Home Site Map 4 Steps Clouded mind Yoga meditation Lifestyle
Seven Skills to Cultivate
for Yoga Meditation
by Swami Jnaneshvara Bharati
You learn a technique so that
you can gain an underlying skill.
Contents of this web page:
Techniques versus skills
Seven skills to cultivate are how to
1. Relax the body
2. Sit in a comfortable, straight, steady posture
3. Make your breathing process serene
4. Witness objects traveling in the train of mind
5. Inspect the quality of thoughts
6. Promote the thoughts that are helpful
7. Not allow yourself to be disturbed in any situation
Letting the skills work together
Techniques versus skills:
There are many Yoga techniques that can be learned. In pursuing those techniques, one can be left with a bewildering sense of uncertainty about "why" all of the methods are being learned, aside from a general idea that the methods are for "Self-Realization" or "Enlightenment".
Difference between techniques and skills: To put it simply, there is a vast difference between a skill and the methods or techniques that were used to attain that skillThink of the way an infant does many actions in those early months and years. The child may be playing with this or that toy, or exploring the new environment of this new world. Yet, all of the play and exploring leads to development of a few underlying skills, such as the motor skills of being able to hold an object in the hand, or to move the legs so as to go from here to there.
Techniques are tools to gain skills: In Yoga science, all of the techniques are used to develop certain skills by which one can meditate at a depth that will reveal the Center of Consciousness, the Self within. It is not so much a matter of the techniques themselves being important, but rather the techniques are tools to cultivate the underlying skill.
What we want is the skill
not merely the techniques.
Learn the skill, not just techniques: Below are seven skills to cultivate for Meditation. It is the skill we want to learn, not merely techniques (though, again, the techniques are quite useful). For example, we want to gain the ability to directly relax the body, smoothen the breath, and quiet the mind in a moment, with no technique needed to do it.
Apply that skill in the moment: Having the methods, but without the skill mastery is not the goal. We want to have the direct ability to apply the skill in a moment. However, to gain mastery in the skill, we may need to learn the techniques and gradually advance to the point of directly applying our learned skill.
Many techniques, but only a few skills: By remembering that the goal is to attain those few skills, the underlying simplicity of Yoga is seen amidst the seeming complexity of all the techniques.
1. How to relax the body:
Relaxing: This may include relaxation exercises in the corpse posture, such as tense and release, complete relaxation, 61-points, or yoga nidra (yogic sleep). It may involve a range of Hatha Yoga postures learned over some time.
See also the methods:
Relaxation before Meditation
We want the skill of being able to
directly, immediately relax the body.
Repetition is the key: By repeating the relaxation exercises over and over, the nature of relaxation itself is gradually known, experientially. You may practice the exercises in a class, with a recorded voice, or on your own, systematically going through the various points of inner attention.
The root skill is how to relax: However, the root skill to be learned is how to relax the body, directly, immediately, at your own will and desire, whenever you want. Gradually, it becomes easier and easier to do this, with or without specific methods. Because of the practice of the methods, one develops a heightened level of awareness and an increasing ability to simply "relax the body" with no technique whatsoever.
Apply that skill whenever you choose: However, the skill to relax at choice, may have come from repeated practice of specific methods of relaxation.
2. How to sit in a comfortable, steady, straight posture:
Sitting posture: Several different meditation postures are offered in Yoga, including the Accomplished pose (Siddhasana), the Auspicious pose (Swastikasana), the Easy pose (Sukhasana), and the Friendship pose (Maitriasana). One may spend years developing and refining their meditation sitting posture. There may be many adjustments of cushions, spine, legs, feet, arms. The flexibility of the body, and elimination of soreness or pain is enhanced by Hatha Yoga postures.
See also Yoga Sutras 2.46-2.48 on sitting posture
The goal is the skill of sitting
comfortably, steady, and straight.
The root skill is how to sit: However, the goal of all of these postures, methods, and adjustments is the skill of sitting comfortably, steady, and straight.
Choosing what is right for you: While it is true that the sitting posture may develop over a long period of time, it is also easy to have a comfortable, steady, and straight posture almost immediately. To do so means working with a posture that is right for you, regardless of your stage of development. The easiest to start with is the Friendship pose (Maitriasana) which is sitting straight in a chair (though even this requires some training to do well).
Go directly to a comfortable posture: Gradually, a skill itself is developed, whereby the aspirant is able to just sit down and be comfortable and steady, and have the head, neck, and trunk aligned. While one may continue to do the preparatory practices, the skill is to go directly to a proper sitting posture.
3. How to make your breathing process serene:
Breath training: Breath training starts with awareness, and ends with awareness. In the beginning, one learns to observe the quality of breath, whether there are jerks, pauses, fast breathing, or shallow breathing.
See also the methods:
Breathing Practices and Pranayama
The skill is of making your breath
smooth, slow, and serene, with no pauses.
Then the breath is regulated so that the jerks and pauses are eliminated, the breath is slowed, and becomes deep. Many breathing practices may be learned, including diaphragmatic breathing, two-to-one breathing, alternate nostril breathing, and a variety of vigorous breathing practices.
See also Yoga Sutras 2.49-2.53 on breath and pranayama
The root skill is how to breathe: There are many breathing practices, and variations within those practices. They are designed to balance, energize, or calm the breath and underlying energy system. However, they are all directed towards having the skill to make the breath smooth, slow, and serene, in a particular way that allows your balanced energy to bring you deeper into meditation.
The skill of serene breath, in a moment: Eventually one develops the direct skill of making the breathing process serene, in a moment. After all of the techniques, the practice comes back to simple awareness that becomes so subtle that attention goes beyond the gross breath, to the subtle energy, and on to the mind. The ability to attend to breath in this way is a skill, not a method.
4. How to witness objects traveling in the train of mind:
Witness everything: Often students of meditation mistakenly trying to eliminate thought patterns from the mind, rather than learning to be a neutral witness of the objects of the mind field. This mistake usually comes from misunderstanding the process of quieting the mind.
See also the article:
The root skill is how to witness and let go: To quiet the mind does not mean suppression or repression of thoughts and emotions. Rather, it has to do with the skill of letting go, of allowing the thought patterns to flow without interruption, remaining focused not on the objects in the flow of the river of mind, but on the stream itself.
Letting go of the stream of thoughts
in the mind is a skill unto itself.
Develop one, single new habit: This is like a process of developing a new habit. The new habit is the habit of letting go of thought patterns when they arise. By developing one, single new skill that becomes a habit, that of simply letting the thought pass by when it arises, we become a witness to the whole stream of mental process. We can train ourselves in this new habit, though it takes effort.
It is normally the habit of the mind to attach itself to the thought patterns when they arise. The greater the coloring of the thought pattern, with attachment or aversion, the more quickly and tightly the mind clings to that thought pattern once it awakens. These in turn lead to our actions and speech.
That drive towards action and speech is the stirring of the aspect of mind called Manas, which is wanting to drive the cycle of actions and sensory input (karmendriyas and jnanendriyas) in the external world. In other words, that old habit of attaching to rising thought patterns normally stirs us to move from our meditation, or leaves us in a fight with the mind.
See also the articles on:
Manas and the four functions of mind
Indriyas (senses), karmendriyas and jnanendriyas
Two stages to this new habit of witnessing: This skill of habit change, letting go, and witnessing is cultivated in two stages:
 - An individual thought: First, the skill of letting go of individual thoughts, one at a time. We can do this moment by moment


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How do I determine transfection efficiency using a flow cytometer?
Posted February 19, 2020
Using flow cytometry, determining the success of a particular transfection procedure is quite simple:
- Use an untransfected control and subtract the baseline intensity data from your experimental results
- Signal intensity graphs are a simple visual aid to compare the response of the cell line to different transfection reagents
Manual analysis is likely unnecessary; most instruments have software with FACS analysis programs for quick results.

source: m-a-p/FineFineWeb


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The Flood of '55
Hurricanes and record rainfalls cause a deadly, devastating flood in August 1955
In August of 1955, Hurricanes Connie and Diane smashed into Connecticut. The storms spawned record rainfalls that transformed placid rivers into killers. During the night of August 18, 1955, and into the next morning, the landscape of nearly half of the state was ravaged and transformed. Dozens were left dead, thousands became homeless and the lives of survivors were forever changed.
Forty years later, Connecticut citizens recounted the most traumatic experience of their lives in The Flood of '55. Underscored by stunning archival film and photographs, this documentary is an unforgettable story of tragedy and heroism; of lives ended and lives renewed.
Original Broadcast: Saturday, 12/04/04 at 11:30AM
Approximate Length: 60 minutes
Executive Producer: Larry Rifkin Writer/Producer: Rich Hanley
Co-producer, Valley segment: Gary Peterson Narrator: Charlie Bagley
Original Music: Bruce Zimmerman Copyright: 1996 Connecticut Public Television

