text:
Menopausal women appear to experience an accelerated decline in lung function, according to new research published online ahead of print in the American Thoracic Society's American Journal of Respiratory and Critical Care Medicine.
"Women are living longer and, therefore, many years beyond menopause," said Kai Triebner, MSc, lead author and a PhD candidate in epidemiology at the University of Bergen in Norway. "Our study highlights the importance of maintaining respiratory health long after the menopausal transition."
In "Menopause is Associated with Accelerated Lung Function Decline," European researchers report that both forced vital capacity (FVC), a measure of lung size, and forced expiratory volume in one second (FEV1), a measure of how much air can be forcefully exhaled in one second, declined in women going through the menopausal transition and after menopause beyond what would be expected through normal aging.
The authors wrote that the decline in FVC was comparable to smoking 20 cigarettes a day for 10 years, and the decline in FEV1 was comparable to smoking 20 cigarettes a day for 2 years. The more pronounced decline in FVC than FEV1 indicated menopause was more likely to cause restrictive, rather than obstructive, breathing problems. Obstructive breathing problems (including COPD) make it difficult to exhale air from the lungs while restrictive breathing problems (including sarcoidosis) make it difficult to fully expand the lungs upon inhaling.
"Whether obstructive or restrictive, the decline in lung function may cause an increase in shortness of breath, reduced work capacity and fatigue," Mr. Triebner said. "Symptoms depend upon how much lung capacity is reduced, and a few women may actually develop respiratory failure as a result of this decline."
In what they believe is the first longitudinal population-based study of lung function and menopause, the researchers analyzed data from 1,438 women enrolled in the European Respiratory Health Survey. Participants in the study ranged in age from 25 to 48 at enrollment, and none was menopausal when the study began. They were followed for 20 years and during that time most went through the menopausal transition or became postmenopausal.
The researchers adjusted their findings for age, weight, height, education and smoking history. As might be expected, current and past smokers showed a steeper decline in both ageand menopause-related lung function decline.
The authors said there were several possible explanations for their findings. Menopause brings hormonal changes that have been linked to systemic inflammation, which itself is associated with lung function decline. Hormonal changes are also implicated in osteoporosis, which shortens the height of the chest vertebrae and may, in turn, limit the amount of air a person can inhale.
"Women, and their physicians, should be aware that respiratory health might decline considerably during and after the menopausal transition," Mr. Triebner said. "This could mean that they experience shortness of breath already with low physical activity."
The European Commission supported the European Respiratory Health Survey. Supporters of the local study centers are listed in the online data supplement.


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 Know and Protect Your Rights in a Criminal Defense Matter
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 Know and Protect Your Rights in a Criminal Defense Matter
 Alameda Kidnapping Lawyer
 Securing a kidnapping conviction requires proof that the defendant intended to commit kidnapping and removed the victim from a location without their consent. Absent adequate evidence in support of these elements, a defendant may be eligible for reduced charges or even a dismissal of charges, depending on the circumstances.
 Potential defenses in kidnapping cases may include the consent of the alleged victim, lack of intent, and mistaken identity, among others. Even where the evidence to support the charges is robust, an Alameda kidnapping lawyer may be able to negotiate a successful resolution. Reach out to a defense attorney today for help.
 How is Kidnapping Defined in Alameda?
 California Penal Code § 207 defines kidnapping as the use of force or fear to detain or take persons to a different location, whether it is another county, state, or country, or a different part of the same county. Beyond the general code section establishing kidnapping as a criminal offense, various other code sections set forth more specific types of abduction.
 Aggravated Kidnapping
 For instance, under Cal. Pen. Code § 209, aggravated kidnapping occurs when individuals take various actions, including holding others for ransom, kidnapping others to commit rape, a kidnapping that results in death or bodily harm to others, or purposefully confining individuals in a way that significantly increase their risk of death. Likewise, Cal. Pen. Code § 209.5 govern kidnapping that occurs in the context of a carjacking.
 Child Abduction
 Furthermore, Cal. Pen. Code § 278 defines child abduction, which occurs when individuals who have no right to the custody of a child take, withhold or conceal the child with the intentions of keeping the child from a lawful custodian. Parental kidnapping under this code section may constitute a misdemeanor or a felony under California law. As a kidnapping lawyer in Alameda may attest, individuals who commit kidnapping and related crimes may face severe penalties in the event of a conviction.
 What are the Penalties for Kidnapping in Alameda?
 Under Ca. Pen. Code § 208, individuals convicted of kidnapping may receive a prison sentence ranging from three to 11 years, depending on the age of the subject of the abduction. The court also has the option of ordering probation; however, all sentences of probation must include a 12-month jail sentence, unless the court makes specific findings to justify a lesser penalty.
 A conviction on aggravated kidnapping charges can result in a minimum 12-month jail sentence to a maximum sentence of life imprisonment. Deviation from this minimum sentence is possible, but only in the most extraordinary circumstances. Furthermore, if the aggravated kidnapping results in death, bodily harm, or confinement in a way that substantially increases the risk of death or physical injury, the sentence may be life in prison without the possibility of parole.
 Parental kidnapping can result in up to one year of incarceration in the county jail if charged as a misdemeanor, and a state prison sentence of two to four years if charged as a felony. A kidnapping that occurs during a carjacking may result in a life prison sentence, but with the possibility of parole. An attorney in Alameda may be able to better explain the nuances between the different charges and their accompanying penalties, as well as how they apply in a specific situation.
 Call an Alameda Kidnapping Attorney for Assistance
 Accusations of kidnapping can have harsh consequences that may impact you and your family for the rest of your life. As with a felony conviction, you may lose some fundamental civil rights that you will be unable to regain. An Alameda kidnapping lawyer could make the difference between a life in prison and a chance at rebuilding your life.
 Kidnapping also counts as a "strike" offense for the California Three Strikes law. As a result, if you are facing kidnapping charges and you have a prior conviction for a qualifying crime, you could be facing double the potential sentence. Contact a lawyer today for representation.
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text:
Capon Lake Whipple Truss Bridge
Backstory and Context
The Capon Lake Whipple Truss Bridge was constructed in 1874 by the T.B. White and Sons company to replace an older bridge that was destroyed during the Civil War over the South Branch of the Potomac River near Romney. Currently, it is the oldest standing example of a Whipple Truss bridge in West Virginia.
The Whipple Truss construction method was invented in 1848 by Squire Whipple and later improved upon by J. W. Murphy. Whipple's method called for the incorporation of double intersection diagonals onto the Pratt Truss design. Murphy amended this by using pinned eyebar connections, negating the need for rivets. These allowed for the construction of longer, stronger bridges.
The bridge was two spans long following completion, but an accident in 1935 destroyed one of the spans. The remaining span was deemed salvageable and moved to its current location over the Cacapon River. The remaining span stretches 176 feet and is 20 feet wide and 23 feet tall. It is the oldest example of a truss bridge in West Virginia.
National Register of Historic Places Nomination Form. West Virginia Culture. _URL_

source: m-a-p/FineFineWeb


text:
Far, far away, the butterfly folk live in a kingdom of beautiful gardens. The butterfly children play, dance, and sing all day long with their little brothers and sisters, the caterpillars.
The children can hardly wait until the first day of spring, when they will finally get their wings. First, however, they must learn about the many brightly colored flowers in the kingdom, so they can take part in the flying procession of peacock, swallowtail, red admiral, and many other butterflies.
Beautifully illustrated in the art nouveau style, this is another classic children's story from the author of The Story of the Root Children and The Story of the Wind Children.
Hardbound, 11 ¾ x 8 ½ inches, 20 pages. Recommended for ages 3 through 5.
Sibylle von Olfers (_PHONE_) uses a blend of natural observation and simple design that critics have compared to the works of Kate Greenaway and Elsa Beskow.

source: HuggingFaceFW/fineweb-edu


text:
GEOC 3201 Sequence Stratigraphy
Definitions of seismic and sequence stratigraphy and seismic geomorphology. History of seismic and sequence stratigraphy. Lithostratigraphy. Chronostratigrapy. Recent advances and the future; impact of technologies. Seismic geomorphology. Fundamentals of sequence stratigraphy time basis of stratigraphic analysis. Importance of scale in sequence stratigraphy. Sequences, parasequences, systems tracts, facies. Biostratigraphy and importance to sequence stratigraphy. Trace and body fossils. Condensed sections and sequence boundaries. The Lowstand Systems Tract. Types and distribution of reservoir, source, and seal rocks. The Transgressive Systems Tract. Types and distribution of reservoir, source, and seal rocks. The Highstand Systems Tract. Types and distribution of reservoir, source, and seal rocks. G. A workflow for building an integrated sequence stratigraphic framework. Integration of rocks, fossils, well logs, geochemistry, seismic, and well tests. Application of sequence stratigraphy workflow to common clastic rocks (non-marine, shallow and deep marine). Carbonate sequence stratigraphy. Example case studies from: U.S. Mexico Gulf of Mexico, onshore North America, Australia, Indonesia, and elsewhere.
Página del catálogo en este curso

source: openbmb/Ultra-FineWeb


text:
VA refers to MST as the experiences of sexual harassment and/or sexual assault that occurred while the veteran was in the military. Both males and females can experience MST. The perpetrator can be of the same or of the opposite gender. Like other types of trauma, MST can negatively impact a person's mental and physical health, even many years later. The Veterans Health Care Act of 1992 (Public Law 102-585) was signed into law after a series of hearings on women veterans' issues by the Senate Veterans' Affairs Committee in July 1992. The Veterans Health Care Act of 1992 authorized VA to provide outreach and establish MST counseling and treatment programs for women veterans who experienced incidents of sexual trauma while on active duty. The Veterans Health Care Extension Act of 1994 (Public Law 103-452) authorized VA to provide MST counseling and treatment to men as well as women. The Veterans Millennium Health Care Act (Public Law 106-117) expanded the focus on MST programs to include outreach and extended VA's authority to provide MST programs until December 2004. The Veterans Health Program Improvement Act of 2004 (Public Law 108-422) extended VA's authority permanently and extended MST counseling and related treatment to veterans whose MST occurred while serving on active duty or active duty for training (as defined under Title 38 United States Code §101(22)) if service was in the National Guard or Reserves.
Following the passage of these public laws, Veterans Health Administration (VHA) Directive 2005-015, Military Sexual Trauma Counseling, March 25, 2005, mandated universal screening of all enrolled veterans for a history of MST and mandated that each VA medical facility appoint an MST Coordinator to oversee the screening and treatment referral process. The directive recommended the use of clinic stop code 524 so that collection of MST treatment data is accessible and consistent across the VA system. Stop codes are identifiers used in VHA's managerial cost accounting system, the Decision Support System (DSS), to indicate the primary clinical group providing the services. DSS is a congressionally-mandated resource management tool. Implementation began throughout VHA in 1994.
VA provides free, confidential counseling and treatment for veterans' mental and physical health conditions resulting from MST that occurred while serving on active duty or active duty for training if service was in the National Guard or Reserves. Veterans do not need to have reported the incident(s) when they happened or have other documentation that they occurred. Appropriate services are provided for any injury, illness, or psychological condition resulting from MST. Veterans do not need to be SC and may be able to receive this benefit even if they are not otherwise eligible for VA health care benefits. Although veterans receiving MST-related counseling and treatment are not billed for inpatient, outpatient, or medication copayments, applicable copayments may be charged for services not related to MST or for other non-SC conditions.


