text:
Difference Between Aiding and Abetting and Being an Accessory
- in Laws
Aiding and abetting a crime and being an accessory to a crime are both criminal offenses that carry a criminal charge that often includes jail time. Both charges may bring the need for both a bail bondsman and a criminal defense attorney. While both crimes include assisting a person in committing a crime, there are differences in the definitions of the charges. Let us take a closer look at this subject.
The difference between "Accessory to a Crime" and "Aiding and Abetting a Crime"
To aid and abet in a crime is to encourage, entice, or otherwise help someone else commit the crime. To be guilty of this act, one does not have to be present when the crime is committed. A person is guilty of the charge even if they only suggest the act of commission. When a person assists in a crime, they are also criminally charged with either being an accomplice or an accessory. This is where the definition differences apply legally. The definition of being an accessory to a crime is to help or contribute to the commission or hiding of a criminal act. Assisting, planning, or encouraging someone to commit the crime is considered an accessory before the fact. Helping someone escape or evade arrest or punishment is considered an accessory after the fact. Participating in the actual crime is not necessary in order to be considered an accessory. Whether charged with accessory before or after the fact, there are stiff legal consequences associated with either of the charges. Being legally considered an accomplice to crime also includes intentional or voluntary assistance in the commission of a criminal act. There are two main differences between this act and being an accessory. In most cases, an accessory is present at the time of the crime. Additionally, the person charged is often subject to the same punishment as the person who committed the crime while an accessory is often charged less harshly. However, either one of these crimes of aiding, or helping someone else commit a crime in any way, shape, or form, poses legal consequences for the offender.
Need for and Purpose of a Bail Bondsman
A criminal charge for crimes of aiding most often result in arrest and jail time. When a judge orders a bail amount, it is usually a high amount that is set. Often, defendants enlist the assistance of bail bondsmen to post their bail amounts so that they may remain free until their future court dates occur. The bail bondsman goes before the judge, representing a company and acting on behalf of the defendant, promising to pay the remainder of the bail amount should the defendants fail to appear at their future court date. Many people who help someone else commit a crime to enlist the assistance of a bail bondsman after they are charged and arrested.
Need for and Purpose of a Defense Attorney
When charged with a criminal offense, it is always in the defendant's best interest to hire an attorney to help. A criminal defense attorney is representing and acting on behalf of the defendant. The attorney helps ensure the defendant's rights are not violated, and assists in helping the defendant get the lightest sentence possible. An attorney possesses the knowledge and experience to accomplish this goal for the defendant he represents. Although there are differences in aiding and abetting, as well as in being an accomplice or accessory, they are all against the law. When a person breaks the law to this extent, it usually results in arrest and conviction. Enlisting the help of a bail bondsman and an attorney may become essential.


text:
(Courtesy University of Georgia Cooperative Extension Service, College of Agriculture and Environmental Sciences)
Height: 15-25 feet (4.5-7.6 meters)
Spread: 10-15 feet (3.0-4.5 meters)
Leaf: 18-36 inches (45-91 cm)
Range: Not native to North America. (USDA Hardiness Zones 8B through 11 - Florida; southern Georgia, Alabama, Mississippi, Louisiana, Texas, Arizona and Nevada; coastal California, Oregon and Washington).
General Care Tips
Pindo Palms grow in a variety of sun and shade conditions. Trees tolerate a variety of well-drained, fertile soils. Prune sparingly. Avoid damaging lower trunk and roots.
Things to Watch For:
Insect pests include palm leaf skeletonizer and scales. There are no major disease problems.

source: HuggingFaceFW/fineweb-edu


RubyGuides
Share this post!
Ruby Internals: Exploring the Memory Layout of Ruby Objects
Would you like a quick tour of Ruby internals?
Then you're in for a treat.
Because
We're going to explore together how a Ruby object is laid out in memory & how you can manipulate internal data structures to do some cool stuff.
Fasten your seatbelts & get ready for a journey into the depths of the Ruby interpreter!
Memory Layout of Arrays
When you create an array, Ruby has to back that up with some system memory & a little bit of metadata (like the array size).
Since the main Ruby interpreter (MRI) is written in C there are no objects.
But there is something else: structs.
A struct in C helps you store related data together, and this is used a lot in MRI's source code to represent things like Array, String's & other kinds of objects.
By looking at one of those structs we can infer the memory layout of an object.
So let's look at the struct for Array, called RArray:
struct RArray {
 struct RBasic basic;
 union {
 struct {
 long len;
 union {
 long capa;
 VALUE shared;
 } aux;
 const VALUE *ptr;
 } heap;
 const VALUE ary[RARRAY_EMBED_LEN_MAX];
 } as;
};
I know this can look a bit intimidating if you are not familiar with C, but don't worry! I will help you break this down into easy to digest bits 🙂
The first thing we have is this RBasic thing, which is also a struct:
struct RBasic {
 VALUE flags;
 VALUE klass;
}
This is something that most Ruby objects have & it contains a few things like the class for this object & some binary flags that say if this object is frozen or not (and other things like the 'tainted' attribute).
In other words:
RBasic contains the generic metadata for the object.
After that we have another struct, which contains the length of the array (len).
The union expression is saying that aux can be either capa (for capacity) or shared. This is mostly an optimization thing, which is explained in more detail in this excellent post by Pat Shaughnessy. In terms of memory allocation, the compiler will use the biggest type inside an union.
Then we have ptr, which contains the memory address where the actual Array data is stored.
Here's a picture of what this looks like (every white/grey box is 4 bytes in a 32-bit system):
array memory layout
You can see the memory size of an object using the ObjectSpace module:
require 'objspace'
ObjectSpace.memsize_of([])
# 20
Now we are ready to have some fun!
Fiddle: A Fun Experiment
RBasic is exactly 8 bytes in a 32-bit system & 16 bytes in a 64-bit system. Knowing this we can use the Fiddle module to access the raw memory bytes for an object & change them for some fun experiments.
For example:
We can change the frozen status by toggling a single bit.
This is in essence what the freeze method does, but notice how there is no unfreeze method.
Let's implement it just for fun!
First, lets require the Fiddle module (part of the Ruby Standard Library) & create a frozen string.
require 'fiddle'
str = 'water'.freeze
str.frozen?
# true
Next:
We need the memory address for our string, which can be obtained like this.
memory_address = str.object_id * 2
Finally:
We flip the exact bit that Ruby checks to see if an object is frozen. We also check to see if this worked by calling the frozen? method.
Fiddle::Pointer.new(memory_address)[1] ^= 8
str.frozen?
# false
Notice that the index [1] refers to the 2nd byte of the flags value (which is composed of 4 bytes in total).
Then we use ^= which is the "XOR" (Exclusive OR) operator to flip that bit.
We do this because different bits inside flags have different meanings & we don't want to change something unrelated.
If you have read my ruby tricks post you may have seen this before, but now you know how it works 🙂
Another thing you can try is to change the length of the array & print the array.
You will see how the array becomes shorter!
You can even change the class to make an Array think it's a String
Conclusion
You have learned a bit about how Ruby works under the hood. How memory for Ruby objects is laid out & how you can use the Fiddle module to play around with that.
You should probably not use Fiddle like this in a real app, but it's fun to experiment with.
Don't forget to share this post so more people can see it 🙂


Clearing Nestbox Or Stuck Eyes in Young Kits
A Clean Nestbox to Prevent Infection
[Editor's Note: When baby rabbits are in the nest box, they can suffer from infections in their eyes and genitals. For this reason it's very important to keep a clean, dry box for them to sleep in. If the bedding in the nest becomes wet or soiled, you should change the bedding and thoroughly sanitize the box. Save out the dry fur that the doe pulled to add to the new nest. Once you have changed the bedding, the kits may take a while to settle in. During this period they may crawl out of the box, and if they do it's a good chance that they will chill or get lost. So keep a close eye on the kits after you clean their box, and replace them if ever you find them outside the box before two weeks of age. Sometimes I even take the box away from the doe for several hours and keep a piece of wire over the top of the box, to prevent them from crawling out. Baby rabbits are at risk of death from exposure until they are 10-14 days old.]
Caring For Baby Rabbit Eyes
baby rabbit with his eyes stuck shutBaby rabbits are born with their eyes shut. The eyes do not open until they are about ten, eleven, or twelve days old.
If there are kits that are twelve days of age and their eyes have not opened, I will intervene to help out. I use a sterile eye wash and a clean cotton ball to soak the eyelids for a few minutes (try to warm up the solution a bit if it's very cold). Then, with clean fingers, I gently pry open the eyes.
If there was crusty matter keeping the eyes closed, then I apply a one-time application of optic ointment (tri-optic or terramycin ointment).
Treatment for Optical Infections in Young Bunnies
If an eye is full of pus, this is called "nest box eye." Treatment includes rinsing it with the eye wash and use the ointment twice a day for several days–until the symptoms have been gone for twenty-four hours. It can take persistence to clear up the symptoms.
You should consult your vet before giving medical treatment.
Editor's Note:
The bunny in the picture had an eye infection coming out of the nestbox. It took frequent treatments of warm water, soft cloths, and eye ointment to get it to clear up, but it finally did. He had a light spot on that eye for a while, which is a disqualification from competition. However, the spot went away as he matured.
Next Article: When babies leave the nest box
Next Article: When babies leave the nest box
A sample text widget


