society, ones behaviour should conform to its special morals and ethics. The behaviour of someone is reflected in the way he or she talks, eats, plays and lives with others.
Types of Behaviour
There are two main types of behaviour, proper and improper behaviour, as explained below:
This is the kind of behaviour that is acceptable to all members of afamily, community and society. Examples of proper behaviour are cooperation, solidarity, love, generosity, charity, helpfulness, kindness and being responsible. Therefore, proper behaviour is taught according to the norms of a given society.
Elements of Proper Behaviour
There are a number of elements indicating proper behaviour, which include:
1. Love, peace and security among people
2. Respect for the law and rules guiding the society
3. Cooperation
4. Polite language when speaking to other people
5. Being responsible
6. Participation in community activities
7. Payment of taxes and duties
8. Respect for oneself, others, property and authority
9. Knowing and doing what is morally right
10. Obedience and effective communication
11. Honesty, i.e. always telling the truth and never cheating
12. Adhering to instructions
Proper Behaviour
The Importance of Proper Behaviour
1. Proper behaviour helps to reduce crime and evil in asociety.
2. It also brings a culture of unity and cooperation in order to solve various problems, hence bringing about family stability.
3. Furthermore, a peaceful environment stimulates economic development in the society.
4. Proper behaviour also helps to develop a sense of love, respect and solidarity among community members and the society at large.
5. Lastly, it contributes to the stability of government and the state in general.
This is the kind of behaviour that is not morally acceptable to afamily, community and society at large.
Elements of Improper Behaviour
There are a number of elements indicating improper behaviour, these include:
1. Unlawful acts such as killing and stealing
2. The use of abusive language
3. Love of violence
4. Aggression, feelings of anger and hatred that may result into threatening or violent behaviour and boasting
5. Segregation
6 Arrogance, incivility and rudeness.
7. Excessive drinking of alcohol
8. Irresponsibility
9. Immorality
10. Corruption, dishonesty and disobedience
11. Indiscipline
Improper Behaviour
Causes of Improper Behaviour
Improper behaviour is caused by:
1. Moral deterioration
2. Drug abuse
3. Lack of discipline
4. Poverty.
5. It can also be caused by wealth superiority (wealth abuse)
6. Excessive alcohol drinking and bad peer groups, especially among the adolescents.
Consequences of Improper Behaviour
1. Improper behaviour can result in misunderstandings in a family, community or institution.
2. Also, the number of commercial sex workers and other crimes can increase in asociety due to improper behaviour.
3. Moreover, loneliness due to discrimination, increased number of dropouts/dismissals/expulsions and poor performance of students in their studies may be witnessed because of improper behaviour.
4. Finally, improper behaviour can lead to inability to overcome various problems and causing family unrest.
5. Early marriages and adolescent pregnancies
6. Spread of HIVIAIDS
7. Divorce and frustrations
8. Deterioration of health or death due to over drinking, and drug abuse can also be a consequence of improper behaviour.
Measures to Correct Improper Behaviour
Several measures can be taken to correct and reduce improper behaviour.
1. For instance, adherence to family planning education and religious teachings, such as God's commandments.
2. We can also correct improper behaviour through law enforcement, punishing law breakers, e.g. thieves, bandits and corrupt people.
3. Discourage the importing and use of drugs (e.g. marijuana) which are harmful to one's health.
4. Lastly, parents should be careful to teach their children good and acceptable conducts.
5. Through providing civil education and employment to the youth so as to reduce the rate of poverty, which can also be helpful in correcting improper behaviour.
Educating Children
Other Types of Behaviour
The following are basic types of human behaviour:
1. Assertive: this refers to strong expressions intended to make other people recognise one's rightful authority. It also refers to doing something by behaving confidently. It relies on honest, direct and appropriate expression of needs, wants or feelings as a first resort.
2. Avoidance: this is used to avoid any confrontation. People practice avoidance because of possible consequences or because one does not wish to be bothered by the consequences. Avoidance can be exercised in many ways, refusing to get a diagnostic test, not answering a phone/or a letter to certain people or avoiding making any contact with them.
3. Submissive: this is also known as accommodating behaviour, which reduces the anxiety, guilt or fear in others by letting its own views or thoughts be misconstrued, ignored or taken advantage of. Submissive behaviour is instilled in children by parents, school and society. It can lead to building up resentment, leading to an aggressive outburst.
4. Aggressive behaviour: this refers to behaving in a threatening way, and always ready to attack. This type of behaviour offends or tramples on someone else's rights. It is a showing of anger. Sometimes, aggression can be an expression of fear, lack of self-esteem or the inability to control a situation in any other way.
5. Appropriate behaviour: this achieves necessary and desired goals without infringing the rights and the needs of others. For instance, maintaining healthy eating habits, showing satisfaction for a service, and not annoying others.
Decision Making is a process of thinking to select a course of action from among many alternatives. A person can, through voting, decide who should be his/her leader. Again, one can decide whom to get married to and when. One can also decide when to start a business or which course to take in a college.
On the other hand, Responsible Decision Making is the process of making the choice after considering all options available through a particular criterion.
Decision making is a continuous process in life. It helps in the development and management of material and human resources. It is the situation in which a person, who makes a decision, is accountable and takes the blame for the bad outcome of the decision. It happens when each member of the society feels obliged to participate in the formulation of policies, organising and developing resources to realise societal goals.
The power to make decisions is given to people who do certain tasks, like planning, formulating national policies or organising family matters for the betterment of the society. It depends greatly on experience, feelings, cognition, sensing, judgment, reasoning, instruction and sometimes the level of education and a person's profession.
Decision Making
Rational Decision Making
This involves reasoning and critical thinking before making decisions. It implies making a healthy decision. Skills needed to Make Healthy Decisions. In making a healthy decision, there are clear steps to be followed so as to realise the intended goal.
We propose seven steps as shown below:
1. Define the problem/identify the problem. We should ask ourselves if there is a problem and how we can solve it correctly. Also, identify the importance, urgency and magnitude of the problem so as to determine the resources needed to solve it.
2. Generate possible solutions/alternatives
3. Generate the criteria for assessing the objectives. Ask yourself: am I measuring the right thing? Find out if the merits outweigh the demerits of each alternative.
4. Select the best solution/alternative, especially when the merits outweigh demerits. The decision made will be a healthy one.
5. Implement the chosen alternative.
6. Evaluate the success of the chosen alternative.
7. Modify the decision and actions taken, based on the evaluation done in step six.
Levels in decision-making
The Levels in Making Decisitions
There are three levels at which decisions are made, the family, community and national level.
1. Family Level
The members of a family (i.e. parents and children) are involved in making decisions on different matters. But in most cases, parents are the main decision makers because of their age, experience and authority. Some decisions, especially those which touch directly on the interests of children, must involve both children and parents.
For example, if a father wants to buy something for his family, he must first seek the child's willingness and preference before buying it. Therefore, it is important for family members to ask and respect each other's opinions before making decisions.
2. Community Level
Decision making at this level can be made by the people who are in power. These are people who have been given authority to make plans on behalf of other members of the community. On the other hand, some decisions are made by the whole community. The community members gather to discuss some matters, such as building hospitals, schools and roads.
3. National Level
At this level, broad decisions are made, and important national issues are decided upon. There are some organs which share in making national decisions, these are: the parliament, which makes laws; the executive, which implements the laws and policies of the country, and the judiciary which interprets laws and see that justice prevails in the country.
Decision Making
Importance of Making Responsible Decisions
It is important to make responsible decisions because.
1. It ensures the careful use of the limited resources for the betterment and development of the society.
2. It also helps to build a sense of commitment to decisions made on behalf of the people.
3. Responsible decision brings a sense of making a collective effort, as one element of a democratic society.
4. Finally, it


text:
Get firsthand accounts of simulation experiences, including benefits and lessons learned, presented by those familiar with simulation training in Illinois.
Simulation training recreates real-life conditions to prepare child welfare workers and students for interactions with families and critical partners in child welfare work.
Explore the videos on this site for firsthand accounts of simulation experiences, its benefits, and key considerations based on lessons learned. The videos present perspectives from program developers, trainers, participants, agency leaders, and other individuals familiar with simulation training in Illinois.
Consult the series publications for more detailed information and tips on simulation training:
This site features videos and interviews with representatives from the Illinois Department of Children and Family Services, the Child Protection Training Academy at the University of Illinois at Springfield, the Children and Family Research Center, and simulation training actors and community professionals. (Find out more about the Illinois simulation training program and its evaluation.
The need for training continues across child welfare, but students and new caseworkers still can benefit from practicing the skills required for casework after their classroom sessions have ended. This podcast discusses a virtual reality-based home visiting training currently being used by the university's B.S.W. students —Virtual Home Simulation (VHS))— which was developed by the University of Utah College of Social Work in partnership with the university's games and applications lab
In FY 2015 the Illinois Department of Children and Family Services partnered with the University of Illinois Springfield to develop the Child Protection Training Academy in order to redesign the six-week classroom training for new investigators and create an experiential component. This paper chronicles the goals of the partnership and the planning and implementation of the Academy.

