text:
How long is one minute? There is the objective answer of sixty seconds, but there is also the subjective personal perception. One minute can feel like a blink of an eye, but it can also last an eternity. When working in the lab, I often experience both perceptions within a workday. The days are always too short, and I regularly wish that I could live in the lab to work into the evenings. However, during each experiment, time often seems to have stopped moving. One experiment can appear to take forever, and I constantly have to prolong the allotted time for the tests. The temporal aspect of making is amplified, and patience is much required to conduct this slow research.
Taking time to manipulate a material is imperative to observe how matter changes its behavior gradually. The quality of the product usually relates to the time spent on the process as well. Almost every experiment I have done on grinding pigments from various natural sources circle back to the issue of time, when the tools I use to grind them remain consistent. Minerals, such as lapis lazuli, take much longer to grind to fine particles due to their hardness, whereas earth pigments like ochres are less time-consuming because they are generally softer. These observations do not come as a surprise, but going through the motion of grinding makes experiencing time much more intense than reading about it in historical recipes. A recent experiment might be able to visibly demonstrate what time does to change a material.
It is known that over-grinding of certain minerals can result in the pigments losing their brilliance and turning the colors dull. However, how long it takes for a pigment to pass the threshold and become over-ground can vary drastically depending on the type of the mineral and the quantity of the pigment. I wanted to see how easy it is to over-grind malachite using the simple technology of a glass muller and a granite slab. To do so, I put on a batch of malachite powder and ground it with water for ninety minutes. The powder was prepared from a previous experiment, in which I simply broke the stone into small pieces, crushed the pieces into coarse powder, ground the powder with the muller and slab until it no longer produced a cracking and scratching sound, and removed impurities through levigation. I took a little pigment out of the batch every ten minutes to see how the sizes of the particles changed during this ninety-minute process.
Time-lapse is a fascinating film technique which condenses a long sequence into a short period of time. The video (Fig. 1/Vid. 1) of me grinding malachite gives a deceptively brisk working pace that appears to be full of energy and excitement. In reality, the process was agonizingly long and taxing. Ten minutes into grinding, I was already losing my patience. The ten-minute marks never arrived fast enough, and there were still so many ten minutes to go. When grinding, there was no highly noticeable visual and tactile difference in the texture of the powder-water mixture. It was smooth and easy to be pushed around. However, the color of the mixture gradually became ever-so-slightly paler in the first half hour of grinding, and it was most observable when placing a small sample of the mixture onto the plate at the end of each ten-minute mark (Fig. 2). The color of the mixture stopped changing around the forty-minute mark, but I continued to complete the full ninety minutes of grinding.
Fig. 1/Vid. 1. Time-lapse of the malachite grinding experiment (or click here to see the video on Flickr).
Fig. 2. Samples of pigment ground for different lengths of time.
I left the pigment samples on the plate to dry and called it a day in the lab. Two days later, I returned to the samples and bound them with gum water to turn them into watercolor paint. Each sample became a small swatch painted over a strip of black India ink to test its opacity (Fig. 3). Immediately, the powder that did not undergo further grinding (0 minute) shows that the particles are too coarse to make a good paint. The sample with ten minutes of grinding time shows an improvement in the paint quality, but still not good. The swatches painted with pigments ground for thirty minutes or longer are more similar, in their colors and the smoothness of the paint surfaces.
Fig. 3. Swatches painted with watercolor paints made from pigment samples ground for different lengths of time.
Despite the change in color to a paler green, I do not think that I have over-ground the malachite. The darker greens have appealing colors, but the paints did not behave well. The higher grinding time resulted in finer particles, but more grinding did not further alter the color of the pigments in a highly visible manner. Rather, pigments with higher grinding time can be more evenly mixed with gum water to make paints with a better flow. Time, in this experiment, is a critical element to produce usable pigments, and it needs to be accompanied by the patience of repeating the same motion for a minimum of thirty minutes.


