build lean muscle mass, and it's going to be very brutal. This is the harder of the two in our opinion.
Steel Mace Complex Technique 2 (Sequence):
The second complex technique we do consists of a sequence of movements, similar to a yoga flow. So it will look like this...
Option 1:
Exercise A: 1 Rep (each side)
Exercise B: 1 Rep (each side)
Exercise C: 1 Rep (each side)
Exercise D: 1 Rep (each side)
Exercise E: 1 Rep (each side)
Repeat the sequence for a total of 10 reps.
Option 2:
Exercise A: 1 Rep (right side)
Exercise B: 1 Rep (right side)
Exercise C: 1 Rep (right side)
Exercise D: 1 Rep (right side)
Exercise E: 1 Rep (right side)
Exercise A: 1 Rep (left side)
Exercise B: 1 Rep (left side)
Exercise C: 1 Rep (left side)
Exercise D: 1 Rep (left side)
Exercise E: 1 Rep (left side)
Option 3:
Exercise A: 1 Rep (left)
Exercise B: 1 Rep (right)
Exercise A: 1 Rep (right)
Exercise B: 1 Rep (left)
Exercise C: 1 Rep (left)
Exercise D: 1 Rep (right)
Exercise C: 1 Rep (right)
Exercise D: 1 Rep (left)
Really, the sequence can be designed however you like, so long as you work both sides evenly.
Aim for 10 total reps (for each exercise in the sequence), so essentially 10 rounds of moving through the entire sequence. This will take anywhere from 2-5+ minutes. Then, rest and repeat for another 3-4 times.
 6 Steel Mace Complex Workouts
 The following steel mace complexes contain both complex techniques mentioned above - series and sequence.
 1. Steel Mace Upper Body Complex
 2. Steel Mace Lower Body Complex
 3. Steel Mace Full Body Complex
 4. Steel Mace Swing Complex
 There are three ways to go about performing an exercise:
 - Slow and controlled. This will work your muscle endurance and coordination (kinesthetic awareness), and it is a great way to burn fat.
 - Explosive movements. Bruce Lee was a big proponent of doing exercises with weights at maximum speed. Try to move through the exercises explosively without sacrificing form. This will work your quickness and, of course, explosive power. It will also get your heart rate up big time so you can burn more fat.
 - Isometrics holds. Hold certain positions for 10 seconds then continue with the sequence/series. This is good for increasing strength. It is also good for muscle endurance, core stability and creating a solid foundation.
 5. Steel Mace Complex with Isometric Holds
 Can you build muscle with steel mace complexes?
 If you are looking to build muscle with steel mace complexes then you need to use a heavier mace.
 What size mace you should use to build muscle will depend on your conditioning level and what kind of exercises you are doing (i.e. upper or lower body focused).
 On average, for those who are well conditioned, if you want to build muscle doing mace complexes, you need to use a heavier mace (15-20LBS for upper body, and 25-30 for lower), and you need to increase the repetitions in the sequence. More time under tension with a heavier weight should allow you to increase muscle mass.
 6. Here is a video of a steel mace complex designed for building muscle.
 This is a 25LB mace and he is wearing a 20LB weighted vest
 Barbell Complex Workouts For Building Muscle:
 If you want to build some serious muscle with complexes, add some barbell complexes into the mix. They are good for building muscle if you use the right amount of weight. Again, it's all about time under tension with the right amount of weight. Even 50% of your 1 rep max will allow you to build muscle. And when it comes to how much weight for barbell complexes, they say to look at your weakest exercise in the complex and base the weight off of that. So if you are doing front squats, stiff legged deadlifts, overhead press and bent over rows, your overhead press will likely be the weakest lift, so use a weight that is challenging for that lift, because if you use a challenging weight for say your stiff-legged deadlift, you obviously won't be able to press it for the right amount of repetitions or even at all.
 The above workout by Paulina consists of 3 complexes, each done for 5 minutes, followed by a 3 minute finisher. The video is 45-minutes because not only does she take you through a 10 minute warm up and a 5 minute cool down, but she also does movement prep before each complex so you know exactly how to perform the exercises before the complex begins. This is why we call it a class and what separates our full length workouts from others.
 Here's a quick breakdown of the main part of the workout:
 Complex #1:
 45 Degree Lunge
 Overload Squat
 Ballistic Curl
 Complex #2:
 Uppercut Lunge
 Single Leg Deadlift
 Complex #3:
 Reverse Lunge
 Spiral Press
 The workout ends with a 3 minute finisher. The finisher is a 360 to Squat challenge. The challenge is simple, just do as many reps as possible in the allotted 3 minute time.
 Best Mace Size for Steel Mace Complexes
 On average, the best mace for steel mace complexes for an average male with good conditioning is a 15lb mace. Four of the workout videos in this article are utilizing a 15lb mace. When working through the long series of movements, it is definitely very challenging with a 15LB mace, especially if you are focusing on creating maximum tension.
 For women, a 10lb mace would be best.
 Use your judgment based on your own conditioning and what body area you are working.
 The most important thing is that you are able to do the exercises with good form, you don't put the mace down during your complex, and it is challenging. So, test out the size. If it's too light, move up in mace weight on the next series. You will figure out what size you should be using quickly.
 Important tips for Steel Mace Complexes
 - Maintain form and technique.
 - Use full range of motion.
 - Make sure you are training both sides evenly.
 - Build a rhythm. It will be challenging at first to remember the sequence complexes, so this will require some mental work while you are doing the complex. You can move slowly through the sequence until it becomes natural. Furthermore, practice the sequence then work this same sequence for a few weeks in a row. This will allow you to save time, rather than trying to create a new sequence every time. For the "series" complexes, it is much easier to keep the rhythm and not miss any specific movements.
 - Stay disciplined and finish what you started.
 - Push yourself to the limit. This type of training is high intensity.
 - Don't do this kind of training every day. Just like HIIT, you should do this around 3 times a week.
 Give these steel mace complex workouts a try and let us know what you think in the comments below. if you have any questions, please feel free to email us.
 Where to buy a steel mace
 If you don't have a steel mace, you can buy one from us online.
 7, 10, 15, 20, 25, 30-pound maces for sale at SET FOR SET
 Learn More:
 84-page Steel Mace Training e-Guide - Must have for mace beginners.
 How to Flow with a Steel Mace
 Leave a comment
 Comments will be approved before showing up.


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This muscle sensor from Advancer Technologies measures a muscle's activity by monitoring the electric potential generated by muscle cells. This is referred to as electromyography (EMG). The sensor amplifies and processes the complex electrical activity of a muscle and converts it into a simple analog signal that can easily be read by any microcontroller with an analog-to-digital converter (ADC), such as an A-Star or Arduino – or even a Maestro servo controllerlike Pololu show in this blog post. As the target muscle group flexes, the sensor's output voltage increases. The exact relationship between the output voltage and the muscle activity can be fine-tuned using an on-board gain potentiometer.
The MyoWare Muscle Sensor is an updated version of Advancer Technologies' older Muscle Sensor v3 with a number of improvements, notably single-supply operation (no need for a negative voltage supply) and built-in snap connectors for electrodes. Other new features include a raw EMG output, reverse power protection, a power switch, and LED indicators.
In order to attach to skin, the sensor requires three electrodes (not included) that snap into the sensor's snap-style connectors, which make it easy to attach and detach electrodes. Two connectors are located directly on the PCB, and the third is located at the end of the attached reference electrode cable. The board's pins have a 0.1″ pitch and work with 0.1″ male headers and 0.1″ female headers.
For more detailed information about the muscle sensor, including instructions on how to use it, see the Advancer Technologies MyoWare Muscle Sensor datasheet (1MB pdf). Example Arduino programs can be found on the MyoWare GitHub page.
- Dimensions: 2.1″ × 0.8″ (excluding reference electrode cable, which is about 3″ long)
- Operating voltage: 2.9 V to 5.7 V (unlike previous sensor versions, no negative supply is required)
- Analog voltage output from 0 V to +Vs (supply voltage)
- Adjustable gain
- Both EMG envelope and raw EMG outputs available
- Embedded electrode connectors – electrodes snap directly into MyoWare (alternatively, external electrode cables can be connected)
- LED Indicators – one power LED, and one LED that brightens when the muscle is flexed
- Power switch
- Reverse voltage protection
- Two mounting holes (suitable for M3 or #4 screws)
- Informative user's guide (1MB pdf)
This product is listed in:
Documentation and Resources:
- The Maker Revolution
The Maker Revolution celebrates the creation of new devices and the modification of existing ones - the transition from a consumer buying goods to eventually having a major part in their creation. The Maker Revolution places strong emphasis on free (...
- Getting Hands-on with Sensors
What good is a robot if it can't interact with the environment around it? Sensors are the backbone of almost every electronics project as they allow your program to make decisions based on external stimuli. We've got sensors for all kinds...
- IoT Plant Monitor
So, my wife wanted to have some small plants in the house. I didn't, so we compromised, and got some plants. The only thing is that neither of us remembers to water them, so I wanted to build a sensor array to monitor the moisture content of the soil, and notify us when they needed watering. We've got 3 plants, all fairly close to each other, and I wanted to create an IoT project so that it could send an email notifi...
We deliver Australia-wide with these options:
- $3 for Small Items (4-6 days, not tracked, only available on selected small items)
- $6.95 for Standard Post (2-4 days, tracked)
- $8.32 for Express Post (1-2 days, tracked)
- Pickup - Free! Only available to customers who live in the Newcastle region
International Orders - the following rates are for New Zealand and will vary for other countries:
- $11.49 for Pack and Track (3+ days, tracked)
- $16.50 for Express International (2-5 days, tracked)
If you order lots of gear, the postage amount might increment based on the weight of your order.
Our physical address:
Unit 18, 132 Garden Grove Parade
Please checkout our customer service page if you have other frequently asked questions such as "do we do purchase orders" (yes!) or "are prices GST inclusive" (yes they are!). We're here to help - get in touch with us to talk shop.