source: openbmb/Ultra-FineWeb


text:
BGSU Historic Campus Tour
In the late 1950s, the University's Board of Trustees approved plans for the construction of a series of buildings to make up a "science complex" that would serve as a center for the various science departments on-campus. Unfortunately, a lack of funding prevented construction of the Physical Science Laboratory before the early 1980s. Thus, with the Planetarium's construction in 1984, completion of the "science complex" did not occur until well after originally intended. The building has been used mainly by the Chemistry Department, however it also
serves as an aid for industrial research in Physics and Astronomy. Moreover, the building serves the larger Bowling Green community by sponsoring and holding special programs for observing the universe and educating the public in the world of science.
Listed below are additional highlights in the history of the building:
- 1981, Board of Trustees approves plans for the construction of the final building or part of a "science complex."
- 1984, construction completed at a final cost of $7.2 million. Building will house 18 research labs, 9 rooms for "non-portable" science equipment, a planetarium, and roof-top observatory.

source: HuggingFaceFW/fineweb-edu


text:
Building a CopyToClipboard renderless component in VueJS
Building a CopyToClipboard renderless component in VueJS
[00:01] The main difference between a regular component and a renderless component is that the latter doesn't output any html on its own. Its sole purpose is to expose the html is provided by whoever uses the component; and that is super helpful when you need two visually different versions of the same component.
[00:22] In my case I want a copy to clipboard button that replaces the copy text with the confirmation text and another version of the same thing that shows the confirmation text next to it.
[00:33] So these two share the same functionality but they are visually different. That's what renderless components allows us to do; have many visually different versions of the same component.
[00:44] So let's get started. I'm going to create a new view component called CopyToClipboard, and since we won't have any html we'll completely skip the template tag and jump straight to the script tag.
[01:02] When the user clicks the copy button we'll need to toggle a status attribute to display the confirmation text so let's add that inside our data.
[01:14] Then, inside the methods, we need a copy method that will copy to clipboard whatever text we pass to it. Now the most common way to do this is to create a textarea element, assign it the value of the text we want to copy, style the text area in such a way that it won't be visible on the screen, select its contents, and execute the copy command on it, and then finally, remove it from the document.
[01:58] To create the text area we can do const, el from element, document dot create element text area, and then to assign the value we can do: el.value equals text. And now to style the text area in a way that it won't be visible on the screen we can set the position to absolute and then give it a really large negative number for the left property.
[02:24] So we can do el style dot position equals absolute, and then for the left we can say something like negative 90000 pixels and then finally, of course, we need to append element to the body; so document body append child element.
[02:44] Now that we have the textarea in place, we can select its contents using
el.select(), execute the copy command to grab the value, and then finally, since we copied the value, we no longer need the text area so let's remove the element from the page.
[03:09] To offer some feedback that the text has been copied, we need to toggle the status for a brief second; otherwise people clicking the button will have no idea if the text was copied or not. So let's set the status to copied and then use
setTimeout to set it back to idle after a second has passed.
[03:36] The only thing remaining is to expose the copy method and the status attribute so they can be used by the parent component; and we can do that inside the render function. We'll need to return
this.slots.default, which is the default slot and here we can pass an object with whatever we want to expose. In our case we need to expose the satus attribute and the copy method. And that's it; our component is ready to be used.
[04:12] I'll go to the media library file and the first thing we'll need to do is to import the component; so import CopyToClipboard, and then register it.
[04:25] And now we can start using it we'll do: CopyToClipboard, and then
v-slot to access the object we passed in; this will contain our status attribute and the copy method. And then move the button inside our component to start using the exposed functionality.
[04:48] We'll add the click event handler that will call the copy method with the text we want to copy. In our case it's media.url, and then use the status to disable the button; so
props.status === "copied". This should disable the button, and then use the same status to display the confirmation text. So if
props.status === "copied", then display "Copied", otherwise "Copy".
[05:23] Now let's go back in the browser and, refresh, click the copy button, and here it is. Let's paste the contents and, of course, it works.
[05:35] Let's also style the button a bit. We'll do class, and check if the status is copied, and if it's so we'll make the text green, otherwise we'll copy this part and make it blue.
[05:59] Let's go back in the browser, refresh, click the copy button, and here it is.
[06:03] Let's move on to the second type of button. The one that shows the confirmation text next to it. I'll go to
EditMedia and the first thing I'll do is to import the
CopyToClipboard component, and then register it, and then use it in the same way.
[06:25] We'll do
CopyToClipboard and then v-slot to access the object we passed in. Copy the button and place it inside our component, and start using our exposed functionality. So on click I'll do
props.copy and pass in the text I want to copy, which will be
media.url. Then I'll set the button to disabled when
props.status === 'copied', and then finally, I will display the confirmation message: I'll do
v-if="props.status === 'copied'". And to style it a bit, we'll do
[07:17] Now, to make sure these are aligned, I'll wrap them inside a flex,
flex items-center space-x-2, and that's it. Let's go in the browser, refresh, click the button, and here is our text.
[07:41] Let's go over the component one more time. We use a status data property to toggle the confirmatino message, we add a copy method that creates a textarea element, sets the value to the text we want to copy, then styles the element in such a way that it won't be visible on the screen. We then select and copy the element's value, and then we remove it from the body. Finally, we toggle the status for a bit, just so the user sees that the text has been copied. Once everything is in place, we expose the functionality inside the render function.
[08:23] And that's it. That's how you can build a renderless
CopyToClipboard component using vue.js.

source: m-a-p/FineFineWeb


text:
The Blind Fiddlers of Sheffield are to be remembered 170 years after they used to play in Paradise Square in Sheffield city centre.
A blue heritage plaque is due to be installed on a wall in the Georgian square where a pub called The Q in the Corner used to stand, and where the musicians used to play.
Specifically, the plaque will be in tribute to Samuel Goodlad, a musician and philanthropist, who encouraged local blind musicians to form an organisation that demanded "high standards of musical expertise". Council permission for the plaque to go on a listed building was granted to the Rotary Club of Sheffield, which is commemorating a number of famous local people with blue plaques.
The one for Samuel Goodlad, 1740 to 1790, was paid for by Sheffield's traditional music community, and reflects on the Blind Fiddlers' "continuing influence".
They met in Paradise Square until the 1840s.
The plaque will go on a chartered surveyors' building.


text:
Below are descriptions of the engineering courses offered at Elm Middle School.
Grade level: 7
In Art 6, students are invited to look inward. To drive the art-making content, students will engage in introspective activities to explore their personal narrative, their stories, their autobiographies, their histories and their internal dialogue. They will consider how their identity is shaped and influenced by their experiences and which stories they choose to collect and embrace and which stories they prefer to discard.
Grade Level: 8
Art 7 invites students to look nearby and around. Through art making, students will contemplate and explore how their identity, their sense of self, is rooted within relationships and is influenced by how they present themselves and by how they believe others see them. They will draw inspiration from connections to immediate and local groups, such as families, peers and the community. They will sift — or prospect — for connections that resonate, that provide a sense of belonging, and that they want to foster and incorporate into their identity as they simultaneously individuate and connect.


text:
About the Study
| How Does This Affect You?
The newborn screening is a blood test done to help identify certain health issues that would not otherwise be seen as early in newborns. Unfortunately, this screening requires that blood be drawn. A heelstick was the common method to withdraw blood, but venipuncture (from the back of the hand) has become a more common approach because it is associated with less discomfort for the newborn. However, venipuncture still causes some unhappiness. Making a newborn cry is bad enough but early negative experiences can also lead to higher anxiety and pain with future medical tests. Oral sucrose, a sugar solution, has been found to have a pain-relieving and calming effect with infants receiving vaccinations.
Researchers from Canada examined steps to reduce discomfort for infants including a topical medication lidocaine, a sucrose solution, or sucrose plus lidocaine. The study, published in Pediatrics, found that oral sucrose was effective at reducing pain in infants during venipuncture.
About the Study
The study was a randomized trial that included 330 healthy full-term newborns. Before their venipuncture, the infants were given one of three treatments to decrease pain:
- 2 milliliters of 24% sucrose solution, administered by mouth using a syringe over 1 to 2 minutes
- 1 gram of liposomal lidocaine 4% cream to the dorsum of the hand
- Both sucrose and lidocaine
The infants were also swaddled and held by a nurse during the venipuncture.
A facial grimace scale assessed pain with scores ranging from 0-100. The average grimace score during venipuncture was:
- 14 with sucrose solution
- 42 with liposomal lidocaine
- 19 with sucrose and lidocaine
Both groups with sucrose were significantly lower than lidocaine alone. There was no significant difference between sucrose or sucrose and lidocaine.
How Does This Affect You?
Randomized trials are considered a very reliable form of research trial. Although no trial can be perfect this trial was well-done and the results are likely to be true. The lidocaine, which is often used for pain reduction in medical procedures, appeared less effective at reducing pain during venipuncture compared to sucrose.
It is not clear if the sucrose directly affects pain levels or if it is simply a happy distraction, but it appears effective in decreasing the stress. The small sucrose delivered was not associated with adverse events, so it may be a safe way to make venipuncture a little less distressing for newborns.
Taddio A, Shah V, Stephens D, et al.
Effect of liposomal lidocaine and sucrose alone and in combination for venipuncture pain in newborns.
Pediatrics. 2011 Apr;127(4):e940-947.
Last reviewed July 2011 by Brian P. Randall, MD
Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition.
Copyright © EBSCO Publishing. All rights reserved.


