that have been established in Malaysia are mainly served as a ground control stations for cadastral and mapping purposes. Another element that has not been utilised is the height component due to its low accuracy. Conventional levelling is still the preferred method by the land surveyors to determine the stations orthometric height (H) with a proven accuracy. Therefore, Department of Survey and Mapping Malaysia (DSMM) has embarked the Airborne Gravity Survey, with one of the objectives is to compute the local precise geoid for Malaysia within centimeter level of accuracy. With the availability of the precise geoid, the "missing" element of GPS system is solved.


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CPJ's Advocacy Toolkit / Table of Contents
Your Member of Parliament is more accessible than you think. If you are passionate about an issue, respectful of the MP's time, and willing to take the time for a meeting, your MP will likely be willing to meet with you.
Step 1 – Setting up a meeting
- Call, email, or visit the constituency office to set up a meeting with an MP. Provide your name, your postal code, and the reason that you would like to meet with the MP.
- If the MP is unavailable for a meeting, request a meeting with a member of their staff. MP staff have more time to meet with you and they can bring your particular concerns to the MP.
Step 2 – Preparation
- Stay informed on the issue (see "Doing Research").
- Write a list of questions that you have for the MP (and specific proposals for solutions).
- Bring materials that the MP can refer to later (such as a one-page brief). Provide a concise background on the issue, your concerns, and your proposed solutions.
- Ask staff how much information the MP has on your issue. Offer to send informational materials before the meeting.
- Be prepared to listen: In a typical meeting with an MP, the MP talks two-thirds of the time, you one-third.
- Focus on how you can help the MP do their job. Where are the gaps in information? Do you have information that will be of value?
- Get others involved! The more voices, the stronger the message.
Step 3 – At the meeting
- Present your case clearly and concisely. Focus on one or two issues.
- Insist on a straight answer to your questions. If the representative agrees with you, get it in writing so you can hold them accountable.
- Have a calm and respectful dialogue (even if the MP disagrees with you). Show that you are willing to work with them.
- Always thank the MP for their time and for the opportunity to meet.
- A meeting with an MP usually lasts no more than an hour. Respect any agreed-upon time limit.
Step 4 – After the meeting
- Follow up! Write a letter (or e-mail) thanking the MP for meeting with you. In your letter, summarize any commitments that were made, and ask for an update on what has been done.


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Welcome, lovely person! You might be here because somebody wants you to learn about lamâsching. Don't be afraid, even if you already know that it has to do with physical contact between human beings, you are currently reading an internet page (probably even being alone - although having trustful people around you would allow you trying this out afterwards) and have nothing to fear.
So what is lamâsching?
Lamâsching involves at least two people, preferably more. It is all about feeling great and sharing great feelings on a physical level. That may involve giving and receiving hugs, soft stroking, touching different parts of other peoples' bodies. Everybody will respect your privacy and expect the same from you, that is why lamâsching is considered safe (see Lamâsching Protocol (Elina's School) for details).
What is lamâsching not?
Lamâsching is not a gathering of crazy people that want to grope you. Although every body may react differently on warm-hearted touch - especially when not being used to - it should not be considered as a sexual act.
- Immediately speak out, stop or leave the activity if you feel uncomfortable.
- Speak out if you are unsure about what you are doing or get the feeling a person may feel uncomfortable.
- Use your hands to touch the people around you.
- You may stroke with soft pressure, so it feels nice.
- Bring your body close to other bodies to give and get a warm feeling.
- You may focus on an invidivual person for some time to create a more intense experience if you feel like it.
- Try out using other parts of your body to reach people as well (feet, arms, maybe head, nose, mouth).
- This is not a sexual activity, so don't act like it.
- No touching of private/intimate body parts except this is agreed (also be careful/ask before touching head when new people are around you).
- Respect any limits people communicate.
- No kissing (except in an agreed area - the founders of the lamâsching culture did not see such a school yet).
A very good read is the warmly expressed experience from Tilmann (Lamâsching Culture). Afterwards, read about different lamâsching schools, try it out and create your own!


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I'm trying to determine whether there exists a model for the following logical formula: $(p_1 \to (p_2 \lor p_3)) \land(p_2 \to \neg p_3) \land ((p_1 \lor p_3) \to \neg p_2)$. Here's my understanding of the formula: If p1 is true, then either p2 or p3 must be true, and if p2 is true, then p3 must be false. However, this seems to create a conflict because if p1 is true, p2 cannot be false. Can anyone confirm whether a model exists for this formula or explain why it might not be possible? Thank you!
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2 Answers 2
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Set all variables to false, that way each implication has a false left-hand-side and thus it's satisfied.
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 - $\begingroup$ Thank you for your response. I thought that (p2 → ¬p3) implied that if p3 is false, then p2 must be true. However, if setting all variables to false satisfies the formula, it seems I may have misunderstood the logic. $\endgroup$
 – cozen
 Nov 7, 2023 at 21:36
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Be lazy: encode your problem in the input language of your favourite SAT solver and feed the resultung term to it. If it answers "SAT" it'll also provide a model. If not, then there's no model.
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The truth is the coffee goes cold because of heat loss. You're drinking your coffee and it tastes fine. Why the heck does it go cold so fast?
Well, truth be told, there's a few reasons why your morning joe is getting cold so quickly. The first reason is that heat transfer is taking place from the coffee to the air around you. Secondly, if you've been adding milk or cream to your coffee, this will also help regulate the temperature of the coffee due to the chemical reaction between milk and air. Milk has a much lower boiling point than water.
In general, the more concentrated the mixture (i.e. ratio), the faster it will mix.
What Are The Causes Of Coffee Cooling Faster?
Many people have been wondering, "Why does my coffee get cold so fast?" There are a few different causes of the coffee cooling faster – the most common being that coffee cools 3-5 degrees Fahrenheit per hour. Another contributor is caffeine, which causes a decrease in body temperature, causing a feeling of fatigue and eventually sleepiness. Drinking too much caffeine can also lead to an increased sense of thirst.
The article will explore why coffee gets cold so fast.
Condensation: Why Does Your Coffee Cup Feel Wet?
In order to enjoy a cup of coffee, you have to drink it quickly before the beverage gets too cold. Why does this happen? You might be surprised to hear that it's because your body is 98.6 degrees! Coffee is served around 90-135 degrees, so as soon as you hold a hot drink in your hands, it starts to cool off.
A cup of coffee is a popular drink for many people. However, one of the biggest complaints about coffee is how quickly it can get cold. Condensation has been found to be one of the main reasons why your coffee gets cold so fast. The article will go on to talk about condensation and why it causes coffee to lose heat so quickly.
I still don't understand what the benefit is of "steeping" coffee, I guess one could say that the longer you let your beans steep the more bitterness they get but then at least all my coffee has some real flavour in it.
If you're looking for a good overview of how heat works in the rest of the world, I recommend reading this great post by Andrew Linnenbrink entitled "Why does water boil at 100°C? Heat transfer basics."
Why not just drink that instead?
Read More: 7+ Delicious Coffee Recipes
Heat Loss: Some Heat Can Be Lost Through Conduction, Convection, And Radiation.
Do you have cold hands, but hot coffee? If so, fear not! This article will explore how heat can be lost through conduction, convection, and radiation. So how does this happen?
Well, the temperature of your coffee drops because it is in contact with a surface that is colder than it. Furthermore, when liquids are put into glass containers they are more likely to lose heat through convection.
How Does Heat Leak Out Of Your Coffee?
The inside of a coffee mug can reach a temperature of 130 degrees Fahrenheit, but if you're not careful the heat will quickly escape and cause your coffee to get cold. The following are some tips on how to keep your coffee warm:
Use A Vacuum Coffee Pot Or Thermos To Keep The Heat In.
Brewing coffee can be a very rewarding process, but it can also be a frustrating endeavor. For one thing, you have to monitor the drink from start to finish so that it doesn't over-brew or over-extract.
And if you want the coffee to stay hot in the pot, you'll need a vacuum coffee pot or thermos. The problem is that these containers tend to leak heat too quickly and often don't keep the coffee warm enough.
Cover The Coffee Cup With A Cloth Or Towel To Trap The Steam From The Hot Drink.
Have you ever wondered why your coffee always seems to cool down so fast?
The answer is actually in the steam. When we let our drinks cool off with just air blowing around, we're not doing them any favors. The air lets the liquid evaporate and disrupts the surface which causes it to cool.
This is because when liquid evaporates, the particles of liquid scatter in all different directions and some of them escape into space.
Add Sugar To Help Absorb More Heat From The Coffee.
Coffee is a staple beverage for many people. One of the most common complaints about coffee is that it gets cold too quickly. Cold coffee can be unpleasant to drink, especially in the morning when you are trying to get your day started.
There are many reasons why this happens, but one major reason is that cold water extracts more flavor from coffee beans than hot water does.
Insulating Materials: Can Insulation Materials Be Used To Keep The Coffee Hot?
There are many different ways to keep your coffee hot, but insulated materials are the best way to do it. There are many different types of insulation materials that can help keep your coffee warm for hours.
These materials can be found in many industries, and they are used most often in construction, transportation, and manufacturing.
Insulating materials can be very easy to find with so many brands out there on the market today.
Convection: When Warm Air Rises, Cool Air Rushes In To Replace It.
This is a question that many people have asked. In fact, this article might be one of the most important articles you will read this year.
In order to answer the question, it's important to understand Convection. Convection is a process where heat travels from a surface and into the air around it causing rising currents of warmer air and descending currents of cooler air.
Radiation: The Sun's Energy Causes Your Coffee To Lose Their Warmth.
As the sun's energy hits your coffee, it converts the liquid to gas. This is called gasification. The warm liquid causes pressure to build up inside of the cup, but when it then turns into gas, that pressure is released and all the warmth escapes out of your drink at once.
This means that while you might have just finished making your coffee, it's already started to lose its warmth because of the sun's energy.
So Remember When You're Heating Up That Next Cup Of Joe, Hold On Tight!
The coffee you just poured into that cup may not be as hot as you think. While it's true that it's important to drink coffee quickly to avoid getting a non-melting ice cube, there are other factors that need to be accounted for.
Coffee is often cooled down by the surroundings where it's stored.
Other Related Articles:
1. Best Coffee Shops In San Diego, California (CA) State