text:
EES 225: Earth Materials
Samantha Tramontano, Earth & Environmental Science, working with Guilherme Gualda, Associate Professor and
Lily Claiborne, Sr. Lecturer of Earth & Environmental Science
Visual and spatial reasoning and understanding are important skills for many disciplines within the Earth Sciences, and developing those skills is one of the major challenges students face when they are first learning how to use microscopy as a tool for understanding optical mineralogy. Students struggle with building basic microscopy skills that are essential for their progression as Earth scientists.
In this project, we incorporated a visual aid component for the optical mineralogy portion of the Earth Materials class here at Vanderbilt. Specifically, we developed videos to show students what they should be looking for when examining minerals and to highlight the observation protocols and spatial skills they will need to use while doing so. The videos were accompanied by low-stakes quizzes that allowed students to assess their own understanding. We hypothesized that these videos enabled students to be more self-sufficient in lab and enhanced their confidence and engagement.
My project asked: Will exposing undergraduate geology students to optical microscopy figures in videos prior to lab assist in the acquisitions of skills required to describe and distinguish Earth materials?
Our overall goal was for the students to be able to implement new microscope skills in describing and distinguishing minerals in thin section. More specifically, our learning objectives were for students to be able to:
- Identify the parts of the petrographic microscope and how to manipulate it for different tasks
- Determine optical properties of any mineral
- Characterize a mineral in plane-polarized light and cross-polarized light
- Self-assess and explain confidence in their characterization and naming of minerals
Four units were hosted on a WordPress website: _URL_ and included accompanying exercises hosted on Google Forms.
The units and topics covered include:
- Plane Polarized Light: color, pleochroism, relief, transparent vs. opaque
- Cross Polarized Light: Interference colors, extinction angles, birefringence, isotropy vs. anisotropy, fast & slow ray
- Uniaxial Minerals: Interference figures, optic sign, flash figure, characterizing along epsilon and omega
- Biaxial Minerals: Interference figures, optic sign, 2V angle, flash figure, characterizing along alpha, gamma, & beta
Pre-Lab Videos & Questions
For the purpose of this study, the videos and questions were emailed prior to a weekly lab with the intent of familiarizing the student with the types of images and information he/she should obtain with the microscope. The learning objectives of these videos support the merging of theoretical goals and practical goals. Using these videos with a lab where theory is taught will optimize the success of the student. Two example videos are shown below.
We assigned one video per week for the first half of the fall semester. Short formative assessments accompanied the videos in a Google Forms-hosted assignment (example, below). This assignment will be given credit based on completion and is intended to aid in student self-awareness, or metacognition.
Summative assessments include weekly homeworks and a lab final. The combination of the pre and post lab assignments is expected to help students understand how much extra time is needed to hone and fully understand the basic optical microscopy skill-set.
Assessing the Effectiveness of the Online Quizzes and Videos
The effectiveness of the videos were assessed by comparing the homework and lab final grades of the students this year with those of the students last year. The homework assignments and lab final were part of the original course framework and remained consistent between the two years. We expected the students to perform better and with more confidence. The students were also asked to fill out the questionnaire below. The answers after each week were compiled and compared for the fall 2015 Earth Materials course in the Earth and Environmental Sciences department (EES 225).
How did they feel about it? Vanderbilt students were surveyed each week to determine response to pre-lab assignments. Larger square symbols indicate the mean response; small circles indicate individual student responses; each week is shown in a different color. The students generally found that the pre-lab assignments were helpful for lab exercises, and they reported higher self-confidence inside and outside of lab.
How did they watch it? Data from YouTube was analyzed for students using the exercises at Vanderbilt University and at Illinois State University. While Vanderbilt students visited the videos most frequently, Illinois State students watched a larger percentage of each video.
No significant difference in homework and lab final grades between 2014 and 2015 Vanderbilt students.
You can see more results and learn more about the project by viewing the project poster.
Tramontano, S; Gualda, GAR; Claiborne, L; Brame, C. 2015, Developing and incorporating instructional videos and quizzes as a blended and online learning component in an undergraduate optical microscopy curriculum., Abstract ED53A-0848 presented at 2015 Fall Meeting, AGU, San Francisco, Calif., 14-18 Dec.

source: openbmb/Ultra-FineWeb


text:
3D MUD™ SYSTEM:
MULTIPLE GEOSPATIAL SOLUTIONS
Auracle is an infrastructure monitoring company with a 3D remote satellite monitoring system, the 3D MUD™ System, that provides continuous measurement and surveillance data across a wide range of sectors, including pipeline and gas right of ways, transportation networks and waste landfills.
Detect subsurface geohazards that impact design of infrastructure right of ways, and other critical transportation networks.
Monitor the impact of land subsidence and uplift under the earth on assets and and infrastructure for early warning of potential threats.
COMPLY WITH ESG REGULATIONS
PLANNING AND DESIGN
Monitor the impact of underground structural movement on assets and and infrastructure for early warning of potential threats.
MONITOR LEVEE, DAM AND DYKE SYSTEMS
Our system satisfies the demand for corporate responsibility by detecting, mapping and monitoring the impact of structural movement on pipelines, mines, roads, bridges, tailing dams, and dyke systems.
Monitoring the surface and subsurface for geohazards allows early detection of subtle movements before problems escalate to impact operations, threaten public safety or damage the environment.
MODEL AND COLLABORATE
Model subsurface geohazards and competent subsurface structures without a footprint.
Understand the phreatic zones and impact these zones can pose on your project area and surrounding infrastructure.
Integrate drill data and other data types to produce a more complete model.
MONITOR YOUR ASSETS
Surveille ROWs to detect ground movement, bank erosion, encroachment and loss of cover that may impact critical infrastructure.
Augment visual inspections to reduce operator error with customizable monitoring programs.
Our 3D geospatial technology replaces point or grid based surveys that require countless points that may not precisely detect displacement or deformation under the earth's surface.
MONITOR LARGE AREAS
MONITOR OVER TIME
OPEN YOUR EYES TO UNDERWATER ASSETS
Auracle'S geotechnical services provide highly accurate SAR radar-derived underwater 3D models, specializing in ports, rivers, and lake bottoms.
These 3D models replace manual surveys of lakes and rivers, making remote monitoring, more timely and cost-effective.
Get a satellite view while monitoring surface, subsurface and underwater movement well in advance of catastrophic events with revolutionary measurement as little as 2 mm and in 3D.
DETECT AND MONITOR ENVIRONMENTAL CONTAMINATION
Monitor contaminated industrial sites to analyze the impact on the environment overtime.
Use our advanced spectral analyses that detect vegetation stress associated with environmental contamination.
Identify remediation needs and measure effectiveness and regulatory compliance.


Follow Us
Business Growth Mindset
Why Adaptability is A Superpower
Hi Kristian Livolsi and welcome. Today I want to share with you…
Why adaptability is a superpower and the traits you need to develop in order to take advantage of its power.
Charles Darwin said,
Adaptability refers to one's ability to quickly respond to changing trends, innovation, destabilization, industry shifts, and so forth. This ability to adjust or shift makes a business owner and CEO agile and that is important because most industries today are in some state of unrest.
For example,
Let's consider a company whose business model has become disrupted by covid and thus revenues dip. One business owner clings onto the standard way of doing business, resists change, and subsequently drags the company and its employees towards catastrophic failure. Conversely, another business owner adapts by cutting costs, thinking differently, empowers their team, and most importantly looks to the future and carves a new path that carries the company forward through those tough times. In fact, companies lead this way generally become more profitable and more connected than previously.
From my experience of working with hundreds of CEOs and business owners' adaptable leaders demonstrate thirteen traits and they are;
 1. They don't complain
 2. They don't blame others or the circumstances they are dealt
 3. They have a growth mindset
 4. They experiment
 5. They see opportunity through failure
 6. They are resourceful
 7. The think ahead
 8. They are strategic
 9. They are curious
 10. They have open minds
 11. They focus on systems and process
 12. They stay relevant
 13. They thirst for learning
Remember that all skills can be taught, and you can develop these traits by practice and repetition. The best part about these traits is that you can teach your team and great leaders focus on their team, empowering them with education and meaning.
Where focus goes energy flows. Invest in you and your team and grow and flourish through change and reduce resistance by being adaptable.
I specialize in developing this superpower for my clients and their companies. If you want to become more adaptable or would like to review your companies ability to become more agile and adaptable please book a meet and greet call with me and let's have a chat about your needs and wants and see if I can help you unlock this superpower.
The link is in the post, until then live with purpose.
Related Posts
9 Steps To Supercharge Your Business Growth
Download and start growing today!


text:
In 2003, the Fraternity welcomed Eta Lambda Chapter with members who are students at Santa Clara University. The University, founded in 1851 as Santa Clara College, is California's oldest institution of higher learning, established on the site of an original California mission located near San Francisco Bay. In 1961 women were accepted, and Santa Clara became the first coeducational Catholic university in California.
From the very beginning, Theta alumnae have distinguished themselves in their careers and their volunteer endeavors. In fact, some are so well-known that they're household names, and many have the distinction of being the first women in their professional fields. The archives takes this opportunity to recognize some of our more notable sisters.
Eta Lambda Historical Documents from the Archives
Click on the documents below for a variety of historical documents about the chapter.

source: m-a-p/FineFineWeb


The Languages Repository allows List Prolog Interpreter (LPI) to be used in languages other than English.
The Languages Repository allows installing languages in LPI, generating documentation for LPI in that language and translating algorithms between languages.
Installing languages in LPI[edit | edit source]
The list of languages which LPI can run in is at Translate Shell and includes Mandarin Chinese and European languages.
Generating documentation for LPI in other languages[edit | edit source]
The documentation includes installation instructions, commands and a tutorial on grammars. The documentation produced is in markdown language (.md) and is produced by translating code between '''' (backticks), translating text outside HTML tags and not translating text between '&&' (ampersands).
Translating algorithms between languages[edit | edit source]
The algorithm loosely traverses the algorithm and converts whatever structures and items between languages. English is in the form e.g. [n,my_name1] while other languages are in the form ["n","my name 1"] to allow for capitalised names and translations with spaces. Note: strings passed as data are translated, so the finished algorithm should be proofread for accuracy.


text: But branching is not always about distribution of energy (in the previous case, greywater). Branching can also be about collection and conveyance of energy (typically toward storage, filtration, and ultimately to distribution). It's time, now, to look at the form of branching that collects and conveys. The blue arrows circles, and lines in this slide show the beginnings of that branching pattern. In the case of roofwater collection, we see short, stubby branches known as canales (much like the short, stubby see ends of the greywater pipes above. The canales dump runoff from the roof into catchment drains that are covered with river rock. These subsurface drain boxes are connected to 4" diameter undergound pipes that direct water toward a deisred goal that we'll begin to see in the next slide.