. _URL_
Ok...since you insist on knowing how to do it....
[Test]
TestMethod()
{
 Person p = new Person();
 p.Name = "a name";
 p.Surname = "a surname";
 Assert.That(p.Name, Is.EqualTo("a name"));
 Assert.That(p.Surname, Is.EqualTo("a surname"));
}
However, that only works if you have setters....
If you only have getters there are only two ways I can think of that you can do this.
 1. know the return value in advance and assert against that.
 2. Use Reflection to set the value and then assert against that known value.
A better bit of advice would be to give up and test something worthwhile that actually adds value to your software. Testing getters and setters is an absolute waste of time unless there is something complex going on behind them....which is rarely the case.
share|improve this answer

yes, but in this case your test makes the getter and setter to be related which means that at some point you are assuming that the getter or setter works for sure. It also assumes that you have a getter in the Name which is not the case... the properties are simple because they are examples... – mandel Feb 27 '09 at 8:26
I think you meant that your getter-only propoerty uses private fields or other private data. If you need to set them, only way is to get them by Reflection (see all (something)Info classes in System.Reflection). But there is a hard discussion if this is a good practice.
share|improve this answer

I'd be suprised if he creates variables that ONLY reflection can get to. These variable will have a value, and probably also a way they set that value (if it is something else than the default values), even if it isn't as straightforward as setting a property. – Arjan Einbu Feb 27 '09 at 13:58

True, but I think he wants to test this single element so that input for those private fields will not interfere. – Migol Feb 27 '09 at 14:17
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text:
Join us Sunday, April 17 at 4 p.m. for 'Virtualization in the Broadcast Industry' room S227 at NAB.
Virtualization is being adapted as a key driver of radio station automation. How successful has that been? Virtualizing resources by creating a virtual version of a server, storage device, network, or operating system, provides more efficient and cost-effective access to core system processes and components. A must to stay competitive in today's market. This article provides insight for those looking to implement virtualized radio automation solutions into their real world environments.
First up is a brief primer, Best Practices for Virtualization of Broadcast Automation, that defines virtualization and its benefits when put into practice with radio station automation. While the initial capital outlay may be higher than traditional automation workstations, the cost savings are realized in maintenance costs and the cost of hardware upgrades. This is due, in large part, because the upgraded hardware is a shared resource utilized by every virtual workstation and file server on the network. Additionally, the cost of powering and cooling the system is drastically lower that powering and cooling a traditional system, especially considering the power drawn when systems are in standby. Find out more in The Benefits of Virtualization for Automated Studios.
Next, we'll see virtualization in action with this video demonstration by David Turner, Executive Vice President of ENCO, who does some show and tell on what a virtualized automation solution looks like and how it works.
Then, let's look at the real-life experiences of two stations that are using and gaining advantage with ENCO's radio automation solutions today.
Tom Barclay, Radio Operations Manager, Georgia Public Broadcasting, writes about how he used ENCO's DAD to manage two completely different program streams, drive up to 18 different IDs per hour and handle local content insertion for unmanned stations demands an automation system that is reliable, feature-rich and easy to use.
And then check out how Greg Armstrong, Director of Engineering for WBNS-AM-FM, RadiOhio, used an ENCO1 virtualized server solution to reduce footprint, costs and complexity for the Columbus, Ohio broadcaster's two radio stations, WBNS AM and FM.
Finally, to understand more specifically about how radio automation software works, check out this product description from ENCO, one of the leaders in virtualized radio automation solutions, including how it works and its benefits.


text:
Sea Star Shape Silicone Mold DIY Fondant Cake Chocolate Mould Baking Decoration Tool
1. US FDA quality, non-toxic, tasteless and environmentally friendly, baking necessary mold.
2. Temperature resistant -40 ° C to +230 ° C, baking necessary mold.
3. Can cultivate children\'s ability to develop manual skills, art literacy tools.
4. For the mold of cake, chocolate, fondant, ultra-light clay, etc., decoration of shaping tools.
1. Due to the different monitor and light effect, the actual color of the item might be slightly different from the color showed on the pictures. Thank you!
2. Please allow slight measuring deviation due to manual measurement.
1 x Sea Star Shape Silicone Mold


the following properties:
scripts
This can be an object or a function that returns an object. See the annotated example below for what this object can look like (and different ways to run them):
module.exports = {
 scripts: {
 default: 'echo "This runs on 'nps'"', // nps
 // you can assign a script property to a string
 simple: 'echo "this is easy"', // nps simple
 // you can specify whether some scripts should be excluded from the help list
 hidden: {
 script: 'debugging script',
 hiddenFromHelp: true,
 },
 test: {
 default: {
 script: 'jest', // nps test
 description: 'Run tests with jest',
 // your scripts will be run with node_modules/.bin in the PATH, so you can use locally installed packages.
 // this is done in a cross-platform way, so your scripts will work on Mac and Windows :)
 // NOTE: if you need to set environment variables, I recommend you check out the cross-env package, which works
 // great with nps
 },
 otherStuff: {
 // this one can be executed two different ways:
 // 1. nps test.otherStuff
 // 2. nps test.other-stuff
 script: 'echo "testing other things"',
 description: 'this is a handy description',
 },
 },
 // this one can be executed a few different ways:
 // 1. nps k
 // 2. nps kebab-case
 // 3. nps kebabCase
 'kebab-case': 'echo "kebab-case"',
 series: 'nps simple,test,kebabCase', // runs these other scripts in series
 },
}
nps k # runs nps kebab-case
options
This object is used to configure nps with the following options:
silent
Setting this to true will prevent nps from outputting anything for your script (normally you'll get simple output indicating the command that's being executed). This effectively sets the logLevel to disable.
logLevel
This sets the logLevel of nps.
ENV variables
LOG_LEVEL
By setting LOG_LEVEL environment variable you can control the log level for nps
Log level
Log levels available:
 - error - errors only
 - warn - errors and warnings only
 - info - info, errors, and warnings (default)
FAQ
How do I do ___ ?
Have you looked at the examples in other/EXAMPLES.md?
Why npm start?
Just to be clear: You do not have to use the start script. You can use whatever you like. But I recommend using the start. npm scripts are generally run with npm run <script-name>. There are some exceptions to this. For example:
 1. npm run test === npm test === npm t
 2. npm run start === npm start
So, while you could use a script called script and run npm run script build, I just think it reads more clearly to just use the start script and run npm start build. It's also nice that it's fewer things to type. You could also use the test script and then type even less: npm t build, but thats just... odd.
Note, often servers are configured to run npm start by default to start the server. To allow for this case, you can provide a default script at the root of your scripts which will be run when npm start is run without any arguments. Effectively this will allow you to have a script run when npm start is executed.
Inspiration
This was inspired by a tweet by @sindresorhus.
Thanks
Big thank you to @tmpvar for giving up the name nps! The original nps is now called npmsearch-cli.
Related Packages
 - nps-utils - a collection of utilities to make cross-platform scripts and many other patterns (like running concurrent/parallel scripts)
Other Solutions
 - scripty has a solution for this problem as well. The reason I didn't go with that though is you still need a line for every script (one of the pains I'm trying to solve) and a each script requires its own file (one of the benefits of npm scripts I wanted to keep).
 - nabs is a compiler that turns a nicely structured YAML file into script entries in your package.json
FAQ
What happened to p-s?
This project is p-s! It was just renamed during a major version bump. There were a few breaking changes for this to happen and those are documented on the releases page.
Contributors
Thanks goes to these people (emoji key):
Kent C. Dodds
💻 📖 🚇 💡 📹 👀
David Wells
💻
Abhishek Shende
💻 ⚠
Rowan Oulton
💻 📖 ⚠
Gilad Goldberg
💻
Tim McGee
💻 📖
Nik Butenko
💡 💻
Tommy
🐛 💻 ⚠ 👀
Jayson Harshbarger
💡 👀
JD Isaacks
💻 ⚠
Christopher Hiller
👀
Robin Malfait
💡
Eric McCormick
👀 📖
Sam Verschueren
👀
Sorin Muntean
💻 ⚠ 📖
Keith Gunn
🐛 💻 ⚠
Joe Martella
🐛 💻 ⚠
Martin Segado
📖
Bram Borggreve
🐛 💻
Elijah Manor
📹
Ragu Ramaswamy
💻 ⚠ 🐛
Erik Fox
🐛
Aditya Pratap Singh
👀
bumbleblym
💻 📖
Islam Attrash
💻
JasonSooter
📖
Nate Cavanaugh
💻
Wissam Abirached
💻 ⚠
Paweł Mikołajczyk
💻 ⚠
This project follows the all-contributors specification. Contributions of any kind welcome!
LICENSE
MIT


- Duration 6-8 hours (single day)
 - Format Interactive group activities
 - Batch Size up to 20 people
 - Charges Write to for our corporate packages
 - Instructor Puneet Gupta (Director / Playwright)
 - Training Team Mad Hats Theatre
What is the workshop about?
This is a workshop designed especially for corporates and uses theatre as a medium to improve life-skills that can play a vital role in the day to day well-being of employees in their professional lives. In particular, our focus is on the following corporate skills:
1. Team building
2. Building trust and openness
3. Conflict management
4. Effective communication
We combine the use of creative, self-exploratory and interactive activities that allow the participants to learn how to express openly with team-mates, conquer their challenges and experience techniques that they could apply to many situations in professional life. Mad Hats Theatre accomplishes all of this in a light and enjoyable day-long workshop. We guarantee it to be much more than any outing to a resort would ever achieve! Request more details by writing to
MHT organizes basic theater workshops focused on understanding the fundamentals of theater in a creative, exploratory and interactive manner. The participants shall learn to express, conquer their inhibitions and discover a part of self that they had not yet embraced. The techniques and performances from this workshop would be applicable to many real-life situations. Mad Hats Theater aims to accomplish all of this in a light and enjoyable manner. We do workshops for corporates, educational institutes and individuals…


text:
The genetic basis of innovation: venom, pregnancy, and the evolution of complex traits
Mathews Theatre D, Mathews Building, UNSW Kensington Campus
This seminar will be hosted by Dr Lisa Schwanz:
Evolutionary innovations such as eyes, eusociality, venom, and live birth (viviparity) are dramatic, adaptive novelties that have shaped the evolutionary trajectories of animals. However, their origins are poorly understood because they are produced by the collective action and evolution of thousands of genes. By applying new molecular technologies to a targeted range of animals, Dr Camilla Whittington's work aims to elucidate the genetic underpinnings of evolutionary innovations and to discover fundamental evolutionary mechanisms. She will discuss her research into mammalian venom evolution, using the platypus as a model, as well as her studies of the transition from oviparity (egg laying) to viviparity in reptiles and the pot-bellied seahorse. Camilla's work suggests that there are common evolutionary mechanisms that underpin the development of novel traits across divergent species.
Bio: I completed my PhD at the University of Sydney and postdoctoral positions at the University of Zurich and the University of Sydney. I also spent time as a Fulbright Fellow at Washington University working on platypus venom. I'm now focusing on the evolution of pregnancy, funded by a University of Sydney Research Fellowship and L'Oreal-UNESCO for Women in Science Fellowship.