source: openbmb/Ultra-FineWeb


Postpartum Sex
 After delivery many obstetricians usually tell their patients "nothing in the vagina for six weeks." Or they just say "no sex until the 6-week postpartum visit."
 Couples often get little or no explanations of what they can or cannot do, and are left to their own imagination as to what's allowed and what isn't.
 What obstetricians usually mean by "no sex" is that it's recommended to avoid penetration into the vagina (and also rectum) such as not inserting a penis, fingers, dildo, vibrator, or other things.
 Other doctors may specify only four or even two weeks or when the lochia (postpartum discharge from the vagina) stops, whichever is later.
 Why No Sex Postpartum?
 There are several reasons for the recommendation for delaying postpartum intercourse:
 - Allowing the woman's genital tissues to heal, especially if there was an episiotomy or tearing
 - Allowing a cesarean skin or uterine scar to heal
 - Avoiding infection to the genitals and the uterus
 However, in most cases these risks don't necessarily require weeks of abstinence from intercourse, and there is little scientific proof to require abstinence for exactly 6 weeks after delivery.
 The postpartum visit has been traditionally at six weeks, though there are really no firm rules if 4 weeks or 8 or even 10 weeks are better.
 The reason for the "six week no sex rule" is more for the obstetrician's convenience than the new mom's medical needs.
 Six weeks is usually when the uterus should have returned to its pre-pregnancy size. This is the last of the major physical postpartum changes (again, from the obstetrician's perspective).
 But a woman doesn't really need her uterus return to its pre-pregnancy size for intercourse, and obstetricians put everything into the 6-week postpartum re-check, including "permission" to have intercourse at six weeks.
 Does a women really have to wait 6 weeks after delivery to resume sex? Can you do it earlier? Though many women's desire for sex is lower after delivery, there are many other who want to resume sex right after delivery.
 Some feel that perineal and abdominal healing has not progressed enough to make intercourse pleasurable. Other just don't feel "up to it" postpartum for many reasons including hormonal and other body changes.
 Some studies have shown that the average woman resumes sex after 6 weeks, with amedian time of 3 months, other studies found that 1 in 5 first time mothers took 6 months to feel physically comfortable during sex, and still another study found that over 50% of women were still having less frequent sex at 12 months after childbirth.
 Women who breastfeed sometimes also comment that by the end of the day they are pretty well done with being touched.
 Fear of Pain
 Many women do not desire sex after childbirth because of pain, or fear of pain, during intercourse. The time it takes for a woman's desire to return to previous levels depends largely on her birthing experience.
 Women who deliver with the assistance of forceps tend to take longer to feel comfortable during sex. The same goes for women who experience internal vaginal tears.
 Surprisingly, whether a woman has an episiotomy doesn't seem to make a difference. If a woman experiences pain or fears pain she might try oral sex, manual sex, or being on top during sex, which can help her steer her partner away from sore spots. In any case, she can guide the penis into her vagina gently.
 Also make sure to use a lot of lubricant, as this will combat pain due to vaginal dryness.
 As any new mother knows, the first weeks and months after childbirth are exhausting. Fatigue is one of the most common reasons for low sexual desire. Between recovering from childbirth, hardly sleeping, and the demands of breastfeeding, sex often falls to the wayside.
 Childbirth requires huge adjustments on the part of both parents and sex can be difficult to fit into an already packed schedule and into the changing roles of the individual parents and the partnership itself. For most women, decreased libido is only a temporary change that requires time to return to normal.
 The Bottom Line
 New mothers may find that it takes them a while to get back into the groove when it comes to sex. This can be related to a number of factors, including the disrupted sleep and exhaustion that comes with being a new parent, the precipitous fall of hormone levels after pregnancy, the physical discomfort that is common after childbirth, postpartum depression, and feelings of unattractiveness due to the physical changes that accompany pregnancy. Many, if not all, of these problems will improve with time. As these problems disappear, your sex life will probably improve.


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The Baalands flock consists of 38 purebred and crossbred
Katahdin ewes. For the 2013 lamb crop, three rams were used for breeding: a purebred registered Katahdin yearling ram (Phelps) from Triple L Farms (Virginia); a 5/8 Lacaune x 3/8 Katahdin ram lamb (Spooner) from the Spooner Agricultural Research Center (Wisconsin); and a 1/2 Katahdin x 1/4 Hampshire x 1/4 Suffolk yearling ram (B-Ears). The purpose of the current breeding program is to produce purebred registered Katahdins, as well as crossbred lambs of two specific types: Katahdin "Mule" (3/4 Katahdin x 1/4 Blackface) and Katahdin "Dairy" (11/16 Katahdin x 5/16 Lacaune).
The Baalands is a performance-oriented flock, specializing
in the production of replacement ewe lambs and maternal sires. Selection
is on the basis of maternal traits: fertility, prolificacy,
mothering ability, milk production, udder conformation, longevity, and easy-care
(no shearing, good fleshing, minimal deworming, and minimal hoof trimming).
The goal of the Baalands is to raise Katahdins and their crosses for use in profit-oriented sheep enterprises.
Lambs are born in February, March and April and ready to go in June and July. Purebred and crossbred lambs are available. Ram lambs are genotyped for scrapie resistance. Sometimes, a few mature ewes are available for sale after weaning.
Why Katahdins? Katahdins are a medium-sized hair (shedding) sheep developed
in the United States (Maine) in the 1950's. They do not require shearing,
crutching, or tail docking. They are more resistant to internal
parasites (worms) than conventional wooled breeds. Katahdins
excel in reproductive performance, typically producing lamb
crops in excess of 200 percent. They can be crossed with rams
of any breed to produce replacement ewe lambs and market lambs of the desired type.
Katahdin FAQ'S »

source: HuggingFaceFW/fineweb-edu


text:
Courting innovation: Australia's judicial system in the context of COVID-19 Webinar
8 April 2021
The Law Council of Australia hosted an online webinar titled 'Courting innovation: Australia's judicial system in the context of COVID-19' on 24 March 2021.
The webinar explored the greater reliance on technology by courts and tribunals during the pandemic and how it has assisted with access to justice issues. It also highlighted how this shift may also exacerbate accessibility concerns due to a digital divide in Australia and with varying levels of technological literacy and infrastructure.
- Chief Justice William Alstergren, Chief Justice of the Family Court and Chief Judge of the Federal Circuit Court of Australia
- Justice Berna Joan Collier, Judge of the Federal Court of Australia
- Mr Mark Woods, Chair of the Law Council's National Access to Justice Committee
- Dr Jacoba Brasch QC, Law Council of Australia President (Moderator)


I have railed against this particular form of lawn care hokum ever since I first heard about it, but I think I might have narrowed down it's origin. The story goes like this.
Rumors float around the net saying that sugar can control weeds in your lawn. Guys like me say "no, it really can't." Internet responds with "you're in the pocket of the big chemical companies."
I dug in to search around the internet for any sign that someone had done some testing on this that would have set off the stampede to the grocery store's baking goods section.I finally tracked down a scientist who actually has done the work, and I think may have inadvertently created the data that so many people misinterpreted and misused. Dr. Suzanne Prober was kind enough to write back to my inquiries and clarify her studies.
She writes:
"I'm not convinced sugar would be useful for home lawns. Use of sugar for weed control capitalizes on some particular ecological differences between weeds and target plants in certain common situations, as follows:
1. The weeds are nitrophilic, ie they don't grow well at low available nitrogen
2. The plants that you do want grow well at very low available nitrogen (<2.5 mg/kg nitrate)
3. The plants that you do want have the capacity to maintain these low nitrogen levels once established (otherwise it would be necessary to add 0.5 kg/m2 sugar every three months)
We have found for instance, than in grassy eucalypt woodlands, native herbaceous species thrive at low nitrate, but many exotic annuals like wild oats do not. We use the sugar to temporarily control the weeds, to give sown native grasses a chance to establish well. The native grasses, especially Themeda australis, then keep the soil nitrate levels low in the longer term, so that the weeds are suppressed in the long term."
I responded:
"Thank you very much for your response. Just to be clear that I understand correctly, does sugar have the effect of actually lowering the available nitrogen? If this were the case, logic would lead me to believe that the result in a home lawn care setting would be the opposite of what is claimed. The lower nitrogen levels would not benefit grass growth, but might allow for weeds like clover to get a foothold. Am I understanding correctly?"
She responded again:
"Yes it's correct that the sugar temporarily lowers available nitrogen, which I imagine wouldn't be good for lawn grasses. This could favour some types of weeds."
So there you go folks. The perfect example of a little knowledge leading to bad practice. Stick to fertilizers as needed and save the sugar for your coffee.
-Chris Brown


text:
The Jay Heritage Center (JHC) is pleased to announce the generous gift of an original manumission document for its African American History collection. The word "manumission" means to emancipate or free from bondage. Manumission documents like this one issued by a New York slaveholder are rare.
The public will get a chance to see the document for the first time on Sunday, October 21, at 3pm in connection with a free lecture by noted Lincoln historian, Harold Holzer. Holzer will speak about "Images of the Emancipation Proclamation" as part of JHC commemoration of the 150th Anniversary of the Civil War.
In this instance, the signatory freeing a slave known only by the name of "Lewis," is identified as Richard Hatfield, Jr. Hatfield was the son of a leading lawyer, Richard Hatfield, Sr. (1750 -1813) a delegate to the NY State Convention that ratified the constitution. It is recorded that he inherited land (and presumably slaves) that stretched "from the Scarsdale or "Indian Line of Marked Trees" to, or almost to, the then Road to Rye Neck, (now Old Mamaroneck Road, Gedney Way and Mamaroneck Avenue). His property would have passed to his son, Richard Hatfield, Jr. who was an attorney as well.
Instruments like this one were often recorded in the Libers of Conveyances in the Recorder's Office of the City of New York, usually at the request of the freed slave as an added protection. Another signature on the paper that merits interest is that of Richard Riker (_PHONE_) who served as NY Recorder, prior to and after John Jay's eldest son, Peter Augustus Jay. But unlike Jay and Jay's fellow members of the NY Manumission Society who actively fought to end slave trafficking, Riker is rumored to have been complicit in the kidnapping of freed blacks for purposes of selling them back into slavery. This document helps vividly narrate a chapter in African American history when freedom was not only hard won but also uncertain to last; even elected officials could not be trusted to abide by legal writs.
The document was donated by Carol Ubosi nee Smith of the Purdy, Bell and Potter families who have resided in Westchester County since the 1700s. It was found in the 1980s by Ms. Ubosi's mother, May Potter Smith, amongst several nineteenth century items in the attic of their family home in Harrison. Although this important story was carefully preserved in a family bible, it is still not known how "Lewis" was connected to the Purdy/Bell family of Harrison. A search for further information and context is ongoing.
Last fall, after contacting JHC president, Suzanne Clary for research help about the historic African Cemetery in Rye where her ancestors are buried, Ms. Ubosi expressed her interest in making the gift to JHC where it could be made available to area schools and scholars. Ms. Ubosi grew up in Mamaroneck and New Rochelle and lives in Silver Spring, Maryland. She attended Central State University in Ohio and has taught in White Plains and Silver Spring. She is presently working on a book about the genealogy of her family with Dr. Alesia McFadden, a historian of African American History. As an educator, Ms. Ubosi hopes this manumission document will shed some light on the rich history of African-Americans living in Westchester and inspire others to explore and share their own family heritage.
The Jay Heritage Center is equally delighted that this primary source will be shared with the many middle school history classes who regularly come through its doors to learn about African American History in New York and Westchester. "When students ask us, 'What does manumission mean?' says Clary, "this remarkable document will tangibly show them one man's transition from servitude to freedom almost 200 years ago. The mere fact of its existence demonstrates how precious this paper was to its owner and his descendants. For those families who will see it firsthand at our site it will prompt the necessary questions that are central to an ongoing discussion about the evolution of social justice in our country." The Jay Heritage Center has been a member site of the African American Heritage Trail since 2004; John Jay and his family played active roles in abolishing slavery in New York.
Reservations for the event are required. Please contact JHC Program Director Heather Craane at _PHONE_ _EMAIL_ to reserve your seat.