How Many LED Lights On A 15 Amp Circuit? | Unexpected Answer
How Many LED Lights On A 15 Amp Circuit
Talking about luminescence, an LED bulb will give you the same amount compared to an incandescent bulb (typically).
How Many LED Lights On A 15 Amp Circuit
But when it comes to power consumption, here is the surprise.
Because a typical LED bulb will consume very less power comparatively.
Due to this very reason, the demand for LED bulb has been increasing day by day.
If you are in favor of saving energy, then you should switch to LED bulbs.
LEDs For A 15 Amp Circuit
If an incandescent bulb consumes 60 watts, in comparison, an LED bulb will consume even less than 10 watts.
Hence, if your circuit has a certain fixed amount of source value of current, then you can use a lot more LED bulbs than incandescent bulbs.
Mathematically
As we see, a typical LED bulb consumes less than 10 watts of power. It is almost equal to 1/12 amp of current. Hence,
12 bulbs = 1 amp
180 bulbs = 15 amp
So, we see that according to a rough analysis, a 15 amp circuit can safely support as much as 180 LED bulbs, and this count can go further beyond with some further analysis.
Household Circuits
If we talk about a standard for household circuits, we see that most of them are rated 15 amp or 20 amp.
But when we think about circuit breakers, they can handle only 80% of their total amperage.
Thus, we can see that a 15 amp circuit breaker can handle only 12 amp of current while 20 amp can handle only 16 amp of current.
Hence if we come on reducing the available circuit current, then statistically, we can safely use 140+ LED bulbs on the circuit of 15 amp if the circuit breaker handles 80% of the whole amperage.
A 15 amp circuit mathematically can provide 180 fixtures in the case of LED bulbs, and we can see that if the available amperage is even lesser, we still have 140+ fixtures' space for the LEDs that can be used in them.
Comparison
A question arises that how can we place around 180 LED bulbs in a circuit where only about 30 traditional bulbs of that much luminescence can be accommodated.
So here is a little comparison;
Talking about efficiency? LED lights are up to 80% more efficient than the other bulbs like fluorescent and incandescent bulbs.
Talking about energy waste? 95% of the total energy is converted into light, while only 5% is wasted into heat energy.
Also, in the case of LEDs, greenhouse gas emission is decreased because demand from power plants is reduced.
Conclusion
After going through a fair enough analysis, we see that LED bulbs are not only the least consuming so far, but also they are very efficient and environmental-friendly.
If you have a circuit of 15 amp rating, which is normally used in households, you can use many of the LED bulbs in that with comparatively a very low consumption of energy.
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text:
Most of us avoid modifying or hacking our devices due to fear of bricking them. Also once a device is bricked, which usually occurs due to a hardware of a software hack or mod, it goes out of warranty and service centers will charge or in some cases refuse to repair the device. Here are a few tips on how to avoid bricking your device and how to try and jump start them once them are bricked.
What is a Bricked device?
A Bricked device is nothing but an expensive mobile device that can now only be used as a brick or a paper weight. Once bricked, the device will not power on or boot.
Mobile devices brick due to serious misconfiguration, corrupted firmwares or unauthorized hardware modifications. Devices can also be bricked when their firmware and other low-level system software are re/overwritten.
How can you avoid Bricking?
- Do not try a hack or a jailbreak or any other ROM modifications without the correct know how.
- Do not tweak advance feature sets without knowing what you are doing.
- In case you are confident and want to go ahead with a hack or mod, always follow instructions from a reliable source, word by word (mostly for first timers).
- Always have a fully charged (or at least 75%) charged battery before you attempt any hacks or mods.
- Never ignore the "Do not power the device off" message.
- Always backup ROMs and data before trying anything.
- Always go through forums and websites to see the possibility of a brick for your particular device.
What to do if you Brick?
If your device is new, under warranty and without any warranty voiding modification, contact the manufacturer to have your device fixed or restored.
Notes for iOS devices
- First try and get the phone into the device firmware update (DFU) mode. iOS devices include the "DFU Mode" for recovering from a potentially bricked state.
- To get your device into DFU mode, is the process of getting your iOS device to link with iTunes without iTunes automatically restoring or recovering to the current version of iOS onto it. For jailbroken devices it skips the iBoot bootloader.
Steps to get your iOS device into DFU mode
- Connect your iOS to iTunes via USB.
- Switch off your iOS device. To do this press the power or sleep button at the top of your device, then slide your finger across the "slide to power off" button on your iPhone's screen.
- Once your device is switched off, hold down both the power/sleep button along with the home button for 10 seconds.
- After 10 seconds, release the power/sleep button while continuing to hold the home button until a message has appeared in iTunes telling you your device has been detected in recovery mode.
- There are some applications for Windows and Mac, that guide you step by step to get your device into DFU mode.
- After following the above step, if the device shows an itunes logo with a connector, you are in recovery mode and nor DFU mode. Repeat the steps again until you get into DFU mode.
- For getting into recovery mode you can follow the steps given in the apple support forum here.
Notes for Android device
- If the device goes into the recovery mode without loading the OS, there would've been a problem with installing the ROM previously. You can solve this by reinstalling the ROM. Always remember to Wipe Dalvik Cache, Wipe Cache Partition and Wipe Data/Factory Reset before a fresh ROM install.
- If the ROM or install is not working it might also be due to a corrupted SD card. Try reformatting the card externally using a computer to FAT32 format and copy the files into the SD card and try reinstalling from the newly formatted card again.
- To get the device into recovery mode do a Google search for your particular device, as each device has a different set of key combinations to get into recovery mode.
Myths about bricking
- An Android device stuck in a boot loop is not a bricked device, there is still hope. All you might need to do is Wipe Dalvik Cache, Wipe Cache Partition and Wipe Data/Factory Reset before a reinstalling the ROM again.
- An amateur/botchy jail-breaking procedure may not have bricked your iOS device. A DFU mode recovery might be all you need to recover your device.

source: openbmb/Ultra-FineWeb


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Tip of the Day
Language: C++
Expertise: Beginner
Aug 14, 2000
Differences in Execution Flow
Why would a program not yield any errors, and yet not run on one system, while resulting in a perfect run (unchanged) on another system? Specifically, a switch statement was completely ignored on my system, yet functioned accurately on my professor's.
Yes, it's possible to have the same program behave differently on different machines. There could be many reasons for this. For example, if the program is implicitly linked with certain runtime libraries (or DLL's) that are not identical on both machines, the same program can exhibit different behavior when it executes on different machines.
Likewise, certain applications access environment variables that might differ from one machine to another. An example of such a variable can be "IP_ADDRESS" or even USER. Since the values of these variables can be different on each machine, the result of a conditional statement that checks their values can also differ.
Finally, the code can be run by different users, who have different privileges. These privileges can affect the program's execution flow, too. Suppose the program tries to read a file. If a user with insufficient privileges attempts to execute the program from her account, the program will not be able to open the file, while a user with sufficient privileges can execute the program and have it open that file successfully.
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text:
data The statistical treatment, which will be used are the frequency, percentage, weighted mean, and CHI-SQUARE. Frequency and Percentage. This will be used to present the responses of the respondents.
Percentage Formula: P = f x 100% N Where: f = the frequency of response N= the total number of respondentsRanking. Ranking will be used to present the order of importance of the data gathered. Weighted Mean. Weighted mean will be used to identify the trend of the responses of the respondents. Weighted Mean Formula:? = fX N Where:? = average weighted mean f = frequency of response N= total number of respondents = summation sign CHI-SQUARE.
Chi-square will be applied where the significant difference in the assessment of respondents on the problem The Effect of Social Network to the Selected Students of Bachelor of Science in Office Management at Taguig City University: An assessment. In terms of the demographic profile of the respondents. sssss


text:
A Virtual Based Tutorial For New Nursing Professionals
This research study presents the implementation of a virtual tutorial system for new Nursing professionals during their work placements, which is positively evaluated by the participants in terms of motivation, academic support, etc. Following this pilot experience, one can highlight the need and importance of continuing with the program so that it continues to respond to their needs in terms of student help and support. Similarly, the initiative aims to serve as a starting point for institutionalizing a virtualprogram of work placements for new nursing professionals, i.e. within the context of public health professionals.
New nursing professionals; ICTs on-line; tutoring; mentoring emotional support; educational technology.


text:
SCH Number _PHONE_
- Recycled Water Project
- Project includes construction of up to 17,500 ft of Title 22 tertiary treated recycled water per year to meet landscape irrigation demands of existing potable and non-potable water customers including the Roddy Ranch Golf Course and two 4 million gallon recycled water storage tanks, and additional pumps and valves for these facilities. In addition to the golf course, the majority of the additional recycled water demands (1,267 of the 1,750 acre-ft) would be from residential and commercial land uses in the City that currently uses potable water for landscape irrigation. The purpose of the project is to increase the use of recycled water from the wastewater treatment plant (WWTP), and thereby conserve freshwater resources, increase water supply reliability, and facilitate compliance with the chloride objectives in the permit for the WWTP effluent discharge to Marsh Creek (National Pollution Discharge Elimination System Permit No. CA0085201). The increased use of recycled water would result in corresponding reduction in the discharge of treated wastewater effluent from the WWTP to Marsh Creek, primarily during the months of April through Sept., which is the seasonal period of peak water demand for landscape irrigation.
4 documents in project
|NOD||City of Brentwood||Recycled Water Project (Phase A & B1; Project); Clean Water State Revolving Fund (CWSRF) No. C-06-8071-110|
|NOD||City of Brentwood||City of Brentwood Recycled Water Project - Wastewater Change Petition WW0085|
|NOD||City of Brentwood||City of Brentwood Recycled Water Project|
|MND||City of Brentwood||Recycled Water Project|

source: m-a-p/FineFineWeb


text:
Digital storytelling offers a combination of traditional storytelling and new technologies that is attracting attention from feminist researchers aiming to co-create research in empowering ways for participants, allowing them to collaborate, build shared awareness of issues, and share their priority issues with decision-makers and power-holders. This article focuses on digital storytelling in research into the role of Mothers' Associations in influencing families, communities, and political decision-makers to promote girls' education in Benin.
How to cite this resource
Citation styles vary so we recommend you check what is appropriate for your context. You may choose to cite Oxfam resources as follows:
Author(s)/Editor(s). (Year of publication). Title and sub-title. Place of publication: name of publisher. DOI (where available). URL
Our FAQs page has some examples of this approach.


