text:
VDO is software that provides inline block-level deduplication, compression, and thin provisioning capabilities for primary storage. VDO installs within the Linux device mapper framework, where it takes ownership of existing physical block devices and remaps these to new, higher-level block devices with data-efficiency properties. Specifically, VDO can multiply the effective capacity of these devices by ten or more. These benefits require additional system resources, so it is therefore necessary to measure VDO's impact on system performance.
Storage vendors undoubtedly have existing in-house test plans and expertise that they use to evaluate new storage products. Since the VDO layer helps to identify deduplication and compression, different tests may be required. An effective test plan requires studying the VDO architecture and exploring these items:
VDO-specific configurable properties (performance tuning end-user applications)
Impact of being a native 4 KB block device
Response to access patterns and distributions of deduplication and compression
Performance in high-load environments (very important)
Analyze cost vs. capacity vs. performance, based on application
Failure to consider such factors up front has created situations that have invalidated certain tests and required customers to repeat testing and data collection efforts.
31.1.1. Expectations and Deliverables
This Evaluation Guide is meant to augment, not replace, a vendor's internal evaluation effort. With a modest investment of time, it will help evaluators produce an accurate assessment of VDO's integration into existing storage devices. This guide is designed to:
Help engineers identify configuration settings that elicit optimal responses from the test device
Provide an understanding of basic tuning parameters to help avoid product misconfigurations
Create a performance results portfolio as a reference to compare against "real" application results
Identify how different workloads affect performance and data efficiency
Expedite time-to-market with VDO implementations
The test results will help Red Hat engineers assist in understanding VDO's behavior when integrated into specific storage environments. OEMs will understand how to design their deduplication and compression capable devices, and also how their customers can tune their applications to best use those devices.
Be aware that the procedures in this document are designed to provide conditions under which VDO can be most realistically evaluated. Altering test procedures or parameters may invalidate results. Red Hat Sales Engineers are available to offer guidance when modifying test plans.


text:
Sample Selector is a tool for creating and editing
samples, or groups of data you compare across—they're
not "samples" in the statistical sense, but more like filters.
By default, a single sample exists: "All Data". With the Sample
Selector, you can create new samples to organize your data.
You can use samples to:
Compare across conditions
Narrow the scope of data analysis to a specific time range,
set of students, problem category, or unit of a curriculum (for example)
A sample is composed of one or more filters, specific
conditions that narrow down your sample.
Creating a sample
The general process for creating a sample is to:
Add a filter from the categories at the left to the composition
area at the right
Modify the filter to select the subset of data you're interested
in, saving it when done
View the sample preview table to see the effect of adding your filter,
making sure you don't have an empty set (ie, a filter or combination
of filters that exclude all transactions).
Name and describe the sample
Decide whether to share the sample with others who can view the
Save the sample
The effect of multiple filters
DataShop interprets each filter after the first as an additional
restriction on the data that is included in the sample. This is also known
as a logical "AND". You can see the results of multiple filters in the
sample preview as soon as all filters are "saved".
A project is primarily a group of related datasets. Each project has a principal
investigator (PI) and potentially a data provider, as well as one or more project
admins. If you are a project admin for this project, you can edit its metadata. The
difference between PI and project admin is described here.
Access to datasets is granted by project. To gain access to a private project, click
the Request Access button and provide a brief reason why you would like
access. The status of your request will be shown on the Access Requests page.

source: openbmb/Ultra-FineWeb


text:
ACCOUNTING TERMS - ACCOUNTING DICTIONARY - ACCOUNTING GLOSSARY
From the web's #1 provider of financial analysis / ratio analysis
NON-CURRENT ASSETS Definition
NON-CURRENT ASSETS includes PPE (property, plant and equipment) as opposed to current assets which includes cash, cash equivalents (e.g. securities, short-term notes, etc.), inventory and accounts receivable.
Learn new Accounting Terms
HIGH-YIELD DEBT is a business term referring to a corporate debt instrument (non-investment grade or junk bond), that has a higher yield (compared to investment grade debt) because of a high perceived credit risk (default risk). See also JUNK BOND.
OPERATING COST is the expense of maintaining property (e.g., paying property taxes and utilities and insurance) it does not include depreciation or the cost of financing or income taxes. Also known as OPERATING EXPENSE.

source: HuggingFaceFW/fineweb-edu


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Posted 20 Oct 2007
Squeezing more performance from SortedList
, 10 Oct 2008 CPOL
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A SortedList implementations using a cyclic algorithm and C# IDictionary tweaks.
typical_results.png
Introduction
This article describes an IDictionary<TKey,TValue> implementation similar to SortedList<TKey,TValue>. The implementation uses TKey[] and TValue[] arrays as the underlying data structure. Performance increase is achieved by using cyclic array indexing and by pre-fetching the 32 most significant bits of TKey.
Asymptotic Time Complexity of SplitArrayIntDictionary<TValue>.Insert()
P = probability of random data.
(1-P) = probability of monotonously (sorted) input data.
O(log(n)) = search time in the sorted array.
O(n) = time needed for Array.Copy.
O(1) = time needed to write the new key/value pair into the arrays.
O(SplitArrayIntDictionary.Insert(TKey,TValue)) =
P*( O(log(n)) + O(n) ) + (1-P)*O(1)
< P*O(n)
< O(n)
For comparison, the average time of a balanced binary tree (SortedDictionary<Tkey,TValue>.Insert(TKey,TValue)) operation is O(log(n)), which is more efficient for large dictionaries. For small dictionaries (up to 50,000 - 10,000 elements), the Array.Copy operation is so efficient that inserting a new key to SplitArrayIntDictionary is faster than SortedDictionary (see the Excel graphs at the top of this page).
Cyclic Array.Copy Background
The .NET SortedList implements IDictionary<TKey,TValue> by synchronizing two arrays - TKey[] and TValue[]. The algorithm basically shifts the arrays each time a key needs to be inserted in the middle of the array. The shift operation uses Array.Copy (which is implemented internally using memmove). memmove is much faster than an equivalent C# for {} implementation, especially if we do not want to use auxiliary memory (in place copy operation):
void SlowMoveInPlace(TKey[] keyArray, int source, int destination , int length)
{
 Debug.Assert(source != destination);
 Debug.Assert(source+length < keyArray.Length);
 Debug.Assert(destination+length < keyArray.Length);
 //assume destination and source overlap
 //non-cyclic implementation
 if (sIndex > dIndex)
 {
 for( int dIndex = destination,
 sIndex = source,
 sIndexMax = source + length -1 ;
 sIndex <= sIndexMax ;
 sIndex++ ,
 dIndex++)
 {
 keyArray[dIndex] = keyArray[sIndex];
 }
 }
 else
 {
 for( int dIndex = destination+length-1,
 sIndex = source+length-1,
 sIndexMin = source;
 sIndex >= sIndexMin ;
 sIndex-- ,
 dIndex--)
 {
 keyArray[dIndex] = keyArray[sIndex];
 }
 }
}
void FastMoveInPlace(TKey[] keyArray, int source, int destination , int length)
{
 Array.Copy(keyArray,source,keyArray,destination,length);
}
Three additional issues incur overhead on the Copy operation: first, we need to keep the TKey and TValue arrays synchronized. So each Array.Copy command is executed twice. (We could have used one array containing a KeyValuePair<TKey,TValue>, but it would involve boxing of TKey and also hurts cache locality of TKey[].)
void ArrayCopy(int source, int destination, int length)
{
 Array.Copy(this.nodeKeys, source,
 this.nodeKeys, destination,
 length);
 Array.Copy(this.nodeValues, source,
 this.nodeValues, destination,
 length);
}
Second, a cyclic array requires more "if" clauses since the source and/or the destination may wrap over the end of the array. Here is a sample from CyclicArrayCopy():
void CyclicArrayCopy(int source, int destination, int length)
{
 Debug.Assert(source != destination);
 Debug.Assert(length > 0);
 Debug.Assert(source >= 0);
 Debug.Assert(destination >= 0);
 Debug.Assert(source <= LastIndex);
 Debug.Assert(destination <= LastIndex);
 // The following assert makes sure we do not require
 // auxillary memory allocation.
 bool shiftLeft = CyclicSub(destination,source) >= CyclicSub(source,destination);
 bool shiftRight = CyclicSub(destination,source) <= CyclicSub(source,destination);
 Debug.Assert(shiftRight || (shiftLeft && (CyclicSub(source,destination) +
 (length-1)<=LastIndex)));
 Debug.Assert(shiftLeft || (shiftRight && (CyclicSub(destination,source) +
 (length-1)<=LastIndex)));

 int srcEndIndex = CyclicAdd(source, length-1);
 int dstEndIndex = CyclicAdd(destination, length-1);

 if(...)
 // abcd00 --> 00abcd

 if(...)
 // cd000ab --> 00abcd0
 // cd000ab --> 000abcd

 else if(...)
 // cd000ab --> abcd000
 // cd000ab --> 0abcd00
 else if(...)
 // 00abcd0 --> cd000ab
 // 000abcd --> cd000ab
 else if (...)
 // abcd000 --> cd000ab
 // 0abcd00 --> cd000ab
 else if (...)
 // d000abc --> bcd000a
 else
 // bcd000a --> d000abc
#region proof
 Debug.Assert(destination < source);
 int length5 = LastIndex+1 - source;
 int shift_ = source - destination;
 Debug.Assert(shiftLeft);
 Debug.Assert(shift_ + (length - 1) <= LastIndex);
 Debug.Assert((source - destination) + (length - 1) <= LastIndex);
 Debug.Assert((source - destination) + (length - 1) < LastIndex+1);

