Creating deposit types
Creating deposit types
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General information
Deposit types are entities that can be added to the customer's account. They can be part of a loyalty program or used as a payment method in the SMS-timing system.
3rd party integrations for cashless systems also use our deposit system to add the purchased credits on the customer's card or account.
Now with the achievements and gamification possibilities in our software, you can event link certain deposits to certain goals in order
Deposit kinds
Deposits can be made in unlimited amounts and for a wide variety of applications so before we create them make sure you know what you want to achieve.
let's go over the different kinds.
 - "Career Point" can be used to increase career levels in the SMS-timing, most commonly used to return on achievements.
 - "Credit" a regular credit that can be banked or redeemed for a product, mostly used for loyalty programs.
 - "3rd party credits" are credits used by 3rd party integrations. Here is an article on the available options.
 - "Money" is a money amount added to the membership as part of a monthly membership or a deposit by the customer or parents. The money value stays 1:1 and can be used for every product in the system as cash would do.
 - "Points" are comparable with credits and career points. They are mostly returned as a reward for achievements but are rarely of sufficient value to redeem a product with. Therefore customers can keep track of them and collect them to exchange them for eg. a credit.
These are the kinds, you can create multiple deposits of the same kind but with different specifics like validity and period of usage.
Create a new deposit
To create a new deposit follow these steps:
 1. Navigate to the Deposit page. (Menu -> Products -> Deposit Types)
 2. create a new entry.
 New Deposit type
 3. Fill in all the required information.
 1. "Name" for the deposit.
 2. "Short" an abbreviation used online and by mobile apps.
 3. "Priority" of the deposit to be used, the lower the number the higher the priority.
 4. "Print on reports"
 5. "Check last visit"
 6. "Shared" over different locations.
 7. "Kind" of credit.
 8. "External reference" for 3rd party integrations.
 9. "Can withdraw" this credit to purchase products.
 10. "Can deposit" this credit to bank and save.
 11. "Transferable" between members.
 12. "Valid for" a determined duration.
 13. "Style" to make it stand out.
 14. "Online" available?
 15. "Period of Time" default is always available but you could restrict usage of the credit on given times and days.
 4. Save the deposit.
New deposit
Example of a new deposit credit
As you can see in the example, we created a new deposit credit with a validity of 1 day which can only be used on days with the open schedule assigned.
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text:
Parallel Lines in Second Grade
- Second grade students read the story Do Parallel Lines Meet?
- They explored the math in the story
- They wrote/drew to describe what the learned
- Their words were used to make up a song
- See their performance, shared publicly though the Math Performance Festival.

source: HuggingFaceFW/fineweb-edu


text:
"How to Tell If Your Cat Is Plotting to Kill You" is an offering of cat comics, facts and instructional guides from the creative wonderland at TheOatmeal.com.
If you are a cat lover like me, you'll find this book funny.
It's a quick read as it's just graphics.
Some of the topics include:
- The daily antics of the Bobcats at the office
- How to pet a kitty
- How your cat sees you
- Walking a dog versus a cat
- If we treated our cats like they treat us
- How to deal with kitty litter
- How kittens are plotting to take over the world
Here are some examples of the Bobcats:

source: openbmb/Ultra-FineWeb


text: Beechcraft Starship airplane model. To provide a new generation of corporate transports, Beech looked to Burt Rutan's Scaled Composites Inc. This led to the construction of the Model 2000 Starship 1. The Starship design has compound taper main wings, which mount the two pusher engines. Large endplate fins, known as tip sails, provide longitudinal stability, augmented by two small fins on the wing trailing edge. Additional keel area is provided by a ventral fin under the extreme rear of the slender fuselage. Virtually the entire structure is made of Nomex honeycomb and graphite/epoxy composites, with titanium used in high-stress areas. The first of three flying pre-production Starships flew on February 15, 1986. The Beech 2000 Starship 1 was powered by two Pratt &, Whitney Canada PT6A-67A turboprops, each flat rated at 1,200 shp, and driving a five-blade Hartzell fully feathering and reversible-pitch propeller. This 10-passenger plane had a maximum cruising speed at 25,000 ft of 386 mph, maximum altitude of 41,000 ft, and a range at 35,000 ft of 1,946 miles.

source: m-a-p/FineFineWeb


in Learnings
You don't need od6 when working with Google Sheets JSON
When figuring out how to extract Google Sheets data as JSON, the top result on Google explains that you can access the JSON like this:
_URL_
In this URL od6 represents the first sheet in the book/spreadsheet. Someone said that other sheets are represented by od8, od10 and so on, but that didn't work with me. So dug around the comments on different posts and here's the answer: simply use numbers instead of od6.
So the URL for your first sheet becomes:
_URL_
and the second sheet will be:
_URL_
And so on.
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 1. You sir, are the best. Just spent a bunch of hours trying to figure this one out, even went and got API credentials, because this was literally driving me nuts.


Romance or romantic? I like romantic movies or I like romance movies? are both correct? Also, a friend of mine said it's all right to say: It's a romantic movie. But it's wrong to say: It's a romance movie. Why is that? Thanks!
Jul 6, 2015 2:22 PM
Answers · 4
"Romance movie" is absolutely correct and more common than "romantic movie". ROMANTIC is an adjective. "A romantic movie/book" "A romantic night" "A romantic poem/story" ROMANCE is a noun. "It was a short-lived romance" It can also be an adjective when used to describe a type of writing: romance novels.
July 6, 2015
I would disagree with Marcin about 'romance movie' being more common than 'romantic movie'. Certainly you can say that the story is 'a romance', the same way as you'd describe a story as 'a thriller', but I would always use the adjective form before'movie' or film: 'a romantic movie' or 'a romantic film'. Out of curiosity, I googled this and found one or two references to 'romance movie' and dozens to 'romantic movie'. This could be a regional difference, but I have never actually heard anyone say 'romance movie'.
July 6, 2015
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guide example 3
import globalPluginHandler
import ui
import api
class GlobalPlugin(globalPluginHandler.GlobalPlugin):
 def script_announceWindowClassName(self, gesture):
 focusObj = api.getFocusObject()
 name = focusObj.name
 windowClassName = focusObj.windowClassName
 ui.message("class for %s window: %s" % (name, windowClassName))
 def script_announceWindowControlID(self, gesture):
 focusObj = api.getFocusObject()
 name = focusObj.name
 windowControlID = focusObj.windowControlID
 ui.message("Control ID for %s window: %d" % (name, windowControlID))
 __gestures = {
 "kb:NVDA+leftArrow": "announceWindowClassName",
 "kb:NVDA+rightArrow": "announceWindowControlID",
 }
--- end ---
3.10. Events
When NVDA detects particular toolkit, API or Operating System events, it abstracts these and fires its own internal events on plugins and NVDA Objects.
Although most events are related to a specific NVDA Object (e.g. name change, gain focus, state change, etc.), these events can be handled at various levels. When an event is handled, it is stopped from going further down the chain. However, code inside the event can choose to propagate it further if needed.
The order of levels through which the event passes until an event method is found is:
Events are Python instance methods, with a name starting with "event_" followed by the actual name of the event (e.g. gainFocus).
These event methods take slightly different arguments depending at what level they are defined.
If an event for an NVDA Object is defined on an NVDA Object itself, the method only takes one mandatory argument which is the 'self' argument; i.e. the NVDA Object instance). Some events may take extra arguments, though this is quite rare.
If an event for an NVDA Object is defined on a Global Plugin, App Module or Tree Interceptor, the event takes the following arguments:
Some common NVDA Object events are:
There are many other events, though those listed above are usually the most useful.
For an example of an event handled by an App Module, please refer to example 1 (focus beeps in notepad).
3.11. the App Module SleepMode variable
App Modules have one very useful property called "sleepMode", which if set to true almost completely disables NVDA within that application. Sleep Mode is very useful for self voicing applications that have their own screen reading functionality, or perhaps even some games that need full use of the keyboard.
Although sleep mode can be toggled on and off by the user with the key command NVDA+shift+s, a developer can choose to have sleep mode enabled by default for an application. This is done by providing an App Module for that application which simply sets sleepMode to True in the AppModule class.
3.12. Example 4: A Sleep Mode App Module
The following code can be copied and pasted in to a text file, then saved in the appModules directory with the name of the application you wish to enable sleep mode for. As always, the file must have a .py extension.
--- start ---
import appModuleHandler
class AppModule(appModuleHandler.AppModule):
 sleepMode = True
--- end ---
3.13. Providing Custom NVDA Object Classes
Providing custom NVDA Object classes is probably the most powerful and useful way to improve the experience of an application in an NVDA plugin. This method allows you to place all the needed logic for a particular control altogether in one NVDA Object class for that control, rather than scattering code for many controls across a plugin's events.
There are two steps to providing a custom NVDA Object class:
When defining a custom NVDAObject class, you have many NVDAObject base classes to choose from. These base classes contain the base support for the particular accessibility or OS API underlying the control, such as win32, MSAA or Java access Bridge. You should usually inherit your custom NVDAObject class from the highest base class you need in order to choose your class in the first place. For example, if you choose to use your custom NVDAObject class when the window class name is "Edit" and the window control ID is 15, you should probably inherit from NVDAObjects.window.Window, as clearly you are aware that this is a Window object. Similarly, if you match on MSAA's accRole property, you would probably need to inherit from NVDAObjects.IAccessible.IAccessible. You should also consider what properties you are going to override on the custom NVDA Object. For instance, if you are going to override an IAccessible specific property, such as shouldAllowIAccessibleFocusEvent, then you need to inherit from NVDAObjects.IAccessible.IAccessible.
the chooseNVDAObjectOverlayClasses method can be implemented on app modules or global plugin classes. It takes 3 arguments:
 1. self: the app module or global plugin instance.
 2. obj: the NVDAObject for which classes are being chosen.
 3. clsList: a Python list of NVDAObject classes that will be used for obj.
Inside this method, you should decide which custom NVDA Object class(es) (if any) this NVDA Object should use by checking its properties, etc. If a custom class should be used, it must be inserted into the class list, usually at the beginning. You can also remove classes chosen by NVDA from the class list, although this is rarely required.
3.14. Example 5: Command to Retrieve the Length of Text in an Edit Field Using a Custom NVDA Object
This app module for notepad provides a command to report the number of characters in edit fields. You can activate it using NVDA+l. Notice that the command is specific to edit fields; i.e. it only works while you are focused in an edit field, rather than anywhere in the application.
The following code can be copied and pasted in to a text file, then saved in the appModules directory with the name of notepad.py.
--- start ---
import appModuleHandler
from NVDAObjects.IAccessible import IAccessible
import controlTypes
import ui
class AppModule(appModuleHandler.AppModule):
 def chooseNVDAObjectOverlayClasses(self, obj, clsList):
 if obj.windowClassName == "Edit" and obj.role == controlTypes.ROLE_EDITABLETEXT:
 clsList.insert(0, EnhancedEditField)
class EnhancedEditField(IAccessible):
 def script_reportLength(self, gesture):
 ui.message("%d" % len(self.value))
 __gestures = {
 "kb:NVDA+l": "reportLength",
 }
--- end ---
3.15. Making Small Changes to an NVDA Object in App Modules
Sometimes, you may wish to make only small changes to an NVDA Object in an application, such as overriding its name or role. In these cases, you don't need the full power of a custom NVDA Object class. To do this, you can use the NVDAObject_init event available only on App Modules.
The event_NVDAObject_init method takes two arguments:
 1. self: the AppModule instance.
 2. obj: the NVDAObject being initialized.
Inside this method, you can check whether this object is relevant and then override properties accordingly.
3.16. Example 6: Labelling the Notepad Edit Field Using event_NVDAObject_init
This app module for notepad makes NVDA report Notepad's main edit field as having a name of "content". That is, when it receives focus, NVDA will say "Content edit".
The following code can be copied and pasted in to a text file, then saved in the appModules directory with the name of notepad.py.
--- start ---
import appModuleHandler
from NVDAObjects.window import Window
class AppModule(appModuleHandler.AppModule):
 def event_NVDAObject_init(self, obj):
 if isinstance(obj, Window) and obj.windowClassName == "Edit" and obj.windowControlID == 15:
 obj.name = "Content"
--- end ---
4. Packaging Code as NVDA Add-ons