source: HuggingFaceFW/fineweb-edu


text:
Italian dig uncovers "oldest" temple in Cyprus
NICOSIA (Reuters) - An Italian archaeologist says she has discovered what is believed to be the oldest site of religious worship in Cyprus, a temple which is about 4,000 years old.
The find at the Pyrgos-Mavroraki site close to the southern city of Limassol predates any other discoveries in Cyprus by about 1,000 years, Italian archaeologist Maria Rosaria Belgiorno said.
"This is the first evidence of religion in Cyprus at the beginning of the second millennium BC," she was quoted as telling the Cyprus Weekly newspaper from Rome.
The Cyprus Antiquities Department said further examination would be required before the find could be verified. "We cannot dismiss the claim but we cannot verify it either," Antiquities Department official Maria Hadjicosti told Reuters.
Belgiorno said she had found the outline of a triangular-shaped temple, comprised of two rooms, on the site. There was a sacrificial altar flanked by a channel on two sides.
"We found no statues, but there is evidence that it is a monotheistic temple," she said. It was probably destroyed in an earthquake and abandoned in 1800 BC.
In ancient religions, triangles typified spiritual gateways or embodied three separate deities.
In the past, the Pyrgos-Mavroraki site has also yielded finds ranging from an ancient perfumery to one of the earliest records of how olive oil was used to fire furnaces.
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text: Biotemplated Luffa cylindrica (B-LC) is used to remove oil spills from Mediterranean seawater. The main objective of this work is to develop a biotemplated organic sorbent. L. cylindrica is coated with chitosan for efficient delivery of oil droplets throughout the lumens of fiber. Thus, L. cylindrica acted both as a natural sorbent and a chitosan carrier template. In second step, the optimum conditions for the efficient oil sorption of B-LC are determined. Besides seawater tests, DDI water tests are also performed in order to investigate the effect of background water chemistry. Both modified and raw L. cylindrica samples are studied for the determination of baseline sorption capacity. SEM and Fourier transform infrared spectroscopy analyses are performed for the characterization studies. Results showed that B-LC has a higher sorption capacity compared to the raw samples. It is understood that increasing temperature has an adverse effect on seawater oil sorption value. It is generally noticed that positive effect of increased contact time and agitation speed is hindered by the increasing temperature values. Effect of background water chemistry is negligible. A slight increase in sorption capacity for the B-LC in seawater is observed. Overall results suggested that the B-LC can effectively be used as an efficient natural sorbent in the oil spill clean-up process.


The Small Folkenchanting, holistic play, celebrating a naturally simplified childhood
watercolour paints - set of 6
watercolour paints - set of 6
watercolour paints - set of 6
The Stockmar Paint Basic Assortment provide the basics for mixing a comprehensive colour wheel. Three cool primary colours and three warm primary colours - carmine red, vermillion, golden yellow, lemon yellow, ultramarine blue and prussian blue.
Stockmar watercolour paints are known for their excellent clarity natural transparency light-resistance and scumbling properties. The colour range follows the extended version of Goethe's "Theory of Colours'. Each tone has been adjusted so that it can be mixed well with the others. Harmonious intermediate gradations and boundary-less colour blending are also possible when using the wet-on-wet technique.
They can be used with all usual watercolouring techniques. Stockmar watercolours are ideal for transparent painting and when mixed with white can be used for non-transparent painting. They are produced from gum arabic and the finest light-resistant colour pigments have a very high yield-value and remain completely water-soluble when dry. The colour tones have been chosen so that they can be mixed to yield all intermediate shades without losing their brilliance and intensity..
Tried and tested in art education at school and kindergarten these non-toxic paints are long-lasting and remain completely water-soluble when dry.
Only left in stock


text: This study introduces a new method for estimating hydraulic conductivity based on the concept of effective groundwater drainage length and DuPuit-Forchheimer assumptions. The effective groundwater drainage length is related to the surface drainage dissection patterns (as expressed in drainage density) forming over long periods of time. Application of the new method to the Oregon Cascades yielded hydraulic conductivity values similar to those documented in the literature. This method represents an effective and efficient way of estimating hydraulic conductivity for regions where the interplay among surface drainage, groundwater, and topography has established a steady-state dynamic equilibrium. It also provides a theoretically sound approach for extrapolating limited local measurements to a large region and revealing the spatial variation of hydraulic conductivity.


text:
SAE Standards Works
A-21 Aircraft Noise Measure Noise Aviation Emission Modeling
AIR5766 - Using Aircraft Position Data to Estimate Aircraft Thrust
Not available for purchase at this time.
Vincent E. Mestre
Using Aircraft Position Data to Estimate Aircraft Thrust
This SAE Aerospace Information Report (AIR) provides information and methods for using aircraft position data to estimate aircraft thrust. The thrust estimated using this AIR is intended to be used to estimate aircraft noise level and aircraft air pollution and greenhouse gas emissions. The method of estimating aircraft noise level using aircraft thrust is provided in AIR 1845. Aircraft noise and emissions are generally estimated using models that are based on standard sets of aircraft profiles that include aircraft thrust, speed, and altitude along the flight path. Potential uses of this AIR are to provide an experimental method of determining the adequacy of a standard profile or to develop a flight specific profile. Flight specific profiles may be used to develop or revise standard profiles or to model noise or emissions on a flight-by-flight basis. Potential users include: airport noise modelers, airport emission modelers, developers of airport noise and emission models, federal, state and local government agencies, equipment vendors and other public bodies and officials. The information included here is intended to apply to turbine powered aircraft operating at air carrier and general-aviation airports. The information and methods presented here do not apply rotorcraft or propeller driven aircraft. The primary topics addressed in this AIR include identifying sources of aircraft position data, processing aircraft position data into flight segments including data smoothing and dealing with incomplete or erroneous data, identifying flight segments of constant thrust, acquiring winds aloft data for use in computing aircraft airspeed, estimating aircraft bank angle, estimating aircraft weight when not available, and finally, using these data to estimate the aircraft thrust for each segment of constant thrust flight.
Aircraft noise and emissions are a function of aircraft thrust. Aircraft thrust is not directly known to people modeling aircraft noise or emissions. This AIR provides a method of estimating thrust from aircraft position data.
. All rights reserved.
Intellectual Property Policy
Terms & Conditions

source: openbmb/Ultra-FineWeb


rd-bomb(6) XScreenSaver manual rd-bomb(6)
rd-bomb - reaction/diffusion textures
rd-bomb [-display host:display.screen] [-foreground color] [-background color] [-window] [-root] [-install] [-visual visual] [-width n] [-height n] [-reaction n] [-diffusion n] [-size f] [-speed f] [-delay millisecs] [-fps]
The rd-bomb program draws reaction/diffusion textures. The code is derived from the 'd' mode of the "bomb" visual musical instrument (see _URL_ I got the equations from xmorphia (_URL_ which is based on a version of the Gray-Scott model taken from:
John E. Pearson "Complex Patterns in a Simple System"
Science, 261,189, 9 July 1993.
If the frame-rate is too low, consider decreasing the width and height of the tile, or decreasing the size of the active part of the screen.
If one of the reaction, diffusion, radius, and palette options is set to a negative value, then that option will be set to a random appropriate value.
Be sure to try "-speed 1 -size 0.1 -epoch 3000".
rd-bomb accepts the following options:
Draw on a newly-created window. This is the default.
Draw on the root window.
Install a private colormap for the window.
Specify which visual to use. Legal values are the name of a visual class, or the id number (decimal or hex) of a specific visual.
Specify the size of the tile, in pixels.
These are constants in the equations that effect its visual nature. Each may be one of 0, 1, or 2. Default is -1: these constants are chosen randomly.
Size of the seed.
What fraction of the window is actively drawn, a floating point number between 0 (exclusive) and 1 (inclusive). Default is 1.0.
When a fraction of the screen is active, the active area moves at this rate (a floating point number). Default is zero. Suggested value: 1.0.
How many milliseconds to delay between frames; default 1, or about 1/1000th of a second.
Display the current frame rate and CPU load.
to get the default host and display number.
to get the name of a resource file that overrides the global resources stored in the RESOURCE_MANAGER property.
X(1), xscreensaver(1), xlock(1)
Copyright © 1997 by Scott Draves.
Permission to use, copy, modify, and distribute this software and its documentation for any purpose and without fee is hereby granted, provided that the above copyright notice appear in all copies and that both that copyright notice and this permission notice appear in supporting documentation.
Scott Draves <_EMAIL_>, 9/97
6.02 (11-Oct-2021) X Version 11


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Interactive Aircraft Systems DiagramsCPaT An Innovative And Exciting Way For Instructors And Students To Present And Study Aircraft Systems Diagrams.
CPaT's Interactive Aircraft Systems Diagrams are exciting online flight training courses that allows students and instructors to manipulate cockpit controls to see how the systems diagrams and synoptics react. By leveraging CPaT's Interactive Aircraft Systems Diagrams, students have a better comprehension of how manipulating aircraft control panels affects aircraft systems.
This advanced online aviation training course covers most major aircraft systems and can be incorporated into classroom instruction or individual learning. Each course includes 24/7 technical support and customer service.
Delivered both on-line and off-line, these online aviation courses allow students to train anywhere and anytime. CPaT's Microsoft Azure network helps with connectivity even in the most remote of locations. Simply train offline, and all completed work will sync up upon next internet connection. Access Interactive Diagrams through CPaT's Learning Management System, which can be accessed from PC or most mobile devices through CPaT's mobile app.