 //by definition srcEndIndex = source+(length-1)-(LastIndex+1)
 //which gives us this equation:
 Debug.Assert(srcEndIndex - destination <0);
 Debug.Assert(destination > srcEndIndex);
 // concludes the proof
#endregion
 //requires proof that destination > srcEndIndex
 //otherwise the first ArrayCopy() call
 //would overwrite source data required
 //for the last ArrayCopy() call
 ArrayCopy(source, destination, length5);
 ArrayCopy(0, LastIndex+1 - shift_, shift_);
 ArrayCopy(shift_, 0, srcEndIndex+1);
}
Third, the bigger the array, the more time the Array.Copy command would require - especially if the source and the destination cause too many CPU cache misses (see the Points of Interest section at the bottom of this page).
Algorithm Improvements
Splitting the Array
Jacob Slusser gives a great overview of Gap Buffers, highly recommended reading!
The first shift operation shifts the array one index to the right or one index to the left. See the following pseudo code:
TKey[] nodeKeys = {'a','e','f', 0 , 0 , 0 , 0 , 0 }
TKey key = 'd'
//make room for 'd'
ShiftLeft(nodeKeys, index=0,length=1,shift=1);
Assert(nodeKeys == { 0 ,'e','f', 0 , 0 , 0 , 0 ,'a'});
//insert 'd'
nodeKeys[0] = key;
Assert(nodeKeys == {'d','e','f', 0 , 0 , 0 , 0 ,'a'});
If


text:
How to Propagate a Deutzia Gracilis Bush
The slender deutzia (Deutzia gracilis) is a low-growing shrub that's native to Japan. Deutzia is deciduous and grows in a mound, from 2 to 4 feet tall and across. Each spring, the shrub is covered in stems full of tiny white flowers for one to two weeks. Deutzia does well as low hedges, in mass plantings or as a specimen piece to add textural interest. Deutzia is hardy in Sunset Climate Zones 2 to 11 and 14 to 17. Propagate deutzia by rooting softwood cuttings in the summer. The cuttings will form roots within a matter of weeks, just in time for fall planting for another year's growth.
Test the deutzia stems to see if they have matured enough to propagate. Shrubs root best when they are in the softwood state -- soft enough to bend but brittle enough to break. Bend a branch on the shrub about halfway down. If it bends and then snaps, your deutzia is ready. Branches that only bend are too young, and branches that break right away without bending first are past the peak time for propagation.
Fill a plastic container with damp paper towels. This container will hold the cuttings while you work in the garden, keeping them damp and out of the sunlight, which can damage freshly cut stems.
Cut the stems for rooting early in the morning on a relatively cool morning. This will ensure that the plant is well-hydrated. Use pruning shears to cut a branch about 1 inch below the second leaf node. Choose stems that result in a cutting between 3 and 5 inches long. Place the cut piece into the plastic container and cover it with damp paper towels.
Remove the bottom leaves from each cutting to create a wound in the stem. The new roots in the cutting will grow from this wounded spot. Add additional wounds by shaving away two strips of bark from the sides of the cut end of each stem.
Make a mixture of half soilless potting mix and half perlite. Fill seedling pots with this mixture and water it thoroughly.
Dip the wounded end of each stem into water and then into rooting hormone powder. Make sure each stem is covered with a generous layer. Tap the stem on the side of the container to remove any excess powder that may not adhere to the stem.
Insert each stem into the potting mix in a seedling pot. Firm the mixture around each stem. Trim each remaining leaf in half, removing the top half of each leaf. This will cut down on the amount of moisture that each plant loses.
Place a small stick into each seedling pot, placing it near the edge of the pot. Arrange all the seedling pots on a tray and fill the tray with water to moisten the potting mix from below. Place the tray into a plastic bag. Set the bag under a tree or in another part of your garden that gets occasional sunlight. Keep the plants moist by watering them from below, and leave them in the plastic bag until the stems develop roots.
- Rooted cuttings need a very moist environment. Water them daily to ensure they don't dry out.
Working in sunny Florida, Anne Baley has been writing professionally since 2009. Her home and lifestyle articles have been seen on Coldwell Banker and Gardening Know How. Baley has published a series of books teaching how to live a frugal life with style and panache.

source: m-a-p/FineFineWeb


Every spring, adult herring congregate in huge numbers to spawn along the coastal shores. Between February and April, depending on location, the females lay their sticky eggs on seaweed, sea grass, or rough rocks. On average, each female lays 20,000 eggs. The males spread their sperm, turning large swaths of the ocean into a characteristic turquoise blue color. Depending on the intensity and size of the spawning population, spawning activity lasts 2 to 4 days. Due to their long incubation period at relatively shallow depths, herring eggs are susceptible to a variety of physical and biological dynamics such as wave action and predation. As a result egg mortality is very high. However eggs can even still develop if they temporarily fall dry (–> see video).
A spawn event can stretch over many kilometers of shoreline. Approximately 5,285 km (or 18 %) of British Columbia's extensive 29,500 km coastline have been classified as herring spawning habitat. Of this, an estimated 300 to 600 kilometres, or about 1.8 % of BC's total shoreline length, is intensively utilized by herring spawners in a typical season. Unlike salmon, herring do not die after spawning, and they spawn every year.
Freshly laid herring eggs on bladder kelp in the intertidal. Photo: Mark Wunsch
Monday, October 7, 2013


text:
Adams County has been issued a final property tax equalization factor of 1.0 for the 2012 tax year, which will impact tax bills paid in 2013.
This indicates Adams County's property is being assessed correctly, according to Brian Hamer, director of the Illinois Department of Revenue, who announced the equalization factor, also known as a "multiplier."
State law requires property in Illinois to be assessed at one-third of its market value. According to Hamer, assessments in Adams County are at 33.36 percent of market value, based on sales of properties in 2009, 2010 and 2011.
The state's equalization factor is determined annually for each county by comparing the price of individual properties sold over the previous three years to the assessed value placed on those properties by the county's supervisor of assessments.
If the three-year average level of assessment is one-third of the market value, the equalization factor will be 1.0, Hamer said. If the average is greater than one-third of the market value, the multiplier will be less than 1.0. If the average is lower than one-third, the multiplier will be higher than 1.0.
Adams County has not had an equalization factor of more than 1.0 since 1993, because the county does its own property equalizations on a township-by-township basis, according to Supervisor of Assessments Georgene Zimmerman.
Each year, the supervisor of assessments issues equalization factors for each of the 23 townships in Adams County. This is done as part of the statewide effort to make sure all property in Illinois is assessed at one-third of its market value.
When the state subsequently reviewed the county's assessments, it found the levels prescribed by Zimmerman were in line with the state's expectations. So the state issued the 1.0 countywide multiplier.


text:
Business status of mao (antidesma spp.)
MetadataShow full item record
The aims of this research was to study the general situation in aspects of productivity and marketing of Mao fruits in Sakonnakon. Cost and return, marketing channel and marketing margin of Mao fruits were investigated during 2007–2008 using purposive sampling and descriptive analysis. Twelve gardeners who own the average 7 years Mao orchards in Pupan, Kudbak, Sawangdandin, Nikomnam-oon and Warichapoom District in Sakornnakon province informed that the productivity of Mao fruits was 750 Kg/annum in average. The average price of Mao fruits was 25 Baht/Kg. The net returns of Mao fruits was 7,216.89 Baht/rai/annum. Marketing channel of Mao fruits were fresh fruits eaten and used as raw material in fruit juice processing plants. The whole commodity of Mao in orchard was traded and distributed by middleman. Earnest money deposit was required. The price of Mao fruits was 25 -35 Baht/Kg for the processing plants. The profit was 9,104.50 Baht/ton or 36.41% of net income.
- Journal Articles


text:
Williamson Island | Tybee Island, Georgia
View Photos/Videos Below
View a map showing Georgia's newest barrier island and all of Georgia's major barrier islands.
Williamson Island is the youngest Georgia island. Shoreline surveys of 1913 show the formation of a sand spit from the central portion of Little Tybee's shoreline. At the time, Beach Hammock was the southernmost ocean shoreline in the Tybee-Little Tybee complex. The spit continued to lengthen, with Little Tybee Creek routed to the south between the spit and the marsh. Between 1957 and 1960 the spit was breached. The resulting island is Williamson. This low, narrow barrier is like those typically found on coasts with high wave energy and low tidal energies.
After the island was created, Kerr-McGee Corporation and the state both claimed ownership. This disagreement over an ephemeral body of sand was taken to the courts. The state was eventually designated the island's proper owner and manager.
By Tonya D. Clayton, Lewis A. Taylor, Jr., William J. Cleary, Paul E. Hosier, Peter H.F. Graber, William J. Neal, and Orrin H. Pilkey, Sr. in Living with the Georgia Shore
Tagged with: Barrier Islands in Georgia
Georgia Barrier Islands Photos
Photographs of 16 major barrier islands along the Georgia Coast with brief descriptions. Photos are arranged in geographical order north to south. For more detailed information on each island see Barrier Islands In Georgia and the Georgia Barrier Islands Map.


