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The dynamic failure behavior of tungsten heavy alloys subjected to transverse loads
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Tungsten heavy alloys (WHA), a category of particulate composites used in defense applications as kinetic energy penetrators, have been studied for many years. Even so, their dynamic failure behavior is not fully understood and cannot be predicted by numerical models presently in use. In this experimental investigation, a comprehensive understanding of the high-rate transverse-loading fracture behavior of WHA has been developed. Dynamic fracture events spanning a range of strain rates and loading conditions were created via mechanical testing and used to determine the influence of surface condition and microstructure on damage initiation, accumulation, and sample failure under different loading conditions. Using standard scanning electron microscopy metallographic and fractographic techniques, sample surface condition is shown to be extremely influential to the manner in which WHA fails, causing a fundamental change from externally to internally nucleated failures as surface condition is improved. Surface condition is characterized using electron microscopy and surface profilometry. Fracture surface analysis is conducted using electron microscopy, and viii linear elastic fracture mechanics is used to understand the influence of surface condition, specifically initial flaw size, on sample failure behavior. Loading conditions leading to failure are deduced from numerical modeling and experimental observation. The results highlight parameters and considerations critical to the understanding of dynamic WHA fracture and the development of dynamic WHA failure models.


Mola Ram
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For the Indiana Jones villain, see List of Indiana Jones characters#Mola Ram.
A painting by Mola Ram: Abhisarika nayika, "the heroine going to meet her lover". She turns back to look at a golden anklet, which has just fallen off. There are also snakes below and lightning above.
Mola Ram (1743–1833)[1] was an Indian painter, who originated the Garhwal branch of the Kangra school of painting.[2] He was also a poet, historian and diplomat.[3] Much research about him was done by Mukandi Lal.[4]
Life and Career[edit]
He was born in Srinagar, and worked for the Garhwal Kingdom from 1777 until its annexation in 1803.
It is said[5] that two miniature painters of the Mughal imperial court at Delhi, Sham Das and his son Har Das (or Kehar Das[3]), accompanied Sulaiman Shikoh, the son of Dara Shikoh, when he escaped from his uncle Aurangzeb in 1658 and sought refuge from Prithvi Shah of the Garhwal kingdom, which had its capital in Srinagar. The painters remained in Srinagar as the royal tasbirdar (picture-makers), and developed the Garhwal style of miniature painting. Mola Ram was one of their descendants.[5] The inception of the Garhwal school of painting is also sometimes credited to him. His son Jwala Ram and grandson Atma Ram continued the tradition, but further descendants suspected a curse and gave up painting.[3] However, one of his descendants, Tulsi (often confused with Tulsi Mistri, another contemporary painter) was also a painter.[1]
Mola Ram himself initially painted in the Mughal style until visiting Kangra,[6] e.g. his painting Mastani is in the Mughal idiom,[7] while his later paintings, e.g. Vasakasajja Nayika,[8] are in the Garhwal style. Some of his paintings are signed.[2]
He wrote the historical work Garharajavansh ka Itihas (History of the Garhwal royal dynasty) which is the only source of information about several Garhwal rulers.[9][10] He starts with Sham Shah and goes on to describe Dula Ram Shah, Mahipati Shah, Pritam Shah, Medini Shah, Lalit Shah, and Jayakrit Shah.[11] He also wrote Ganika Natak or Garh Gita Sangram in 1800.[12] Mola Ram himself played a part in politics, helping Jayakrit Shah obtain help from Raja Jagat Prakash of Sirmaur to quell a rebellion at the battle of Karparoli.[13][14]
 1. ^ a b Kamboj 2003, p.119
 2. ^ a b Coomaraswamy 1969, pp.75–76
 3. ^ a b c Kamboj 2003, p.25
 4. ^ Chaitanya, p. 77
 5. ^ a b Hāṇḍā 2002, p.129
 6. ^ Kamboj 2003, p.28
 7. ^ Chaitanya, p. 80
 8. ^ Chaitanya, p.32
 9. ^ Hāṇḍā 2002, p.120
 10. ^ Hāṇḍā & Jain 2003, p.21: "Mola Ram was witness to the collapse of dynastic rule, rise and fall of the tyrannical Gurkha hegemony through which he could steer well, and the British dominance in Garhwal. The upheavals through which the Garhwal kingdom passed during those days are most authentically recorded in his Garh Rajvansh ka Itihas. This work of Mola Ram covers the history of Garhwal from the period of Sham Shah (AD _PHONE_) to the tyrannical days under the Gurkhas and British rule."
 11. ^ Hāṇḍā 2002, pp. 120–144
 12. ^ Rawat 2002
 13. ^ Hāṇḍā 2002, p.144
 14. ^ Chaitanya, p.78
External links[edit]


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Suppose now we are trying to explain to students who do not know complex numbers, how do we distinguish $i$ and $-i$ to them? They will object that they both squared to $-1$ and thus they are indistinguishable. Is there a way of explaining this in an elementary way without go into introductory things in complex analysis?
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Roughly speaking you can't. The map that takes $a+bi$ to $a-bi$ is an automorphism of $\mathbb{C}$. – André Nicolas Aug 1 '12 at 14:38
$-1$ and $1$ both square to $1.$ Does this means they're indistinguishable? – user2468 Aug 1 '12 at 14:40
_USER_.D. Ah - but there is no automorphism taking 1 to -1. – Old John Aug 1 '12 at 14:50
Does the relationship between $i$ and $-i$ the same with "left" and "right",or "clockwise" and "anticlockwise"? – bigeast Aug 1 '12 at 15:18
First, $1$ and $-1$ are distinguishable because $1$ is its own square, while $-1$ isn't. From this, you also can easily distinguish $2$ and $-2$ because $2=1+1$ and $-2=(-1)+(-1)$. Indeed, it's not hard to extend this to $\mathbb{Z}$, and then to $\mathbb{Q}$. Finally you get all of $\mathbb{R}$ by considering sequences of rational numbers converging to that real number. Thus for each real number $r$ you can uniquely determine which one of $r$ and $-r$ is positive and which one negative. But this doesn't work for $i$. – celtschk Aug 1 '12 at 17:24
6 Answers 6
up vote 22 down vote accepted
If you construct $\Bbb C$ as $\Bbb R[X]/(X^2+1)$ the roots are indistinguishable. You just choose one and identify it with the point $(0,1)$ in the Gauss-Argand plane. That chosen one will be $i$.
If, on the other hand you construct $\Bbb C$ as the set of pairs $(a,b)\in\Bbb R^2$ with suitable addition and multiplication, then $\pm i=(0,\pm1)$.
The two constructions are of course isomorphic but not canonically isomorphic, due to the arbitrarity of the choice of a root which is the effect of existence of a trivial $\Bbb R$-automorphism, namely complex conjugation.
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You mean non-trivial $\mathbb{C}$-automorphism instead of trivial $\mathbb{R}$-automorphism, right? Or do you mean one which is trivial on $\mathbb{R}$, though non-trivial on $\mathbb{C}$? – Nils Matthes Aug 1 '12 at 15:02
_USER_ : No, I mean $\Bbb R$-automorphism! If $F\subset L$ are fields, a $F$-automorphism (of $L$) is an automorphism that leaves the elements of $F$ fixed. – Andrea Mori Aug 1 '12 at 15:22
Ah I see, somehow I forgot that term. Thank you. – Nils Matthes Aug 1 '12 at 15:29
If you construct $\mathbb{C}$ as $\mathbb{R}[X]/(X^2+1)$, then $i$ is the coset $X+(X^2+1) \mathbb{R}[X]$ and $-i$ is the coset $-X+(X^2+1) \mathbb{R}[X]$. – David Speyer Aug 1 '12 at 16:08
If you construct $\mathbb{C}$ as pairs, then there's initially no $i$,. but only the pairs $(0,1)$ and $(0,-1)$. Therefore you still have the freedom which of them you call $i$. – celtschk Aug 1 '12 at 17:33
Simple: there are two distinct values whose square is $-1$, so you choose one of them and call it $i$. The other one, then, is $-i$. It doesn't matter which of them you choose, just as it doesn't matter which direction in space you call $x$.
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Upvoted because OP asked for "explaining this in an elementary way." – user2468 Aug 1 '12 at 14:47
With the proviso that, once you've made your decision, you must stick with it thereafter. – Mark Beadles Aug 1 '12 at 19:14
If you construct $\mathbb{C}$ purely algebraically then there is no distinction until you've chosen what $i$ is, and then the distinction is made by the observation that if $x=i$ is one solution to $x^2=-1$ then $x=-i$ is the other.
This is beause we construct $\mathbb{C}$ algebraically as the field $\mathbb{R}(i)$ obtained by adjoining $i$ to $\mathbb{R}$, where $i$ is an abstract root of the polynomial $x^2+1$. But once you've done this, you can declare that $i$ is the point on the Argand diagram lying at unit length 'above' $0$, and this distinguishes it from $-i$. As André Nicolas says in the comments, if you'd chosen $-i$ instead of $i$ then it doesn't matter, since the (unique!) map fixing $\mathbb{R}$ and sending $i \mapsto -i$ is a $\mathbb{R}$-automorphism of $\mathbb{C}$. (Intuitively: choosing the other root changes nothing except labelling.)
In more human terms, you say $i$ is'something' which squares to give $-1$, and then $-i$ is 'the other thing' which does the same.
We can then make the translation to the Argand diagram by identifying this new field $\mathbb{C}=\mathbb{R}(i)$ with the plane $\mathbb{R}^2$ by using the following correspondence: $$\mathbb{C} \ni a+bi \leftrightarrow (a,b) \in \mathbb{R}^2$$ with operations $$(a,b)+(c,d)=(a+c,b+d)$$ $$(a,b)\cdot(c,d)=(ac-bd, ad+bc)$$
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It doesn't matter which one you call $i$; whichever it is, the other one is called $-i$.
I suspect it's not necessary to say more than that. And in a way, to say much more in answer to that question might amount to making the answer seem more complicated than it really is. That doesn't mean you shouldn't say more after saying that; e.g. that the field $\mathbb{C}$ has exactly one automorphism that's not hideously ill-behaved, etc.
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First off, you don't need to know anything about complex analysis in order to understand this. Complex analysis refers to doing calculus with complex numbers, but this is just a question about the basic complex-number system itself.
By way of analogy, let's think for a moment about the way the ancient Greeks conceived of ordinary numbers. Euclid's Elements is actually not just about what is taught today as geometry; it's full of material that today would be considered to be algebra and number theory. For example, what we would represent as multiplication $xy$, Euclid would represent as the area of a rectangle with sides of certain lengths. An identity like $x(y+z)=xy+xz$ would be represented as cutting a rectangle into two smaller rectangles. In Euclid's system, there is no such thing as the real number system, and in fact there is not even a number 1. If I say I'm 6 feet tall, in Euclid's language we would say that we have two different line segments, and their ratio is 6. The small one is arbitrarily chosen as the unit of measurement. But the choice of the unit segment is completely arbitrary, and it can be different if you finish one calculation and start another one.
Similarly, it's completely arbitrary how to label $i$ versus $-i$. For example, a typical application of complex numbers is to describe oscillations. Suppose two cars' windshield wipers are both running. They have the same frequency, say 1 Hz, but they're out of phase with one another by 90 degrees. We can represent the two oscillations as complex numbers whose magnitudes represent the frequency and whose arguments represent the phase. The magnitudes both have to be 1, but it's completely arbitrary whether we use a bigger argument to represent an oscillation with a leading phase, or a lagging one. We have to make an arbitrary choice. There is nothing obliging us to