text:
A Disassociated Press Report, September 13, 2004, Washington, D.C.
By Francis Rabbe
A well-known pro-Al Qaeda website yesterday posted a letter in muted praise of a 9/11 commemorative stamp soon to be released by the United States Postal Service. The letter, signed by a group claiming association with the Indonesian Jemaah Islamiyah movement, said the commemorative stamp demonstrated that Americans "were beginning to recognize the awesome might of the hand of Allah."
"The new stamp is a beautiful tribute to the great power of Allah," the letter states.
An image of the artwork to be used for the stamp appeared on the page above the letter.
The text described the scene in the stamp as showing the "first blow" in what will be the "ultimate and certain defeat of the corrupt infidels."
"The hands of Allah are open. He has just dropped his valiant warriors onto the evil metropolis," the text states. "The clouds of smoke show the destruction the brave martyrs wreak on the new Sodom. The infidel flag is burning with the unquenchable flames of Allah's wrath."
The letter also mentions the bald eagle seen on the stamp.
"The eagle frowns with sadness, but can do nothing," the text reads. "The flames of justice burn the feathers off the back of its head as the Towers of Vice fall into rubble."
The writers claim that the foolishness of Americans is shown by the fact that the artist attempts to represent Allah. Artistic representations of Allah are strictly forbidden in Islamic societies as they are seen to approach idolatry.
"The infidels foolishly try to show Allah, as if his hands were as the hands of men," the letter states. "Their understanding has been weakened by their centuries of venal corruption and atheism. They have sinned against the Holy One with their brush even as they struggle to depict his wrath. How can they hope to prosper with such foolish and evil hearts?"
Clarence Spaight, current Inspector General of the United States Postal Service, said that the Jemaah Islamiyah letter showed a gross misunderstanding of the intended meaning of the stamp, but would not comment on whether or not the postal service was considering not issuing the stamp given the possibility of such misunderstandings.
This page is at _URL_


tutorStudy Options
Vocabulary Quiz
go out • reciprocated • bring up
make out • get a room
 1. Teens like to at the movies.
 2. By boyfriend and I started to about a month ago.
 3. Be sure not to his weight. He is very sensitive about it.
 4. I gave my friend a gift and he by taking me to dinner.
 5. You two need to. You should not be so kissy and huggy in public.
Comprehension Quiz
Answer the following questions about the interview.
1003 Displays of Affection
Cheryl and Nick discuss showing affection to other people through hugs, kisses and holding hands.
 - Transcript
 - Slide Show
 - Audio Notes
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went out ( go out )
When we first went out....
Here, the phrase 'went out' means dating, not moving to a particular place. When two people are 'going out' that means they are a couple and dating each other. Notice the following:
 1. How long have you two been going out?
 2. We've gone out for two months now.
She reciprocated
When you reciprocate something, that means you do something in return for something someone did for you. For example, if someone gives you a gift, you can reciprocate by giving them a gift back. Here are some samples:
 1. In Asia, if someone bows to you, you should reciprocate and bow back.
 2. She cooked me dinner last week, so I reciprocated by buying her lunch.
bring something up
That's funny you bring that up.
When you bring something up, that means you mention or talk about something for discussion. Here are some examples:
 1. The boss brought up the topic of the recent policy change.
 2. I never bring up serious issues at the dinner table.
making out (make out)
I see couples making out in public.
When two people'make out' that means they kiss for a long time. When people make out they are often sitting down and only kissing each other and not talking. Making out is something only young people usually do. Notice the following:
 1. The two teens were making out in the park. It was embarrassing.
 2. Have you made out with your new boyfriend yet?
Why don't you get a room?
This phrase 'Why don't you get a room?' is used as a joke to let two people ( or lovers ) know that their affection is obvious to other people and people feel a little uncomfortable and that they should 'get a room' so they can have some privacy.


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 - Research article
 - Open Access
 - Open Peer Review
Clinical and mechanical factors associated with the removal of temporary epicardial pacemaker wires after cardiac surgery
Journal of Cardiothoracic Surgery201611:8
_URL_
 - Received: 26 November 2015
 - Accepted: 12 January 2016
 - Published:
Open Peer Review reports
Abstract
Background
Temporary pacemaker wires are placed in the majority of patients after cardiac surgery. There is no information on mechanical factors related to wire removal.
Methods
Clinical information related to temporary wire use and removal was prospectively collected from a large cardiac surgical unit over one year. Measurements of maximal tension that nurses and doctors would apply to remove temporary wires was determined using a hand-held portable scale. In a prospective trial, patients (n = 41) had their wires extracted in series to the portable scale to determine the maximal tension required for safe removal.
Results
Ventricular wires were placed in 86.5 % of patients during the observed year. Pacing facilitated weaning from CPB in over 15 % of patients and pacer dependence was seen in 2.1 %. No patients suffered major complications after wire removal. There was no difference in the tension that physicians or nurses would apply to comfortably extract temporary wires. In the prospective trial, there was no difference in the tension required for removal of atrial or ventricular wires (atrial 18.3 ± 17.9 oz versus 14.5 ± 14.2 oz, p = 0.430). There were no patient factors that correlated with the degree of resistance and there was no significant difference between the tension required to remove wires with (21.0 ± 22.5 oz) or without (14.1 ± 5.1 oz) an atrial button.
Conclusions
Temporary epicardial wire removal is innocuous and was not associated with any complications. In some patients tension required for safe removal exceeded 20 ounces. Strategies to standardize wire removal may prevent complications and may minimize unnecessary wire retention.
Keywords
 - Epicardial pacemaker wires
 - temporary pacing
 - complications
 - cardiac surgery
Introduction
Temporary epicardial pacemaker wires are routinely inserted in the vast majority of patients after cardiac surgery. Though infrequently used, they can be an essential adjunct to facilitate weaning from cardiopulmonary bypass and they may be life saving in the situation of early or late postoperative heart block [1].
Wires are generally removed close to the time of hospital discharge, often as a designated medical act by a nurse. In the majority of cases, this procedure is well-tolerated by the patient however infrequently complications may occur such as late tamponade. Further, failure to remove a temporary wire completely has been associated with late complications such as infection [2] and wire migration [3].
There is no clinical information to guide medical practitioners how to optimally remove temporary wires. We sought to assess the tension required for the routine removal of temporary epicardial pacemaker wires after cardiac surgery as well as factors related to resistance of removal. We also sought to evaluate factors related to routine use including their need during weaning from cardiopulmonary bypass (CPB) and complications related to their removal.
Methods
Ethics
Approval for this project was obtained from the Ottawa Hospital Research Ethics Board. Individual informed consent was obtained from patients participating in the study. With regards to the aggregate data of patients, the University of Ottawa Heart Institute has approval from its institutional research ethics board to anonymously publish data that are prospectively collected before and after cardiac surgery. As such, individual patient consent for this portion was waived.
Study Patients
Aggregate Data
We retrospectively analyzed prospectively collected data from the University of Ottawa Peri-Operative Database Unit to identify patients undergoing cardiac surgery between 02/01/2014 and 31/12/2014 (n = 1582). The database captures detailed information on preoperative, peri-procedural and postoperative variables for all patients undergoing cardiac surgery and it is maintained by a team of full-time data abstractors who are responsible for data collection and an ongoing audit process.
Determination of Maximal Comfortable Tension
Volunteers from the attending surgical staff (senior housestaff and staff surgeons) as well as nursing staff experienced in temporary wire removal were asked to apply tension to a loop of wire attached to the hand-held portable electronic scale to document the maximal weight tension at which they would cease further pulling.
Removal Tension Determination
Patients undergoing urgent or elective cardiac surgery were eligible for participation. Contraindications to inclusion included emergency surgery and non-sternotomy incisions. Temporary epicardial pacemaker wire (Streamline™, Medtronic, Minneapolis, MN) insertion was left to surgeon preference for both atrial and ventricular leads. Polyethylene buttons were used for some atrial wires and other wires were attached to right atrium with hemoclips.
Pacer wires were removed at discharge or at a maximum of 4–6 weeks if the patient was still in hospital. Removal of wires of patients on Coumadin was only completed when the INR was less than 2.5. At the time of wire removal, a loop was fashioned with the exterior end of the wire. The wire was then removed in series with an interposed hand-held portable electronic scale (Chestnut Tools, Almonte, Ontario) to measure the maximal tension required. After removal, patients were observed for 4 hours.
Statistical analysis
Continuous variables were reported as mean ± SD or median ± interquartile range for non-normally distributed continuous variables. Categorical variables were reported as counts and percentages. Student's unpaired t tests with unequal variances were used to compare continuous variables between groups. Linear regression was used to assess factors associated with the tension of atrial and ventricular wire removal. Logistic regression was used to assess factors associated with tensions greater than 20 ounces to remove ventricular wires. Factors tested included age, time from surgery to removal (days), age, weight, procedure and body surface area. Values with p values <0.1 were tested in multivariable models if appropriate. A p value <0.05 was considered significant. All statistical analyses and plots were performed with Stata® version 13.1 (College Station, Texas).
Results
Aggregate Data
The characteristics of the 1582 patients are presented in Table 1. Ventricular wires were placed in 1368 patients (86.5 %) whereas atrial wires were used in 580 patients (36.7 %). Atrial and ventricular wires and sequential wires were used in weaning from CPB in 47 (3.0 %), 61(3.9 %) and 131(8.3 %) respectively (total 15.2 %). Pacer dependence during CPB weaning was demonstrated in 33 patients (2.1 %). These cases included 27 % post CABG/AVR, 24 % post CABG, 12 % post transplant, 12 % post AVR Maze procedure and 24 % other.
Table 1
One year aggregate data
Patient Characteristics (n = 1582)
Age (yrs)
67.6 ± 12.5
Male gender n(%)
1108 (70)
Urgency n(%)