A framework to guide effective patient education
CPD Previous
A framework to guide effective patient education
Deryn Lee Thompson Lecturer, University of South Australia, Adelaide, eczema nurse, Women's and Children's Health Network, North Adelaide, South Australia
Nurses who understand the philosophical concept of knowledge are able to deliver patient education more effectively. A framework that combines nursing, education and cognitive psychology elements helps to enhance nurses' understanding of why this is needed for effective patient education. Patients need to gain and retain knowledge as they develop the practical skills and behaviour changes they need if they are to manage health conditions successfully. The framework discussed in this article was developed to assist specialist nurses providing education for children with eczema. However, it is also useful for nurses in other disciplines. After reading this article and completing the time out activities you should be able to:
Discuss the essential elements of patient education for effective, long-term management of health conditions.
Explain the distinction between declarative knowledge and procedural knowledge, and describe how knowledge is gained by the patient and his/her family.
Describe how nurses can enable the behaviour changes that patients require to manage health conditions in the long-term.
Outline the theoretical basis of successful patient education by nurses.
Primary Health Care. 27, 2, 35-42. doi: 10.7748/phc.2017.e1206
Correspondence
_EMAIL_
Peer review
This article has been subject to external double-blind peer review and checked for plagiarism using automated software
Conflict of interest
None declared
Received: 13 August 2016
Accepted: 18 October 2016


Categories:
Home / Free JavaScripts / Forms / Here
Cut & Paste Remember Text field values
Credit: JavaScript Kit
Description: Certain form fields always contain the same values, such as your user's name, email address fields etc. This script will remember the values entered into these fields, and automatically fill out these fields the next time the user returns. It uses cookies to persist the values for 60 days (changeable). For "Contact Us" or "Tell a Friend" forms that are filled out repeatedly by a user, this can save them a lot of time!
This script can only remember the values of text fields (INPUT TYPE="text"), and not TEXTAREA, for example, since a cookie cannot store vast amounts of info.
Example: The first two fields' values will be remembered when you submit the form (try reloading the page afterwards).
Name:*
Email Address:*
Feedback:
Directions:
Step 1: Cut and paste the below script into the  section of your page:
Step 2: With the script installed, simply modify your form with the parts in red:
<form onSubmit="rememberinput('yourname', 'youremail')">
Name:*
<input type="text" id="yourname" size="25" />

Email Address:*
<input type="text" id="youremail" size="25" />

Feedback:

<textarea cols="25" rows="6"></textarea>

<input type="submit" value="Submit" />
</form>
where "yourname", "youremail" etc are the IDs of the form input fields that you wish to remember. Enter as many fields as you wish (separated by a comma), though as mentioned, only text fields are allowed.
JavaScript Tools:
Site Info
CopyRight (c) 2016 JavaScript Kit. NO PART may be reproduced without author's permission. Contact Info


text:
The Real-time Assessment of Community Transmission (REACT) Study
REACT (REal-time Assessment of Community Transmission) is a series of studies that are using home testing to improve our understanding of how the COVID-19 pandemic is progressing across England. It is the largest population surveillance study being undertaken in England that examines the prevalence of the virus causing COVID-19 in the general population, involving over 150,000 participants each month.
The findings will provide the government with a better understanding of SARS-CoV-2 transmission and the risks associated with different population subgroups throughout England. The research programme was commissioned by the Department of Health and Social Care and is being carried out by Imperial College London in partnership with Ipsos MORI and Imperial College Healthcare NHS Trust.


text:
Allen, Q. (2013). "They think minority means lesser than": Black middle-class sons and fathers resisting microaggressions in the school. Urban Education, 48(2), 171-197.
The current literature on Black middle-class men is sparse, leaving little to be known about the raced, classed, and gendered experiences for many Black middle-class male students and their families. Employing qualitative methodology, this study uses critical race theory (CRT) to examine the educational experiences of Black middle-class high school male students through the counterstories of Black students and their fathers. This study highlights various microaggression events experienced by the male students as well as the forms of cultural wealth drawn upon by the fathers to divert the potential negative outcomes of school racism.
Full article can be found here:


text:
What does CANDY mean in Food?
This page is about the meanings of the acronym/abbreviation/shorthand CANDY in the Miscellaneous field in general and in the Food terminology in particular.
Find a translation for CANDY in other languages:
Select another language:
What does CANDY mean?
- candy, confect(verb)
- a rich sweet made of flavored sugar and often combined with fruit or nuts


Renaming a Physical Folder
You can change the name of a physical folder in the VFS tree.
To rename a physical folder
 1. In the administration interface, connect to EFT Server and click the VFS tab.
 2. In the left pane, right-click the folder you want to configure, then click Rename Folder. The folder name becomes an editable text box..
 3. Provide the new name, then press ENTER.


text:
Farmers advised to irrigate cotton, sugarcane crops
July 21, 2013
Keeping in view the dry spell in the lower half of the country, the Met Office has advised farmers to irrigate their cotton and sugarcane crops according to requirements. "Due to dry weather in lower half of the country during the decade, farmers of cotton and sugarcane crops of lower areas are advised to irrigate the crops as per requirement," said the Office in its 10-day farmers advisory.
It says that farmers should take timely measures to protect their crops, livestock and property as monsoon rains are expected to occur in different parts of the country during the next 10 days. Farmers of rain-fed fields, which rely on obtaining water through tube wells for irrigating their crops, should also schedule the irrigation according to the expected rainy weather in coming days.
"Farmers of upper half of the country are advised to complete sowing of Kharif crops in time to utilise fully the present soil moisture especially growers of maize crop in rainfed areas," it said. The office warned farmers of pest attack on their crops following recent rainy spell in central and upper parts of the country, advising them to be careful of rapid growth of weeds and the insects.
In Punjab, the office forecast mainly hot and humid weather in most of the province's agricultural plains. It said that scattered rain dust-thundershowers with isolated heavy falls coupled with gusty winds were expected in upper and central parts in shorts spells during the next 10 days.
Mainly hot and humid weather is expected in most of the agricultural plains of Khyber Pakhtunkhwa in the next 10 days, the office said, adding that scattered rain dust-thundershowers with isolated heavy falls associated with gusty winds are likely in upper and central parts of the province in spells. Isolated rain dust-thundershowers with gusty winds are expected in lower Sindh during the period. Isolated rain and dust-thundershowers coupled with gusty winds are expected in spells in north-eastern parts of Balochistan, it said. Mainly dry weather with isolated rain is expected in Gilgit-Baltistan while isolated to scattered rain-thundershowers with strong gusty winds are expected in Kashmir during the next 10 days, it added. Courtesy Business Recorder