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Kilian Liebe: Topological Fundamental Groups
Bachelor thesis presentation
Time: Thu 2022-06-09 11.30 - 12.30
Location: Kräftriket, house 6, room 306
Respondent: Kilian Liebe
This paper will examine a topological invariant known as the topological fundamental group. The first main theorem discussed gives conditions for exactly when the topological fundamental group is discrete, and the second one gives an example of a topological fundamental group which fails to be a topological group.


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The Dallas Floodway—Past and Present Successes in Flood Protection Benefitsby Nancy E. Begel, Stevenson Engineering Associates, Inc, United States,
Gary M. Pettit, Stevenson Engineering Associates, Inc, United States,
Document Type: Proceeding Paper
Part of: Optimizing the Resources for Water Management
This paper explores the history of the Dallas Floodway, past performance of the project under various flood conditions and, most recently, the present successes in flood protection provided during the record rainfalls of May and June 1989. The Dallas Floodway, as an integral part of the U.S. Army Corps of Engineers' flood protection plan for the Trinity River, has provided direct and indirect benefits to the City of Dallas throughout its history of almost 60 years.
Services: Buy this book/Buy this article
Return to search


text:
India Sigure climbs into the back seat of her grandmother's Chevrolet. It's 8:15 on a cold December morning, and she won't get out of the car until around 9:15 — 30 minutes after school starts. The 12-year-old and her grandmother, Vanessa Hill, aim to leave by 7:30 am to arrive by the opening bell, but they don't always make it.
When they pull up to Rose L. Hardy Middle School, the street is quiet. Just 30 minutes earlier, the block was bustling with students. India dashes out of the car, late once again for her first class.
Hardy is in the Georgetown neighborhood of Washington, DC, 10 miles from India's home in Deanwood, in the northeast area of the city. During rush hour, driving from the eastern to the western edge of the city can take Vanessa and India between 45 minutes and 1.5 hours. DC doesn't provide school buses (except for students with special needs), so many students commute by car or public transportation.
Where do sixth-graders from Ward 7 go to school?
Notes: Each dot represents the path of at least one student, based on estimated driving time to school. Data from 2013–14 school year for DC public schools and public charter schools.
India's average commute is about 60 minutes. The average driving commute time of all sixth-grade students in DC is 12.7 minutes. For all sixth-grade students in Ward 7, the municipal area where India lives, the average driving commute time is 18.0 minutes.
Through the DC Public Schools lottery system, India got the chance to attend Hardy, a high-performing school outside the bounds of her neighborhood, even though it meant facing a long daily commute and being the only kid from her neighborhood at Hardy.
Share of DC students at a school where they are the only one from their neighborhood
Notes: Urban Institute analysis of student-level data. A student's neighborhood is defined as the student's home census tract.
DC is one of many cities that have expanded school choice options in recent years, through policies such as inter- and intradistrict choice, the growth of charter schools, and tax credit scholarships or vouchers for private schools.
In DC, all students can enter a lottery to go to the public school of their choice, regardless of whether it's their neighborhood school. DC also has a robust charter school system, along with a means-tested private-school voucher program for low-income families.
But new choices can also mean trade-offs for families, and the school that best meets a family's needs might be on the other side of town.
Cities have tried to address this transportation issue in different ways. DC gives students the DC One card through the Kids Ride Free program, which allows students in DC schools to travel to and from school for free. Other cities, like New Orleans and New York, offer yellow buses for certain age groups and school types.
Commute times vary more for students who take public transit than for those who drive
Skyler Clay, a ninth-grader at School Without Walls in the northwest DC neighborhood of Foggy Bottom, travels about 30 minutes on the public bus from her home in Columbia Heights. This is the 14-year-old's first year at the prestigious magnet school after testing in last year.
While house hunting six years ago, Skyler's mom, Sulee, knew she wanted to stay as close as possible to some of DC's top schools, many of which are in northwest DC. Skyler and her 13-year-old brother, Preston, who attends Alice Deal Middle School in Friendship Heights, use the DC One card to get to and from school.
Where do ninth-graders from Ward 1 go to school?
Notes: Each dot represents the path of at least one student, based on estimated transit time to school. Data from 2013–14 school year for DC public schools and public charter schools.
Skyler's average public transit commute is about 30 minutes. The average public transit commute time of all ninth-grade students in DC is 30.7 minutes. For all ninth-grade students in Ward 1, the municipal area where Skyler lives, the average public transit commute time is 23.4 minutes.
Skyler leaves her house around 7:30 every morning, walks down the block to the bus stop, and waits for the H1 bus. The H1 is crowded with professionals on their way to work and almost no other kids, but Skyler likes the quiet atmosphere.
Driving both kids to school would take over an hour, and Sulee has to drive an hour in the other direction to her office in Baltimore. She said some parents worry about their children taking the public bus, but, for her, the benefits outweigh the risks. "It gives the kids a sense of pride and independence to be able to get around the city themselves," she said.
It helps, of course, that Skyler is in high school. For elementary school students, riding the bus or Metro alone might not be the best option, even if it is the quickest way to school.
Amy Quinn, cofounder and director of teaching and learning at Washington Yu Ying Public Charter School in DC, said the elementary school works closely with students and families facing long commutes to try to make the start of their day less chaotic. "Besides just being late, commutes can cause stress that comes out in academics, because it comes out in behavior," she said.
Some tactics to help students include providing breakfast in their first class and giving them a few minutes to settle in before jumping into schoolwork. Quinn said administrators at the school "know some families make the choice to come to us, and they're willing to take on that commute, so we want to make it the best experience we can."
How commutes differ among students in DC's eight wards
Transportation to school is more of a concern for black students, who consistently have longer commutes to school than white students in DC, as well as in Denver, Detroit, and New York.
Black students in DC, Denver, Detroit, New Orleans, and New York are also more likely than white students to be the only kid from their neighborhood attending their school. Leaving their home neighborhood could allow some students to attend their preferred school, but it could also mean that students and their parents feel less connected to their peers.
Compare data on driving time and transit times to schools across DC, Denver, Detroit, New Orleans, and New York.
Ninth-grade students' average drive time to school by race
By December, at the end of the fall semester, India's tardies had stacked up and her long commute was taking a toll. India's grandmother Vanessa finally made the decision she had been considering for months: pulling India from Hardy midyear and switching her to a neighborhood school. "I decided to do it before [Hardy] could," she said.
It wasn't an easy decision. India was happy at Hardy, she made the honor roll last year, and her best friend was there. India has attended six schools over the past seven years, and Vanessa was reluctant to uproot her again, especially in the middle of the year. But the drive added nearly three hours to India's already long day. "She didn't have any time to rest," Vanessa said. "The commute just wasn't worth it."
Now, India's grandmother drives her just five minutes to Kelly Miller Middle School, and India walks home with a friend at the end of the day, arriving by 4. "I'm glad we made the transition," India said. "We all are."
"The learning environment will be different, but I know she'll be able to adapt," Vanessa said. "She's always been good at adapting."
Charts of Washington, DC, student data are based on analysis of student-level data from District of Columbia Public Schools and the Washington, DC, Public Charter School Board for students in sixth and ninth grade in the 2013–14 school year. Ward-level demographic information is from 2010 Census data. Travel times are estimated using the Google Maps Distance Matrix API. The accompanying report has more information on how travel times were calculated for each city and analysis of Washington, DC, data, as well as data from Denver, Detroit, New Orleans, and New York City.
Project credits: Research by Kristin Blagg and Matthew Chingos, design by Mal Jones, development by Daniel Wood, editorial by Elizabeth Forney and Alexandra Tilsley, photography by Lydia Thompson, and writing by Emily Peiffer