What is Fiduciary Duty? - Napkin Finance
Fiduciary Duty
Your Best Interest
Fiduciary Duty
What is Fiduciary Duty?
Who's involved
A fiduciary relationship involves:
 - A fiduciary—i.e., the person who owes the duty
 - A principal—i.e., the person whose best interest the fiduciary is supposed to protect
In this type of relationship, a principal entrusts a fiduciary with taking care of their money, property, or other assets.
Trust is the key element of a fiduciary relationship. To maintain this trust, a fiduciary is expected to fulfill three specific obligations:
 - Duty of loyalty: A fiduciary has to make decisions that are in the principal's best interests (even if those decisions go against the fiduciary's financial interests).
 - Duty of care: A fiduciary should thoroughly research and evaluate all options and scenarios before making a decision or recommendation to the principal.
 - Duty of good faith: A fiduciary must use good judgment and act carefully.
When does the duty apply?
Most fiduciary relationships involve financial matters, but others focus on providing advice or general caretaking. Here are some examples:
Who's involved Fiduciary What they have to do
Lawyer and client Lawyer Provide the client with enough information to make legal decisions and protect the client's privacy
Guardian and ward Guardian Ensure the ward has a place to live, receives the healthcare and education they need, and keeps their finances in order
Board directors and shareholders Board directors Use company assets in ways that maximize benefits for shareholders
Trustee and beneficiary Trustee Manage assets in the trust and distribute them to the beneficiary
What if breached?
Sometimes, a fiduciary does not meet their legal obligations. This is considered a breach of fiduciary duty. This might occur when a fiduciary:
 - Doesn't disclose conflicts of interest
 - Acts carelessly
 - Does something that gives them a financial gain at the expense of the principal's interests
 - Neglects certain responsibilities
Although a fiduciary duty is a legal responsibility, simply breaching it doesn't mean the fiduciary goes to prison (though they could if they did something criminal). However, the principal could sue for damages, or the fiduciary could lose their professional credentials (like if a lawyer gets disbarred).
Financial advisors
Fiduciary duty is a hot topic (and source of confusion) when it comes to financial advisors because they aren't all fiduciaries despite what many people think.
Examples Requirements
Fiduciaries Registered investment advisors Must follow the (more strict) fiduciary duty
Not fiduciaries Broker-dealers and insurance agents Must follow the (less strict) suitability standard, which requires making recommendations suitable to a client's personal situation (but not necessarily in their best interest)
In practice, this can mean that non-fiduciary advisors may be more likely to recommend investment options that pay them commissions and could face less strict requirements when it comes to disclosing certain conflicts of interest.
The fiduciary duty is a legal relationship in which one party is required to act in another's best interest. The duty can arise in lawyer-client, director-shareholder, trustee-beneficiary relationships, and more.
Fun facts
 - The word "fiduciary" comes from the Latin term fidere, which means "to trust."
 - The concept of a fiduciary was first defined in Roman law, but some historians trace the origins of fiduciary duties back to Hammurabi's Code.
 - A fiduciary relationship may be spelled out in a contract or other legal document, but it can also be implied and occur informally through one party's dealings with another.
Key takeaways
 - A fiduciary duty requires one party to act in the best interest of another party.
 - Fiduciary relationships often involve the handling of one party's money or property.
 - A breach of fiduciary duty occurs when a fiduciary fails to fulfill their obligations, such as by putting their own interests ahead of the principal's.
 - Some financial advisors, like registered investment advisors, are fiduciaries, but others, like broker-dealers, may not be.
The hardest part of suing your lawyer for breaching their fiduciary duties is trusting your new lawyer. — Napkin Finance
The simple information you need
to clean up your not-so-simple finances.


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Spring Migration Monitoring has started!
Operations have started up at the LSLBO for our 30th year of Migration Monitoring at our station!
For all the latest new from station, check out our Weekly Reports
Thank you to all of our sponsors and supporters that enable us to do what we do including: Alberta Conservation Association, West Fraser, Vanderwell Contractors Ltd, Tolko Industries, Environment and Climate Change Canada, Canada Summer Jobs Program, Alberta Parks, TC energy, and our many dedicated members, volunteers and donors!
Check out our Spring Fieldtrips!
- Spring Bird Observatory Tours for all grades.
- Then head over to the Boreal Centre for Bird Conservation for more programming options:
- Preschool/Kindergarten: What is a bird
- Kindergarten: Lost in the Woods
- Grade 4 Provincial Park Explorers
- Gr 4-9: LEEDing the way
- Gr 7: The Great Boreal Forest
- Ecology Hikes for any grade along our trails
Check out our Education Page for more program ideas and resources!
Download our Education Program Brochure here!
Just call us for more information at: _PHONE_ or _EMAIL_
26th Annual Songbird Festival
May 27 & 28th, 2023
Boreal Centre for Bird Conservation
Celebrate Spring Migration in the Boreal Forest at our 26th Annual Songbird Festival. On Saturday, May 27th, there will be tours of the Lesser Slave Lake Bird Observatory, birding walks, nature workshops, pancake breakfast, bird house building and lots of activities for entire family. Then on Sunday morning, May 28th, we will be hosting our 17th Annual Bird Run/Walk (5K/10K). We hope to see you there.
Are you heading up for the festival and interested in what birds you might spot on your adventures? Checkout the latest LSLBO Bird Checklist.
For the most up to date program information, visit our 26th Annual Songbird Festival page!


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･ A shipping ceremony was held at the Composite Wing Center of the Nagoya Aerospace Systems Works on February 10th.
･ Digital technology and Artificial Intelligence (AI) integrations have helped MHI expand and improve productivity
Tokyo, February 10, 2020 - Mitsubishi Heavy Industries, Ltd. (MHI) has shipped its 1000th composite-material wing box for the Boeing 787 Dreamliner. This key milestone comes roughly thirteen years after the first unit was shipped in May, 2007. The latest batch of wing boxes has been shipped from the Higashinagoyako Pier, adjacent to the factory and Central Japan International Airport. They will then be transported by the Dreamlifter to Boeing's factory in South Carolina (North Charleston, South Carolina) on February 12, 2020.
On the day of the shipment, a ceremony was held to commemorate the event. Many people, including Mr. Will Shaffer, President of Boeing Japan, attended the ceremony and congratulated the accomplishment.
The composite-material wing boxes of the 787 are made of carbon fiber reinforced plastic (CFRP), a material never used before for the wing box of a commercial airplane. The material and production method applied is superior in strength, rigidity, and corrosion resistance to conventional aluminum alloys and titanium alloys, resulting in a significant weight reduction and more than 20% improvement in fuel economy compared to conventional models.
Since the beginning of the 787 program, MHI has incrementally incorporated innovations such as AI (artificial intelligence), digital technology, and other technologies to improve quality, expand production, and reduce costs.
MHI will continue integrating automation and reliable technologies to further improve productivity and deliver comfortable air travel to people around the world.
About MHI Group
Mitsubishi Heavy Industries (MHI) Group is one of the world's leading industrial groups, spanning energy, smart infrastructure, industrial machinery, aerospace and defense. MHI Group combines cutting-edge technology with deep experience to deliver innovative, integrated solutions that help to realize a carbon neutral world, improve the quality of life and ensure a safer world. For more information, please visit _URL_ or follow our insights and stories on spectra.mhi.com.


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KTLADDFalilétra / Tetőlétra
The KTLADD roof or wall ladder is an essential element of the system of movement of people on the roof and adjacent walls. It is manufactured in axis lengths of 1.2 - 4.2 m and can be mutually extended by means of a narrowed end. Required connecting material: 2xKTM8-N 25 and 2xKTNUT-N.
Falilétra / Tetőlétra


text:
Covering the keyboard while learning to keyboard is a popular strategy for teaching touch typing. Interestingly, there hasn't been much research on the effects of using keyboard covers when students are learning to keyboard. Overall, the research says that students who can't see their keyboards while they use keyboarding software to learn to keyboard will learn significantly faster than those who did not use covers.
Can Learning to Touch Type be Facilitated by Covering the Keys on a Computer?
by Leigh E. Zeitz, Ph.D.
University of Northern Iowa
May 25, 2008
Learning to key without looking at the keyboard is a difficult thing to do. This is especially difficult if your learners have taught themselves to type and developed "bad habits." On of the most prominent "bad habits" that novice keyboarders learn is looking at the keyboard while typing. In response to this need, vendors have developed keyboard covers (or skins) which hide the letters on the keys from students. But does this work?
The $64 question is "Will it help my students learn to touch type faster if we install keyboard covers?"
Let's see what the research says:
Steven Reagan (2000) studied multiple factors when middle school students used software programs to learn touch typing skills. He compared two typing programs: one that was drill and practice (KeyWords Elementary) and a gaming drill and practice program (Type to Learn 3). Half of the students in each of these groups used covers on their keyboards and half of them did not. The results showed that the middle school students who used KeyWords Elementary and had covers on their keyboards did not experience a significant different in improvement over those who could see the letters on their keys.
Conversely, students who had covered keyboards while using Type to Learn achieved a significant increase in their keyboarding skills. Interestingly enough, the Type to Learn users without the covers achieved an average speed that was lower than either of the KeyWords Elementary users. The researcher observed that the game players were highly motivated to do well on the game so those without covers would look at the keyboard instead of using the more efficient touch-typing methods.
Lois Nichols (2004) did some research with 3rd and 4th graders (n=84). The students were randomly assigned to use either covered or uncovered keyboards. They received instruction 30 minutes/day for 4 weeks (10 hours) using Sunburst's Type To Learn 3. The software is developed to enable the students to progress independently through the program. Type to Learn 3 provides an on-screen keyboard with superimposed hands showing the students which keys to press.
It turned out that the students who had the covers on their keyboards finished the 4 weeks typing significantly faster than students who were able to watch the keys. There was no significant difference in their levels of accuracy.
Leonard West (1967) explored the effects of depriving visual feedback when typists typed on a typewriter. Unlike the other two studies which reviewed the effects of using covers on students' abilities to learn to keyboard faster, West did not study typing speed improvement. He asked people who could already type (9 – 118 wpm) and then measured the difference between their speed and accuracy rates with and without being able to view the keyboard. Not surprisingly, the less experienced typists experienced a high increase in errors and decrease in speed while the accomplished typists had a small increase in errors and slight decrease in speed. While this research is interesting, it doesn't hold much relevancy for optimizing keyboarding instruction programs.
These studies that researched the effects of using covers when teaching keyboarding found that those students who couldn't see their keyboards while they use keyboarding software learned to keyboard significantly faster than those who did not use covers. This indicates that covers can be helpful when learning to keyboard. It would be useful to engage in additional research at elementary, middle and secondary levels. The effects of using a gaming context could be further studied by using the Reagan study design with other software packages.
Nichols, L. (2004) Learning to keyboard: Does the use of keyboard covers make a difference? Information Technology in Childhood Annual. 175-185.
Reagan, S. (2000) Increasing touch-keyboarding skills in the middle school student: "Keywords" vs. "type to learn." hand covers vs. no hand covers. Masters thesis.
West., L. (1967) Vision and kinesthesis in the acquisition of typewriting skills. Journal of Applied Psychology, 51(2). 161-166.
Contact Dr. Leigh Zeitz at _EMAIL_
Visit Keyboarding Research and Resources website: _URL_