From GridLAB-D Wiki
Jump to: navigation, search
name is a an object variable declared within the object header. In other words, all objects can be provided with a name. This tends to be the easiest way to reference other objects in a single or across multiple model files.
Objects can be "named" in two different ways, using the name variable or canonically.
Name
The first, and easiest to use, is by using the naming variable:
object house {
 name house1;
 ...
};
In this way, other objects can refer to this object by name. For example, an appliance can be added to the house by referencing the house's name in the parent-child relationship:
object waterheater {
 parent house1;
 name waterheater1;
 ...
};
There are some restrictions on the characters that can be used in name. Here are the rules for creating a name:
 1. All printable ASCII characters are allowed with some exceptions that are reserved for special functions (reserved: ., (), {}, [], ^, $, *, +, =, |, :, and ;).
 2. Only alpha characters (A-Z,a-z) can be used at the beginning of the name. (This rule can be relaxed. See relax_naming_rules.)
 3. " " can be used to enclose the name. This is advisable when using spaces or other non-alphanumeric characters.
NOTE: While "name" has a 1024 character limit, in practice, the limit is 64 characters. See ticket 980.
Canonical
 TODO:
Some examples of using canonical naming: Started Using GridLAB-D
See also


Meeting Banner
Abstract #3648
LL-FAIR: Implementation and Application at 7T
Susan T. Francis1, Roman Wesolowski1, Emma L. Hall1, Penny A. Gowland1
1School of Physics and Astronomy, University of Nottingham, Sir Peter Mansfield Magnetic Resonance Centre, Nottingham, Nottinghamshire, UK
The feasibility of LL-FAIR, also known as ITSFAIR or QUASAR, at 7T is demonstrated. LL-FAIR is implemented using optimised readout pulse timing and flip angles to suppress the static tissue signal, thus providing inherent background suppression to reduce physiological noise. Increased signal-to-noise ratio (SNR) and relaxation times at 7T result in increased sensitivity. Arterial Cerebral Blood Volume (CBVa) and Cerebral Blood Flow (CBF) data are collected at high spatial resolution, with improved Mbo estimation due to reduced partial volume effects. Functional CBF and CBVa maps show improved spatial localisation and reduced physiological noise compared to BOLD, with the possibility of mapping changes to a single activation cycle.


copilot-0.22: A stream DSL for writing embedded C.
Language.Copilot.Interpreter
Description
This interpreter is mostly used for checking the Copilot implementation. But it can also be used for quick testing of a Copilot design
Synopsis
Documentation
interpretStreams :: StreamableMaps Spec -> Vars -> VarsSource
The main function of this module. It takes a Copilot specification, the values of the monitored values, and returns the values of the streams.


Share this generator
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Aurin names - Wildstar
This name generator will give you 10 random names for the Aurin part of the Wildstar universe.
The Aurin are a race of humanoid beings with large rabbit ears and feline features like claws and long tails. They live in the forests and as such have developed a wide range of fur and skin colors, although they're no longer as diverse as they once were back in the distant past.
Aurin first names are often soft and quite melodic, but like their forests their names also have various harsher elements.
Surnames are compound names made up of 2 words which are often related to nature in some way. Names like 'Sungrass' and 'Redleaf' for example.


text:
Statewide Census Records that exist for Arkansas are 1830, 1840, 1850, 1860, 1870, 1880, 1890 (fragment, see below), 1900, 1910, 1920, 1930 and 1940. There are Industry and Agriculture Schedules 1850, 1860, 1870 and 1880. Slave Schedules exist for 1850 & 1860. The Mortality Schedules for the years 1850, 1860, 1870 and 1880. Arkansas Territory censuses were recorded in 1823, 1825, and 1827, only the 1823.
There is a large collection of published and compiled federal census records and indexes available at the Arkansas History Commission. All federal census records for the state can also be found there on microfilm. The University of Arkansas Special Collections Library holds the mortality schedules, industry schedules, and agriculture schedules for the state. However, the Arkansas History Commission and the National Archives each hold copies of the state's slave schedules.
The 1890 federal census records for Arkansas no longer exists. However, tax records and other records from the state were compiled by the Arkansas Genealogical Society in an effort to replace that lost data. Many counties have published those records. Researchers can contact the Arkansas Genealogical Society for more information on that replacement project.
Arkansas River settlements, settlements in St. Francis, and settlements in the District of Hopefield (West Memphis) were all included in the 1810 federal territorial census. However, those records no longer exist. The 1820 federal territorial census records, which included the partially Spanish-controlled Miller County, which was also partially located in Texas, also no longer exist.
Starting in 1823 sheriffs in Arkansas Territory were given the task of instituting biennial enumerations. Those took place in 1823, 1825, and 1827, but only the Arkansas County record from 1823 still exists today. 1829 sheriff's census records contained the head of household name, but only parts of those records still exist today. Complete returns are available for the counties of: Arkansas, Chicot, Clark, Conway, Crawford, Crittenden, Independence, Lawrence, Miller (Old), St. Francis, Washington
Sevier and Pope County records from that time have been lost. Sheriffs in Izard, Lafayette, Kempstead, Pulaski, and Phillips counties only submitted the total number of inhabitants. Both the 1823 and 1829 records that still exist are published and publicly available.
Searchable Arkansas Census Databases and other Helpful Links
- Rootsweb Arkansas Census Look Ups (rootsweb.ancestry.com)
- Arkansas Census Project (usgenweb.org)
- Arkansas Census QuickFacts (census.gov)
- Links to Online Arkansas Census Records (census-online.com)
- Arkansas Census Extraction Forms (ancestry.com)
- U.S. Federal Census Guides
- United States Federal Census for Arkansas (search.ancestry.com)
- 1860 Arkansas Federal Census (fold3.com)
- 1900 Arkansas Federal Census (fold3.com)
- Arkansas Census, 1819-70 (search.ancestry.com)
- Arkansas Census, 1840 (search.ancestry.com)
- 1860 Federal Slave Schedule (search.ancestry.com)
- Census 2000 Data for the State of Arkansas (census.gov)
- Overview of the U.S. Census (ancestry.co.uk)
- Arkansas Census Books (amazon.com)