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IRVINE, Calif. (KABC) -- Students at five Irvine high schools are working to build a working miniature satellite that they hope to launch into space next year.
The idea for the program came from two dads who live on the same street in Irvine in October. Brent Freeze and Kain Sosa were hoping to instill their own children and other kids with their same love for the STEM fields - science, technology, engineering and math.
"Trying to do something big in space would help inspire these students, keep them interested in STEM maybe help nurture their development along," Freeze said.
The Irvine CubeSat program was born with help from funding by the Irvine Public School Foundation, as well as some scientists at NASA and the Jet Propulsion Laboratory in Pasadena who are helping with the project on their own time.
If successful, it would be the first time a high-school program west of the Mississippi River successfully puts a CubeSat into space.

source: m-a-p/FineFineWeb


This is the second installment of Afton's blog series, "Lessons Learned from the Raising Blended Learners Initiative in Texas," where we share our experiences, findings, and thought evolution over the course of the RBL initiative.
After reading this blog, the reader will:
 1. Understand the benefit of providing in-person financial workshops to grant applicants
 2. Understand how finance involvement in these workshops can benefit grant teams
 3. Understand the approach for Raising Blended Learners ("RBL") finance sessions
 4. Be able to apply RBL finance session activities to their own teams
Why host a finance workshop early in the school design process?
In 2016, Afton facilitated over 30 workshops with school teams that were in the process of building business plans to support blended learning at their district or network. These workshops were intended to:
 - Build teamwork and relationships between academic and financial leadership
 - Reinforce the importance of considering financial sustainability early in the planning process
 - Identify potential policy, process or other finance-related roadblocks, and identify potential solutions with the right people in the room.
The workshops. School teams of five to ten members, including teachers, principals, administration and finance staff and leadership participated in intensive two-day sessions led by Raise Your Hand Texas (RYHT) and CA Group. As part of these sessions, Afton facilitated a 50-minute station rotation on financial sustainability. Having cross-functional team members attend the finance session established the right expectation that finance is not something that is done in isolation, and it promoted the right mindset that academic planning and financial planning should be supportive of each other – bridging what is typically a pervasive gap. Due to the diverse array of participants, Afton purposefully avoided focusing on spreadsheets and financial data, and rather focused on financial conditions for success. To achieve this, the workshop included:
 - An overview of the mission and purpose of the RYHT grant, and how finance supports these goals
 - A "walking activity" which we called the "financial pulse check" to allow teams to collectively and individually react to certain statements about financial readiness, including financial planning and policies
 - A group discussion about the activity and how it impacted their planned school design or pilot plan, and risks and opportunities it highlighted for the team to consider and address
The outcomes. The finance representative from each team typically started as the lead in these workshops, though by the end all team members participated in the discussion. The purpose of this exercise was to build a knowledge base upon which to construct a financial plan. By using a common set of data from the exercise, teams identified implementation challenges or clarifications necessary as they built their long-term implementation plans.
Another benefit of the team composition was that finance staff could attend other workshops and sessions that were focused on the academic models that were being developed by the school teams. Afton's session was only a small part of this immersive experience for financial leadership.
Lessons learned. Fifty minutes isn't enough time to move the needle, but it can be a start. The real opportunity is for academic and finance teams to continually work together on the new school model. Best practice districts continue to work together even after the launch of the new school model.
Innovative education models require innovative financial thinking, but sometimes there are long-held assumptions about finance or how financial planning ought to be done that are quite difficult to change in fifty-minute sessions. We have found that there are some cases where cross-functional teams are not clearly aligned with the finance representative on approach and the role of finance. Having a finance group discussion ahead of these cross-functional sessions may have been beneficial.
Because finance and academic representatives from each team came together, implementation issues were identified during the sessions that impacted school design. Finance discussions tend to focus on specific funding sources and/or uses of resources that surfaced several clarifications, including the type of devices used and procurement processes (and potential bottlenecks). For example, one seemingly coordinated district realized at the workshop table that central office was planning for two grade levels of implementation, and the principal thought it was three grade levels. Another district's central office participants felt school leaders had the autonomy they needed to implement the plan, but the school leaders at the table disagreed.
Maintaining the momentum. Team work doesn't end after the launch of an innovative school model. Academic and finance representatives must continue to work as a team as they put their new school design into practice and refine school and district plans to fund blended learning initiatives with and without grant funding.
Check out the other posts from our blog series, Lessons Learned from the Raising Blended Learners Initiative in Texas:
Raising Blended Learners ("RBL") is a statewide initiative demonstrating the ability to use blended learning strategies to improve student achievement across diverse student demographics and geographic regions in Texas. Four school districts and one charter network received up to $500,000 in grant funding and comprehensive implementation supports after a competitive consideration process; these organizations, called demonstration sites, will serve as proof points for the effective implementation of blended learning. Fifteen additional districts/networks were selected as pilot sites and are receiving comprehensive implementation supports but no incremental funding; these sites will further promote the expansion of blended learning statewide and contribute toward learning. Afton Partners is supporting this initiative as financial and sustainability planning experts within the comprehensive implementation supports available to the districts and networks.


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|Nailing and Screwing - Course: Making of Wood Joints. Instruction Examples for Practical Vocational Training|
The present documentation contains six selected instruction examples which serve to apply and consolidate the knowledge and skills of nailing and screwing techniques.
The basic idea of this technique is the making of wood joints, as well as the fastening of mountings on wood by means of nails or screws.
Each of the six selected instruction examples offers different possibilities to make wood joints or fasten mountings by means of nails or screws for holding or securing the parts to be joined.
The following criteria are to be considered:
- kind and extent of load the joint is exposed to
- optical-esthetical appearance
- risk of injury.
The kinds of joints offered in the instruction examples can be practised on other workpieces as well depending on the requirements of the trainee's working range and/or factory.
This could be for example:
- fastening of floor boarding, rear walls of furniture
- assembly of picket fences, batten doors and plank doors, transport boxes
- mounting on furniture and structural wood members, makeshift furniture.
To facilitate the preparation and implementation of the works, the materials, tools, measuring, testing and auxiliary means required for each instruction example are stated.
The work routine mentioned for the individual instruction examples contains the sequence of operations which are necessary for making the nail and/or screw joint.
A work drawing is attached to each example which shows the type and arrangement of the nails or screws as well as the shapes and/or dimensions of the workpiece.


Using Windows Messages to Manage Waveform Audio Playback (Windows CE 5.0)
Send Feedback
You can send a variety of Windows CE messages to a window procedure function to manage waveform audio playback. The following table shows these messages.
Message Description
MM_WIM_CLOSE Sent when the waveOutClose or the waveInClose function closes a device.
MM_WIM_DATA Sent when the device driver finishes with a data block that is sent by the waveOutWrite or the waveInAddBuffer function.
MM_WIM_OPEN Sent when the waveOutOpen or the waveInOpen function opens a device.
The MM_WIM_DATA message is the most useful message in the preceding table. When MM_WIM_DATA signals a completed data block, you can clean up and free that data block. Unless you need to allocate memory or initialize variables, you probably do not need to process the MM_WIM_OPEN message or the MM_WIM_CLOSE message.
Like other Windows-based messages, these Windows-based messages have a wParam parameter and an lParam parameter that are associated with them. The wParam parameter always specifies a handle to the open waveform audio output device. For the MM_WIM_DATA message, lParam specifies a pointer to a WAVEHDR structure. This structure identifies a completed data block. The MM_WIM_CLOSE and MM_WIM_OPEN messages do not use lParam.
The following code example shows how to process the MM_WIM_DATA message.
// WndProc-Main window procedure
LRESULT FAR PASCAL WndProc (HWND hWnd, UINT msg, WPARAM wParam,
 LPARAM lParam)
{
 switch (msg)
 {
 case MM_WIM_DATA:
 // A waveform audio data block has been played and can now be
 // freed.
 waveOutUnprepareHeader ((HWAVEOUT)wParam, (LPWAVEHDR)lParam,
 sizeof (WAVEHDR));
 // Free hData memory
 waveOutClose ((HWAVEOUT)wParam);
 break;
 }
 return DefWindowProc (hWnd, msg, wParam, lParam);
}
The preceding example assumes that the application does not play multiple data blocks, so it can close the output device after playing a single data block.
See Also
Using the Waveform Audio Interface
Send Feedback on this topic to the authors
Feedback FAQs
© 2006 Microsoft Corporation. All rights reserved.