text: Proceedings of the 2012 Biennial Geotechnical Seminar held in Denver, Colorado, on November 9, 2012. This Geotechnical Practice Publication contains 16 papers that address the complex geotechnical challenges in geologic hazards, nondestructive evaluation, geo-construction, and the ground itself. Topics include: debris flow assessment and mitigation; rockfall rating systems; dam sinkhole evaluation; seismic imaging for landslide remediation; photogrammetry for mapping discontinuities, river morphology, and concrete damage; mine subsidence under levees; laramie formation claystone behavior; underdrains for construction on expansive soils; reinforced soil structures; bedrock settlement under dams; energy foundations; drilled shaft foundations; and tunnel rehabilitation. This Geotechnical Practice Publication focuses on Colorado and the Rocky Mountain West s specific geotechnical practice and experience. It will be valuable to anyone in geotechnical engineering, especially those working in Colorado or similar geologic settings.


's #.
 You state that it's larger but you are incorrect.
 In fact this 10^^^googol is less than g_2 in the sequence, g, in which g_64 = Graham's number.
 My submission to your challenge would be:
 f_(zeta_nought)(3), where zeta_nought = supremum of (epsilon_nought, epsilon_(epsilon_nought), …), and epsilon_(n+1) = supremum(epsilon_n, epsilon_n^epsilon_n, …), and epsilon_nought = supremum of tetrations of omega, and omega = supremum of natural numbers.
 then we define f_a(n) = f_a[n](n), for limit ordinals a, where a[n] is the nth element of the fundamental sequence for a.
 and f_(k+1)(n) = f_k^n(n), where f^(i+1)(n) (the 'i+1'th functional power of f) = f(f^i(n))
 and f_0(n) = n+1
 successive functions in the "f family" are diagonalizations of their respective previous function.
 this utterly blows away anything that's been submitted on this page or discussed by you, though i fear due to your inability to understand the vast difference between your 10 triple arrow googol and graham's number that you won't see this.
 simple proof though, for the comparitively small limit ordinal, epsilon_nought, we have f_(epsilon nought)(2):
 epsilon_nought = sup{w, w^w, …}
 epsilon_nought[2] = w^w
 w^w = sup{w^1, w^2, …}
 w^w[2] = w^2
 w^2 = sup{w*1, w*2, …}
 w^2[s] = w*2
 w*2 = sup{w+1, w+2, …}
 w*2[2] = w+2
 f_(w+2)(2) = f_(w+1)(f_(w+1)(2))
 = f_(w+1)(f_w(f_w(2))) = f_(w+1)(f_8(8))
 meanwhile Graham's # < f_w^64(6) < f_w^64(64) = f_(w+1)(64) << f_(w+1)(f_8(8)), where << means something like "computationally vastly less than"
 i've been verbose in my description, but as you can hopefully see, this is all easily unambiguously definable in 500 characters or less.
 and if you don't understand limit ordinals (which I'm sure you don't) and insist on everything being finite, even though infinite ordinals evaluate perfectly well to finite values when their fundamental sequence is evaluated, let me give you something quick and simple that also surpasses anything mentioned on this page
 a_0 = b_0 = 10
 a_(n+1) = a_n ^^^…^^^ a_n, where there are a_n ^'s
 b_(n+1) = a_(b_n)
 b_10
 even b_2 leaves graham's # in the dust
 and b as a sequence dominates conway's chained arrow notation which dominates knuth's up arrow notation.
 5. Thank you for your contest entry.
 Regarding your initial remarks, I believe you are mistaken, and I stand by what I wrote, namely, that Graham's number $G$ is far less than what I call $10 \uparrow\hskip-.55em\Uparrow\text{ googol }$. Perhaps you misunderstood my notation, and I noticed that you wrote $10\uparrow\Uparrow\text{ googol }$, but I assume you were referring to what I wrote as $\uparrow\hskip-.55em\Uparrow$. (Of course this is very different than $10\uparrow\uparrow\uparrow\text{ googol }$, which is much smaller–perhaps use browser zoom to see the difference? I don't have a native symbol here for the triple up.) Note that this website supports the use of $\TeX$ notation.
 My claim is not difficult to verify, since Graham's number $G$ is defined by a process of 64 "layers", and each layer amounts to one more application of what I called $\Uparrow$ (different from $\uparrow\uparrow$), which iterates the adjacent $\uparrow$ operation that many times. Thus, if you look at the definition carefully, adding one to the right-hand argument of $a\uparrow\hskip-.55em\Uparrow b$ is exactly climbing one additional layer in Graham's construction, and so Graham's number is something like $3\uparrow\hskip-.55em\Uparrow 64$. But actually it is somewhat larger than this, because Graham starts with the ad hoc base case of $3\uparrow\uparrow\uparrow\uparrow 3$, rather than the more natural $3\uparrow 3$, which would result from starting with $1=3\uparrow^0 3$ at level $0$. This difference is made up with one more layer, and so it follows that Graham's number $G$ is bounded by $$3\uparrow\hskip-.55em\Uparrow 64 \quad\lt\quad G\quad\lt\quad 3\uparrow\hskip-.55em\Uparrow 65.$$ In particular, it is far less than $10\uparrow\hskip-.55em\Uparrow \text{ googol }$, which is what I had claimed.
 I note that your $a_n$ and $b_n$ idea at the end of your post is very similar to the idea in my move from $\uparrow$ to $\Uparrow$ to $\uparrow\hskip-.55em\Uparrow$, where one has a notation that at each level iterates the previous level that many times, and of course this is the same idea that allows the binary Ackermann function, which I mentioned in my post, to climb much higher still. It is the Ackermann function, of course, that underlies the diagonalizing functions in the beginning of your comment.
 One must admit that it is a little funny that you expressed skepticism about my ability to understand limit ordinals, yet you messed up the definition of $\epsilon_\alpha$ by failing to define $\epsilon_\lambda$ in the case $\lambda$ is a limit ordinal. Without this, of course, the notation $\epsilon_{\epsilon_0}$ makes no sense, and so in this formal sense, your entry fails to describe a number. But of course you intend to take limits at limit stages, so as to produce a continuous sequence. While $\zeta_0$ is a largish countable ordinal for beginners, one can easily describe much larger countable ordinals using essentially the same methods. The ordinal $\zeta_0$ is the smallest ordinal that is a fixed point in the enumeration of all $\epsilon$-ordinals, so $\zeta_0=\epsilon_{\zeta_0}$. This is a comparatively small computable ordinal, much smaller for example than the Feferman-Schütte ordinal, the Veblen ordinals, the Howard Bachman ordinal and eventually the Church-Kleene ordinal, which is the supremum of all computable ordinals (as well as the supremum of all hyperarithmetic ordinals). Far larger countable ordinals arise in the theory of infinite-time computability, such as $\lambda$, $\zeta$ and $\Sigma$, which I have written about at length.
 Finally, let me add that I don't really care for the tone of your comment. I think you will find that you get a better reception in mathematical communication if you treat people with polite respect. You mention my "inability to understand" some simple things and that you are sure that I "don't understand limit ordinals," but this is frankly ludicrous in light of the rest of the content of this website. Have you had a look at it?
 - For some reason, "↑⇑", is what was pasted when I highlighted your triple up arrow. Even now as I'm highlighting it, it's pasting the "↑⇑" again.
 Later in the evening, upon more thought, I decided my submission would actually be far more powerful if my b