TY - JOUR T1 - ADHA's Focus on Advancing the Profession: Minnesota's Dental Hygiene Educators' Response JF - American Dental Hygienists Association JO - J Dent Hyg SP - 53 LP - 53 VL - 81 IS - 2 AU - Monson, Angela L AU - Engeswick, Lynnette M Y1 - 2007/04/01 UR - _URL_ N2 - Purpose. Developing degree-completion programs to enable associate-prepared dental hygienists to complete a baccalaureate degree is essential to help advance the profession. This study determined current associate degree dental hygiene students' interest in degree completion, preferred educational venue, and examined if current interest in course topics supports the ADHA's Focus on Advancing the Profession. Methods. A 55-item survey was designed and distributed to 296 first-year and second-year dental hygiene students enrolled in 8 Minnesota associate degree programs during fall 2004. Seven of the 8 schools participated for a reponse rate of 69% (N=206). The survey included items to elicit interest in degree completion, preferred educational venue, and interest in course topics. Researchers grouped course topics according to the ADHA focus areas for advancing the profession (research, education, practice & technology, licensure & regulation, and public health). Results. Results of the survey revealed that 66.0% of dental hygiene students are currently interested in completing their baccalaureate degree. The top 2 educational venues for program delivery include evening classes held in off-site locations near their home communities (50.4% very interested) and complete online class format (35.6% very interested). Students were least interested in completing coursework during traditional daytime hours (12.6% very interested). Interest in course topics related to technology (58.3 highly interested) and advanced clinical hand instrumentation (55.7% highly interested) were the strongest, while students were least interested in the design and implementation of research (8.3% highly interested), evaluating scientific literature (7.6% highly interested), and statistics (7.6% highly interested). Conclusion. This study reveals a strong demand for degree-completion programs, with preferred educational venues in nontraditional formats, such as evening classes in off-site locations or online course delivery, to attract the highest number of applicants. Students indicate the highest interest in course topics in the ADHA focus area of practice and technology, with the least interest in research. Development of degree-completion programs should design curriculum in a format that meets the needs of their targeted population, while including course topics that advance the profession as suggested by the ADHA focus areas. ER -


Take the 2-minute tour ×
Suppose I have an array of non-repeating decimal numbers:
v1 = 0.0588235294117647, 0.1428571428571429, 0.0526315789473684, 0.0769230769230769
I would like to convert this to an array of integers by multiplying/dividing all the elements by a single number:
v2 = 1729, 4199, 1547, 2261
All numbers need to be in their most simple form as well. To clarify, this is the solutions column of a matrix with one free variable. I need to make that variable equal something that makes the entire column consist of whole integers.
I've tried a bunch of things, but nothing seems to work all the time.
I need some type of algorithm so that I can automate this process.
share|improve this question
I see no relationship between these values. Where did you get them? How did you arrive at those integers? – duffymo Dec 24 '11 at 2:33
It's unclear what you want the relationship between v1 and v2 to be. – Greg Hewgill Dec 24 '11 at 2:33
v1 and v2 are simply examples to demonstrate what I meant by "non-repeating decimal vector" and "whole integer vector" respectively. I just made them up for this post. Sorry about that. – George Costanza Dec 24 '11 at 2:34
Why not multiply each number by 10 until they all become integral? – mtrw Dec 24 '11 at 2:34
You could multiply v1 * 0, that's whole. – Greg Hewgill Dec 24 '11 at 2:36
show 1 more comment
closed as not a real question by Paulpro, Mitch Wheat, woodchips, duffymo, ChrisF Dec 24 '11 at 15:09
2 Answers
Based on your comment on the other answer, your question seems to be how to scale a vector up so that all the values are integral.
This is not an easy task as you essentially need to find fractional approximations for all the numbers in v1.
Related: Algorithm for finding the ratio of two floating-point numbers?
There are essentially 2 main approaches to do this depending on what kind of numbers you want:
1) The easy way: You could multiply the vector by 2 until everything becomes integral. This is guaranteed to happen since all current systems use binary floating-point. This is essentially the first answer in the above question.
There is one major drawback to this approach. If your numbers are like:
you will get very "weird" (and potentially large) results. (you will not get: 20, 6, 15 which is the desired answer)
2) The hard way: This approach is to use continued fractions on each element of v1 to turn it into an array of fractions. Then multiply every element by the LCM of all the denominators. This is essentially the second answer in the above question.
The drawback of this approach is that it's math intensive and complicated. So you're better off just copying the implementation in that answer. The advantage is that it will give better results.
share|improve this answer
Thank you. This is what I wanted. – George Costanza Dec 25 '11 at 1:32
If this answers your question, you can accept it by clicking on the green checkmark. :) – Mysticial Dec 25 '11 at 1:55
add comment
If I understand you correctly you want to do something that ay result in very very large integers.
You want to find an integer (preferably smallest possible, but that may not be fast to find) that is a multiple of 3._PHONE_, call it m1. Then do the same so you have m1, m2, m3, m4. Then you want to find their lowest common multiple lcm(m1, m2, m3, m4) or just use m1*m2*m3*m4 to avoid compute lcm. And multiply your vector v1, by the result. This will result in enormous integers in your vector (which will almost always not be able to be stored in 64 bits).
So say for your above numbers you could easily pick:
m1 = 33837475943
m2 = 89391713934747847847
m3 = 23282781272732734
m4 = 32838723
m = m1*m2*m3*m4 //2312684250534946337531905217893260302519969924182717722
v2 = m*v1
You may want to use the Fast Fourier Transform to multiply your m's since they are quite large you can have O(n log(n)) multiplication instead of, but I don't know if these numbers are large enough for it to really be beneficial.
share|improve this answer
Basically, right. Then I want to reduce it to its "simplest" form, which would require dividing uniformly by some number. – George Costanza Dec 24 '11 at 3:01
_USER_ If you pick the smallest multiple (rather than just multiplying by a power of 10 for each number, and use the lowest common multiple of the result instead of m1*m2*m3*m4 you will have the result. Otherwise you could do it the above way and then find the greatest common divisor of the numbers in your v2 and divide them all by that. – Paulpro Dec 24 '11 at 3:05
_USER_ I reccomend that second way actually. You can use this gcd(a,b) = gcd(b,a mod b) with a > b to find the gcd of two numbers quite fast. You need to find the gcd of n (say 4 like in your example) large numbers, then use gcd(v[1], gcd(v[2], gcd(v[3], v[4])))' – Paulpro Dec 24 '11 at 3:07
add comment


text:
A novel concept of suspended sediment (SS) routing through a small reservoir is proposed that relies on the particle properties in the reservoir inflow.
The SS routing through the reservoir is described following the single continuous stirred tank reactor concept with only one model parameter, the SS decay coefficient. This parameter is linked to the sediment settling velocity and water flow velocity. Hence, the model does not require a direct calibration with recorded data. This model was tested on a small reservoir in Warsaw, Poland, with seven storm events. Suspended sediment samples at the reservoir inflow and outflow were taken manually during the passage of flood flows at irregular intervals. The performance of the proposed method was verified with the approach when the model parameter is estimated directly from recorded events.
The parameter calculated based on particle properties was about 10 times higher than the corresponding parameter optimized from recorded SS events. Hence, there was a need to introduce a correction factor to accurately predict the effluent SS. This led to a high model performance for all events (Nash-Sutcliffe = 0.672 on average).
(i) The proposed SS routing model based on particle properties has been proven to accurately simulate SS in the reservoir outlet. (ii) Thus, the parameter can be estimated from the sediment settling velocity and water flow velocity, but the correction factor must be applied. (iii) Our findings acknowledge difficulties in describing SS routing through small reservoirs and indicate a lack of knowledge on the functioning of these reservoirs.


text:
How do math placement exams work and how can I prepare for them?
I took a math class at another college or university, how can I transfer it to Boise State University?
How can I get permission to repeat a class that I've repeated before?
If you need to repeat a class more than once then you will need to fill out a Request to Exceed Maximum Course Registration. First complete the form, including the justification and advisor signature. Then make an appointment with Math Advising. Please include (a) The course name and number (b) The past semesters and section numbers or instructor names. We will discuss how you can be successful retaking the course!
How do I obtain a permission number?
In order to receive a permission number from the Mathematics Department, please send the following information to _EMAIL_ using your Boise State student email address.
- Name and student ID#
- The exact section number of the math class wanted including the 5-digit class number. e.g. MATH 170-001 (70187)
- A copy of the message received when attempting to register for the class.
We will be in contact with you if additional information is needed or to issue a permission number.


: Chlorinated wastewater and industrial effluents normally contain only combined chlorine.
What is total Chlorine and how is it measured?
Total Chlorine is free Chlorine plus combined Chlorine. It can be measured by DPD4.
I am using a CLE Chlorine sensor in my system. My solution contains a surfactant and my chlorine reading drifts slowly downward.
The surfactant may clog the sensor membrane. This electrode was designed for swimming pools and water of similar quality.
Can I use the CLE Chlorine sensor in Deionized water?
No, the electrolyte will be diluted by diffusion and because the sensor is Amperometric, it needs some conductivity to function.
Can I use the CLE sensor in water with a high turbidity level?
No, the recommended range of the sensor is 100 to 300 mg of hardness. Reduce the turbidity by filtering and then run the test samples. The sensor membrane can be clogged by a highly turbid sample.