text:
The global higher education m-learning market to grow at a CAGR of 21.01% during the period 2016-2020.
The Higher Education M-learning Industry report covers the present scenario and the growth prospects of the Higher Education M-learning Market for 2016-2020. To calculate the market size, the report considers both the direct revenue and the indirect revenue of the vendors.
Students increasingly using smartphones and tablets for study purposes is the primary factor driving the growth of the m-learning market. However, to include m-learning as a part of the curriculum learning process, educational institutions must have a strong ICT infrastructure. For this, these establishments need to invest heavily in installing software and enhancing server capabilities. As a result, their overall operational expenditure will increase.
Browse more detail information about Higher Education M-learning market report at: _URL_
The report covers the market landscape and its growth prospects over the coming years. The report also includes a discussion of the key vendors operating in this market.
Get a PDF Sample of Higher Education M-learning Market Research Report at: _URL_
Key Vendors in Higher Education M-learning Market:
Other prominent vendors
The Higher Education M-learning Market is divided into the following segments based on geography:
Higher Education M-learning Market Opportunities During 2016-2020:
With a purpose of enlightening new entrants about the possibilities in this market, this report investigates new project feasibility. Various details about the manufacturing process such as market drivers, impact of drivers, market challenges and impact of drivers and challenges, market trends, vendor landscape analysis and so on, is discussed in the report
Higher Education M-learning Market Dynamics:
In the end, the report makes some important proposals for a new project of Higher Education M-learning Industry before evaluating its feasibility. Overall, the report provides an in-depth insight of Global Higher Education M-learning Market 2016-2020 industry covering all important parameters.
Have any query? ask our expert @ _URL_
Market driver of Higher Education M-learning Market:
Market challenge of Higher Education M-learning Market:
Market trend of Higher Education M-learning Market:
Get Discount on Higher Education M-learning Market Research Report at: _URL_
Key questions answered in this Higher Education M-learning Market 2016-2020 report
- What will the market size be in 2020 and what will the growth rate be?
- What are the key market trends?
- What is driving this market?
- What are the challenges to market growth?
- Who are the key vendors in this market space?
- What are the market opportunities and threats faced by the key vendors?
- What are the strengths and weaknesses of the key vendors?
No of Pages: 58
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List of Exhibits:
-Exhibit 01: Countries covered for market analysis
-Exhibit 02: Product offerings
-Exhibit 03: Global m-learning market 2015-2020 ($ billions)
-Exhibit 04: Global higher education m-learning market 2015-2020 ($ billions)
-Exhibit 05: Five forces analysis
-Exhibit 06: Global smartphone shipments 2011-2015 (billions of units)
-Exhibit 07: Percentage share of student enrollment 2014
-Exhibit 08: Percentage share of number of virtual schools (2014)
-Exhibit 09: Impact of drivers
-Exhibit 10: Impact of drivers and challenges
-Exhibit 11: Global gamification market 2015-2020 ($ millions)
-Exhibit 12: Global higher education m-learning market by type 2015
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Srinagar, Feb 14: To strengthen farmer welfare programmes and develop the agriculture sector across Jammu and Kashmir, two state seed certification agencies of Jammu and Kashmir will go digital through the centralised online seed traceability portal SATHI — Seed Authentication, Traceability and Holistic Inventory.
Additional Chief Secretary of the Agriculture Production Department, Atal Dulloo said this during the formal launch of the SATHI portal for Jammu and Kashmir on Tuesday.
Addressing the gathering on the occasion, Atal Dulloo said that to make seed certification more efficient and transparent with provisions for effective monitoring and traceability of seeds, the Union Ministry of Agriculture and Farmers' Welfare, conceived and developed a centralised online system 'SATHI' for capturing various parameters such as grower details, seed testing details, lot details, sample details, certification agency, among others of notiied seed varieties.
He highlighted that this move will help farmers to buy quality and genuine seeds besides help in curbing the menace of spurious seed.
The ACS further said that with the help of smart phones, farmers can scan the Quick Response code on the seed pack and various details about the seed will flash on the screen, which will allow farmers to cross-check whether they are buying good quality seeds or not.
He added that the process will not only improve the credibility of seed producers by value addition for seeds in the market but will also help the seed law enforcement authorities to conduct spot assessment of the genuineness of seed and initiate action against offenders.
Dulloo further remarked that with digitisation and traceability in the seed industry, the quality of seed will be effectively monitored and help in better earnings for the farmers.
He added that this digital intervention will strengthen seed exports to developed countries also by ensuring conformity with seed quality and improved efficiency.
The SATHI is a national portal for automation of the entire life cycle of seed, which includes seed production, seed certification, seed traceability and seed supply chain.
Under SATHI, the seed certification system, a process is designed to maintain and make available to the farming community a continuous supply of high quality seeds and plantation material of notified kinds and varieties of crops.


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If People Powered Radio: 40 Years of 3CR
Friday 8 April
Friday 8 April, 7am
Community language programming has formed a key part of 3CR's broadcasting since the station began—with many programs operating in support of resistance movements elsewhere. This program will take us on a journey through these programs and ask why community language programming is so important.
If People Powered Radio: 40 Years of 3CR is a collaboration between Fitzroy's oldest community radio station, 3CR and one of Fitzroy's oldest galleries and studio complexes, Gertrude Contemporary. Celebrating 40 years of 3CR, the exhibition will explore the station's history of radical broadcasting and how it has thrived in its endeavour to foreground the often unheard voices of Aboriginal people, women, workers, ethnic and GLBTIQ communities, differently abled people, environmentalists, artists and musicians. The exhibition presents a combination of recordings, technological hardware, and photographic, written and graphic documents from the station's vast historical archive, alongside newly commissioned artworks. Presented alongside the exhibition will be a program of public events, including live outside broadcasts from the exhibition space featuring campaigns, current affairs and local musicians.