Elective
858(54)
Urgent
595(38)
Emergency
129(8)
Reoperation n(%)
134(8)
Procedures (%)a

CABG
59.6
Aortic Valve Replacement
29.5
Mitral Repair
9.5
Maze
7.7
Off-Pump CABG
6.9
Combined
30.1
Otherb
'44.3
aSummation >100 % due to combined procedures
bIncludes mitral replacement, trans-aortic valve replacement, tricuspid surgery, aortic surgery, aortic root replacement, transplant, pulmonary thromboendarterectomy, assist devices
Abbreviations: CABG-coronary artery bypass grafting
Pacer wires were removed by a physician in 2.9 % of patients and by nurses in 97.1 %. Wires were clipped in 104 cases (6.6 %) due to excessive resistance (56 [53.9 %]) or due to caution related to documented suturing of the wire to the epicardium (48 [46.2 %]). Problems documented in the nursing notes included resistance (57 [3.6 %]), minor bleeding (19 [1.2 %]) and patient discomfort (12 [0.8 %])
Determination of Maximal Comfortable Tension
There maximum tension applied by experienced nurses (n = 12) as compared to physicians (n = 8) was not significantly different (nurse 22.7 ± 12.2 ounces, MD 19.9 ± 9.0 oz, p = 0.579). The distribution of the tension applied is illustrated in Fig. 1.
Fig. 1
Fig. 1
Comfortable maximal tension (ounces) – Medical staff were asked to pull on a wire attached to the tensiometer. Measurements in triplicate with average presented.
Removal Tension Determination
Patient characteristics are presented in Table 2. 97.6 % of patients were on acetylsalicylic acid (ASA) at the time of removal. Sixteen patients (39.0 %) were on Coumadin at the time of removal with an average INR of 2.1(1.7, 2.6). Atrial buttons were used in 11 patients with atrial wires (57.9 %). There was no difference in the tension required for removal of atrial or ventricular wires (atrial 18.3 ± 17.9 oz versus 14.5 ± 14.2 oz, p = 0.430). The tension required for wire removal is presented in Fig. 2. No factors


text:
ProTool Cleanse All 4 Gallon Case
- Effectively cleans gutters, siding, aluminum, painted surfaces, and vinyl.
- Gentle on surfaces, ensuring safety for various materials commonly found in homes.
- Eliminates the risk of harmful reactions when used with bleach; provides a safe alternative.
- Wont leave residue or damage surfaces; suitable for painted surfaces and vinyl.
- Important instruction to avoid product drying on surfaces for optimal results.
ProTool Cleanse All 4 Gallon Case
Cleanse All - House, Building, siding and Gutter Cleaner - 4 Gallon Case
Cleanse All a specialized cleaner designed to remove oxidation and soil buildup without the need for mechanical brushing. It is formulated to effectively clean various surfaces, particularly those prone to oxidation, such as metals, plastics, and painted surfaces. Here's a description of CLEANSE ALL:
CLEANSE ALL is a brushless house and siding soil and oxidation cleaner that offers a convenient and efficient solution for tackling stubborn stains, oxidation, and accumulated dirt on a range of surfaces. It is designed to dissolve and lift oxidation and soil from Siding and gutters without requiring the use of mechanical brushing or scrubbing.
One of the primary applications of CLEANSE ALL is in the restoration and maintenance of metal surfaces, including aluminum, stainless steel, brass, and copper. It effectively removes tarnish, corrosion, and other signs of oxidation, restoring the metal's original appearance and shine.
CLEANSE ALL can be used on various other materials such as plastics and painted surfaces. It helps remove stubborn dirt, grime, and stains that have built up over time, leaving the surfaces clean and refreshed.
To use CLEANSE ALL, it is typically applied directly to the affected area. The cleaner penetrates the oxidation or soil, breaking it down for easy removal. Depending on the severity of the oxidation or soil, it may require some dwell time for the cleaner to work effectively. Afterward, the surface is rinsed with water to remove the dissolved contaminants.
It is commonly used in various cleaning tasks, including metal roofs, automotive, marine, aviation, and general maintenance, where the removal of oxidation and soil buildup is crucial for maintaining the appearance and functionality of surfaces.
Please note that specific usage instructions, safety precautions, and recommended application on various surfaces may vary depending on the porosity, orientation and accumulated build up.
CLEANSE ALL. It is always advisable to follow the instructions provided by the manufacturer and test a small area to get optimal results and safe use.
Do not use on unpainted metal surfaces.
Do not apply to a surface that is more than 115 degrees F., if the surface is hot, cools the surface with water before application
Best results are above 45 degrees and below 96 degrees F.
Test and area before tackling the entire work area.
During testing, evaluate your Dwell time for effective cleaning.
Do not allow the cleaning solution to dry on the surface
Mix Ratio is from 1 to 20 (5% solution for light duty cleaning and up to 1 to 10 (10% Solution) for heavy accumulation.
1) Wet down the are to be cleaned, do not allow the water to pool or accumulate, just moisten the surface
2) Apply with a down stream injector attached to a pressure washer or premixed and tank spray with a low pressure sprayer.
3) Two applications of the cleaner are recommended, don't rinse between the applications
4) For best results allow the product to Dwell for period, Then rinse with a pressure washer using a Fan Tip, use a larger tip than your pressure washer rating to reduce the pressure out the the pressure washer and allow a faster rinse of the surface. (Do not use a red Tip)
Gutters and Down Spouts - 4:1
Oxidation Removal - 10:1
Tough stains – 10:1
Medium stains - 20:1
Light stains - 50:1
Wear Eye Protection and when ventilation is limited use a an approved Respirator.
Do not allow direct contact with your skin or eyes.
Do not remove the label from the container, keep the SDS with the product.
Only mix with Water, do not mix with other chemicals
Hazmat Shipping Reference UN3266


text:
Word Origin & History
O.E. cocc, O.Fr. coq, O.N. kokkr, all of echoic origin. O.E. cocc was a nickname for "one who strutted like a cock," thus a common term in the Middle Ages for a pert boy, used of scullions, apprentices, servants, etc. A common personal name till c.1500, it was affixed to Christian names as a pet diminutive,
cf. Wilcox, Hitchcock, etc. Slang sense of "penis" is attested since 1618 (but cf. pillicock "penis," from c.1300); cock-teaser is from 1891. A cocker spaniel (1823) was trained to start woodcocks. Cock-and-bull is first recorded 1621, perhaps an allusion to Aesop's fables, with their incredible talking animals, or to a particular story, now forgotten. French has parallel expression coq-à-l'âne.
in various mechanical senses, such as cock of a faucet (late 15c.) is of uncertain connection with cock
(n.1), but Ger. has hahn "hen" in many of the same senses. The cock of an old matchlock firearm is 1560s, hence half-cocked "with the cock lifted to the first catch, at which
position the trigger does not act."
seeming contradictory senses of "to stand up" (as in cock one's ear), c.1600, and "to bend" (1898) are from the two cock nouns. The first is probably in reference to the posture of the bird's head or tail, the second to the firearm position. To cock ones hat carries the notion of "defiant boastfulness"
also in M.E. cocken (c.1150) "to fight."


text:
WIT Award Year: 2015
Organization: The Land Institute
Country: United States
Kathryn Turner received a B.A. in Biology and Environmental Studies from Austin College in 2008. As an intern at The Land Institute in 2005, she developed an interest in plant breeding. After working on a small farm, Kathryn began her graduate studies at the University of Minnesota. In 2012, she earned a M.S. from the University of Minnesota and then a Ph.D in 2015. Through her Master's work on perennial wheat, Kathryn characterized resistance to the Ug'99 stem rust race family and Fusarium head blight. Her PhD project focused on identifying durable leaf rust resistance genes in Minnesota varieties and using biparental and association mapping approaches to identify novel resistance in world-wide wheat accessions through the TCAP (Triticeae Coordinated Agriculture Project). Kathryn is currently a post doc at The Land Institute and will be working to understand the genomic changes that result from the wide cross between annual wheat and perennial wheatgrass to develop perennial wheat. She will also focus on improving disease resistance in future perennial grain crops, with an emphasis on the durability of resistance. She is interested in developing crops for long term productivity and resource conservation.