Display structured content with page templates
This guide demonstrates how to create a page and display data in Xperience by Kentico, utilizing a reusable content type and a page template.
First steps series - prerequisites
This guide is part of a series about the first steps toward creating a site in Xperience. It assumes you followed the previous guide of this series and have done the following:
 - installed your desired version of Xperience by Kentico (version 28.0.0 or higher)
 - created a reusable content type called Landing content in your administration interface
 - generated partial class for this content type in your .NET solution
If you wish to follow along with this exercise but have not created the reusable content type or generated classes in your solution, start with the Create a reusable content type guide. If you don't have the desired version of Xperience by Kentico, follow this guidance on how to install a specific version.
When you run your TrainingGuides.Web project now, you see a blank page with the following message:
The TrainingGuides.Web site has not been configured yet.
After completing this guide, you will be able to display a home page with a title, as defined by the reusable Landing content content type. Note that this is just a very simplified example, and styling is out of the scope of this guide.
Add a website channel
The first step towards displaying content on a page is creating a website channel. One website channel corresponds to one site and stores your pages and linked content.
Channels and reusable content
Xperience by Kentico supports multiple channels in one Xperience instance. Reusable content, stored in the Content hub, from the previous guide, exists independently of channels and can be referenced by multiple channels at once. You will experience this first-hand later in this guide.
 1. Log into your Xperience administration and navigate to Configuration → Channel Management.
 2. Create a new channel with the following properties and click Save:
 - Channel name: Training guides pages
 - Code name: TrainingGuidesPages
 - Channel type: Website
 - Website domain: localhost
 - Primary language: English
 Channel type
 There are currently two types of channels in Xperience by Kentico: website and email. Follow the links if you'd like to learn more about them.
 Website domain configuration
 Learn more about how to configure your channel domains in our Website channel management documentation page.
Now, when you navigate to the dashboard, you will see your Training guides pages channel is now visible under the Channels category in the dashboard. Additionally, a new Channels item appears on top of the left menu.
Create a page content type
To display an item of a reusable content type on a website channel, you need to create a page content type that references it.
As mentioned above, this guide works with the Landing content content type created in the previous guide.
Define a page content type in the administration interface
 1. Navigate to Configuration → Content types → New content type.
 2. Populate the following properties and save:
 - Display Name: Landing page
 - Namespace: TrainingGuides
 - Name: LandingPage
 - Icon: xp-market (type 'text' in the select list search bar)
 - Use for: select Pages from the dropdown
 - Include in routing: True (checked)
 3. Define a new field, LandingPageContent, that will display Landing content reusable content type item:
 - Field name: LandingPageContent (we recommend using the <content type name><field name> naming convention as explained here)
 - Data Type: select Content items from the dropdown
 - Display in editing form: True (checked)
 - Field caption: Landing page content
 - Form component: Content item selector
 - Form component configuration → Allowed content type: select Landing content from the dropdown
 This links your reusable content type with the page and ensures only content of type Landing content will be allowed on any web page of type Landing page. Your content type should now look like this.
 In production scenarios, the web page content type should also include fields to represent structured data needed only for the web channel, such as those related to SEO, OpenGraph, and other web-specific metadata.
 4. Allow the Landing page content type in the Training guides pages channel, to address the friendly warning message:
 1. Navigate to Allowed in channels → Select channels.
 2. Select Training guides pages by checking its checkbox, and save.
 The Training guides pages channel now shows up as an item in the list. Additionally, if you navigate to Configuration → Channel managementTraining guides pages → Allowed content types, you will see the Landing page content type listed.
Pages and page templates
At this point, you are technically able to create a page of type Landing page in your Training guides pages channel. However, if you plan to follow along with this guide, do NOT create a new page of this type yet.
The goal of this guide is to show how to work with page templates, which you will define in Page template section of this guide. Pages that are not assigned a page template at the time of creation cannot be assigned one at a later time.
Generate a class for the Landing page content type
Just like with the Landing content content type, you need to generate a class to access the Landing page content type in your .NET solution. If you've completed the guide on automating recurring tasks , you can run the GenerateCodeFiles.ps1 script. Otherwise, go to your project (in this guide TrainingGuides.Web) and run the following command:
Generate code files
dotnet run --no-build -- --kxp-codegen --type "PageContentTypes" --location "../TrainingGuides.Entities/{type}/{name}" --include "TrainingGuides.LandingPage"
Find more information about code generation on this documentation page or this video.
Set up the project to use a page template
Page templates let your editors swap between multiple options for a page's display. Compared to standard views, page templates introduce greater design flexibility for your editors, even if they don't contain page builder zones. This is because standard views allow only a single view per content type, while page templates allow you to set up multiple options for your editors to choose from. Additionally, page templates allow for design and layout changes, even within a single template through page template properties.
Enable Content tree-based routing and Page builder
This example uses page templates to display content. Page templates require the following features to be enabled:
 - Page builder
 - A feature that allows editors to design web pages through the use of drag-and-drop widgets, templates, and other configurations.
 - Content tree-based routing
 - A feature that creates URLs for web pages based on their position in the content tree and handles requests to those URLs automatically.
When you run your TrainingGuides.Web project, you see a default message rendered on the screen:
The TrainingGuides.Web site has not been configured yet.
This message displays for any requests to the application to prevent errors. You need to first remove the code that renders this message, or else no pages will be accessible. Then you will enable the Page builder and Content tree-based routing.
 1. Open the TrainingGuides.sln file in the src folder of the repository.
 2. Remove the default message from the Program.cs file in the TrainingGuides.Web project.
 Program.cs

 app.MapGet("/", () => "The TrainingGuides.Web site has not been configured yet.");

 3. Enable the Page builder and Web page routing in your middleware pipeline.
 1. Add using directives for Kentico.PageBuilder.Web.Mvc and Kentico.Content.Web.Mvc.Routing to Program.cs.
 2. Un-comment the lines calling UsePageBuilder and UseWebPageRouting from the features collection passed to builder.Services.AddKentico in the Program.cs file.
 3. Add the Landing page content type name into PageBuilderOptions.ContentTypeNames. You can use the CONTENT_TYPE_NAME constant from the generated class to access the content type identifier.
 Program.cs

 ...
 builder.Services.AddKentico(features =>
 {
 features.UsePageBuilder(new PageBuilderOptions {
 ContentTypeNames = new[] {
 LandingPage.CONTENT_TYPE_NAME,
 }
 });
 features.UseWebPageRouting();
 ...
 });
 ...

Create a page template
Your new page template will display the content of a Landing page item, including fields from the re-usable Landing content type created in the previous guide
In the TrainingGuides.Web project, create a directory Features , with a subfolder LandingPages for code files relating to landing pages.
Add a view model class
 1. Add a new class named LandingPageViewModel to the LandingPages folder.
 2. Include a property for each of the Landing content content type's fields and a method to get a view model from an object of the generated LandingPage type.
LandingPageViewModel.cs
namespace TrainingGuides.Web.Features.LandingPages;
public class LandingPageViewModel
{
 public string Message { get; set; }
 public static LandingPageViewModel GetViewModel(LandingPage landingPage)
 {
 if (landingPage == null)
 {
 return new LandingPageViewModel();
 }
 return new LandingPageView


text:
Research and Markets: Global Dengue Fever Pipeline Report 2014-2017
Research and Markets (_URL_ has announced the addition of the "Dengue Fever Pipeline Highlights - 2014 Update" report to their offering.
The latest report Dengue Fever Pipeline Highlights - 2014 Update, provides most up-to-date information on key pipeline molecules in the global Dengue Fever market. It covers emerging therapies for Dengue Fever in active clinical development stages including early and late stage clinical trials. The pipeline data presented in this report helps executives for tracking competition, identifying partners, evaluating opportunities, formulating business development strategies, and executing in-licensing and out-licensing deals.
Clinical Trial Stages:
- The report provides Dengue Fever pipeline molecules by clinical trial stages including both early and late stage development - phase 3 clinical trials, phase 2 clinical trials, phase 1 clinical trials, preclinical research, and discovery stage.
Drug Mechanism Classes:
- The report provides Dengue Fever pipeline molecules by their dominant mechanism of action. This helps executives categorize molecules based on their drug class and also assess the strengths and weaknesses of compounds.
- The report provides Dengue Fever pipeline molecules by the Originator Company.
Short-term Launch Highlights:
- Find out which Dengue Fever pipeline products will be launched in the US and Ex-US till 2017.
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For more information visit _URL_


Is finding a solution for a problem in a given context is an attempt to find a solution for the problem in another context?
For example, it seems some of the hardest problems of real analysis were not solved till their solutions were found in the context of geometry.
Update: I think it makes the question more clear if I provide an example. Let's say I want to prove if x+y=x+z, then y=z, where x,y,z $\in F$, where $F$ is a an algebraic field with operation "+". For example for this problem I can think of context where solution exits and that would be the ring of integers. If 1+2=2+1 then I can show 1=1. Now once this solution is found using this context of integers I can now apply this to the original problem in the context of field.
Now what I was asking was that should such a solution exists in some contexts (context as used in example above) for a problem to be solvable.
I do not know the background science behind this but it would be great if references can be introduced so I can get to know the right terminology.
 - 1
 It may help to rephrase the question a bit. At the moment, it looks almost trivial: if a problem has no solution in any context – i.e., not anywhere – then it has no solution. Presumably, that's not what you're getting at, though; so, it would help if you could expand on what you mean by 'context', and on what it takes to have a solution in a context. Constructivists hold that you can't prove 'There's such-and-such a number', except by producing a number that indeed is such-and-such. (In particular, you can't prove it by contradiction.) Is your question related to that viewpoint in any way? – MarkOxford Nov 12 '17 at 13:47
 - Do you mean : 'Is the non-solvability of a problem in any context in a given domain an indication that its solution, if any, is to be found in a context in a different domain?' E.g., does the non-solvabilty of a problem in theology indicate that its solution - or dissolution - belongs to physics? – Geoffrey Thomas Nov 12 '17 at 14:22
 - _USER_ By a context I mean something like a domain and by domain I mean something that contains similar objects. For example, an algebraic filed is a domain where objects existing in it share certain characteristic. I think Geoffrey Thomas comment is very close to what I want. – Mathnewbie Nov 12 '17 at 19:52
 - _USER_ Yes very close to what I want but a solution to a non-solvable problem of theology could exist in physics or any other domain that has not been yet explored or discovered. Of course the domain must have certain characteristics for example there should exist a one-to-one correspondence between the objects of the two domains. – Mathnewbie Nov 12 '17 at 19:55
 - I suppose I still don't really understand the question. If a problem has no solution in any domain, then where would the solution be? Are there sets that aren't domains, because their elements aren't similar enough to one another? Or is the idea that there are 'meta-domains' or 2nd-order domains? If we find no solution in any of the 1st-order domains of a particular 2nd-order domain, then we might move on to a different 2nd-order domain and look through its 1st-order domains for a solution. – MarkOxford Nov 12 '17 at 21:00
To answer the second part of your question 'it seems that the solution was found and then the question answered' Yes, that is the way it's done most of the time because it is much simpler once you know the outcome. You can simply do Sherlock Holmes eliminate all the impossible until all you're left with is the possible. And that would be a good approach I would say it is a better way than how scientists handle problems today. They did not eliminate the possible they actually attempted to explain reality with the possible even though it is impossible, such as dark energy and basically everything else in science
If a problem is worth having, it can be solved. You seem to be talking about how new techniques have been needed to solve seemingly insoluble problems, like say Fermat's last theorem.
There seem to be mistakes in tense or spelling that make your question confusing, and I am struggling to understand what you are actually asking.
It puts me in mind of how for Newton it was essential to put his theorems and proofs in geometric forms, as geometry was considered most fundamental of maths by the Greeks. Even though, this was difficult and awkward to do and made it harder to see the implications of what he did. Soon after geometry lost it's'supremacy'.
To what extent does the world divide cleanly into distinct contexts? In the end isn't there only one context, our minds, which unify all contexts? We switch language-game to adapt to each
If I correctly understand your mathematical example, then mathematics provides many examples of the following type:
A problem has no solution in the context, where the problem is stated. But the problem has a solution in a broader context.
For example take the problem:
1) Find all solutions of the quadratic equation x^2+1=0.
The problem is stated in the context of real numbers. But the problem has no real solutions. Instead the problem has two solution, namely +i and -i, from the context of complex numbers.
2) Similarly, take the problem: Find all solutions of the quadratic equation x^2-2=0. The problem has no solution in the rational numbers, but it has two solutions in the real numbers.
Your Answer