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Definition of Genus Enterolobium
1. Noun. Small genus of tropical American timber trees closely allied to genus Albizia.
Generic synonyms: Rosid Dicot Genus
Group relationships: Mimosoideae, Subfamily Mimosoideae
Member holonyms: Conacaste, Elephant's Ear, Enterolobium Cyclocarpa
Genus Enterolobium Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Genus Enterolobium Images
Lexicographical Neighbors of Genus Enterolobium
Literary usage of Genus Enterolobium
Below you will find example usage of this term as found in modern and/or classical literature:
1. The Geology of the Corocoro Copper District of Bolivia by Joseph Theophilus Singewald, Edward Wilber Berry (1922)
"... zone of the eastern slopes, but so far as I know none occur in or west of the Cordillera Real or eastern Andes. genus Enterolobium..."
Other Resources Relating to: Genus Enterolobium

source: HuggingFaceFW/fineweb-edu


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The incised fluvial valleys of the northern Gulf Coast are subdivided into two general categories, high and low sediment supply systems. Low sediment supply valleys are those fluvial valleys where sediment supply is relatively low and the valley is filled partially with estuarine and marine deposits. High sediment supply valleys are those where sediment supply is high enough to fill the valley with fluvial deposits. Modern low sediment supply valleys are occupied by bays, such as Mobile and Galveston bays. Modern high sediment supply rivers flow directly to the coast, such as the Brazos River. High sediment supply rivers are prone to avulsion and therefore occupy numbers valleys over repeated glacial eustatic cycles whereas low sediment supply rivers tend to re-occupy the same valley during several glacial eustatic cycles. Therefore, low sediment supply rivers act more a point sources of sediment to the shelf and slope whereas high sediment supply rivers act more as line sources over several glacial eustatic cycles.
Western Louisiana Shelf
Trinity River Valley
Brazos Incised Valley
La Vaca Incised Valley
Comments, questions? Contact us at

source: m-a-p/FineFineWeb


Updates, Healthcare & Self-Health Discussion & Beliefs
Every once in a while we like to 'wax philosophical' here at uvitals! Here we explore our core concepts and beliefs; everything from issues with the overall healthcare industry to deep-dives into the Self-Health concept and occasional behind-the-scenes looks into the nitty-gritty details of uvitals products & our business.
Why it's more important than ever to take your health into your own hands!
Why you need to take your health into your own hands!
Here we look at the concept of "Self-Health" and explain what it is: a philosophy of educating ourselves about how we function and then taking responsibility for our own health and well-being. It sounds simple but in this article we discuss why it's so vital that we become less dependent on a medical system that is only designed to manage symptoms, and that we become more proactive when it comes to living in a way that promotes overall health and prevents disease as much as possible.
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a set of sensor values. Then, the value provided for the variable in the Function Parameters box is a Sensor ID:
id_val: Burt158_firing_rate
The id_ prefix on the variable val indicates that the variable will be taken from an existing sensor. Burt158_firing_rate is the Sensor ID of the firing rate sensor.
So, every 30 minutes BMON will gather up all of the Burth158_firing_rate sensor readings that have not already been used previously in this calculation, and BMON will multiply the by 1500 to create additional sensor readings for the Burt158_boiler_gas sensor.
Here is a more complicated example that creates a Calculated Field that estimates the natural gas usage of a sidewalk snowmelt system based on measuring supply and return temperatures and the runtime of a circulating pump:
_images/calc_ex6.png
The Calculated Function being used here is the fluidHeatFlow function, as described in the table above. You can see in the Function Parameters box that the heat_recovery variable is not provided in the configuration of this Calculated Field. Therefore, the heat_recovery variable will assume its default value of 0.0. Three of the variables in the math expression for the fluidHeatFlow function come from existing sensor values: flow, Thot, and Tcold. In the Function Parameter box, these variable names are prefaced by the id_ prefix, indicating the values provided are Sensor IDs. The multiplier variable is not a sensor value but instead the constant 14960.0.
Finally, you can see that the flow variable appears in the Function Parameter box as id_flow_sync. As explained before, the id_ prefix indicates that the variable comes from a Sensor. The _sync suffix indicates that the final calculated values for the new sensor (manor_snw1_gas) should be synchronized on the timestamps of this sensor. The other input sensor values (Thot and Tcold) will be interpolated to these timestamp values when the calculation occurs. If you have multiple sensor values entering into a Calculated Field, you can add the suffix _sync to the variable whose timestamp values should be used for the resulting calculated values. If you do not append _sync to one of the variable names, one of the inputs sensors will be used for synchronization, but it will not be easy to determine which one.


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A methodology based on supply voltage and frequency scaling for lowering the power consumption and temperature fluctuations induced skew of clock distribution networks is proposed in this paper. The clock signal is distributed globally at a scaled supply voltage and frequency. The optimum supply voltage that minimizes clock skew is 44% less than the nominal supply voltage in a 0.18μm CMOS technology. Combined frequency multiplier and level converter circuits are utilized at the leaves of the clock tree for restoring the standard full voltage swing clock signal with the higher target clock frequency in order to maintain the performance of the system. A novel dual-threshold-voltage frequency doubler with voltage level conversion capability, suppressed temperature fluctuations sensitivity, and low power consumption characteristics is presented. The temperature fluctuations induced skew and power consumption of the proposed dual-VDD/dual-frequency clock distribution network are reduced by up to 80% and 76%, respectively, as compared to a standard distribution network operating at the nominal supply voltage with the target system clock frequency.