text:
HOW TO CALCULATE POOLS WINNINGS!
If you have always been in the dark about figuring out how much you won whenever your games click, this post will solve your problem.
List of pool betting sites in Nigeria Click here Now
Winnings like 3/3, 4/4,5/5 etc in fixed odds are easiest to calculate when the maximum number of lines obtainable have been secured. Just multiply the amount staked by the odd for the coupon that week.
However, if in a permutation game, you get at least the minimum selection required, to determine your winnings, first you must know the lines of your selection, then your winning lines which is defined by the numbers you get correctly in your selection (check the permutation reckoner below or at back of your special advance fixture). You can then calculate your winning as follows:
1. Multiply your winning lines by the amount staked per line.
2. Multiply what you get in (1) above by the odd for the game that week.
For example: If you make a permutation of 3 from 6, the total number of lines is 20(check the permutation reckoner). If your total investment on the coupon is N500, that means the coupon was staked at N25 per line. If out of the 6 games, 5 are correct, your winning line is 10. If the odd for the game that week is 40, then your winning will be:
10 multiplied by 25 = 250
250 multiplied by 40 =10,000
However, there is a more direct formula for this calculation which is:
Winning = WL x Odd x AS
WL = Winning Lines = 10
Odd = Coupon Odd = 40
AS = Amount staked = 500
TLS = Total Lines staked = 20
Winning = 10 x 40 x 500 = 10000
You staked 10 numbers, expecting a minimum of 3, on coupon with N24,000 in week 41. 8 of your selection were correct and they played total of 9 draws on coupon. How much did you win?
WL = 56
Odd = 100
AS = 24000
TLS = 120
Winning = 56 x 100 x 24,000 = 1,120,00
That same week, you staked 6 numbers expecting a minimum of 3 draws, with N1200. 3 of your selections were correct. How much did you win?
WL = 1
Odd = 100
AS = 1200
TLS = 20
Winning = 1 x 100 x 1200 = 6000
But if 4 of your selection had been correct, your winning would have been:
Winning = 4 x 100 x 1200 = 24,400
If you had gotten the whole 6 selections correct, your winnings would have been directly calculated as:
Winning = Odd x AS
= 100 x 1200 = 120,000
In the calculation of winnings, the ready reckoner comes very handy in determining the total lines staked, how much to stake and the winning lines. Download and study the image below
Source : solutiontipster


text:
Infrared camera users normally have to choose between large area and high temperature sources for calibration of their sensors. Now, HGH Infrared Systems offers a single solution combining both requirements: the ECN100H series blackbodies.
The maximal emitting area temperature is +550°C for areas up to 300 x 350mm. They include the latest innovative technology, including: touch screen panel for user-friendly manual control, remote control via USB/Ethernet/IEEE488 or RS232 interface, display resolution of 0.01°C, high stability and high thermal uniformity.
The main applications of these sources are calibration of sensors such as thermal imagers and line scanners, large spectral bandwidth reference source, sample emissivity or transmission measurement, and real-size infrared targets. The robust structure of the emissive head enables lab or field condition operation.


text:
Johan Svendsens lost or unfinished symphony. Elaborating sketches for performance
- Side: 33-73
- Publisert på Idunn: 2011-11-03
Johan Svendsen (1840–1911) was probably the most important contributor to a symphonic tradition in Norway in the second half of the 19th century. His works, including two notable symphonies, were performed regularly during his lifetime. Several sources have claimed that Svendsen worked on a third symphony, but it may seem that he was un-able to complete the work as his compositional activity waned in the 1880s. However, a famous anecdote would have it that his wife, in a fit of jealousy, burned the completed manuscript.
In 2007, conductor Bjarte Engeset identified sketches for a cyclic symphonic work by Svendsen. I have elaborated and arranged parts of the material for a celebratory concert marking the centenary of Svendsens death.
A performable version, so to speak, of the sketches, to my mind throws new light not only on an unfinished or lost symphony but may also be a valuable contribution to understanding Svendsens artistic development, as this material demonstrates a more dramatic musical language than most of his earlier works.Keywords: Johan Svendsen, Third Symphony, reconstruction