text:
The most important thing to keep in mind when feeding your tortoise is that they need a varied diet. They do not need to be fed the same things every day and you will want to change it up regularly.
What you should feed your tortoise is dependent on the age of your tortoise.
When it comes to feeding your tortoise, there are three main things you need to consider: the age of your tortoise, their dietary requirements and what types of food you should be feeding them.
Tortoises are herbivores, so when feeding them it is important not only that they get a varied diet but also one that is high in fiber. The reason for this is because they have very long digestive tracts which cannot digest plant matter as quickly as other animals do. Therefore the fiber helps them break down plant matter more efficiently by moving through their digestive tract slowly.
This can mean that if given too much vegetable matter or fruit (which has less fiber than leafy greens) then this could result in diarrhea if given too much at once or over time due to its high sugar content. There are some exceptions where tortoises will eat fruit/vegetables if introduced slowly into their diet such as aloe vera gel which acts as an antiseptic on wounds during healing time after surgery or injury; however it still must be monitored closely so as not to cause gastric upset instead of healing benefits!
Babies, or hatchlings will need to eat different things than full-grown adults.
Babies, or hatchlings, will need to eat different things than full-grown adults. Their diets should be high in protein, calcium, vitamin A and D3. While newborns can eat an omnivorous diet (like their parents), they are also known to enjoy fruits and veggies such as strawberries, broccoli and spinach. However, babies typically require more calcium than adults do; therefore you may want to feed them hard boiled egg shells for extra calcium!
If your tortoise is younger than six months old then it's important that you keep track of its growth rate over time so that you know when it's ready for a bigger cage and more complex diet options.
Young tortoises need lots of protein in their diet — they are growing very fast and this will help them grow.
All baby tortoises need lots of protein in their diet. They are growing very fast, so they need the energy that comes from protein to do this. Tortoises are herbivores, so they don't eat meat or animal products. This means that you have to find good sources of plant-based proteins for your pet.
For young tortoises, a good rule is "the bigger the better". Protein is an important nutrient for growing babies and it's especially important for developing their shell and muscles. In general, the best way to get enough protein is by feeding them insects such as crickets or grasshoppers as these contain high levels of essential amino acids (the building blocks of proteins). You can also feed them worms (earthworms or waxworms) which may be easier than finding crickets or grasshoppers locally; however these should only make up 10% at most of their diet as worms contain little nutritional value compared with other foods like fruits/vegetables which usually provide more complex nutrients like vitamins & minerals needed by reptiles such as calcium carbonate found naturally occurring most commonly associated with algae growths which absorbs water available making this substance moist; eggs contain cholesterol but not saturated fat plus other vitamins A B C D E K H Niacin Riboflavin Pantothenic Acid Thiamine Zinc Selenium Copper Manganese Chromium Molybdenum
Babies can be fed organic baby food, like carrots, apples and dog food.
Babies can be fed organic baby food like carrots, apples and dog food. Organic baby food is a good source of protein, vitamins and minerals. It's also a good source of fiber which helps baby grow stronger bones and muscles. It's important that you feed your baby the right amount of energy so it stays healthy!
Adult tortoises should be eating a more plant-focused diet.
As a tortoise matures, it can be fed a more plant-focused diet. It's important that you don't feed your tortoise too much fruit or vegetables, as they have high sugar content and could cause health problems. Instead, make sure your tortoise eats plenty of grasses and greens to balance out its diet.
They should be eating grasses and fresh greens regularly, with fruit being offered as a treat.
Grass and greens are the best foods for tortoises. Tortoises should also be fed fruit, but only as a treat, not as their main source of food. Fruits that are good for tortoises include apples, bananas and grapes. Fruit should be washed before feeding to remove any pesticides or chemicals that may be on them.
Tortoises need to be fed a varied diet over the course of their lives.
As an omnivore, your tortoise will need a varied diet to stay healthy. Omnivores have evolved to eat a variety of foods, including plants and animals. This can be challenging for owners who are trying to create the best diet for their pet tortoise. If you neglect to feed your pet a full range of nutrients, it may develop health issues over time.
To ensure that your tortoise gets what he needs in his diet, try these tips:
- Feed him greens and fruits like dandelion greens (from the grocery store) or apples from the tree in your backyard;
- Also consider adding other vegetables like broccoli or carrots into his diet as well;
- Give him some fruit as well such as strawberries;
- Mix up the types of greens so he does not become bored with eating them all at once since this could cause digestive problems later on down road after eating too many leafy green plants at once which could cause gastrointestinal issues if eaten regularly without any other protein sources mixed in along with them like chicken breast meat cuts cut into pieces small enough so they're easy enough for him/her eat without choking on them too hard (such as cutting up prawns);
In conclusion, you should be feeding your tortoise according to the age of your tortoise and what they like. You can give them lots of variety of food, but it is best that you know what the basics are for their age group. Babies need lots of protein, adults need more fresh greens and grasses!
Title of content: Things to consider if planning on taking a pet to university Label for this section: Conclusion
What this section does: Concludes the blog post
Outline of the post:
Section: Do plenty of research beforehand to ensure you're able to provide adequate care for your pet.
Section: Make sure it is legal for you to have pets in your accommodation before buying one.
Section: Consider how much time and energy you'll be able to commit towards your pet.
Takeaway: Not all students will be able make commitments towards owning a pet; therefore, it is important that any students considering this do a lot of research first! Having pets at university has many benefits and can help reduce stress levels after studying hard during exams periods or deadline weeks; however, these benefits must be weighed against potential responsibilities that come with owning an animal as well as financial costs involved in looking after them – so think carefully before making any decisions!


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In a recent post, Sietske Fransen and Saskia Klerk introduced a seventeenth-century recipe whose main ingredient was red coral. That ingredient has made several other apparitions in The Recipes Project posts (see here, here, and here). Perhaps it is time it took centre stage. For coral is not any ingredient. We know it to be an animal (a marine invertebrate), but it is only in the eighteenth century that it was finally classified as such. Beforehand, it was generally considered to be a plant, albeit a very peculiar one, as it transformed into stone when in contact with the air. In Greek, coral was at times called 'lithodendron', literally, the stone-plant. As such, it was usually included in Lapidaries, treatises devoted to stones and their healing or magical properties. Thus, the Orphic Lapidary describes it as follows:
For it first grows as a green grass, but not on the ground,
Which, as we all know, gives solid food to plants, but in the sea,
The sterile sea, where are born the seaweeds and the light mosses.
Orphic Lapidary 517-519
According to a legend recounted by the poet Ovid (first century CE), coral was born of the blood of Medusa's severed head, which the hero Perseus had placed on seaweeds. The plants, as they absorbed the monster's blood, became harder and redder. Sea Nymphs then sowed the seeds of the newly-created coral into the sea (Ovid, Metamorphoses 4.740-753).
Since it had been born from blood, coral was believed to have good blood staunching properties; Dioscorides (first century CE) wrote in his Materia Medica that 'it cicatrizes; it treats quite effectively blood spitting' (5.121). Galen (second century CE) preserves several recipes against blood loss that include the exotic coral, including one attributed to Philadelphus the Great (in reference to one of the kings of Ptolemaic Egypt):
Another remedy of Philadelphus the Great for those who spit blood: two obols of coral, four obols of Samian clay, two kyathoi of juice of knot-grass; give two draughts in total. (Galen, Composition of Medicines according to Places 7.4, 13.80 Kühn)
Unsurprisingly, the other main ingredient in this recipe, the earth from Samos, was also red. In fact, Discorides believed that it was that colour because the inhabitants of Samos mixed it with the blood of a goat (Materia Medica 5.153) – a fact that Galen knew to be false.
Coral had several other properties beside its blood staunching ones. Thus, it is recommended as an ingredient in the following teeth-whitening preparation:
Very good remedy to whiten the teeth: red coral, pumice stone, stones of dates, bones of cuttle-fish, and burnt salts; crush and use. (pseudo-Galen, Remedies easily Procured 2.8.14, 14.432 Kühn)
This powder may (or may not) have whitened the teeth, but I am not certain it would have been a good breath-freshener – a bit too fishy for my own liking.
My favourite coral recipe, however, comes from the Cyranides, a collection of magical material in Greek. It suggests using coral wrapped in the skin of a seal as an amulet:
The seal is a quadruped sea-animal. Its skin, whenever it is placed in a house or in a ship, or carried by someone, ensures no ill occurs to whoever carries it. For it turns away thunderbolts, hurricanes, hailstones, dangers, winds, witchery, spirits, pirates, night visitations, wild beasts, creeping animals, and phantoms. You must use it as an amulet on its own or with the coral stone. (Cyranides 4.67)
The combination of the seal skin and coral is important here: both ingredients are born from the sea, and are difficult to classify. The seal resembles a fish but is a quadruped; the coral looks like a plant but is a stone. In antiquity, liminal objects – those that fall into two categories, or in neither – were often seen as powerfully magical.


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Definition of Thick-billed murre
1. Noun. A variety of murre.
Thick-billed Murre Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Thick-billed Murre Images
Lexicographical Neighbors of Thick-billed Murre
Literary usage of Thick-billed murre
Below you will find example usage of this term as found in modern and/or classical literature:
1. Ecology and Conservation of the Marbled Murrelet by C. John Ralph (1997)
"... and Nettleship and Evans (1985) present reviews of the reproductive biology of Atlantic alcids (Dovekie, Razorbill, Common Murre, thick-billed murre,..."
2. A Manual of the Vertebrate Animals of the Northern United States: Including by David Starr Jordan (1904)
"aa. Depth of bill at angle more than J culmen. 638. U. lomvia (L.). THICK-BILLED MURRE. Dusky; secondaries white-tipped ; basal part of upper..."
Other Resources Relating to: Thick-billed murre