Thursday, September 29, 2011
Back Button Focusing, What? Why? And How?
Excuse the quality of the picture, this is the best I could get out of my wife's P&S
So you've heard about BBF or Back Button Focusing and was wondering what BBF is. Maybe you also heard that once you get used to it you will never go back. In this post I will tell you what is BBF and why it is one of the best things that makes using a DSLR more practical and enjoyable.
BBF is short for Back Button Focusing, which means that you will move the focusing function from the shutter button to one of the buttons at the back of the camera (usually the "*" button on a Canon), check the picture of my Canon 60D at the top, you will find three buttons on the top right part at the back of the camera (Rebels or xxxD series only have two).
Usually half pressing the shutter button initiates auto-focusing and auto-metering, and completing the press snaps the picture, the whole idea of BBF is to remove this focusing function from the shutter button and move it to a button on the back, but why would anyone want to do that?
For one very simple reason, in order not to let the camera focus everytime you press the shutter button to take a picture. You are going to tell me "but I can easily switch the lens to manual focus and achieve the same result", true, you can, but can you do the the same as in the scenarios that I will mention below?
But before that, I must tell you how I have assigned the buttons on my camera first, so that you can imagine what I am talking about when I am describing the scenarios.
 - A half press of the shutter starts metering (exposure calculation).
 - A full press on the shutter will snap the picture whether it is in focus or not.
 - A press on the "*" button at the back will engage auto-focusing (will focus and lock the focus once if "Single Shot" is chosen, will keep focusing and tracking if "AI Servo" is chosen).
 - AEL button remains as it is, locks exposure when pressed.
The above configuration is not the only available configuration, you can shuffle the different functions between the buttons as you wish, I have 10 different possible combinations on my 60D.
One advantage of the xxD and xD series Canons over the xxxD (Rebel) series is the extra "AEL" button, if you have an xxxD camera, you'll have to sacrifice the exposure lock function in order to use the "*" button at the back for focusing instead.
You can change the button assignment on your Canon via the custom functions "C.Fn." menu under the settings, they are listed on this Canon's Learning Center page for different cameras.
There's an easier way to do it on the 60D through the quick menu, press the "Q" button, go to button assignments and you will find something that looks like this.
Custom controls quick menu on a Canon 60D
For Nikon users I found this link that describes how to set it up, if you can't do it on your Nikon, please tell us in the comments and Mic will be glad to help.
[Mic: For Nikon, the process is similar, although it varies by camera model. In some higher-end cameras such as the Nikon D300 there is an independent AF-ON button. The camera will focus when that button is pressed. However, by default the camera will also focus when the shutter is half-pressed. To use BBF, you disable the focus of the half-pressed shutter. This is an option listed under the Autofocus options. In the D300, it's option a5 AF Activation.
On older cameras such as the Nikon D70, you can use BBF but you have to use the AE-L button as the BBF button, thus giving up AE-L. To enable BBF, find the option for selecting the function of the AE-L button and change it to AF-ON. Enabling that option automatically disables the focus on half-pressing the shutter.
On still other cameras, such as the Nikon D80, there is no dedicated AF-ON button but there is a user-selectable Fn button that can be used for BBF. Alternatively, you can assign the AE-L function to the Fn button and use the AE-L button as the BBF button. The process is similar to that of the Nikon D70.]
I have read almost all of the posts and the forum topics that talk about BBF, and some of them list some possible usage scenarios that are straight out of science fiction books. I will tell you about the real life situatioins where BBF has helped me.
- Focus & Recompose: Imagine you're shooting someone using the focus and recompose method, you've already focused the picture, moved the camera a little to a composure of your liking and took the picture. Now imagine that the person in front of you made an interesting face or you said some instruction to them and want to take another picture, if you press the shutter again the camera will try to focus again compromising the focus you've already set, and you'll have to focus and recompose from the start again, while if you're using BBF you can happily shoot away while the focus remains set from the first time.
- Tripod Shooting: Imagine you have the camera on a tripod shooting some product, you have the focus set and you're taking several pictures, unless you change the focus button to manual, everytime you press the shutter button (and it is way more annoying when you're using a remote release) the camera will try to auto-focus and ruin your set focus.
- Difficult Focusing Situations: This happened to me a lot with the Canon G11, I was shooting some dark women dresses for an ad, the dress' position was fixed and I was standing in the same position, when I tried to focus the camera, it kept hunting and giving me the red rectangle which means it can't focus (dress is dark and has no contrast to help the camera focus), so I increased the room lights, the camera focused correctly, I turned the lights down and took my first picture, you can imagine what happened next, when I tried to take another picture the camera started hunting for focus (again!) and threw my correct focus away, ARGH!
If I had BBF then, I would set the focus once and shoot as many pictures as I like.
I assume you got the idea by now, the MAIN advantage is that you can set your focus, and shoot as many pictures as you like without the camera trying to focus again. However there are other useful scenarios for BBF:
- Canon's USM technology enables you to use the focusing ring at anytime even if the focusing button is set to "auto", that way using BBF you can focus manually at will and start shooting pictures without the camera trying to auto-focus, that way you can forget about the lens focus setting (manual or auto). A counter argument in this case would say "but I can set the lens to manual focusing and do the same thing", but there's a difference, sometimes (especially when shooting macro, and the camera's AF struggles) I quickly press the "*" button at the back to get the focus in the vicinity of correct focus, then resume focusing manually myself, after I''m satisfied with the focus, I know that when I press the shutter button the camera won't try to auto-focus and ruin my efforts.
- Finally, one great benefit for us Canon users (not sure about Nikon, Mic?*) is that we can use one focusing setting to either capture still or moving subjects. Let me explain, on Canon cameras we have three focusing settings (not entirely sure about the 7D and the 1D), Single Shot, AI Focus and AI Servo.
Single shot focuses once and stops when focus is achieved, AI Servo keeps focusing and tracking whatever it is that you're focusing on, and AI Focus is supposed to be an intelligent mode that detects whether it should use single shot mode or track subjects if they're moving, but I never had reliable success with it.
With BBF, I leave my camera on AI Servo all the time, that way I can use it as a single shot or track something without changing any settings, pressing the "*" button would focus until I release the button (when the subject is still), or I can keep the button pressed to track a moving subject.
[*Mic: For Nikon, we have similar options, although it varies by camera. At a minimum, there is a manual focus mode (M), a single focus mode (S), a continuous focus mode (C). The function of the continuous focus mode can be changed from always attempting focus (similar to Canon's AI Servo), a mode called AF-A where it's similar to single but will switch to continuous when the subject moves (similar to Canon's AI Focus). On some cameras there is a separate button for AF-A, whereas on other cameras AF-A is selected in the menus. Some older cameras such as the D70 don't have AF-A at all.]
I will tell you a little story, when I saw all the rage about BBF, and all the "I tried it and I never went back" stories I was excited to try it myself, and I first tried it on my 550D I used for one or two times and decided that I hated it and it slowed me down and