Difference Between Similar Terms and Objects
Difference Between Japanese and European feudalism
japanese-pdJapanese vs European feudalism
Feudalism may vaguely refer to the form of government made up of a decentralized socio-political system where a weak monarchy tries to take control of territories under it, but not physically part of its kingdom, using reciprocal agreements with the territorial leaders.
A classic definition of feudalism refers to the European political system of the middle ages, which comprised of a set of reciprocal military, as well as legal duties they were obliged to do among the nobles who were warriors. This centered around three concepts of lords, vassals and fiefs.
Although feudalism is largely considered a European invention, a type of feudalism was invented by the Japanese, at about the same period that European feudalism was at its peak, which was completely independent of the European system. It's important to note that the two feudalistic societies exhibited some shared practices and principles, but nonetheless differed in many important aspects.
The defining feature of a feudalistic society was land ownership, and both the Japanese and Europeans had land owning castes, as well as those that didn't own land during the medieval time. Unlike European feudalism, Japanese feudalism had no true pyramid form, with a hierarchy of 'inferior' nobles being presided over by the monarch. This was mainly due to two facts: Firstly, Japanese authority was as centralized as the case was in the European nation states. Even though the majority of local aristocrats paid the emperor lip-service, Japan's rugged terrain made it hard for the emperor to have full control of the local aristocracy, making local aristocrats in Japan much more powerful than their European counterparts. Secondly, although Japan's inferior nobility (samurai) were religiously loyal to their local lords, the lords didn't give them land to own, while the European nobility got land in exchange for their time in the military. The samurai instead received an income from their local lords, depending on the produce from the lord's land.
While the samurai may have had servants, they did not work on the lands in the same way as they did in Europe. Knights in Europe had serfs who would tend to their land that they had received from the lords.
The legal structures in the European and Japanese feudalistic governments were obviously radically different. The European system was based on Roman and Germanic law, as well as the Catholic Church, while the Japanese system was based on Chinese Confucian law and Buddhism. Due to these differences, the feudal systems in Europe and Japan developed at different times.
Feudalism was to a large extent established throughout Europe by the 9th century, but it wasn't until the 12th century that it started to filter into Japanese territory.
Notably, one important similarity between the two systems, was that they were both hereditary caste feudal systems, where peasants had no chance at all of becoming part of the 'ruling clan'.
European feudalism was quite older than the Japanese system, having been established in the 9th and 12th centuries respectively.
The European system was more centralized than the Japanese system, because the Japanese emperor had no full control of the local aristocracy.
European feudalism was based on Germanic law, while Japanese feudalism was based on Chinese Confucian law.
Japanese samurais' servants didn't tend to their land like in the case of the serfs of European knights.
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65
\$\begingroup\$
Write a program or function which will provably print all integers exactly once given infinite time and memory.
Possible outputs could be:
0, 1, -1, 2, -2, 3, -3, 4, -4, …
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, -1, -2, -3, -4, -5, -6, -7, -8, -9, 10, 11, …
This is not a valid output, as this would never enumerate negative numbers:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, …
 - The output must be in decimal, unless your language does not support decimal integer (in that case use the natural representation of integers your language uses).
 - Your program has to work up to the numbers with the biggest magnitude of the standard integer type of your language.
 - Each integer must be separated from the next using any separator (a space, a comma, a linebreak, etc.) that is not a digit nor the negative sign of your language.
 - The separator must not change at any point.
 - The separator can consist of multiple characters, as long as none of them is a digit nor the negative sign (e.g. is as valid as just ,).
 - Any supported integer must eventually be printed after a finite amount of time.
Scoring
This is , so the shortest answer in bytes wins
Leaderboard
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Of late, I've been finding myself increasingly interested in questions of the form: "Suppose we change this definition in the following way. Does this change break anything?" For instance, suppose we change the definition of a metric space so that $(X,d)$ can be a metric space even when $d$ is defined for values outside $X^2$. So we can say... "Suppose $X \subseteq Y$ and $(Y,d)$ is a metric space. Then $(X,d)$ is a metric space." Would this break anything?
My question is, are questions of the form "would this break anything?" considered to be "real questions"? Is there perhaps a better website for this sort of thing?
 - 2
 $\begingroup$ I am not sure about this particular question, because any introduction to metric spaces states the fact that any subset is also a metric space in precisely this sense. // In general, it would be nice if a question indicated in which direction your thoughts are going. Remember the basic criterion: if someone reads your question and another user's reply to it, they should be able to tell whether the reply actually answers the question. $\endgroup$ – user53153 Jan 25 '13 at 5:53
 - $\begingroup$ Technically you have to restrict $d$ to $X$, forming a new metric $d|_X$. So $(X,d|_X)$ is a metric space, but $(X,d)$ maybe isn't. $\endgroup$ – goblin GONE Jan 25 '13 at 5:56
 - 2
 $\begingroup$ I think the issue here is with the formalism. The notation $(Y,d)$ typically indicates that $d$ is defined on $Y\times Y$, so if this is the convention, there is abuse of notation in saying that $(X,d)$ is a metric space. Of course, some authors define things so, as long as the domain of $d$ contains $X\times X$, the notation $(X,d)$ is fine. But the point here is that whatever formalism is chosen, it is a convention, while the "real idea" is something else. $\endgroup$ – Andrés E. Caicedo Jan 25 '13 at 5:58
 - $\begingroup$ What is a query that produces examples of these kinds of questions? I've seen many before and asked some myself but I'm having trouble finding more with a search. I think some examples could create a common ground for discussion. $\endgroup$ – Dan Brumleve Jan 25 '13 at 6:06
 - $\begingroup$ A recent example: What would happen if we created a vector space over an integral domain/ring. (sic) $\endgroup$ – user856 Jan 25 '13 at 6:58
 - 2
 $\begingroup$ Jarrell: I thought you said to stay on the path! Old Man: Yes, but you must know when to break the rules! $\endgroup$ – draks... Jan 25 '13 at 21:21
Not only are these real questions, but these are precisely the sort of questions you will find yourself asking more and more as your understanding of a subject deepens.
Perhaps talking of "breaking" anything is not quite how I would phrase it myself, but the point remains: To understand a subject, you need to understand how its components fit together, whether their connections are tenuous or withstand some modifications.
In particular, doing research this is actually done all the time: You attempt to modify an argument, and see where problems may appear, and how can they be fixed, and how far this process can go.
 - $\begingroup$ I'm in total agreement. Is the soft-question tag appropriate in this sort of case? $\endgroup$ – Dan Brumleve Jan 25 '13 at 5:54
 - 2
 $\begingroup$ _USER_, I think that tag is for questions with no significant mathematical content (I may be wrong about that), whereas the kind of question we are talking about can have lots of math content. $\endgroup$ – Gerry Myerson Jan 25 '13 at 5:56
 - $\begingroup$ _USER_ the tag is described as being "for questions which admit no definitive answer" so perhaps its definition is too broad. $\endgroup$ – Dan Brumleve Jan 25 '13 at 5:57
 - 2
 $\begingroup$ _USER_: "Would this break anything" admits definitive answers, in principle. The answer is either "Yes, it breaks some things" or "No, it doesn't break anything." $\endgroup$ – Willie Wong Jan 25 '13 at 9:00
 - 2
 $\begingroup$ _USER_, I think breakage is subjective. $\endgroup$ – Dan Brumleve Jan 25 '13 at 9:15
 - $\begingroup$ _USER_, perhaps what the tag says $\ne$ how we actually use it. Have you looked at many questions with that tag, to get some sense of m.se practice? $\endgroup$ – Gerry Myerson Jan 25 '13 at 11:40
 - $\begingroup$ _USER_ At least it presents the question "does there exist something satisfying my new definition that does not satisfy the old definition?" $\endgroup$ – Alexander Gruber Feb 1 '13 at 14:00
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text:
taper= No. of taper/2
The Jarno taper is used on various machine tools, especially profiling machines and die-sinking machines. It has also been used for the headstock and tailstock spindles on some lathes.
The Standard taper pins are used for positioning and holding parts together and have a ¼-inch taper per foot. Standard sizes in these pins range from No 7/0 to No 10 and are given in Table 4. The tapered holes used in conjunction with the tapered pins utilize the processes of step-drilling and taper reaming.
To preserve the accuracy and efficiency of tapers (shanks and holes), they must be kept free from dirt, chips, nicks, or burrs. The most important thing in regard to tapers is to keep them clean. The next most important thing is to remove all oil by wiping the tapered surfaces with a soft, dry cloth before use, because an oily taper will not hold.


Ever heard the term 'medical humanities' but been confused about what it means? Here Professor Ian Sabroe, co-director of Medical Humanities Sheffield, explains all.
Essentially, 'humanities' are the subjects that study human life and experience – so philosophy, music, arts, history and English are all areas of knowledge that would be described as humanities in academia.
'Medical humanities' very broadly describes that area of overlap where you use the lens of one thing to look at the other.
You can use humanities to look at what medicine does and that's a very traditional medical humanities approach. That can encompass a huge range of different disciplines; so you can, for example, use a 'narrative analysis' to collect stories of people who have experienced illnesses and look at the words they use and the experience they have, and do all sorts of different analysis to understand what illness means to people. (See the Autumn 2017 issue of Emphasis to read about a project supported by the PHA UK that did just that!)
Humanities can challenge doctors to think about how they make decisions and help people
There are a lot of challenges and assumptions and different types of narrative
that people have when they talk about illness – the 'quest narrative' of finding a goal, the 'restitution narrative' of getting back to normal, and the 'chaotic narrative' of an illness journey being deeply unpredictable.
An academic called Susan Sontag talked about everyone inhabiting, at different points in their lives, 'the kingdom of the well' and 'the kingdom of the sick' – and the journeys we all make through these things.
Another aspect of medical humanities involves looking at the philosophy of medicine and how doctors make decisions and what it's like to be an expert.
So, the humanities can look at how people experience illness, help doctors listen to these stories and understand them, and challenge doctors to think about how they make decisions and help people.
Using creative arts
Another aspect of medical humanities is to use arts to interpret illness.
For example, if you decided that you wanted to interpret pulmonary hypertension using theatre, or painting, you might be using humanities to explore medicine.
If you are doing it from an intellectual view you might research how well that is communicated, and study whether or not that has communicated the experience of medicine. I have colleagues who work in music and who are studying how music engages with memory, for example in people with dementia.
The vast majority of people who work within medical humanities are not doctors or nurses – they will be people in departments of English or literature, history or philosophy, who look outside of medicine and critique it.
There are clinicians who take an interest in it but it's a fairly small number, because it's not a very traditional skill taught at medical school, even if it's incredibly important.
Medical humanities for education
I'm very keen that you can also use the humanities to teach doctors different skills. You can take the languages of humanities and use them to teach medical students about medicine in general.
For example, in America they have long courses in narrative medicine to listen to the experience of being ill. I've recently been awarded a Churchill Fellowship which will see me spend six weeks out there, looking at how they use humanities in the teaching of medics.
What it all means for people living with illness
People with illness may come across medical humanities if they take part in research projects that explore the experience of illness and you could argue that there might be a space for medical charities to consider lobbying for more research to happen within the domain of humanities to explore what illness means to people.
How we listen to people with illness and share their experiences really matters
I would like to think if doctors had been trained to use and understand knowledge gained through humanities, they might have a different set of skills that might help them to understand the patient's journey, and understand themselves better to be able to cope with a lifelong career that is very challenging.
Ian Sabroe is Professor of Inflammation Biology at the University of Sheffield and Honorary Consultant Respiratory Physician at Sheffield Teaching Hospitals NHS Foundation Trust. He is also co-director of Medical Humanities Sheffield
Medical humanities in research
I often supervise medical students who are doing research, and the two projects I supervised last year are examples of medical humanities.
1. Grace Elliott
Grace Elliott looked at women and their narratives of postnatal depression. The researcher looked at the last 120 years of women's writings about their mental health after having children and matched them to changes in scientific thinking about postnatal depression.
Grace is going to write about how women were strong at finding ways to communicate their distress, even when there was no model for them to do it, and how the origin and development of new models allowed women's mental health to be discussed more availably and freely.
2. Amy Wilson
Amy Wilson looked at a different side of life as a doctor, because there's a high rate of depression, mental illness, and suicide in the medical profession.
She showed how narratives of doctors writing about their own mental health were suppressed by the stereotype of what a doctor 'should' be and found how difficult it was for doctors to describe and share their illness.
3. Sally Mather
This year, Sally Mather is looking at the problem of uncertainty in medicine; where it comes from, who it creates stress for in terms of the patients and doctors, when we're prepared to talk about uncertainty, and whether or not uncertainty has been increased or decreased by technological advances in medicine.
These research projects show how humanities like philosophy, literature and history can be used to explore and understand what it is to be ill, or to deliver clinical care, or to discover different ways of communicating what illness is like.