Here's how you can access a remote computer faster
If you're one of those that often access a specific unattended remote computer, we have a great tip for you. It will help you speed up the process of connecting to the remote computer and it will optimise your remote access experience.
When connecting to a remote computer running ISL AlwaysOn you have two main options. Either you use the ISL Light application or you log in at _URL_. Either way, the procedure includes a number of steps: logging into your ISL Online account, finding the correct computer, entering the access password etc. There is a way, though, which significantly speeds up the connection process and comes in handy if you need to connect to the same computer on multiple occasions. Here's what you can do:
Step 1
Log in at _URL_ and click on "Remote Access" tab.
Remote access tab

Step 2
Find the desired computer and click "Connect" and then "Save" once the executable has downloaded.
Save ISL Light

Step 3
Rename the executable in a way so you'll know which computer you are connecting to next time you run it. e.g. My-Home-PC
Rename computer

Step 4
Double-click the executable to run it.
Run

Step 5
Enter the remote computer's access password. The connection will be established automatically.
Set the password
The first time you need to go through the whole process, but each time you would like to connect to this computer in the future, you just need to run the executable that you have saved and enter the access password for this computer. That's because the executable contains all the necessary information for connecting to a desired computer and saves you time by skipping the first two steps.
This article is a part of the "ISL Online features you probably didn't know about" series.
Stay tuned for more features that might help you make your work even more efficient!
This entry was posted in ISL Online features you probably didn't know about and tagged , , , , , . Bookmark the permalink.
5 Responses to Here's how you can access a remote computer faster
 1. It's really easy to access a remote computer. Great application.
 2. To access the remote faster use these steps:
 a) Remote access the tab
 b) Go through the computer and click Connect and then Save
 c) Connect your system to run it
 d) Double click your system to access it
 e) Use the password and username
 3. pcsupport says:
 Good information, It's really easy to access a remote computer. If you have any kinds of the technical issue with your system then you can get help with PC Support Number, we are just around you at the single Call. Dial @ +44 _PHONE_ .
 4. I read all your steps which mention above but I am unable to understand step 2 so please describe this step in another way otherwise all your steps are really good.
 - barbaraisl says:
 When you click connect the ISL Light programme downloads and you get a pop-up dialogue as seen on the screenshot (Step 2). You need to save this executable file, so next time you can simply run the executable and access your remote computer faster.
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The George W. Scott Plantation was a 1036-acre (4 km2) cotton plantation in central Leon County, Florida, United States established by George Washington Scott in 1852 and located 2 miles (3 km) south of Tallahassee.
The Leon County Florida 1860 Agricultural Census shows that George W. Scott Plantation had the following:
- Improved Land: 60 acres (¼ km2)
- Unimproved Land: 50 acres (¼ km2)
- Cash value of plantation: $4000
- Cash value of farm implements/machinery: $1500
- Cash value of farm animals: $5000
- Number of slaves: N/A
- Bushels of corn: N/A
- Bales of cotton: N/A
In 1868 Scott ran for governor as a Democratic-Conservative but was defeated. Scott experimented in a variety of crops and planted 12 acres (49,000 m2) of sugar cane, cabbage, collards, rutabagas, Dutch turnips. Scott also created a 16-foot (5 m) overshot waterwheel from a pond going to corn, sugar and cotton processing.
Scott came up with a revolutionary fertilizer which combined cottonseed with bone meal. Bone was obtained by black farm hands who earned a gallon of cane syrup for every 100-pound sack of animal bones. The bone were crushed with a heavy cast-iron stamp powered by a waterwheel and the meal mixed with sulfuric acid. This was then mixed with cottonseed cake to make a final product.
In 1870 Scott moved to Savannah, Georgia, then Atlanta, where he built his business. By 1887, the Gossypium Phospo made by the George W. Scott Company had become one of the most noted fertilizers in the south. (Tallahassee Weekly Floridian, January 28, 1886). In 1889, Scott founded Agnes Scott College.
Around 1884 or 1885 the Scott plantation was sold to a J. P. Castleman, who had moved to Tallahassee from the Dakota Territory.
- Rootsweb Plantations
- Largest Slaveholders from 1860 Slave Census Schedules
- Paisley, Clifton; From Cotton To Quail, University of Florida Press, c1968.