Working Days between dates
Working Days between dates
I'm looking to try and find away to calulate working days between two dates in a module; I know this has been addressed in a previous post, but it's from 2014 and I can't seem to access the supporting docs. that really show me what I need.
I'm a new model builder so any assitance would be appriciated, and apologies if this has been covered elsewhere and I've not found it.
Regular Contributor
Re: Working Days between dates
Hi Ceri,
This requirement can be acheived in the following manner:
1) Create a module(say, "Time Mappings") to maintain the working day mappings with time scale set as "Day", as shown in below screenshot:
 a) Working Day Check (Line item 1): A boolean formatted line item
 b) Cumulative Working Days (Line item 2): A number formatted line item with formula "CUMULATE(IF Working Day Check THEN 1 ELSE 0)"
The first line should be maintained manually and it will be a yearly activity done by an admin (Working days as to be checked manually, as shown in screenshot below)
2) An example module to hold your start and end dates and to calculate number of working days:
Formula for calculating number of working days = "Time Mappings.Cumulative Working Days[LOOKUP: Date Input.End Date] - Time Mappings.Cumulative Working Days[LOOKUP: Date Input.Start Date] + 1"
Based on the inputs given in Step 1 and Step 2, you can see the number of working days as "5" in Jan 17 column.
Hope this example will solve your query. Let me know, if you need further explanation on this.
CA Pavan Kumar
Re: Working Days between dates
That's great, thanks for your help.
Regular Contributor
Re: Working Days between dates
Occasional Contributor
Re: Working Days between dates
There is a formula on this page
that will help translate from the excel NETWORKDAYS function to Anaplan. Hope this helpg
Certified Master Anaplanner
Re: Working Days between dates
This is something my team has been trying to solve for as we needed to calculate the # of working days in each month for personnel planning. The provided solution is workable but had a bit more manual admin work than would be ideal for our situation. I was able take the outline provided and leverage the WEEKDAY() formula to automate the determination of which dates to include/exclude from working days.
See below for breakdown of my solution:
 1. Create Date Input Module
 1. Create 2 date formatted lines for start and end date
 2. Create number formatted line item for # of cumulative Working Days as of the end date (this will reference the module created in the next step) Formula: Time Mappings.Cumulated Working Days[LOOKUP: End Date]
 Date Input - Working Day.PNG
 1. Create Time Mappings module with a timescale set to Day
 1. Create a number formatted line item to pull in the day of the week for that specific date. Formula: WEEKDAY(START())
 2. Create a number formatted line item to determine the number of Working Days. The formula will define which days of the week will be your non-working day (in the US that is generally Saturday (day 6) and Sunday (day 7). Formula: IF Day of Week = 6 OR Day of Week = 7 THEN 0 ELSE 1
 3. Create Boolean formatted line item to determine which dates have working days between the two specified dates. Formula: START() >= Date Input.Start Date AND END() <= Date Input.End Date AND Working Day > 0
 4. Create number formatted line it to calculate the cumulative number of working days where the Boolean is marked true. Formula: CUMULATE(IF Include in Cumulated? THEN 1 ELSE 0)
 Time Mapping - Working Day.PNG
This solution allowed us to systematically calculate workday for all of our planning periods so wanted to share should it be helpful to anyone else in the future.


text:
The Place of Face-to-Face Communication in Distributed Work
Type of work: Book Chapter
Categories:ICT & Information Society | Participation & Uses
Most distributed work requires mediated communication, but the appropriate use of mediated, as compared with face-to-face communication, is not well understood. From our ethnographic research on workplace communication, we characterize unique aspects of face-to-face communication. Face to face communication supports touch, shared activities, eating and drinking together, as well as informal interactions and attention management. We argue that these activities are crucial for sustaining the social relationships that make distributed work possible. We contrast these social aspects of communication with the informational aspects emphasized by traditional communication theories, arguing that social linkages are a precondition of information exchange. We also document the disadvantages of face to face communication – that it can be disruptive, expensive and effortful – describing when mediated communication is preferable. We discuss the design of "media ecologies" that balance the advantages and disadvantages of mediated and face to face communication to provide cost-effective solutions for communication in distributed organizations.


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Interpretive themes pull together multiple meanings of park resources into a story for people to explore. Thematic interpretation begins with resources and ends with a comprehensive program of interpretive offerings. It cumulatively builds on the significant meanings of the park and explores why its resources make it one of the best places to explore them.
Universal concepts are essential components of both primary interpretive themes and subthemes. Universal concepts are powerful because in just a word—love, family, war, honor, education, sacrifice—so many different meanings are instantly accessed. They are effective in interpretation because they enable a wide range of people with diverse life experiences to become engaged in a place, in a program, or in an exhibit.
Keep in mind that universal concepts are most effective and useful when they are more than just broad words. Context is also an important consideration that should not be overlooked when developing interpretive theme statements. We've adapted the discussion of these topics from the 2003 NPS Intermountain Support Office Theme Guide to explore thematic interpretation.
For Your Information
Before continuing, collect the tools your park uses to document its thematic scope. Ask the chief of interpretation or head ranger for a copy of the most recent interpretive prospectus and other pertinent documents for thematic interpretation. These documents indicate the policy decisions for which themes to interpret and frequently outline the methods a park uses. Review them, and keep the themes in mind while reading this chapter. Think, in particular, about how the results of archeological work may tell stories within —or outside—the thematic framework.
Primary Themes and Subthemes
Interpreters find that thematic interpretation draws out provocative and powerful stories from resources. Interpretive themes operate at two levels: as primary interpretive themes and subthemes. Primary interpretive themes are the overarching, biggest stories about the place. Subthemes are the smaller stories that nest within the primary interpretive themes.
Characteristics that are common to both levels of interpretive themes include the following:
- All interpretive themes are based on the significances of park resources.
- All interpretive themes are the cores of stories used to explore the multiple significances of the park's resources to the public.
- All interpretive themes connect park resources to the larger ideas, meanings, beliefs, and values of which they are a part.
- All interpretive themes contain universal concepts, allowing a wide and diverse range of people to all find personal paths of connection to the stories of the place.
- All interpretive themes provide opportunities for people to explore the meanings of the place, without telling people what park resources should mean to them.
Interpretive themes are best stated as single sentences that include tangible and intangible elements. Don't state interpretive themes as topics, which tends to organize a body of work but is too ambiguous to provide focus.
Developing Primary Themes
Primary interpretive themes communicate the most important values of the park's resources to the public. They translate factual significance statements into overarching park stories and may be the first elements that people associate with the park. Primary interpretive themes form the foundation of the park's interpretive program, but are grounded on the park's values.
Primary interpretive themes are best written as single sentences. Although primary themes are based on park significance statements, there need not be a one-to-one relationship between statements of significance and primary interpretive themes. However, the set of primary theme statements must represent the entire set of resource values. It is important to identify as many resources available for interpretation as possible, and stating themes to link everything together is an important step.
Sometimes interpretive opportunities address one, or even all, of a park's primary interpretive themes. But when that is the case, the treatment is necessarily introductory in nature (such as a park brochure or general park video), and leads visitors to other services and resources.
Subthemes are the driving elements in the development of specific interpretive services—the actual activities or media available to visitors. Since effective storytelling moves from the specific to the general, interpreters move from the introductory uses of primary themes to subthemes to help visitors connect with a significant aspect of park resources.
Subthemes are narrower than primary themes in scope and deeper in their treatment of the particular aspects of the resources. Like primary interpretive themes, subthemes link tangible resources to intangible ideas and meanings, and include universal concepts to increase interpretive effectiveness.
Subthemes are valuable because they allow specific interpretive services to achieve greater depth. They enable interpreters to guide visitors through the exploration of more subtle and complex aspects of specific park resources. This allows understanding at a more sophisticated level, and helps visitors extrapolate their new knowledge from the specific to the general.
Developing Interpretive Services from Subthemes
When a program is organized around a theme that links a tangible resource to a universal concept, the links must be developed with interpretive methods into opportunities for connections to resource meanings. Those opportunities must be intentionally sequenced to elaborate the theme's idea. Each opportunity builds on previous opportunities and provides the audience a chance to learn or feel differently. The effect of the arrangement is cumulative and articulates and explores the meaning of the interpretive theme statement.
Interpretive services are always developed from interpretive themes to ensure a direct linkage stays intact from resource values to the story format of primary interpretive themes to the depth and focus of subthemes. Consciously building an interpretive service around the framework of a well-crafted primary interpretive theme also prevents the desired outcome of the service from being overshadowed or deflected by interpretive medium, technique, or personality. Exploring meanings remains the central goal — and maximizes the value of the interpretive service toward fulfilling the mission of interpretation.
Ideas for specific interpretive services flow from interpreters' familiarity with park resources. Initial inspiration may spring from many sources: an often-asked question, a dramatic viewshed, a new discovery, etc. Regardless of origin, the design and presentation of every interpretive service must be driven by the strategic decision to tell a story that provides opportunities for people to explore meanings.
The following two examples of park significance statements and primary interpretive themes are taken from the 2003 edition of the NPS Intermountain Support Office Theme Guide:
Set of Significance Statements
- Petroglyph National Monument contains one of the largest concentrations of petroglyphs in North America and represents an extensive record of peoples for whom we have few written records.
- The monument has outstanding research potential because the petroglyphs are numerous, have retained their integrity, are an outstanding example of Rio Grande style, and are close to other associated archeological resources.
- Places in the monument have traditional and cultural importance to Southwestern American Indians and Atrisco Land Grant heirs.
- The largely unexcavated Piedras Marcadas Pueblo ruin is one of the largest pueblos of its time period in the Rio Grande valley.
- The monument's natural and cultural landscape (escarpment, volcanic cones, and surrounding open space) and long vistas are major elements that define Albuquerque's western horizon and provide opportunities to experience contrasts with a growing urban environment.
- The geologic resources of Petroglyph National Monument (tectonic rifts, cinder cones and lava flows, and dramatic erosional features) facilitates both an understanding of the formation of the Rio Grande Rift and how natural landmarks have been recognized by and influenced a number of cultures.
- Because of the historical significance of the land base in the proximity of a major urban area, Petroglyph National Monument provides a unique opportunity to interpret the divergent and convergent historical events and cultural viewpoints of the Puebloans and Europeans (Spanish) that led to conflict and resolution.
Set of Primary Interpretive Themes
- The rich concentration of petroglyphs and the associated cultural landscape at Petroglyph National Monument, recognized as important by the native peoples of the mid Rio Grande Valley and others, offer opportunities to contemplate the meaning of cultural continuity in our world of accelerating change.
- This geologically active area, formed by rifting, volcanism, and erosional forces including the Rio Grande and its tributaries, has attracted people for thousands of years and powerfully influenced their lifeways, traditions, and beliefs — exemplifying how landscapes shape and influence human societies.
- The symbols connected to this place — petroglyphs, land grant deeds, Christian crosses, livestock brands, and inscriptions — provide opportunities to explore the ownership, control, and use of land, resources, identity, and ideas in the ongoing history of the American Southwest.
- The continuity of the Atrisco Land Grant from 1692 to the present provides an opportunity to understand 300 years of land grant ownership in the face of an ever-changing urban landscape and continued use by the heirs of the original Spanish settlers.
Colonial Dorchester State Historic Site
Set of Significance Statements
- The village of Dorchester is a remnant of the global process of European colonization and exemplifies, in microcosm, many elements of colonial and revolutionary era life in South Carolina.
- Extensive historical records exist for Old Dorchester, adding tremendous integrity to the site.
- The village site has maintained a high degree of archeological integrity, and in the process provides us with extensive documentation of life during the period 1690 to 1780. It is one of the most intact and protected colonial town complexes in South Carolina.
- Old Dorchester State Historic Site is one of the few ongoing archeological projects open to the public in South Carolina. Here visitors can observe daily investigations, a source of ongoing discoveries.
- The fort and village are significant for their association with the American Revolutionary War. The fort is one of only a handful of surviving fortifications remaining in South Carolina that were occupied by both British and American troops.
- The fort at Old Dorchester