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text:
دانلود رایگان مقاله Isolated Switch-Mode Current Regulator With Integrated Two Boost LED Drivers
IEEE TRANSACTIONS ON INDUSTRIAL ELECTRONICS
Isolated Switch-Mode Current Regulator With Integrated Two Boost LED Drivers
A new isolated switch-mode current regulator is proposed for an LED driving system. The two boost LED drivers are integrated with the dc/dc converter, which results in a simple structure and low component count. The primary side provides an ac voltage source to the secondary side in which one boost inductor, two switches, and diodes comprise two boost drivers. Each secondary switch controls each LED current to be balanced. The voltage stresses of the primary switches are clamped to the input voltage, and those of secondary switches and diodes are clamped to the output voltages. Furthermore, all switches can easily achieve zero-voltage switching by using the transformer magnetizing current without additional auxiliary circuits. The validity of this proposed circuit is confirmed by the experimental results from a 400-V-input and 150-W-output prototype with two 75-W LED strings.
Index Terms—Boost LED driver, isolated, switch-mode current regulator, zero-voltage switching (ZVS).
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Take the 2-minute tour ×
From the beginning of the novel "The Grove", what does the る mean in
検非違使に問われた る 木樵りの物語
問われた is the passive of 問う, but where does the る come from? Is it the short form of いる?
share|improve this question
possible duplicate of What exactly is a "taru adjective" – Flaw Oct 1 '12 at 15:12
_USER_ Not a duplicate. "taru adjective" is a contraction of "to ar-", while -tarin the verb is a contraction of "te ar-". However, the discussion on attributive is the same. – Dono Oct 1 '12 at 15:19
1 Answer 1
up vote 8 down vote accepted
It is the completive particle -tar in attributive form.
The past suffix -ta, which are familiar with, is from the suffix tar-. tarconjugates:
 - irrealis: -tara
 - adverbial: -tari
 - conclusive: -tari
 - attributive: -taru
 - realis (or hypothetical): -tare
 - imperative: -tare
Other than -naru, modern Japanese does not distinguish between conclusive and attributive anymore. But originally conclusive was used to end a sentence. A period followed it. The attributive was used when a phrase followed after it.
In this sentence, the noun phrase 木樵りの物語 follows 問われた, so the attributive form is necessary. In classical Japanese, this would be 問われたる. If it were 問われたり, the sentence would just end there. The following 木樵りの物語 would be the start of a new sentence.
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text:
Microbial surfactants ? synthesis and commercial applications
Languages of publication
This article reviews the information from the last decade in the world literature on microbial biosurfactants. Biosurfactants classification, kinetics of production and factors affecting synthesis of these compounds are described. Special emphasis is put on the natural roles played by surface active agents in the growth microorganisms which produce them. The development of biosurfactants genetics is presented and their potential commercial use is discussed.
Publication order reference
K. Paraszkiewicz, Katedra Mikrobiologii Przemyslowej i Biotechnologii, Uniwersytet Lodzki, ul. Banacha 12/16, 90-237 Lodz, Poland


text:
This paper describes the use of a phenyl bis(dithiocarbamate) (PBTC) linker to enhance the quantum yield of photoinduced electron transfer (eT) from a zinc porphyrin (ZnP) molecule (donor) to a CdSe quantum dot (QD) (acceptor), where quantum yield is defined as the fraction of photoexcited ZnP molecules in the sample that donate an electron to the QD. The PBTC ligand links the ZnP to the QD by coordinating to Cd2+ on the surface of the QD and the Zn metal center in ZnP via its dithiocarbamate groups. Compared with the donor-acceptor complex formed in the absence of PBTC linkers, where the ZnP molecule adsorbs to the QD through its carboxylate moiety, the PBTC linkage increases the binding affinity between ZnP molecules and QDs by an order of magnitude, from 1.0 × 105 ± (0.7 × 104) M-1 to 1.0 × 106 ± (1.0 × 105) M-1, and thereby increases the eT quantum yield by, for example, a factor of 4 (from 8% to 38%) within mixtures where the molar ratio ZnP:QD = 1:1.
ASJC Scopus subject areas
- Electronic, Optical and Magnetic Materials
- Physical and Theoretical Chemistry
- Surfaces, Coatings and Films


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Spell checking requires the deployment of several server-side components onto a J2EE compatible application server (e.g. Jetty, or Apache Tomcat).
The following server-side components are required to enable spell checking:
Allowed Originsephox-allowed-origins.warSupplies configuration for server components to communicate with your application.
Spell Checkingephox-spelling.warSpell checking service for JavaScript editors.
This guide will help you set up the Spelling server-side components, and show you how to use them in conjunction with editor clients. The steps required are:
 1. Install a Java application server (or use existing)
 2. Deploy server-side components
 3. Create a configuration file and configure the allowed origins service
 4. Pass the configuration file to the Java application server
 5. Restart the Java application server
 6. Set up editor client instances to use the spelling service
1. Install a Java Application Server
Server-side components require a Java Application Server to run.
If you don't already have a Java application server installed you can easily install Tomcat or Jetty with their default settings. These are both simple, open source Java application servers and they're easy to install and configure. The editor SDK supports both of these platforms. You can find the instructions and download links below. For the later setup, it's also helpful if you note any domain name and port number you specify during installation of the web application server.
Memory Requirement
Please ensure that you configure your Java Server (Tomcat/Jetty etc) with a minimum of 4GB.
Please refer to the Services Troubleshooting page if you require instructions on how to explicitly define how much RAM will be allocated to your Java server.
2. Deploy Server-side Components
You'll need to ensure you deploy all of the WAR files packaged with the SDK:
 - ephox-allowed-origins.war
 - ephox-spelling.war
The easiest way to deploy these files is to simply drag and drop them into the webapps directory of your Tomcat/Jetty server (or equivalent folder of another Java application server), and then restart the server.
More information on deploying components/applications:
Deploying applications with Tomcat 6.0
Deploying applications with Jetty
3. Create a configuration file and configure the allowed origins service
It is recommended that you use a plain text editor (eg: gedit, vim, emacs, notepad etc) when creating or editing the application.conf. Do not use editors like Evernote as there is a good chance of smart quotes being used where plain quotes should be used and this will cause the services to fail.
Services requires a configuration file named application.conf to be referenced by the application server.
The SDK comes packaged with an example configuration file (examples/application.conf) that can be used as a reference guide. You can use this example file (after modifying it with your settings). We recommend that you make a backup of the file before editing it.
The allowed-origins configuration element will need to be specified in order for the spelling server-side component to work.
This element configures the allowed-origins service which allows all server-side components to communicate with specified domains.
The origins attribute must list all the domains that instances of the editor will be hosted on. Only requests from the listed origins will be processed by the server-side components. Requests from any other domains will be rejected.
The url attribute defines the location of the allowed-origins service.
elementallowed-originsStores CORS setup information
An array of strings representing the domains allowed to communicate with the services.
Note: Be sure to include the protocol (https or http) and any required port number (eg:8080) in the string.
This string is a concatenation of two values:
String 1: The URL location of the allowed-origins service
String 2: The API to access in the service (/cors).
Entering Origins
The origins are matched by protocol, hostname and port. So you may need a combination of all three, depending on which browser /s you use. If you are serving the editor and services from http://localhost & port 80, then the list of origins should have an entry for "http://localhost" and any other servers with ports, like so:
 origins=["http://localhost", "http://any-other-servers:port"]
 url = "http://localhost/ephox-allowed-origins/cors"
This only applies to port 80 because this being the default http port, browsers omit it when talking to the server. For every other port and hostname, the recommended setting is to make one entry with the port and one without the port. This is because different browsers behave differently with regards to the Origin header. So the config file should resemble:
ephox{ allowed-origins{ origins=["http://hostname", "http://hostname:1234"] url = "http://hostname:1234/ephox-allowed-origins/cors" } }
Ensure that you have the right protocol specified, and for more examples see the section below. If you experience issues, please use the Troubleshooting guide (in the Tip below) and you should be able to see if the browser sends a different origin to the one that you have specified. Both must match for the services to work.
Depending on your configuration and the browser you use, you may need to specify the port number as well when listing the origin. If you observe that requests are failing with services not being available, it may be because the port number is required. Refer to troubleshooting guide - section titled Investigating Using the Browser's Network Tools
allowed-origins Example
ephox {
 allowed-origins {
 origins = [ "http://myserver", "http://myserver:8080", "http://myotherserver", "http://myotherserver:9090", "https://mysecureserver" ]
 url = "http://myserver:8080/ephox-allowed-origins/cors"
4. Pass the configuration file to the Java application server
You'll need to reference the configuration file created in Step 3 as a parameter passed to the JVM running the services. Once the server has been configured to use the file, restart the server.
If the path to your application.conf file has spaces in it, you must ensure you prefix each white space with an escape character (\).
Example: " -Dephox.config.file=/config/file/location/with/white\ space/application.conf"
The following examples demonstrate how to reference application.conf for Tomcat or Jetty instances.
Tomcat (Unix)
Make/edit a script at /tomcat/install/directory/bin/
Ensure the file contains a single line, like (this must be the absolute path as before):
CATALINA_OPTS=" -Dephox.config.file=/config/file/location/application.conf"
Tomcat (Windows):
Setting configuration varies based on installation of tomcat. You can choose one of following options to complete configuration setting.
Option A. Installation though Windows Command line (CMD) with tomcat binary file:
Make/edit a script at DRIVE:\tomcat\install\directory\bin\setenv.bat (This file might not exist for some versions of tomcat, create it in bin folder)
The file should contain a single line:
Example setenv.bat
set CATALINA_OPTS= -Dephox.config.file=DRIVE:\config\file\location\application.conf
After setting up configuration, you can launch tomcat by startup.bat or catalina.bat
Option B. Windows Service Installer:
 1. From start menu, open Monitor Tomcat and see popping up window.
 2. Go to Java tab and see Java Options.
 3. In Java Options, insert new line, which is
 4. Then you can go to General tab to start Tomcat.
Jetty (simple configuration):
You can specify your application.conf as a parameter to this command, along with other jvm parameters:
java -jar /jetty/install/directory/start.jar -Dephox.config.file="/config/file/location/application.conf"
Jetty (automatic configuration for services launching on system start-up)
Edit /etc/default/jetty and add the line:
JETTY_OPTS=" -Dephox.config.file=/config/file/location/application.conf"
Edit /opt/jetty/start.ini and add the line:
The first new lines of the file should read:
# Jetty start.jar arguments
# Each line of this file is prepended to the command line
# arguments # of a call to:
# java -jar start.jar [arg...]
5. Restart the Java application server
Once you have created a configuration file, configured the allowed origins service, and passed the configuration file to the Java application server you must restart the Java application server.
6. Set up editor client instances to use the spelling service
With the above steps completed you can now direct the editor client instances to use the server-side spelling component.
Set the spelling.url configuration property to the URL of the deployed server side spelling component. This URL is provided to you by your Java application server.
Example Client Config
var config = {
 spelling : {
 url: '' // Spelling service URL
var editor = textboxio.replace('_TAG_', config);
 - No labels