Sap
plant physiology
Sap, watery fluid of plants. Cell sap is a fluid found in the vacuoles (small cavities) of the living cell; it contains variable amounts of food and waste materials, inorganic salts, and nitrogenous compounds. Xylem sap carries soil nutrients (e.g., dissolved minerals) from the root system to the leaves; the water is then lost through transpiration. Maple sap is xylem sap, containing some sugar in late winter. Phloem, or sieve-tube, sap is the fluid carrying sugar from leaves to other parts of the plant in the summer. See also cohesion hypothesis.
 - Tree sap.
 Tree sap.
 Eric Guinther
 - Two stag beetles fight over tree sap.
 Watch two stag beetles fight over sap.
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- Allied Whale History
- Senior Staff
- Publications List
- Marine Mammal Strandings
- Mount Desert Rock
- Education Resources
- Adopt-A-Whale Program
Mount Desert Rock
Mount Desert Rock is a remote, treeless island situated approximately 25 nautical miles south of College of the Atlantic, in Bar Harbor, Maine. Since the early 19th century the island has had a light tower, and various buildings to house light-keeper families. In the 1950s the island was occupied by the United States Coastguard. Now it is the home of the Edward McC. Blair Marine Research Station.
In the early 1970s, students, staff, and faculty from College of the Atlantic visited the island. They noted that the site was a prime location for marine mammal research. Both Mount Desert Rock and the nearby Inner Schoodic Ridges are areas of upwelling, creating localized zones of high biological productivity. Species commonly sighted included humpback (Megaptera novaeangliae), finback (Balaenoptera physalus), and northern right (Eubalaena glacialis) whales, harbor porpoise (Phocoena phocoena), common (Delphinus delphis) and white-sided dolphin (Lagenorhynchus acutus), and harbor (Phoca vitulina) and gray (Halichoerus grypus) seals.
In cooperation with the US Coastguard, Allied Whale, the marine mammal research division of College of the Atlantic, seasonally occupied Mount Desert Rock for several decades. Mount Desert Rock became the base of summer operations for Allied Whale, and provided a foundation for important studies such as the development of photo-identification techniques for humpback and finback whales. In the mid 1990s, occupation of the island ceased as the US Coastguard reviewed the need for Mount Desert Rock as part of the network of lighthouses off the coast of Maine. In 1996, College of the Atlantic acquired the island from the US Coastguard. Although the Coastguard maintains right of access to the aids to navigation equipment on the island, College of the Atlantic is responsible for the buildings and maintenance of the structures on Mount Desert Rock.
College of the Atlantic continues to maintain an active presence on Mount Desert Rock. Recently, Allied Whale has initiated a five-year study of marine mammal populations in the northern Gulf of Maine, using Mount Desert Rock as a base of operations. Members of Allied Whale, together with staff, faculty and administration of the college, continue to spearhead the development of Mount Desert Rock as a fully operational research station that will eventually expand its research repertoire beyond marine mammal science. As a first step in this expansion, and in recognition of his financial and spiritual support to Allied Whale and College of the Atlantic, the field station was recently dedicated as the Edward McC. Blair Marine Research Station.
Mount Desert Rock has 4 buildings perched precariously on its rocky ledges; the boathouse, light tower, generator shed and light-keeper's house. The boathouse has space for 4 research inflatable boats, and is rigged with a hydraulic hauling system and chain hoist. The light tower reaches over 70 ft in height above sea level, and has two exterior platforms provide excellent views 360Â° around the island. The generator shed is currently used as an equipment room; the college plans to convert this space into a wet-lab. Finally, the house itself has accommodations for 20 researchers/students, 2 classrooms, a recreation room, kitchen and dining room, and radio room.
Power is currently provided by a small gas generator supplying a bank of deep-cycle batteries that distribute 110V mains power via an inverter. Plans exist to convert this system to a solar array, with the generator supplying emergency power only.
Rainwater is collected via a roof collection system, is stored in two large cisterns in the basement of the building and provides a non-potable freshwater source for bathing, washing, etc.. Drinking water currently must be shipped in, although the College has proposed to install a desalination system.
College of the Atlantic recently made contact with former inhabitants of the island, Wilbur and Shirley York, who lived on the Rock in the late 1920s as children. Allied Whale arranged for Wilbur and Shirley to revisit Mount Desert Rock in Summer 2000. An article reviewing this visit can be found here, from the Bar Harbor Times (secondarily published in the Ellsworth American).
Mount Desert Rock is ideally located for offshore studies of marine mammals and seabirds. Thus the Rock is a perfect base-camp for members of Allied Whale, the marine mammal research group affiliate with College of the Atlantic. Allied Whale's mission is to be a center of excellence for marine mammal studies, while simultaneously providing the best experiential education possible for undergraduate and graduate students interested in a career in marine mammalogy. As such, Mount Desert Rock is an integral part of that mission, providing an offshore research platform that permits the study of marine mammals in their natural environment, while also providing a communal, educative and enriching atmosphere that promotes the growth of student' skills and knowledge.
Current research projects, with senior investigators, include:
A five-year study of the foraging ecology of balaenopterids in the northern Gulf of Maine - Dr. S. Todd (COA), D. Dendanto (UMO), and J. Allen (COA)
Behavioral interactions between harbor and gray seals - S. Renner, Dr. J. Gilbert (UMO), and Dr. S. Todd (COA/UMO adjunct)
Photo-identification of finback whales using digital video - Dr. S. Todd (COA), D. Dendanto (UMO), C.Vashro (COA), and J. Allen (COA)
The North Atlantic humpback whale catalog - R. Seton (COA), and J. Allen (COA)
The North Atlantic finback whale catalog - D. Dendanto (UMO) and C. Vashro (COA
Guano tolerant plants of Mount Desert Rock - Dr. Nishanta Rajakaruna (COA) and Nathaniel Pope (COA)
Although College of the Atlantic owns two field stations in the Gulf of Maine, Mount Desert Rock is located furthest offshore, and represents possibly the most remote and isolated learning conditions that the college has to offer. Classes on Mount Desert Rock focus on an experiential educationï¿½€ï¿½not only learning the syllabus of a particular class, but also learning how to become part of a close-knit self-reliant community that depends upon its members to ensure the smooth running of the research station. Thus, a student that enrolls in a class on MDR is also signing up for a lesson in island life and community living. By the end of their stay on Mount Desert Rock, most students never want to leave! The isolated and remote lifestyle can be addictive, and the opportunity to study wildlife in situ, in an offshore environment, is a unique opportunity unmatched by most other undergraduate institutions.
Courses offered on Mount Desert Rock by College of the Atlantic fall into two categories: those offered by the summer graduate/continuing education program, and undergraduate classes offered by the college during the normal school year.
In summer 2000, College of the Atlantic offered classes at Mount Desert Rock for the graduate courses Introduction to Biological Oceanography (Dr. S. Todd, COA), and Whales, dolphins and seals (Dr. G. Stone, NEAQ). In the same season, the college also provided the undergraduate class Field Studies in Marine Mammalogy (Dr. S. Todd, COA), and also hosted a class in Island Life (Dr. J. Anderson, COA). Plans to use Mount Desert Rock for classes in the undergraduate offering Introduction to Oceanography (Dr. S. Todd, COA) are ongoing.
Marine Mammal Strandings
To report a marine mammal stranding please call:
If You would like to Donate
Donations can be made to:
Allied Whale, College of the Atlantic
105 Eden Street
Bar Harbor, ME 04609


text:
"The authors coach students through processes of conceptualizing the dissertation and treating it as an integral dimension of the journey of living. They enable students to develop the dissertation into a line of inquiry that evolves and enriches a career in academe or practical leadership."
—William H. Schubert, Professor of Education, Director of Graduate Studies
University of Illinois at Chicago
Make reflection an integral part of your dissertation journey!
Most dissertation guides offer a basic recipe for the research and writing process. Like those books, this resource provides all the necessary steps for crafting and conducting a qualitative dissertation, but it also adds one key ingredient: reflection.
This book guides students through the issues and questions that may arise as they conduct qualitative research, taking a reflective, experiential approach to turn student-researchers into instruments of inquiry. The authors show readers how to integrate themselves into the research and writing process by using their own beliefs, experiences, interests, and strengths. Updated with new examples and cases, this comprehensive resource guides readers through the process of:
- Preparing for the dissertation journey
- Rethinking the concepts of method and data
- Working through the proposal process
- Defending the dissertation
- Living life after the dissertation
This essential guide helps student-researchers learn both the practical aspects of writing a qualitative dissertation as well as the mental and emotional preparation required for success.
The second edition of The Qualitative Dissertation is a major revision of the book with the addition of new material, substantial reorganization of information, and the incorporation of new features.
The concept of "cycles of deliberation" served as the organizing principle of the first edition. While the recursive nature of interpretive inquiry remains an important message of the book, greater emphasis has been given to the concept of "self as instrument of inquiry" and the centrality of constructing texts in interpretive inquiry. Information has been added to clarify the nature of knowledge claims generated through interpretive studies. Additionally, more emphasis is placed on encouraging doctoral students to relate concepts of qualitative research to their own experience, beliefs, talents, and sensibilities. This has led to several new features in individual chapters as well as some reorganization of the book.
The contents of the book have been organized into four sections. The first three highlight phases of the dissertation journey—facing the journey, preparing for the journey, and living through the journey. Case Examples of interpretive dissertations have been removed from individual chapters and consolidated into a fourth section for easier reference. A key to the Case Examples is also included on the inside of the front cover. Many chapters have been given new titles to clarify the conceptual content being presented. In addition, the content of the book has been divided into shorter chapters to make complex concepts more accessible.
New features within chapters include a preliminary listing of key concepts to be discussed. The reference list has been updated and sidebars have been added in many chapters to help readers locate references of relevance to particular topics. A key feature is the addition of "Reflective Interludes" which prompt readers to think carefully about their own assumptions about, conceptions of, and capacities for interpretive dissertation research. Textboxes highlighting criteria for judging the merits of interpretive dissertations have been added. The Index has been greatly expanded and refined.


text:
To meet needs of a country widely sensitive to dairy products, scientists have genetically modified a dairy calf to produce low-lactose milk.
The genetically modified calf was bred by scientists at a north China university.
Lab professor Zhang Li said the calf, "Lakes," is almost seven weeks old and is healthy and strong. The calf is expected to produce the low-lactose milk in two years.
Xinhua reports the genetically modified calf will produce safer milk for lactose-intolerant people, who account for nearly 60 percent of Chinese.
Zhang and his research team extracted fetus fibroblasts from a Holstein cow in May 2011 that was 45 days pregnant. Cells in the fetus was genetically engineered to include a lactose dissolution enzyme to dissolve lactose into galactose or glucose, easing digestion for people who are lactose intolerant. The engineered fetus was transplanted into the womb of a cow in July.
The process was performed on 14 dairy cows with five born in April. Only three calves carried genetically modified trait, and Lakes was the only calf to survive 24 hours after birth.