text:
A thin-film reflecting interference filter has been designed and constructed for the purpose of suppressing grating harmonics when monochromatizing synchrotron radiation. It consists of a layer of Si evaporated onto a substrate and makes use of interference between wave fronts reflected from the layer–substrate and vacuum–layer interfaces to suppress higher harmonics. The filter has proved useful over the fundamental wavelength range of 400–1200 Å (~30–10 eV), maintaining a rejection ratio of fundamental to second harmonic exceeding 60. Calculations and measurements are presented, and the reflecting interference filter is compared with a critical-angle mirror used for the same purpose.
© 1994 Optical Society of America
Original Manuscript: November 12, 1992
Revised Manuscript: April 1, 1993
Published: March 1, 1994
W. R. Hunter and J. P. Long, "Thin-film interference mirror to suppress grating harmonics in vacuum-ultraviolet radiation," Appl. Opt. 33, _PHONE_ (1994)


text:
NSW's rail expansion has been met with issues up and down the supply chain, but one of the earliest was the revalation that new trains were built too wide to safely fit through existing tunnels in the Blue Mountains.
Now, alongside prepared plans to alter existing tunnels, platforms, and stations to accomodate the new trains, proposals have been floated to reduce the minimum safe distance allowed between tunnel walls and trains.
The new trains (built in South Korea) will be about 3.1 meters across, making them too wide for eight of ten tunnels between Newnes Junction and Zig Zag station in the Blue Mountains.
Transport for NSW's preferred option is to scrape at the tunnel walls to widen them and to alter the minimum clearance standard so that the new intercity trains can run on both lines and pass each other through the tunnels.
As repairs will close some sections of track for up to two weeks, some proposals have suggested lowering the minimum required distance in order to reduce downtime. The current standards allow a minimum distance of 200 millimeters (20cm) between the outline of a train in motion and tunnel walls.
There is no confirmed new minimum distance yet, but according to Transport for NSW, "new draft standard to ensure the safe operation of trains is being finalized and reviewed by the train designer and the Assets Standard Authority."
Labor leader Luke Foley said people had a right to be suspicious that the safety standard was to be changed to fix the government's "bungle" of buying trains that did not fit through the tunnels.
"[Transport Minister] Andrew Constance should tell us what it is going to cost to widen the tunnels and complete the track modifications from Springwood to Lithgow," he said.
"He also needs to detail what special operational restrictions will be imposed including speed limits and how these will be enforced."


text:
American Heritage® Dictionary of the English Language, Fourth Edition
- v. To occupy the same relative position or the same area in space.
- v. To happen at the same time or during the same period.
- v. To correspond exactly; be identical.
- v. To agree exactly, as in opinion; concur. See Synonyms at agree.
Century Dictionary and Cyclopedia
- To occupy the same place in space, the same point or period in time, or the same position in a scale or series: as, a temperature of 25° on the centigrade scale coincides with one of 77° on the scale of Fahrenheit; the rise of the church coincides with the decline of the Roman empire.
- To concur; agree; correspond exactly: as, the judges did not coincide in opinion; that did not coincide with my views.
- v. To occupy exactly the same space.
- v. To occur at the same time.
- v. To correspond, concur, or agree.
GNU Webster's 1913
- v. To occupy the same place in space, as two equal triangles, when placed one on the other.
- v. To occur at the same time; to be contemporaneous.
- v. To correspond exactly; to agree; to concur.
- v. happen simultaneously
- v. go with, fall together
- v. be the same
- From French coïncider, from Medieval Latin coincidere (co- + incidere) (Wiktionary)
- Medieval Latin coincidere : Latin co-, co- + Latin incidere, to occur; see incident. (American Heritage® Dictionary of the English Language, Fourth Edition)
"Its determinations regarding Flight 77 and the alleged phone calls coincide with those of Griffin-Balsamo, Meyssan and Ratier but extend beyond that."
"It will be interesting to see if their jail terms coincide with tourist season."
"Despite (or, indeed, due to) the discrepancy between implicational formulas and combinatory terms, classes of implicational formulas that can be assigned to certain sets of combinatory terms coincide with some important logics."
"Moreover, in these logics the classes of algebras obtained by the two ways of generalizing the Lindenbaum-Tarski method coincide, that is,"
"And if the two terms coincide in extension, the predicate must either coincide also in intension with the subject or not."
"All lengths and angles of one have their exact duplicate in the other, yet the two cannot be made to coincide, that is, be fitted the one into the other so that they shall both stand as one pyramid."
"SHADOW of this equatorial line to be thrown on the vast concave of the Sky, this shadow would in astronomical parlance coincide with the"
"The above is logically equivalent to R 'x x' whenever X and X 'coincide, which is also equivalent to R x x' whenever the quotients are equal, which in turn is when we care about the meaning of equality for classes."
"How some of these titles coincide with your stats is anyone's guess; which you would rather be depends on your point of view, really."
These user-created lists contain the word 'coincide'.
Use these and get promoted
A list of words that are odd or words that I have looked up.
a couple words
cool mint antiseptic
This is a list of academic words for students learning English as a Second or Foreign Language. It includes 570 word families that often appear in academic texts. It does not include words that are...
Words ending in "cide"
Looking for tweets for coincide.


text:
Strategic Forces Command
The Indian Strategic Forces Command (SFC), sometimes called The Strategic Nuclear Command forms part of India's Nuclear Command Authority (NCA). It is responsible for the management and administration of the country's tactical and strategic nuclear weapons stockpile. It was created on January 4th, 2003.
It is the responsibility of the SFC to operationalize the directives of the NCA under the leadership of a Commander-in-Chief of the rank of Air Marshal (or its equivalent). It will have the sole responsibility of initiating the process of delivering nuclear weapons and warheads, after acquiring explicit approval from the NCA. The exact selection of the target area shall be decided by the SFC through a calibrated, cumulative process involving various levels of decision-making, and with formal approval by the NCA.
The SFC manages and administers all strategic forces by exercising complete command and control over nuclear assets, and producing all contingency plans as needed to fulfil the required tasks. Since its inception, the SFC's Command, Control and Communication systems have been firmly established, and the command has attained a high state of operational readiness.v • d • eMilitary of IndiaBranches Indian Army
Indian Air Force
Indian Coast GuardHistory · Academies · Ranks and insignia (Army · Air Force · Navy) · Special Forces · Indian Peace Keeping Force · Paramilitary forces · Strategic Forces Command · Strategic Nuclear Command · Ballistic missiles · Weapons of mass destruction
conflicts Indo-Pakistani wars of 1947 · 1965 · 1971 · Operation Polo · Operation Vijay · Sino-Indian War · Chola incident · Siachen conflict · 1987 Sino-Indian skirmish · Operation Cactus · Kargil War This article about the Military of Indiais a stub. See the Indian military history task forcefor article coordination. You can helpWikipedia by expanding it.


uploaded image
Image text transcribed for accessibility: Look up the IEEE 754 Floating-Point Standard Implement a software Single Precision Floating point package for the MC68000 Chip. Your package will have the following functions: Convert standard Lword to 32 bit representation Floating Point Add Floating Point Subtract Floating Point Multiply Floating Point Divide Convert 32 bit floating point to standard Lword Your report should show the same information as the lab reports, including commented program listings, description of the algorithms you used, and output justifying that your demonstration programs worked.
Want an answer?


Proteoglycans of human rotator cuff tendons
Authors
Abstract
Rotator cuff and biceps tendons that appeared grossly normal were procured from adult cadavers without a history of shoulder problems. These tendons were analyzed for the amount and type of glycosaminoglycan, type of proteoglycan, and histology. When compared with the distal/tensional region of biceps tendon, the glycosaminoglycan content of supraspinatus, infraspinatus, and subscapularis tendons was 2.5-fold higher and the glycosaminoglycan content of the proximal/compressed region of biceps tendon was 3-fold higher. The ratio of hyaluronic acid to chondroitin sulfate/dermatan sulfate in all three cuff tendons was approximately 1. Rotator cuff tendons contained large proteoglycan similar to aggrecan, as demonstrated by sodium dodecyl sulfate-polyacrylamide gel migration, elution from Sepharose CL-4B, and content of both chondroitin sulfate and keratan sulfate chains. Both decorin and biglycan were also present, as demonstrated by migration in sodium dodecyl sulfate-polyacrylamide gels and core protein immunoreactivity. In contrast, decorin was the only proteoglycan prominent in distal/tensional regions of biceps tendon. Histological analysis showed layers of loosely organized, alcian blue-stained material running between the longitudinal collagen fiber bundles. The proteoglycan content of rotator cuff tendons was similar to fibrocartilage in tendons that have been subjected to compressive loads in situ. This suggests that cells of normal adult rotator cuff tendons have adapted to loads distinct from pure tension. However, the histological organization did not resemble mature fibrocartilage. The increased amount of proteoglycan in rotator cuff tendons may serve to separate and lubricate collagen bundles as they move relative to each other during normal shoulder motion.
Ancillary