Dogs Pets Rottweiler
How to Train a Rottweiler in Five Simple Steps
Five Tips to Train Your RottweilerTraining the Rottweiler is very simple. It just takes a little dedication, patience together with five simple tactics and you'll train them successfully.
Here are 5 Super Suggestions for how to break in your Rottweiler with great results:
1. In order to prevent the Rottweiler from getting disoriented and in order that they will be able to learn to recognize instructions readily just one person should be responsible for training your Rottweiler initially. When too many people try to train your Rottweiler at once this can stop progress in its tracks.
2. Trainers should always take advantage of positive reinforcements and feedback. Once a Rottweiler obeys, you should reward this behavior so that he will understand that what he did was right. If a Rottweiler does not understand or follow instructions, don't punish him. Rottweilers aren't as intelligent as we are, they take longer to learn. What you have to accept is that they will not readily follow all your orders in only one training, it requires repeated actions to break in your Rottweiler successfully. Do not push the Rottweiler because he could develop anxiety which may retard his learning and ability to be taught. You may give them treats or food to praise the Rottweiler, but you do not want to overdue it.
3. Teach skills 1 at a time. Make sure to teach him 1 order after the next. In case he won't remember it, try to remain on that order only because trying other lessons might just confuse the Rottweiler. Stick to the basics.
4. When executing instructions, keep your inflection pleasant so your Rottweiler will happily obey the instructions. Rottweilers will respond to a low and confident tone. If you ever scream, he could get unresponsive and startled.
5. Train a Rottweiler in multiple locales. When you keep your Rottweiler in a particular place like your home, he might not be able to adjust to a new environment with new individuals. Take him to your park or throughout the neighborhood. This will help your Rottweiler get familiar with more breeds and people.
Conclusion: Rottweiler Training
Teaching a Rottweiler will often be hard, but it will always be worth it. The bottom line is, you'll be the beneficiary when your Rottweiler is taught. Who knows, he could even save your life in the future and pay back everything you taught him.
Don't forget to check out these other articles about Rottweilers


text: We report on the electric field dependence of ferroelectric phase transition in epitaxial SrTiO3 (STO) thin films grown by the pulsed-laser ablation deposition method. Metallic oxides SrRuO3 (SRO) and La0.5Sr0.5CoO3 (LSCO) were used as the bottom electrodes, and the bottom electrodes influence the dielectric properties of STO films. The change in the dielectric properties originates from the different work functions and the lattice mismatches among STO film, the bottom electrode, and the substrate. However, the field-induced ferroelectric phase transition temperatures of the STO/SRO/(100) STO and the STO/LSCO/(100) LaAlO3 systems are proportional to the applied electric field, indicating a field-induced first-order ferroelectric phase transition. © 2000 American Institute of Physics.


Hot News >
The Proper Role of Science: Sir Peter Gluckman
posted Mar 6, 2017, 2:49 PM by SOS SaveOceanScience [ updated Mar 6, 2017, 2:50 PM ]
The Proper Role of Science: Sir Peter Gluckman
( REUTERS/Chaiwat Subprasom )
Listen to Full Episode 54:00
The Harper government muzzled scientists. Donald Trump's administration is now doing the same. But a better relationship between science and government is possible. Sir Peter Gluckman is the Chief Science Advisor to the Prime Minister of New Zealand. This episode draws on a conversation he had with host Paul Kennedy and a talk he gave organized by Canadian Science Policy Centre, and hosted by the Institute for Science Society and Policy at the University of Ottawa. His point: science's proper role is to help decision-makers make scientifically-informed decisions.
Science is in trouble: it's under attack from the outside and elitist on the inside. So what should science be doing?
01:19 01:19
Science in a troubled age
"Is scientific advice of any value at all? If experts in a post-trust, post-truth world are marginalised as elites and can't solve our problems anyhow, do they have any value? In my opinion, scientific advice in this context is more important than ever...
Scientific uncertainties can be inappropriately exploited and injected into complex societal debates. We've seen many values debates obscured by inappropriate co-option of science to avoid the values debate. We've seen that in climate change, where there wasn't really a lot of debate over anthropogenic climate change for a long time. But there were awkward economic debates to be had. We're seeing it over the safety of genetically modified foods and so forth. And I think this issue of science being misused as a proxy for societal values-based debate is very bad. I think it short-changes democracy."
Science as elitist
"The scientific community is not beyond reproach. Science can get easily caught up in an elitist framing, particularly when we're arrogant. Because we must admit that science cannot solve every problem. Nor can we claim that it does. Nor can we claim that we know better than politicians how to solve the problems of the world.
We've seen many examples of scientists expressing considerable hubris and arrogance in trying to say they know what to do and ignoring the many other dimensions of addressing a problem. And of course, science is not the only input into policy-making."
Science vs common sense
"I think the issue [is] how you interpret the data. For example, you could pour a whole of the data into a computer and it might turn out something like: "where people eat more ice cream, there are more burglaries" -- to use a silly example. It doesn't mean that ice cream eating causes people to be naughty and steal things. What it's just telling you is there's a confounder, and the confounder is on hot days, people leave their windows open, and where windows are open, burglars are more likely to enter them.
You can't look at data without having an understanding of the system within which the data is looking. And particularly, just using that simple example, if you knew nothing about anything else you might naively think that eating ice cream caused people to become burglars.
But when you get into things like the relationship between poverty and crime, or environmental contamination and ill health, these issues become really important. And you have to have expert domain knowledge to interpret what the data might be saying to you, and to ask the right questions of the data."
Making science accessible
"I think if we go back to when I was a young scientist -- which was a few decades ago -- I think those scientists [who] appeared in the media were seen to be show ponies. It was disregarded. They lost respect from their colleagues. Now I think we understand that scientists who are good communicators are critical parts of the relationship between science and the rest of society. And that relationship is critical if science is to be well-used by society."
Scientists as knowledge brokers
"Scientists especially in the brokerage role need to recognize that in a democracy, policymakers have the right to ignore -- but hopefully not to deny -- the evidence, even if in my view it's unwise and ultimately counterproductive to do so. But the reasons they might ignore the evidence might involve many values-based considerations that scientific knowledge could inform but cannot resolve: political ideology, public opinion, fiscal consequences, diplomatic consequences, etc. The nature of democracy means that there are always multiple trade-offs at play in every decision a government makes, and different stakeholders have very different perspectives."


text:
National PTA's Sherri Wilson shares resources to engage families in minimizing summer learning loss.
Working Towards a 100 Percent Graduation Rate
Story posted August 27, 2012
- The district graduation rate rose from 76% in 2004 to 93.5% (over 90% in all student racial and income groups) in 2011
- The school system now has about 110 community partners and a 100% Graduation Project committee that meets quarterly to discuss ways to engage additional community groups and encourage students to pursue their diplomas
Summary: School officials in Clarksville Montgomery County believe that, with the community's help, 100 percent of their students will graduate from high school.
In 2004, 76 percent of students in the Clarksville Montgomery County (Tennessee) School System earned a diploma within four years of starting high school, better than the state average of only 66.1 percent at the time, according to the National Center for Education Statistics.
However, as School Board Chairman George Giles says, "76 percent was probably better than a lot of places, but definitely not as good as what it should be. In light of the economy, sending that many children out into the world without a high school diploma was really unacceptable."
School officials in Clarksville Montgomery County realized they could not afford to let even one quarter of their students leave without a high school diploma. If they wanted to ensure the future success of their students, the school system, and the community, then all of their students needed to graduate. The district set out to achieve a 100 percent graduation rate by 2015. Last year, the district took another step toward that goal - graduation rates reached over 90 percent in all student racial and income groups for an overall rate of 93.5 percent.
According to Michael Harris, Director of Schools, the district initially tried to improve the graduation rate by focusing on various academic intervention programs for struggling students. The district now offers more than 70 programs for at-risk students including math and reading support, alternative learning environments, preschool and elementary interventions, and high school credit recovery. Throughout the years, the school system has received more than $3 million in competitive federal and foundation grants, and a portion of those awards have funded the district's various intervention programs, explains Candy Johnson, Community Relations Coordinator. The school system has also relied on general purpose budget funds and recently appropriated about $200,000 for a reading intervention program for middle and high school students.
After four years of the intervention programs alone, the district's graduation rate had improved to 88 percent. But district officials wanted to do more.
"You can only do so much internally as a school system," says Harris. "We thought the only way to move that [percentage] forward was to involve the community. The school system is making sure we have the intervention programs in place, so we challenged the community to get involved too."
In 2008, the district launched the 100% Graduation Project, an initiative designed to engage businesses, churches, and nonprofit groups in the school system's push to have 100 percent of its students graduate from high school.
"It's almost a cliché to say it takes a village to raise a child, but it actually does," says Giles. "The more people you have in your life that are encouraging you and helping you, the greater your chance of success."
Name: Clarksville Montgomery County School System
State: TN Type: Urban Grades: Pre-k–12 Enrollment: 29,138
Students per teacher: 14.8
Economically disadvantaged (free and reduced price lunch enrollment): 43.9%
English language learners: 2.0%
Students with disabilities: 10.9 %
Student Racial/Ethnic Composition
White: 60.8 %
Hispanic: 8.0 %
Asian/Pacific Islander: 2.9%
American Indian/Alaska Native: 0.6%
Sources: New America Foundation Federal Education Budget Project and National Center for Education Statistics Common Core of Data
School leaders wanted to create a community-wide culture to emphasize the importance of graduation, so their strategy focused on encouraging local businesses to donate time rather than money. The district developed a list of 15 ways businesses could support the 100% Graduation Project and school officials asked project partners to commit to at least five of them, such as offering flexible work schedules and study breaks to student employees, rewarding academic performance and school attendance with gift cards or other incentives, allowing employees to volunteer as after-school tutors, or simply visiting the local high schools.
Initially, people in the community were skeptical about the district's plan, says Elise Shelton, Chief Communications Officer. So the district compiled data about how an improved graduation rate would impact the overall community, and then presented those findings to key leaders in the local Chamber of Commerce, Johnson says. The Chamber of Commerce joined the effort immediately and encouraged area businesses to support the school system.
"When you look at the recruitment of new businesses to the area, one of the first things they look at is the workforce and they look at the graduation rate," Johnson explains. "We know that recruiting more businesses here is a gain for everybody…Research shows that when you have more high school graduates you have a safer community and the crime rate is lower. You have a more educated population and more jobs coming into the community."
That message resonated with business leaders like David Smith, president of DBS and Associates Engineering, Inc., who joined the 100% Graduation Project at the beginning.
"When you look at it from a purely economic standpoint, it's probably one of the best investments in the country we can make," says Smith. "If you take these students and we help them become productive citizens, they graduate and they have the life skills to earn a living. We turn them into taxpayers and consumers. We turn them into productive citizens who are not only out there making money and spending money, they also have a desire to help their community and see it grow."
Initial partners, like Smith, school district staff, and School Board members spread the 100% Graduation Project message throughout the community and convinced other businesses, churches, and community groups to join the effort. As a result, the school system now has about 110 community partners and a 100% Graduation Project committee that meets quarterly to discuss ways to engage additional community groups and encourage students to pursue their diplomas. The school district even offers weekly bus tours to community members interested in visiting the schools.
"This program has evolved into more than just an initiative," says Johnson. "We've opened our schools to let the community see the challenges the students are facing."
Moreover, the school system has incurred few costs associated with the initiative thanks to the in-kind contributions it receives from its partners. For instance, last year the City of Clarksville adopted a resolution supporting the initiative and installed signs throughout the community proclaiming "100% Graduation is Clarksville's business." Similarly, the local newspaper designed the program's logo for free and area churches have set up computer labs and study space in their buildings where students can work with tutors after school. Most of the school system's expenses include stickers and balloons for program events and time from existing district staff, Johnson says.
School Board Chairman George Giles says the district must now maintain momentum and excitement for the project to raise the graduation rate the remaining amount.
"We've seen dramatic increases. As we shoot for the goal of 100 percent, the gains are going to be more incremental, but the things we have in place should get us very close to that 100 percent," he says.
The initiative "brought in a lot of people who didn't have children, who in some cases felt like they didn't have a stake [in the local schools]," Giles continues. "But when they looked around at their employees who are teenagers or looked at their church, they realized they could make a difference with these children. They realized we can all help find a solution."
- Schools must communicate their needs to the community. "It starts with sharing your story," says Johnson. "If you are not doing a good job communicating with the public, you won't be able to have a successful community support effort in place. And you have to open your schools up [to community members]. It's a partnership."
- Community engagement is not a short-term solution. It is a long-term commitment. "If you are going to do this program, don't think of it as being a [public relations] push. Think of it as something you are going to stick with long term," says Harris. "To make this work you have to think long term and stick with it so that it becomes part of the culture of your community."
- Think creatively about intervention programs and community involvement. "Step outside the box that you are used to thinking in and embrace new programs that are outside the way elementary, middle, and high schools have traditionally done teaching," says Giles. "Don't hesitate to involve anyone you think will impact a child's life."
- Have confidence in your program. "You have to believe that every student can graduate and you have to be committed to finding programs in your district to help those students who are struggling," says Johnson. Harris agrees and adds, "There is something important about community involvement in schools. If you have something that is real and people can latch on to, they can move achievement. Student achievement can change because the community changes their attitudes."
Interested in Learning More?
Candy Johnson, Community Relations Coordinator
Phone: _PHONE_
George Giles, School Board Chairman
Phone: _PHONE_
This story was written by Kristen Loschert, a freelance writer in Falls Church, VA. Loschert has been writing about