text:
These are some of the most common questions applicants to the Landscape Urbanism Post Graduate Programme sed. Please feel free to contact us for further information at _EMAIL_
What types of projects are produced within the AA Landscape Urbanism programme?
A distinct feature of The AA Landscape Urbanism program is the production of a comprehensive yearlong Design/Research project which goes beyond short-term design studios and exercises. The project/research outcome is design based and has a multi-scalar scope, meaning that students develop design strategies and scenarios of large-scale landscape/territorial projects at continental, regional, local, and architectural scales. Projects are developed as 'policy proposals' meaning they are proposals that can be applicable to the UK planning framework and have the capacity ( speculative capacity) to transform the landscape of the country. As the programme operates within contemporary conditions and understands urban environments as interconnected and related territorial landscapes, the envisaged projects within the Master have far-reaching implications at local (architectural) and global (territorial) scales and thus, the various design outcomes are very ambitious and challenging. Have a look at some examples of the type of Design Thesis developed over the past years.
What is the difference between MArch and MSC degrees?
Both degrees share the main conceptual framework and design-based platform for research during the first 3 terms. During this time, students learn the basic skills (principles, concepts, tools, critical thinking, etc.) and establish the framework for the yearlong research project. The MSc degree focuses on the development of projects through design guidelines, at strategic levels, that can be used as a design methodology to deploy transferable projects ( prototypes) in similar landscapes/territories with alike conditions. The MArch takes on board the design guidelines developed by the MSc degree to design and develop the tectonics of a specific project in a given context at a local and architectural scale. It includes the research of innovative building and landscape techniques to construct the project.
I don't have a background in design—can I still apply?
The Landscape Urbanism program encourages a multi-disciplinary approach. The staff themselves come from a variety of backgrounds including architecture, landscape architecture, civil engineering, geology, spatial analysis, critical thinking and scomputing sciences. As a result, while the course is specifically geared towards advanced-level research students in architecture, landscape architecture and urbanism, we encourage students from any related discipline such as engineering, earth science, political economy, planning, geography etc.
What are some of the computer programs used within the course?
Students are encouraged to explore a range of different tools relevant to their project. Alongside some of the more common 3D modelling and drafting software such as Rhinoceros or CAD, we explore the potentials of GIS mapping techniques in addition to some scripted simulations using firstly Grasshopper and later moving into the Python programming language. We also explore the potential of videos, online maps, engagement tools and websites, and the use of drones to collect and manipulate information. Parallel to the course is the use of physical modelling and fabrication techniques, making use of the AA's excellent Digital Prototyping Lab.
I would like to buy a laptop that meets the requirements of the Landscape Urbanism Porgamme. Can you recommend the minimum specifications my laptop would need? There is not a particular requirement as long as the laptop is relatively recent and has dedicated graphic card with dedicated RAM. Generally, the following specs would be the minimum to perform most jobs: – CPU quad core (intel)
I saw that a lot of the studio work done seems to require knowledge of computing software like GIS, Rhino, Grasshopper, etc. Are these taught as part of the programme or is prior knowledge necessary? Students aren't expected to have any prior experience using the software. Throughout the year, computational support is provided by the technical tutors. In Term 1, workshops will be undertaken with the intent of bringing everyone to an equal base level. Of course, prior knowledge of the software is beneficial. Throughout term 1, on the weekends, the AA runs seminars in a variety of different software which are open to the whole school.
What happens after Landscape Urbanism? Where do graduates typically find jobs?
The Landscape Urbanism studio is an internationally regarded laboratory for tools and mechanisms for landscape and territorial design and research. You will learn highly relevant technical skills along with an approach that fosters critical thinking, collaborative skills and above all the ability to consider issues and processes through time, something fundamental to the contemporary urban condition. Landscape Urbanism graduates have found employment around the world. Some have worked in established practices such as Groundlab (AA Design Laboratory), ARUP, Heatherwick Studio, Foster and Partners, Gustafson and Porter, Marth Schwartz Partners, Plasma Studio, Zaha Hadid others have become involved in academia ( worldwide), and some have started their own practices: LyonBosch, Jorge Ayala, Amphibious Lab among others or teach at renowned institutions such as the Royal College of Arts of the Bartlett School of Architecture.


Configuring UrbanCode Deploy integrations#
Use UrbanCode Deploy applications in your deployments and pipelines.
Obtain a token from your UrbanCode Deploy server. When you create the UrbanCode Deploy token, specify admin as the user.
This task requires that you are an HCL™ Accelerate administrator.
After you configure an integration, create tasks to run UrbanCode Deploy applications during your deployments. You can also add applications to your pipeline stages and run them that way.
 1. Click Settings > Integrations > Plugins.
 A list of defined integrations with current information about each integration is displayed in a table.
 2. Click Add Integration for UrbanCode Deploy.
 3. In the Add UrbanCode Deploy Integration window, enter a name for the integration, and in the UrbanCode Deploy server URL field, specify the URL.
 The format is HTTPS://hostname:port. For example, HTTPS://sampleUCD:8443.
 Note: If you are running UrbanCode Deploy locally, you can substitute _URL_:port in place of localhost. The following graphic illustrates how to use the property:
 4. In the UrbanCode Deploy access token field, paste the token from UrbanCode Deploy.
 5. Click Save.
 The initial synchronization includes four months of data. Depending on the amount of data, this process can take some time.
Synchronization occurs every fifteen minutes but you can synchronize any time by clicking actions Actions > Resync on the Integrations page. To prevent synchronization, click the Disable/Enable field on the Integrations page.
Parent topic: Managing native integrations