Asking questions about animal behaviour
There are many approaches to asking questions about animal behaviour. Firstly we should have an idea in mind defining what behaviour is.
Behaviour can be defined as;
All observable processes an animal responds to in the external world or in the internal state of its body & Any action that can be observed and described, and must be observable and describable.
The latter is a relatively broad definition, ranging from slight muscle twitches to sophisticated displays.
Methods in asking questions about behaviour
Repeatable measures
There is an inherent consistency to many behaviour patterns displayed by animals. Repeatable measures allow for reliable repeatable observations of individuals, of a species. This is because members of a species share behaviours that are general and recurring. These patterns are identifiable activities, recognisable and distinguishable from other identifiable patterns preformed by the species.
Functions of behaviours
Animals appear to do things in order to achieve something, i.e. carry out particular behavioural patterns or sequences of behaviours that have a functional response, and this is reflected in how we describe behaviour:
 - Searching for food
Hiding from predators
Attracting a mate
Displaying to a competitor
The means to an end
We can interpret apparent purposefulness as indicating some kind of internal representation of what has to be achieved, this could be a mental image; a squirrel sets out with an image of food in its head or a bird weaves twigs to its internal mental notion of a nest.
Goal directedness (Goal directed behaviour) describes this purposefulness based on internal representations. An example: The goal directed digging wasp digs burrows and stocks them with provisions for their larvae, when the burrow is finished and the larvae and rations are in place, the wasp moves on to dig another burrow. But how does the wasp know when a burrow is finished? Perhaps she works to an internal representation of what a burrow should be, expressing goal directed behaviour or she may simple be digging down for X number of minutes and laterally for Y number of minutes.
A manipulative experiment was carried out, artificially extending and filling in burrows digging wasps were working on.
The experiment showed; wasps would extend burrows which were filled in, and fill in burrows which were artificially extended. This indicates the digging wasp exhibits goal directed behaviour and have an internal representation, some criterion for deciding when a burrow is finished.
Goal achieving behaviour is where an animal has no internal representation of its goal. The goal is only recognised when it has been encountered, woodlice express goal achieving behaviour.
Woodlice are found in dark moist environments, but do not set out to find them. If an individual finds itself in a bright and dry environment, it starts walking. The louse moving somewhat randomly does not know where it's going, just where it prefers not to be. The brighter and drier the conditions of this unsavoury environment the quicker the woodlouse will move. When the louse finds itself in a sufficiently dark and moist environment it will recognise this as where it wants to be. The goal is recognised once it is encountered.
Locomotory responses are taxes and kineses: Taxes are orientated responses – Phototaxis is a direct response to light. Kineses are non-orientated responses – Hydrokinesis is a somewhat random response to moisture.
There are different levels at which you can study animal behaviour:
Tinbergen is one of the founders of the modern study of animal behaviour for which he won a noble prize in 1973. Tinbergen split the study into four questions:
1) Mechanism: how is a particular behaviour achieved? How does an animal use its sensory and motor abilities to achieve/modify its behaviour? It's the mechanism within the animal of the body itself.
2) Development: How does behaviour develop? How does an animal's behaviour change during growth in response to experience (a = gene, b = environment: it could be a or b, or an interaction between a + b) e.g. pollutants in the environment can change an animal's behaviour.
 - Mechanism and Development approaches are proximate approaches looking at proximate measures in the animal to discover how behaviour is achieved and developed.
3) Function: What is the behaviour for? How does it promote survival and reproduction? How is it selected for over time?
4) Evolution: Where has the behaviour come from? We can compare the behaviour of closely and distantly related species, what does this tell us about the origins of the behaviour? In birds, simple pecking can evolve into complex displays, for example.
 - Function and Evolution are ultimate approaches relating to the survival, reproduction and evolution of the animal.
There are several techniques used to answer Tinbergen's questions:
1) Experiments: Manipulating variables of interest and controlling or remove confounding factors. Manipulative experiments are the most powerful way to distinguish between rival explanatory hypotheses.
2) Observations: Useful when manipulation is not possible or unethical. You can record unwanted variables and control in subsequent analysis'. Analysis must be driven by a priori predictions e.g. you should always test specific hypotheses.
3) Comparison: You can compare across different species and environments. Different selection pressures are expected to mould behaviour in predictable ways.
4) Theoretical modeling: Mathematical equations or computer programs can take essential elements of a system and can; make precise predictions, simulate outcomes and compare these to the real world.
The road to the modern study of animal behaviour.
Ethology led to behavioural ecology using hypotheses driven investigation, it is the biological study of behaviour. Ethology is an all encompassing European approach to how and why animals achieve things, covering the four different aspects. A wide range of species were studied in their natural context. It gave detailed descriptions of behaviour but declined due to lack of experimental support.
Comparative psychology is the American approach looking for general laws of behaviour applicable to all species, focusing on mechanisms and development. Contrasted with Ethology, by studying adaptive specialisation, with an emphasis on fixed behaviour patterns.
Behavioural ecology is the dominant field in the study of animal behaviour. It is a mixture of Ethology, Ecology and Evolutionary Biology focusing on questions of evolution and function. It's a very successful predictive science e.g. Evolutionary Stable Strategies (ESSs), where adaptive decision making is often frequency dependent. Criticism include: Has a reduced focus on mechanism and development and it views many aspect if an organism as a perfect adaptation to something.
Evolutionary psychology is a relatively new discipline and primarily focuses on human cognition. In the past psychologists talented to focus on mechanisms of learning but ignored it adaptive value, how it evolved over time but have since recognised the importance of natural selection.
Is the study of animal behaviour what you thought it would be?
___________________________________________________________________________________________________
 - Barnard, C (2004). Animal Behaviour: Mechanism, Development, Function and Evolution. Pearson Education Limited, Essex.
 - Salonen, A. & Peuhkuri, N (2006). The effect of captive breeding on aggressive behaviour of European grayling, Thymallus thymallus, in different contexts. Animal Behaviour 72: 819-825
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|Richard Jr, Edward|
Submitted to: International Sugar Journal
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: January 25, 2011
Publication Date: May 1, 2011
Repository URL: _URL_
Citation: Viator, R.P., Dalley, C.D., Richard Jr, E.P. 2011. Late-season glyphosate ripener application coupled with post-harvest residue retention impacts subsequent ratoon yields. International Sugar Journal. 113(1349):374-380. Interpretive Summary: The application of low dosages of the herbicide glyphosate to enhance sugar accumulation (ripening) in sugarcane that will be harvested in the last third of Louisiana's sugarcane harvest is sometimes conducted, even while its use may have little or no economic value and has potential to cause injury to the subsequent ratoon crop. Glyphosate was applied to four varieties to determine increases in sugar yields, its residual herbicidal effects on next year's crop (ratoon), and its interactions with the blanket of leafy trash (residue) generated during green-cane harvesting. Regardless of variety, a late-season glyphosate ripener application offered no sugar yield advantage in first ratoon. In the subsequent second ratoon, the residual effect of glyphosate when post-harvest residue was fully retained reduced sugar yields by 13% relative to the no glyphosate control. It is recommended that Louisiana producers not apply glyphosate to ripen cane where post-harvest residue cannot be removed. Moreover late-season glyphosate ripener applications are also not recommended due to a lack of response.
Technical Abstract: The application of a low dose of glyphosate as a sugarcane ripener to sugarcane that will be harvested in the last third of Louisiana's sugarcane harvest is sometimes conducted, even while its use may have little or no economic value and has potential to cause injury to the subsequent ratoon crop. The objectives of this experiment were to determine: 1) if late-season (Nov. 1) glyphosate ripener application increases sucrose yield in the four common commercial sugarcane varieties grown in Louisiana, 2) varietal differences in susceptibility to injury from residual glyphosate in successive ratoon crops, and 3) if the stress of residual glyphosate on the subsequent ratoon crop is compounded by the presence of post-harvest residue. Glyphosate was applied on Nov. 1 (0.21 kg ai ha-1) to the first-ratoon crop. Two weeks after the first ratoon was harvested, the blanket of crop residue was either allowed to remain or completely removed by burning. Regardless of variety, late-season ripener application offered no increase in sucrose yield in first ratoon, and residual effects of glyphosate in the subsequent second-ratoon crop yield were not variety specific. Residual effect of glyphosate when post-harvest residue was not removed reduced sucrose yields by 13% relative to the non-treated control. Sucrose yield in the second-ratoon crop was not reduced when glyphosate was applied and residue was removed. When treated with glyphosate the previous year, residue retention reduced stalk population and photosynthesis in the second-ratoon crop compared to when residue was removed. It is recommended that Louisiana producers not apply glyphosate as a ripener where post-harvest residue cannot be removed prior to the start of the next production year of a crop cycle. Moreover late-season glyphosate ripener applications are also not recommended due to a lack of response by sugarcane coupled with the potential of residual injury effects caused by translocation of glyphosate into the crown, especially if post-harvest residue cannot be removed prior to the emergence of the subsequent ratoon crop.


text:
Tag Archives: electromagnetic signal
Assessment of equipment material damage by using the degree of attenuation the response of the electrical signal
The article describes the method for assessing the degree of damage to equipment material, maintained in the conditions of fatigue loading, by using the degree of attenuation of transition process the response of electrical signal. As a result of research, optimal settings of eddy current probe were identified and experimental dependencies allowing to monitor the condition of equipment material were obtained.
In this article it is offered to realize identification of limit state of the metal equipment which is operated in the conditions of fatigue loading according to parameters of electromagnetic signal response and middle and active voltages were used as the parameters. As test results it was received the experimental dependencies of these voltages on the level of the accumulated fatigue damages having the extremum which characterize the limit state of the material of the test object.