The kinetics of H2 adsorption on supported ruthenium catalysts
Hsin Yu Lin, Yu Wen Chen
研究成果: 雜誌貢獻期刊論文同行評審
46 引文 斯高帕斯（Scopus）
摘要
Ruthenium catalysts supported on SiO2, Al2O 3 and TiO2 were prepared by the impregnation method. Temperature-programmed desorption (TPD) method was applied to investigate the kinetics of hydrogen adsorption/desorption on these catalysts. All the TPD results show two-peak profile, except Ru/SiO2. The low-temperature peak was assigned to the hydrogen adsorbed on the Ru metal. The high-temperature peak was attributed to the spillover of hydrogen atoms from metal to the support. Both are activated process. The amount of adsorbed hydrogen increased with increasing adsorption temperature, and the maximum adsorption occurs at above 200°C. The activation energy of adsorption is a function of catalyst support and the reduction temperature. It decreases in the order of Ru/TiO 2 (500°C reduction)>Ru/Al2O3>Ru/ TiO2 (300°C reduction)>Ru/SiO2. The results demonstrated that the strong metal-support interaction exerted on Ru/TiO 2 would suppress hydrogen chemisorption at room temperature due to its high activation energy. However, hydrogen chemisorption on Ru/TiO 2 was not suppressed at high temperature. One is able to measure the Ru dispersion by adsorption of hydrogen at high temperature.
原文???core.languages.en_GB???
頁（從 - 到）283-290
頁數8
期刊Thermochimica Acta
419
發行號1-2
DOIs
出版狀態已出版 - 10 9月 2004
指紋
深入研究「The kinetics of H2 adsorption on supported ruthenium catalysts」主題。共同形成了獨特的指紋。
引用此


text:
Step 6: Draw three small lines under the body as guides for the mouse's legs and feet.
That's it for the initial sketch! From this point on, press harder with your pencil to get a more defined sketch.
Step 7: Draw the mouse's eye. Sketch in a circle above the area where the guide lines intersect. Mice have dark eyes, so shade in the circle. Draw some lines surrounding the mouse's eye for detail.
Step 8: Tighten the shape of the ears. Draw some lines throughout them for structure and smaller lines at the base to represent the mouse's fur.
Step 9: Draw the mouse's nose at the end of the guide line. It's similar to an upside-down triangle.


KREIS – From disposal to supply: Linking renewable energy production with innovative urban wastewater drainage
By means of the innovative HAMBURG WATER Cycle concept, KREIS seeks to identify potentials for sustainable energy supply linked with innovative urban drainage concepts. The research project is to accompany the planning and installation of a decentralized sanitary system at the neighborhood level using innovative concepts of drainage and wastewater treatment, linked to the generation of renewable energy.
Principle of the HAMBURG WATER Cycle®: Separation of wastewater streams and the subsequent energy recovery
In a holistic approach, an energy supply and drainage concept is being developed, implemented and closely monitored. The goal is on the one hand to optimize and further develop innovative sanitary systems, while on the other to contribute to the identification of implementation strategies and procedural optimization by means of a comprehensive evaluation of the model project. Investigation of the economic viability and societal acceptance of the decentralized wastewater infrastructure system in the model area is to provide information about the realizability of similar concepts in other areas.
Contact
Bauhaus-Universität Weimar
Professur Siedlungswasserwirtschaft
Coudraystr. 7| 99423 Weimar
Prof. Dr.-Ing. J. Londong
Tel.: +49 3643-584615
_EMAIL_
_URL_


text:
RCGS Ambassador: Drew Feustel
Drew Feustel is a Professional Astronaut who served for 23 years with NASA. He has flown to space three times, including two flights on the Space Shuttle and one flight on the Russian Soyuz rocket. Drew was Commander of the International Space Station (ISS) during his 197 day mission to the ISS in 2018, and was promoted to Deputy Chief of the NASA Astronaut Office in 2020, and acting Chief Astronaut in November 2022. Drew has conducted 9 spacewalks in the vacuum of space and is third among all U.S. space walkers for aggregate EVA time. At NASA, Drew was instrumental in the selection of the Artemis II crew and the development of several Astronaut candidates. He also has extensive experience supporting private astronaut missions to ISS, development of surface exploration suits and systems, and managing risk within the human space program.
Prior to joining NASA in 2000, Drew worked for the Exxon Mobil Exploration Company, Houston, Texas, as an Exploration Geophysicist, designing and providing operational oversight of land, marine and borehole seismic programs worldwide. During his Ph.D. studies at Queen's University from _PHONE_, Drew worked as a Geophysicist for the Engineering Seismology Group, Kingston, Ontario, Canada, installing and operating microseismic monitoring systems in underground mines throughout Eastern Canada and the United States. He attended Purdue University, Indiana, for his B.Sc. and M.Sc. in Geology and Geophysics. Prior to university, Drew attended community college in Michigan and worked as a Certified Mechanic restoring antique Jaguars at an automotive restoration facility.
Drew is a dual US/Canadian with interests in science, technology, music, motorsports, automotive restoration, and water and snow skiing.
"If more people could see Earth from space we would all treat each other, and our planet with greater respect." A.J. (Drew) Feustel


text:
When using TurboGears, your controller methods get their arguments built from the various GET, POST, and URL mechanisms provided by CherryPy. The only downside is that all the arguments will be strings and you'd like them converted to their normal Python datatype: numbers to int, dates to datetime, etc.
This conversion functionality is provided by the FormEncode package and is applied to your methods using the _USER_() decorator. FormEncode provides both validation and conversion as a single step, reasoning that you frequently need to validate something before you can convert it or that you'll need to convert something before you can really validate it.
The _USER_() decorator can evaluate both widget-based forms and the standard CherryPy arguments. The _USER_() decorator is not required in order to use TurboGears. If you don't put a _USER_() decorator on your method, you'll simply have to do the string validation and conversion yourself.
The simplest way to use _USER_() is to pass in a reference to a widgets-based form instance:
_USER_('yourpkg.templates.aform') _USER_(yourpkg.forms.my_form) def show_form(self, field1, field2,...):... return dict(form=yourpkg.forms.a_form)
where yourpkg.forms.a_form is an instance of a turbogears.widgets.Form sub-class or a callable that returns such an instance. The callable will be called for each request, so you can dynamically build forms depending on the request context.
The widgets system will take care of building a schema to handle the data conversions and you'll wind up with the int or datetime objects you specified when building the form. When paired with the error handling decorators, you can handle the common case of building a form, validating it, re-displaying the form if there are errors, and converting a valid form into the proper arguments in only a few lines of Python.
See Widget Form Validation with Schemas for more information.
When not using forms, the story gets a bit more complex. Basically, you need to specify which validator goes with which argument using the validators keyword argument for the validate decorator. Here's a simple example:
from turbogears import controllers, expose, validate, validators class Root(controllers.RootController): _USER_('yourpkg.templates.someform') _USER_(validators = dict( # Only letters/numbers/underscores/dashes item=validators.PlainText(), # Default value 'M' size=validators.OneOf(['S', 'M', 'L'], if_empty='M'), # Required field price=validators.Money(not_empty=True))) def storeitem(self, tg_errors=None, **kwargs): if tg_errors: pass # handle the error however you want! return dict(newvalue=value*2)
As you can see FormEncode and TurboGears provide a number of useful validators that are available in the turbogears.validators module.
For most validators, you can pass keyword arguments for more specific constraints. For the list of available validators, check both the FormEncode validators and TurboGears validators (source) modules. You can also create your own validators or build on existing validators by inheriting from one of the defaults. See the FormEncode documentation for how this is done.
The dictionary passed to the validators argument of the validate decorator maps the incoming field names to the appropriate FormEncode validators - in this example, we used PlainText, OneOf and Money. If all values pass validation, tg_errors won't change from it's default value of None and you are assured that value will be an int. Wait a minute! What's this tg_errors?
If there's a validation error, a dictionary named tg_errors will be passed to the function, with keys for the field names that failed validation. If you look up the keys, such as tg_errors['value'], you'll find an Invalid exception object. Invalid exception objects can be str()'d if you'd like to use them as user-friendly error messages or you can use the information contained in them to handle the error as you like:
_USER_('yourpkg.templates.someform') _USER_(validators=dict(value=validators.Int())) def index(self, value=0, tg_errors=None): if tg_errors: message = ', '.join(str(item) for item in tg_errors.values()) else: message = "Success!" return dict(message=message)
If you use form-based validation or if you pass a validation schema to the validators argument (see below), the values in the tg_errors will already be coerced into strings for your convenience. If you still need access to the Invalid exception object thrown by the validation schema, you can access it through cherrypy.request.validation_exception and retrieve the Invalid exceptions for the individual fields that failed validation through its error_dict attribute.
If you omit the tg_errors=None keyword from the controller method's arguments, you get told that there is no error handler function. This is a bit misleading as you don't really need an error handler if you handle things on your own, as explained here. See the documentation on Error Handling for learning more about error handlers.
If you want to do multiple-field validation, reuse validators or just clean up your code, validation Schema''s are the way to go. You create a validation schema by inheriting from ''turbogears.validators.Schema and pass the newly created Schema as the validators argument instead of passing a dictionary:
class MySchema(validators.Schema): pwd1 = validators.String(not_empty=True) pwd2 = validators.String(not_empty=True) chained_validators = [validators.FieldsMatch('pwd1', 'pwd2')] _USER_() _USER_(validators=MySchema()) def password(self, pwd1, pwd2, tg_errors=None): if tg_errors: return "There was an error" return "Password ok!"
Besides noticing our brilliant security strategy, please notice the chained_validators part of the schema that guarantees a pair of matching fields.
Again, for information about Invalid exception objects, creating your own validators, schema and FormEncode in general, refer to the FormEncode Validator documentation and don't be afraid to check the formencode.validators source. It's often more clear than the docs.
You can always use e.g. Python's int() method to convert a string to an integer and use a try/except block to catch errors in the conversion process:
from turbogears import controllers, expose class Root(controllers.RootController): _USER_() def addnum(self, x, y): """Return the result of x+y.""" try: return str(int(x) + int(y)) except ValueError: return "Input is not valid!"
This isn't that hard, but it quickly becomes unwieldy when you start converting large numbers of arguments. Moreover, you still have the problem of propagating the errors back to your users. In the end, it's usually far simpler to use the validation framework.
Sometimes you need access to external and possibly dynamic information in your validators, for example to change the outcome of the validation depending on this information. The validate_python and _to_python methods of all validators take an optional argument called state which is exactly for this purpose. The value of this argument should be a turbogears.util.Bunch-like object (i.e. just a simple data class that has arbitrary attributes) which provides the state information for the validator (schema). See the FormEncode documentation about 'state' for more information.
The validate decorator function takes a keyword argument named state_factory which expects a callable, which should return a Bunch object suitable to be passed as the state parameter to the validator schema of the form widget.
Here's a small example of how you can provide a validator with access to information about the current request:
from turbogears import util, expose, validate from myproject.forms import myform def state_provider(): return util.Bunch(request=cherrypy.request) _USER_() _USER_(form=myform, state_factory=state_provider) def mymethod(self,...)...
When the arguments, for whatever reason, fail validation, you will receive no values for the failing arguments.
If you would rather not get a tg_errors dict when this occurs, simply provide the validator with a value for its if_invalid keyword argument.
If you'd like to get both a tg_errors dict (so you can do some error handling) and a default value, supply a dictionary to the failsafe_values keyword argument containing the parameter/value pairs:
_USER_() _USER_(validators=MySchema(), failsafe_values=dict(pwd1='swordfish')) def password(self, pwd1, pwd2, tg_errors=None): if tg_errors: return "There was an error" return "Password ok!"
The validate decorator has a built-in "recursion guard" which should prevent unwanted recursions. Unfortunately, the current implementation (1.0.x) causes some side effects which may affect you:
1) Parameters for methods named "validate" won't get validated despite a correctly placed validate decorator. The only workaround is to choose a different name.
The following example code demonstrates this:
## BAD, DOES NOT WORK AS EXPECTED! _USER_() _USER_(validators=dict(userid=validators.Int())) def validate(self, userid=None, tg_errors=None): if not isinstance(userid, int): if tg_errors is None: return "No validation, userid=%s (type %s)" % ( userid, type(userid)) else: return "Validation failed, userid=%s (type %s)" % ( userid, type(userid)) else: return "Validation passed, userid=%d" % userid
2) The validate decorator will only be called once per request. This can be a problem if you call other exposed methods from another method.
The latter can be demonstrated with the following controller example snippet:
## BAD, DOES NOT WORK AS EXPECTED! _USER_() _USER_(validators=dict(userid=validators.String())) def foo(self