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The commitment of Cargill's cocoa and chocolate business on the journey toward a sustainable cocoa supply chain has reached another milestone with the delivery of the first UTZ CERTIFIED/Good Inside chocolate liquor to North America.
The cocoa comes from farmers in Côte d'Ivoire that have participated in Cargill's Farmer Field School programs and reached UTZ certification after independent auditing. During the 10-month Farmer Field School training program, these farmers are trained in safety and good agricultural practices, focusing on farming techniques and post-harvest activities such as pruning, plantation renewal and cocoa fermentation methods. Cargill's farmer training program has resulted in farmers benefitting from a 30-percent increase on average in their incomes from higher yields, as well as from an improvement in the quality of their crop. In addition, the program also stresses broader social aspects, such as the importance of ensuring childhood education and HIV awareness.
The UTZ CERTIFIED/Good Inside cocoa program—co-founded by Cargill, Dutch development organization Solidaridad and a multi-stakeholder group from the cocoa sector—introduced independent certification to improve agricultural, environmental and social practices in cocoa production in 2007. The support for small-scale farmers improves farming practices, thereby producing a higher quality crop with increased productivity.
"We believe training farmers to increase yields, improve quality and adopt more sustainable practices can directly contribute to increased earnings for cocoa farmers," said Don Pearson, president of Cargill Cocoa & Chocolate North America. "While increases for each farmer may vary depending on the market price, quality and yields, farmers who adopt better farming practices are benefitting from higher incomes, as well as improving their long-term success."
Cargill's cocoa and chocolate business has long been committed to developing a sustainable cocoa supply chain and took a vital step toward a solution when it became a founding partner of the UTZ CERTIFIED/Good Inside cocoa program. Offering sustainably-sourced UTZ CERTIFIED/Good Inside cocoa and chocolate products provides a better future for cocoa farmers and enables customers to join in the journey toward sustainability, resulting in excellent products that consumers can enjoy and feel good about.
About UTZ CERTIFIED
UTZ CERTIFIED Good Inside is a market-oriented sustainability program for cocoa, tea and the world's largest supplier of sustainable coffee. As architects of sustainable supply chains, UTZ CERTIFIED ensures a balanced standard regarding People, Planet and Profit. Unique to the UTZ CERTIFIED program is the focus on entrepreneurship of the farmer through cost efficient environmentally and socially responsible farming practices. Goals of the UTZ CERTIFIED program include; increased farmers' professionalism whereby sustainable agricultural supply chains are achieved; the food industry taking responsibility by demanding and sourcing sustainably grown products; and consumers trusting favorite brands confident they were produced to meet social and environmental responsibility standards. For more information, visit _URL_.
About Cargill Cocoa & Chocolate:
Cargill Cocoa & Chocolate offers the food industry a wide range of both standard and customized cocoa and chocolate ingredients to be used in delicious bakery, confectionery, and dairy applications all over the world. Our product range includes high quality Gerkens® cocoa powders, chocolate including Wilbur®, Peter's® and Veliche®, coatings, fillings, cocoa liquors and cocoa butters. With years of experience in technical food expertise Cargill supports its customers in new recipes and new product development.
Our facilities in Belgium, Brazil, Canada, Côte d'Ivoire, France, Germany, Ghana, the Netherlands, UK and the USA are fully dedicated to produce in accordance with the highest food safety standards.
To secure a good quality and sustainable supply of cocoa beans we have our own cocoa bean sourcing operations for buying, handling and/or exporting of cocoa beans in Brazil, Cameroon, Côte d'Ivoire, Indonesia and Vietnam. Presence in all the leading producing countries allows Cargill to oversee the supply chain from beans at origin to cocoa and chocolate products on our customers' doorstep. In addition, extensive market research and analysis proves to be a source of valuable information to our customers.
Cargill is an international producer and marketer of food, agricultural, financial and industrial products and services. Founded in 1865, the privately held company employs 131,000 people in 66 countries. Cargill helps customers succeed through collaboration and innovation, and is committed to applying its global knowledge and experience to help meet economic, environmental and social challenges wherever it does business. For more information, visit _URL_.


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Panel, inclusivity in PD
Thursday 23nd of August
16:00 – 17:00
Hasselt University, in the Old Prison
"Inclusivity in Participatory Design starts with our Conference – or Does it? Towards a plural, inclusive, diverse and intersectional conference"
One aim of the Participatory Design Conference is to be as inclusive as possible, and to increase the diversity of voices (from different parts of the world, or with new perspectives on participation) that build our field. Different strategies have been tried out to pursue this vision, such as the practitioners/industry track, exhibition track, community challenges, the David Hakken scholarship etc. Given that diversity and inclusion can still be handled better and improved, in this panel we will discuss how we can continue to work on these issues in the future. This is an issue raising panel, and the place where some planning for the future can happen.
We welcome everyone to discuss these issues and take some steps towards this goal. We will have a panel of people making short statements to provoke reflection, followed by discussion and joint formulation of proposals. Our starting points for discussion are:
- The current conference deliberately sought contributions from outside the PD community for the short papers, but reviewers found lack of PD literature, etc a reason to reject. Is PD(C) too orthodox?
- PDC is developing a culture consistent with ACM-compliance. This promotes a science model of reporting and a US American scholarship base-line. Is that the only possible model?
- Procedures for inviting / reviewing / discussing and selecting need to be attuned to the possibility of exclusion. This year a lot of "diversity" – in terms of themes and geographical coverage – was marked low by reviewers. Why were these papers at the bottom?
- How can we produce a review process that is helpful for all and still likely to include a more varied set of papers? Or should there be other tracks and ways into the conference which support people from contexts where global (North) academic priorities are not valued/taught/accessible?
- Is it worth it and would it add value to the participatory nature of the conference to arrange for live translation at future PDC venues? Should we add more submission forms (e.g. video, podcasts etc.)? Rethink language policies?
- Can we creatively devise a funding mechanism for newcomers/for people coming from underrepresented areas to attend? (e.g. 1% of the conference fees go to a pot of money for such funding options? Can we have other differentiated fee, like there is for students?)
Organizers (the PDC Diversity taskforce): Linda Tonolli (University of Trento), Giacomo Poderi (IT University of Copenhagen), Vasilis Vlachokyriakos (OpenLab Athens), Raechel Luck (Open University), Ann Light (University of Sussex) and Andrea Botero (Oulu university)


Factors affecting the friction between two solid objects
Friction between two solid objects
The friction arises when two solid objects touch each other, When the friction force is larger than the movement force, the body does not move, when the friction force is smaller than the movement force, the body moves, and the direction of the friction force is opposite to the direction of the movement.
The friction force
The rough surfaces increase the friction force.
What are the factors affecting the friction between two solid objects?
The friction between two solid objects increases by increasing the speed and the surface area of the moving body, The friction between the solid objects increases between the rough surfaces.
The rubber tires
The water on the roads reduces the friction between the road and the car tires, So the drivers can not control the vehicle (the wheels), The car tires press the water under them and the water is squeezed out when the car moves slowly on the wet roads.
When the car moves so fast, there is no time for the car tires to squeeze the water out, and the water is trapped under them, so the drivers can not control the car as the friction is reduced.
The water should be prevented from staying between the car tires and the road, So, the rubber tires are designed with narrow channels along their perimeter, and these channels are connected with curved grooves to squeeze the water out.
You must replace the car tires when their grooves disappear as the grooves are necessary to squeeze the water out, where the water reduces the friction and makes the control of the car very hard.
You can download Science online application on google play from this link: Science online Apps on Google Play
The friction between the solid objects and the air
The advantage and the disadvantage of friction and the ways to decrease the friction
The factors affecting the friction between the solid objects and the water
Accompanied forces to motion, Forces of inertia, Friction forces & Biological forces
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 1. michael massawe says:
 Nice answer
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text:
Yarn created from skin cells can be woven into human textiles
A team of researchers from France, Columbia and the U.S. has developed a type of yarn from human skin cells that can be woven into human textiles. In their paper published in the journal Acta Biomaterialia, the group describes the process they used and applications for the materials they produced.
Medical textiles are materials that can be used to heal skin and other body parts. They can also replace parts of damaged organs. But not all patients have the same reactions to all textiles, because the materials are often treated as foreign agents by the immune system. So scientists continue to look for ways to create textiles that the human body will accept. In this new effort, the researchers have created textiles out of human fibroblasts—cells that normally assist with the production of collagen and other fibers. The body will not reject them because they are natural human cells.
The researchers have created a variety of textiles out of the material for use in a wide variety of applications. The researchers first grew skin cell fibroblasts into sheets of material. The sheets were then fashioned into desired shapes. In many instances, they were cut into strings for applications such as suturing wounds. The strings could also be twisted or knotted to create braids or used like yarn for knitting or crochet applications. One notable advantage of the new technique is that it does not require the use of scaffolds to create parts of organs—they can simply be fashioned in ways similar to knitting a hat or scarf.
The new material has already been tested on animals, and the researchers are ready to start testing on human patients. They suggest it could be used to create pouches, valves or tubes, in addition to serving as a suture material for skin or organs after surgery. As an example, they created a tube out of the material and grafted it onto an artery in a test sheep. They also sutured open wounds in rats. The researchers claim the new material works as well as others currently in use.
More information: Laure Magnan et al. Human Textiles: a cell-synthesized yarn as a truly "bio" material for tissue engineering applications., Acta Biomaterialia (2020). DOI: 10.1016/j.actbio.2020.01.037
Journal information: Acta Biomaterialia
© 2020 Science X Network


text:
Tomra Mining's newest ejection module for its Tertiary XRT sorter is here. Now featuring the new TS100C module and the recently introduced image processing unit, it is capable of sorting particle sizes down to 4.0 mm in high-capacity applications with much higher energy efficiency.
The TS100C ejection module is four times faster than previous versions. When combined with the image processing unit, it delivers higher precision in sorting small particle sizes at high throughputs. The mechanical design of the sorter has also been improved by the introduction of a new splitter plate and more precise calibration equipment to ensure the greater precision in the alignment between detection and ejection systems required for fine particles.
For the newest version of the ejection module, one of its major keys to efficiency is to use significantly less compressed air to eject the particles. Test work conducted at the Tomra test centre, both with artificial material mixtures and real-world sample material showed a reduction in air consumption compared to industry standards, as well as an improvement in product purity of around 15%. With the consequent cut in operating costs, sorting small particle sizes down to 4.0mm with the (common belt) COM Tertiary XRT fines sorter is not only viable, but adds value to the process.
"One of the biggest drivers of cost in sensor-based sorting is the energy used for the compressed air for the ejectors. The new TS100C ejection module successfully addresses this issue and provides an effective solution to this increasing demand. It is a ground-breaking invention to create a more higher-value product and reduce product loss," said Ines Hartwig, director product management at Tomra.
To learn more about the ejection module, visit _URL_.