Why Do Some Vegetables Have Seeds and Others Don't
Have you ever thought Why do Some Vegetables have seeds and others don't? It is interesting, isn't it? To understand the concept we have to know all about vegetables. First of all, there is nothing like Vegetables in Botany. You can instead find flowers, fruits, stems, roots, and all other stuff but no vegetables. A vegetable is not a botanical term so it can't be a fruit. Although Fruits we cook like eggplant or okra are vegetables as for culinary terms.
Some Vegetables do Have Seed and others don't become not all of them are fruits. Only vegetables that are fruits can have seeds.
Why Do Some Vegetables Have Seeds and Others Don't
Why Do Some Vegetables Have Seeds and Others Don't?
Difference Between Fennel seeds and Cumin Seeds
What is Being a Vegetable like?
The term vegetable is given to every edible plant part. It is a culinary term that states whatever we get from plant to cook is somehow a Vegetable.
It can be a fruit or the stem of the plant. Usually, the fruits became vegetables once you get them for a definite purpose i.e. for cooking.
So being a vegetable is like anything edible only it should be a plant part. That's why Eggplant, okra, celery, pumpkin, spinach, and all others are vegetables.
Do Any vegetables have Seeds?
Yeah they do, all fruits have some kind of seed. And if it is used as a vegetable then it should have seeds. Technically only true fruits can have seeds. It means vegetables like celery, spinach, and all other leafy veggies can't have the seed. At least they can't have it in the parts we eat.
Vegetables other than fruits don't have any seeds. You can find other vegetables like leafy vegetables, tubers, stems, flowers, and all those that don't have any seeds. So if you got any seed in the vegetable you eat then definitely it is fruit.
Therefore, Every fruit that we eat as a vegetable does have a seed and others don't.
Why Do Some Vegetables have Seed?
Some vegetables have seeds and the reason behind this is they are fruits. Only fruits can have seeds. They get the seed from the fertilized ova. It happens during the pollination process of the flowers. When the flower pollinates, the stigma receives pollen grains from the anther. These pollens contain the essential ingredients that fertilize the ovum present in the ovary of the flower.
It is quite an interesting and complicated natural process. So to simplify I can say that the ovary becomes the fruit and the ova became the seed inside it.
Becoming a fruit doe not always comply to become a vegetable. Although if you cook and then eat fruit then it can be called a vegetable.
A vegetable needs to be fruit to have some seed. If it's not then no seed will be there. A vegetable is a culinary term. It can comprise any plant part that we can cook or eat.
So every vegetable that has some seed in it is a fruit. That's why some vegetables have seeds and others don't. It is related to the consideration of the plant part that we treat as vegetables. If it is a fruit then seeds are there otherwise not.
Can Grass Grow in Sand?
Why do some vegetables not have seeds?
Some Vegetables do not have seeds coz they are no fruits. Those vegetables are parts of a plant other than fruit like leaves, stems, or roots. A vegetable can have a seed if it is a biological fruit. Otherwise, it won't.
That's why potatoes, celery, or the spinach that we cook don't have any seeds in them. They can have seeds in their plant but the vegetable doesn't have them.
How do vegetables grow if they don't have seeds?
They have seeds but not in their edible parts. Yes, it is true most vegetables have seeds no matter whether we harvest the fruit or not. The plant itself has to reproduce. To multiply and continue its generation each vegetable plant produces seeds in their final days. Once the plant matures they will produce flowers and those flowers fertilize to give the seeds.
Some plants don't need seeds as they have some other means to reproduce They can reproduce through vegetative parts other than seeds. Sometimes leaves and stems of a few plants can also give birth to their offspring. these are the vegetative parts f the plants hence this type of reproduction is known as vegetative reproduction.
What vegetables have no seeds?
Vegetables other than fruits have no seeds. Leafy vegetables are simply left and others like potatoes are tubers. All of these vegetables don't have any seeds as they are not fruit.
There are many vegetables without any seed and leafy vegetables are the most common of them all.
Here is a list of vegetables that aren't fruit and don't have any seeds in them.
 - Potato
 - Spinach
 - Amaranth
 - Celery
 - Radishes
 - Onions
 - Garlic
 - Mint
 - All other herbs.
Why do fruits have seeds but vegetables do not?
No this is not true. Fruit vegetables have seeds. Technically a fruit that we cook to eat is a vegetable. Hence Vegetables do have seeds unless they are the plant part other than fruits.
Only vegetables that are true fruits have seeds and others don't. It is all about consideration. The plant as a whole is a vegetative part. You can have the whole of it or any particular part of the plant. If you consider the fruits of a vegetable plant for cooking then it is the vegetable with seed.
Sukant
Hi, My name is Sukant. I am an I.T professional. Gardening for me is not just a hobby, it's a way of living life with nature. My Ancestors were Commercial farmers: So I personally feel attached to the green. I am not an expert, I'm here only to share my gardening experiences. It's always Refreshing.
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What is the Difference Between a Star and a Planet?
A simple description of what planets and stars are and how to tell the differences between the two.
During the night, the sky is filled with tiny dots that appear to be glowing. These dots are only visible when the night sky is clear and if no clouds present. Some of the dots are stars while others are planets. But how is it possible for someone looking at them to differentiate between two based on how they look and behave?
Definitions
Star
The first difference between the two bodies is obviously their definition. A star is a celestial body that produces its own light due to a reaction at its core. There are millions of stars.
Planet
On the other hand, a planet is a celestial body that has a fixed course, otherwise known as an orbit. The orbit is the pathway that allows the planet to move around a star. The biggest planet is Jupiter while the smallest is Mercury. There are eight planets in total with a few dwarf planets already discovered.
Finding the Differences
Appearance
The first and most visible differences between the two can be seen by observing whether the body is twinkling. Stars are constantly twinkling and shimmering while planets do not. Observed through a telescope, stars appear to shake around the edges.
Observing the relative brightness is another technique that can be used to tell the two apart. Planets are typically brighter than stars. The reason for differing brightness is because starts reflect the light of the sun, which is close to the planets, while the stars emit their own light.
Regarding shape, stars appear as a dot while planets appear spherical. Generally, stars are also bigger than planets. Due to the nuclear reactions that produce thermal energy in the core of stars, stars are much hotter than planets.
Movement
Another visible difference is whether or not the body is moving. All celestial bodies move, this is a known fact. However, stars and planets move in differing manners. A planet moves across the night sky while observing the rules followed by the sun and the moon. Therefore, a celestial body appearing to move in a straight line is more likely going to be a planet. Stars move in a circular pattern. Sometimes one may mistake planes and satellites for either stars or planets, but these move faster.
Someone may also try a more advanced technique of identifying the ecliptic. The ecliptic is an imaginary band that planets move along. The difficulties in identifying the belt are clear to the untrained eye, but careful observation may be able to reveal the belt. However, stars may also be in the belt. Other techniques, like looking for twinkles, should then be used to identify the stars and the planets. Observation of the trajectory followed by the moon and sun is the easiest way to find the band since planets move close to the path.
Other Methods
Other methods include observation of the color of different bodies, using guides and charts from credible sources, using telescopes or binoculars, and visiting dark-sky places for improved visibility. While trying to observe the bodies, one should also make sure that factors that limit visibility are reduced.
What Is The Difference Between A Star And A Planet?
A star is a celestial body that produces its own light due to a reaction at its core. There are millions of stars. On the other hand, a planet is a celestial body that has a fixed course, otherwise known as an orbit. The orbit is the pathway that allows the planet to move around a star. There are eight planets in our solar system.
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text:
- Click the Queries button on the menu bar
- Select a category that you want to store this query in (Ex: Base)
- Click New Query under the Tasks menu
- Name the query Accounts With A Full Mailing Address On Their Primary Persona
- For Starting Criteria, choose Category: Ex: Base Query: Clean Mailing List - A
- Set the Data Return Type to Accounts
- Select All of My Criteria under MATCH
- Set the Persona Options to Primary Persona
- Select Account from the Available Fields drop down box
- Select Address, City, State, and Postal Code from the list of links
- Check Field Has Any Value on each of those criteria
- Click Save And - Preview
Because our Match is set to All Of My Criteria in step 7, the accounts have to have something filled in on the Address, City, State, and Postal Code field.
It is possible for accounts to have more than one persona type. You might track where they live in the Personal persona type and where someone works in a Business persona type. Majority of the time when you are doing a mailing, you mail to their primary persona. This is the best persona to reach that particular person. In step 8 we ensured that the query checked the Primary persona to see if the Address, City, State, and Postal Code fields are filled in.


text:
2 Doctoral Students Recognized for Astrophysics Research
NASA/Texas Space Grant Consortium Awards to Support Studies of Matter Structures
Michael Troxel (left) and Austin Peel received NASA/Texas Space Grant Consortium fellowships to support their astrophysics research. Both are graduate students in physics at UT Dallas.
Two University of Texas at Dallas graduate students are recipients of the NASA/Texas Space Grant Consortium Fellowship for 2012-13.
Austin Peel and Michael Troxel, both PhD students in the Department of Physics, are among 21 graduate students from 16 Texas institutions who have received $5,000 fellowships from the consortium. The award supports graduate study in space science and engineering.
The fellowship recognizes excellence in research and reflects well on the quality of UT Dallas students, said Dr. Mustapha Ishak-Boushaki, associate professor of physics and advisor to both students.
"Austin and Michael work on exact analytical models to study the rate at which matter structures have been clustering in the universe for the last 13.7 billion years," Ishak-Boushaki explained. "Their insights will allow researchers to make wider interpretations of cosmological observations."
In his research, Peel uses analytical calculations and numerical methods to examine large-scale structures in the universe. His results may lead to a better understanding of the history of matter structure formation, which could have implications for cosmology theories.
Troxel works with a technique called gravitational lensing, which can be used to more accurately measure the distribution and density of matter in the universe. His research, aimed at improving gravitational lensing techniques, could help deepen the understanding of dark matter, which is believed to be five times more prevalent in the universe than ordinary matter.
Troxel and his recent work in cosmology have begun to attract attention from other institutions. He has been invited to discuss his research at Southern Methodist University on Monday, March 25.
"Michael has done outstanding work in gravitational lensing and self-calibration of galaxy alignments, and it has been very well received by the astrophysics community," Ishak-Boushaki said. "He presented results at the latest meeting of the American Astronomical Society, and was invited to visit and collaborate with researchers at Caltech and the Lawrence Livermore National Laboratory."
The Texas Space Grant Consortium is a group of 50 institutions, including universities, industry, nonprofits and government agencies working to ensure that the benefits of space research and technologies are available to all Texans. There are 52 space grant consortia nationwide.
Media Contact: The Office of Media Relations, UT Dallas, _PHONE_, [email protected].