text: Truso, situated on Lake Drużno, was an Old Prussian ( Pomesanian) town near the Baltic Sea just east of the Vistula River. It was one of the trading posts on the Amber Road, and is thought to be the antecedent of the city of Elbląg (Elbing). In the words of Marija Gimbutas, "the name of the town is the earliest known historically in the Baltic Sea area". The main export goods of Truso were amber, furs, and slaves, while blacksmithing and amber working were the major industries. The beginnings of the town can be dated back to approximately the end of the 8th century, while in the second half of the 10th century, the town declined and was eclipsed as a trade center by nearby Gdańsk.


text:
Ansel Adams, American Artist and Activist
Grades: 9, 10, 11, 12
Related Subjects: English - Language Arts, History - Social Science, Science, Visual & Performing Arts
Medium: Drawing, Painting, Photography, Sculpture
Class time required: 3 X 50 minute sessions
Author: Museum of Photographic Arts
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Download an editable Lesson Plan
File Type: RTF (Choose Save-As when dialogue box appears)
In this multi-session lesson, students will be introduced to the work of acclaimed photographer Ansel Adams. Ansel Adams was a dedicated artist-activist who played a decisive role in the growth of environmental consciousness and in the development of a citizen environmental movement in the United States. His work is associated with the redemptive beauty of the wilderness and the importance of its preservation. Using selected photographs from the work of Adams, students will discuss and analyze the different ways in which art influences past and present culture. Students will learn about the role that art can play in the context of a social and environmental consciousness. As well as learning about the intentions of Adams efforts in his work, students will examine social problems and domestic policy issues that arise in contemporary American society. Students will record their ideas and reflections and incorporate them into their own original artwork as commentary on a social condition. A final critique will be held in culmination.
- Paint, charcoal, colored pencils, pastels, clay, camera, etc.
- Familiarize yourself with the work of Ansel Adams and his role as an artist-activist.
- Print the images listed above onto overhead transparencies or use a document camera.
1. Begin a discussion with the students about photography: Can photography influence one's social or environmental consciousness? How? Where have you seen this occur? How have you been influenced by photographs?
2. Choose one photograph by Adams to start off the discussion. Engage the students in a conversation about what it means to have a social and environmental consciousness. Allow the students to vocalize their own thoughts about the images they are viewing, describing the ways in which Adams portrayed the subject matter in his images and how these ideas evoke messages concerning social issues. Have the students describe the principles of design used in the work of art.
3. Look at another selected image and have the students discuss the artists' intentions and implications. Relate the discussion of the photographs to the environment, the evolution of technology, and development in contemporary society.
4. Discuss the role of Ansel Adams as an environmentalist. Talk about how his images are a record of what the landscape was like before human intervention, travel, and industry. Explain how Adams, through his photography, and passion for conservation brought environmental issues to the surface of the American public. Inform students of Adams activism with the Sierra Club, America's oldest, largest, and one of the most influential grassroots environmental organizations. Adams began working with the Sierra Club in 1919 as a custodian and later moved on to the position of club photographer. As his success as a photographer grew, so did his role in the club. Adams was active in suggesting proposals to improve the parks and wilderness of the United States. He later served as a member of the board of directors for 37 years.
5. Adams was often criticized for not including humans in his photographs as well for representing an often-idealized wilderness that no longer exists. Discuss how his imagery and photographic intention set the precedence for an appreciation of natural beauty while proposing a strong conservation ethic and consciousness.
6. Inform the students that they will be creating their own works of art in response to the lesson. Encourage the students to be as original and inventive as possible in their endeavors while reinforcing the idea of creating a work of art that addresses a social issue or concern. This concern can be environmental, social, cultural, political, or personal. Let the students know that there will be a final critique and discussion of all work. The students will lead a discussion about their own work, as well as the work of their peers.
Session Two through Four
1. Students should be given ample time and art materials to complete their works of art.
1. Allow each student to vocalize his/her thoughts upon completion of his/her artwork as well as any problems, outcomes, successes, or failures along the way. Have the students talk about their steps, beginning with the creative process and medium of choice up to the end results. Constructively critique all of the works, and allow for adequate time for each student to present his or her work. During the critique, clearly display each work or all works so that they can be visible during discussion.
Visual Arts: This lesson can be modified if cameras and/or a darkroom are available. Students can use their observations of the work of Adams as an activist to take their own images and create a photographic essay. If so, allow the students ample time to research their topics of interest, while providing supporting notes and commentary along with photographic imagery.
CA Content Standards
Ninth – Twelfth Grade Visual Arts
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
Teachers and Students
Adams, Ansel. Examples: The Making of 40 Photographs, Bulfinch Press, New York, New York. May 1989.
Alinder, Mary Street. Ansel Adams: An Autobiography. Bulfinch Press, New York, New York. February 1996.
Barker, Robert. Ansel Adams: The Camera (Book 1), Bulfinch Press, New York, New York. June 1985.
Barker, Robert Ansel Adams: The Negative (Book 2), Bulfinch Press, New York, New York. June 1985.
Barker, Robert. Ansel Adams: The Print (Book 3), Bulfinch Press, New York, New York. June 1985.
Burns, Rick. Ansel Adams: A Documentary Film, PBS Home Video, Sierra Club and Steeple Chase Films, Inc. 2002.
Cohen, Michael P. The History of the Sierra Club: _PHONE_. Sierra Club Books, San Francisco, California. 1988.
Spaulding, Jonathan. Ansel Adams and the American Landscape: A Biography. University of California Press, Berkeley, California.1998.
The Visual Classroom: Integrating Photography into the School Curriculum. Education Department: Museum of Photographic Arts, 2000. To order, call _PHONE_ or E-mail _EMAIL_ to order. It is $25. Additional shipping charges may apply.
Library of Congress: American Memory
Sixty-two collections of photographs and prints from the Library of Congress American Memory project. Includes Ansel Adams and photos from the Civil War.
Photography for Kids: Photography Projects, Ideas and Resources
A list of good Web sites for helping kids learn photography techniques, projects, cameras and optics, and history of photography. Includes book and software reviews.
Photography: Western History from the Genealogy Dept, Denver Public Library
Collections of photographs from western history including railroads, children, covered wagons, Buffalo Bill, and famous western photographers.
San Francisco Museum of Modern Art: Ansel Adams at 100 (PDF)
In conjunction with an exhibit on the centennial of Ansel Adams's birth, the San Francisco Museum of Modern Art built this Web site. It provides an excellent Flash-based introduction to Adams's photography. The site works best with high-speed Internet connections.
Teaching Digital Photography: Showing Kids How to See With the Camera's Eye
A site that introduces digital camera and photography techniques, and helps kids understand media images and observe the world around them.
The Columbus Museum: Ansel Adams Celebration of Genius Educator Guide
This Educator guide includes a biography on the artist, images of photographs, and K-12 lesson plans using Adams' photographs as inspiration.
The Sierra Club
An organization dedicated to the preservation, responsible practice, and promotion of the environment.
The Museum of Photographic Arts
Permanent collections and current exhibits at the Museum of Photographic Arts, Balboa Park, San Diego, CA.
Vue: A Solution to Education's Challenges
Visual Understanding in Education (VUE) conducts educational research focused on aesthetic and cognitive development that results from interaction with art. Based on its findings, VUE develops programs for schools and museums, principally Visual Thinking Strategies (VTS).


text:
Statements are used when you allow a customer to accumulate charges before requesting payment, or if
you assess a regular monthly charge. When you're ready, such as at the end of the month or when you've
accumulated charges, you can print a billing statement to send to your customers.
For example, you can use a billing statement to:
bill your customers on a regular basis, such as monthly.
send a customer a reminder of past-due charges.
charge your customers for a regular service.
How can I use billing statements?