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Values are key to solving contentious urban developments at a time of transition. Port cities, as places where a big industrial area meets often densely-built urban and rural areas hold opportunities for development based on similar goals and values. But, since containerization the entanglement between city and port has been lost. To move forward at a time of multiple urgencies, we need to understand what the common goals and potential conflicts are between port, city and region. We also need to understand the scale at which opportunities and challenges play out.
As part of the LDE PortCityFutures project, led by Carola Hein, we have done a first trial with the MOOD methodology. During that process, we have come to appreciate positive impact of the value debates. We are still evaluating the results, but we have also found that there is a need for clearer definition of values, for a smaller scale of exploration (the port city region), for using concrete examples, and for developing specific design proposals.
The current proposal will take stock of the identified set of values that is particular for port city region collaboration. Next to that, we will benefit from the developed value cards and lessons learnt in the DDFV seed project Research through Design from Values, led by Ingrid Mulder. The developed value methodology allowed for personal interpretation of values, enrichment of values definition, and aligned a value dialogue among project members. Specifically, we ask for funding to explore its values in a set of case studies in port city regions through applying the RTD for values toolkit (e.g., Schiedam, Dordrecht, and/or Rotterdam).
The project aims to contribute to the ongoing value dialogue happening in recent playground discussions, one of the main issues is the operationability of the DDfV Institute. Research through design brings an innovative approach to design-based values research and enhances its capacity for reflection on the methods and tactics involved to learn for the future. We will use the value discussion to create and transform social meaning and to make public and cultural values explicit. All findings will be showcased on the DDfV website, and can be (re)used for further dissemination at DDfV playgrounds, and other conferences and exhibits.


FGM, forced marriage and honour based violence for staff, e learning
Lincolnshire Safeguarding Childrens Partnership
E Learning package covers FGM, forced marriage, honour based violence and spirit possession.
This training can be used as evidence towards helping you achieve SMSC.
Learning aims are:
 - recognise why cultural awareness is important in order to achieve the best possible outcomes for children
 - identify how and why cultural traditions can result in the abuse of children
 - recognise the effects that cultural rituals such as female genital mutilation (FGM) can have on children
 - recognise how cultural beliefs such as a belief in spirit possession can result in the abuse of children
Training is a via e learning on the LSCP website. It takes 90 -120 minutes, but can be undertaken in stages
This course:
 - provides an understanding of the four main types of abuse that stem from culture related traditions
 - increases awareness of specific cultural and religious needs
 - provides the knowledge practitioners need to be confident when speaking with people from a different cultural background around the subjects
Free for maintained schools. All others £25 plus VAT.


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Decomposed Granite also called DG, is formed from the natural weathering and erosion of solid granite rocks. With a variety of color to choose from– hues of gold, rose, variations of pink, steel blue, and many more, DG is aesthetically appealing and a popular surfacing material for landscapes, sport surfaces, driveways, patios and so much more.
Unlike other aggregates, DG provides a more natural appearance for both hardscapes and softscapes. It is also less expensive compared to other materials like concrete.
Uses of Decomposed Granite
With its natural look and relatively low cost, DG is used in a lot of landscaping projects. You can probably see decomposed granite everyday. Here are some ways to use decomposed granite.
The natural rustic look of decomposed granite makes it a popular choice for many landscaping projects. As mentioned, DG is one of the most affordable choice for paving patios and gardens compared to other materials.
DG is also commonly used in xeriscapes or drought-tolerant landscapes. Decomposed granite reduces water runoff and provides good drainage. It creates a smooth surface, providing your patio or garden an inviting atmosphere for gathering with friends or loved ones.
Decomposed granite also makes a good accent to water features. It is often used as filler material for fountains and around swimming pools. DG, with its variety of color provides water features with additional attractive appeal.
Decomposed granite is also an excellent material for sport surfaces like baseball fields or running tracks. When mixed with other natural aggregates, DG creates a surface that is safe and comfortable to play on.
Mixtures for sport surfaces like Blessing Special Blend and Blessing Special Blend Pro require minimal maintenance and are very permeable, meaning they handle water extremely well. Decomposed granite settles well and the wind doesn't scatter it. Since DG is also environmentally friendly, it won't harm the grass borders of the field.
Driveways and Walkways
Decomposed granite is commonly used in driveways and walkways since it provides a natural look that many look for. The colors of DG complement well with the structural elements of houses or buildings.The most popular choice in color is gold, which is perfect if you want the "path of gold" look.
DG provides driveways and walkways a cooler surface temperature. Once decomposed granite is compacted well, it will create a firm and flat surface needed for pathways.
Decomposed granite is also used as non-organic mulch or sometimes called "top dressing" for xeriscapes. DG helps cover and cool down the soil. Cooler soil temperature improves the growth of plants especially during the summer.
Water evaporates slower in surfaces covered with inorganic mulch like DG, which can help in water conservation. Since decomposed granite reduces water runoff, it also helps water to penetrate the soil more efficiently.
Where to Buy Decomposed Granite
Blessing Gravel is a source of completely natural decomposed granite. Our DG is available in a variety of colors and sizes, offering you a wide selection to choose from. We also offer boulders, decorative stones and other aggregates for your landscaping and other industry needs.
At Blessing Gravel, we take pride in our environmentally friendly aggregate materials. Get in touch for more details! Call us, send an email or visit our site. You are always welcome.


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Thematic Pathways in General Education (TPGE) is an initiative to increase student engagement in General Education (Gen Ed) courses and to foster cross-disciplinary connections and co-curricular learning opportunities. Pathways identify subsets of Gen Ed courses with relevant content proposed by the General Education Committee or other faculty groups. They create a new filter in STAR so that students can identify subsets of courses with Gen Ed designations with thematic content that may interest them. Students may opt to fulfill a subset of their Gen Ed Core (Foundations and Diversification) and Special Graduation (Focus and Hawaiian/Second Language) requirements within one or more TPGEs, but they are in no way required to do so. Participation in TPGEs is entirely voluntary for faculty as well. If, for any reason, departments do not want one or more of their classes included, they can opt out by emailing their request to _EMAIL_ at any time.
TPGEs will also feature co-curricular learning opportunities. For example, a lecture on campus may be interesting to students enrolled in Gen Ed designated classes with Sustainability content. The General Education Committee and General Education Office can forward announcements about such activities to the departments with courses in the Sustainability TPGE, for example, so that students can be alerted to them, and/or so those events can be incorporated into the curricula.
TPGEs should be clearly distinct and much broader than any single major, minor or certificate. TPGEs are not academic programs or a Gen Ed requirement. Instead, TPGEs provide selection criteria for undergraduate students, academic advisors, and faculty advisors to use during the registration process in order to identify subsets of courses fulfilling Gen Ed requirements that have some content relevant to a broad, interdisciplinary area that may be of interest to the student. A TPGE on "Climate Change," for example, would identify the subset of courses with Gen Ed Diversification designations that have sufficient content related to sea rise, air pollution, migration, and public policy. With over 4000 courses with Diversification designations, and more being added each year, students are faced with an overwhelming array of choices. By tagging subsets of courses with content related to a broad interest area, the registration system's new TPGE menu will allow them to quickly pull up a subset of courses relevant to a TPGE that may interest them. The student interested in Climate Change can then find a shorter list of choices for fulfilling a Diversification Arts (DA) requirement (e.g.,Tropical Landscape Planting Design Studio, Topics in Theatre Production). If no courses in that subset fit her schedule or pique her interest, she can choose from DA courses in a different TPGE or from the complete list of all courses with a DA designation. As a registration tool, TPGEs function like filters in search bars on retail sites: Men's Shoes may bring up thousands of options, but Boots narrows that to a more manageable subset of choices.
If you have any questions, or want to discuss an idea for a new TPGE, don't hesitate to contact us.