1
Output:
0
10
*
7
 - 5 lu57324e4vd tmp 52f8d5d7df6b012 3
lu57324e4vd tmp 9f3c569637fc9a31
10
100
7
18
1
4
1
10
 - 5
The first line of the output states that the distance from 1 to 1 is equal to 0. The second one shows that the distance from 1 to 2 is 10 (the corresponding path is 1 → 2). The next three lines indicate that the distance from 1 to vertices 3, 4, and 5 is equal to −∞: indeed, one first reaches the vertex 3 through edges 1 → 2 → 3 and then makes the length of a path arbitrary small by making sufficiently many walks through the cycle 3 → 5 → 4 of negative weight. The last line of the output shows that there is no path from 1 to 6 in this graph.
Sample 2.
Input:
 - 4
1 2 1
4 1 2
2 3 2
31-5
4
Output:
0
*
 - 2 lu57324e4vd tmp 52f8d5d7df6b012 3
lu57324e4vd tmp 7dc2d2d8c8b062c8
1 −5 5
1 lu57324e4vd tmp a52eeefeb84c6f9e 2 4
In this case, the distance from 4 to vertices 1, 2, and 3 is −∞ since there is a negative cycle 1 → 2 → 3 that is reachable from 4. The distance from 4 to 4 is zero. There is no path from 4 to 5.
8
 - Appendix
4.1 Compiler Flags
 - (gcc 7.4.0). File extensions: .c. Flags:
gcc – pipe – O2 – std = c11 < filename > – lm
C++ (g++ 7.4.0). File extensions: .cc, .cpp. Flags:
g ++ – pipe – O2 – std = c ++14 < filename > – lm
If your C/C++ compiler does not recognize -std=c++14 flag, try replacing it with -std=c++0x flag or compiling without this flag at all (all starter solutions can be compiled without it). On Linux and MacOS, you most probably have the required compiler. On Windows, you may use your favorite compiler or install, e.g., cygwin.
C# (mono 4.6.2). File extensions: .cs. Flags:
mcs
Go (golang 1.13.4). File extensions: .go. Flags
go
Haskell (ghc 8.0.2). File extensions: .hs. Flags:
ghc – O2
Java (OpenJDK 1.8.0_232). File extensions: .java. Flags:
javac – encoding UTF -8
java – Xmx1024m
JavaScript (NodeJS 12.14.0). File extensions: .js. No flags:
nodejs
Kotlin (Kotlin 1.3.50). File extensions: .kt. Flags:
kotlinc
java – Xmx1024m
Python (CPython 3.6.9). File extensions: .py. No flags:
python3
Ruby (Ruby 2.5.1p57). File extensions: .rb.
ruby
Rust (Rust 1.37.0). File extensions: .rs.
rustc
Scala (Scala 2.12.10). File extensions: .scala.
scalac
9
4.2 Frequently Asked Questions
Why My Submission Is Not Graded?
You need to create a submission and upload the source file(rather than the executable file) of your solution. Make sure that after uploading the file with your solution you press the blue "Submit" button at the bottom. After that, the grading starts, and the submission being graded is enclosed in an orange rectangle. After the testing is finished, the rectangle disappears, and the results of the testing of all problems are shown.
What Are the Possible Grading Outcomes?
There are only two outcomes: "pass" or "no pass." To pass, your program must return a correct answer on all the test cases we prepared for you, and do so under the time and memory constraints specified in the problem statement. If your solution passes, you get the corresponding feedback "Good job!" and get a point for the problem. Your solution fails if it either crashes, returns an incorrect answer, works for too long, or uses too much memory for some test case. The feedback will contain the index of the first test case on which your solution failed and the total number of test cases in the system. The tests for the problem are numbered from 1 to the total number of test cases for the problem, and the program is always tested on all the tests in the order from the first test to the test with the largest number.
Here are the possible outcomes:
 - Good job! Hurrah! Your solution passed, and you get a point!
 - Wrong answer. Your solution outputs incorrect answer for some test case. Check that you consider all the cases correctly, avoid integer overflow, output the required white spaces, output the floating point numbers with the required precision, don't output anything in addition to what you are asked to output in the output specification of the problem statement.
 - Time limit exceeded. Your solution worked longer than the allowed time limit for some test case. Check again the running time of your implementation. Test your program locally on the test of max-imum size specified in the problem statement and check how long it works. Check that your program doesn't wait for some input from the user which makes it to wait forever.
 - Memory limit exceeded. Your solution used more than the allowed memory limit for some test case. Estimate the amount of memory that your program is going to use in the worst case and check that it does not exceed the memory limit. Check that your data structures fit into the memory limit. Check that you don't create large arrays or lists or vectors consisting of empty arrays or empty strings, since those in some cases still eat up memory. Test your program locally on the tests of maximum size specified in the problem statement and look at its memory consumption in the system.
 - Cannot check answer. Perhaps the output format is wrong. This happens when you output something different than expected. For example, when you are required to output either "Yes" or "No", but instead output 1 or 0. Or your program has empty output. Or your program outputs not only the correct answer, but also some additional information (please follow the exact output format specified in the problem statement). Maybe your program doesn't output anything, because it crashes.
 - Unknown signal 6 (or 7, or 8, or 11, or some other). This happens when your program crashes. It can be because of a division by zero, accessing memory outside of the array bounds, using uninitialized variables, overly deep recursion that triggers a stack overflow, sorting with a contradictory comparator, removing elements from an empty data structure, trying to allocate too much memory, and many other reasons. Look at your code and think about all those possibilities. Make sure that you use the same compiler and the same compiler flags as we do.
Internal error: exception… Most probably, you submitted a compiled program instead of a source code.
10
 - Grading failed. Something wrong happened with the system. Report this through Coursera or edX Help Center.
May I Post My Solution at the Forum?
Please do not post any solutions at the forum or anywhere on the web, even if a solution does not pass the tests (as in this case you are still revealing parts of a correct solution). Our students follow the Honor Code: "I will not make solutions to homework, quizzes, exams, projects, and other assignments available to anyone else (except to the extent an assignment explicitly permits sharing solutions)."
Do I Learn by Trying to Fix My Solution?
My implementation always fails in the grader, though I already tested and stress tested it a lot. Would not it be better if you gave me a solution to this problem or at least the test cases that you use? I will then be able to fix my code and will learn how to avoid making mistakes. Otherwise, I do not feel that I learn anything from solving this problem. I am just stuck.
First of all, learning from your mistakes is one of the best ways to learn.
The process of trying to invent new test cases that might fail your program is difficult but is often enlightening. Thinking about properties of your program makes you understand what happens inside your program and in the general algorithm you're studying much more.
Also, it is important to be able to find a bug in your implementation without knowing a test case and without having a reference solution, just like in real life. Assume that you designed an application and an annoyed user reports that it crashed. Most probably, the user will not tell you the exact sequence of operations that led to a crash. Moreover, there will be no reference application. Hence, it is important to learn how to find a bug in your implementation yourself, without a magic oracle giving you either a test case that your program fails or a reference solution. We encourage you to use programming assignments in this class as a way of practicing this important skill.
If you have already tested your program on all corner cases you can imagine, constructed a set of manual test cases, applied


text: An easy, rapid and simple nonaqueous capillary electrophoresis (NACE) method was developed for the identification and determination of four basic nitrogenous compounds, i.e. pseudoephedrine (PE), dextromethorphan (DXM), diphenhydramine (DHM) and chlorpheniramine (CLP). The most suitable running buffer was composed of 40 mM ammonium acetate, 10% acetonitrile (ACN) in methanol with a fused-silica capillary column (47 cm x 75 microm i.d.), 25 kV applied voltage and 25 degrees C capillary temperature. The calibration curves revealed linear relationships between the peak area for each analyte and its concentration (correlation coefficients: 0.9993 for PE, 0.9971 for DXM, 0.9991 for DHM, and 0.9995 for CLP, respectively). The relative standard deviations of the migration time and peak area of the four compounds were 0.37, 3.90, 0.73 and 0.68, and 2.80, 3.50, 1.60 and 3.70%, respectively. The method was successfully applied to determine the four compounds in five cold medicines, the recoveries of the four constituents ranging between 91 and 109%.


text:
James Boyle is professor of law and co-founder of the Centre for the Study of the Public Domain at Duke University and author of The Public Domain: enclosing the commons of the mind.
In his new book The Public Domain, Professor James Boyle describes how our culture, science and economic welfare all depend on the delicate balance between those ideas that are controlled and those that are free, between intellectual property and the public domain —the realm of material that everyone is free to use and share without permission or fee
Intellectual property laws have a significant impact on many important areas of human endeavour, including scientific innovation, digital creativity, cultural access and free speech. And so Boyle argues that, just as every informed citizen needs to know at least something about the environment or civil rights, every citizen in the information age should also have an understanding of intellectual property law.
Is the public domain as vital to knowledge, innovation and culture as the realm of material protected by intellectual property rights? James Boyle thinks so and visits the RSA to call for a new movement to preserve it. If we continue to enclose the "commons of the mind", Boyle argues, we will all be the poorer.


Grand Theft Wiki is a Semantic Wiki. This means we collect data within a page into a searchable/displayable format.
The basic principle of semantic data is setting properties on pages. Those properties are little facts, such as the nationality or gender of the character. We can then do a search or query on those properties.
For example, on each character's page, we can specify the nationality of the character. Then we can do a search for all characters from each nationality. We can also display that search on a country page using an inline query.
Setting Properties
Properties are set in a similar way to links and categories. You need the name of the property and the data (answer) for it.
To set the 'Nationality' property to 'British':
Some templates set these properties. {{infobox character}} is Grand Theft Wiki's first large-scale semantic template, setting the gender, nationality and dates of birth/death of the character. Simply fill out the details on the template to have these properties automatically set.
Types of Properties
Every property has a page, listed at Special:Properties.
By default, a property is type=page. This can be changed by adding a datatype to the properties page (just like a category).
If you select a datatype, such as 'date', anything that doesn't fit that input will generate an error. The data will have a yellow warning triangle next to it, and page will show up in Property:Has improper value for.
Standard answers
Be careful to use a standard answer whenever you mean the same thing, rather than a slightly different one.
For example, For a gender, always use 'Male' or 'Female' - don't sometimes use boy/man/woman/lady/girl.
How Properties Display
If you simply use [[Nationality::British]] (as above), it will show a link to page 'British'.
Properties can be changed like links. You can specify an alternative place to link to: [[Nationality::British|United Kingdom]] or use a space to hide the link completely: [[Nationality::British| ]]
Additional templates and switches can be used to change these outputs. Template {{country}} changes any country terms/abbreviations into the correct term (eg USA > United States), whilst {{nationality}} changes them into the demonym for the people who live there (eg USA > American).
Queries can be built and run on Special:Ask.
You can easily search on properties and categories, exactly the same way as setting them. This is an AND query.
So to search for all Russian characters in GTA IV:
We want to search for all pages in Category:Characters in GTA IV and with Nationality::Russia
So we just search for those two things, exactly the same way as we would set them on a page:
[[Category:Characters in GTA IV]] [[Nationality::Russia]]
If you need to use an OR, you need to do this within the [[square brackets]] of the links, and use || as an OR operator
[[Category:Characters in GTA IV || Category:Characters in GTA III Era]]
Last modified on 25 May 2012, at 21:19