When you don't act with purpose you end up doing something stupid.
Most horrific outcomes have little to do with what you actually did. Sure, it's true that for every action there is a deserved result. But that assumes that you are deliberate and purposeful with your activity.
That assumes that you know where you want to be and why getting there is so important to you. And a lot of the time, that intention is missing.
And so you do things that are stupid.
That's how it appears looking back. You just seem stupid. (Ignorant too.) The reality is that you're probably just missing an awesome purpose.
You're doing "stuff" — sometimes the "right stuff." But the motions that you are going through aren't fueled by the emotions that lead to amazing outcomes. You are missing a plan, a purpose, and obviously, passion.
So while you're making what seems to be smart business moves, you don't get smart business results.
And so you feel stupid.
And confused. And frustrated. Wondering why all of your effort isn't leading to the outsized success that you read about with others using similar strategies and tactics.
Want to fix it?
 1. Think about what you want to do.
 2. (Think about it some more. And some more)
 3. Imagine what that successful outcome feels like.
 4. Calculate (carefully) what it will cost to get you there.
 5. Plan steps to take each day that lead towards your goal.
 6. Repeat steps 1-5 daily until you get to the finish line.
Notice that "time" and "thinking" are pretty much all that is required. That's it.
That's the difference between doing what looks smart and deliberately thinking and acting for yourself.
If you don't think, you do something stupid.
You end up being a victim of whatever happens to come your way. You don't determine what happens or what you do next. You just hope that nothing bad gets in the way of you being lucky.
And that doesn't sound like a smart plan, does it?
(It sounds pretty stupid.)


Tag Archives: Assisted Dying
Euthanasia and Slippery Slopes: A Reply to Chambers
Jos VM Welie argues that the Groningen Protocol in the Netherlands presents a clear example of a slippery slope in the area of physician assistance in suicide and euthanasia.
Media promotes baseless slippery slope claims
Stuart Chambers critiques the latest crop of slippery slope arguments against the expansion of eligibility for medical assistance in dying.
The Limits of Choice: Abortion and Assisted Dying
Michelle Oberman compares abortion and assisted dying and argues that focusing on the 'right to choose' risks ignoring the social and economic factors that shape and constrain our choices.
Assisted Dying: A History of Ethical Principles
Stuart Chambers describes the ethical principles that have shaped the historical debates surrounding medical assistance in dying in Canada.
The Shortcomings of Conscientious Objection


text:
A Guide to the Otto Wick Papers, _PHONE_
Composer, conductor, teacher, and arranger, Otto Wick was born in Krefeld, Germany, on July 8, 1885. Wick studied music in Krefeld and Kiel before emigrating to America in 1905 in order to study composition with Vassily Ilyich Safonoff, the conductor of the New York Philharmonic. He worked in New York primarily as a conductor and composer, authoring several compositions for the stage, including the operetta Alles für die Kunst, the cantata Temples of Peshawur, and the opera The Moonmaid, among others.
Wick also composed several works on Texas themes. He moved to San Antonio in 1935 with his completed historical opera, The Lone Star. Although intended for the Texas Centennial in 1936, although it was never produced in its entirety. Nonetheless, he composed other works on historical themes pertaining to Texas and Mexico, such as the symphonic poem The Gulf of Mexico, inspired by William H. Prescott's Conquest of Mexico, and a symphonic trilogy entitled, Montezuma. In addition to composing, Wick was the dean of music at the University of San Antonio for four years and also taught at Trinity University for three years. Furthermore, he served as the musical conductor of the City-Wide Easter Sunrise Association for twenty years before his death in 1957.
Handbook of Texas Online, s.v. "Wick, Otto, "_URL_ (accessed October 19, 2010).
The Otto Wick Papers, _PHONE_, contain the scores and libretti of the historical opera, The Lone Star, scores to the symphonic trilogy Montezuma, a bound reprint of Temples of Peshawur, and three libretti of unpublished compositions, including The Moonmaid, Matasuntha, and Alles für die Kunst. In addition, the collection contains a bound copy of Erinnerung, based on a poem by Joseph Wick, as well as newspaper clippings, stage directions, sheet music, notes, and correspondence.
This collection is open for research use.
Otto Wick Papers, _PHONE_, Dolph Briscoe Center for American History, The University of Texas at Austin.
Basic processing and cataloging of this collection was supported with funds from the National Historical Publications and Records Commission (NHPRC) for the Briscoe Center's "History Revealed: Bringing Collections to Light" project, 2009-2011.
Detailed Description of the Papers


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Which statements about DHCP snooping are true? (Choose three.)
A. The DHCP snooping binding table contains dynamic binding entries and static binding entries.
B. DHCP snooping distinguishes the trusted interface and untrusted interfaces and discards DHCP Reply messages from untrusted interfaces.
C. The static binding table is manually configured on the inbound interface and the aging time can also be manually set.
D. When DHCP snooping is used at Layer 2, the interface information can be obtained for the binding table even if the Option 82 function is not configured.


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is located in full sun exposure but this does not mean that they will die if grown in wet, shady areas as some people are under the impression. As for ideal locations, many gardeners plant them in dry streambeds or near bodies of water such as ponds, lakes or rivers where their new roots can drink from moisture while their flowers provide colour to the area.
What flower is similar to hydrangea?
The main flower that is similar to a hydrangea bloom in shape, size and appearance is called a peony. These flowers can also be white or pink with multiple layers of petals that fan outward while the centre consists of many small stamens which look like small, fluffy balls.


German Dharmaduta Society (in Sri Lanka)
Founded in 1952 by Asoka Weeraratna to propagate Buddhism and establish the Buddha Sasana in Germany and other Western countries, like Arahant Mahinda did it in Sri Lanka 2300 years ago. The GDS sponsored the first Buddhist Mission to Germany in 1957, and continues to send monks to reside and conduct Dharmaduta work at the Berlin Buddhist Vihara in Germany. The GDS administers the Berlin Vihara which was founded in 1957 by Asoka Weeraratna ( later known as Mitirigala Dhammanisanthi Thero ).


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Gibbons on helium sing like sopranos
White handed gibbon
Singing is particularly important to gibbons, which use loud calls and songs to communicate across the dense jungle.(Source: plinney/iStockphoto)
Jungle divas Gibbons use the same technique to project their songs as top opera singers.
It is a skill only mastered by a few humans, yet gibbons are able to do it with minimal effort, says Takeshi Nishimura from the Primate Research Institute at Kyoto University.
"Our data indicate that acoustic and physiological mechanisms used in gibbon singing are analogous to human soprano singing, a professional operatic technique," Nishimura and colleagues write in the American Journal of Physical Anthropology.
Fine tuning
Making gibbons sing on helium may sound eccentric, but Nishimura said it was a logical way to test how the animals controlled vocalisation when the resonance frequencies in the vocal tract are shifted upwards.
His team used a captive white-handed gibbon to record 20 calls in normal air and 37 calls in a helium-enriched atmosphere to show how the animals could consciously manipulate their vocal cords and tract (listen to the audio in the box above to hear their calls).
They worked out the gibbon's vocal tract had been adjusted by analysing the sounds it produced.
Tags: animals, animal-behaviour, anatomy, mammals


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Solving the Alpha-Numeric Quandary for IVR
One of the best features of the telephone is its simplicity. You have ten digits to work with (plus the star and pound keys) and pretty much anyone over the age of four can make sense of basic phone concepts. While those ten digits make phone interactions simple, they also make it difficult to enter letter-based data. Sure, most of...
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<form>
Forms are the key components of VoiceXML documents. A form contains:* A set of form items, elements that are visited in the main loop of the form interpretation algorithm. Form items are subdivided into input items that can be "filled" by user input and control items that cannot.* Declarations of non-form item variables.* Event handlers.* "Filled" actions, blocks of procedural logic that execute when certain combinations of input item variables are assigned.
<?xml version="1.0"?>
<vxml version="2.0">
 <form id="firstform">
 <block>
 <prompt>
 Welcome! Let's move to a form where we gather some input.
 </prompt>
 <!-- A "#" symbol followed by an identifier specifies a -->
 <!-- form or menu ID to jump to. -->
 <goto next="#thirdform"/>
 </block>
 </form>
 <form id="secondform">
 <block>
 <prompt>
 You've made it to the final form! Goodbye.
 </prompt>
 <disconnect/>
 </block>
 </form>
 <form id="thirdform">
 <field name="lucky_number" type="digits?length=1">
 <prompt>
 Enter your lucky number.
 </prompt>
 <filled>
 <prompt>
 Your lucky number is <value expr="lucky_number"/>. Let's move on to another form.
 </prompt>
 <goto next="#secondform"/>
 </filled>
 <catch event="nomatch noinput" count="1,2">
 <prompt>
 Your lucky number should be 1 digit. Let's try again.
 </prompt>
 <reprompt/>
 </catch>
 <catch event="nomatch noinput" count="3">
 <prompt>
 I guess you don't have a lucky number. Let's move on to the next form anyways.
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 <goto next="#secondform"/>
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</vxml>


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Age and weathering rate of sediments in small catchments: the role of hillslope erosion
Abstract:Erosion is intimately linked to chemical weathering, however we lack quantitative constraints on how erosion processes impact mineral weathering rates. Here we use the uranium-series isotope composition of river-borne material in small catchments of Puerto Rico and southeastern Australia to study the effect of contrasting erosion regimes on weathering.
The U-series isotope composition of stream sediments was modelled to infer a weathering age, i.e. the average time elapsed since the sediment's minerals have started weathering. In southeastern Australia, the weathering age of stream sediments ranges between 346 ± 12 kyr and 1.78 ± 0.16 Myr, similar to values inferred from weathering profiles in the same catchment. Old weathering ages likely reflect the shallow origin of sediments mobilised via near-surface soil transport, the main mechanism of erosion in this catchment. Contrastingly, in Puerto Rico weathering ages are much younger, ranging from 5.1 ± 0.1 to 19.4 ± 0.4 kyr, reflecting that sediments are derived from less weathered, deeper saprolite, mobilised by landslides.
Weathering ages of stream sediments are used to infer catchment-wide, mineral-specific weathering rates that are one to two orders of magnitude faster for Puerto Rico than for southeastern Australia. Thus, the type of erosion (near-surface soil transport vs. landslide) also affects the weathering rate of river sediments, because their weathering ages determine the potential for further weathering during sediment transport and storage in alluvial plains.