Convert Million BTU to Kiloelectronvolts
Enter the energy in million BTU below to get the value converted to kiloelectronvolts.
SWAP UNITS
Results in Kiloelectronvolts:
Loading content.
1 MMBTU = 6.5851E+24 keV
How to Convert Million BTU to Kiloelectronvolts
To convert a million BTU measurement to a kiloelectronvolt measurement, multiply the energy by the conversion ratio. One million BTU is equal to 6.5851E+24 kiloelectronvolts, so use this simple formula to convert:
kiloelectronvolts = million BTU × 6.5851E+24
The energy in kiloelectronvolts is equal to the million BTU multiplied by 6.5851E+24.
For example, here's how to convert 5 million BTU to kiloelectronvolts using the formula above.
5 MMBTU = (5 × 6.5851E+24) = 3.2926E+25 keV
Million BTU and kiloelectronvolts are both units used to measure energy. Keep reading to learn more about each unit of measure.
Million BTU
One million BTU is a measure of heat energy equal to 1,000,000 BTU, which are equal to the amount of heat energy required to increase the temperature of one pound of water one degree Fahrenheit.
The million BTU is a US customary unit of energy. Million BTU can be abbreviated as MMBTU, for example 1 million BTU can be written as 1 MMBTU.
Kiloelectronvolts
Kiloelectronvolts can be abbreviated as keV, for example 1 kiloelectronvolt can be written as 1 keV.
Million BTU Measurements and Equivalent Kiloelectronvolt Conversions
Common million BTU values converted to the equivalent kiloelectronvolt value
Million BTU Kiloelectronvolts
1 MMBTU 6,585,100,000,000,000,458,227,712 keV
2 MMBTU 13,169,999,999,999,999,945,474,048 keV
3 MMBTU 19,755,000,000,000,002,065,694,720 keV
4 MMBTU 26,341,000,000,000,000,450,887,680 keV
5 MMBTU 32,925,999,999,999,998,276,141,056 keV
6 MMBTU 39,510,999,999,999,996,101,394,432 keV
7 MMBTU 46,095,999,999,999,998,221,615,104 keV
8 MMBTU 52,681,000,000,000,000,341,835,776 keV
9 MMBTU 59,266,000,000,000,002,462,056,448 keV
10 MMBTU 65,850,999,999,999,995,992,342,528 keV
11 MMBTU 72,436,999,999,999,998,672,502,784 keV
12 MMBTU 79,021,999,999,999,992,202,788,864 keV
13 MMBTU 85,606,999,999,999,994,323,009,536 keV
14 MMBTU 92,191,999,999,999,996,443,230,208 keV
15 MMBTU 98,776,999,999,999,998,563,450,880 keV
16 MMBTU 105,359,999,999,999,999,563,792,384 keV
17 MMBTU 111,949,999,999,999,995,893,776,384 keV
18 MMBTU 118,530,000,000,000,003,804,233,728 keV
19 MMBTU 125,120,000,000,000,000,134,217,728 keV
20 MMBTU 131,700,000,000,000,008,044,675,072 keV
21 MMBTU 138,290,000,000,000,004,374,659,072 keV
22 MMBTU 144,869,999,999,999,995,105,247,232 keV
23 MMBTU 151,459,999,999,999,991,435,231,232 keV
24 MMBTU 158,040,000,000,000,016,525,557,760 keV
25 MMBTU 164,630,000,000,000,012,855,541,760 keV
26 MMBTU 171,209,999,999,999,986,406,260,736 keV
27 MMBTU 177,800,000,000,000,017,095,983,104 keV
28 MMBTU 184,379,999,999,999,990,646,702,080 keV
29 MMBTU 190,969,999,999,999,986,976,686,080 keV
30 MMBTU 197,549,999,999,999,994,887,143,424 keV
31 MMBTU 204,139,999,999,999,991,217,127,424 keV
32 MMBTU 210,719,999,999,999,999,127,584,768 keV
33 MMBTU 217,309,999,999,999,995,457,568,768 keV
34 MMBTU 223,890,000,000,000,003,368,026,112 keV
35 MMBTU 230,479,999,999,999,999,698,010,112 keV
36 MMBTU 237,069,999,999,999,996,027,994,112 keV
37 MMBTU 243,650,000,000,000,003,938,451,456 keV
38 MMBTU 250,240,000,000,000,000,268,435,456 keV
39 MMBTU 256,820,000,000,000,008,178,892,800 keV
40 MMBTU 263,410,000,000,000,004,508,876,800 keV
More Million BTU Energy Conversions
Joules
Convert to Joules
1 MMBTU is equal to 1,055,055,852.6 joules
Convert to Kilojoules
1 MMBTU is equal to 1,055,055.9 kilojoules
Convert to Megajoules
1 MMBTU is equal to 1,055.06 megajoules
Convert to Gigajoules
1 MMBTU is equal to 1.055056 gigajoules
Calories
Convert to Calories
1 MMBTU is equal to 252,164,400.7 calories
Convert to Kilocalories
1 MMBTU is equal to 252,164.4 kilocalories
Convert to Megacalories
1 MMBTU is equal to 252.164401 megacalories
Watts x Time
Convert to Watt-hours
1 MMBTU is equal to 293,071.1 watt-hours
Convert to Kilowatt-hours
1 MMBTU is equal to 293.07107 kilowatt-hours
Convert to Megawatt-hours
1 MMBTU is equal to 0.293071 megawatt-hours
Convert to Watt-seconds
1 MMBTU is equal to 1,055,055,852.6 watt-seconds
Thermal Units
Convert to British Thermal Units
1 MMBTU is equal to 1,000,000 british thermal units
Convert to Therms
1 MMBTU is equal to 10 therms
Convert to Quads
1 MMBTU is equal to 1.0E-9 quads
Electronvolts
Convert to Electronvolts
1 MMBTU is equal to 6,585,100,000,000,000,286,429,020,160 electronvolts
Convert to Megaelectronvolts
1 MMBTU is equal to 6,585,100,000,000,000,131,072 megaelectronvolts


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|Type / Tags||Delay / Echo|
Augustus Loop is an emulation of a tape-based delay effect, with some extra features to facilitate its use as a looping device.
The key features of Augustus Loop that make it more than just a big delay effect are:
- Really long maximum delay (3600 seconds - that's one hour).
- Tap length/tap record. You can set the loop delay time while recording your first phrase.
- Virtual tape. The delay simulates an old-style tape delay, meaning you can:
- Change the tape speed (i.e. pitch up and down).
- Reverse the tape direction.
- Stop the tape.
- Smoothly change the delay time (as if you were changing the head gap on a tape delay).
- Multimode filter and saturation in the feedback loop.
- Four feedback taps (left to left, left to right, right to left and right to right) with independent delay time and feedback settings, for ping-pong effects, stereo delays, etc.
- Pitch and filter LFOs.
- Loop length can be set in terms of the host's tempo setting.
- The plug-in can output MIDI clock messages to synchronise other applications to its loop.
- Automatic fades up and down to allow smooth transitions in your playing. It can even automatically clear the loop for you once it's faded out.
- Host transport-sync'd punch in and out when recording.
- 'Inertia free' mode suppresses the tape-like behaviour when changing delay times to allow seamless transitions between loop lengths (This is also the route to the popular 'multiply' and 'divide' features found on some popular looping devices).
Reviewed By misteralan
November 2, 2016
I have been a fan of Loopers hard and soft since the days of the original Lexicon JamMan and the Oberheim EchoPlex Digital Pro. I recently fired up Augustus Loop on an Apple laptop and used it in a live concert. Augustus Loop and it's tape machine paradigm is simply put a ton of sonic fun! I am excited to get deeper into the MIDI.Lua scripting...without a doubt this will really open up the creative live looping potential of AL! Once I started to get the hang of AL I found it to be really smooth and silky sounding or quite edgy and quirky as well.
Augustus Loop is one of those must-have sleeper plugins that if it's not in your arsenal of looping and delay tools you owe it to your looping endeavors to cop it. I have had it since before version 1.5 and it is only recently that I have started to really tap into the wonderful possibilities it presents. I have been working with Augustus Loop controlling it with an FCB1010 with the UNO firmware and the FCBUnOControlCenter editor for OS X and this Laptop Live Looper dream of mine is starting to work as intended (after about 14 years or so)! Thanks to os and Expert Sleepers for Augustus Loop and their complete line of excellent software and hardware tools.


text:
Prints, Drawings, and Photographs
The Sunflower Quilting Bee at Arles
Faith Ringgold, American, born 1930. Printed by Tamarind Institute, Albuquerque, New Mexico, 1970 - present.
Currently not on view
1996-124-1Gift of Anne d'Harnoncourt, 1996
In this lithograph, eight powerful African American women from the past and present display a colorful quilt that is a communal symbol of their achievements. From upper left they are Madam Walker, Sojourner Truth, Ida Wells, Fannie Lou Hammer, Harriet Tubman, Rosa Parks, Mary McLeod Bethune, and Ella Baker. A ninth figure, on the lower left, is Willia Marie Simone, a fictional character created by the artist. Vincent van Gogh, well known for his paintings of sunflowers, stands to the right.
Through words and text, symbol and metaphor, Ringgold acknowledges the contributions of African American women and honors their traditions. She is a painter, soft sculptor, quilter, performance artist, and author; and she always speaks in a clear voice that affirms women, especially African American women.