X-ray transition radiation of electrons with energy of 300 to 900 MeV in periodic multifoil radiators
Результат исследования: Материалы для журналаСтатья
1 Цитирования (Scopus)
Аннотация
Results of experiments conducted at the Tomsk synchrotron to study resonant X-ray transition radiation generated by relativistic electrons in periodic multifoil radiators are reviewed. Both the internal synchrotron beam and the external secondary electron beam from the pair magnetic γ-spectrometer with energies ranging from 300 to 900 MeV were used in the experiments. The radiators consisted of many thin amorphous foils of various materials. The generation of X-ray radiation in a compound radiator consisting of a multifoil radiator and a crystal is also studied. In this case, the resonant X-ray transition radiation generated in the multifoil radiator is diffracted in the crystal and emitted at Bragg angles, together with the parametric X-ray radiation generated in the crystal. Spectral and angular properties of the resonant X-ray transition radiation and diffracted resonant X-ray transition radiation are investigated. The ratio between the contributions from the diffracted resonant X-ray transition radiation and other types of radiation to the total coherent X-ray radiation flux generated by electrons in periodic structures and crystals is estimated.
Язык оригиналаАнглийский
Страницы (с... по...)508-515
Количество страниц8
ЖурналPhysics of Particles and Nuclei
Том45
Номер выпуска2
DOI
Статус публикацииОпубликовано - 1 янв 2014
 Fingerprint
ASJC Scopus subject areas
 - Nuclear and High Energy Physics
Цитировать


text:
Issue No. 01 - January/February (2005 vol. 11)
DOI Bookmark: _URL_
We present results from a user study that compared six visualization methods for two-dimensional vector data. Users performed three simple but representative tasks using visualizations from each method: 1) locating all critical points in an image, 2) identifying critical point types, and 3) advecting a particle. Visualization methods included two that used different spatial distributions of short arrow icons, two that used different distributions of integral curves, one that used wedges located to suggest flow lines, and line-integral convolution (LIC). Results show different strengths and weaknesses for each method. We found that users performed these tasks better with methods that: 1) showed the sign of vectors within the vector field, 2) visually represented integral curves, and 3) visually represented the locations of critical points. Expert user performance was not statistically different from nonexpert user performance. We used several methods to analyze the data including omnibus analysis of variance, pairwise t-tests, and graphical analysis using inferential confidence intervals. We concluded that using the inferential confidence intervals for displaying the overall pattern of results for each task measure and for performing subsequent pairwise comparisons of the condition means was the best method for analyzing the data in this study. These results provide quantitative support for some of the anecdotal evidence concerning visualization methods. The tasks and testing framework also provide a basis for comparing other visualization methods, for creating more effective methods and for defining additional tasks to further understand the tradeoffs among the methods. In the future, we also envision extending this work to more ambitious comparisons, such as evaluating two-dimensional vectors on two-dimensional surfaces embedded in three-dimensional space and defining analogous tasks for three-dimensional visualization methods.
User study, vector visualization, fluid flow visualization.
Marco da Silva, Michael J. Tarr, William H. Warren, Robert M. Kirby, Timothy S. Miller, David H. Laidlaw, Cullen D. Jackson, J. Scott Davidson, "Comparing 2D Vector Field Visualization Methods: A User Study", IEEE Transactions on Visualization & Computer Graphics, vol. 11, no., pp. 59-70, January/February 2005, doi:10.1109/TVCG.2005.4


text:
What do we want to know with HESTIA?
Child protection has become an important aspect of child welfare policy in most European countries. Its heightened importance is the result of a growing recognition of children's rights, rising expectations about standards of parental care and responsibility, and growing concern about the social exclusions of vulnerable and disadvantaged children. However, although many families are drawn into the child protection system there has been very little comparative research on this aspect of European welfare states.
Therefore our main research question is the following: How does child protection policy and practice vary between Western European countries and what is the impact of these variations on children and families?
To answer this key question, Hestia will also address the following questions:


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UCSF Research Development Office (RDO): Grant Templates and Guides
What is a Diversity Supplement?
What is a Diversity Supplement?
The NIH provides funding to attract minority trainees and faculty to research careers. NIH Research Supplements to Promote Diversity in Health-Related Research (PA-20-166; hereafter "Diversity Supplements") provide additional funding for trainees and faculty to work on an existing NIH-funded project in a particular area of interest. Here is some additional information:
 - Diversity Supplements can support all levels of trainees, from high school through college, graduate school, and postgraduate studies to the investigator level.
 - Supplements must support work within the scope of the original project.
 - There is generally no set deadline, but applications must be submitted at least 10 weeks before the desired start date of the project activity.
 - Supplements are much less competitive than peer-reviewed grant funding mechanisms and can provide an excellent entry point for a research career.
 - Budget requests must follow the budget cycle of the existing grant.
 - Supplemental funding may not extend beyond the existing grant's project end date.
Why are Diversity Supplements important?
Why are Diversity Supplements important to UCSF and to UCSF researchers?
As one of the PRIDE values, diversity is integral to UCSF's mission. Chancellor Sam Hawgood has stated that Equity and Inclusion is one of his four priority areas. Diversity among researchers improves scientific inquiry, increases diversity among research participants, and ensures that the innovative research done at UCSF has the greatest impact on an increasingly diverse population. Principal Investigators with successful Diversity Supplements at UCSF have commented on the additional benefits of having these trainees, including a more inclusive work environment and a better understanding of how qualities such as resilience can impact scientific pursuit. In addition, "Contribution to Diversity" is required in the faculty advancement packet.


Definitions for
Overview of verb deform
The verb deform has 6 senses? (no senses from tagged texts)
1. deform
(make formless; "the heat deformed the plastic sculpture")
2. contort, deform, distort, wring
(twist and press out of shape)
3. flex, bend, deform, twist, turn
4. deform
(become misshapen; "The sidewalk deformed during the earthquake")
5. deform, distort, strain
(alter the shape of (something) by stress; "His body was deformed by leprosy")
6. change shape, change form, deform
(assume a different shape or form) © 2001-2013, Demand Media, all rights reserved. The database is based on Word Net a lexical database for the English language. see disclaimer
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def\start@gather#1{%
 \RIfM@
 \nomath@env
 \DN@{\@namedef{end\@currenvir}{}\@gobble}%
 \else
 $$%
 #1%
 \ifst@rred \else \global\@eqnswtrue \fi
 \let\next@\gather@
 \fi
 \collect@body\next@
}
The command \endgather, which is defined implicitly, executes the following instructions:
\math@cr \black@\totwidth@ \egroup
 $$\ignorespacesafterend
The main thing to take away from examining these lines of code -- without going into too many of the details, many of which relate to the fact that the align, align*, gather, gather*, etc environments can typeset multiple, consecutive lines of displayed-math material -- is that the gather* environment too (eventually) calls the $$ TeX macro, while taking care of quite a few housekeeping and error-avoidance steps along the way.
In sum, one thing that should be amply clear from all this is that using the $$ constructs directly is unnecessary and even reckless, as doing so risks causing all kinds of messy screw-ups. The alternative methods 2 through 5 take care to avoid these problems and should therefore always be preferred to using the $$ pair of commands.
share|improve this answer
5
This is a great answer. Thank you! – niklasfi Jan 9 '12 at 18:39

Your link seems to be broken. – celtschk Jan 9 '12 at 20:07

@celtschk: Thanks for pointing out the problem; I've fixed the link. – Mico Jan 9 '12 at 20:12

@Mico you said If that's the case, it avoids inserting any additional vertical space by issuing the command \nointerlineskip.. But quite to the contrary, LaTeX then issues an empty line adding vertical space and forcing the use of the long form of the above and below display skips. – jfbu May 19 '14 at 11:39

@Mico why do not the reasons disqualifying $$ also disqualify \begin{equation}? why isn't \[ coherent in vertical spacing with \begin{equation}? – jfbu May 19 '14 at 11:52
$$ is not supported in LaTeX at all, it is primitive TeX syntax that just happens to sort of almost work most of the time. The standard LaTeX classes for example all have a fleqn option to align rather than center \[ \]. Even with no options, the behaviour of \[ and $$ are different at the start of a paragraph, where \[ does
\nointerlineskip
\makebox[.6\linewidth]{}%
before doing $$
share|improve this answer

thanks for editing, was just looking up the quote syntax, and by the time I came back you'd fixed it:-) – David Carlisle Jan 9 '12 at 10:21
1
Welcome back to TeX.SX! – egreg Jan 9 '12 at 15:10
Also align does not behave the same way as \[...\] regards to spacing before. \[...\] and the equation environment can adjust the spacing above the equation if there is enough room, align cannot (because of the manner in which it is constructed)
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An example of this spacing difference can be found at align vs equation. – Peter Grill Jan 9 '12 at 20:20

And what is the difference between \[...\] and \(...\). – jafan Nov 15 '13 at 18:13
1
The first is displayed math the other is a slight alternative to $... $ – daleif Nov 15 '13 at 22:53
The differences have been described, in earlier answers, I am just adding here for illustrative purposes regarding vertical spaces this image:
test Lamport
which is obtained from this code:
\documentclass{article}
\begin{document}
\hrule
\[ E=mc^2\]
\hrule
$$E=mc^2$$
\hrule
\[ E=mc^2\]
\hrule
$$E=mc^2$$
\hrule
\end{document}
Notice the vertical spaces added by the \[..\] construct, which furthermore are asymmetrical between before and after. Apart from that the \[..\] does some error checking whose usefulness, IMHO, is limited to the real beginners in LaTeX.
Here is another image:
again Lamport vs $$
obtained from this code:
\documentclass{article}
\begin{document}
\noindent
abc\hrulefill\par
\[ E=mc^2\]
abc\hrulefill\par
$$E=mc^2$$
abc\hrulefill\par
\[ E=mc^2\]
abc\hrulefill\par
$$E=mc^2$$
abc\hrulefill\par
\end{document}
Notice the incoherent vertical spacing resulting from the use of \[..\].
I do not include the images here, but one can check that these incoherencies do disappear with \usepackage{amsmath} (for reasons which are clear from looking at the code reproduced in Mico's answer). I know my opinion is ultra-minoritarian, but clearly, only for people using amsmath can one convincingly argue it is better to not use $$ directly.
Certainly $$ is not in the spirit of the LaTeX syntax, but the \[ in LaTeX2e is not coherent with the other math environment in its handling of vertical spacing. Thus, I personnally concluded that when I am not loading amsmath, I should rather avoid \[.
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can I offer a bounty to the first upvoter? – jfbu May 19 '14 at 12:36
1
OK, I've upvoted your answer. :-) – Mico May 19 '14 at 13:00

I think neither your examples invalidates the claim that \[ -- unlike $$ -- takes care to avoid inserting an extra blank line if it's encountered while TeX is in vertical mode. In your first example, note that TeX is not in vertical mode at the end of \hrule, hence there's no issue with $$ inadvisedly slipping in an extra blank line. Replace the \hrule and \hrulefill directives with a bunch of em-dashes, and it becomes quite apparent that the equation is nicely centered (between the rows of em-dashes) if it's typeset with \[ ... \] but not if it's typeset via $$...$$. – Mico May 19 '14 at 13:15

@Mico are you sure? try replacing \hrule with \hrule\ifvmode \typeout{VMODE}\else \typeout{NOT VMODE}\fi and check the log. And \hrulefill is followed by \par. It is true that after \] or $$, TeX is in horizontal mode but this is another issue. I will check what you mean with the em-dashes. – jfbu May 19 '14 at 13:55