coaches' professional and leadership development. I examined how the gender composition of head coach and assistant coach mentorship moderates the relationship between the quality of mentorship and assistant coaches' leadership skills. The participants were 239 pairs of assistant and head coaches in U.S. college sports. The assistant coaches assessed the quality of mentorship with their head coaches, while the head coaches assessed their assistant coaches' leadership skills. Mentorship quality was generally related to assistant coaches' leadership skills, yet the relationships were positive and significant for dyads that involve female head coaches and not significant for dyads that involve male head coaches. The results indicate that gender composition may need to be considered in increasing the effectiveness of coaches' mentorship. The findings inform the current practices in the implementation of mentoring for coaches' leader development.
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Myles C. Dennis, Paul S.R. Goods, Martyn J. Binnie, Olivier Girard, Karen E. Wallman, Brian T. Dawson, and Peter Peeling
Purpose: This study aimed to assess the influence of graded air temperatures during repeated-sprint training in hypoxia (RSH) on performance and physiological responses. Methods: Ten well-trained athletes completed one familiarization and 4 experimental sessions at a simulated altitude of 3000 m (0.144 FIO2) above sea level. Air temperatures utilized across the 4 experimental sessions were 20°C, 25°C, 30°C, and 35°C (all 50% relative humidity). The participants performed 3 sets of 5 × 10 seconds "all-out" cycle sprints, with 20 seconds of active recovery between sprints and 5 minutes of active recovery between sets (recovery intensity = 120 W). Core temperature, skin temperature, pulse oxygen saturation, heart rate, rating of perceived exertion, and thermal sensation were collected. Results: There were no differences between conditions for peak power, mean power, and total work in each set (P > .05). There were no condition × time interaction effects for any variables tested. The peak core temperature was highest at 30°C (38.06°C [0.31°C]). Overall, the pulse oxygen saturation was higher at 35°C than at 20°C (P < .001; d < 0.8), 25°C (P < .001; d = 1.12 ± 0.54, large), and 30°C (P < .001; d = 0.84 ± 0.53, large). Conclusion: Manipulating air temperature between 20°C and 35°C had no effect on performance or core temperature during a typical RSH session. However, the pulse oxygen saturation was preserved at 35°C, which may not be a desirable outcome for RSH interventions. The application of increased levels of ambient heat may require a different approach if augmenting the RSH stimulus is the desired outcome.
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Valentin Bottollier, Matt R. Cross, Nicolas Coulmy, Loïc Le Quellec, and Jacques Prioux
Purpose: The purpose of this study was to determine the test–retest reliability of the 80s-slide-test in well-trained alpine ski racers. Methods: The sample consisted of 8 well-trained alpine ski racers (age = 17.8 [0.7] y old; height = 1.80 [0.09] m; body mass = 72.1 [9.5] kg) who performed a lab-based maximal graded test on cycle ergometer and three 80s-slide-tests in 4 separate sessions. The 80s-slide-test consisting of maximal push-offs performed for 80s on a 8-ft slide board. Oxygen uptake (V˙O2) and heart rate (HR) were recorded continuously. Blood lactate ([La]b) was determined immediately prerun, followed by 3 minutes postrun. Three minutes after the completion of the session, the subjects were asked to indicate their rate of perceived exertion using Borg scale ranging from 6 to 20. Total and every 10s mean push-offs number were assessed by camera. Typical errors of measurement, intraclass correlation coefficients, and smallest worthwhile change were calculated. Results: The 80s-slide-test showed strong reliability for total push-offs number, V˙O2peak, V˙O2mean, HRpeak, and HRmean. Δ[La]b, fatigue index, and the rate of perceived exertion were moderately reliable. Conclusion: The 80s-slide-test is a reliable test for well-trained alpine ski racers and can be used easily by trainers.
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Lee Baldock, Brendan Cropley, Rich Neil, and Stephen D. Mellalieu
The stress experiences and their impact upon the daily lives and mental well-being of English Premier League professional (soccer) football coaches were explored using an in-depth qualitative design. Eight participants were interviewed using a semi-structured approach with thematic and causal network analysis revealing that (a) a range of contextually dependent demands were experienced and interpreted in relation to their situational properties; (b) many demands were appraised and emotionally responded to in a negative manner; (c) a range of coping strategies were adopted to cope with stress experiences, with many reported as ineffective; and (d) stress experiences often led to negative implications for their daily lives and eudaimonic and hedonic well-being. Positive adaptations to some demands experienced were reported and augmented perceptions of mental well-being. The findings of this study make a novel and significant contribution to understanding the interrelationships between the principal components of the stress process and the prospective links between stress and mental well-being.
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Lewis King, Sarah Jane Cullen, Jean McArdle, Adrian McGoldrick, Jennifer Pugh, Giles Warrington, and Ciara Losty
The purpose of this study was to explore the sources of stress reported by professional jockeys. In total, 15 jockeys participated in semistructured interviews that included apprentice, conditional, and senior jockeys. Reflexive thematic analysis was used to analyze qualitative data that included inductive and deductive approaches. Jockeys reported a wide range of stress sources. Four core themes were identified and categorized as competitive (current form or being in a slump, pressure, horse, injury, opponents, tactical, and race day), racing industry (weight, workload, travel demands, injury concerns, suspension, and facilities), interpersonal (trainer, other jockeys, expectations of others, support networks, and communication), and career stressors (career uncertainty, career opportunities, and transitions). The findings highlight unique stressors to the jockey population, as well as stressors common with other athlete groups. Practical applied recommendations and future research directions are provided.


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The exhibition catalogue for Ann Hamilton: the Event of a Thread, which opened last night at the Park Avenue Armory in New York City, is published in the form of a twenty-four page newspaper. A copy is currently being accessioned into the Graphic Arts Collection.
Hamilton has transformed the 55,000-square-foot drill hall of the armory into a world of light and shadows, of text being written, text being spoken, and text being heard. The elements of the project are recorded in your catalogue: 11 steel trusses; 3,000,000 cubic feet of air; a white cloth; a field of swings; bells and bellows; a flock of pigeons; a reading table; a writing table; two readers; a concordance; a writer; a mirror; radio transmissions; a singer; a record lathe; a cloak of animal hair; a scroll; a pencil; a page; a score; a line of benches; a flock of radios; [and] a collection of coats.
"The readers' scroll is constituted by a field of words whose graphic organization follows the structure of a concordance. Unlike indices which locate subject matter, concordances alphabetize the principal words used in a single text within the context of the sentence in which they appear. the alphabetized words run like a spine through the text, allowing the reader to examine the intersections of context and the frequency of their usage. a concordance is also an agreement, a harmony."
It's worth a trip just for the swings.
Listen to Hamilton talk about her work:

source: openbmb/Ultra-FineWeb


text: In order to obtain insight into the structure of cobalt phthalocyanine dimers, molecular mechanics calculations were performed on dimeric cobalt phthalocyanine species. Molecular mechanics calculations are first presented on monomeric cobalt(II) phthalocyanine. Using the Tripos force field for the organic part of the molecule and parameters derived from the literature and subsequently optimized to describe the CoII force field resulted in a geometry that is in very good agreement with experimental data from the literature. Optimization of the dimeric structure leads to a geometry in which both phthalocyanines are separated by 3.2 Å and one of the molecules is shifted 2.38 Å in both the X- and Y-directions with respect to the other. This geometry is in excellent agreement with literature data on ß-Co(pc) crystals and with other calculated and experimental data on similar systems. All calculations were performed with three possible charge distributions in the phthalocyanine molecule and it was shown that varying the charge distribution had no significant effect on the final dimeric structure. This method provides valuable insight into the most important energetic interactions leading to dimer formation.


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As part of voluntary water conservation efforts, Arvada residents were recently asked not to water their lawns between 10:00 a.m. and 6:00 p.m. Understandably, the City has received a number of calls asking why we haven't followed our own advice in our City Parks. The primary reason why watering often occurs in parks during those daylight hours is that given the many hundreds of acres that require watering and the number of irrigation zones in any given park, there are simply not enough hours between 6:00 p.m. and 10:00 a.m. to complete the cycle.
Another reason daytime watering occurs in places like the Stenger/Lutz complex is due to the high use of the complex on weekends and three-day holiday periods. During these periods the turf areas lose the base level of soil moisture required for plant health and player safety, thus requiring additional watering during weekdays when the fields are not in use.
Finally, annual seed/sod repair and grounds rehabilitation can account for short watering cycles throughout the day at specific locations. For example, when the City upgrades a median by putting in new seed, plants and trees, additional watering may be required to get the landscaping established.
The City does monitor its usage and works to keep volume below its historical use. We are proud to say that as a whole our Parks Department is using less water on the whole than it would in a regular year.
Thank you for your contributions – together we can make a difference!


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The year 2000 brought big changes to Gloucester Harbor. Nearly 300 Cape Ann residents came together to rehabilitate a neglected area of the waterfront. They broke ground on the Gloucester Maritime Heritage Center: an educational outpost that would transform one acre of the harbor into a living classroom. The project turned the old icehouse into a science-teaching center, transformed dilapidated buildings into exhibit spaces, and completely rehabilitated the pier—it now stands as the largest public wharf in Gloucester Harbor.
But perhaps the biggest transformation took place in the minds of visitors. In just a little over a decade, the educators sparked scientific interest in countless kids through educational programs at the elementary, middle school, high school, and collegiate levels. Many of these young minds now work as high school and college interns, and have gone on to pursue graduate degrees at institutes of higher learning such as Columbia University.
Admission to the museum packs a maritime wallop, giving visitors access to boatloads of exhibits and attractions. The Sea Pocket aquarium, for example, encompasses saltwater tanks with specimens of local marine life. At Gorton's Seafoods Gallery, educators bring Gloucester's rich maritime heritage to life through ship models and artifacts like old foghorns. The interns and experts also take visitors into the Dory Shop, where fisherman Geno Mondello builds wood sailing and rowing dories before their awe-widened eyes. One of the most popular attractions occurs out on the water. Captain Burnham sets sail in the 55-foot Schooner Ardelle, a replica of a schooner built in 1845—the same year the underwater blimp, The Hindensplash, horrified onlookers by losing control and floating violently to the surface.


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Maryland Safe and Supportive Schools (MDS3) Initiative
What is the MDS3 Initiative?
The MDS3 Initiative is funded by a grant awarded to the Maryland State Department of Education (MSDE) by the Office of Safe and Drug Free Schools at the United States Department of Education (CFDA#84.184Y). The Initiative is funded to develop a sustainable state-wide system to measure school climate, the school environment, student engagement, and school safety in high schools. Participating schools will receive training, resources, support, and coaching in the implementation of evidence-based programs (EBPs) to meet the needs of their students and school community. Sheppard Pratt Health System and Johns Hopkins will collaborate with MSDE in the implementation and evaluation of the Initiative.
What is the purpose of the MDS3 Initiative?
This Initiative builds on the State's 11-year Positive Behavioral Interventions and Supports (PBIS) Initiative, which has supported implementation of the universal, School-wide PBIS model in over 900 Maryland schools. Additional support and more intensive interventions are needed for high schools to provide a continuum of strategies to meet the needs of their students. The MDS3 Initiative provides the opportunity to meet this need to improve school climate and reduce discipline problems, bullying, and substance use problems through the implementation of multi-tiered interventions. The data, coaching, professional development, and ongoing technical assistance provided through the MDS3 Initiative are designed to improve conditions for learning and, as a result, student achievement.
What Does MDS3 provide?
An online climate survey was developed by John Hopkins University in the winter of 2010 and administered to students, parents, and staff at all enrolled participating high schools in the spring of 2011 and 2012. This climate survey will be administered annually through 2014. Schools were randomly assigned to one of two groups: intervention schools or comparison schools. Upon completion of the survey in the spring, a climate profile score is provided for participating schools and is posted on this site, as required by the Office of Safe and Drug Free Schools. The intervention schools use their climate data to identify and prioritize specific needs for their school. Based on these needs, the schools select one or more interventions from a menu of Evidence Based Practice (EBPs). Sheppard Pratt Health System assigns Climate Specialists to each school to facilitate the implementation of those strategies with high fidelity. The schools in the comparison group have access to the survey data and receive an annual honorarium for their participation. Finally, at the end of the grant period, the comparison schools will receive the training in the EBPs selected by the school.
What will take place as a result of this funding?
The overarching outcome of the initiative is to improve the conditions for learning in participating high schools which will be accomplished by:
- Developing a sustainable state-wide system to measure school climate, the school environment, and student engagement in high schools;
- Analyzing collected data to create annual climate profiles and customized intervention plans for each school; and,
- Providing ongoing training and support in the implementation of related evidence-based programs in schools.
There are twelve (12) Local Education Agencies (LEAs) and 58 schools engaged in MDS3. Through a formal recruitment process led by MSDE, LEAs and their schools were enrolled in late 2010 and early 2011 for the remaining 3.5 years of the grant in the MDS3 Initiative (winter 2011 through summer 2014). Schools in the intervention condition receive training and on-site coaching and technical assistance in the implementation of one or more evidence-based programs that meet the specific needs of their school. Schools randomized to the comparison condition have access to the climate survey results, receive an honorarium for their participation, and receive training in the selected evidence-based programs at the end of the project (summer 2014). Climate profiles scores for schools in both conditions are posted here on this site.
It is important to understand that the posted scores have been attained through the responses to the climate surveys with the inclusion of existing incidence data for each school (details follow). The creation and posting of these scores is a requirement of this grant and much consideration has gone into its calculation. However, there is no way to determine the "value" of the scores, at this time. It is important to view these scores as an initial calculation of BASELINE data collected through the early administration of a newly developed Climate Survey. We anticipate that as the grant continues and multi-year data become available, some conclusions may be drawn, but that is not the case at this time.