text:
tree-equal tree-1 tree-2 &key test test-not => generalized-boolean
Arguments and Values:
test---a designator for a function of two arguments that returns a generalized boolean.
test-not---a designator for a function of two arguments that returns a generalized boolean.
generalized-boolean---a generalized boolean.
tree-equal tests whether two trees are of the same shape and have the same leaves. tree-equal returns true if tree-1 and tree-2 are both atoms and satisfy the test, or if they are both conses and the car of tree-1 is tree-equal to the car of tree-2 and the cdr of tree-1 is tree-equal to the cdr of tree-2. Otherwise, tree-equal returns false.
tree-equal recursively compares conses but not any other objects that have components.
The first argument to the :test or :test-not function is tree-1 or a car or cdr of tree-1; the second argument is tree-2 or a car or cdr of tree-2.
(setq tree1 '(1 (1 2)) tree2 '(1 (1 2))) => (1 (1 2)) (tree-equal tree1 tree2) => true (eql tree1 tree2) => false (setq tree1 '('a ('b 'c)) tree2 '('a ('b 'c))) => ('a ('b 'c)) => ((QUOTE A) ((QUOTE B) (QUOTE C))) (tree-equal tree1 tree2 :test 'eq) => true
Side Effects: None.
Affected By: None.
The consequences are undefined if both tree-1 and tree-2 are circular.
equal, Section 3.6 (Traversal Rules and Side Effects)
The :test-not parameter is deprecated.


text:
New trends in the field of strain gauges
May 8, 2023
The Saarbrücken based company, founded in 2017 and a specialist in customized sensor elements based on thin films, has been pushing new developments in its strain gauge section. The background is the new requirements in the context of the energy transition or renewable energies and the incorporation of AI into today's sensor systems. Accordingly, two fields are being served.
Applications in hydrogen gas
While proven thin-film systems prevent strain measurement in hydrogen atmospheres due to the effect of hydrogen, it has been possible to decimate this effect by changing the thin films used. This is done while retaining the usual added values of thin-film gauges, such as increased strain sensitivity and the usual compensation options.
Multifunctional gauges for AI applications
Thanks to the thin-film technology used as well as laser structuring, it has been possible to define not only strain sensitivity but also areas on the measuring element that convert other measured variables, such as temperature, into an electrically measurable signal.
In addition to the classic fields of application such as temperature adjustment, these elements are particularly suitable for AI-based signal analysis. Advantages result from the reduced installation effort as well as the greater informative value due to sensor layers that are spatially close together and identically coupled to the surface.


text:
I am delighted to announce that the winner of the 2012 FWSA Book Prize is Professor Clare Hemmings (LSE) for her text, Why Stories Matter: the Political Grammar of Feminist Theory. After reviewing a strong shortlist of eligible submissions, all three judges were particularly impressed by Clare's submission. This excerpt from the judge's reports illustrates the high praise this text received:
I found myself full of admiration for the verve and originality of Hemmings' book, which challenges anyone working in feminist studies and feminist theory to ask serious questions about their own (often unconscious) assumptions about recent feminist history and the way in which 'common-sense' understandings of this history become established and circulated. I thought the decision to focus on journals rather than individuals a methodologically effective and politically astute move, enabling her to mount a sharp critique of certain modes of thought without personalizing the discussion. The prose is nimble and engaging, enabling complex theoretical topics to be conveyed clearly but without over-simplification…What is to be hoped is that Hemmings' work compels us to become more reflective thinkers and practitioners – something made more likely by her own self-reflexivity: those entertaining but also sharply penetrating and revealing moments when she bravely places her own interiority and affective responses into play in the text. It is an impressive and compelling piece of research and writing.
Congratulations to Clare!
Dr Kate Sang (FWSA Book Prize co-ordinator)


text:
ADVISOR TO PUBLIC TASK FORCE
Opinion No. 86 (1986)
QUESTION: May judges serve in an advisory capacity to a public board
or task force, where in all probability they will later preside over cases arising out of
the crisis or problem for which the board or task force was created to solve?
ANSWER: Judges should regulate their activities to minimize the risk of conflict with the proper performance of their judicial duties. Canon 4 applies this admonition to judges' activities to improve the law, the legal system, and the administration of justice. Canons 5A, 5B, and 5D apply this same admonition to judges' extra-judicial activities. Canon 3 states, "The judicial duties of a judge take precedence over all his other activities."
A majority of the Committee is of the opinion that it would be a violation of the Code
of Judicial Conduct for judges knowingly to agree to serve on or to continue to serve on
such a board or task force, if in serving, a conflict with the proper performance of their
judicial duties probably would arise or does arise. One judge dissented.


Invited perspectives: How machine learning will change flood risk and impact assessment
Dennis Wagenaar*, Alex Curran, Mariano Balbi, Alok Bhardwaj, Robert Soden, Emir Hartato, Gizem Mestav Sarica, Laddaporn Ruangpan, Giuseppe Molinario, David Lallemant
*Corresponding author for this work
Research output: Contribution to journalArticleScientificpeer-review
44 Citations (Scopus)
95 Downloads (Pure)
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text:
Used to obtain the corresponding pressure at ambient temperature. Example when testing Proof or burst pressure to a given value at 300°F, but you will test with corresponding pressure (higher) to ambient temperature.
Example. Proof Supply Pressure @ 300°F = 1161 psig Proof Supply Pressure @ AMBIENT = 1161 X Temperature Scaling Factor = 1161 X 1.15 = 1335 psig
Burst Supply pressure @ 300°F = 1251 psig Burst Supply pressure @ AMBIENT = 1251 X Temperature Scaling Factor = 1251 X 1.24 = 1551 psig
Please note different values for TSF for Proof and Burst pressures. Are these values obtained from the material the part is made off? Is there is a calculation, what it is?


2
$\begingroup$
I would like to calculate
$$(\mathbb{1} \otimes \mathbb{1} \otimes \sigma^+)(\mathbb{1} \otimes \mathbb{1} \otimes \sigma^-) = (\mathbb{1} \otimes \mathbb{1} \otimes \left( \begin{array} \\ 1 &0 \\ 0 &0\\ \end{array} \right) )$$
The code I have been using is
splus = {{0, 1}, {0, 0}};
sminus = Transpose[splus];
KroneckerProduct[IdentityMatrix[2], IdentityMatrix[2], splus].KroneckerProduct[IdentityMatrix[2], IdentityMatrix[2], sminus]
However this does not give me a tensorproduct of the 3 tensors.
Edit I want that that the result is again in the compact format as the right-hand-side of the equation and not the expanded form in one large matrix. And i am also not able to rewrite the form of the left-hand-side, because i have a more complicated example where this is not easily possible.
Edit 2 This is the result i get from Soner's answer. What he writes is his output is the output i want, yet when i run his code i get this different output. Result of soners answers
$\endgroup$
1
 - $\begingroup$ From the first impression Your task is to conduct the .-product. Your identity contains plenty of unity matrices from 2x2-matrix space. I accept Your definition of the sigma+/- matrices and Dot is Your operation: [reference.wolfram.com/language/ref/Dot.html] $\endgroup$ Commented Mar 20, 2020 at 21:16
4 Answers 4
2
$\begingroup$
An easy way is to use build-in symbol CircleTimes. We define that dot product is distributed over tensor product:
ClearAll[CircleTimes];
CircleTimes /: (a1_\[CircleTimes] b1_ \[CircleTimes] c1_ ).(a2_ \[CircleTimes] b2_ \[CircleTimes] c2_ ) := a1.a2 \[CircleTimes] b1.b2 \[CircleTimes] c1.c2 ;
Now, if we define our elements as
id = IdentityMatrix[2];
splus = {{0, 1}, {0, 0}};
sminus = Transpose[splus];
we get what OP wants:
CircleTimes[id, id, splus].CircleTimes[id, id, sminus]
(* {{1, 0}, {0, 1}}\[CircleTimes]{{1, 0}, {0, 1}}\[CircleTimes]{{1, 0}, {0, 0}} *)
$\endgroup$
2
 - $\begingroup$ thanks. what you write as a comment is the output i want, yet when i run your code i get a different result. I made an edit to the orginal post to show you what output i get from your code, because i cannot post a picture to the comment section i think. $\endgroup$
 – Franzi
 Commented Mar 21, 2020 at 13:48
 - $\begingroup$ @Franzi I edited the reply, there was a typo: \[CircleTimes] between a2_ and b2_ were written as [CircleTimes]. $\endgroup$ Commented Mar 22, 2020 at 6:45
3
$\begingroup$
Use assumptions with TensorExpand[]:
Assuming[(id | sp) ∈ Matrices[{2, 2}],
 TensorExpand[KroneckerProduct[id, id, sp].KroneckerProduct[id, id, Transpose[sp]]]]
 (* KroneckerProduct[MatrixPower[id, 2], MatrixPower[id, 2], sp.Transpose[sp, {2, 1}]] *)
% /. {MatrixPower[id, 2] -> id, sp -> {{0, 1}, {0, 0}}}
 (* KroneckerProduct[id, id, {{1, 0}, {0, 0}}] *)
$\endgroup$
3
$\begingroup$
It's a little unclear what you're asking for, but I think what you want is not easy to achieve in any system. First, let me note that KroneckerProduct is correctly computing what you want:
splus = {{0, 1}, {0, 0}};
sminus = Transpose[splus];
id = IdentityMatrix[2];
KroneckerProduct[id, id, splus].KroneckerProduct[id, id, sminus] ==
 KroneckerProduct[id, id, {{1, 0}, {0, 0}}]
(* True *)
Now, you make claim the output isn't what you want, but you want it to look like the RHS of your formula. So I guess you want the literal output TensorProduct[id, id, {{1,0},{0,0}}]. Well, this mixture of explicit and symbolic results its really hard to get to in any system, since it can't read your mind about which symbols to keep and which to expand out. Also, notice that id is not a symbolic representation of the identity matrix but rather an expliict matrix:
id (* aka IdentityMatrix[2] *)
(* {{1, 0}, {0, 1}} *)
If you want manipulate matrices symbolically, you should use the assumptions mechanism and TensorReduce or TensorExpand. In this case, TensorExpand gives us a useful representation of your LHS. For any two $2\times2$ matrices id2 and sp we have:
Assuming[
 {(id2 | sp) \[Element] Matrices[{2, 2}]},
 TensorExpand[KroneckerProduct[id2, id2, sp].KroneckerProduct[id2, id2, Transpose[sp]]]
]
(* KroneckerProduct[MatrixPower[id2, 2], MatrixPower[id2, 2], sp.Transpose[sp, {2, 1}]] *)
(The Transpose[sp,{2,1}] is just an explicit form of Transpose, saying you are transposing the first two levels of the array. Obviously, for a matrix those are the only levels.) Since we know that id2 squares to itself and that sp . Transpose[sp] == {{1,0},{0,0}}, we can substitute those in:
% /. { MatrixPower[id2, 2] -> id2, sp.Transpose[sp, {2, 1}] -> {{1, 0}, {0, 0}}}
(* KroneckerProduct[id2, id2, {{1, 0}, {0, 0}}]*)
So getting the answer is semi-automatic, which is typically necessary for mixed symbolic/explicit results. I hope this helps.
$\endgroup$
1
$\begingroup$
You need to massage the ordering of the indices to make this calculation work. In general, if we have six $2\times2$ matrices
a = RandomInteger[{-10, 10}, {2, 2}];
b = RandomInteger[{-10, 10}, {2, 2}];
c = RandomInteger[{-10, 10}, {2, 2}];
d = RandomInteger[{-10, 10}, {2, 2}];
e = RandomInteger[{-10, 10}, {2, 2}];
f = RandomInteger[{-10, 10}, {2, 2}];
you can tensor-multiply them in two ways to get to your result:
(1) dot-products component-wise:
X = TensorProduct[a.d, b.e, c.f];
(2) tensor products and tensor contractions:
abc = TensorProduct[a, b, c];
def = TensorProduct[d, e, f];
X == Transpose[TensorContract[TensorProduct[abc, def],
 {{2, 7}, {4, 9}, {6, 11}}],
 {1, 3, 5, 2, 4, 6}]
(* True *)
For your specific case,
a = IdentityMatrix[2];
b = IdentityMatrix[2];
c = splus = {{0, 1}, {0, 0}};
d = IdentityMatrix[2];
e = IdentityMatrix[2