@Mico I have replaced in my code sample \hrule by 15 successive \textemdashes and then, as expected, because we start in horizontal mode, both \[..\] and $$..$$ give the exact same result. (by the way I have upvoted your comment about upvoting my answer ;-)) – jfbu May 19 '14 at 14:00
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text:
250 years ago the city contained only "Altstadt" and the "Neustadt" of nowadays. From 1821 to 1848 the population of Bremen increased from 54,000 to 78,000 and more and more inhabitants settled at the outskirts. Since the building of the train station (1847), the expanding of the harbours in the northwest of the city (1888) and the industrialisation after the fall of the custom barriers the city area and the population increased extremly. Until 1905 261,000 people lived in Bremen. Unlike other cities Bremen did not build tenement houses but developed the typical "Bremer Haus". 1939 had 450,000 inhabitans. It was not until the bombs destroyed the old houses in the World War 2 that architects started to build apartment houses and skyscrapers (Osterholz-Tenever).
Additional information concerning Bremen:


text:
The state is spending more than $1 million to jumpstart technologies aimed at removing phosphorus from the environment. The money will go to five projects, selected as part of the state's "phosphorus innovation challenge," designed to capture the pollutant and make it into a marketable product.
Phosphorus is an essential element plant and animals need to grow, but too much phosphorus running off into Vermont's waterways acts as a fertilizer and fuels toxic algae blooms.
The state has a huge phosphorus surplus: Vermont releases about 1,500 tons of excess phosphorus a year, according to Agency of Natural Resources Secretary Julie Moore.
More from VPR — Vermont's 'Jewels' Under Threat: Clearest, Cleanest Lakes Face Phosphorus Pollution [Aug. 5]
The state's phosphorus innovation challenge was announced back in February 2018. These five recently selected projects will make a dent, Moore said, but won't cut all the excess phosphorus out of Vermont's environment.
"Ultimately we need to be able to get that 1,500 tons down to zero, or ideally maybe a small negative number, to achieve our overall water quality goals," Moore said. "The scope and scale of these projects, while operating at a commercial scale, we don't believe collectively will be able to achieve that full 1,500 tons reduction."
But Moore said she's hopeful that if these businesses grow, they could ultimately lead to significant phosphorus reductions.
"To the extent they continue to prove successful environmentally but also economically [there's] opportunity to scale them up further with that 1,500-ton goal in mind," she said.
"Ultimately we need to be able to get that 1,500 tons [of excess phosphorus] down to zero, or ideally maybe a small negative number, to achieve our overall water quality goals." — ANR Secretary Julie Moore
Agrilab Technologies, in Enosburg Falls, was one of the state's five winners and received a $320,200 grant. Company founder Brian Jerose is working on ways to concentrate phosphorus from cow manure, add other material and turn it into compost that can be sold.
Jerose said he was inspired to work on the project in part because his family has experienced Lake Champlain water pollution.
"I've had my wife and daughters and I not be able to swim at times because of algae blooms in parts of northern Lake Champlain," Jerose said. "With that in mind, it's been really motivating to get involved to try to think of other ways beyond just regulatory compliance and the voluntary best management practices, to think of other ways that we can make a bigger dent — and a faster dent — in some of these phosphorus issues."
In addition to Agrilab Technologies, four other winners were announced Thursday at Gov. Phil Scott's weekly news conference:
- The University of Vermont and DVO Inc. of Chilton, Wisconsin — This project got a $500,00 grant to use enhanced anaerobic digesters on dairy farms to produce a phosphorus "cake" that is high in phosphorus and other nutrients. The material will then be marketed as a soil amendment or fertilizer.
- Green State Biochar in Barton, Vermont — The company will use a $135,000 grant to build a larger kiln to produce biochar that will then be used in various filtration systems to capture phosphorus that can then be reused.
- Digested Organics in Ann Arbor, Michigan — The $137,500 grant will fund a mobile filtration system capable of processing manure from about 100 dairy cows. The mobile unit could move from farm to farm.
- Village of Essex Junction, UVM and Chittenden Solid Waste District — The $58,907 grant will help fund technology designed to enhance phosphorus removal from wastewater.


text: Long-term sediment accumulation in the lake reduced the average depth of the lake from 8 feet in 1903 to 2.6 feet in 1985, which resulted in the deterioration of aquatic habitats and recreational areas in the lake. A detailed hydraulic analysis was needed to evaluate the feasibility creating islands in Peoria Lake. The major hydraulic considerations include determining the optimum locations for the islands in terms of minimizing the sedimentation rates around the islands. A hydraulic study was conducted to investigate the best locations for constructing islands in the lake. The study made use of the one-dimensional HEC-6 sediment transport model and the two-dimensional TABS-2 hydrodynamic model. Field data were also collected to establish existing lake-bottom profiles and velocity distributions at selected locations.


text:
The EU does cost money, as any club does. The question is, what do we get for the money? The return in benefits, financial and otherwise, is more than worth the investment as each of us gains over £1,000 per year from our membership. Besides, to leave the EU yet seek to remain within the single market will still involve a significant payment to the EU budget with no say in how it is spent.
Currently, the net contribution per capita of the UK is £116 per person which, although less than Sweden, Denmark, Finland and the Netherlands, is still a significant amount of money. However, this is only half the story since the wider economic benefits of continued EU membership more than cover these costs and each individual makes on average £1,225 per year from our membership.
Within Scotland the situation is actually even better. Scots make a net contribution per capita of only £8 per year which means that the benefits dramatically outweigh any costs. Scots are already much more likely to see the EU as good value for money than elsewhere in the UK and rightly so, we do well out of the deal.
The EU budget should also be seen in context. It is minor compared to what national governments spend. The EU budget makes up around 1% of EU GDP yet the budgets of the EU's various governments represent (on average) around 49% of GDP.


In my previous post, I looked at the basics of using the ChemFig package to create chemical structures. I finished that post with a structure that is complete but which I think does not look great compared with the reference version I created in ChemDraw. (There's a MyChemistry entry that looks at similar customisation: worth a look!)
Atom placement
The first issue to tackle is the placement of atom labels. ChemFig 'detects' atoms, so that the labels are correctly centred relative to bonds. However, that does not work with numbered R-groups, as the numbers need to be 'ignored' for alignment purposes. This is a pretty common requirement, so ChemFig provides a way to 'split' labels, using |:
\chemfig{
 *6(-(-R|^2)=-
 (-=[::-60]N-*6(=(-R|^3)-=(-R|^4)-=(-R|^3)-))
 =(-OH)-(-R|^1)=)
}
which gives the output
To see the difference here, look at for example R2 here compared to the version in the previous post: it's subtle, but it is there!
Atom spacing and bond width
The standard settings for ChemFig share a 'feature' with those for ChemDraw: they don't look very good! As I said in the previous post, I use the Royal Society of Chemistry's template for my structures, as I think they look much better. The template uses 7 pt text, and so the lengths, etc. all match that size. For use in LaTeX, I want things to be more flexible so wanted to convert the values into em (i.e. relative dimensions based on font size).
There are three key dimensions used by both ChemDraw and ChemFig to set how bonds look: the bond length, the line width and the gap between lines when drawing double bonds. There is also a 'margin' used between atom labels and bonds, so the two don't touch. After a bit of work doing the calculation (using to the LaTeX3 FPU), I found that
\setdoublesep{0.35700 em} % 'Bond Spacing'
\setatomsep{1.78500 em} % 'Fixed Length'
\setbondoffset{0.18265 em} % 'Margin Width'
\newcommand{\bondwidth}{0.06642 em} % 'Line Width'
\setbondstyle{line width = \bondwidth}
was the right set up. The comments are the ChemDraw names for settings, and I've set the line width as a command as it turns out I'll want it again for some more advanced things to be covered in the next post.
The central double bond
Changing the bond spacing shows up another issue: the central double bond is not right. Rather than bond to the 'middle' of the double bond, we want the chain to choose one 'side'. That can be done using either _ or ^, depending on which side is required. I decided to match the ChemDraw version using
\chemfig{
 *6(-(-R|^2)=-
 (-=^[::-60]N-*6(=(-R|^3)-=(-R|^4)-=(-R|^3)-))
 =(-OH)-(-R|^1)=)
}
Atom font
The final thing to adjust to get this example right is the font used for atom labels: the convention is to use sanserif. ChemFig prints text using the \printatom command, which is set up to ensure math mode and \mathrm. Thus the simplest approach is
\renewcommand*{\printatom}[1]{\ensuremath{\mathsf{#1}}
Like many people, I use the excellent mhchem to write in-line chemical equations, so I wanted to use the \ce (or faster \cf) command for printing atoms. My initial attempt failed, with an internal error. A quick e-mail to the ChemFig author led to a fix
\makeatletter
\def\CF@node@content{%
 \expandafter\expandafter\expandafter
 \printatom\expandafter\expandafter\expandafter
 {\csname atom@\number\CF@cnt@atomnumber\endcsname}%
 \ensuremath{\CF@node@strut}%
}
\makeatother
followed by
 \renewcommand*{\printatom}[1]}
leads to the final input
\documentclass{article}
\usepackage{chemfig}
\usepackage[version=3]{mhchem}
\makeatletter
\def\CF@node@content{%
 \expandafter\expandafter\expandafter
 \printatom\expandafter\expandafter\expandafter
 {\csname atom@\number\CF@cnt@atomnumber\endcsname}%
 \ensuremath{\CF@node@strut}%
}
\makeatother
\setdoublesep{0.35700 em} % 'Bond Spacing'
\setatomsep{1.78500 em} % 'Fixed Length'
\setbondoffset{0.18265 em} % 'Margin Width'
\newcommand{\bondwidth}{0.06642 em} % 'Line Width'
\setbondstyle{line width = \bondwidth}
\renewcommand*{\printatom}[1]{{\sffamily\cf{#1}}}
\begin{document}
\chemfig{
 *6(-(-R|^2)=-
 (-=^[::-60]N-*6(=(-R|^3)-=(-R|^4)-=(-R|^3)-))
 =(-OH)-(-R|^1)=)
}
\end{document}
and output
I'd say that is pretty good: I'd be happy to use this in a publication (although drawing the kind of structures I do my research with would be a challenge!).
In the final part of this series, I'm going to look at some other things that are needed for chemical structures but which don't show up in the demo I've used. We'll see that many can be done, but there will be one or two outstanding challenges.