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How to Control a Mobile App with Podium
A content management system (CMS) allows you to control and update content in your mobile app without re-submitting it to the app stores. This is similar to how Wordpress works for websites, you sign in, update content, and it gets pushed live to your mobile app. Not what you're used to? That's because traditional apps don't have this option. However, this is possible now and you can do it!
Steps
 1. 1
 Create a developer account for your app. You may want to publish to Apple's App Store or Google Play. Each store you publish to may have fees for signing up as a developer or selling apps, so be aware of this.
 2. 2
 Sign up with Podium. This is the CMS that will be integrated into your mobile app, so that you can control content from an admin panel. Podium is a mobile app content management system that for enterprise applications, not games.
 3. 3
 Choose how you will build your application. Apple and Android both have their own native language and development environments. You can also use a third party development environment to write cross platform applications. Podium supports all of these scenarios and languages.
 4. 4
 Build your application while integrating Podium. You will build the structure for your app, and use Podium's easy to use REST API to provide the content. This allows you to be able to add and edit content from Podium's Control Interface.
 5. 5
 Once your application is built, test, and then test more. Test your application on as many smartphones as possible, especially if you are building for Android. Android has so many device configurations and screen resolutions it is likely to be more problematic than iOS apps. Some cross platform building tools have simulators to test your apps on, but always build the app and test it on a device to see how it really looks and performs!
 6. 6
 Build your application and submit to app stores. This process will vary for each platform and each store you choose to submit to. But since you signed up to be a developer, you will know all about that process from their documentation.
 7. 7
 Login to Podium and control your app. Podium has an intuitive interface to input, update, or delete content from your application. Each page is broken down so you know exactly where to go. You can control your events, locations, information, news, and more from the control interface.
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Publicações > Artigos em Revistas Internacionais
Associative spectra of graph algebras I. Foundations, undirected graphs, antiassociative graphs
Lehtonen, Erkko; Waldhauser, Tamás
Journal of Algebraic Combinatorics, 53 (2021), 613–638
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Associative spectra of graph algebras are examined with the help of homomorphisms of DFS trees. Undirected graphs are classified according to the associative spectra of their graph algebras; there are only three distinct possibilities: constant 1, powers of 2, and Catalan numbers. Associative and antiassociative digraphs are described, and associative spectra are determined for certain families of digraphs, such as paths, cycles, and graphs on two vertices.


Small tip: use QueueBackgroundWorkItem for asynchronous work in ASP.NET
This is a small tip that I'm mainly publishing as a reminder to myself, but it could come in handy for someone else. Background processing tasks in ASP.NET are hard. At any time IIS could decide to recycle the application lifecycle. The usual solution is to farm out these tasks to a (Azure) queue and let some other machine (for example an Azure worker role) process that queue. However, with ASP.NET 4.5.2 Microsoft introduced the QueueBackgroundWorkItem method. This makes it possible to create small background processing tasks within the application lifecycle context. See the following (extremely simple) example:
 - Caveats: A task started this way will only delay the recycling of the app pool for 30 seconds. So you need to complete your work within those 30 seconds. If not, the task will be killed.
 - You need ASP.NET 4.5.2.
See for more detail the following links:
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Proton Satria P2424 Engine Error Code
When you check Proton Satria car engine light came on code P2424 the reason should be. However Proton manufacturer may have a different definition for the P2424 OBD-II Diagnostic Powertrain (P) Trouble Code. So you should chech it on our car models.
P2424 Proton Satria Code Clear
P2424 Code Reason
Proton Satria P2424 OBD-II Diagnostic Powertrain (P) Trouble Code Description
P2424 HC Adsorption Catalyst Efficiency Below Threshold Bank 2 so you have to check ODB-II Engine Error Code list.
Reason For Proton Satria P2424 Code
The reason of Proton Satria P2424 OBD-II Engine Error Code is P2424 HC Adsorption Catalyst Efficiency Below Threshold Bank 2.
If your P2424 Proton Satria check engine light is illuminated, it's best to take it in for diagnostic testing, which can feel like a hassle. Because while the lights vary in appearance from vehicle to vehicle, all have the same basic meaning: There's a problem with the car's emissions system. The on-board diagnostics system and engine control unit are in charge of monitoring a bunch of different P2424 Proton Satria, and if they get a reading that's a little out of whack, up pops the check engine light.
Proton Satria P2424 Possible Solution :
What does fault code P2424 mean for Proton Satria?
What does a diagnostic reading P2424 mean for Proton Satria?
How to fix OBD2 Code P2424 for Proton Satria?
What do we know about P2424 code for Proton Satria?


MCLP Class discusses leading with values
Imagine having to whittle a list of 60 values down to 10, 5, 2, and ultimately 1. Over the past few weeks the Multicultural Leadership Program (MCLP) Class of 2012 has been doing exactly that.
Discussion leader Diana Hauman, President of Ddh Enterprises, Inc., stressed at the MCLP session Feb. 4 that the values each of us hold drive our relationships, actions, wellbeing, and the way we lead. They also affect how others view us. "My perception is my truth," she said.
Different people view situations differently because of their personal values, Hauman said before posing the following real-life situation to the class.
You are at a dinner where four couples and good friends are present. The check was brought at the end of the meal which you caught a glance at first – it equaled $300. One person at the table took it upon himself to split the check and asked each couple for $120. Knowing that each couple should have owed $75, how would you deal with this situation?
The MCLP participants conducted a detailed discussion from each person's perspective based on their primary value. As they verbalized their own opinions and what their reactions would be, they worked together in understanding why what one person says could be perceived differently by another. Two other situations were presented by Hauman, then discussed by the class.
More about the Feb. 4 MCLP session can be found here.


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How to spot vehicles whose mileage has been changed
Kampala, Uganda | MOTORING GURU | The mileage of a motor vehicle affects its value on the market. Generally speaking; the higher the mileage, the lower is the value. Unfortunately, mileage tampering is a very common practice in all used car markets, in and outside Uganda. Part of the problem is that it is very easy to do with the right equipment.
The most common way to tamper with a motor vehicles mileage involves resetting the odometer or odograph; an instrument for measuring the distance travelled by a wheeled vehicle. Most odometers work by counting wheel rotations and assume that the distance traveled is the number of wheel rotations times the tire circumference. They may be digital or mechanical. It is no longer necessary to manually roll back the numbers on a mechanical instrument, Since odometers became digital in the early 2000s, they can be rolled back by using very basic equipment that hooks right into the vehicle's electronic circuit. So don't be fooled.
The odometer may be reset, the numbers altered, or replaced. These changes are often done together with others intended to make a vehicle appear newer than it is and, therefore, fetch a better price. Other alterations might include reconditioning of the external appearance of the vehicle.
To avoid being cheated, make sure you look to see if the wear and tear matches up with the reported mileage.
A low mileage car should still have the original tyres and brakes supplied by the manufacturer. It should also not show any wear on parts such as the steering wheel, gear lever, and pedals. Most mechanics will easily spot these. Get one to go with you on the buying trip.
You can also inspect the odometer for signs of tampering by ensure that all the numbers are easily readable and not crooked, there are no gaps between numbers, and there are no scratches and screws that don't match or have been replaced. Some auto makers program odometers to show an asterisk if the mileage is changed. If there is any indication that the dashboard may have been removed, then suspect odometer tampering. Beware if the car has new parts that ordinarily would not be replaced until 60,000 miles. This may indicate odometer tampering.
Also remember that the mileage on modern vehicles is tracked via both the physical odometer, and the control module. The control module does not control the number displayed on the dash. In some cases of fraud, the number visible number on the dash will be altered, while the control module still holds the accurate mileage. Checking the module requires a special tool, but it is possible.
Even if a car looks and sounds great, it doesn't mean there's nothing to be concerned about. Never expect the numbers you see on the dashboard to be the true mileage of a used vehicle. The odometer can be rolled-back to take hundreds or even thousands of kilometres off the number displayed. An average vehicle travels 10,000kms per year in Japan. Therefore, a 60,000km odometer reading is only appropriate for a car manufactured in 2012 or later. The rest are shams. Remember, however, that this average accounts for both long-distance commuters and weekend-only drivers. So combine this info with your instincts when you inspect the vehicle.


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Expert Tips: Plastic Hinges
Author: Yong Yang
Publish Date: 18 Nov, 2020
Pushover analysis has become an essential tool for the design and analysis of nonlinear bridge structures, and plastic hinges are used in midas Civil to simulate the non-linear behavior of structural elements. In this session, Yong Yang, principal structural engineer from Jacobs, will be demonstrating how plastic hinges can be set up quickly by the automatic determination of cross-sectional properties and member material through midas Civil's general section design (GSD) module.
Step 1: We can set up pushover hinge properties here, or we can go to the main menu on the top under Pushover tab.
Step 2: Find "Yield Surface Properties", we can use data generated from the next step to populate the yield surface properties
Step 3: Obtaining moment-curvature data through midas Civil's general section design (GSD) module.
After we have obtained the moment curvature data, we input into yield surface properties in midas Civil (shown in the next step), and we are able to see the directional properties of pushover hinge in terms of curves. (from Y-axis button on the top right.)
Step 4: Populating the yield surface properties from data obtained in GSD module.
Finally, after the pushover hinge properties are defined as shown above, you can select part of the structure that is pre-determined/predicted to be the location of plastic hinges, and drag and drop the defined property from the model tree to the view box.
One thing to note, some codes only allow part of the structure to be the location of plastic hinges, for example top and bottom columns. Meaning they do not allow plastic hinges to happen on the superstructure or on the drill shaft or any other places on the column. Therefore, we can assign the plastic hinges on these locations, and after the pushover analysis we check if the members defined as plastic hinges exceed the yield limit. If so we need to redesign the structure. Another alternative is we can assign hinge to the entire structural member (entire column/shaft). After the pushover analysis, we need to observe where do plastic hinges form. If they form at the column then this structural member needs to be redesigned.
Editor: JC Sun