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A sanatorium (also sanitorium, sanitarium) is a medical facility for long-term illness, typically tuberculosis. A distinction was sometimes made between a "sanitarium" (a kind of health resort, as in the Battle Creek Sanitarium) and "sanatorium" (a hospital).
The rationale for sanatoria was that before antibiotic treatments existed, a regime of rest and good nutrition offered the best chance that the sufferer's immune system would "wall off" pockets of pulmonary tuberculosis infection. In 1863, Hermann Brehmer opened the Brehmerschen Heilanstalt für Lungenkranke in Görbersdorf (Sokołowsko), Silesia, for the treatment of tuberculosis, where patients were exposed to plentiful amounts of high altitude fresh air, and good nutrition. Tuberculosis sanatoria became common throughout Europe from the end of the late 19th century onwards.
The Adirondack Cottage Sanitarium, established in Saranac Lake, New York in 1882, was the first such establishment in North America. According to the Saskatchewan Lung Association, when the National Anti-Tuberculosis Association (Canada) was founded in 1904, it was felt that a distinction should be made between the health resorts with which people were familiar and the new tuberculosis treatment hospitals: "So they decided to use a new word which instead of being derived from the Latin noun sanitas, meaning health, would emphasize the need for scientific healing or treatment. Accordingly, they took the Latin verb root sano, meaning to heal, and adopted the new word sanatorium".
Switzerland had many sanatoria, as it was believed that clean mountain air was the best treatment for lung diseases. In Finland a series of tuberculosis sanatoriums were built throughout the country in isolated forest areas, the most famous of these being the Paimio Sanatorium, built in 1930 and designed by world-renowned architect Alvar Aalto, with its roof-top terraces where the patients would lay all day on specially designed chairs, the so-called Paimio Chair. In Portugal, the Heliantia Sanatorium in Valadares, was used for the treatment of bone tuberculosis between the 1930s and 1960s.
In the early twentieth century, tuberculosis sanatoria became common in the United States. The first tuberculosis sanatorium for blacks was Burkeville, Virginia's Piedmont Sanatorium. Waverly Hills Sanatorium, a Louisville, Kentucky tuberculosis sanatorium, was founded in 1911. It has become a mecca for curiosity-seekers who believe it is haunted. Colorado Springs, because of its dry climate was home to several sanatoriums. A. G. Holley Hospital in Lantana, Florida is the last remaining freestanding tuberculosis sanatorium in the United States.
After 1943, when Albert Schatz, a graduate student at Rutgers University, discovered Streptomycin, the first true cure for tuberculosis, sanatoriums began to close, or (as in the case of the Paimio Sanatorium) were transformed into general hospitals. Around the 1950s, tuberculosis was no longer a major public health threat and so most of the sanatoriums had reached the end of their lives. Most sanatoriums were demolished years ago.
Some, however, have assumed updated medical roles. The Tambaram Sanatorium in south India is now a hospital for AIDS patients. The state hospital in Sanatorium, Mississippi is now a regional mental retardation center.
In the former Soviet Union the term has a slightly different meaning. It is mostly a combination of a resort/recreational facility and a medical facility intended to provide short-term complex rest and medical services, thus it is common to spa resorts