From Wikipedia, the free encyclopedia
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Runglish, Rublish, Ringlish, Ruglish or Russlish (Russian: рунглийский язык or рунглиш, rungliyskiy yazyk or runglish), is a Russian–English macaronic language. The term "runglish" was popularized in 2000 as a name for one of the languages aboard the International Space Station. Cosmonaut Sergei Krikalyov said: "We say jokingly that we communicate in 'Runglish,' a mixture of Russian and English languages, so that when we are short of words in one language we can use the other, because all the crew members speak both languages well." NASA has since begun listing Runglish as one of the on-board languages.[1] Although less widespread than other pidgins and creoles, such as Tok Pisin, Runglish is spoken in a number of English-Russian communities, most notably the Russian-speaking community of Brighton Beach in Brooklyn, New York.[2]
In literature[edit]
Some notable novels have foreshadowed the development of Runglish. A small subplot in Arthur C. Clarke's novel 2010: Odyssey Two concerned the crew of a Russo-American spaceship, who attempted to break down boredom with a Stamp Out Russlish!! campaign. As the story went, both crews were fully fluent in each other's languages, to the point that they found themselves crossing over languages in mid-conversation, or even simply speaking the other language even when there was no-one who had it as their native tongue present. Anthony Burgess' novel A Clockwork Orange has a famous form of Runglish called Nadsat. (See: Concordance: A Clockwork Orange)
Official resistance[edit]
The Russian government declared 2007 to be the "Year of the Russian Language". It has been claimed that this was in part to give support to what is seen as proper Russian against such influences as the spread of English and Runglish.[3] However, Yuri Prokhorov, the head of the Russian State Institute of Foreign Languages, stated that "Young people always develop fashionable ways of communicating. (But) it is Russian words used incorrectly that damages the purity of the language, not the introduction of foreign words."[3]
 - Appointments: Аппойнтменты (Appointmyenti)[2]
 - Iced Coffee: Аисд кофе (Aysd kofe)[2]
 - Would you like that sliced or in one piece?: Вам наслайсовать или писом? (Vam naslaysovat' ili pisom?)[4]
 - Driving upstate on the highways: Драйвуем в апстейт по хайвеям (Draivuyem v apsteit po haiveyam)[5]
 - Sliced Cheese: Слайсающий чиз (Slaysayushiy chiz)[5]
 - To merge branches: Смержить бранчи (Smerzhit' branchi)[2]
 1. ^ "The Expedition One Crew".
 2. ^ a b c d Feuer, Alan (14 June 2005). "For the Thirsty Runglish Speaker: Try an Ized Cyawfeh". New York Times. Retrieved 23 May 2010.
 3. ^ a b Blomfield, Adrian (12 September 2007). "English invades Russian language". London: Daily Telegraph. Retrieved 23 May 2010.
 4. ^ Klepach, I. "Наши люди в Америке (Our people in America)". Mainbruecke (in Russian). Retrieved 14 September 2010.
 5. ^ a b Mariupolsky, Konstantine (26 May 2005). "The inevitable birth of Runlgish – When Russian and English merge". Voices that must be heard. New York Community Media Alliance. Retrieved 14 September 2010.
 1. ^ Блог Ruglish -


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The Bethlem and Maudsley Hospital School took part in a cross curriculum learning session today.
A multi-stimulating morning where our focus was to practise our french language skills..
The children had help with their french from a surprise visit from Claude Monet the artist himself (authentically portrayed by Bespoken's Greg.) Greg taught us all about Impressionism and what inspired Monet's wonderful paintings.
The children practised their french skills by welcoming Monet to the school and learning about the different colors in French.
We celebrated french culture by tasting french delicacies at snack time and then created some still life impressions inspired by the work of Monet.