Slaven Rezić > Tk-804.031_503 > Tk::Dialog
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Module Version: 4.005 Source Latest Release: Tk-804.033
NAME ^
Tk::Dialog - Create modal dialog and wait for a response.
SYNOPSIS ^
 $dialog = $parent->Dialog(-option => value, ... );
DESCRIPTION ^
This procedure is part of the Tk script library - its arguments describe a dialog box. After creating a dialog box, Dialog waits for the user to select one of the Buttons either by clicking on the Button with the mouse or by typing return to invoke the default Button (if any). Then it returns the text string of the selected Button.
While waiting for the user to respond, Dialog sets a local grab. This prevents the user from interacting with the application in any way except to invoke the dialog box. See the Show() method.
OPTIONS ^
The following option/value pairs are supported:
-title
Text to appear in the window manager's title bar for the dialog.
-text
Message to appear in the top portion of the Dialog.
-bitmap
If non-empty, specifies a bitmap to display in the top portion of the Dialog, to the left of the text. If this is an empty string then no bitmap is displayed in the Dialog.
-default_button
Text label string of the Button that displays the default ring.
-buttons
A reference to a list of Button label strings. Each string specifies text to display in a Button, in order from left to right.
METHODS ^
$answer = $dialog->Show(?-global?);
This method displays the Dialog, waits for the user's response, and stores the text string of the selected Button in $answer. If -global is specified a global (rather than local) grab is performed.
The actual Dialog is shown using the Popup method. Any other options supplied to Show are passed to Popup, and can be used to position the Dialog on the screen. Please read Tk::Popup for details.
ADVERTISED WIDGETS ^
Because Tk::Dialog is a subclass of Tk::DialogBox it inherits all the advertised subwidgets of its superclass: e.g. "B_button-text", where 'button-text' is a Button's -text value. Additionally, Tk::Dialog advertises:
message
The dialog's Label widget containing the message text.
bitmap
The dialog's Label widget containing the bitmap image.
EXAMPLE ^
$dialog = $mw->Dialog(-text => 'Save File?', -bitmap => 'question', -title => 'Save File Dialog', -default_button => 'Yes', -buttons => [qw/Yes No Cancel/);
KEYWORDS ^
bitmap, dialog, modal, messageBox
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See also: Stern
Wikipedia has articles on:
Etymology 1Edit
From Middle English stern, sterne, sturne, from Old English styrne (stern, grave, strict, austere, hard, severe, cruel), from Proto-Germanic *sturnijaz (angry, astonished, shocked), from Proto-Indo-European *ster-, *ter- (rigid, stiff). Cognate with Scots stern (bold, courageous, fierce, resolute), Old High German stornēn (to be astonished), Dutch stuurs (glum, austere), Swedish stursk (insolent).
stern (comparative sterner, superlative sternest)
 1. Having a hardness and severity of nature or manner.
 - John Dryden
 stern as tutors, and as uncles hard
 2. Grim and forbidding in appearance.
Etymology 2Edit
Most likely from Old Norse stjórn (control, steering), related to stýra (to steer), from Proto-Germanic *stiurijaną, whence also English steer. Also possibly from Old Frisian stiarne (rudder), from the same Germanic root.
Wikipedia has an article on:
stern (plural sterns)
 1. (nautical) The rear part or after end of a ship or vessel.
 2. (figuratively) The post of management or direction.
 3. The hinder part of anything.
 4. The tail of an animal; now used only of the tail of a dog.
Derived termsEdit
Etymology 3Edit
Old English
stern (plural sterns)
 1. A bird, the black tern.
From Old High German sterno, from Proto-Germanic *sternǭ, from Proto-Indo-European *h₂stḗr.
stern m (please provide plural)
 1. star (luminous dot appearing in the night sky)
 - Anthony R. Rowley, Liacht as de sproch: Grammatica della lingua mòchena Deutsch-Fersentalerisch, TEMI, 2003.
Last modified on 18 February 2014, at 18:55


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Mississippi has taken the first step in passing a bill to create an education savings account program for special needs students.
Both the House and Senate in the state have passed similar versions of a bill that would set up state funded education savings accounts. For either bill to become law, it must pass in the other legislative chamber before being signed by Mississippi Governor Phil Bryant. Mississippi would then become the third state - after Arizona and Florida - to establish an education savings account program.
Matt Frendeway of the American Federation for Children says the legislature narrowly missed passing such a bill last year.
"Unfortunately, a couple of legislators didn't see the wisdom in it and backed down at the last moment," he tells OneNewsNow. "But we have seen momentum grow on the side of children in Mississippi. We've seen parents rise up and speak up about the importance of offering these opportunities to families."
Not only in Mississippi, but nationally, people are seeing the opportunities school choice presents.
"More and more, the only people who oppose school choice are those who benefit from a one-size-fits-all model," he says. "And we're learning that even teachers are coming around to this because they recognize that they got into the profession, not to protect the system, but they got into the profession to help kids."
There are at least nine other states that are taking a close look at establishing ESAs for families with special needs children.


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This post was written by Paige Horton, student assistant in Special Collections and Archives.
Women and Wake Forest have quite the colorful history. In honor of Women's History Month we here at Special Collections dug around and found something very special for you: The Deans Record Group: Dean of Women (RG4.3), and Women's Government Association (RG4.31) Collections.
The collection itself is made up of minutes, correspondence, and subject files that feature staff, student committees, and societies. The University Archives is home to the administrative paperwork available in the finding aid, and the Women's Government Association handbooks can be found in the library catalog. Students can get a first-hand look at the Women's Government Association (WGA) handbooks which details all the guidelines women had to live by at Wake Forest.
The History of Wake Forest provides an interesting look into the admission of women. Women of junior and senior status were officially admitted into Wake Forest College in 1942. The College came to this decision based on the amount of students they could potentially have:
From the Baptist junior colleges, young women were graduating and were going to other institutions to complete their college work. Among them were not a few who could not find the work desired in Meredith College or in any other Baptist college for women, and on that account they were going in increasing numbers to the University of North Carolina and other institutions, where they could get the instruction they desired. With them often went their brothers and friends, who normally would attend Wake Forest. If Wake Forest College would admit them they would go there, since they desired to be in a Baptist college. Another consideration was that for the duration of the war the income from students' fees would be materially lessened by the drafting for the armed services of those who would be regularly among the students of the College, and that this loss might be reduced by the fees of the young women from the junior colleges who would not go to Meredith College in any event.
In 1943 a board member "presented a compromise which allowed women to enter Wake Forest in any class (previously they had been admitted only at the junior and senior levels); recognized university status for Wake Forest, giving it the right to develop as it thought best and committed the convention to greater support of Wake Forest through funding of development programs."
The admission of women to Wake Forest College, along with the end of the war, had some unforeseen complications. In spring 1946 the campus total came to 1,000 students. There wasn't enough space to house all the students but the college and the town worked together to "provide lodgings of some kind for everyone." Women stayed in Bostwick and Hunter dormitories, "even in the basements and attics."
The Women's Government Association and the Dean of Women were created in response to the acceptance of women. According to the 1964 handbook, "The WGA is you. The officers are elected by you and will represent you in all matters pertaining to the life of the women of Wake Forest College. The WGA is not merely a law-making organization, but a group created to help give a sense of unity to all the women of Wake Forest College. The WGA desires to help you, and in turn, needs your support to make your years here a success."
The WGA created a handbook instructing coeds on how they should conduct themselves while at Wake Forest. Some of the rules include:
Coeds could not ride in cars or airplanes without the written permission of their parents. They were forbidden to enter any man's room or apartment, and fraternity houses were strictly off limits. Women could not smoke on the streets, and they were not allowed to possess or use alcoholic beverages. Only Seniors were permitted to date every night of the week and, in that activity, were forbidden to go to the stadium, the athletic field, and certain dark areas of the grounds.
The handbooks have a variety of codes of conduct but here are some of the more interesting ones!
_PHONE_: Dating in parked cars during the evening is not permitted. A date is considered being in the company of a boy more than fifteen minutes.
Blue jeans are for picnics and hikes—not to be worn on campus or in the parlors except for unusual circumstances. Permission to wear jeans on the campus may be obtained from any member of the council.
Hose are worn when going to Raleigh.
_PHONE_: Bermuda shorts may be worn to the phone booths, drive-in movies, miniature golf course, through the small parlor when leaving or entering the dorm to and form a car, on picnics, swimming, in the recreation room, and to the Farmer's Dairy Bar. These rules apply except on Sundays. Bermudas may be worn on Sundays with raincoats or skirts.
_PHONE_: A student may not go to the phone or be in the parlor without wearing shoes.
During serenades girls are asked to dress adequately and to be as courteous and considerate as possible. They are also asked to refrain from making excess noise whether they attend the serenade or not.
_PHONE_: Second semester freshmen may go to the library any night, but must return to the dorm by 10:30. During this time she may go to the soda shop to get something, but may not sit down to eat it.
_PHONE_: It's a College rule that participation in or inciting a riot (and this includes panty raids) is subject to penalty.
You'll be considered on a date if you leave the dormitory with a boy after 7:30pm. However, you are permitted to go to the library or to one of the science laboratories with a boy without being considered on a date.
_PHONE_: You are asked to use good taste in what you wear both on and off campus. Sweat shirts and cut offs are discouraged! Slacks and shorts are not to be worn in administrative offices in Reynolda Hall, the Chapel, classes, or the Magnolia Room. Please do not wear slacks and shorts on the upper campus before two pm on Sundays.
_PHONE_: Wake Forest students are expected to recognize that marijuana, LSD, and other psychedelic drugs are illegal…The University's physicians, counselors, and chaplains are available to students who wish to discuss confidentially matters concerning drug use, subject to the legal limitations on confidential communication.
Naturally the inclusion of women on campus led to some unforeseen consequences. "Some of the campus hijinks over the years were coeducational in nature. The admission of women to Wake Forest had initiated an automatic rivalry which was sometimes friendly and on occasion somewhat sour."
Some of these issues were explored publicly. One girl wrote into the OG&B saying: "It seems as if one must look like Liz Taylor to get a date. Have you boys ever realized that you don't look like Clark Gable?…I believe that if given a chance the girls that aren't so beautiful would prove cute enough for your adorable personalities…give the Wake Forest coeds a chance." The newspaper received several responses from the male population in varying degrees of dissatisfaction. Winston-Salem also took notice to this 'rivalry'. In 1966 a reporter for the Winston-Salem Journal surveyed the girls at 8 colleges and universities and reported that they found Wake Forest men to be "rude, crude, and unacceptable" and "retarded mashers." "Since admissions standards for men were lower, women tended to be more ambitious and intelligent, and they found it difficult to locate a marriageable man on the campus," (History of Wake Forest IV, p.307-308).
Another aspect the collection provides interesting insight into is the creation and upkeep of the societies. The societies the collection offers information on includes the Fideles, Rigels, Petales, Les Soeurs, S.O.P.H., Thymes, Laurels, and Strings. "The societies themselves are primarily social in their function. They hope to offer the coed a broader scope of social living and at the same time to make some contribution to the life of the College and the community as well as to the lives of the society members."
The Student Affairs Committee held open-hearings in order to properly evaluate how the societies were functioningaround campus and this is what they found.
It appears that the societies are most important for the girls during their freshman and sophomore years: in other words, they apparently fill a need for entering girls as they orient themselves to ready-made identity groups and make minor loyalties and friendships within the larger loyalty to Wake Forest College. According to our findings, senior girls rank them at the lower side of the list of factors most important in their collegiate career. Apparently there is already operating an unconscious phasing-out of society-identity in the lives of some students who are most mature, more self-reliant, more scholarly. Therefore, we recognize the role of societies in this maturing process of the individual student and in their contribution to the loyalty to the academic community, but we think that for those girls who tend to outgrown them, we would encourage a procedure whereby their membership could relapse into an honorary status.
Overall The Deans Record Group, Dean of Women, and Women's Government Association Collections offer an exemplary and unique inside look at the social lives of women at Wake Forest College. To access the collection students can view the finding aid to get a brief overview or make an appointment with Special Collection to view the collections.