Background Bumble is a self-declared "feminist" dating app that gives women control over initiating conversations with potential matches. Analysis Through a material-semiotic analysis of Bumble's software and online media about the app, this article critically investigates how gender, sex, and sexuality are produced and given meaning by Bumble's programmed infrastructure.
Conclusions and implications Since the epistemological underpinnings of Bumble's design centre gender as the solitary axis of oppression, the authors argue that the app's infrastructure generates an ontological relationship between gender, sex, and sexuality that narrows the capacity to achieve its creators' stated social justice objectives. Several infrastructural failures are detailed to demonstrate how control and safety are 1) optimized for straight cisgender women, and 2) contingent on the inscription of an aggressive form of masculinity onto straight male bodies.
Computer science, Electronic culture (internet-based), Feminism/ gender, Sociotechnical, Technology
Canadian Journal of Communication
Communication & Media Studies
Bivens, R, & Hoque, A.S. (Anna Shah). (2018). Programming sex, gender, and sexuality: Infrastructural failures in the "feminist" dating app Bumble. Canadian Journal of Communication, 43(3), 441–459. doi:10.22230/cjc.2019v44n3a3375


text:
The paper considers the actual problem - technical condition evaluation of control circuits, power circuits equipment, equipment auxiliary circuits and air brake network, which due
to the numerous electrical and mechanical connections constitute a complicated pneutronic system of an electric multiple unit. According to the operational data, 60 % of all electric multiple units malfunctions fall on this system.
Diagnostic methods, main diagnosed parameters and malfunctions diagnostic features have been provided. The structure, composition and an operation concept of the complex, providing the condition assessment of the electric multiple unit pneutronic system in the depot environment, have been represented as well.
The examples of the equipment diagnostics, received in real conditions of the complex application, have been provided.
Kostyukov V.N., Kostyukov A.V., Kazarin D.V., Shchelkanov A.V. Technical condition evaluation of the electric multiple unit pneutronic system equipment // X International Conference Condition Monitoring and Machinery Failure Prevention Technologies - СМ/MFPT 2013
Download the publication
You can order the translation by e-mail: _EMAIL_


text:
Diabetes Medication Therapy Adherence Clinic (DMTAC)
MOH CPD Category A8: 5 points
1 APRIL 2017
List of authors:
- Albert Ting Siong Hung
- Ching Min Wei
- Malathi a/p Sriraman @ Jayaraman
- Navin Kumar a/l Loganadan
This module consists of five chapters on diabetes mellitus, its managements and complications, for the management of a Diabetes Medication Therapy Adherence Clinic (DMTAC).
Chapter 1 discusses the prevalence of diabetes in Malaysia and the impact of reducing glycated haemoglobin (HbA1c) on complications of diabetes. This chapter describes the DMTAC services and its protocol in Malaysia, including the forms used in documentation of this DMTAC.
Chapter 2 summarises the latest Clinical Practice Guidelines (CGP) 2015 for the management of type 2 diabetes mellitus (T2DM). This chapter includes algorithms for the management of T2DM in different conditions and the types of patients.
Chapter 3 covers the various classes of oral antidiabetes agents, including the mechanisms of action, formulations and dosages, methods of administration, adverse reactions and contraindications.
Chapter 4 describes the types of insulin available either in government or private health institutions in Malaysia. This guide is meant for all healthcare professionals especially pharmacists involve in the management of patients with type 2 diabetes mellitus. It covers insulin regimens, initiation, optimisation and intensification, which serves as a guide during the DMTAC sessions.
Chapter 5 includes the prevalence of diabetes and its classifications. The classifications of diabetes cover the pathophysiology, risk factors, diagnosis, signs and symptoms, goals of treatment and complications. Complications of diabetes are described in details.
CONTENTS OF MODULE
CHAPTER 1: INTRODUCTION TO DIABETES MEDICATION THERAPY ADHERENCE CLINIC (DMTAC)
1.1 STATUS OF DIABETES IN MALAYSIA IN THE PAST 20 YEARS
1.2 ADHERENCE STATUS OF DIABETES PATIENTS
1.3 IMPACT OF REDUCING HBA1C IN DIABETES COMPLICATIONS
1.4 WHAT IS MEDICATION THERAPY ADHERENCE CLINIC (MTAC)?
1.5 OBJECTIVES OF DIABETES MTAC (DMTAC)
1.6 BENEFIT OF PHARMACIST LEAD DIABETES CLINIC
1.7 DMTAC IN MALAYSIA
1.8 SCOPE OF DIABETES MTAC
1.9 PATIENT SELECTION
1.10 WORKFLOW OF DMTAC DURING FIRST VISIT
1.11 WORKFLOW OF DMTAC FOR SUBSEQUENT FOLLOW-UP VISITS
1.12 DMTAC FORMS AND TOOLS
1.13 DISCHARGE CRITERIA
1.14 SUCCESSFUL STORIES OF DMTAC IN MALAYSIA
CHAPTER 2: OVERVIEW OF CLINICAL PRACTICE GUIDELINES: MANAGEMENT OF TYPE 2 DIABETES MELLITUS (T2DM) 2015
2.1 SCREENING AND DIAGNOSIS OF T2DM
2.2 MANAGEMENT OF TYPE 2 DIABETES MELLITUS
2.3 MANAGEMENT OF DIABETES EMERGENCIES
2.4 MANAGEMENT OF CHRONIC COMPLICATIONS
2.5 DIABETES IN SPECIAL POPULATIONS
2.6 PREVENTION OF T2DM
CHAPTER 3 : PHARMACOTHERAPY OF ORAL ANTIDIABETES AGENTS
3.1 CLASSES OF ORAL ANTIDIABETES AGENTS
- SULPHONYLUREAS (SUS)
- THIAZOLIDINEDIONES (TZDS)
- ALPHA-GLUCOSIDASE INHIBITORS (AGIS)
- DIPEPTIDYL PEPTIDASE-4 (DPP-4) INHIBITORS
- SODIUM-GLUCOSE CO-TRANSPORTER- 2 (SGLT-2) INHIBITORS
3.2 NON-ORAL/NONINSULIN PHARMACOTHERAPY
- INCRETIN MIMETICS : GLUCAGON-LIKE PEPTIDE-1 (GLP-1) RECEPTOR AGONISTS
CHAPTER 4: INSULIN THERAPY IN TYPE 2 DIABETES MELLITUS
4.2 INSULIN PREPARATIONS
4.3 ANALOG INSULIN 4.4 INSULIN REGIMEN
4.5 INSULIN INITIATION, OPTIMISATION AND INTENSIFICATION
4.5.1 Insulin Initiation
4.6 INSULIN INTENSIFICATION
4.7 INSULIN SIDE EFFECT
4.8 GENERAL GUIDELINES FOR LONG TERM USE OF INSULIN
4.9 INSULIN PUMP
CHAPTER 5.0 DIABETES AND CO-MORBID DISEASES
5.2 CLASSIFICATIONS OF DIABETES
>>> Please LOGIN with your existing MPS username/password details to begin.


text: In this paper, the effect of viscous heating on the stability of a non-Newtonian fluid flowing between two parallel plates under the effect of a constant pressure gradient is investigated. The viscosity of the fluid depends on both temperature and shear rate. Exponential dependence of viscosity on temperature is modeled through Arrhenius law. Non-Newtonian behavior of the fluid is modeled according to the Carreau rheological model. Motion and energy balance equations that govern the base flow and the stability of the flow are coupled and the solution to the problem is found iteratively using a pseudospectral method based on the Chebyshev polynomials. In the presence of viscous heating, the effect of activation energy parameter, Prandtl and Brinkman numbers, material time and power-law constants on the stability of the flow is presented in terms of neutral stability curves. © 2005 Elsevier B.V. All rights reserved.