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National Walking Day inspires people to get and about
By Mary Dennehy
THOSE living across South Dublin are encouraged to participate in National Walking Day this Sunday, September 27, by visting one of the local Coillte forests.
An initiative of Get Ireland Walking, National Walking Day aims to inspire people to get out and about in their local area, and enjoy the physical and mental wellbeing benefits of walking.
Coillte has forests opened including the Hellfire Club, Massey's Estate and Cruagh Wood
Coillte, which has nine recreation forests open to the public, is supporting the annual event and encouraging members of the public to get active and stay local.
Across South Dublin, forests include the Hellfire Club, Massey's Estate, Cruagh Wood, Tibradden Wood, Kilmashogue, Ticknock, Carrickgollogan, Barnaslingan Wood and Slievethoul (or Saggart Hill) and Lugg.
Charlie Burke, Recreation Officer with Coillte and co-ordinator of Coillte's Woodlands for Health campaign said: "Coillte is proud to be Ireland's leading provider of outdoor recreation activities, with more than 3,000 kilometers of trails, 260 recreation sites and 12 forest parks across the country.
"We know about the importance of walking in nature to members of the public and the benefits for both physical and mental health.
"Our forests offer a space where people can walk safely while maintaining social distancing and abiding by COVID19 guidelines.
"Coillte wants to encourage local residents in County Dublin to take some time out of their day and enjoy their local landscape by participating in National Walking Day on 27 of September and visiting one of your local Coillte forests like Ticknock or the Hellfire Club."
Coillte's Woodlands for Health campaign encourages people to engage with nature through outdoor activities to promote better mental and physical health.
According to Coillte, research shows that walking in natural environments such as forests and woodlands can help to reduce stress and improve wellbeing.
National Walking Day is supported by Sport Ireland and takes place as part of European Week of Sport.
Members of the public are encouraged to walk any route in their local area, whether that be a forest, park or local neighbourhood loop.
Share a photo or video of your walk on social media and tag @GetIreWalking on Facebook, Twitter and Instagram, using the hashtags #BeActive #NationalWalkingDay #WalkYourTown #WalkYourArea and #HiddenGems.
Remember to adhere to Covid-19 guidelines while out walking, and, if driving to a forest location, park your car in a safe and designated area.
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OLICO Youth continues to explore the effectiveness of computer-based mathematics solutions with a group of South African township-school youth. This year, sixty-five learners from Diepsloot between grades 7-10 are participating on the programme. Between Feb and Sept 2014, OLICO learners attempted over 76,609 maths questions and achieved an average 35% increase in basic number sense as well as an average 47% increase on foundational curriculum content. The focus now shifts to improving the speed at which learners progress through these lessons and improving the retention of newly-acquired knowledge. OLICO is committed to finding a genuine solution that is effective, sustainable and replicable.
Introduction OLICO Youth is a community-based academic support programme for township school youth with a focus on senior phase mathematics. The aim of OLICO Youth is to provide learners with a pathway into high school mathematics by bridging the gaps in foundational understanding, thereby serving as a conduit into algebra and geometry. There are currently sixty-five Diepsloot learners between grades 7-10 enrolled on the OLICO Youth programme. Learners attend 2 computer-based after-school sessions twice a week as they progress through the OLICO curriculum at their own pace. To remain on the programme, learners must attend at least 75% of their sessions and complete their homework assignments. Learners also attend on Saturday mornings for non-academic input.
At each mid-week session, learners follow OLICO's 5-Step Process:
- Arrive on time for scheduled session
- Check in and show completed homework
- Log onto computer with unique username
- Follow OLICO's 5 P's
- Check out and receive new homework
Learners work at their own pace once they log onto the OLICO learning management system. The personalised learning environment allows learners who score 80% or more in the short pre-lesson quizzes to skip these sections. Learners who achieve less than 80% however follow OLICO's 5 P's which is made up of the following:
- Presentation (video)
- Practice exercises
- Pause and review
The most pressing need for the majority of learners joining OLICO Youth is to substantially improve their general number sense skills and mathematical fluency. There are major challenges across South Africa in the shift from foundation phase mathematics (grades 1-3) to intermediate phase mathematics (grades 4-6) with most learners enrolling at OLICO Youth needing to catch up 2-4 years worth of content. Given this context, OLICO focuses on building foundational skills as a gateway to deeper curriculum level understanding. Key lessons to date:
- Learners are highly enthusiastic about technology. There is little doubt that the computer-based approach leads to an increase in practice attempts, time-on-task, positive attitude towards maths and commitment to progressing through the lessons. The sheer volume of questions attempted by OLICO learners this year is impressive. In total, over 76,609 maths questions have been attempted this year alone… and counting.
- OLICO learners achieved substantial improvements in their basic number sense abilities. Since February this year, 83% of the learners completed the number sense curriculum with learners improving by an average of 35%. The number sense curriculum includes timed exercises focusing on improving mental arithmetic with questions on: single/double-digit addition/subtraction; number bonds; finding differences; friendly numbers; multiplication and division tables.
- OLICO learners also demonstrated substantial improvements on the foundational curriculum. Mastery for foundation-level topics is set at 80% since the lessons are fundamental requirements for future mathematics understanding. Learners are permitted to progress to subsequent lessons only once they have achieved this level of mastery. As a result, the speed at which learners progress through these lessons is an important additional indicator of effective learning. Given the amount of content learners need to cover, there is a need to increase the speed at which learners are progressing but, this concern aside, the results are impressive:
On average, learners improved on their pre-assessment results by a whopping 47%:
- Equally pleasing is the progress of the OLICO learners who were part of the original pilot phase in 2012. These learners joined while in Grade 8. They are now in Grade 10 and have consistently improved their curriculum-level results. The grade 10 learners have displayed impressive levels of commitment, dedication and a positive attitude towards mathematics which is beginning to show in their results over time:
- In addition to the clear benefits of an increase in the amount of question-attempts and time-on-task, technology also offers instant feedback to the learner which is particularly important for effective learning. Learners can thereby shape their personal learning experiences by responding appropriately to the cues provided by the computer.
- Finally, the numerous advantages of technology do not replace the need for a skilled facilitator alongside a context-appropriate programme. At the very least, the facilitator must have a well-developed number sense in order to intervene when learners get stuck. Technology enables a good facilitator to interact and assess learner needs (with real-time feedback) on a highly individualised and targeted basis.
5 core focus areas going forward:
- Over the forthcoming 6-9 months, the OLICO team is focused on finding ways to increase the speed at which learners progress through the OLICO lessons and thereby increase curriculum coverage.
- The OLICO team is also placing a greater emphasis on regular checkpoint interventions to ensure and better assess knowledge retention.
- Since English literacy remains a barrier for many of the OLICO learners, a literacy strategy is to be incorporated as core to the programme from 2015.
- A new custom-designed database is being built to simplify the OLICO processes and reduce administrative complexity.
- OLICO will continue to develop and publish open-source mathematics materials on our resources page and build a programme around Siyavula's Everything Maths for our Grade 10 and 11 learners in 2015.
Conclusion: A significant amount of progress has been achieved over the past year, both in terms of learner progression through the OLICO maths curriculum and in the development of context-appropriate open-source content. There are strong positive indications that OLICO Youth is addressing a number of the deep-rooted foundational challenges facing SA's learners. The key remaining challenge over the next 6-9 months is for OLICO to achieve progress on the "5 core focus areas" (as identified above). Success in this regard will determine whether the OLICO solution is indeed ready and effective enough to begin replicating in new environments.
Some programme background and history: Initially, the OLICO Youth project began by experimenting with freely-available online mathematics videos and exercises from Khan Academy. However, there are a number of challenges to using the Khan Academy platform for OLICO's specific purposes and a decision was made to build OLICO's own customised learning management system (LMS). The OLICO LMS thus pools together a variety of relevant open-source materials and the OLICO team has been developing additional content when context-appropriate resources do not already exist (published as creative commons). For the older grades, it also serves as a gateway into the Siyavula's Everything Maths. The broader mathematics context: Although it is a very small sample, the profiles of the OLICO Youth learners reflect many of the broader South African mathematics challenges:
- The nation-wide results of the Annual National Assessments (ANAs) provide clear indications that the majority of learners require significant remedial and foundational support in mathematics. The complexities of curriculum-level content increases greatly because learners are often still grappling with basic maths fundamentals. See also: SAHRC and UNICEF (2014) Poverty traps and social exclusion among children in South Africa. Pretoria: SAHRC.
- The shift from foundation phase mathematics (grades 1-3) to intermediate phase (grades 4-6) appears to be particularly problematic. The transition has a deep impact on mathematics understanding as it involves a shift from additive reasoning to proportional reasoning; from concrete representations of numbers and concepts to more abstract representations; and from mother tongue instruction to English. For more on the difficulties in the shift to proportional/multiplicative reasoning, see: Hiebert, J. And Behr, M. (eds) (1988) Number Concepts and Operations in the Middle Grades, Vol 2. Research Agenda for Mathematics Education. NCTM; and Harel, G. And Confrey, J. (1994) The development of multiplicative reasoning in the learning of mathematics, SUNY press, Albany.


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No for "dry", yes for "wet".
For "dry friction", such as a box on a floor, it is relatively constant. Why is this? Most objects are microscopically rough with "peaks" that move against each-other. As more pressing force is applied, the peaks deform more and the true contact area is increases proportionally. The surfaces adhere forming a bond that will take a certain amount of shear force to break. Since the molecules are moving much faster ~300m/s than the box they have plenty of time to adhere (so velocity is not an issue). However, static friction is sometimes be higher, in one explanation because the peaks have time to settle and interlock with each-other. Neglecting static friction, force is constant.
The simplest case in wet friction is two objects separated by a film of water. In this case there is zero static friction, as the thermal energy is sufficient to disrupt any static, shear-bearing water molecule structure. However, water molecules still push and pull on each-other, transferring momentum from the top to the bottom. The rate of momentum transfer i.e. "friction" grows in proportion to how much momentum is available, which in turn grows with velocity. Thus, force is linear with velocity.
However, interesting things happen when the bulk mass of the water gets important. In this case, bumps, etc on the surface push on the water creating currents that can ram into bumps on the other surface. If you double the velocity, your bumps will push twice as much water twice as fast for 4 times the force; force is quadratic to velocity. You can plug in formulas for the linear case (which depends on viscosity) and quadratic case (which depends on density) to see which one "wins" (this is roughly the Reynolds number), if there is no clear winner the answer is complex (see the Moody diagram).
Nevertheless these are approximations and the real answer could fail to follow these "rules".