Transition Year Program (TYP) at York University
Ready for a unique opportunity?
The Transition Year Program* (TYP) at York University is a special access program for youth (19+) and adults who are passionate about attending university. TYP@York provides an opportunity to transition to university for those that have previously experienced social and financial barriers to accessing the formal education system.
1. Write your personal statement
We want to understand your personal situation and what has led you to our program. In this way, we can better determine whether this program is right for you. You must type or handwrite a statement to tell us about yourself. Personal statements are typically 1-2 pages in length. Include the following:
 1. your current life situation;
 2. why you want to study at university;
 3. the educational, social, financial and/or personal difficulties that may have acted as barriers to your qualifying for entry to university in the usual way;
 4. what has prompted you to consider university at this time;
 5. the skills you bring; and
 6. your career interests and how they will be enhanced by a university education.
2. Obtain two reference letters
Consider who knows you well and can best speak to your personality, skills, and preparedness for an academic program like TYP (preferably other than a relative). Examples of suitable referees might include a counsellor, teacher, member of a community organization, coach, or religious leader. Each letter should help us to understand what skills and qualities you have that will help you to succeed at university.
Cover pages for reference letters are included in the application form. Provide a cover page to each of your referees. Ask your referees to write a reference letter on your behalf.
Reference letters can be sent directly to the Office of Admissions by your referee or placed in a sealed envelope and submitted with your application.
3. Request school transcript(s), if applicable
Although your previous record in education is not a criterion for admission to this program, we require an official transcript from your high school (normally having completed some grade 11) and from any postsecondary educational institution that you have attended. If a transcript is unavailable, please include a note telling us why.
How to obtain your high-school transcript
There may be a small charge to order a copy of your high school or postsecondary transcript. For privacy reasons, the request for a transcript must come from you. Contact or visit the school directly for further information. The school is required by law to ask for proof of who you are (e.g. birth certificate, driver's license) before providing a copy of your transcript. Ask them to place your transcript in a sealed envelope and then attach this envelope to your TYP application.
4. Complete and submit the application form
This form provides us with your personal information, educational background (in brief), employment history, the names of your references and contact information. You are encouraged to include any additional information that you believe will strengthen your application.
Proof of Status
Applicants who are non-citizen Permanent Residents of Canada or Convention Refugees will be required to submit proof of status from the Canadian government before being eligible to participate in this program.
Submit your application to:
Office of Admissions
(Transition Year Program)
Bennett Centre for Student Services (third floor)
York University
4700 Keele Street
Toronto, On M3J 1P3
What happens after you apply
The TYP Admission Committee reviews your application and considers how well you meet all the eligibility criteria including assessing your commitment to a university education. You will receive a letter with the admission decision in mid-June.
As there are a limited number of spaces, you may not be admitted to the program at this time. However, we will retain your application and encourage you to update your information in time for the next admission cycle and/or recommend other program opportunities that may be more suitable for you.
Financial Assistance
Financial assistance is available to eligible students who have been admitted to the Program. Once you have submitted your TYP application, we will provide information sessions for you to learn how to apply for and receive financial support.


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I have a 2018 Diesel Equinox and I have replaced my fuel filter. It now takes about 2 seconds to start unlike before where it was instant. Where is the air bleed valve for the fuel system so i can bleed it?
Fuel System Priming Note: For the fuel system to work properly, air cannot be in the fuel lines. If air gets in, the engine may not start and the fuel lines will need to be primed before operating the vehicle.
If air is present, the following may have happened:
The vehicle ran out of fuel.
The filter was removed.
The fuel lines were removed or disconnected.
The fuel filter water drain valve was opened while the engine was running.
If one or more of the above occurred, air has entered the fuel system and you will need to prime the system prior to operating the vehicle.
Prior to priming the engine, ensure that the following has been completed:
There is fuel in the fuel tank.
The fuel filter has been installed and properly tightened.
The fuel lines are properly connected.
With the engine off, press and hold ENGINE START/STOP button without applying the brake for five seconds to place the vehicle in Service Mode. Wait approximately five seconds and press ENGINE START/STOP again to turn it off. Complete this step three times while the engine is off.
Press and hold ENGINE START/STOP button while applying the brake for a maximum of 40 seconds at a time, with five seconds between attempts, until the engine starts. If the engine tries to run, but does not run smoothly, increase the RPM's slightly by using the accelerator pedal. This will help force air through the system.
Repeat Step 3 if the engine stalls and will not restart.
Once engine starts and runs, allow it to idle for a few minutes to make sure air is purged from fuel system.
This procedure resets the control module learned values of the component/system: Fuel Filter When to Perform the Procedure
Perform this procedure when the following component has been serviced:
Note: The Fuel Filter Life will only display on the DIC if the Ignition is On, the vehicle is in Service Mode, and the gear selector is in Park.
Display the Fuel Filter Life Remaining on the DIC. If the vehicle does not have DIC buttons, use the trip odometer reset stem.
Press and hold the SET/RESET button on the DIC, or the trip odometer reset stem if the vehicle does not have DIC buttons, for more than two seconds. The Fuel Filter Life Remaining will change to 100 percent.
Verify the procedure was successful.
If the procedure was not successful
Refer to: Step 1
A forum community dedicated to GMC Terrain, Chevy Equinox, and Cadillac SRX owners and enthusiasts. Come join the discussion about modifications, classifieds, troubleshooting, maintenance, reviews, and more!


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Rapid analysis of coal properties plays an important part in improving combustion efficiency and reducing atmospheric emissions at coal-fired power stations. This article describes a technology for this application. Coal-fired power plants test for several different measurands: pollutants, the calorie value of coal, and the percentage of elements. A pulsed neutron beam can be used to analyze coal samples very efficiently. Just by sampling a small amount of coal, the instrument can accurately analyze the calorific value and the percentage of carbon, oxygen, hydrogen, sulfur, water, and ash. In the past few years, industrial applications in several power plants have seen its advantages over those using other technologies such as chemical analysis methods. In this article, we discuss the principles used in designing a pulsed fast thermal neutron (PFTN) coal analyzer and describe the features of the instrument.


IEP Goals and Measuring Progress
Review the Present Level of Academic Achievement and Functional Performance (PLAAFP) example.
Based on the provided PLAAFP, write a narrative in 750-1,000-words that includes the following for Dan, the case study student:
1.Three annual, measureable goals/objectives.
2.Three to four action steps for achieving the goals.
3.An explanation of how Dan and his family will be involved in setting the goals and monitoring his progress.
Rationalize your choices.
Last Updated on February 2, 2018 by EssayPro