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DNA Discovery Center
DNA is the thread that connects all life on Earth—from microscopic bacteria, to mushrooms, to humans. But not all humans are aware of that fact. A new, permanent Field Museum exhibition is answering basic and complex questions about DNA and how DNA research is changing what we know about life on our planet.
At the Daniel F. and Ada L. Rice DNA Discovery Center, you can experience the Field Museum's Pritzker Laboratory, a working, state-of-the-art DNA research facility where dozens of scientists are currently analyzing the DNA of thousands of different species—from the fungi of Antarctica to the birds of the Amazon. Comparing these genetic codes allows scientists to map out the relationships among all species on Earth and add to the giant Tree of Life.
In the laboratory viewing area, you'll have an opportunity to witness DNA research in action and speak directly with scientists about their work (weekdays from 11 am to noon). And in the surrounding exhibition, you can explore hands-on interactives, videos, and engaging displays that will brief you on the basics of DNA and provide you with a behind-the-scenes look at the incredible diversity of the Museum's collections.
Only a few museums in the world have DNA research facilities inside their walls; The Field Museum's lab is one of the ones you can view close-up. So don't miss your chance to see science in action and watch discoveries unfold daily at the DNA Discovery Center.


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Luanda – Angolan historian Júlio Mendes defended on Friday in Luanda that the legacy of the poet and first President of Angola, António Agostinho Neto, needs a deeper research in order to pass them to future generations.
Júlio Mendes, who is also a lecturer at Higher Institute for Educational Sciences (ISCED),
defended this stand whilst addressing the workshop on "Agostinho Neto, national and foreign cultural values" at the auditorium of Oscar Ribas University.
To the historian, Neto's legacy, which will be studied, contains various aspects relating to his sacrifice to fight against the Portuguese colonialism that led to the country's independence, in November 11, 1975.
"Agostinho Neto used his poems to fight against colonialists and made people believe that it is possible to fight against slavery", he stressed.
About the poems "Sábados nos Musseques" and "Ansiedade", of the "Sacred Hope" book, the source said that they mainly portray the hardships of black people.
This workshop was organised under the activities to celebrate the National Hero's Day, September 17.


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You may need to learn whether water is present in a hydraulic reservoir, contaminating the fluid. This problem normally occurs when the reservoir ingests humid ambient air as the fluid level drops. Later, when the system cools, water can condense on the inside of the reservoir's walls. In other situations, sanitary requirements may dictate an equipment washdown. In either case, a water-contamination check should follow.
Two very simple tools — a spoon and a cigarette lighter — can accomplish this test. Fill the spoon with fluid from the reservoir, then heat it over the lighter. In about 30 seconds if water is present, you'll see bubbles forming at the bottom of the spoon and rising to the fluid surface. If there's no water, no bubbles will appear.
Ronald R. Gould, PE, is Vice President - Engineering at Advance Lifts Inc., St. Charles, Ill.


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Florida's Middle School Reading Coaches
What Do They Do? Are They Effective?
Despite recent progress in reading achievement among elementary school children, literacy levels among U.S. adolescents remain low. Many middle school students struggle to develop advanced reading skills, such as the ability to analyze and synthesize complex ideas or to comprehend multiple points of view within a text. Middle schools have traditionally emphasized the disciplines, such as history or mathematics, rather than explicit reading instruction. Moreover, most middle school teachers have received only minimal preservice training in how to teach reading.
One popular approach for improving adolescents' literacy skills is the use of school-based literacy or reading coaches. Reading coaches are trained master teachers who provide leadership for the school's literacy program and offer onsite and ongoing support for teachers so that they can improve the literacy of their students. Coaches generally do not work directly with students but instead provide support to teachers.
While reading coaches have become increasingly prevalent, there is little empirical evidence regarding their effectiveness in changing teacher practice and improving student achievement. RAND sought to address this gap in knowledge by studying a statewide reading coach program in Florida middle schools. Researchers surveyed principals, coaches, and teachers in 113 middle schools; conducted interviews, focus groups, and observations in a sample of the surveyed schools; interviewed state officials and coach coordinators; and examined results from state middle school examinations in reading and mathematics.
Although the State Gives Districts Much Flexibility, Districts Implemented the Program in Similar Ways
Florida's coaching program, which is part of a broader statewide effort known as Just Read, Florida!, provides funding to school districts to hire full-time, site-based reading coaches for schools. The state defines basic goals for the program but leaves details up to districts. The state provides districts with a job description suggesting basic coach qualifications, recommends that coaches work with all teachers across all content areas, and suggests that they spend at least half their time in the classroom working one-on-one with teachers. The study found that districts tended to establish similar policies and supports for coaches regarding hiring, compensation, evaluation, and training.
Coaches Divided Their Time Among Many Activities
Reading coaches typically divided their time among many activities, including formal work with teachers, informal coaching, administrative duties, data analysis, and noncoaching duties. Although coaches spent the most time on one-on-one work with teachers, this activity typically accounted for less than half of coaches' time (the amount recommended by the state). Moreover, coaches tended to work mostly with reading teachers, and were much less likely to focus on teachers specializing in other disciplines, such as English, mathematics, or science.
Teachers and Principals Reported That Coaches Had Positive Effects
The majority of reading and social studies teachers reported that the coach had influenced their instructional practice. More than 40 percent characterized this influence as "moderate to great" in magnitude; approximately two-thirds believed that these interactions helped them feel more confident in their ability to teach reading to students. The vast majority of principals also reported that their coaches had a positive effect on their own knowledge, the school climate, and students' motivation to read.
Coach Effectiveness Was Associated with Perceptions of Coach Quality and Administrator Support
On average, those coaches who received higher teacher ratings for their knowledge and skills also tended to be perceived as having greater influence over teachers' practice. Coaches' ability to support adult learners (i.e., teachers) (as reported by principals) was also associated with positive perceptions of coach influence in the classroom. Principal and district support for coaching appears to be another enabler of coach effectiveness.
However, ensuring the quality of coaches was a concern for many administrators. Some administrators raised questions about schools' ability to recruit and retain high-quality coaches, and some questioned the particular skills and knowledge of their coaches. Moreover, many coaches expressed a desire for additional professional development to help them understand specific needs of adult learners and how to support them effectively.
Evidence Is Mixed Regarding the Impact of Coaching on Student Achievement
Researchers found that having a state-funded coach was associated with small but significant improvements in average annual gains for middle school students (as measured by the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards reading test) for two of the four cohorts analyzed (those schools first receiving a coach in 2003 and 2005). However, significant effects were not seen for the 2004 and 2006 cohorts.
Frequent Review of Assessment Data Was Associated with Positive Outcomes
There was a significant, though small, relationship between the frequency with which coaches reviewed assessment data with reading teachers and better student scores in reading and mathematics. Moreover, social studies teachers' perceptions of coaches' effectiveness in influencing their instruction were strongly related to the frequency with which the coach reviewed assessment data with them.
Barriers to Coaching Included Lack of Time for Coaching, Teachers' Reluctance to Work with Coaches, and High Teacher-Coach Ratios
The study identified several barriers constraining coaches' ability and opportunity to provide instructional support to teachers. Most notably, more than half of coaches cited the large amount of time needed to coordinate and administer assessments as a moderate or great hindrance to their work, and about a third felt that the school schedule did not provide teachers with adequate planning time to meet with coaches. About one-third of coaches reported that some teachers were reluctant to work with them. Nearly a third of coaches and principals indicated that the ratio of teachers to reading coaches negatively affected the ability to coach, and many district coordinators and coaches noted the challenges involved in supporting many teachers at once.
Based on the findings of the study, researchers offered several recommendations for policymakers, administrators, and other school officials.
- Develop a pipeline of qualified candidates. District administrators might consider recruiting and training a pool of qualified candidates from which to draw in future years or when positions turn over.
- Nurture administrator support for reading coaches. In particular, many administrators would benefit from additional guidance concerning how to identify, recruit, and retain high-quality coach candidates.
- Continue professional development for coaches, with additional emphasis in certain areas. More support was requested for supporting adult learners, teaching reading to special populations (English language learners, special education students), and incorporating literacy across all the content areas.
- Encourage coaches to review assessment data with teachers. Administrators should continue to provide coaches with professional development in data analysis, with a particular focus on taking action in response to data assessment results.
- Address barriers to enable coaches to work more with teachers. District and school leaders might consider minimizing administrative demands on coaches, providing additional training to coaches to help them work with resistant teachers, and basing coach assignment on the needs of each school (i.e., student performance, numbers of inexperienced teachers), potentially allocating more than one coach to large, high-needs schools when possible.
This research brief describes work done for RAND Education and documented in Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches, by Julie A. Marsh, Jennifer Sloan McCombs, J. R. Lockwood, Francisco Martorell, Daniel Gershwin, Scott Naftel, Vi-Nhuan Le, Molly Shea, Heather Barney, and Al Crego, MG-762-CC, 2008, 268 pp., ISBN: 978-0-8330-4509-6 (Full Document).
This product is part of the RAND Corporation research brief series. RAND research briefs present policy-oriented summaries of individual published, peer-reviewed documents or of a body of published work.
Copyright © 2008 RAND Corporation
The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.