Share this entry
Share this page
Saltos de línea: cor¦don
Pronunciación: /ˈkɔːd(ə)n
Definición de cordon en inglés:
1A line or circle of police, soldiers, or guards preventing access to or from an area or building: the crowd was halted in front of the police cordon
Más ejemplos en oraciones
 - Following the discovery, police threw a cordon round the area and set up a 24-hour guard to protect the site.
 - Soldiers forming a cordon around the police station became involved, and a wall was demolished by a British tank as they struggled to 'collect' the men, the MoD said.
barrier, line, column, row, file, ranks, chain, ring, circle;
informal crocodile
2A fruit tree trained to grow as a single stem.
Example sentences
 - Somebody recently showed me five different varieties of apples on cordons (single stems grown at 45 degrees to the ground) against a 4ft featherboard fence.
 - Vines are generally cordon or single Guyot trained.
 - Specimen half-standard fruit trees can be grown as features in the lawn or borders, and mini upright cordons can be grown individually, in small plantations in the borders or in pots for the patio.
3 Architecture A projecting course of brick or stone on the face of a wall.
[with object] (cordon something off) Volver al principio
Prevent access to or from an area or building by surrounding it with police or other guards: the city centre was cordoned off after fires were discovered in two stores
Más ejemplos en oraciones
 - A large area surrounding the house has been cordoned off by police tape.
 - People living nearby were woken with the news at around 3am and the area was cordoned off by police tape.
 - The crews were at the scene for four hours and the area was cordoned off as police and fire investigation officers began an examination the scene.
late Middle English (denoting an ornamental braid): from Italian cordone, augmentative of corda, and French cordon, diminutive of corde, both from Latin chorda'string, rope' (see cord). sense 3 of the noun, the earliest of the current noun senses, dates from the early 18th century.
Words that rhyme with cordon
Auden, broaden, Gordon, Hordern, Jordan, warden
Definición de cordon en:
Share this entry
Share this page
¿Qué te llama la atención de esta palabra o frase?
Obtenga más de Oxford Dictionaries
Suscribirse para eliminar anuncios y acceder a los recursos premium
Palabra del día gourmand
Pronunciación: ˈɡʊəmənd
a person who enjoys eating…


Bioethics Blogs
Family Presence During Resuscitation: Extending Ethical Norms from Pediatrics to Adults
Guest Post: Christine Vincent and Zohar Lederman
Paper: Family presence during resuscitation: extending ethical norms from paediatrics to adults
Family Presence During Resuscitation is an important ethical issue for discussion within the medical community. Currently, family presence is more commonly accepted in paediatric cardiopulmonary resuscitation (CPR) than adult CPR. However, we argue that this fact is not morally justified and that the case for family presence during adult CPR is indeed morally stronger. In our paper we provide an ethical argument for accepting both family presence during adult CPR and pediatric CPR.
Arguments commonly used by ethicists and medical professionals to justify family presence during resuscitation (FPDR) in the emergency room revolve around scarce evidence of harm to patient outcome, strong evidence demonstrating benefits to relatives, and respect for patient's wishes. However, we argue that these three main reasons all seem to be stronger in the case of adult patients than pediatric ones.
Evidence demonstrating no negative effects of FPDR on patient outcome has mainly been found for adult patients. Furthermore, research showing benefits to relatives from being present is much stronger for adult patients as well. Lastly, the wishes and rights of adults are commonly much more respected compared to those of children, both in healthcare and generally. There is no reason why this should not extend to FPDR as well, given that the majority of patients prefer to go through traumatic life events surrounded by friends and family.
In our conclusion, we mention how family presence during any patient's resuscitation is a huge step from where society was decades ago.


text:
- The definition of a drawl is a way of speaking with draw-out vowels.
An example of a drawl is how people in the southern United States typically speak.
- Drawl is defined as to speak slowly with drawn-out vowels.
An example of drawl is the way John Wayne spoke.
Origin of drawlprobably frequentative of draw
verbdrawled, drawl·ing, drawls
Origin of drawlProbably from Low German drauelen, to loiter, delay.
(third-person singular simple present drawls, present participle drawling, simple past and past participle drawled)
- To drag on slowly and heavily; while or dawdle away time indolently.
- To utter or pronounce in a dull, spiritless tone, as if by dragging out the utterance.
- (intransitive) To move slowly and heavily; move in a dull, slow, lazy mannner.
- (intransitive) To speak with a slow, spiritless utterance, from affectation, laziness, or lack of interest.
- a way of speaking slowly while lengthening vowel sounds and running words together. Characteristic of some southern US accents, as well as Scots.


text:
The United Reformed Church has undertaken a wide-ranging review of its safeguarding work since the Church was founded in 1972. This review took more than two years. It included careful scrutiny of records and an invitation for people to contact the Church and report concerns. A major and independently-authored report then followed, with key points of learning and recommendations about what the Church can do to continue and improve its culture of safeguarding.
One important step that the Church now takes is to offer a public and heartfelt apology to survivors of abuse, along with their families, supporters and communities, and to acknowledge that there have been institutional failures.


text:
Created with Sketch.
AULOSÒ: Finmeccanica Family of Passive Sensors
The name comes from an Ancient Greek wind instrument because AULOS® is a passive radar family system developed by SELEX Sistemi Integrati (now Finmeccanica) that exploits electromagnetic energy already present in the environment such as FM frequency radio and DVB-T (Digital Video Broadcast - Terrestrial) emissions, and is completely environmentally friendly. The new green system is the result of many years of R&D, some undertaken in concert with the Terrestrial Armaments Department. It is a technologically advanced family of sensors developed entirely on the basis of a "soft radar" approach, involving signal sampling directly at carrier frequency using COTS (Commercial Off The Shelf) devices for signal reception and digital processing. The resulting bi-band family offers great flexibility for potential use in a variety of operating conditions, along with enhanced target monitoring distance and position estimate performance
Di Lallo Anna Rita, Farina Alfonso, Fulcoli Riccardo, Immediata Sandro, Sedehi Matteo, Tilli Enrico, Timmoneri Luca
Paper for Specialistic Magazine
IEEE Aerospace & Electronics Systems Magazine
Enter Search Text


text:
BC Hydro and Chevrolet charge into clean mobility future
By Anthony Capkun
Vehicle fleets in British Columbia are going green thanks to a new partnership between BC Hydro and Chevrolet Canada. BC Hydro will work with the car maker to help place 15 Chevrolet Volts into the fleets of British Columbia-based organizations late next summer, with at least two of those vehicles being added to BC Hydro's own fleet.
The partnership is aimed at promoting consumer adoption of plug-in electric vehicles and building awareness of the environmental benefits of the cars.
"Electric vehicles will play an important role in B.C.'s clean energy future. When powered by B.C.'s hydroelectricity, electric vehicles can greatly reduce greenhouse gas emissions from transportation," said energy minister Steve Thomson. "British Columbia is playing a lead role in creating a culture of acceptance for environmentally friendly transportation solutions, and we are pleased to be able to work with automotive industry leaders, like Chevrolet, to accelerate the arrival of plug-in vehicles to our province."
With extended-range capability, the Volt has a total driving range of about 580 kilometres. For the first 40 to 80 kilometres, the vehicle drives gas-free and produces no tailpipe emissions, using electricity stored in the battery. When the battery runs low, an engine-generator engages to provide electricity, extending the Volt's driving range by about 500 kilometres.
"We are pleased to work with BC Hydro as a leading partner to prepare to launch the Chevrolet Volt, an award-winning product that delivers an electric vehicle solution without compromise," said Kevin Williams, president and managing director of GM of Canada. "Unlike any other electric vehicle, the Chevrolet Volt eliminates range-anxiety with its extended range capability, and gives customers the freedom to drive green without the fear of being stranded with a depleted battery."
"There is significant interest in electric vehicles in B.C., and as the primary fuel supplier for these cars of the future, BC Hydro has been involved in numerous initiatives to learn more about how electric vehicles will interact with our electrical system," said Bev Van Ruyven, deputy CEO and executive vice-president, BC Hydro. "As we work towards key clean energy goals, we will continue to advance sustainability and conservation and encourage British Columbians to use energy and all other resources wisely."
To prepare for the arrival of electric vehicles, BC Hydro has taken the lead in the development of codes and standards, worked with Natural Resources Canada to develop guidelines for charging infrastructure guidelines and participated in a North America-wide R&D collaboration regarding plug-in vehicles with General Motors, the Electric Power Research Institute and 34 North American utilities to facilitate integration of plug-in hybrid vehicles into the grid.
CLICK HERE for BC Hydro.
CLICK HERE for Chevrolet Volt.


text:
1. a gymnastic horse without pommels and with one end elongated; used lengthwise for vaulting
Definition categories: man–made, horse
2. a piece of paper money worth one dollar
3. a framework for holding wood that is being sawed
4. mature male of various mammals (especially deer or antelope)
Sentences with buck as a noun:
- Can I borrow five bucks?
- Corporations will do anything to make a buck.
- The police caught me driving a buck forty on the freeway.
- That skinny guy? C'mon, he can't weigh more than a buck and a quarter.
- pass the buck; the buck stops here
1. to strive with determination
- John is bucking for a promotion
- buck the trend
3. move quickly and violently
4. jump vertically, with legs stiff and back arched
- the yung filly bucked
Sentences with buck as a verb:
- The vice president bucked at the board's latest solution.
- The motor bucked and sputtered before dying completely.
- The plane bucked a strong headwind.
- Our managers have to learn to buck the trend and do the right thing for their employees.
- John is really bucking the odds on that risky business venture. He's doing quite well.