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May 14–15, 2010
The Wild and Wilderness in Ottoman Gardens and Landscape
B. Deniz Çalış, Assistant Professor & Vice Chair, Department of Architecture, Bahçeşehir University, Istanbul, Turkey
This study proposes to examine territorial relationship of wildlife habitats to cultivated gardens and landscapes of the Ottoman world from the 15th century to the late 19th century, focusing on hunting preserves and imperial gardens. Hunting preserves defined a territory of wilderness—in most cases, adjacent to or within cultivated or semi-cultivated landscape(s), neighboring imperial palaces and the urban fabric, or experienced as nodes of wilderness between imperial centers. The study aims to examine the definition, selection, and territorial expansion of hunting preserves; understand and document the inventory of wild animals; and question the idea of wilderness caught up in the activity of hunting as identified by the rules and laws projected for the act of hunting and the location of hunting grounds. From the 16th to the late 19th centuries, imperial gardens housed wild animals as displays of power. In the 16th century, variety of animals represented wealth of the Empire as the center of the Islamic world—ornamenting imperial grounds with the qualities of the Paradise Garden. In the late 19th century, wildlife habitats within imperial gardens became part of exotic collections with animals imported from different countries and various regions of the Empire. The aim of the study is to understand and outline the cultural meaning(s) of the wild and wilderness in Ottoman culture by examining territorial allocations of wildlife habitats either designed, inhabited, visited, pursued, captured or, at times, imagined.
B. Deniz Çalış is an architect and historian of Ottoman architecture and landscape culture, practicing and teaching in Istanbul, Turkey. She received her architectural diploma from Middle East Technical University, Ankara, Turkey (METU) in 1995; Master's Degree in Architecture from Pratt Institute in Brooklyn, NY in 1996; and, completed Ph.D. in Architecture at METU in 2004. Çalış received fellowship from The Scientific and Technological Research Council of Turkey (1996–1998); grants from TUBA Turkish Academy of Sciences (2008) and Hamad Bin Khalifa Symposium on Islamic Art (2007). She was a junior fellow at Dumbarton Oaks Garden and Landscape Studies (2003–2004). One of the editors of the _URL_; her work has also been published in TOPOS and Dumbarton Oaks Publications among others. She is currently writing a book on the deviant landscape culture of Ottoman Sufis from the 16th c.–18th c. Çalış is teaching at Bahçesehir University, Faculty of Architecture and Design in Istanbul.
Designing a Wilderness for Wildlife: The Case of Pilanesberg, South Africa.
Jane Carruthers, Professor, Department of History, University of South Africa
In the late 1970s a ground-breaking project began in the Pilanesberg (presently in the North West Province of South Africa) to create a wildlife conservation and eco-tourism venture from marginal farmland. In the process of so doing, there was innovative design at a number of levels—community development, tourist satisfaction and ease of access, scientific and wildlife management, the aesthetics of wilderness, and in national identity formation—that subsequently served as models for similar projects elsewhere in southern Africa. During the apartheid era, a large gambling and luxury hotel was established in Bophuthatswana (near Rustenburg, about 200 km from Johannesburg) in order to draw tourists into the homeland and create employment, secondary industries, and to build local capacity. Close to the hotel complex lies the Pilanesberg, a long-extinct volcano of exceptional natural beauty and scientific and geological interest, which was considered appropriate for a small game reserve to amuse hotel visitors. However, the inventive ideas around community participation, wildlife management and environmental restoration initiated by a number of pioneering ecologists, game rangers and administrators, were important in creating the Pilanesberg National Park which is today a substantial and important tourist and wildlife attraction in the region.
Jane Carruthers is a Professor in the Department of History, University of South Africa, Fellow of the Royal Society of South Africa and Fellow of Clare Hall, Cambridge. She has held Visiting Fellowships in Australia and is on the Advisory Board of the Rachel Carson Center for Environmental History at the Ludwig Maximilian University in Munich. She has been President of the South African Historical Society and serves on the editorial boards of numerous academic journals and book series. Jane has written a number of books and chapters in books, as well as authoring more than 30 articles in scholarly journals. Her doctoral thesis, The Kruger National Park: A Social and Political History (1995) is a standard reference work. She is engaged in research around the history of the biology and national parks, colonial art, heritage and cartography in southern Africa and Australia and has been involved in land restitution claims and land reform.
From Elephants to Mice: the Impact of Ecology and Spatial Scale on the Design of Conservation Strategies
Joshua Ginsberg, Senior Vice President, Global Conservation Program, Wildlife Conservation Society, New York
Scale is a critical variable in both design and conservation planning. In this paper, I examine two aspects of scale as it relates to species-focused conservation efforts. I address how order of magnitude changes in geographic extent influence the conservation targets and concerns that conservationists address for individual species, particularly terrestrial vertebrates. At the smallest scale, in captive and extensive breeding facilities (0–10km2), genetics and demographic stochasticity of small populations dominate both conservation science and management. Management of species in small-scale facilities typically focuses on display and education; breeding for species recovery; or breeding to enhance an economic use of wildlife (e.g. hatcheries). At somewhat larger scales (10–100km2), conservationists focus on active management of threats that reduce population persistence, and the active management of small metapopulations becomes more critical. Many protected areas occur at scales of 1,000–10,000 km2: at this scale, conservation focus shifts from intervention at the species level, to greater attention to the management of habitat and threats at the scale of landscapes. Management efforts at scales of greater than 10,000 km2 focus on larger landscape-level planning and policy efforts, emphasizing the matrix between and among protected areas and the connectivity of areas of relatively low human influence. Here conservationists tend to use species to plan conservation programs, or as metaphorical tools to engage real and epistemic communities in conservation efforts, across political boundaries. Such generalizations about scale, while mostly supportable, are highly influenced by the biology of individual species. In closing, I will note how individual requirements—particularly home range size—affect species persistence as organisms interact with human activities and suggest that greater nuance is required when looking at issues of spatial extent and wildlife persistence.
Joshua Ginsberg is currently Senior Vice President and Deputy Chief Conservation Officer at the Wildlife Conservation Society. He spent 15 years working as a field biologist across East and Southern Africa leading a variety of mammal ecology and conservation projects. As Director of the Asia and Pacific Program at the Wildlife Conservation Society from 1996 until September 2004, Josh oversaw 100 projects in 16 countries. Dr. Ginsberg was also Acting Director of the WCS Africa Program for 10 months in 2002 and Vice President for Conservation Operations from 2003–2009. He received a B. Sc. from Yale, and holds an M.A. and Ph.D. from Princeton in Ecology and Evolution. He served as the Chairman of the NOAA/NMFS Hawaiian Monk Seal Recovery Team from 2001–2007. Dr. Ginsberg has held faculty positions at Oxford University and University College London, and is an Adjunct Professor at Columbia University where he teaches conservation biology and international relations of the environment. He has supervised 14 Masters and four Ph. D. students. He is an author on over 50 reviewed papers, and has edited three books on wildlife conservation, ecology and evolution.
Biodiversity of Wildlife Habitats as an Educational Resource: Two case studies, Alice Springs Desert Park and Cambodia Wildlife Sanctuary
Stuart Green, Principal, Landscape Architect, Green & Dale Associates, Melbourne, Australia
The Alice Springs Desert Park in Central Australia is a successful example of landscape design for biodiversity. It brings together botanical, zoological and ethno-biological elements which provide a rich educational experience for the visitor. The plant habitat regimes include riverine, sand dune desert and dry woodland areas. The zoological element entails protection of wildlife from predators with the design of 'habitat immersion' animal enclosures. The visitor's experience is enriched by the stories told by the indigenous park rangers and guides, who, as custodians of this park, have an extensive knowledge and appreciation of the wildlife and its Central Australian habitats.
The Cambodia Wildlife Sanctuary is located within one of the largest and richest surviving examples of the Indochinese dry forest habitat. The design objective of this project is to conserve the existing natural habitats of the region's wildlife. The urgency to protect wildlife by preventing wholesale deforestation and poaching in this area cannot be understated. In the expansive sanctuary prey and predators will share the same environment. The Sanctuary will be designed as an educational resource for the Cambodian community and for visitors.
The role of design in promoting zoological biodiversity as an educational resource is central to the contrasting projects of Central Australia and Cambodia. Drawing on the experiences of the author as a designer in both projects, this paper discusses the major factors that can influence the success or otherwise of design initiatives that integrate biodiversity conservation with education. These factors include the relative prioritization of education within the project, the local context (social, economic, geographic and political), the type of funding


text: stoilis writes "A collaboration between Deborah Gordon, a Stanford ant biologist, and Balaji Prabhakar, a computer scientist, has revealed that the behavior of harvester ants, as they forage for food, mirrors the protocols that control traffic on the Internet. From the article: 'Prabhakar wrote an ant algorithm to predict foraging behavior depending on the amount of food – i.e., bandwidth – available. Gordon's experiments manipulate the rate of forager return. Working with Stanford student Katie Dektar, they found that the TCP-influenced algorithm almost exactly matched the ant behavior found in Gordon's experiments. "Ants have discovered an algorithm that we know well, and they've been doing it for millions of years," Prabhakar said.' The abstract is published in the Aug. 23 issue of PLoS Computational Biology."


text:
CBSE Education Board, New Delhi has released a new Circular regarding the CBSE Heritage India Quiz 2023 on its official website. In this article, we discuss complete details about the CBSE Heritage India Quiz Competition 2023. Those candidates who are interested to know about Heritage India Quiz 2023 must read this article till the end.
To strengthen the efforts to create awareness and a sense of pride among the students regarding the history and culture of our country, the new edition of CBSE Heritage India Quiz 2023 is introduced on the official website with the theme India: Mother of Democracy (G20) To celebrate India's presidency of the G20 and celebrate the glorious history of India's democratic movement and its people, culture, and achievements.
The Inter-School Heritage India Quiz Competition is expected to reach students across the country, naturally sensitizing them to the rich cultural diversity of India. Another meaningful objective of the CBSE Heritage Quiz 2023 is to increase awareness about India's chairmanship of G20 in the current year. Therefore the Board directs all school heads to ensure maximum participation of students in the CBSE Heritage India 2023 competition.
CBSE Heritage India Quiz Competition Details 2023
Registration for this quiz will be done through the online portal available on the official Central Board of Secondary Education website at _URL_ and _URL_. Schools affiliated with the CBSE Board will log in to the registration window using valid login credentials such as school affiliation number and the password allotted by the board is used for LOC registration.
CBSE Heritage India Quiz 2023 Highlights
|CBSE Heritage India Competition 2023
|Online Registration Last Date
|31 October 2023
|Classes 9 to 12 Students
|November to December 2023
|December 2023 to January 2024
CBSE Heritage India Competition 2023 Registration
Details once entered cannot be changed after online submission of the CBSE Heritage Registration Form. The last date for online registration for the CBSE Heritage Quiz is 31 October 2023. Schools are advised to register as early as possible to avoid last-minute delays. Schools affiliated to CBSE will receive all communications regarding the quiz on the mail ID used for registration, hence it is advised to check the e-mail for updates after successful registration.
Domestic airfare (economy class) for the shortest route for three students and one teacher escort will be reimbursed to teams that qualify in the previous round of the CBSE Heritage Quiz to compete in the National Semi-Finals (for onward travel against production Photocopy of ticket and boarding pass).
Stage 1: (ONLINE TEST)
The date of the Online Test of this quiz competition will be announced through a notification on the website and an email sent to the registered email ID of the schools.
The CBSE Heritage India quiz competition 2023 will be held on a specified date and time in November 2023. This Online Test will be 50 minutes long and consist of 60 (MCQs) multiple-choice questions. Each CBSE Affiliated school will be represented by a team of three students who may be selected internally by the school from classes IX-XII.
An online login window will be opened by the registered schools using their LOC details on the announced date. Only registered schools that have successfully deposited fees will be able to access the portal. Each school has to participate in the testing in the respective IT laboratories in their school. Upon completion of the test, the team of this test will receive feedback with respect to Correct answers and wrong answers marked, and the time taken by them for the quiz.
There will be no negative marking in this Heritage India Quiz for wrong answers. In case of a tie, the team that completes the Heritage India Quiz test in the minimum time will be selected. The top 30 teams will be selected from each cluster. The results of this first stage of the CBSE Heritage Quiz 2023 will be declared through a notification on the official website of the CBSE Education Board at _URL_.
Stage 2: Cluster Round
After the conduct of the Heritage India Quiz 2023 Stage 1, Online Test, the top 30 teams from each cluster will participate in Stage 2 of the Heritage India Competition Cluster Round. It will be conducted in the month of November-December 2023 at the selected location in their respective cluster. The winning team of each cluster round of this quiz competition will participate in the semi-finals and final in Delhi.
The Cluster Round of CBSE Heritage Competition 2023 will be conducted in two phases at the selected location (offline). Details of this Heritage India Cluster round will be provided through a notification on the CBSE web portal at cbseacademic.nic.in.
Phase I: Written Qualifying Round: This round of the Heritage India Competition will be in the form of a PowerPoint where teams of schools will attempt the test collectively. In this Roung, 30 questions have to be answered in 25 minutes, and the respective teams of each school have to write the answers. Answers will be provided after the completion of the test while evaluation will also take place simultaneously.
Stage II: On-Stage Round: In this round, with the respective qualifiers from Phase I, i.e. 6 teams of this round, an on-stage round of Heritage India Competition will be conducted which will be of 75-90 minutes duration. This round will include a mix of verbal, audio, and visual questions.
Stage 3: Semi-Finals and National Final
The Semi-Final and Final of the CBSE Heritage Quiz 2023 are to be held tentatively from December 2023 to January 2024. The qualifying teams from the regional round of the Heritage India Competition will be divided into 04 groups. The winner from each group of the Semi-Final Round will qualify for the final. The semi-final and final rounds of the CBSE Heritage India Quiz 2023 will be held in Delhi.
The date of the National Semi-Finals and Finals of this Heritage India Competition will be announced on the CBSE official website i.e. _URL_ so that the teams can make necessary arrangements for their travel, accommodation, and boarding on their own.
CBSE Heritage India Quiz 2023 Prizes
The following are the details regarding this quiz competition prizes and merit certificate.
Participants are advised to download the official notification of the Heritage India Quiz given above in the table. Join the telegram group mentioned above for the latest updates regarding the Quiz Competition.