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Splunk Lantern
Investigating unusual file system queries
Your organization uses NetFlow data, which you are ingesting into Splunk. These data show a handful of machines reaching out via HDFS (Hadoop Distributed File System) to your Hadoop cluster, randomly querying for specific files that don't exist.
Data required
Apache: Hadoop
To optimize the search shown below, you should specify an index and a time range. In addition, this sample search uses the Hadoop Distributed File System source type. You can replace this source with any other server log data used in your organization.
Procedure
A Splunk customer ran the following search:
| protocol=hdfs response=404
| sort BY rare filename
Next steps
After running this search, the customer found that the machines in question had malware on them and were searching for sensitive documents with names like salary.xls and personal.doc. The customer's endpoint detection and response solution did not detect the malware. Running this search improved their mean time to respond.
These additional Splunk resources might help you understand and implement this use case in your organization:
Need technical help? Explore our customer success resources to find education and training, engage experts through OnDemand services, view support options, and more.


text:
The separation of coal and gangue is an important process of the coal preparation technology. The conventional way of manual selection and separation of gangue from the raw coal can be replaced by computer vision technology. In the literature, research on image recognition and classification of coal and gangue is mainly based on the grayscale and texture features of the coal and gangue. However, there are few studies on characteristics of coal and gangue from the perspective of their outline differences. Therefore, the multifractal detrended fluctuation analysis (MFDFA) method is introduced in this paper to extract the geometric features of coal and gangue. Firstly, the outline curves of coal and gangue in polar coordinates are detected and achieved along the centroid, thereby the multifractal characteristics of the series are analyzed and compared. Subsequently, the modified local singular spectrum widths
of the outline curve series are extracted as the characteristic variables of the coal and gangue for pattern recognition. Finally, the extracted geometric features by MFDFA combined with the grayscale and texture features of the images are compared with other methods, indicating that the recognition rate of coal gangue images can be increased by introducing the geometric features.
This is an open access article distributed under the Creative Commons Attribution License
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited


text:
The Invented Chinese Classical Garden
Supervisors: Mark Cousins, Doreen Bernath
The "Chinese classical garden" has been a popular topic in Chinese architecture for almost 80 years, in use not only in landscape design, but also in architecture and urban design. Wang Shu, the laureate of the 2012 Pritzker Prize, referred to it in presenting his design. The "Chinese classical garden" has encouraged the birth of a Chinese contemporary architecture satisfying both Chinese and western audiences. However, why does "Chinese classical garden" and not any the other types of antique architecture become the representative of Chinese architecture? This study investigates the conception of "Chinese classical garden" in the architectural history and theory writings of the 20th century. A further aim is to consider the ambitions of government and of the architects who invented the term "Chinese classical garden" as a "traditional architecture" during the revolution period of the 1950s.
Jingming Wu gained her master and bachelor degrees from Southeast University China and has been studying at the AA since 2012. She won the second prize in the Japanese 2nd NTT Docomo design competition and presented a paper at the 2nd East Asian Architectural Culture International Conference in singapore. Her research interests cover contemporary architectural design and antique history.


Take the 2-minute tour ×
I have to read and write binary data, where each element of data:
 - size = 2 bytes (16 bit)
 - encoding = signed 2's complement
 - endiannes = big or little (must be selectable)
Is it possible without using any external module? If yes,
 1. How to read such data from a binary file using read() into an array L of integers?
 2. How to write array of integers L into a binary file using write()?
share|improve this question
Have you looked at Python's struct module? – Kai Feb 17 '11 at 15:30
I'd say the struct module would be the best place to start – Exelian Feb 17 '11 at 15:31
Using struct would be quite inefficient, though, because you would have to unpack the values one by one. – Sven Marnach Feb 17 '11 at 15:34
_USER_ Marnach: Have you measured that? – S.Lott Feb 17 '11 at 15:47
_USER_.Lott: Yes, while answering this question last year. I don't remember the exact figures. – Sven Marnach Feb 17 '11 at 15:52
3 Answers 3
up vote 8 down vote accepted
I think you are best off using the array module. It stores data in system byte order by default, but you can use array.byteswap() to convert between byte orders, and you can use sys.byteorder to query the system byte order. Example:
# Create an array of 16-bit signed integers
a = array.array("h", range(10))
# Write to file in big endian order
if sys.byteorder == "little":
with open("data", "wb") as f:
# Read from file again
b = array.array("h")
with open("data", "rb") as f:
 b.fromfile(f, 10)
if sys.byteorder == "little":
share|improve this answer
More generally, seeing that the OP in effect wants a file_byteorder arg, use if sys.byteorder!= file_byteorder: b.byteswap() in both input and output. – John Machin Feb 17 '11 at 20:54
_USER_: That's why I wrote "example" above :) – Sven Marnach Feb 17 '11 at 21:04
Consider using
struct.unpack(byteorder + str(len(rawbytes) // 2) + "h", rawbytes)
where byteorder is '<' or '>' as desired, and similarly for packing. Note: I'm not claiming that this is faster than the array way, but I do note that the array way sometimes needs an additional byteswap step.
share|improve this answer
The struct way always needs an additional unpack() step. The main difference is that you will end up with a Python list, while you get an array when using array.fromfile(). – Sven Marnach Feb 20 '11 at 11:12
from array import array
# Edit:
from sys import byteorder as system_endian # thanks, Sven!
# Sigh...
from os import stat
def read_file(filename, endian):
 count = stat(filename).st_size / 2
 with file(filename, 'rb') as f:
 result = array('h')
 result.fromfile(f, count)
 if endian!= system_endian: result.byteswap()
 return result
share|improve this answer
array.fromfile() always takes two parameters. – Sven Marnach Feb 17 '11 at 15:55
Ugh. That's utterly inconvenient. :( – Karl Knechtel Feb 17 '11 at 16:01
Your Answer


text:
SYMMETRIC THREE-COMPONENT ROTATIONAL PIEZOELECTRIC SEISMOMETERS
Consulting Company, Calgary, Canada
Journal: Seismic instruments
Keywords: piezoelectric transducers, rotational seismometers, strong motion, parameters of rotational seismic vibrations, piezoelectric accelerometers
Аnnotation: The possibilities of constructive realization of rotational seismometers with the use of fundamentally new two-and four-element piezoelectric rotation sensors are considered. On the basis of detailed review of existing piezoelectric accelerometers for strong earthquakes design of three-component rotational piezoelectric accelerometers symmetric with respect to the vertical location component is proposed. The calculation of the instrument suitable for well observations is given. The prospects of using the new modern piezoelectric materials are noted.


text:
This script provides "choice options" that provide finer control over your choices.
You can now hide choices that should not be shown using a few simple conditions rather than duplicating a choice list several times using conditional branches.
You can disable choices from being selected, which is simply impossible under normal circumstances.
Additional options may be added in the future
A list of tutorials that show how choice options can be used.
- Using Choice Options – by Sinweaver
In your event, before the show choices commands, use script calls to set each choice option
The general format of the script call is
method_name(choice_number, arguments,... )
You can look up the available methods in the reference section of the script.
The choice_number is 1 for the first choice, 2 for the second choice, and so on.
The arguments are specified in in the reference.
Any option that uses a formula can use formula variables. The following formula variables are available
p = $game_party t = $game_troop s = $game_switches v = $game_variables
All formulas are evaluated within the context of the game interpreter, so any game interpreter methods can be called directly.
When the condition is true, the specified choice will not be shown on the list. Use a script call
condition is a string representing your conditional statement.
When the condition is true, the specified choice will not be selectable, though it will be shown on the list. Use a script call
The text of the specified choice will be drawn with the selected color. The color is currently a number from 0 to 32, which is not very useful.
Disabled Choice Color
The colored choice ignores whether the choice is enabled or not. You can use the "disable colored" option to set the color of the text if the choice is disabled.
The text of the specified choice will be replaced by the text for this option. This allows you to exceed the 50-char limit imposed by the editor.
You can also specify a condition along with the text. When the condition is satisfied, the text will be displayed.
text_choice(choice_num, text, condition)
For example, to make it so that the first choice's text will be changed to "???" if Switch 3 is OFF, you would write
text_choice(1, "???", "$game_switches == false")
This is a common issue. When you are trying to condition on a switch or variable, you may be tempted to write things like
Because that's how the editor displays it. This is wrong. Leading zeroes are treated as octal numbers, which is completely different.
The correct way to write numbers is to remove all leading zeroes like this