text:
... including targeted forecasts at the time of your arrival to each point!
The climate in Farnworth, Bolton is classified as a temperate oceanic climate, which means mild summers and cool winters. Throughout the year, the temperature averages around 8 to 9 °C (46-48 °F).
In the summer months, from June to August, temperatures reach a peak of around 17-18 °C (62-64 °F). The average rainfall is moderate, with around 60 mm per month.
As autumn begins in September, temperatures begin to drop, with an average temperature of around 10 °C (50 °F). Rainfall increases slightly to around 70 mm per month.
In the winter months, from December to February, temperatures are usually between 2 and 5 °C (36-41 °F). The average rainfall increases to around 80 mm per month.
When spring arrives in March, temperatures gradually increase to around 12 °C (54 °F). The average rainfall decreases slightly to around 60 mm per month.
Throughout the year, Farnworth, Bolton experiences an average of 1,400 hours of sunshine, with the sunniest months being June, July and August.
As of 2020, the city population is 30271.
This map shows the current & 7-day weather forecast, weather alerts, and weather radar for Farnworth, Bolton.


text:
Planning Construction of Four-River Basin Projectby Edwin W. Eden, Jr.,
Serial Information: Journal of the Irrigation and Drainage Division, 1966, Vol. 92, Issue 3, Pg. 1-16
Document Type: Journal Paper
The existing and potential water-oriented resources of four major river basins in Florida-the Hillsborough, Withlacoochee, Oklawaha, and Peace Rivers—and the facilities required for the most desirable development of the available potential is described. The role of construction in the implementation of the program of water management and conservation is developed.
Subject Headings: Construction management | Basins | Existing buildings | Water conservation | Rivers and streams
Services: Buy this book/Buy this article
Return to search


Tuesday, July 30, 2019
Boca al Lupo: A Game to Learn Historical Significance and the Renaissance
Boca al Lupo
Italian, "from the mouth of the wolf"
An expression, often used in theatre, to wish someone good luck.
When it came time for us to begin our first major case study about worldviews, a look at how ideas spread during the Italian Renaissance, and how a Western worldview emerged, we were totally stuck. We looked at things other people had created, and projects we'd done in the past. One huge problem with this interesting, yet very history-focused curriculum, is that many teachers tend to focus on content (what happened) rather than phenomena and significance (why it matters).
We knew we wanted to focus on the latter. We had a couple of frustrating planning meetings with our Humanities team, which consisted of my incredible team partner Tara, and my student teacher Adrienne. Finally, a conversation that took the form of plussing happened - where we took an attitude of "yes, and" and added on to another person's idea. We were talking about games and principles of game-like learning, and the seed of Boca al Lupo was born. Boca al Lupo is essentially a smashup of Pokemon cards and War.
Here's the premise of Boca al Lupo:
 - Students are organized into teams of 5-6 people, called Guilds. The students give the guild a name, a motto, and a coat of arms (after a little minilesson on European heraldry).
 - There are seven Levels in the game creation. Each Guild works on one level at a time, in whichever order they want. The levels are: Arts/Culture, Math/Science/Health, Philosophy, Political Systems, Religion, Technology, and Trade/Commerce/Competition. We created a package for each level, in which we found grade-level information about topics and people of significance in that area during the Italian Renaissance. For example, in Arts/Culture, we featured Christine de Pizan, Humanism, Leonardo da Vinci, Michelangelo Buanarotti, The House of Medici Patronage, and William Shakepeare.
 - The students worked through each level with their Guild. Each member of the Guild was responsible for creating one card for their deck of Boca al Lupo cards. They each chose one of the people or topics from the level to research and create a card for. They used a graphic organizer called Player One Ready to organize their research. We had a complex version and one that was a bit simplified for our students who needed it. We also had a sheet called Leveling Up! which I'll talk about in a minute. We borrowed many of the concepts on the Ready Player One sheets from the Historical Thinking Project. Here's the sheets:
 - After each student was finished their Ready Player One sheet, the group would get together to complete the Levelling Up sheet together. They would share what they learned about their own person or topic with the group, and then assess the level of historical significance together, creating a kind of ranking of the topics or people in terms of how historically significant they were. The group would have 200 Health Points (HP) and Damage Points (DP) to divvy up when they got to their hard creation, and this ranking would help them do this. It also ensured that people in the group were familiar with all the topics in the level. We wouldn't want someone, for example, not knowing what humanism was all about because they'd researched William Shakespeare.
 - After this point, the group would call their Questmaster (which is what the teachers were called during the game. I wore a cape. It was amazing) over for an interview. We used an assessment sheet to keep track of how each student was doing during the level.
I want to break here to talk about assessment for a moment. One of the principles of game-like learning is "Feedback is immediate and ongoing." Feedback is one of the reasons why playing games is fun. You get instant and continuous feedback about how you're doing. We wanted to make sure this was part of the way this project worked, so we developed the interview. This made sure that groups were getting feedback before they went to create their cards. It gave us time to check for understanding from each student. We talked to the group about what they'd learned about, and made sure they knew the historical significance. It gave us a feedback loop in case the students had missed something pretty important. If they thought humanism wasn't particularly historically significant, we could give them some feedback about what else they needed to read or research to get a more complete understanding of the topic. We did one interview per group per level.
This meant seven opportunities to check in on the learning for each student. This meant seven chances for a kid to show their progress on each stem (we use our report card stems in a very similar way to how you'd see standards or objectives used in standard-based grading and objective-based assessment). The content would be different for each attempt, but the skills are the same. We were looking for growth for each student over time, and kept a master record of each student for each level as we did the interview. I used Checkmark, Checkmark Minus, and Checkmark Plus symbols to note which students had strong understanding and more tenuous understanding for each skill. If a student did not meet the objective at a basic level, he/she was given feedback and asked to continue working on their research and then we'd have a follow up interview to check for understanding again. As a result, no students were working below grade level on this project.
 - When the interview was complete, and all students had at least a basic understanding of the objectives, students were given two things: a boost card (worth 2x, 3x, or 4x the Health Points) based on how well the whole group understood their topics, and blank card templates.
This is where the 200 HP and DP come in again. The group had 200 to distribute amongst the group's cards. They could decide as a group how to do that, but they had to be able to justify their allocation. They gave each person or topic two strengths and a weakness. For example, a strength of the Black Death might be "Kills 2/3s of all human cards" or "Kills nobility and peasants equally. Roll a dice. If you roll less than 3, your card is automatically killed." A weakness could be "Demolishes the feudal system. All lower class cards increase their HP by 30." They combine their knowledge of the historical event or person, and bring in elements of gameplay to have the card influence the play. In the box at the top, they'd also draw a picture.
 - At any point in the level, if they finished their job earlier than the rest of their guild members, they had an opportunity to do a side quest. Side quests were an extra task for them to do, adding an element of enrichment for those who needed it. Quests would be things like, "Learn the meaning and context of 5 Shakespearean insults and then write one of your own, to be used during game play" or "Research one-point linear perspective then use it to create a drawing of a hallway or room in the school." Quests would give the group a bonus card that would benefit them during gameplay. The quest cards were made by Tara using a website called MTG Cardsmith!
 - Once all the cards were created, then the group could move on to the next level, and start the process all over again.
Once all groups had progressed through all seven levels, then they had a deck of cards that they would play the game with. Gameplay looked like this: We created a double elimination tournament bracket so each group would play at least twice. They would put five cards down on the table as their "bench," which is how Pokemon works. Then they'd turn the cards over in that order. Whatever was written as the strengths and weaknesses was applied. If neither card was eliminated, it went down to HP and DP to determine the winner. The winning team kept both cards, and could use them in future gameplay. Sometimes, there were disputes about a card having an unreasonable amount of power for its historical significance. At that point, they called a Questmaster over to hear the arguments and make a decision. This turned out to be a great chance for students to use persuasive skills and logic to present an argument.
The final game came down to these two cards: Humanism vs. the Printing Press. We had to call it a tie.
As always, we have some changes we'd make next time. Most importantly, we need to figure out a better way to differentiate for students who have unique learning needs. Though we did create modified versions of the graphic organizers, students who needed modified work struggled with this task more than they should. All students should have pathways to excellence, and if a student didn't do a great job on their card, the card wouldn't be very useful to the group. We need to create a pathway to excellence for all students in this game. We don't yet have an idea for how to do this, but it's a definite redesign next time.
We'd also do a trial game early into the process, maybe after two levels, so the students can see how the gameplay works, which will give them feedback about how to improve their cards. We were kind of figuring this out as we were going through it so we didn't do this, but this would be an easy thing to incorporate next time.
Overall, we were happy to know that each student understood factors that shaped the Renaissance and the emergence of a Western worldview


text:
Pope Francis has expressed his pain over the discovery in Canada of the remains of 215 indigenous students of church-run boarding schools and pressed religious and political authorities to shed light on "this sad affair."
But he didn't offer the apology sought by the Canadian prime minister.
Francis, in remarks to faithful gathered in St. Peter's Square on Sunday, also called on the authorities to foster healing but made no reference to Prime Minister Justin Trudeau's insistence, two days earlier, that the Vatican apologise and take responsibility.
From the 19th century until the 1970s, more than 150,000 indigenous children were forced to attend state-funded Christian schools, the majority of them run by Roman Catholic missionary congregations, in a campaign to assimilate them into Canadian society.
The Canadian government has admitted that physical and sexual abuse was rampant in the schools, with students beaten for speaking their native languages.
Ground-penetrating radar was used to confirm the remains of the children at the Kamloops Indian Residential School in Kamloops, British Columbia, last month. The school was Canada's largest such facility and was operated by the Catholic Church between 1890 and 1969.
"I am following with pain the news that arrives from Canada about the upsetting discovery of the remains of 215 children," Francis said in his customary Sunday noon remarks to the public.
"I join with the Canadian bishops and the entire Catholic Church in Canada in expressing my closeness to the Canadian people traumatised by the shocking news," Francis said.
"This sad discovery adds to the awareness of the sorrows and sufferings of the past," he added.
Trudeau on Friday blasted the church for being "silent" and "not stepping up," and called on it to formally apologise and to make amends for its prominent role in his nation's former system of church-run indigenous boarding schools.
Francis' comments spoke of healing but not of apology.
"May the political and religious authorities continue to collaborate with determination to shed light on this sad affair and to commit humbly to a path of reconciliation and healing," Francis said.