Family Needs And Resources (Home Economics)
Family needs are many. The resources for meeting these needs are however limited. It is necessary to find ways of using the resources so that the important needs are satisfied. This involves management. Before you learn how to manage the resources, you must know the different types of resources and needs of the individuals and families.
Family Needs Needs are things that are essential, that is, very important for your health. The family members have physical, emotional mental and social needs.
Needs And Wants: It is important to differentiate between needs and wants. Wants are those things you desire though they are not essential for your health and well-being. Basic clothing is a need for survival, but extra clothing is want. A family may have a need for transport and buy a small car. When they make more money, they may want or desire to buy a bigger car.
Types Of Needs
i. Basic or primary needs are very important needs which the family cannot do without. They are those things which every family must have for survival.
They include:
1. Food: Provision of the right kind of food good health and survival.
2. Housing: Every family requires a good shelter for different kinds of protection.
3. Clothing: Every family members require good basic clothing for protection.
4. Health Care: Health is very important. Every family must provide the health care needs.
Secondary Needs: These are those the family wants. They are not as important as the primary needs. The family can therefore exist without the secondary needs. They are those things the family desires. They depend on the socio-economic status of the family. The secondary needs include, recreation, personal allowance or pocket money for family members, extra clothing, family car, etc.
Family Resources
Resources are those things which the families can use to meet their needs and reach their goals. The family has different types of resources.
Classification Of Resources
There are different ways of classifying resources. The simplest way is to group them into two classes as: (a). Human and (b). Non-human or material resources. There are also natural resources.
Human Resources
These are resources which exist within an individual. They are personal to each individual. They include:
i. Knowledge: This includes everything a person has observed, learned and remembers. Example is knowledge of how to launder the family clothes.
ii. Skills: These are special set of abilities that allow a person to perform certain tasks well. Examples of skills are drawing, sewing, cooking, writing, cleaning, and baking.
iii. Imagination: This is the ability of the mind to be creative and resourceful. The mind forms images that are not present to the senses. By working through a problem in your imagination, you think through a situation before you act.
iv. Energy: This is the power that helps you get things done. Energy comes from the food you eat. Energy is used to do work.
V. Time: Time is used for other resources to reach goals. Everyone has the same amount of time, that is, 24 hours each day.
Material Or Non-Human Resources
These are resources that exist outside people but can be controlled owned or used by the family. The two main types of material resources are family possessions and money.
i. Possessions: These are things the family owns, which the can use to attain some goals. Family possessions could be grouped into:
(a). Those possessions that last a long time and are not used up readily. They are durable. Examples are furniture, car, houses, and appliances.
(b). Those possessions that are used up quickly, e.g. Food, clothes, paper, pen, etc. Managing these possessions carefully will give them longer useful life.
ii. Money: This is very important resource which can be used to buy most things, including other resources. Money is used to measure the value of the goods we have.
Other Resources The Family Can Use Community Resources:
1. Every community has people, facilities, institutions and organizations. These help families in the following ways:
i. To improve their skills.
ii. To solve their problems.
iii. To enjoy life.
The community resources include, schools, libraries, government agencies, churches, mosques, hospitals, parks, shops, markets, post office, mass transit, roads, etc.
Natural Resources:
These are air, water, land, plants, animals and minerals. These are found in our surroundings or environment.
Characteristics Of Resources
1. Utility: This means that resources have value or worth. This means, that they can be applied for producing good and services.
2. Accessibility: This means that resources must exist on hand or in reserve for goal attainment.
3. Interchangeability: A resource is interchangeable when it can be substituted with another resource in the attend to reach goals.
4. Manageability: All resources are to some degree manageable. This means that they can be to control for the purpose of achieving goals.


text:
The 2012 NASA Summer of Innovation Program for middle school students and educators has begun!
NASA's third annual Summer of Innovation (SOI) project is underway. The project is providing hands-on learning opportunities for middle school students and educators through NASA-unique science, technology, engineering and mathematics (STEM) educational activities during the summer school break. SOI is a key component of the agency's broader education program to increase student interest in STEM courses, particularly among those in underserved sectors of the academic community.
SOI uses NASA's out-of-this-world missions and technology programs to boost interest in STEM among middle school students by offering interactive learning experiences. This year, a major portion of the SOI content focus will be on Curiosity, a NASA flagship science mission currently en route to Mars and scheduled to land Aug. 6.
"NASA always has been fortunate when it comes to offering interesting STEM education content; our missions are compelling and inspiring," said Leland Melvin, associate administrator for NASA Office of Education. "Because Curiosity will reach the Red Planet during SOI 2012, it provides a timely and relevant context for teaching students about planetary science, engineering and technology. Students will get to see much of what they learned unfold as the rover makes its final rendezvous with Mars."
SOI 2012 is multi-faceted and features a variety of engagement activities offered by NASA's 10 centers located across the country. SOI 2012 also will continue several STEM summer programs developed by NASA's national SOI partners during 2010 and 2011.
SOI includes a competitive "mini-grant" component to assist small education and outreach organizations in providing NASA-themed STEM content to middle school students or teachers through existing summer or afterschool programs. NASA plans to announce the mini-grants proposal process and due dates within the coming weeks.
A revamped SOI website will include new products and tools for students and educators to access virtually NASA's educational offerings and resources. It will feature tools to download learning and activity plans and access to current SOI NASA center opportunities, highlights of the 2012 program and SOI contact information.
Another exciting new web feature is a collection of SOI virtual activity plans called "mini-camps." These eight self-contained STEM learning modules offer one-day, two-day and weeklong programs in fields such as rocketry, aeronautics and robotics that easily can be tailored to a variety of audiences.
SOI debuted in 2010 as a three-year pilot program to respond to President Obama's Educate to Innovate campaign. Since its inception, NASA has reached more than 45,000 students; had a presence in 46 states, the District of Columbia and Puerto Rico; and provided professional development opportunities for approximately 5,500 educators.
For more information about the SOI project, visit: _URL_
For more information about NASA's broader education program, visit: _URL_


text:
Yield Costing (made simple)
100 - 500 downloadsAdd this app to your listsTweets por _USER_
The user selects or inputs:
1.A currency (i.e. GBP)
2.RAW WASTAGE or COOKING LOSS
3.Ingredient or product name
4.Supplier purchase (cost) price of ingredient or product name
5.Gross weight/measure before preparation or cooking
6.Wastage weight/measure after preparation or cooking
7.Amount of raw or cooked ingredient used in a recipe
The app will calculate true costs associated with these food items, displaying the difference between the original supplier purchase price and the true cost of the food item after preparation or cooking. In this way, accurate prices for ingredients and recipes can be calculated.
For example: the app will calculate the true price of an alcoholic reduction; calculate the true cost of a 60g portion of prepared broccoli; or calculate the financial effect of cooking loss on pork belly when portioning the cooked food by weight.
Multi-functional, this app provides accurate prices in an instant for chefs on the go, featuring US, UK and Metric weights and measures. These are divided into 3 categories: Mass & Weight; Liquid Volume; Dry Volume. Notably, the user can convert between weights and measures within each category. On a very practical level, this app aids in developing sensible pricing strategies for caterers and hospitality professionals.
Company Facebook page: _URL_
Tags: cooking yield, free food yield cost calculator, calculate food cost phone application, for calculating ingredient costs in baking, calculate item cost with yield losses, food preparation yield losses, food cost yield calculator, how to calculate cooking loss yields, food costing (made simple) s, yield costing in food cost loss or gain?.
- Added Weights and Measures: Mass & Weight; Liquid Volume; and Dry Volume
- Updated weights and measures for both UK and US standard
- Automatic weight conversion


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Remote and unresearched : a contextualized study of non-Indigenous educational leaders working in Yukon Indigenous communities
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Title: Remote and unresearched : a contextualized study of non-Indigenous educational leaders working in Yukon Indigenous communities
Author: Blakesley, Simon C.
Degree: Doctor of Philosophy - PhD
Program: Educational Studies
Copyright Date: 2010
Issue Date: 2010-05-19
Publisher University of British Columbia
Abstract: This study engages in a critical analysis of the lived experiences of non-Indigenous educational leaders working in Indigenous communities in the Yukon Territory, Canada. It sheds light on the epistemic and cross-cultural tensions underpinning much of the literature on educational leadership, and aims to address Walker and Dimmock's (2000) concern that studies of comparative education have been generally absent from educational leadership and management, thereby limiting the available body of knowledge specific to culture and leadership. The study focuses on five questions: How do non-Indigenous Yukon principals construct their professional identity and their role as educational leaders? How do they construct their notions of educational leadership and practice? Given the Yukon's distinct governance and policy contexts, how do they construct understandings of 'indigeneity' in relation to local Indigenous culture? How do they address the tensions arising at the juncture of policies imported from outside the Yukon and the Yukon Education Act (1990)? A critical ethnographic research approach is used to shed light upon these questions. Extensive semi-structured interviews with two male and two female participants in four Yukon schools are conducted. Detailed observations create unique 'portraits' of each school and their principals. Pertinent documents are also examined to provide further information and context. This examination suggests that non-Indigenous Yukon principals are caught at the center of micro (school), meso (community), and macro (government) operational and policy levels that powerfully shape their professional identities and their perceptions of their roles as principals. While referred to as 'educational leaders' by the extant body of literature and governments, they do not use this term in their identity constructions. Trapped betwixt and between their schools, communities, and government policies in a fragmented Yukon educational field, instead they refer to themselves in managerial and administrative ways as they juggle educational ends mandated by distinct, and somewhat competing, jurisdictions. This study presents another lens through which to examine educational leadership, and offers insights into the use of ethnographic methods as a powerful research tool. Based on these contributions, this study should be informative to current and future practitioners and scholars of education and educational leadership.
Affiliation: Education, Faculty of
URI: _URL_
Scholarly Level: Graduate
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UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: _PHONE_
Fax: _PHONE_


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How to organize RegisterUserFunc ?
I am new to QTP.
Could you please explain me, how to organize RegisterUserFunc.
This is the Help example:
Function MySet (obj, x)
y = obj.GetROProperty("value")
Reporter.ReportEvent micDone, "previous value", y
RegisterUserFunc "WebEdit", "Set", "MySet"
Browser("MercuryTours").Page("FindFlights").WebEdi t("Country").Set "Canada"
UnRegisterUserFunc "WebEdit", "Set"
1. Where I store new function MySet ?
2. How to include function into main script?
3. Statement: RegisterUserFunc "WebEdit", "Set", "MySet" works only in runtime or I have to use: UnRegisterUserFunc "WebEdit", "Set" to undo previous statement?
Re: How to organize RegisterUserFunc ?
You can store the function either in the main script or in a library file (.vbs or .txt) that is attached to your test. Libraries can be attached in the resources tab under Test->Settings.
Once you register a function to an object then it remains a method of that object until you unregister it.


What does 'USPS Awaiting Delivery Scan' Mean? Briefly Explained (2021)
What does USPS awaiting delivery scan mean? In this article, I'll explain what is meant by this message of USPS and what you have to do in this case. USPS use scanners to follow/track the progress of each package, that if it is delivered or not! If it says "awaiting delivery scan," that means it […]