Download Article Download Article
Metal puzzles are a fun and challenging way to test your brain. But after hours of working through the same puzzle with no results, you may feel a little stumped! If you're desperate for a solution, a puzzle guide might be your best bet! The P-shaped, horseshoe ring, and double-M puzzle are among the most common metal puzzles—once you've mastered these 3 puzzles, you'll be ready to work through any puzzle design on your own!
Part 1 of 3:
Working Through a P-Shaped Puzzle
 1. 1
 Grab one end of each P-shaped ring with both of your hands. Hold the puzzle as evenly as possible to prevent twisting the puzzle the wrong way while you work. Align the puzzle horizontally before you begin twisting it, with both ends of the P-shaped rings facing outwards.[1]
 - The two Ps should make something resembling a "W" shape before you begin twisting them.
 2. 2
 Turn your left P-shaped ring down. Then, loop the right ring around the upper "P" loop of the left ring. Your two P-shaped rings should look stacked on top of each other and mirroring each other at the loops.[2]
 - The rings should resemble a heart shape at this stage.
 3. 3
 Pull the right ring from the top and through the left loop. As you string the right ring through the left loop, it should slide off once you reach the bottom end. Once the two rings are separated, you have completed the puzzle.[3]
 - Set them down somewhere you won't forget to prevent losing them.
 4. 4
 Slide one ring through the "P" loop of the other ring to reset the puzzle. To prevent losing either ring and to put the puzzle together again, insert one ring through the top loop of the other ring. Pull the first ring all the way through the second ring, then turn the second ring up to secure both in place.
Part 2 of 3:
Beating a Horseshoe Ring Puzzle
 1. 1
 Hold the ring up evenly in front of you. Align the ring as evenly and as tightly as you can. Avoid holding one end of the right higher or lower than the other to prevent the ring from twisting or tangling as you work on it.[4]
 2. 2
 Twist one horseshoe in a counterclockwise direction. Keep the metal ring in-between the two rings. Continue twisting it until the ring is tight between the two rings and you cannot twist the horseshoe any further.[5]
 3. 3
 Bend and align the two horseshoes. Push the two horseshoes together into the middle of the chain until it bends in half. Line up the horseshoes as evenly as possible, allowing the ring to fall to the bottom of the horseshoes.[6]
 4. 4
 Slide the ring up and off of the horseshoe. Grab hold of the metal ring and lift it up through 1 side of the horseshoes. If the horseshoes are aligned, the ring should come off without forcing it. Check the horseshoe alignment if your ring appears stuck or you cannot locate an opening at the top of the horseshoes.[7]
 5. 5
 Re-align the horseshoes to put the puzzle back together. When you're ready to put the puzzle together again, twist and bend the chain in half to align the horseshoes back together. Drop the ring through one end of the horseshoes, then fold the horseshoes back up and twist 1 horseshoe in the opposite direction to secure the ring.
Part 3 of 3:
Solving a Double M Puzzle
 1. 1
 Lift one double M ring above the other ring. Both double M rings have a large curve around the top of the ring. Position your rings so that 1 ring is facing with their curve up and the other is facing downward in the opposite direction.[8]
 - Because the pieces are identical, they should look like a reflection of each other.
 2. 2
 Turn the rings at a 90-degree angle. Lift the bottom ring up through the top ring's side, then tilt them sideways at a 90-degree angle. The two ring curves should still be facing in opposite directions.[9]
 3. 3
 Slide the bottom piece up through the top piece's curve. Keep the rings even and at the 90-degree angle to prevent twisting or complicating your puzzle. When you have reached the top, make the bottom ring aligned with the middle of the top ring's curve.[10]
 4. 4
 Lower the bottom ring through the middle of the top ring's "M." Turn both rings upright again and slide the bottom ring down through the top ring's "M." If you have aligned the rings correctly, it should go through the middle without twisting or catching.[11]
 5. 5
 Insert one ring through the other ring's "M" to put the puzzle together again. To attach the two rings together again, raise one ring through the middle of the other ring's "M." Then, twist the rings at a 90-degree angle and slide it over the top curve and to the bottom of the ring. This will secure the rings together for storage.
Community Q&A
Ask a Question
200 characters left
 - The double M, P-shaped, and horseshoe ring puzzle are just 3 of the most common metal puzzles. For more obscure designs, try watching YouTube tutorials on your specific puzzle.
 - Of these 3 common metal puzzles, the double M puzzle (sometimes called "The Devil Puzzle") is the most difficult.
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 About This Article
 wikiHow Staff
 Co-authored by:
 216 votes - 33%
 Co-authors: 3
 Updated: May 21, 2021
 Views: 116,851
 Article SummaryX
 To solve a P-shaped metal puzzle, start by grabbing 1 end of each P-shaped ring with both of your hands. Hold the puzzle evenly, making sure it doesn't twist. Once you have the rings steady, turn your left ring down so your rings look stacked on top of each other and resemble a heart shape. Next, pull the right ring from the top through the left loop. Once the 2 rings are separated, you have completed the puzzle. If you want to reset it, slide 1 ring through the P loop of the other ring. To learn how to beat a horseshoe ring puzzle, keep reading!
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 Thanks to all authors for creating a page that has been read 116,851 times.
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text:
Livestock management, also known as livestock monitoring or precision livestock farming, uses IoT-enabled devices to track and monitor the health of livestock, most commonly cattle.
Traditional methods of livestock monitoring involve individually inspecting animals for signs of disease or injury. This method is both costly and highly unreliable. An Oklahoma University found lung lesions and scarring in 37 percent of cattle that had never been diagnosed as sick and, in a trial at the Meat Animal Research Center, 68 percent of steers tested showed signs of past respiratory infection.
Although the animals had recovered on their own, studies have shown that once livestock has been ill, they never catch up to the rest of the healthy herd in health or value.
IoT-enabled livestock management solutions take the guesswork out of herd health. Using a wearable collar or tag, battery-powered sensors monitor the location, temperature, blood pressure and heart rate of animals and wirelessly send the data in near-real-time to farmers' devices.
This allows farmers to check in on the health and location of each individual animal in their herd from anywhere as well as receive alerts if something falls outside of the normal range. Rather than physically check the vitals of each individual animal to see if an illness has spread, they know immediately which livestock is affected and which are not.
Besides tracking health, livestock monitoring solutions can use GPS tracking to gather and store historical data on preferred grazing spots or use temperature tracking to determine the peak of mating season.
With the mOOvement farm management solution you can get a full overview of your property and check on the location and health of your cattle. The software helps you run a better and more efficient ...
We are training an AI to learn how to farm, to increase productivity, while reducing the impact of farming on the planet.
With a proven combination of sensor, router and software, combined with dairy experience and years of research, testing and development.
We provide real-time data on the health of your livestock to protect your business, raise productivity, and automate the process.
Managing dairy farms can be really challenging. We help dairy farms take the guesswork out of operations with 24/7 monitoring.
We help you organise your herd showing you the information you want. Track the breeding status of your cows using our Smart Lists.
Our smart ear tag system and objective alerts give pen riders the tools needed to focus on the animals that actually need attention.


text:
This Vowel and Consonant Mail worksheet also includes:
Clarify the difference between a consonant and a vowel with an activity inspired by mail. Learners help out a confused mail carrier by categorizing and alphabetizing words by writing them on the corresponding mailboxes. One mailbox is labeled double consonants and the other double vowels. An answer key is included.


text:
Packet Power is frequently asked how to access the voltage source when installing power monitors. This can be done using a variety of methods.
Voltage monitoring point Access voltage for power monitoring at any point on the circuit provided:
The voltage tap is close enough to the CT location that there is not a significant voltage drop -- upwards of 100 feet (30 meters) in many cases.
The voltage tap and the CTs are both on the same side of a transformer, UPS or any voltage conversion device -- both must be on the input or output.
Current requirements Packet Power's monitors require a fraction of an Amp of power so are fused at less than 1A and only require small gauge wire.
Fusing requirements Many Packet Power monitors are internally fused, but best practice and code compliance may require fusing on the voltage connections. Packet Power offers inline fuse kits for this purpose. These are available for 120-240V and 480V systems.
VOLTAGE TAP CONNECTION METHODS
Dedicated circuit breakers Utilizing a small existing circuit breaker on a panelboard is among the most common methods of accessing voltage.
Spare terminals Some PDUs, RPPs and switchgear contain small auxiliary terminal blocks that can be used to source voltage for the meter.
Insulation displacement connectors (IDCs) IDCs pierce the insulation on an existing conductor and provide a means for safely connecting a second "tap" line that can be used to source the voltage. These connectors are available in many sizes and are specified according to the primary and tap conductors. Most are UL listed and code compliant but may not be accepted in all jurisdictions.
Tapping the busbar
Electricians drill and tap the busbar and attach the conductor directly to the busbar using a ring terminal.
Busbar taps clamp directly to an existing busbar and allow for a secondary voltage tap. This approach is more common in Europe and not typically used in North America. Busbar taps can be expensive but are essential in some applications.
Double lugging The practice of double lugging entails sharing the lug or terminal of the conductor with the voltage sensing wire. This is done when the primary conductor is much larger than the voltage tap wire. Ideally this is done where there are large compression lugs securing the primary conductor. Double lugging may not be approved in all jurisdictions.
Cable splitter via wire nut or twin wire ferrule When the primary and tap conductors are close in size, the best practice is to use a single conductor entering the terminal of the voltage source. This single conductor can then be branched into two sources after it leaves the terminal using a code compliant method such as a wire nut or twin wire ferrule
FINAL NOTE We have provided a quick summary of the most common ways to tap into a voltage source. Please note the acquisition method most suitable for your facility is subject to your regional electrical codes and the judgement of a qualified electrician familiar with the job at hand.