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Why can't I invoice, approve, or archive items when a timer is running?
Harvest prevents you from taking certain actions when a timer is running. This gives you the opportunity to correct timers that are running by mistake and prevents accidents like invoicing or archiving a project that someone is currently tracking time to.
You won't be able to do the following if an associated timer is running:
- Invoice for the project and time period that includes the running timer.
- Submit a timesheet for approval.
- Approve a timesheet (if a timer was started after the timesheet was submitted).
- In Time > Pending approval, clicking Approve all timesheets will approve only projects without running timers.
- Archive a project, person, or task.
When you attempt any of those actions, you'll see a warning with a clickable date that takes you back to the timesheet entry in question. The timesheet owner, an Administrator, or a Manager with the optional permission to Create and edit time and expenses for people and projects they manage will need to stop the running timer before proceeding. Administrators and Managers (with edit permissions) can learn how to do that from How to view or edit another person's timesheet.
Managers without permission to Create and edit time and expenses for people and projects they manage can't stop another person's timer; instead, they can notify a person about a running timer via the Send user email link found on all timesheets in Time > Pending approval for submitted timesheets.
Running timers and recurring invoices
If a timer is running for a project included on a recurring invoice template at the time the invoice is set to be generated, we won't be able to generate the invoice. In this instance, we'll email all Administrators in the account to let them know that the invoice failed to be generated. This email will include a link to stop the timers.
Once the timers have been stopped, if you'd like an invoice to be generated before the next date in the recurring invoice template sequence, you'll need to manually generate a single invoice from Invoices > Overview.


When you press the Print button on a screen, a window will appear as follows:
The fields are:
Printer - shows the default printer for your current location - if this is defined (see Administration|Organisation|Practice Location), otherwise the first available printer. Use the pull-down to select the required printer.
Copies - set the number of copies required
The Preview button will generate and display a copy of the document in your browser.
The Mail button will generate a copy of the document and bring up an email window so that you can email the document.
Syndicate content


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The excitement of viewing our Sun through a dedicated solar telescope is sure to provide many hours of visual enjoyment and educational insights. This package is fully upgradeable at any time without ever having to go back to the factory. As the Sun becomes increasingly more active, you will appreciate that the instrument can grow right along with it.
Lunt LS60THa solar telescopes with a pressure tuner provides the basic essentials perfect for a first time introduction to Daytime Solar Observing, while also including the newest technology for fine tuning, allowing basic research of the Sun's disk and some surface details.
True Doppler Tuning (Pressure Tuning) allows for a shift into and away from the user, adding a 3D like component to the viewing experience. While it has minimal effect on prominences due to them being at the edge of the disk, it does have an effect on filaments and active regions on the surface. While looking at a filament at the center of the Sun the user has the ability to Doppler shift from the base of the filament to the tip, following the filament through its structure, allowing for enhanced visual and imaging capability for the observer as well as a research tool for the avid hobbyist. The pressure tuning system provides an order of magnitude more precision to the tuning of the desired features.
- Narrow Band Hydrogen-alpha (656.28nm) Dedicated System.
- A refractor based system with a 60mm front objective.
- An internal Etalon with a pressure tuner allows for <0.70 Angstrom bandpass, providing a perfect blend of edge and surface detail.
- The system includes the clamshell with threaded holes for mounting, dust caps, and an aluminum re-enforced case.
- An eyepiece is NOT included, and although any eyepiece will work, Lunt recommends their 7.2-21.5mm Lunt Zoom eyepiece.
Specifications: (single stacked)
- Type: Single Interference Etalon
- Tuning: Internal Pressure Tune (Doppler True Tuning)
- Aperture: 60mm
- Focal Length: 500mm
- F Ratio: F/8.3
- Bandpass: <0.70 Angstroms @ 656nm
- Focuser: 2" Starlight Feather Touch Focuser with 10:1 fine adjustment and 1.5" travel
- Mounting: Integrated clamshell style with 1/4-20 tapped base
- Color: Pearl White with Black and Red accents
- Diagonal: B1200 Blocking Filter with 1.25" eyepiece holder and male T thread
- Storage: Aluminum finished hard case with fitted foam
|Telescope Aperture||2.36" (60mm)|
|Manufacturer||Lunt Solar Systems|
|Telescope Aperture||Up to 80mm|
|Telescope Series||Lunt Solar Ha|