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Investigation on Vinegar.
Extracts from this document...
Introduction
Chemistry Coursework: Investigation on Vinegar Getting the Results I am going to measure the amount of acid in certain types of vinegar. I will use the following vinegars: white wine, cider, red wine, malt and distilled malt. I will use a NaOH 01m or 0.4m to see when the vinegar turns the alkali neutral. To show when the vinegar turns neutral I will either will use phenolphthalein or methyl orange indicator. The methyl orange turns a peach colour and the phenolphthalein goes completely clear from being a pinky colour! Apparatus * 1x Burette * 1x Pipette * 1x Pipette filler * 3 x Beaker * 1x Funnel * 1x Different vinegars * 1x Alkali * 1x Clamp stand * 1x White mat * 1x Burette clip Method 1. Collect all of the apparatus. 2. Set up the equipment like above. 3. Fill the Burette with the type of vinegar. 4. Put 10cm cubed of the alkali into a beaker and add 2-4 drops of indicator to the alkali. 5. Take a rough measurement by opening the tap of the burette and stopping every 1 cm cubed. 6. When the indicator changes take the measurement. 7. Wash out all equipment with distilled water. 8. Start again stopping at 4 cm cubed below the first measurement adding the vinegar slowly and mixing it up. To find out the concentration of etanoic acid in each vinegar you have to use bMaVa = aMbVb. ...read more.
Middle
There are two different ways of making vinegar either a slow way or a quicker way. The slow way is to use a weak alcohol from about 5 to 10%. You then leave the alcohol outside for about 4 weeks. The hotter the temperature the quicker the change. You then leave it to settle in a cool place until clear. The reason it turns into vinegar is because the ethanoic acid gets oxidised then turns into acetic acid. The more ethanoic acid the more acetic acid thus meaning it is stronger. Hypothesis' As it says above the making of vinegar is made by the oxidation of alcohol. As this is true I think that red wine would be the strongest of the vinegar's, then white wine, then cider, then distilled and finally malt vinegar. Red wine as it is the most alcoholic will be the strongest vinegar. Also distilled will be the stronger than malt as it has no impurities. Preliminary Results For my preliminary results I had to choose what strength of alkali I should use and also which indicator I should use. I tested all the vinegars with both strengths of alkali and with both indicators. The first thing that I noticed was that I t was impossible to use 0.4 moles of NaOH as it was too strong to be distilled by the vinegar's. This meant I would have to use 0.1 moles of NaOH as it stays on the scale and comes up with a good reading. ...read more.
Conclusion
Cider Vinegar: 1 x Ma x 10.20 = 1 x 0.1 x 10 Ma = 0.098 x 10 = 0.98 You have to multiply by 10 as it is diluted! Red Wine Vinegar: 1 x Ma x 8.1 = 1 x 0.1 x 10 Ma = 0.123 x 10 = 1.23 You have to multiply by 10 as it is diluted! Malt Vinegar: 1 x Ma x 11.5 = 1 x 0.1 x 10 Ma = 0.087 x 10 = 0.87 You have to multiply by 10 as it is diluted! Diss. Malt Vinegar: 1 x Ma x 11.37 = 1 x 0.1 x 10 Ma = 0.088 x 10 = 0.88 You have to multiply by 10 as it is diluted! This means that they go in the following order: * Red wine Strongest * White wine * Cider * Diss. Malt * Malt This proves that my hypothesis was true and that the equation was right. The experiment has worked very well and has been a success. I had 2 anomalies but I repeated these so they were fine. I then used these to work out the average. It shows that the more alcohol in a vinegar the stronger the vinegar is. If I did it again I would try and use a better way of measuring when it is neutralised! 1 Oli Jones 4 Aleph ...read more.
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 1. Concentration of Vinegar
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Reshaping Curves with the Subselection Tool
The subselection tool lets you manipulate a point's Bézier handles to modify the slope and depth of the curve. You can add and delete points and convert existing curve points to corner points, or vice versa, with the pen tool (see "Converting, Removing, and Adding Points," later in this chapter).
One way to reshape a curve is to change the location of the anchor points that define the curve.
To move a curve point:
- In the Toolbar, choose the subselection tool.
- Click a path to select it. Flash highlights the entire path of the selected element.
- Position the pointer over a curve point. The anchor-point modifier appears.
- Click and drag the point to a new location.
Flash previews the new curve as you drag (
Figure 3.38 One way to modify a curved path is to reposition anchor points with the subselection tool.
After you move a curve point, the path remains selected, and the Bézier control handles of the point you moved become active so that you can further manipulate the curve.
To reshape a curve with the Bézier handles:
- With the subselection tool, click the curve you want to modify.
- Click one of the anchor points that define the curve you want to modify. Bézier handles appear.
- Click and drag one of the Bézier handles. The pointer changes to an arrowhead.
- To modify the curve, do one or more of the following:
- To make the curve more pronounced, position the Bézier handle farther from the curve in the direction in which the curve bulges.
- To make the curve flatter, position the Bézier handle closer to the curve.
- To make the curve bulge in the opposite direction, move the Bézier handle past the existing curve, in the opposite direction from the current bulge.
- To make the curve deeper, position the Bézier handle farther from the anchor point.
- To make the curve shallower, position the Bézier handle closer to the anchor point.
Flash previews the new curve as you manipulate the Bézier handle (
Figure 3.39 When you select anchor points, their Bézier handles appear (A). Leaning a Bézier handle away from a curve (B) makes that curve segment more pronounced (C). Leaning the handle toward the curve flattens that part of the curve. Dragging the Bézier handle away from its anchor point (D) makes the curve deeper (E); dragging the handle toward the anchor point makes the curve shallower.


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07 April 2020
Online Access to United States Government Printing Office Publications
My former colleague and Head of the Eccles Centre for North American Studies, Professor Philip Davies, would always start his remarks of welcome to Eccles Centre events by saying that the North American collections and resources of the British Library were the best in the world, outside of the Americas.
Professor Davies was most likely right on that count based on the pure size of the North American collections which have been systematically developed for around two centuries. Nevertheless, these collections housed in the Library's cavernous basements and storage buildings are now inaccessible due to the to the COVID-19 pandemic. However, for the scholar, reader, or anyone who's interested, there is a rich collection of North American digital resources available from the British Library website which are free to access.
One of these is the collection of the United States Government Printing Office publications available through Explore the British Library. The Government Printing Office (GPO) is the printer to the US Government and since 1861 it has played a pivotal role in keeping Americans informed about the business of government. Being official publications are meant for public circulation, a portion of these works are freely available to access via the catalogue.
To access the collection simply use the search term "Government Printing Office" in the British Library catalogue. Under Access Options select "Online" where it will list in excess of 15,000 records. By selecting the "I Want This" option on any of these records it will direct the user to a view online option and from there select US Federal Government Document by clicking "Go". This will take you directly to the digital version of the publication.
The breadth of what is published by the GPO is quite bewildering, so where would one start? In normal circumstances a suggestion might be to visit the forthcoming British Library exhibition Unfinished Business: The Fight for Women's Rights, which explores the complex history and battles for women's rights.
At the moment, it might be appropriate to suggest a collection of 150 plus digital publications relating to Women's Bureau between the 1918 -1963, which can be accessed via Explore the British Library. These publications include the Women's Bureau Bulletin and their annual reports, along with a range of reports, legislation and studies on a Federal and State level proving rich research resources for range of disciplines. By way of an example:
"Women's Employment in Aircraft Assembly Plants in 194": Women's Bureau Bulletin, No. 192-1.
The United States Women's Bureau was set up in 1920, as part of the Department of Labor to create parity for women in the labour force through research and policy analysis. Its role was to educate and promote policy change, and to increase public awareness. The Women's Bureau is still in existence and is celebrating its centenary this year.
Furthermore, the collection contains a wide range of contemporary titles published by the Government Printing Office including:
A Grave Misfortune: The USS Indianapolis Tragedy / Richard A. Hulver; Peter C. Luebke, associate editor.
The Final Report of the Financial Crisis Inquiry Commission
Women in Congress, _PHONE_
Keeping America informed: the U.S. Government Printing Office: 150 years of service to the nation.
All the above titles can be accessed via Explore by searching the title. Bear in mind that if you are searching for a specific document, or report, this item may be part of a larger series.
For a more in-depth insight in to the Library's collection, there is a downloadable guide on the US Federal Government publications collection page.
[blog post by Jerry Jenkins. Curator, Contemporary British Publications, Emerging Media]


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Make Directory Function
File Names Class
Public Function MakeDirectory( _
 ByVal vDirectory As Variant _
 ) As Variant
Create the named directory even if the other directories along the path do not currently exist.
Function returns True upon success and False if the directory cannot be created for any reason.
Example:
 ' Example will create directory C:\TEMP\LEVEL2\LEVEL3
 ' even if it has to create C:\TEMP and C:\TEMP\LEVEL2
 MakeDirectory("C:\TEMP\LEVEL2\LEVEL3") = True
See also:
 UniquePathNamesVariantVector Function
vDirectory: Name of the directory that is to be created. Function returns Null if vDirectory is Null or cannot be fixed-up to a string.
Note: If this function fails, it is usually because either 1) the drive is invalid, or 2) there is already a file whose name conflicts with some part of the path name vDirectory. For example, the above example would return False if there were no drive "C" or if there were already a file named "C:\TEMP", "C:\TEMP\LEVEL2", or "C:\TEMP\LEVEL2\LEVEL3".
Copyright _PHONE_ Entisoft
Entisoft Tools is a trademark of Entisoft.


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Emotions play a significant role in our decision-making. It goes beyond intuition as an emotional state when deciding also contributes to the final verdict given. We let go when we are happy and often get super annoyed over little things when we are already stressed out. Emotions reflect in our behaviors and actions, thus the need to trigger the right emotions.
Let's face it straight away – every graphic designer experiences emotional burnout at some point in his/her career. As a matter of fact, it's a widespread problem that affects professionals in all fields of work.
What does it mean to create a design that satisfies a person on an emotional level? That is a pretty loaded question, yet fair enough for those that are aiming to improve on the quality of their project outputs. Some would say it is the aesthetic factor that reels people in. Others would counter that by saying the emotional effect is due more to the way the website works. The truth would be a mixture of both. Read on to find out some Tips To Create Emotionally Satisfying UX Designs.