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Data types
Polars is entirely based on Arrow data types and backed by Arrow memory arrays. This makes data processing cache-efficient and well-supported for Inter Process Communication. Most data types follow the exact implementation from Arrow, with the exception of Utf8 (this is actually LargeUtf8), Categorical, and Object (support is limited). The data types are:
Group Type Details
Numeric Int8 8-bit signed integer.
Int16 16-bit signed integer.
Int32 32-bit signed integer.
Int64 64-bit signed integer.
UInt8 8-bit unsigned integer.
UInt16 16-bit unsigned integer.
UInt32 32-bit unsigned integer.
UInt64 64-bit unsigned integer.
Float32 32-bit floating point.
Float64 64-bit floating point.
Nested Struct A struct array is represented as a Vec<Series> and is useful to pack multiple/heterogenous values in a single column.
List A list array contains a child array containing the list values and an offset array. (this is actually Arrow LargeList internally).
Temporal Date Date representation, internally represented as days since UNIX epoch encoded by a 32-bit signed integer.
Datetime Datetime representation, internally represented as microseconds since UNIX epoch encoded by a 64-bit signed integer.
Duration A timedelta type, internally represented as microseconds. Created when subtracting Date/Datetime.
Time Time representation, internally represented as nanoseconds since midnight.
Other Boolean Boolean type effectively bit packed.
Utf8 String data (this is actually Arrow LargeUtf8 internally).
Binary Store data as bytes.
Object A limited supported data type that can be any value.
Categorical A categorical encoding of a set of strings.
To learn more about the internal representation of these data types, check the Arrow columnar format.
Floating Point
Polars generally follows the IEEE 754 floating point standard for Float32 and Float64, with some exceptions:
 - Any NaN compares equal to any other NaN, and greater than any non-NaN value.
 - Operations do not guarantee any particular behavior on the sign of zero or NaN, nor on the payload of NaN values. This is not just limited to arithmetic operations, e.g. a sort or group by operation may canonicalize all zeroes to +0 and all NaNs to a positive NaN without payload for efficient equality checks.
Polars always attempts to provide reasonably accurate results for floating point computations, but does not provide guarantees on the error unless mentioned otherwise. Generally speaking 100% accurate results are infeasibly expensive to acquire (requiring much larger internal representations than 64-bit floats), and thus some error is always to be expected.


Admission & Tours PDF Print E-mail
Admissions and Tours
Submarine & Museum Tour
Adult: $12
Children (4-12) $5
Military, Senior Citizens, Kama'aina: $8
Museum Only: Adults: $5 and Children: $4
* Children under 4 are not permitted on the submarine for safety reasons. They may visit the museum and mini-theater at no charge.
Visitors are given a digital audio player that narrates their tour as they explore this historic WWII submarine to imagine what life on board must have been like for her 80-man crew. USS Bowfin was launched on 7 December 1942 and completed nine successful war patrols. For her wartime service she also earned both the Presidential Unit Citation and the Navy Unit Commendation. USS Bowfin was acquired from the U.S. Navy in 1979 and opened to the public in 1981. In 1986 she was designated a National Historic Landmark by the Department of the Interior.
MuseumBowfin Museum Bell
Explore the intriguing world of submarines, both past and present. Visitors are givena digital audio player that narrates their tour of our 10,000 square foot Museum. Exhibits include an impressive collection of submarine-related artifacts such as submarine weapon systems, photographs, paintings, battleflags, original recruiting posters, and detailed submarine models, all illustrating the history of the U.S. Submarine Service. Exhibits include a Poseidon C-3 missile that allows visitors to examine its inner workings. It is the only one of its kind to be on public display. Learn more about our Bowfin-related exhibits.
Waterfront Memorial
Within Bowfin Park stands a public memorial honoring the 52 American submarines and the more than 3,500 submariners lost during WWII.
Secrets of the Sub
Submarine Rescues
Submarine Rescues
A critical task performed by the US submarine force during World War II, was the rescuing of downed pilots and air crews; They were so efficient at it, that they rescued 520 US airmen from the Pacific Ocean waters. One of those rescued, went on to become President of the United States.
Rescueing George H. W. Bush
Former US President George H. W. Bush Sr. He was rescued by the USS Finback after being shot down while he was on an air strike mission over Chichi Shima in the Bonin Islands during 2 September 1944.
USS Tang Group Photo
Commanding Officer, Lieutenant Commander Richard H. O'Kane (center), poses with the twenty-two aircrewmen that Tang rescued off Truk during the carrier air raids there on 29 April-1 May 1944. The photograph was taken upon Tang's return to Pearl Harbor from her second war patrol, in May 1944.


eng Crettaz, Eric La circulation des richesses: Working Poverty Among Immigrants and « Ethnic Minorities » : Theoretical Framework and Empirical Evidence Across Welfare Regimes _URL_ While the research that focuses on working poverty and low-wage employment usually explains the situation of immigrants and 'ethnic' minorities in terms of human capital, linguistic skills, social origin, and the like ('class-only' explanations), the literature that starts from the specific situation of minorities, especially the one that deals with immigration laws and/or labour market discrimination, tends to ignore what their situation has in common with that of disadvantaged 'native whites' in post-industrial economies. This paper attempts to build a theoretical bridge between these two strands of literature, and provides, in a first step, evidence as to the incidence of working poverty among immigrants (and 'ethnic' minorities when the information is available) across welfare regimes. In a second step, the impact of the citizenship status, the country of birth (and of 'race' in the US) is assessed, when the main working poverty factors and the main forms of labour market discrimination are controlled for. Interestingly, these variables have a significant impact in these models; hence, further factors must be at play, and some hypotheses are discussed, especially the role of 'ethnic economies'. 2011-05-26T12:47:42Z _URL_


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Life Science: Field Population System
Now that you've built the components you need for the Field Population System, try these activities to further your understanding. First read the instructions and perform the activity. Then you can go to our discussion board to share your results, and for selected activities, view an example of our results in track our progress.
- Assessing Variation...
Observe how individuals in a population of Brassica rapa plants vary
from one another. [track our progress]
- Selective Herbivory...
How selective are the larvae of the cabbage white butterfly on the
plants that they eat? [track our progress]
- Salt of the Earth...
Do your own investigation and perhaps do some selective breeding!
|prev: build the system|


text: A tent that features a set of individual poles arranged beneath the fabric roof to support and define the shape of the structure. The fabric roof is tensioned over the poles and attached to ropes and/or cables at designated spots around the fabric's edges. The ropes/cables are anchored to the ground using stakes, augers, or weights around the perimeter of the tent. Pole-supported tents,are the grandfather of the tent industry, and were once the only type of tent available. Though they have lost ground to newer designs, pole-supported tents remain popular in the United States and are still considered an important part of most tent rental inventories.


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Abarim Publications' online Biblical Hebrew Dictionary
There are two roots רחם (rhm), and it's unclear to which extent they have to do with each other:
The meaning of the root רחם (raham) was lost over time, but in cognate language it has meanings varying from to be soft or gentle to being compassionate and affectionate. In the Bible the verb רחם (raham) means to love deeply or have mercy. HAW Theological Wordbook of the Old Testament adds the distinction that this verb usually applies to the affection of a "superior" to an "inferior".
The prophet Isaiah uses it to reflect the love that a mother feels for her baby (49:15). King David uses it for the love that a father has for his child (Psalm 103:13). Very often this verb is used to describe the love or mercy God has for His people (Exodus 33:19, 2 Kings 13:23).
This verb is denominative, which means that it came from a noun (while in Hebrew nouns usually come from verbs). The parent noun of our verb is the masculine רחם (rhm; pronounced as rehem or raham), meaning womb (Genesis 49:25, Exodus 13:12, Jeremiah 20:17). This word may also be used to indicate a woman, presumably in her role as child bearer: Judges 5:30. BDB Theological Dictionary submits that according to "many", the link between loving deeply and the word for womb originates in feelings of fraternal unity, but it may very well have originated somewhere on the vast spectrum of feelings that a man may have for his woman.
Other derivatives are:
- The masculine plural noun רחמים (rahamim), meaning compassion or tender mercy (Genesis 43:30, Isaiah 63:7). The plural form serves as an intensive, and this word is usually employed to describe God's feelings towards man.
- The adjective רחום (rahum), meaning compassionate (Exodus 34:6, Deuteronomy 4:31). This word is always used for God's feelings towards man.
- The adjective רחמני (rahamani), denoting compassionate women (Lamentations 4:10 only).
The meaning of root רחם (raham II) is also missing in action. It occurs in other languages but it's not clear whether these words are truly distinct from root raham I. The Bible contains two derivatives of this root, and each occurs only once, and in the same list of unclean birds:
- The masculine noun רחם (raham), denoting a kind of vulture (Leviticus 11:18).
- The masculine noun רחמה (rahama), denoting the exact same animal in Deuteronomy 14:17.
It's unclear where these words come from, but to a Hebrew audience, these birds were doubtlessly known as love-birds. And this may have made perfect sense from observing the parents care for their chicks.