text:
A plan to analyze the DNA of incoming students at the University of California, Berkeley and give them personalized results was recently scaled back amid concerns that such research amounts to a medical diagnosis -- a violation of state and federal laws.
The university has already sent more than 5,000 genetic testing kits to incoming students for the voluntary, anonymous program, which involves testing three common gene variants that would "reveal aspects of how an individual metabolizes milk, alcohol and vitamin B9 [folic acid]." About 600 students consented to the test and provided their saliva samples, according to the university, which contests the state's position that the program violates any statutes.
"The change to UC Berkeley's program was necessitated because the California Department of Public Health [CDPH] insisted that since students would have been given access to their own test results, the academic exercise was not exempt from laws designed to assure the accuracy and quality of diagnostic tests used in providing medical care to patients," a university press release stated.
In a statement from CDPH Policy and Programs Chief Deputy Director Kevin Reilly, he contends that human medical tests must be performed in licensed laboratories if the results are to be released to the person. A UC Berkeley campus laboratory that routinely conducts genotyping was chosen to perform the DNA tests, which is exempt from such rules under California law, the university claims.
The CDPH disagrees. "Research laboratories that do research testing only and do not report individual results are exempted from this license requirement," Reilly said in the prepared statement.
View Full Story


sales coaching
How To Level Up Your Sales Coaching with Artificial Intelligence
 - Shoaib
 - Artificial Intelligence, Business, Digital Transformation, Technology
 - No Comments
Sales coaching has always been an essential part of running a business. It can make a massive difference in your company's overall performance. Coaching also improves the well-being of your sales representatives. It can inspire them to grow past their limitations to achieve new success levels for the organization and in their personal lives.
However, sales coaching isn't as straightforward as you'd wish. Although many organizations have mastered the basics, the landscape is constantly changing. The digit-first economy, in particular, has made the market unpredictable.
Challenges in Traditional Sales Coaching
The following are some of the issues that make this kind of coaching in the traditional setup a significant challenge for organizations;
 - Time challenges: Sales coaching is a time-intensive undertaking. It takes a lot of time. What's more, it eats up both the management and trainees' time. This can often mean that managements try to limit as much as possible the time spent on coaching because they also need to work other revenue-generating aspects of the business. Moreover, the coaching schedules can conflict with time for other sales activities.
 - Feedback challenges: The quality of training feedback that managers can provide is directly related to the amount of time they can allocate to the training process. It means that takeaways from coaching sessions typically vary from one session to the next and from one learner to the next, making consistency very difficult to achieve.
 - Personalization challenges: In an ideal world, this kind of coaching should be personalized to address the challenges faced in individual roles and at a personal level. That's because each role has unique challenges. Also, each sales rep has unique strengths and weaknesses. The best coaching is that which takes these unique scenarios into account. It isn't easy to achieve this in the traditional coaching setup.
 - Ad-hoc coaching: Finally, conventional coaching approaches also create a scenario where you may end up coaching for its sake. Think about it – why do many organizations coach in the first place? It's rarely because they've noticed a skills gap. Instead, they coach because they feel they should coach or because it's the time of the year when they usually coach. This intuition-driven coaching approach has little impact on the bottom line.
Enter Artificial Intelligence (AI)-driven Sales Coaching
AI promises to resolve the above and many other challenges associated with sales coaching by addressing three key areas;
 1. Introducing a data-focused approach
By collecting and rapidly analyzing vast quantities of data related to the sales pipeline and sales rep performance, AI makes it possible to determine where reps are struggling. This information can then inform and influence sales coaching.
For instance, after extensive analysis, AI tools may reveal that a particular representative struggle with selling a given product at a particular sales cycle stage. It may also reveal that the rep struggles even more when facing competition from a specific brand.
With this information at hand, the coaching process can focus on the relevant product and competitor. You can help the rep understand more about the product and how to position it when selling. You can also help them know more about the competitor, including their strengths and weaknesses so that the rep is prepared and armed with the right information as they go out there.
sales coaching
Remember that the same AI tools can be used to make a more accurate sales forecast by analyzing all sorts of variables around the product. The result is a significantly increased chance of selling.
 1. Deliver smarter, more in-depth training
In addition to providing the platform and tools to crunch data to extract insight, it also provides a smarter, more impactful channel to deliver the information. You'll still rely on traditional training approaches, such as targeted training paths. But you'll also now have a new channel known as cognitive analytics to help you convey the message in a more impactful manner.
Cognitive analytics is a branch of AI that mimics' processes in the human brain to gain insight into unstructured data. The easiest way to explain how such analytics would help in sales coaching is to imagine a sales coach training rep on presentation skills where part of the session involving recording participants giving a presentation. Cognitive analytics can augment in-class feedback from the facilitator with an extra layer of coaching, without necessitating additional effort.
You can even run the videos through machine analysis to give instant, unbiased, and detailed feedback on eye contact, voice tone, emotion, language complexity, etc. in real-time.
 1. Simulate real-world face-to-face scenarios
Finally, the face-to-face role-playing is currently the most effective was to prepare salespeople for the task ahead. The sessions usually comprise the sales rep, a second person playing the part of a buyer, and the coach. When done properly, these role-playing sessions help the agent master the art of engaging targeted customers in specific environments.
Unfortunately, as the name suggests, they are only simulations, which often means that neither of the parties (sales rep or acting buyer) would be serious. This presents a few limitations considering that some things are only learned in the real world by making mistakes and learning from them. Yet, it's also not a very good idea to practice in the workplace as the costs could be too steep for the company.
When used together with Augmented Reality (AR) and Virtual Reality (VR), AI can create real-world coaching scenarios without the traditional costs. These three technologies allow you to recreate a real-world-like setting where reps can interact with avatars designed to behave like actual buyers – asking questions, voicing objections, etc.
If you're currently thinking about ways to improve your sales coaching, you can see how incorporating AI into your training activities would enhance your sessions. From collecting data and analyzing it to provide key coaching points to guiding the actual coaching process, it makes your sessions much more productive.
Author: Shoaib


text:
Closing in on the Planck constant
Sep 25, 1998
Physicists in the US have made the most accurate measurements ever of the Planck constant, h. Edwin Williams and colleagues at the National Institute of Standards and Technology in Gaithersburg, Maryland, measured h by comparing the voltage needed to control the velocity of a coil moving vertically in an magnetic field, with the current that has to be passed through the coil to balance gravity in the same magnetic field. The measurement could lead to a new reference stand for the kilogram (Phys. Rev. Lett. 81 2404).
The kilogram is currently defined by a platinum-iridium alloy maintained at the Bureau International des Poids et Mesures (BIPM) in Paris and six official copies. However, the official mass of the standard kilogram has been known to vary with time, hence the interest in defining the kilogram is terms of fundamental constants like h.
The highly stable magnetic field needed for the experiment is generated by a superconducting magnet that has been cooled to 4 Kelvin. The experiment also uses two induction coils: the lower coil is fixed to the support structure of the experiment, while the upper coil can move. This upper coil is also attached to a wheel balance above the experiment. In the first stage of the measurement, the mass balance is empty and a small force is applied to the upper coil, forcing it to move at 2mm/s. The researchers found that this generated a voltage of 1.018 ± 0.001 V across the moving coil. In the second stage of the experiment, a 500 g countermass is balanced by a - 10.18 mA current in the induction coil. Both stages were repeated over many months to obtain a value of 6.62606891(58) x 10-34 Joule seconds for the Planck constant.
This result - which corresponds to an accuracy of 9 parts in 108 - is a factor of 15 better than previous measurements. The team hope to improve on this result by another factor of 10 by modifying their experiment.


time consuming, and too much processing can add noise and lose detail in the image, rendering it less useful. Exposure Index, available in almost all Phantom high speed cameras, helps alleviate that. Following the same concept found in many DSLR cameras, Phantom cameras have eight preset options to lighten an image while adding minimal noise. The options are based on adjustments of an image's tone curve, rather than gain or gamma, and applies to both monochrome and color images. The example below shows the Ultrahigh-speed v2512, operating at 99,000 frames per second, with the lowest Exposure Index of 8000 and the highest of 40,000.
About Vision Research:
Vision Research designs and produces a broad range of high speed cameras to fit scientific, academic, and cinematic applications. For more information, visit _URL_.


text:
Skip to main page content (AccessKey S)
Anyone exploring Hadrian's Wall will become very familiar with the roads later built close to or, in some cases, directly along its line. Slightly south west of Gilsland, a minor road follows the line of the wall from Birdoswald Fort to the tiny hamlet of Banks. En route it passes the remains of several turrets, the most easterly of which is Banks East Turret, or Turret 52a.
There's a good sized car park just to the east of the length of surviving wall, perhaps 100m of it, which flanks Banks East Turret. The wall is fairly low at its outer ends, but rises to a maximum height of 1.75m where it abuts the turret itself.
When the western 30 miles of Hadrian's Wall from Willowford to its terminus at Bowness on Solway was originally constructed in the 120s it was made of turf. The milecastles on this part of the wall were also made from turf, though the turrets were constructed from stone. The turf sections of the wall were later replaced in stone, probably within 10 years, and Banks East Turret is particularly interesting because it was originally designed to be flanked by turf walls.
The section of the wall at Banks East is also of note, rather sadly, because it is the most westerly of the significant remains still visible above ground. There is a small chunk still standing a mile to the west at Hare Hill, but otherwise nothing of the wall remains above ground from here to Bowness on Solway, well over 20 miles to the west, and nearer to 30 by the route it actually follows.
One of the oddities of the siting of this length of the wall is that it runs along the rear shoulder of higher ground which rises to its north. You'd think that if the assumed purpose of the wall was to confront enemies found largely to the north (which was probably only one of its roles) then it is in the wrong place. The turret here offers magnificent views over the (presumably more friendly) land to the south, while any enemy approaching from the north is concealed by higher ground until quite close to the wall itself.
A path leading east from the car park takes you the 170m to a second Roman site, Pike Hill Signal Tower. This was one of a number of such towers built on high ground to the north of the line of the Roman road known as the Stanegate and its accompanying forts. These predated the building of Hadrian's Wall, and this helps explain why the stone walls you can see here today are turned at an angle of 45 degrees to the line of the wall.
The line later chosen for Hadrian's Wall passed across Pike Hill, and the existing signal station was simply incorporated into the wall. The original structure was probably at least as extensive as the remains you can see today at Banks East Turret, but when the road was built in the 1800s it went right through the summit of the hill, wiping out all but the stray corner of the tower you can see today.


text:
Defining Dynamic Properties inside a global style sheet
You heard it rightyou can define dynamic properties within global style sheets. This is probably how you'll be declaring most of your dynamic properties. In the below example, I enlist the help of dynamic properties to easily create a left column div that spans the height of the viewable window even if the page is resized:
height: 700px; /*default height*/
height: expression(document.compatMode=='CSS1Compat'? document.documentElement.clientHeight+'px' : body.clientHeight+'px');
Left column...
First I declare a height for the DIV that will be picked up by all browsers, then for IE, take advantage of dynamic properties to create a self adjusting DIV.