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Free Vibration of SDOF systems Realised by Zied souissi.
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... konulu sunumlar: "Free Vibration of SDOF systems Realised by Zied souissi."— Sunum transkripti:
1 Free Vibration of SDOF systems Realised by Zied souissi
2 Definition The minimum number of independent coordinates required to determine completely the positions of all parts of a system at any instant of time defines the degree of freedom of the system. A single degree of freedom system requires only one coordinate to describe its position at any instantof time.
3 Single degree of freedom system For the simple pendulum in the figure, the motion can be stated either in terms of θ or x and y. If the coordinates x and y are used to describe the motion, it must be recognized that these coordinates are not independent. They are related to each other through the relation. where l is the constant length of the pendulum. Thus any one coordinate can describe the motion of the pendulum. In this example, we find that the choice of θ as the independent coordinate will be more convenient than the choice of x and y.
4 Free vibration of undamped SDOF Consider the single ‐ degree ‐ of ‐ freedom (SDOF) system shown in the figure. The spring is originally in the unstretched position as shown. It is assumed that the spring obeys Hooke's law. The force in the spring is proportional to displacement with the proportionality constant (spring constant) equal to k.
5 Free vibration of undamped SDOF The stiffness in a spring can be related more directly to material and geometric properties of the spring. A spring like behaviour results from a variety of configurations, including longitudinal motion (vibration in the direction of the length), transverse motion (vibration perpendicular to the length), and torsional motion(vibration rotating around the length).
6 Free vibration of undamped SDOF
7 Free vibration of undamped SDOF To determine the position as a function of time, the equations of motion are employed; the free body diagrams are drawn as shown in the figure.Note that x is measured positive downward, Applying Newton's second law, But condition from the static condition, note that W=kδst. Thus, the motion becomes: With the standard form of: This is III Case that has complex roots where the general solution was computed as: Since in the above equation: It is shown that
8 Free vibration of undamped SDOF where A et B are constants of integration and Here ωn defines the natural frequency of the mass. This is the frequency at which the mass will move regardless of the amplitude of the motion as long as the spring in the system continues to obey Hooke's law. The natural frequency in Hertz is: The initial conditions x = xo at t=0 and x = x at t = 0 are used to evaluate the constants of integration A and B. When substituted into the equation We get and consequently
9 Free vibration of undamped SDOF The sum in the equation can also be combined to a phase shifted cosine with amplitude and phase angle φ=arctan(B/A). For this purpose let: Introducing the new values of A and B into We get Since X(t) can be expressed as: Where φ=arctan(B/A) and consequently:
10 Free vibration of undamped SDOF The equation is a harmonic function of time Thus, the spring-mass system is called a harmonic oscillator. The nature of harmonic oscillation is shown in the figure. If C denotes a vector of magnitude C, which makes an angle ωnt ‐ φ with respect to the vertical x axis, then the solution x(t)=Ccos(ωt - φ) can be seen to be projection of vector C on the x axis.
11 Damping Undamped and damped vibration: The response of a spring ‐ mass model predicts that the system will oscillate indefinitely. However, everyday observation indicates that most freely oscillating systems eventually die out and reduce to zero motion. The choice of representative model for the observed decay in an oscillating system is based partially on physical observation and partially on mathematical convenience. The theory of differential equations suggests that adding a term to equation of the form, where c is a constant, will result in a solution x(t) that dies out. Physical observation agrees fair well with this model and it is used very successfully to model the damping or decay in a variety of mechanical systems. This type of damping is called the viscous damping.
12 Damping The laminar flow of the oil through the perforations as the piston moves causes a damping force on the piston. The force is proportional to the velocity of the piston, in a direction opposite that of the piston motion. This damping force has the form: where c is a constant of proportionality related to the oil viscosity. The constant c, called the damping coefficient, has units of Ns/m, or kg/s.
13 Damped free vibration of SDOF Consider the spring ‐ mass system with an energy dissipating mechanism described by the damping force as shown in the figure. It is assumed that the damping force FD is proportional to the velocity of the mass, as shown; the damping coefficient is c. When Newton's second law is applied, this model for the damping force leads to a linear differential equation,
14 Damped free vibration of SDOF The ODE is homogeneous linear and has constant coefficients. The characteristic equation is found by dividing the below equation by m: By the roots of a quadratic equation, we obtain: Where It is now most interesting that depending on the amount of damping (much, medium or little) there will be three types of motion corresponding to the three cases I, II and III.
15 Damped free vibration of SDOF
16 Define the critical damping coefficient cc as that value of c that makes the radical equal to zero, Define the damping factor as: Introducing the above equation into We find Then the solution can be written as:
17 Three cases of damping Heavy damping when c > cc Critical damping c = cc Light damping 0 < c < cc
18 To Summarize Natural frequency Damping Ratio Equation of motion Standart form of equation of motion Assume following initial conditions Assume a harmonic solution
19 To Summarize Equation of motionHarmonic solution Types of Free Vibrations
20 To Summarize General harmonic solution Applying initial conditions
21 Example:
22
23 1.Underdamped vibration By applying initial conditions and expand with cos and sine terms gives
24 1.Underdamped vibration
25
26 Example: Governing equation of motion of an underdamped single degree of freedom system is given as a)Find the natural frequency b)Find the damping ratio c)Find the damped natural frequency of the system d)Find the free vibration response amplitude and its phase for the following initial conditions: e) Draw roughly the amplitude-time graphics of the response
27 Example: Governing equation of motion of an underdamped single degree of freedom system shown below is given as a)Find all vibration parameters
28 Solution:
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Verification Central
A Strategy to Verify an AXI/ACE Compliant Interconnect (2 of 4)
In the last post of this series, we focused on the first level of testing required for verifying an AXI/ACE Compliant Interconnect — Integration/Connectivity testing. In this post, we will focus on basic coherent transaction testing. We use the term basic to signify something that is a prerequisite before we move on to more advanced testing. Coherent transactions are a set of transactions used in the AXI/ACE protocol to perform load and store operations. Each of these transactions have a different set of response requirements from the Interconnect. Further, each of these transactions can be used in multiple configurations. We need to verify that the Interconnect works correctly for each of these transaction types. We will first give an overview of the protocol before moving on to a testing strategy for these.
Overview of the ACE Protocol
The ACE protocol provides a framework for system level coherency. It enables correctness to be maintained when sharing data across caches. It also enables maximum reuse of cached data. The protocol is designed to support different coherency protocols such as MESI, ESI, MEI and MOESI (where M stands for Modified, O for Owned, E for Exclusive, S for Shared and I for Invalid). The ACE protocol is realized using:
 - A five state cache model to define the state of any cache line in the coherent system as shown in the diagram below:
The defined states are:
– Valid, Invalid: When invalid, the cacheline does not exist. When valid, the cacheline is present in the cache.
– Unique, Shared: When unique, the cache line exists only in one cache. When shared, the cacheline might exist in more than one cache.
– Clean, Dirty: When clean, the cache does not have responsibility to update main memory. When dirty, the cache line has been modified with respect to main memory and this cache must ensure that main memory is eventually updated.
 - Additional signaling on existing AXI4 channels that enables new transactions and information to be transmitted.
 - Additional channels, know as snoop channels, that enables an Interconnect to access information that is stored in the cache of masters connected to it.
We will shed more light on the ACE protocol with an example of a load operation and a store operation from a shareable location.
Performing a Load Operation
Consider the system given below with two masters connected to an Interconnect. Both masters have a cache. The Interconnect is also connected to the main memory. Consider the scenario where Master 1 needs to read the value stored in a variable u. Also assume that this value is already stored in the cache of Master 2. The following sequence is used to retrieve the value of u:
 - Master 1 issues a read transaction on the read address channel (1)
 - Interconnect issues a snoop transaction on the snoop address channel of master 2 (2)
 - Master 2 returns the snoop response and data information (3a)
 - If master 2 did not return data, the Interconnect reads it from main memory (3b). Note that it is permissible for the Interconnect to read from main memory even before receiving a response to the snoop transaction
 - Once the data is received it is returned to master 1 through its read data channel (4).
A ReadClean, ReadNotSharedDirty or ReadShared transaction is used for a load operation from a shareable location. A ReadClean transaction is used when an initiating master does not want to accept responsibility to update memory. A ReadNotSharedDirty transction is used when a master wants to load data and can accept the cacheline in any state except the SharedDirty state. A ReadShared transaction is used when a master wants to load data and can accept the cache line in any state. If no cached copy is required, a ReadOnce transaction is used. A ReadNoSnoop is used to read from a nonshareable location.
Performing a Store Operation
In the above system consider that Master 1 wants to write a new value to the variable u. The following sequence is used to store the new value into Master1's cache:
 - Master 1 issues a transaction indicating that it would like a unique copy of the cacheline storing u. This is done by sending a MakeUnique transaction (1).
 - The Interconnect sends a snoop transaction to Master 2 to invalidate its cacheline. This is done by sending a MakeInvalid transaction (2).
 - Once the invalidation is complete, Master 2 responds on its snoop response channel (3).
 - The Interconnect now responds back to master 1 indicating that all other masters have invalidated the cacheline storing value of variable u (4).
 - Master 1 now writes the new value of u in its cache. At this point the cacheline is in a unique state for master 1 and this cacheline does not exist in master 2.
Depending on whether a full cacheline store or a partial cacheline store is required, and whether the master already has a copy of the cacheline, a MakeUnique, CleanUnique or ReadUnique transaction is used for a store operation. If the master that is storing does not have a cache, but would like to write into a shareable memory location, a WriteUnique or WriteLineUnique transaction is used. A WriteNoSnoop transaction is used to write into a nonshareable location.
Other transactions used in ACE
 - Memory Update Transactions which are used to write a dirty line into memory. A WriteBack or WriteClean is used for this.
 - The Evict transaction is issued by a master to indicate the address of the cacheline being evicted from its local cache.
 - Cache maintenance transactions are used to access and maintain caches of other master components in a system. A CleanShared, CleanInvalid or MakeInvalid transaction is used for this.
 - Barrier transactions are used to provide guarantees about the ordering and observation of transactions in a system. This is dealt with in detail in a subsequent post.
 - Distributed Virtual Memory (DVM) transactions are used for virtual memory system maintenance.
Basic Coherent Transaction Testing
As described above, a number of different transactions are used in ACE to maintain coherency. Since each of these transaction types have different response and coherency requirements, it is good to test each of the transaction types individually to make sure that the Interconnect meets all the specification requirements. We will take the example of ReadShared transaction to describe the verification requirements for these transaction types in general.
Below is a table from the specification showing the cacheline state changes for ReadShared transaction:
In the above table, the Start State refers to the state of the cacheline in the master before the transaction was issued. RRESP refers to the response given by the Interconnect to the master that initiated the transaction. The Expected End State refers to the state of the cacheline after the transaction is complete. The last two columns refer to other possible end states based on whether a snoop filter is present or not, the details of which we will not get into in this post. The second table refers to speculative read. This represents a transaction that was issued even before the master could read the status of the cacheline. Basically, a Read transaction need not be sent out of the master if its cache already has an entry for that address. However, to improve performance, a master might choose to send out a transaction even before it gets information on the status of a cacheline. If the transaction was sent out in such a state, it is represented in the second table.
As seen from the tables above, there is a fairly large verification space for a single transaction. An important aspect to take note of is that the stimulus requires traffic from multiple masters. This is because the state space to be covered demands that all different response types and cache states are tested. The different response types can be created in the system only if the masters have cachelines in certain cacheline states relative to each other. For example, a response type (RRESP) of 10 indicating that the cacheline is shared by another master, requires that the cacheline is present in a master that is snooped by the Interconnect. The figure below summarizes the key requirements for testing this sequence:
 - The sequence must initialize the system to a random, but valid state before a transaction of a certain type is initiated. This ensures that all different response types and cacheline states are exercised.
 - Initialization must ensure that the rules of the states of cache are adhered too. For example a cacheline can be unique or dirty in only one cache. If a cacheline is present in two masters and both cachelines are clean, then their data should be the same. Similarly, if all the cachelines of a location are clean, then the contents of the cacheline must match that of the memory.
 - A sequence must be configuration-aware: it must be aware of the number of masters in the system, the interface types of these masters and so on. Making sequences configuration-aware ensures that the sequences are portable across systems with varying topologies.
Key Verification Points
 - Coherency across master caches: at any given point of time all masters must have the same view of data.
 - Coherency across master cache and memory: if all cachelines are clean, then the contents of the cacheline must match that of memory.
 - Snoop transactions: each transaction initiated by a master has a corresponding snoop transaction that will be initiated by the Interconnect. We need to ensure that the snoop transactions issued by the Interconnect are correct.
 - Data integrity between snoop and coherent


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The Open qPCR provides data on the fluorescence value, background subtracted value, and baseline subtracted value for each channel of each PCR well. These values are included in the amplification_data.csv file included in your individual experiment exports.
Fluorescence values are raw fluorescence measurements taken by the Open qPCR before taking calibration into account.
Background subtracted values take the calibrated values (post calibration for water, HEX, and FAM) into account to adjust for well-to-well variation. This is dependent on the data generated from the calibration that you perform. The values here have not gone through baseline subtraction.
Baseline subtracted values are the fluorescence values after the software performs baseline alignment of the amplification curves. Baseline refers to the background signal level prior to any significant product amplification. By turning baseline subtraction on, the software takes the baseline portion of each curve and brings it to 0. Baseline subtraction has no impact on Cq for the Cy0 and cpD2 methods.


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As design students, still learning our craft, we seldom get the opportunity to see our ideas taken through to implementation. As such, it can be difficult for us to fully understand the close relationship between engineering and design, and the need for engineers and designers to collaborate to produce achievable and successful products.
This article discusses the importance of integrating design and engineering, arguing that "When design is seen as a satellite that orbits engineering, it usually comes crashing back to earth." The article talks about the importance of designers understanding the technologies they are designing for and have a strong awareness of what is actually possible. This is something that even as students we can all make an effort to do in our work. Above all, the article emphasises that design should be a conversation between all parties involved, with designers seeking feedback early and consistently throughout the process. "Being a great designer requires you to be empathetic, not only to users or clients, but to your engineers as well. It's about involving them in the design process, and understanding the technology that enables your design. It'll make you a stronger designer, and result in a better product in the long term."