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The list of crane flies (Diptera: Ptychopteridae, Tipuloidea, Trichoceridae) known from Great Smoky Mountains National Park is updated. Sampling in association with the All Taxa Biodiversity Inventory of Great Smoky Mountains National Park resulted in the addition of 107 new Park records, bringing the current list to 250 species. This species assemblage is much richer than those of surrounding areas, although similar in composition. Total richness is estimated to be between 450 and 500 species for Great Smoky Mountains National Park.
- Great Smoky Mountains


Free electicity - crystal radio
 1. rcgldr
 rcgldr 7,608
 Homework Helper
 Since the last thread got locked, how about legal means to get free electricity?
 One example is an AM crystal radio that receives it's power via a simple antenna. The power source is a radio stations broadcast.
 As posted previously, there are numerous devices like windmills or water wheels, solar converters that can generate electricity but it costs money.
 The example I posted about a device that moves along a high tension high voltage line is used by owners of these lines for inspection purposes. Since it's their electicity, it's legal to do this. The interesting thing is that these devices work off a single line.
 2. jcsd
 3. berkeman
 Staff: Mentor
 But don't the crystal and whisker contact and the antenna wire cost some money? How free do you want free to be? Lemons and copper cost a little bit of money as well (or however you make a home-made battery).
 4. rcgldr
 rcgldr 7,608
 Homework Helper
 True, since the original post didn't mention anything about the quantiy of free electicity to be obtained or the cost of the device to produce the electricity it's hard to say.
 Lemon battery uses copper (penny) and zinc (some nails):
 At the other extreme, a person could pay a huge sum of money to find and retrieve the power unit from the lunar module from Apollo 13 that's at the bottom of some ocean. Since it's a simple composition of plutonium buttons and thermalcouples, it's got a lot of useful life left in it. Plus it would be a collectors item.
 5. STATIC----gimme some static, guys
 ...(or girls)
 (static electricity)
 One of the more interesting 'things' I like (eg--the radiometer for another one) was seeing (on a TV program) a device used in remote areas of Russia/Siberia. It was a doughnut shaped device (it looked like a set of coils) that fit down over the chimney of a kerosene oil lamp and it somehow generated enough electricity to power a small radio.
 Last edited: Jul 18, 2007
 6. Wind generators work well in many areas;
 photovoltaic systems work well too.
 An exercicse bicycle hooked to a generator works well,
 as long as you keep pedaling.
 A nice hot cup of tea hooked to an infinite improbability
 generator works well, but there can be other problems
 encountered with that setup.
 A tall lightning rod hooked to some 0ga cable going into
 your house can work well, at least if you use your power
 in brief spurts. :)
 Scuffing about the carpet and then touching your
 computer case could work in theory, but it has its
 7. i laughed unbelievably a lot with berkeman's post in that thread that he locked.
 lol... i specifically said not by stealing.
 i said in that thread that it was A) for class and B)anything that's not illegal
 although i wouldn't mind him being "reprimanded" since i don't like him... but my intentions were for my class and grade... i don't even pay for the electric parents do
 that actually seems pretty interesting... possibly plausible for the answer he is looking for... i would convey that that idea to him but unfortunately we as a class have only 5 chances...2 of which have been used by the idiots of the class on elementary we really have to make the answers we give count.
 Last edited: Jul 18, 2007
 8. Danger
 Danger 9,878
 Gold Member
 Well, this one will cost at least 1¢. :rolleyes:
 9. mgb_phys
 mgb_phys 8,952
 Science Advisor
 Homework Helper
 I use this as an interview question for new engineers.
 "describe some ways of powering a device out in the woods"
 Start off with the obvious diesel generator/solar power then rapidly descends into turnstiles at the entrance to rabbit burrows or piezo crystals under eagles nests - a good way of seeing how far "outside the box" they can think as well as their knowledge of physics.
 ps. If the OP doesn't understnad why the original thread was blocked - it is possible to fool old style 'clock' electric meters by << hint removed by berkeman -- sorry >>
 You can quite legally take as much pwer as you want from a phone line as long as you don't take it off-hook. Maxim make a chip which will automatically monitor the line and draw as much current as possible, very useful for powering remote monitoring devices. If you are at the end of a long boosted line in the countryside you can get a 100mW this way.
 Last edited by a moderator: Jul 24, 2007
 10. berkeman
 Staff: Mentor
 Glad that you got a good laugh out of it. That's what we're here for, after all.
 Honestly, it still sounds like your prof is referring to the classic hack of an electric power meter (which is very illegal). But if the requirement really is that it be legal, then the only way that I know of is to capacitively couple some energy off the high voltage power transmission lines. You don't get much power, and you have to be on public or private land (that you own or where you have written permission to be there), and not on power company land. You can calculate how much power you can receive by researching the AC voltagees that are used by HV transmission lines, how far above the ground they are, and what kind of capacitances you can acheive with practical size coupling arrangements. You probably can't put your couplers more than a meter or two off the ground and stay legal, but I don't know what all the legal ramifications are.
 11. russ_watters
 Staff: Mentor
 I thought it was inductors people used for that, but that's still stealing.
 12. berkeman
 Staff: Mentor
 Is it? I guess it might be. Maybe I should lock this thread now too? :rolleyes:
 13. mgb_phys
 mgb_phys 8,952
 Science Advisor
 Homework Helper
 I always wondered about this - if I stand near a powerline in conductive shoes on wet grass am I stealing? It's like walking under a streetlight wearing black clothes!
 14. if you're gonna "steal" or pull "free electricity" outa radiation in the air, why not a solar cell? whether it's a solar cell or a crystal radio or one of these reputedly illegal ELF couplings to big-ass power lines, the only difference is the source and the transducer.
 15. That is such a simplistic interpretation. :grumpy:
 This type of riddle is a pretty classic means of extending brighter students. Possible answers include:
 - thermal energy. :smile: Without any knowledge of the particular course content, this would be my choice because this energy is freely available and practically limitless; the question did not specify low entropy content (work capacity).
 - common or obscure renewables (eg. solar or atmospheric pressure variations), which can provide more than enough power as to reimburse the initial costs.
 - fossil fuels. For practically zero financial cost, with these you can take millions of years of concentrated solar energy.
 - some pop-culture reference. Usually the point of the puzzle is to keep the students engaged (and it appears to be succeeding); it isn't necessary for it to have any (relevant) answer!
 Now you're saying that it is ok to steal electrical power, if you make it look subtle enough!?!?
 You jest about your own heavy-handed behaviour? :yuck: The OP of the previous thread specifically said that the solution must be legal, and you locked the entire thread because of only one off-topic post!!
 And even in the case of that single post, the legality is in your interpretation. The means is interesting in itself (there is an entire forum here for discussion of nuclear physics topics, even though much of that would be illegal for most people to apply), and it is perfectly legal in many contexts (perhaps a valid answer is any novel method to capture a few microwatts of power that another of your wall-socket appliances wastes as 50Hz EM radiation).
 16. berkeman
 Staff: Mentor
 Well, you bring up some valid points, cesiumfrog. And I've read enough of your posts to have some respect for your opinion, so let me offer some response points.
 The other thread's OP's OP sounded fishy to me:
 And I have to admit, that in the OP's follow-up post, I missed where they said that they did not want illegal ideas:
 I saw, "free in terms of money", and thought straight away about the classic meter hack (which is used by some professors as a teaching tool, BTW).
 When I tried to think of some legal method in this extended thread of getting "free" energy, the only practical thing that I could think of was the obvious example that I listed. I honestly don't know if it is illegal -- it sure seems pretty benign


text:
Fuel Gas Dehumidifiers / Driers
A fuel gas dehumidifier or gas drier is an ancillary system to a gas engine that is used to remove moisture from the fuel gas for the cogeneration system (dessication). The removal of water from the fuel gas helps to optimise the combustion process in the engine, prevents condensation and helps protect the engine from the acid.
The drying of the gas is achieved by cooling the raw incoming gas to a temperature below the dew point temperature in two heat exchangers. This causes the moisture to be removed as condensate prior to reheating the gas as it leaves the dehumidifier. The added benefit of this system is that some sulphur is removed from the gas in the condensate, helping improve the overall gas quality.
- Protects engine
- Removes moisture from fuel gas
- Reduces in sulphur from fuel gas
- Reduces engine maintenance requirements
- Improves oil life
Factors to consider
Fuel gas dehumidifiers are specified based upon the following key factors:
- Gas type
- Gas flow rate
- Gas methane concentration
- Raw gas temperature
- Gas contaminants
- Permissible pressure loss
Different gas dehumidifiers may be supplied depending upon which type of fuel gas is being dried (e.g. is it biogas, landfill gas or other). The gas flow rate and gas methane concentration will determine how much gas the dehumidifier must be able to process. The raw gas temperature at the inlet to the dehumidifier will determine how large the cooling capacity of the dehumidifier will be. Contaminants in the fuel gas may produce undesirable effects for the unit and should be checked that they are within acceptable limits. Finally permissible levels of pressure loss must be considered as gas holders usually exist at low pressures and there is also a loss in pressure across the dehumidifer. It is undesireable to suck gas through pipes under negative pressure.
Fuel Gas Quality
There are specific requirements for the fuel quality for GE Jenbacher gas engines laid of in the GE Jenbacher technical instruction document (please contact your local Clarke Energy office to receive a copy). Moisture levels in the gas must be kept to a minimum in order to protect the engine and to optimise combustion. High moisture is a particular characteristic of biologically derived gases and coal gas.
Clarke Energy are able to supply high-quality gas dehumidifiers within a turn-key scope of supply, or free issue with the generator. We do not supply dehumidifiers outside of the scope of a GE Jenbacher gas engine or combined heat and power installation.
Please contact your local Clarke Energy office to find out more information.