Diff for /gforth/timings.sc between versions 1.8 and 1.9
version 1.8, 1998/07/28 08:52:49 version 1.9, 1999/10/15 23:18:20
Line 27 format Y 10 0 0 Line 27 format Y 10 0 0
 format Z 10 0 0 format Z 10 0 0
 format AC 10 0 0 format AC 10 0 0
 format AD 10 0 0 format AD 10 0 0
 hide M
 hide N
 hide V
 label B0 = "gforth" label B0 = "gforth"
 label C0 = "f2c -O3 .." label C0 = "f2c -O3 .."
 label D0 = "timbre" label D0 = "timbre"
Line 59 let H1 = 11.2 Line 62 let H1 = 11.2
 let I1 = 12.01 let I1 = 12.01
 let J1 = 6.61 let J1 = 6.61
 let K1 = 7.64 let K1 = 7.64
 let L1 = 29.89 let L1 = 26.19
 let M1 = 31.9 let M1 = 31.9
 let N1 = 10.91 let N1 = 10.91
 let O1 = 41.49 let O1 = 41.49
Line 80 let H2 = 11.1 Line 83 let H2 = 11.1
 let I2 = 10.53 let I2 = 10.53
 let J2 = 34.12 let J2 = 34.12
 let K2 = 7.71 let K2 = 7.71
 let L2 = 35.42 let L2 = 29.92
 let M2 = 35.6 let M2 = 35.6
 let N2 = 11.94 let N2 = 11.94
 let O2 = 46.397 let O2 = 46.397
Line 100 let H3 = 8.8 Line 103 let H3 = 8.8
 let I3 = 9.29 let I3 = 9.29
 let J3 = 16.66 let J3 = 16.66
 let K3 = 7.98 let K3 = 7.98
 let L3 = 26.96 let L3 = 23.8
 let M3 = 28.3 let M3 = 28.3
 let N3 = 11.24 let N3 = 11.24
 let O3 = 39.677 let O3 = 39.677
Line 120 let H4 = 10.5000000004768 Line 123 let H4 = 10.5000000004768
 let I4 = 7.56 let I4 = 7.56
 let J4 = 11.74 let J4 = 11.74
 let K4 = 6.6 let K4 = 6.6
 let L4 = 34.59 let L4 = 30.18
 let M4 = 36.7 let M4 = 36.7
 let N4 = 13.13 let N4 = 13.13
 let O4 = 52.725 let O4 = 52.725
Line 342 label M16 = "ITC" Line 345 label M16 = "ITC"
 label N16 = "P133" label N16 = "P133"
 rightstring O16 = "Win32-" rightstring O16 = "Win32-"
 rightstring P16 = "NT" rightstring P16 = "NT"
 rightstring R16 = "eforth"
 rightstring T16 = "This-" rightstring T16 = "This-"
 rightstring W16 = "abs.\ time" rightstring W16 = "abs.\ time"
 rightstring B17 = "time" rightstring B17 = "time"
 rightstring C17 = "opt." rightstring C17 = "opt."
 rightstring D17 = "Timbre" rightstring D17 = "Timbre"
 rightstring E17 = "no opt." rightstring E17 = "no opt."
 rightstring F17 = "coded C" rightstring F17 = "coded"
 rightstring G17 = "Forth" rightstring G17 = "Forth"
 rightstring H17 = "iForth" rightstring H17 = "iForth"
 rightstring I17 = "Forth" rightstring I17 = "Forth"
Line 359 rightstring M17 = "Gforth" Line 363 rightstring M17 = "Gforth"
 rightstring N17 = "Gforth" rightstring N17 = "Gforth"
 rightstring O17 = "Forth" rightstring O17 = "Forth"
 rightstring P17 = "Forth" rightstring P17 = "Forth"
 rightstring Q17 = "PFE" rightstring Q17 = "eforth"
 rightstring R17 = "PFE" rightstring R17 = "+opt"
 rightstring S17 = "PFE" rightstring S17 = "PFE"
 rightstring T17 = "Forth" rightstring T17 = "Forth"
 rightstring U17 = "TILE" rightstring U17 = "TILE"
Line 477 leftstring B24 = "time" Line 481 leftstring B24 = "time"
 rightstring C24 = "opt." rightstring C24 = "opt."
 rightstring D24 = "Timbre" rightstring D24 = "Timbre"
 rightstring E24 = "no opt." rightstring E24 = "no opt."
 rightstring F24 = "coded C" rightstring F24 = "coded"
 rightstring G24 = "Forth" rightstring G24 = "Forth"
 rightstring H24 = "iForth" rightstring H24 = "iForth"
 rightstring I24 = "Forth" rightstring I24 = "Forth"
Line 587 let U28 = U4/$L4 Line 591 let U28 = U4/$L4
 let V28 = V4/$L4 let V28 = V4/$L4
 let W28 = C4 let W28 = C4
 fmt W28 "##0.00s" fmt W28 "##0.00s"
 goto A2 goto H18
Removed from v.1.8
changed lines
 Added in v.1.9
FreeBSD-CVSweb <_EMAIL_>


Reference : The Scrutiny of Brexit in National Parliaments: Germany, Luxembourg and the Czech Rep...
Parts of books : Contribution to collective works
Law / European Law
The Scrutiny of Brexit in National Parliaments: Germany, Luxembourg and the Czech Republic Compared
Buth, Vanessa []
Kaniok, Petr mailto []
Brexit and Democracy
Christiansen, Thomas mailto
Fromage, Diane mailto
Palgrave Macmillan
[en] Brexit ; European Union ; United Kingdom ; parliament ; scrutiny ; Luxembourg ; Czech Republic ; Germany
[en] The outcome of the Brexit referendum has led to a highly mediatized battle of power between the British government and parliament over how much influence the latter can exert over the British position in the negotiations with the European Union (EU). At the same time, the role of parliaments in the remaining member states has received virtually no public attention, despite the fact that the stakes are also high for their publics. The aim of our chapter is to shed light on dynamics of parliamentary control of Brexit in the remaining member states through a comparative study of the German, Czech and Luxembourgish parliaments. Each of these member states has one or several key interests at stake in the negotiations, such as exports, the financial sector and future contributions to the EU budget (Germany, Luxembourg), or migration to the UK and the maintenance of EU policies and their budgetary health (Czech Republic). The three cases represent geographical diversity and differently sized countries, to take into account different levels of governmental influence over the Brexit negotiations. The study will focus on the formal powers of parliaments, their actual mobilization and the key dynamics that mark their scrutiny of the Brexit negotiations.
Negotiating Brexit
The original chapter is published by Palgrave Macmillan here:
File(s) associated to this reference
Fulltext file(s):
Open access
Brexit_Palgrave_Buth_ Hogenauer_Kaniok_18_09.pdfThis version is an authoer pre-print version. The final chapter has been published by Palgrave.Author preprint206.21 kBView/Open
Bookmark and Share SFX Query
All documents in ORBilu are protected by a user license.


Kazakhstan establishes diplomatic relations with Trinidad and Tobago
Photo: Kazakhstan establishes diplomatic relations with Trinidad and Tobago / Kazakhstan
Astana, Kazakhstan, Jan.21
By Daniyar Mukhtarov - Trend:
Permanent Representative of Kazakhstan to the UN Kairat Abdrakhmanov and Permanent Representative of Trinidad and Tobago to the organization signed a joint communiqué on Jan.16, 2014 in New York on establishing diplomatic relations between the two countries, Kazakh Foreign Ministry said.
During the meeting there was exchange of views on the status and prospects of bilateral cooperation within the UN, according to Kazakh Foreign Ministry. Additionally, the similarity in the stages of development of the two countries was emphasized. The similarity is related to gaining independence, democratic development, participation in regional integration processes and tolerance of society.
The parties admitted the importance of expanding mutually beneficial contacts between the states, especially in the spheres of energy, trade, access to regional markets, tourism and education.
Interest was expressed in Kazakhstan's contribution to the development of the island state's cooperation with Central Asian countries, and the importance for Kazakhstan to export its goods and services to Latin American and Caspian Sea region was emphasized.
Kazakh Foreign Ministry said that the important issues of the UN agenda reflecting the interests of the two states were discussed. They include: the solution of problems of the countries which do not have access to sea, small island states, working out the goals of sustainable development, environmental protection and other issues.
Trinidad and Tobago is an island state located in the southern Caribbean Sea, with a population of over 1.3 million people. The country is a parliamentary republic, where the political system is based on the British model of parliamentary democracy. The main economic sectors are mining and processing of oil and natural gas. The country is the largest natural reservoir of asphalt in the world.
The country has been a member of the United Nations since September 18, 1962. The republic is also a member of the Organization of American States, the Caribbean Community, the World Trade Organization (WTO), the Latin American Economic System, which brings together 26 countries of South America and the Caribbean basin.
Translated by L.Z.
Edited by C.N.
Follow us on Twitter _USER_