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Computers can sleep, hibernate, or shut down. Sleep allows you to quickly resume using your laptop at the cost of some electricity. Hibernate is like shutting down your computer, but you can still resume working where you left off.
There's no right answer in all situations. Some people leave their computers running 24/7, while others shut down computers the moment they step away. Each of these options has its advantages and disadvantages.
Image Credit: DeclanTM on Flickr
Shut Down vs. Sleep vs. Hibernate
Each of the three power-down states appears to shut off your computer, but they all work differently.
- Shut Down: This is the power-off state most of us are familiar with. When you shut down your computer, all your open programs close and the computer shuts down your operating system. A computer that's shut down uses almost no power. However, when you want to use your computer again, you'll have to turn it on and go through the typical boot-up process, waiting for your hardware to initialize and startup programs to load.
- Sleep: Also known as Sleep or Standby. In sleep mode, the computer enters a low-power state. Power is used to keep the computer's state in memory, but other parts of the computer are shut down and won't use any power. When you turn on the computer, it will snap back to life within just a few seconds. You won't have to wait for it to boot up – everything will be right where you left off. However, this uses more power than shutting down or hibernating your computer.
- Hibernate: Your computer saves its current state to your hard drive, essentially dumping the contents of its RAM into a file on its hard drive. When you boot up the computer, it will load the previous state from your hard drive into its RAM. This allows you to save your computer's state, including all your open programs and data, and come back to it later. It takes longer to resume from hibernate than sleep, but hibernate uses much less power than sleep. A computer that's hibernating uses about the same amount of power as a computer that's shut down.
If you put your computer to sleep and its battery becomes critically low, the computer will automatically go into hibernate mode to save your state.
When To Shut Down, Sleep, and Hibernate
Different people treat their computers differently. Some people always shut down their computers and never take advantage of the convenience of the sleep and hibernate states, while some people run their computers 24/7.
- When To Sleep: Sleep is particularly useful if you're stepping away from your computer for a small amount of time. You can put your computer to sleep to save electricity and battery power. When you need to use your computer again, you can resume from where you left off in just a few seconds. Your computer will always be ready to use when you need it.
- When To Hibernate: Hibernate saves more power than sleep. If you won't be using your computer for a while – say, if you're going to sleep for the night – you may want to hibernate your computer to save electricity and battery power. However, hibernate is slower to resume from. If you're hibernating or shutting down your computer every time you step away from it throughout the day, you may be wasting a lot of time waiting for it.
- When To Shut Down: Most computers will resume from hibernate faster than they will boot up from shut down, so most people will probably want to hibernate their laptops instead of shutting them down. However, some computers or software may not work properly when resuming from hibernate, in which case you'll want to shut down your computer instead. It's also a good idea to shut down (or at least restart) your computer occasionally – most Windows users have noticed that Windows needs an occasional reboot.
The exact amount of power used by sleep and hibernate will depend on the computer, although sleep mode generally uses just a few more watts than hibernate. Some people may opt to use sleep instead of hibernate so their computers will resume faster – while it does use marginally more electricity, it's surely more power efficient than leaving a computer running 24/7.
Hibernate is particularly useful to save battery power on laptops that aren't plugged in. if you want to take your laptop somewhere and you don't want to waste valuable battery power, you'll want to hibernate it instead of putting it to sleep.
Making Your Choice
Once you've made your choice, you can control what happens when you press the power button on your computer or close the lid on your laptop. To do so, press the Windows key, type Power buttons, and press Enter. You'll see the power button options in the Windows Control Panel. (On Windows 8, you'll need to click the Settings option on the search screen after typing Power buttons.)
You can modify your computer's power-saving options to control what it does automatically when you've left it idle. Consult our article on sleep vs. hibernate for more information.
Do you put your computer to sleep, hibernate it, shut it down, or just leave it running 24/7? Leave a comment and let us know!
Chris Hoffman is a technology writer and all-around computer geek. He's as at home using the Linux terminal as he is digging into the Windows registry. Connect with him on Google+.
- Published 11/10/12


text:
The Black Voice News
California has a history steeped in Black people who were formerly enslaved, freed, and during and after slavery expanded to the West Coast. The mountains were formidable barriers to travel and many came by sea. Those who came into Southern Calif. by land came through the Cajon Pass.
One of these people was James Hamilton. Born in 1822, he was the first resident who wasn't a native Indian to live in the Anza area. The year he arrived was 1873, just 12 years after the Emancipation Proclamation was signed by President Abraham Lincoln.
According to the "San Jacintos" by John F. W. Robinson and Bruce Risher, Hamilton was sometimes called "Uncle Jim" or "Nigger Jim" even the downgrade rode to Anza was known as "Nigger Jim" Grade. After traveling west from Ohio with an 1847 Mormon wagon train, he lived with Sioux Indians and in the early 1850s he arrived in San Bernardino.
He tried to homestead a claim on Mexican land and because the claim was not valid he moved on to Vail Lake, an area close to Temecula. There he and his children were again unsuccessful in staking a claim. His third try was a charm. He successfully obtained 160 acres located in the area of present day Anza. Even by today's standards he and his sons built a sizable ranch.
Hamilton and his sons, Joe, Henry, and Frank suffered discrimination living in the area. In 1897 two years before his own death, his son Frank, who was a lawman, was murdered.
The family remained in the area. Several sections of the land homesteaded by Hamilton included the area of Kenworthy, Cahuilla Valley and Anza Valley. Lincoln the last of the Hamilton cowboys died in 1976.
Today Hamilton's presence is still obvious in the naming of Hamilton Creek and Hamilton School and the Hamilton Museum.
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text:
The Book of Escomb
Things you find in Church
The Escombe Textile
Links for Escombe Saxon Church
How did you hear about Escombe Saxon Church
A font is a basin for the Holy water used in a baptism (christening), a ceremony of sprinkling water on a person's (baby's) forehead or of totally immersing the person in water. Baptism symbolises purification or regeneration and admission into the Christian church.
The octagonal font at Escombe is at least 800 years old but could be much older. It has been carved out of a single piece of sandstone and may have been part of a Roman fountain. In late Saxon times it was the custom for babies to be totally immersed in the Holy water in the font but earlier than this, adult baptism was the usual ceremony. This could be by total immersion in a place such as the nearby river or by standing in the font, which would have been on the floor in those days.
The water in the font, which was changed once a year, was blessed at the service on Easter Sunday to be used throughout the rest of the year.
In the 13th century, the Archbishop of York ordered that fonts should be locked. This was to prevent people stealing the baptismal water and using it for superstitious practices e.g. to counteract the effects of a neighbour's curse or a witch's spell. The problem was what to do with the unused Holy water the following Easter. It could not be thrown away as a witch hiding in the churchyard might catch it to use for spells. It had to stay in Holy ground.
The nave is the main part of the church building where people sit for services.
The chancel is the part of the church containing the altar and seats for the clergy (priests, vicars, ministers) and choir. It is separated from the nave by steps or a screen.
|The sanctuary is the most sacred part of the church and is where the altar is.
Because Escombe Saxon Church was built to a very simple plan, the sanctuary and chancel are the same place, separated from the nave by a step and the chancel arch. The arch is thought to have been re-assembled from a Roman arch, brought with the rest of the stone from Binchester. The original arch was probably much lower, having all the upright stones horizontal. This wouldn't look right in such a tall building, so the Saxons put alternate stones on end to make it higher. It is a typical Anglo-Saxon arrangement, the first of its type and has been named 'Escombe Fashion' after this arch and is still called so by architects today.
|The table in the sanctuary in a Christian church at which the bread and wine are consecrated in communion services.|
These are the consecrated elements (bread and wine) of the Eucharist. They are used in the service of Holy Communion, commemorating the Last Supper (before Jesus was arrested) in which bread and wine are consecrated (made sacred) and consumed. The bread and wine represent the body and blood of Christ.
The lectern is a reading stand with a sloping top. It is tall enough for people to stand to read lessons from the Bible or to preach a sermon (a talk given by the priest or minister during the service.)
A sign signifying the Christian religion.
The stone cross behind the altar is probably older than the church and may have formed part of a preaching cross or grave cover. It is a 'green cross' or 'living cross' with rose-like flowers growing from it.
There is a 'consecration cross' cut into the stonework behind the lectern. We must remember that the stone for Escombe Church came from a Roman fort so when the church was finished, it needed to be consecrated (made sacred as a holy building.) There were originally 5 consecration crosses, the one behind the lectern and one on each corner of the church outside. Now only one of the outside crosses can still be seen.
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text:
Fort Fisher is a sand beach marked by a low rocky outcrop.
This is a remnant from an old
Pleistocene headland and is a unique feature of the southern North Carolina coast.
This beach rock, called coquina, is composed of
cemented together with shells.
How do you think this coquina rock outcrop affects sand movements on the nearby beaches?
How is a rocky habitat different from a sandy habitat?
Here is a series of QuickTime Panoramas of the Fort Fisher beach.
Panorama 1 (Interactive) (922 K)
Panorama 2 (631 K)
Panorama 3 (631 K)
These photographs and panoramas were taken at:
33 58' 25 N, 77 54' 51 W
Click on a thumbnail photo to view a full screen image.
©1998, Alec M. Bodzin for the Science Junction, NC State University. All rights reserved.
| Teacher Terminal | Science Junction | NC State University |