This article will guide you on how to suspend or unsuspend a domain from WHM.
1. Login to WHM with your username and password
2. Select Account Functions options from WHM home
3. Click on Manage Account Suspension
4. Select the domain from the list of Domains and click on Suspend or Unsuspend button (Select the action which you wish to perform for the domain).
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Cite this document
The majority of test data indicate that the hydraulic conductivity of soil-sodium bentonite mixtures increases several folds with many of the chemicals found at waste disposal sites. This investigation is on mixtures consisting of calcium bentonites from four different sources, cement, slag, and fly ash using flexible wall permeameter. The mix with calcium bentonite from Greece yielded hydraulic conductivity values which were equal to or lower than 10-7 cm/s. With water and organic chemicals (aniline 5,000 ppm, phenol 5,000 ppm, toluene 500 ppm) the soil mix showed a decrease in hydraulic conductivity. Over a 40 day period the hydraulic conductivity decreased from about 10-7 cm/s to 10-9 cm/s. The rate of decrease in hydraulic conductivity with phenol was somewhat slower. The hydraulic conductivity did not increase with time with any of the chemicals.
slurry wall, calcium bentonite, sodium bentonite, hydraulic conductivity, flexible wall permeameter, fly ash, slag, cement
Professor, New Jersey Institute of Technology, Newark, NJ
Staff engineer, Dames & Moore, Cranford, NJ


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Configure Workflow Steps, Transitions, and Attributes in the Back-Office
Each process or action applied to a record is called a workflow transition. On the interface, transitions are usually initiated when a user clicks the corresponding button or icon. There are two types of transitions:
 - Transitions that take a user from one state to another and connect to each step in the workflow.
 - Self-transitions that do not change steps in the workflow.
Every workflow has the Start transition that launches the workflow.
A transition can be defined as soon as there is at least one step besides Start. However, it is often simpler to define all workflow steps and then all the transitions between them.
Attributes are characteristics of the record. For example, a ZIP code and a street name are attributes of an address. In the course of each transition, you can change some attributes of the processed record.
A workflow may have configuration parameters (also known as variables). For example, the Alternative Checkout workflow includes reviewing of an order by an authorized person. This is usually required only for orders exceeding a certain amount, so the workflow's configuration parameter enables you to set an order subtotal limit that triggers the alternative checkout.
If enabled (see the section below), the workflow widget displays the process steps defined in workflow configuration on the record view page. Multiple workflow widgets can be displayed for one record at the same time.


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The implementation process
To help you make sense of the various eco-innovation activities identified, they are grouped into 'steps' and 'phases'. The six phases represent the major milestones in the implementation of eco-innovation. Steps comprise a number of activities that have the same overall objective within each phase.
If you are in the agriculture, metals or chemicals business, you will find specific information from your sectors about these activities.


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Let $\sigma_p(m,n)$ (resp. $\pi_p(m,n)$) denote the sum of the carries when adding (resp. multiplying) the numbers $m=\sum_{k\ge0}m_kp^k$ and $n=\sum_{k\ge0}n_kp^k$ using base-$p$ arithmetic where $m_k,n_k\in\{0,\dots,p-1\}$ for $k\ge0$. Let $s_p(m)=\sum_{k\ge0}m_k$ be the sum of the base-$p$ digits.
Question 1. Does someone know a reference for the following (cohomological) formulas? $$\sigma_p(m,n)=\frac{s_p(m)+s_p(n)-s_p(m+n)}{p-1},\quad \pi_p(m,n)=\frac{s_p(m)s_p(n)-s_p(mn)}{p-1}.$$
Question 2. Does someone know what $\pi_p(m,n)$ counts (besides the number of carries)?
I will happily type my (short) proofs if there is interest, and there is no obvious reference. A famous result of Kummer says that $\sigma_p(m,n)$ is the exponent of the largest power of $p$ dividing $\binom{m+n}{n}$. (The formula for $\pi_p(m,n)$ arose from a problem in finite geometry.)
Edit: Typo corrected ($\alpha$ changed to $\sigma$). Thanks R. Also, replaced 'number of carries' with'sum of carries' as $c_k>1$ happens, see proof below.
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Where did $\alpha$ come from? – R.. Sep 4 at 4:20
2 Answers 2
In their article "Stolarsky's conjecture and the sum of digits of polynomial values"( _URL_ ), Hare, Laishram and Stoll show in Proposition 2.2 that the sum of digits is subadditive and submultiplicative. Although the proposition does not contain the formulae you gave, the proof proceeds by giving your formulae, and then concluding with the remark that the number of carries is non-negative.
Can you explain what these equation have to do with cohomology?
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Thanks Jan-Christoph. Prop 2.2 of the preprint states the formula for $\sigma_p(m,n)$, but not the formula for $\pi_p(m,n)$. (If it did then the proof of $s_p(mn)\le s_p(m)s_p(n)$ would be even shorter.) – Glasby Sep 5 at 1:01
It implicitly does. The displayed formula in their proof has two $\leq$-signs, each of which comes from sub-additivity. If you insert the more precise formula for $\sigma_p(m, n)$ at these places, you get the formula for $\pi_p(m,n)$. – Jan-Christoph Schlage-Puchta Sep 6 at 9:34
I was asked (offline) for a proof of the formula for the sum of the carries $\pi_p(a,b)$ when multiplying $a$ and $b$ in base $p$.
Proof. Multiplying the base-$p$ expansions $a=\sum_{k\ge0}a_kp^k$ and $b=\sum_{k\ge0}b_kp^k$ generates carries $c_0,c_1,\dots$ where $c_k$ is the carry generated by adding multiples of $p^k$. The base-$p$ expansion of the product $ab=\sum_{k\ge0}(ab)_kp^k$ is related to the $a_i$, $b_j$ and $c_k$ via the equations: \begin{align*} (ab)_0&=a_0b_0-pc_0\\ (ab)_1&=a_0b_1+a_1b_0+c_0-pc_1\\ (ab)_2&=a_0b_2+a_1b_1+a_2b_0+c_1-pc_2\\ &\ \vdots \end{align*} where $(ab)_k=\left(\sum_{i+j=k}a_ib_j\right)+c_{k-1}-pc_k$ for $k\ge1$. Adding these equations gives $$ s_p(ab)=\left(\sum_{i\ge0}a_i\right)\left(\sum_{j\ge0}b_j\right) -(p-1)\sum_{k\ge0}c_k=s_p(a)s_p(b)-(p-1)\pi_p(a,b). $$ Rearranging gives the desired formula for $\pi_p(a,b)$. The formula for $\sigma_p(a,b)$ is obtained similarly by adding $(a+b)_0=a_0+b_0-pc_0$ and $(a+b)_k=a_k+b_k+c_{k-1}-pc_k$ for $k\ge1.\ \ \square$
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Approximately 150 million children, or approximately 22% of children worldwide, experience stunting (low height-for-age). This number is rising quickly due to the effects of the COVID-19 pandemic, which include disruptions to food systems and decreased access to nutritious foods. The burden of malnutrition is significantly higher in certain parts of the world, such as Guatemala, with prevalence as high as 70% in certain parts of the country. Organizations on the ground, such as Maya Health Alliance (MHA), provide health care and nutrition services to Maya populations in Guatemala.
The Academy, MHA and other partners have collaborated to build the evidence-base for nutrition interventions to address stunting. Current projects are evaluating the impact of home garden and complementary feeding egg interventions, combined with a clinical nutrition intervention, in rural Guatemala.
Speakers will discuss how this collaboration has evolved before and during the pandemic and how it has made a difference in historically marginalized communities in Guatemala. Learn more about the methods, lessons learned, and results of these culturally sensitive interventions, and how program delivery and data collection were adapted to unexpected challenges.
CPE Level: Level 2
- 1.3.8 Initiates collective efforts with others to implement resources to support culturally diverse customers.
- 12.4.4 Identifies and implements strategies
for reaching individuals and populations in collaboration with stakeholders.
- 6.3.9 Disseminates research or performance improvement outcomes to advance knowledge, change practice and enhance effectiveness of services.
- Identify how collaborations between organizations can lead to effective global nutrition projects.
- Describe different nutrition interventions/methods to address chronic malnutrition in young children.
- Understand the importance of conducting culturally appropriate interventions and research in Central America.
- Andrea Guzman
- Stephen Alajajian
- Gabriela Montenegro


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Definition of Login Account
A Login Account is a set of information about a user stored on a Host System. It typically includes Credentials, a full name, and other Operating System-specific information such as a numeric User ID, a home directory, group membership and so forth.
What constitutes a Login Account is extremely Operating System-dependent.
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