contour represented by v evolves through the candidate window to reach a force balance equation F int(v) + F ext(v) = 0, where F int(v) is the internal force constraining contour's smoothness, and F ext(v) is the external force attracting the contour toward image features.
The IFVF is a fast and accurate edge-based snake technique, because of the introduction of both static and dynamic terms in the external force.
F ext v = F static v + F dynamic v
The F static could be a static external force which overcomes the edge leakage problem, e.g., we use boundary vector flow (BVF) proposed in [23] as the F static. The BVF extends the capture range further to the entire image based on simpler interpolation. Four potential functions Ψx, Ψy, Ψxy, and Ψyx are computed using line-by-line interpolations in the horizontal, vertical, and two diagonal directions. The F static is calculated as follows
F static = Φ 1 = ( Ψ x, Ψ y ) or F static = Φ 2 = 2 2 Ψ xy + Ψ yx, 2 2 Ψ xy Ψ yx
The F dynamic is achieved in three steps.
 1. 1.
 Given an HIE-enhanced candidate image, a binary edge map B is generated using smoothing technique speckle reducing anisotropic diffusion [21] and the Canny edge detector [24].
 2. 2.
 By comparing the edge map points to the current snake contour points (snaxels), a new control point (x c,y c ) is selected by considering the point which contributes more to the distance between snake contour and object boundary [22]. We use the Hausdorff distance to find such a point. Assuming two sets of points S and O, the Hausdorff distance is then defined as h S, O = max o O min s S d s, o where d(s o) is the Euclidean distance between a snaxel s and a object boundary point o. So, the control point is chosen as the point on the object boundary which has the Hausdorff distance value.
 3. 3.
 For any pixel (x,y) on the contour v, its F dynamic(x,y) is then calculated as follows
 F dynamic x, y = 1 B δ d'x, y d'x, y
where δ = ±1 controls the outward or inward direction. In this article, we use δ = 1, as the initial contour is automatically set as a small circle in the center of the window image with radius of 3 pixels. d'(x,y) is the Euclidean distance between points (x,y) and (x c,y c ). Note that the term (1 − B) makes the F dynamic zero for those points which already reach edges. Based on the edge map generated from the enhanced candidates images using HIE, the IFVF segmentation result of these candidates C1–C3 are shown in Figure 9e. The stopping criterion of the evolution is determined by computing the difference in locations (defined by the x and y coordinates) of the corresponding contour points between two consecutive iterations. If it is less than a convergence threshold t, the active contour evolution will be stopped. In our experiments, t is empirically set to 0.05. Based on our tests, there is no significant improvement even if t is smaller than 0.05.
3.5 CFC
The last module in our proposed technique is the CFC, which performs the fine scale feature classification. Three types of contour-based features, shape, edge and region, are extracted for the final cavity detection. These features include circularity measure [25], GICOV [26], and Kullback–Leibler divergence (KLD) [27] between the pixel intensity distributions inside and outside the contour. The computations of these three features are explained below.
 1. 1.
 Assuming a contour has one centroid, L points are selected from the contour in L cardinal directions. The circularity of the contour is then calculated as scaled variance as follows
 C = var d x i, y i max d x i, y i, i = 1, 2,, L
where d(x i,y i ) is the distance from the centroid to the contour point (x i,y i ) in the i th direction. In this article, we use L = 16. The circularity feature is a feature which could effectively reduce the false positives.
 1. 2.
 Based on the observation that the inner boundary of a cavity often has dark-to-bright transition, the GICOV value of L points on the contour is calculated as follows
 2. (a)
 For the contour point (x i,y i ) in the i th direction, its gradient in normal direction g n (x i,y i ) is calculated as g n x i, y i = I x i, y i. n x i, y i, where n x i, y i is the unit outward normal vector at this point.
 3. (b)
 The mean and standard deviation of g n, denoted by m and s, are then calculated as m = 1 L i = 1 L g n x i, y i and s 2 = 1 L 1 i = 1 L g n x i, y i m 2
 4. (c)
 The GICOV value of the contour is finally achieved using following equation:
 GICOV = m s / L
 5. 3.
 Given the probability distributions, P and Q, of the pixel intensity values inside and outside the cavity, respectively, the KLD for a candidate window is calculated as follows
 KLD = i = 1 B P i ln P i Q i
where B is the number of bins in the histogram span by P and Q. The KLD compares the difference in gray level distribution between the pixels inside and outside the contour.
Table 1 shows the above feature values corresponding to three contours shown in Figure 9e. As in the coarse feature classification step, we select the SVM as the fine feature classifier in this step. Based on the feature values (Table 1), the trained SVM classifier identifies the Contour-2 as a positive and Contour-1 and Contour-3 as negatives. The final detected cavity (corresponding to Contour-2) in the CXR image is shown in Figure 9f as the red contour. The result matches with the ground truth.
Table 1
Fine feature values of three contours in Figure 9e
4. Performance evaluation
In this section, we evaluate our proposed coarse-to-fine dual scale technique with respect to three aspects: the effectiveness of candidate selection, the accuracy of contour segmentation, and the accuracy of final cavity detection.
4.1. Experimental dataset and parameters configuration
A cavity dataset of 35 CXR images containing 50 cavities is obtained from the University of Alberta Hospital. All the images were independently read by three experienced chest radiologists who are specialized in TB diagnosis. The presence of TB cavities was confirmed by the agreement of at least two radiologists. The sample histograms of cavity properties such as diameter, circularity, and wall thickness are shown in Figure 11. From the histograms, it can be seen that the cavities vary in diameters while their circularities range mainly from 0.15 to 0.2 and most of them have intermediate thickness. For computational efficiency, the original CXR images are resized as 512 × 512 (or close to this size) with a fixed pixel spacing [0.8 mm, 0.8 mm]. Since all the cavities are located in the ULZ, a similar preprocessing procedure as described in [7] was applied to segment the target lung region, which reduces the processing area to a smaller rectangular bounding box. Figure 12 shows an example of the target area.
Figure 11
Sample histograms of cavity properties. (a) Histogram of diameter; (b) histogram of circularity; (c) histogram of wall thickness of four categories: "Thick" (≥16 mm), "Intermediate" (4–15 mm), "Thin" (<4 mm), and "Uncertain" (wall not discernible).
Figure 12
An example of the target area. The enhanced subimage inside the green rectangle is the result of the preprocessing procedure.
The proposed cavity detection technique is implemented in MATLAB 2007b on an Intel Pentium 4 CPU 2.8 GHz with 2 GB RAM computer. All the parameters in the proposed technique are listed in Table 2. The SVM classifiers in both coarse and fine feature classification are built using LIBSVM software [28]. To train the SVM classifiers, we applied the 'leave-one-out' method [29] since the size of samples with cavities is small. For example in LHFC, to detect the candidate regions in one of the 30 CXR images, we use the remaining 29 CXR images for the training. The training set contains the LBP and HOG feature vectors extracted from windows with and without cavities (positive and negative samples) in these 29 CXR images. Note that the negative samples for training were selected from the contralateral position of the positive samples based on the approximate symmetry of the lung field. The SVM classifier in CFC is trained in a similar way.
Table 2
Parameters configuration in the proposed technique
Parameters names
Parameters values
Template size


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Step-by-step guide
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 2. Click on the drop down arrow next to the 'Accept Date' button
 3. Click 'Reject Date'
 4. In the popup window click 'Reject' button
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 1. The Resource that was originally allocated the task will be sent an email notification that the proposed alternate date was rejected and the task will be at status 'Rejected' in the rejected task list for the Resource.
 2. The original task will be set back to status 'Unplanned' and move to the Future task list with the Resource field now blank.
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Let $\mathbf A$ be an $m \times n$ matrix.
For each $j \in \closedint 1 n$, the columns of $\mathbf A$ are the ordered $m$-tuples:
$c_j = \tuple {a_{1 j}, a_{2 j}, \ldots, a_{m j} }$
where $c_j$ is called the $j$th column of $\mathbf A$.
A column of an $m \times n$ matrix can also be treated as a $m \times 1$ column matrix in its own right:
$c_j = \begin {bmatrix} a_{1 j} \\ a_{2 j} \\ \vdots \\ a_{m j} \end {bmatrix}$
for $j = 1, 2, \ldots, n$.
Also see


text:
As you assess suitable construction man hoists for your site, you'll look at issues like height and load capacity to start with. After all, you need a hoist that can carry your men and materials efficiently and safely.
At this stage, it's also worth digging a little deeper into how hoists work. For example, there are some benefits to choosing a hoist that runs on a variable frequency drive (VFD) motor.
What are the advantages of going with a VFD option?
Get Smoother Lift
A regular hoist motor needs to be powerful enough to raise and lower the lift and any personnel or materials it carries. Basic motors can do this; however, they tend to lack flexibility.
When the motor of a construction hoist starts, it moves to its full capacity quickly. It needs to power up fast to get moving. This often makes the lift jolt as it starts and stops. It can also make for a bumpy ride. Your crews might not much like riding in the hoist, especially if it takes them up to a significant height. They may not feel safe or comfortable. Plus, any materials you put in the hoist will have to be packed carefully and maybe even tied down. Jerks and jolts could move materials around. This can be dangerous, and it can also cause some damage.
A VFD motor gives you a much smoother ride. It doesn't need a sudden shock start but can make the hoist operate much more steadily and evenly at both the start and stop stages.
Get Variable Speeds
Some hoists work at a set speed. You can't change how fast or slow the hoist travels. This can be frustrating and might also give you some loading headaches. For example, if your hoist speed is slow, then it'll take longer to get your crews to and from their work areas. If you have a faster hoist, then this might cause problems with fragile or breakable materials that really should travel extra carefully.
A VFD motor gives you more speed control. You can choose how fast or slow the hoist travels depending on its load. If you find that the hoist is going too fast and is making fragile materials move around too much, then you can simply slow it down to stabilise the load.
For information on VFD motors and well they work with construction man hoists, talk to your equipment supplier or hire company.