Howto Setup Bluetooth Keyboard and Mouse in Ubuntu
If you have a Bluetooth Keyboard and Mouse here is the procedure to follow howto setup in Ubuntu?
We need the MAC address (e.g. 00:00:00:00:00) of the mouse and keyboard.You can use KEYBOARD_ADDR and MOUSE_ADDR where you should find the addresses for the keyboard and mouse respectively. Press the button on the mouse that makes it visible to be found by the computer. Do the same for the keyboard. Now open a terminal window and run the following command:


text:
National Free and Open Source Software Policy
The goal of the project is to help create a National FOSS policy document for central and local government of Republic of Macedonia, based on the example of e-Croatia, in order to achieve higher efficiency in the work state bodies, as well as increased transparency and accountability of public procurement of computer equipment and software.
- Inclusive policy creation process conducted.
- National FOSS Policy finalized and published
- National FOSS Policy adopted by relevant state bodies


text:
It has happened with me a couple of times, and I am sure you must have come across it too. Yes, you are correct, I am referring to the last-minute changes to a documentation project. Besides the angst it also sometimes creates chaos in documentation.
Typically, the last-minute documentation changes comes from the:
- user experience design team,
- software development team,
- and software testing team.
You are in midst of a deadline. Release is happening today. Certainly, out of nowhere, there are a few changes that have arrived. What could you possibly do? what should be your approach? I have tried to come up with couple of strategies that have been tried and tested:
- Prepare to have your content in metadata so that customers can find it in their knowledge base system and you can push out the content with the last-minute changes rapidly. Think more in the lines of dynamic help rather than context-sensitive help.
- Set up a responsible system so that customers/users/clients can access the documentation in their mobile devices.
- Prepare to reuse content and set up certain business rules that takes care of your documentation. Reusable strategies can be employed at regular places. Think of considering embedded topics by the help of which you can do a last-minute update of your source content and the changes gets reflected in all the other container topics.
- Loop yourself in the projects. You should be in the chain of emails aware of any last-minute changes to the software or network application. Be better prepared lest it comes.
- Don't cringe : It is better to get on with the task because an annoying face will never make things right. Get into the task, document the changes, and then ensure that there is a definite process followed the next times certain situations like these arise.
About Blue Dots Consultancy Services:-Pioneered in the year 2014 and based out of Bengaluru (India), Blue Dots Consultancy Services is one of the agile and just-in-time Consulting startups that creates innovative solutions for solving critical business problems faced by the Content management and Documentation industry. Coupled with exceptional customer centric mindset and the hunger to create success for the ecosystem, Blue Dots believes that it can create disruption in the industry and create its niche. Hardly a few months into operations, Blue Dots has already delivered a good number of successful projects and is in discussion with a few large customers. You can read the company services here.


text:
Mock Objects: From Concept to Code
Mock objects are simulated objects that mimic the behavior of real objects in controlled ways. Because many code modules interact with external entities-things like databases, networks, file systems, third-party frameworks, and even the clock-these entities often cause us big-time trouble during unit testing. These entities can slow down our unit tests, produce unpredictable results, and have dangerous side effects. The best unit tests are decoupled from these external entities. Rather than try to control the entities, you can create mock objects to simulate their functionality. With a tangible example in the form of a short play, Rob Myers introduces mock objects and provides a brief history of their "relatives"-stubs and fakes. Then, with an animated, nearly-worst-case example, Rob presents code he developed to "mock out" nasty dependencies and create safe, predictable unit tests. Learn how to mock out dependencies that will help you produce simpler, easier, and faster unit test suites.


Metaflex Tutorial about thermal breaks
When using a freezer door, you want it to work properly. This means, for example, no energy or cold will be lost. To prevent this thermal bridge a thermal break is applied. This saves you the unpleasant consequences such as wear-and-tear on the door rubbers and extends the life of your freezer door. But what exactly is a thermal break and how is it applied? In this tutorial we explain it to you!
Do you want to reread the information? Please download the summary below!
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text:
Chalk cliffs in England.
- The definition of chalk is made or drawn with soft white, gray or yellow limestone.
An example of chalk used as an adjective is in the phrase "chalk drawing," which means a drawing made with this substance.
- Chalk is defined as a soft limestone that is white, gray or yellow or something made of this substance.
An example of chalk is what the teacher uses to write on the blackboard.
- a white, gray, or yellowish limestone that is soft, porous, and easily pulverized, composed almost entirely of calcite from minute sea shells
- any substance like chalk in color, texture, etc.
- a piece of chalk or gypsum, often imbued with a pigment, used for drawing, writing on a blackboard, etc.
- a mark or line made with chalk
- Brit. a score or tally, as in a game or as of credit given
Origin of chalkMiddle English ; from Old English cealc ; from Classical Latin calx, lime, limestone: see calcium
- made or drawn with chalk
- ⌂ Slang, Horse Racing
- favored to win, place, or show
- betting on favorites only
- Brit. to treat with chalk; lime or fertilize (soil)
- to rub or smear with chalk; specif., to rub chalk on the tip of (a billiard cue)
- to make pale
- to write, draw, or mark with chalk
- to mark out as with chalk
- to outline; plan
- to score, get, or achieve
- to attribute or ascribe
not by a long chalk
walk a chalk line
- A soft compact calcite, CaCO3, with varying amounts of silica, quartz, feldspar, or other mineral impurities, generally gray-white or yellow-white and derived chiefly from fossil seashells.
- a. A piece of chalk or chalklike substance in crayon form, used for marking on a blackboard or other surface.b. Games A small cube of chalk used in rubbing the tip of a billiard or pool cue to increase its friction with the cue ball.
- A mark made with chalk.
- Chiefly British A score or tally.
transitive verbchalked, chalk·ing, chalks
- To mark, draw, or write with chalk: chalked my name on the blackboard.
- To rub or cover with chalk, as the tip of a billiard cue.
- To make pale; whiten.
- To treat (soil, for example) with chalk.
Origin of chalkMiddle English, from Old English cealk, from Latin calx, calc-, lime; see calx.
(countable and uncountable, plural chalks)
- (uncountable) A soft, white, powdery limestone.
- (countable) A piece of chalk, or, more often, processed compressed chalk, that is used for drawing and for writing on a blackboard.
- Tailor's chalk.
- (uncountable, climbing) A white powdery substance used to prevent hands slipping from holds when climbing, sometimes but not always limestone-chalk.
- (US, military, countable) A platoon-sized group of airborne soldiers.
- (US, sports, chiefly basketball) The prediction that there will be no upsets, and the favored competitor will win.
(third-person singular simple present chalks, present participle chalking, simple past and past participle chalked)
- To apply chalk to anything, such as the tip of a billiard cue.
- To record something, as on a blackboard, using chalk.
- To use powdered chalk to mark the lines on a playing field.
- (figuratively) To record a score or event, as if on a chalkboard.
- To manure (land) with chalk.
- To make white, as if with chalk; to make pale; to bleach.


text:
|Name:Filling machine line||Capacity:200-400bottles/h||Weight:80kg||Size:700x650x1650(MM)|
|Model:CS-1||Material:stainless steel||Type:automatic||Filling capacity:200-1000ml/1000-5000ml|
Filling machine is a type of packaging equipment used for filling various liquids and materials into containers. It typically includes a hopper, a measuring device, a filling valve, and a container conveying system. The container is placed below the filling valve and the desired amount of liquid or material is measured and then released into the container through the filling valve. Filling machines are commonly used in food, beverage, chemical, pharmaceutical, and other industries for efficient and accurate packaging of products.
Edible oil filling machine is a crucial piece of equipment in the food processing industry, used for efficiently and hygienically filling edible oil into containers. It mainly consists of a hopper, a measuring device, a filling valve, and a container conveying system.
The machine automatically measures the desired amount of oil and releases it into the container through the filling valve. This process ensures precise measurement and minimal wastage, crucial for maintaining the quality and freshness of the oil. The hygienic design of the machine also ensures that the oil is not exposed to any contamination during the filling process.
The Edible oil filling machine is suitable for various types of edible oils, such as olive oil, sunflower oil, groundnut oil, soybean oil, etc., and different sizes and shapes of containers. The speed and accuracy of the machine ensure a high level of production efficiency, while its simple operation and maintenance-friendly design reduce operational costs.
In conclusion, the Edible oil filling machine is an essential machine for efficiently and hygienically filling edible oil into containers, ensuring maximum output with minimum input.


text:
A partial vocabulary of the Yinikurtira Aboriginal people
Petkovic, J. (2007) A partial vocabulary of the Yinikurtira Aboriginal people. IM: Interactive Media (3).
|PDF - Published Version |
Download (236kB) | Preview
*Open access, no subscription required
The Yinikurtira people of the North West region of Australia are generally thought to have been a sub-group of the Talandji language speakers, although the exact nature of their connection is somewhat uncertain.1 The Talandji language is reasonably well documented and still has a few living speakers.2 In contrast, the Yinikurtiri language is classified as extinct. 3 Discovering early Yinikurtira wordlists could potentially give us a productive comparison with the known Talandji language as well as a window into the once vibrant Yinikurtira culture.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||National Academy of Screen and Sound|
School of Media, Communication and Culture
|Publisher:||National Academy of Screen and Sound|
|Copyright:||2009 Murdoch University|
|Item Control Page|


text:
A road out of the marsh
At some point in the early Iron Age (500 BC – 0 AD), a road was laid in the marshlands of Ellemosen at the foot of Tibirke Bakker in North Zealand. The road runs from solid ground across the wetlands of Ramløse River, where two islets reach out to each other. This…
Roadway on 600 hazel stakes
Although the road is ancient, it is not the first to have been built on this site. A more than 4,500-year-old road made of stakes runs alongside and in some places under the Iron Age road. In the Neolithic period, around the time of the construction of the large passage graves, Ellemosen was a shallow fjord connected with the Kattegat sea area. At that time, one of the islets was a small island, and it was to this island that a road was built from more than 600 hazel stakes. The stakes had been sharpened and hammered into the bed of the fjord in three rows. The stakes presumably supported several layers of branches or a row of planks, but if so, there was no evidence of them at the dig in 1943. The road led to a settlement on the island, but this has not yet been excavated.
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