Can You Build Your Own Gaming Laptop?
Short Answer
You can customize a barebones laptop, but we'd always advise against it since it will end up costing you more money and a lot of time and energy, all the while there are virtually no merits to customizing such a laptop today.
If you're a gamer, then you've definitely seen those flashy custom PCs, with their fancy RGB lighting and cutting-edge liquid cooling. Now, you also might have asked yourself the question: can you build your own gaming laptop? Well, you've definitely asked yourself that if you went and Googled it.
In this article, we'll answer that question and elaborate more on it, as well as mention a few more points that are relevant to the subject and that you may find interesting.
How to Build Your Own Gaming Laptop
How To Build A Laptop
One of the reasons as to why gaming laptops are as awesome as they are is the sheer power that they pack inside a relatively compact frame. As you might have guessed, fitting a massive GPU and all the other components inside a laptop is nowhere near as easy as it is to install them in your run-of-the-mill ATX computer case.
So, can you build a gaming laptop the same way that you can build a desktop gaming PC? Well, the answer is: no.
Fitting all the components inside a laptop chassis is difficult in itself, and combining that with adequate cooling that would actually allow them to function properly without overheating is a whole other level of difficult. This is why gaming laptops (and laptops in general) are assembled in factories.
However, barebones laptops do exist, and if you're dead-set on building your own custom gaming laptop, that would be as close as you could get. As the term "barebones" implies, these laptops have only the most basic components and can be customized more easily than most other laptops.
Should You Build Your Own Gaming Laptop?
Building A Laptop
So, in a sense, you can have a customized gaming laptop. The better question, though, is should you even bother with one?
Our answer would have to be no, you shouldn't, and here's why:
 1. Getting the parts can be difficult and expensive. Unlike with desktop PCs, the components that go into laptops are not standardized and are often customized in order to physically fit a chassis and/or to generate less heat. Because of this, you could go through a lot of trouble and spend a lot of money to get, say, a mobile version of a GPU or a motherboard that you've got in mind and that's not readily available for purchase in stores.
 2. Putting it all together can be an arduous task. As already mentioned, putting a laptop together is difficult. Putting together a desktop PC is a breeze for most people since all you need is a screwdriver and there's usually never a lack of space. With a laptop, even if you get all the parts and components you need, they'd still need to fit the chassis properly and would need to be installed with utmost precision.
 3. Upgrading would be an even bigger problem. One of the main advantages of custom PCs is their upgradeability. When you want to upgrade your GPU, you just pop out the graphics card, sell it, and buy a new one. Considering that finding the proper parts for a custom gaming laptop is not an easy task, as we've already established, it makes long-term upgradeability even more problematic.
 4. Pre-built laptops are an easier and more cost-effective solution. Today, you can find a wide range of gaming laptops to suit everyone's needs and fit into everyone's budget. What's more, a pre-built laptop will not only save you the time and energy that you'd invest in building a custom laptop, but it will also cost you less money and potentially include some extra features that you'd be hard-pressed to find in a barebones laptop.
Those would be all the key reasons why we think trying to build a custom gaming laptop is a bad idea. However, there are some ways to customize/upgrade a gaming laptop without needing to resort to meddling with the internals…
External GPUs
external gpu
External GPU cases have only become popular relatively recently, so what's the deal with those?
Essentially, an external GPU case is just what the name implies: a compact case that houses a graphics card and a power supply for said graphics card. They connect to a laptop or a PC via a Thunderbolt 3 port, ensuring a stable high-speed connection.
That said, many are also quite portable, and the fact that they use desktop graphics cards means that they will usually offer better performance than a mobile version of that GPU, though Thunderbolt 3 isn't quite as fast as a PCIe connection. As such, it poses a bottleneck that some might find problematic.
In any case, if you're looking for a way to upgrade your laptop's graphics solution, an external GPU would be the best way to do that. Check out our buying guide where we go over several of the best external GPUs that you can get right now.
So, while an external GPU is upgradeable, relatively portable, and offers improved performance compared to mobile GPUs, it's still not a flawless solution. For one, it requires a Thunderbolt 3 connection, and not every laptop has this. Furthermore, they are usually on the pricey side, and as we've mentioned above, they still can't match desktop performance due to the connection bottleneck. Which brings us to our next point…
Laptop vs Desktop – Which Is Better For Your Needs?
Build Your Own Laptop
To be perfectly frank, the only reason to get a gaming laptop over a desktop gaming PC is the portability that it offers. If you travel a lot or if you want a device that can serve both as a gaming machine and a laptop that you'd also use for work or for school, then a gaming laptop would be a good choice.
However, if this doesn't apply, a desktop will always be a better solution than a laptop, period.
And why is that? It's simple:
 1. They cost less and offer better value for your money. You'll find that a gaming laptop that has specs identical to those of a pre-built gaming PC will cost significantly more, all the while it will be lagging behind the desktop in terms of performance.
 2. They offer better performance. As we've already stated, gaming laptop cooling can be problematic. Powerful graphics cards and CPUs generate a lot of heat, and as the cramped chassis of a laptop offers very limited airflow, laptops usually resort to thermal throttling in order to avoid overheating. As a matter of fact, a cooling pad is almost always a must-have when it comes to gaming laptops, and even then, this only constitutes a limited improvement.
 3. They are easier to upgrade. Once again, we get to the subject of upgradeability, and upgrading a desktop is a whole world easier than upgrading a laptop, for all the reasons that we've already mentioned in the article. When you want to upgrade a certain component, you can just sell the old one and install a new one without having to worry too much about hardware compatibility.
If you want to build a custom desktop instead of a custom laptop, check out this article or the video below where we go over the basics. We've also put together several configurations to fit various budgets, including $300, $600, $1000, and $1500 gaming PCs.
Conclusion
Build A Laptop
So, in the end, building a customized laptop is technically possible with barebones laptops, but for all the reasons listed in the article, we strongly advise against it.
Chances are, you'd probably be better off with a desktop PC, and if you do need the portability that a gaming laptop offers, getting a pre-built one would save you time, money, energy, and you'd have a laptop that actually looks good and potentially packs some neat extra features.
You Might Also Be Interested In These


text:
May 6, 2011
The following is a guest post by Erin Rothstein, a contemporary artist and curator based in Toronto. To learn more about Erin's practice check out _URL_.
A condo is more than a collection of private residences – it is a singular building, whose public façade is part and parcel of the home we build within it. As careful as we are in choosing decorative pieces for our own private spaces—pieces that might make us feel nostalgic, or cultured—so too should we take pride in public art collections that give us this same sort of feeling. Subsequently, I undertook to explore the role of public art in condos around the city of Toronto. The following three buildings caught my attention, embodying many of the qualities I look for in a well-designed space
1. The Hudson (438 King St. W.)
This Gluckstein designed space epitomizes "smart art" in a number of ways: the massive grouping of photographs is intriguing and stunning, playing to the relationship between art and display. An artwork in itself, the grouping demonstrates a keen sense of balance between content, composition, and scale. Groups of black and white photos in mismatched frames tend to remind us of familiar spaces. The Hudson grouping capitalizes on this familiar feeling, creating a bold and identifiable art installation that essentially becomes a stamp of culture for anyone who lives in the building.
Also worthy of note is the aesthetic of books in the Hudson's design. Books can lend a timeless, erudite sophistication to any space. Here, the lobby is the living-room of those who live at the Hudson. This idea is reflected in the large scale piece above the desk. To be sure, the art in this condo lobby creates an ambiance of culture and personality through timeless imagery, inventive groupings, and bold choices in scale.
2. The Annex Lofts (113-115 Dupont)
This amazing loft conversion by Zinc Development is the ideal setting for an edgy art collection with contemporary magnificence. Each piece of art is like a code to be cracked, adding another layer of exclusivity to this industrial-chic condo.
3. Lumiere (770 Bay St.)
Designed by Munge-Leung, Lumiere exudes luxury in its crisp, clean, and contemporary display of public art. The wall hanging above the couch is at once subtle and confident, reminiscent of what we might see at upscale Toronto design venues such as Avenue Road. The sculpture in the foyer and the paintings in the mailroom echo this air of pristine sophistication. These pieces make a statement, challenging Lumiere dwellers to rise up to their level of culture.
The above-mentioned art collections seduced and inspired me with their allusion to high culture. Each with its own distinct personality, these condos embodied an air of confidence through their art, as any well designed condo should. Not only did the art shape the way I perceived the space, but also how I was framed by it. The art also shaped my ideas about who might live above and behind these public spaces, and what their own private dwellings might look like.
Our thanks to Erin for her awesome contribution!


text: YEREVAN (Noyan Tapan)–A new theory of eye movemen's proposed by Armenian scientist Varlam Galoyan not only explains certain eye diseases–but often helps to prevent such visual defect. The theoretical model of eye movement is based on 43 scientific disciplines–including physiology–mathematics–biophysics–ophthalmology and others. The model describes all main interactions of the eyeball and its environment–taking into account hydro-mechanical force and friction–which are–at times–neglected in the traditional approach. Galoyan's model explains the appearance of different types of strabismus–short-sightedness and several other eye diseases. According to the theory–in most cases visual defects emerge within the first months of life–when the child lacks co-ordination of eye movemen's–and the sharpness of vision is minimal. To form a good vision and equal development of both eyes–Galoyan suggests to evade mechanical strain of the eyeball–which happens through the negative pressure formed through the incorrect position of the body and head of the child. For example–if a child lies with his face down for a long time–there is a possibility of appearance and development of progressive short-sightedness. This fact had been experimentally proven in the 30's–however–the scientific reasoning is now available in Galoyan's theory. The author sees a practical way out of the prophylactic ophthalmology. According to him–formation of the eyeball can be regulated in different ages–using a static loading on the eyeball via setting child's body and head in a certain position–for example–on the back. The work is being done through assistance of the Russian Institute for Information Transmission. The results have been presented at international conferences and published in the leading scientific editions of the former USSR and abroad.