source: HuggingFaceFW/fineweb-edu


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If a rough surface is illuminated by a coherent lightwave of wavelength λ1, it is not possible to determine the surface profile from the phases of the speckle field formed by the scattered light. If the rough surface is illuminated, however, by an additional coherent wave of wavelength λ2, the phase differences between the two speckle fields do contain information about the macroscopic surface profile even if subject to a statistical error. It is shown that (1) the macroscopic surface profile may be determined from the phase differences if the effective wavelength Λ = λ1λ2/|λ1 - λ2| is sufficiently larger than the standard deviation of the microscopic profile of the illuminated surface, and (2) the statistical error is reasonably small if the phase measurements are obtained from speckles of sufficient intensity. Using a heterodyne interferometer we demonstrate the feasibility of this technique. In the first experiment we determine the radius of curvature of a rough spherical surface. In the second experiment the macroscopic surface contour on two ophthalmic lenses of the same power variation, one with a grounded surface and the other with a polished surface, was determined.
© 1985 Optical Society of America
A. F. Fercher, H. Z. Hu, and U. Vry, "Rough surface interferometry with a two-wavelength heterodyne speckle interferometer," Appl. Opt. 24, 2181-2188 (1985)


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Centre des Realtions Franco-Britannique © Atelier Philéas 2017
The UK's historical ties with France are undeniably dream of and complex, with both wars being waged and alliances formed between the two boondocks from as early as the 14th century right up until today.
As the UK's impending split up from the European Union edges closer, and French president Emmanuel Macron take to bes poaching big banks from London's financial centre, it seems close to a fitting time to reflect on our often temperamental relationship with our strictest neighbour across the Channel.
The Centre for Franco-British Relations is a newly announced museum instrumenting the history of relations between the two countries, which will be located in Ouistreham on France's Normandy Sail.
Due to open in 2019, the museum will be a collaborative effort between London-based consultancy Casson Mann and Parisian architectural work Atelier Philéas.
The two companies have been chosen following a choosing process that saw more than 130 submissions and three finalists. Their charming concept envisions the centre as an "architectural periscope" looking at Franco-British relatives, says Casson Mann, with a permanent exhibition space that command tell the story of common themes, events, individuals and ideas that must shaped their relationship throughout history.
Located on Ouistreham's Sword Margin, the building will be on the site where a large number of sea battles entertained place between the two countries during the Hundred Years' War and where the D-Day piers occurred during World War Two, while thousands of UK holidaymakers still superseded through the port today.
"Bridge between France and the UK"
The museum order feature a permanent, immersive exhibition space, a landscaped roof district and a panoramic view of the channel that connects the two countries.
The permanent demo space will be divided up roughly chronologically and filled with seals from history that are involved in the narrative. One side will look for the channel while the other will have its back towards it, sacrifice the French and British version of events respectively.
"We also intend to be a itsy-bitsy bit mischievous with the tensions between them," says Casson Mann overseer Gary Shelley, "For example, by using humour to look at what each rural area historically thinks of the other."
Casson Mann co-founder and creative head Roger Mann, says: "As individuals and a studio, Europe, and France in picky detail, is part of our heritage and success and we celebrate the symbolic and practical importance of this new heart."
"A new bridge between France and the UK, we hope that the exhibition will inspire exploration and discovery of how history, culture and trade are all interlinked, leading to deeper agreement of how the cross-over between important figures, events, locations and ideas entertain and continue to shape our relationship," Mann adds.
The Centre for Franco-British Relationships will open to the public from November 2019.
Centre des Realtions Franco-Britannique © Atelier Philéas 2017Nucleus des Realtions Franco-Britannique © Casson Mann 2017Centre des Realtions Franco-Britannique © Casson Mann 2017


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Dagon can be found in 4 countries throughout the world.
The majority of the cities named Dagon can be found above the equator.
The northern most place is in the region California in America. The southern most place is in the region West Coast in New Zealand.
See products related to Dagon on Amazon.com.
Use the search box below to search for cities and places in the world and display them on a map.
Cities named Dagon: to select only cities, choose "Cities".There are 4 places called Dagon in the world.
There is one place named Dagon in America.
There is one place named Dagon in New Zealand.
There is one place named Dagon in Myanmar.
There is one place named Dagon in Haiti.
|Cities named Dagon in America.|
|Dagon - California|
|Cities named Dagon in New Zealand.|
|Dagon - West Coast|
|Cities named Dagon in Myanmar.|
|Dagon - Yangon|
|Cities named Dagon in Haiti.|
|Dagon - HT|


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How Many Moves Do Chess Players Think Ahead?
Most people know that chess depends upon players being able to think ahead and predict their opponent's moves to win, but how many moves can chess players actually think ahead? As with any sport, chess players of greater skill have been shown to possess the ability to think many moves ahead, sometimes up to a dozen or more. However, in most cases, even chess grandmasters tend to think ahead in smaller intervals to keep the game from getting too complex. Here, we will look at how many moves the average chess player thinks ahead and how higher-ranking players think.
How Many Moves Do Average Chess Players Think Ahead?
The standard for what makes a novice chess player is usually determined by the Elo Rating System. This numerical scale ranks chess players based on skill, running from 1000 for beginners to over 2500 for grandmasters. A novice chess player usually falls within the five lower classes of the Elo System, Classes A to E, which starts with Class E (_PHONE_) at the low end and ends with Class A (_PHONE_) at the high end.
Novice to average chess players are often known for their ability to see anywhere from one to three moves ahead in a chess game. True beginners at the game often do not yet have the skills to see ahead at all, but once players begin to pick up skills like understanding the structure of the board, the movements of the pieces, and how to perform captures, they will begin to see how their opponent strategizes, and begin to predict moves and develop plans.
Most average chess players retain the ability to see one to three moves ahead in a game, even if they have played chess for many years. This is mostly because thinking ahead requires a lot of meticulous skill. Many average chess players, including most normal people, do not have the unique vision of the few natural chess masters in the world.
How Many Moves Do Master Chess Players Think Ahead?
In contrast to average chess players, master chess players, such as Candidate Masters, International Masters, and Grandmasters, can see many moves ahead in chess. Some grandmasters are reputed to be able to see anywhere from 15 to 20 moves ahead in a given game. Some chess legends suggest that grandmasters can see even further ahead, sometimes 25 to 30 moves, but this is often considered a myth, and even though many grandmasters can see more than a dozen moves ahead, most do not choose to do so very often.
The most common method of seeing ahead for grandmasters and other skilled chess players is to analyze various potential strategies an opponent may employ. Rather than looking at one strategy and following it for 15 or more moves, most grandmasters will think deeply about three or four potential plans an opponent may try to enact, predicting the next few moves for each strategy. The master will then predict which of those strategies their opponent is most likely to choose and make their move based on countering that strategy. In general, this is a more effective means of winning because it does not merely focus on one potential outcome but on many.
How Do You Learn to Think Ahead in Chess?
When looking at a chessboard or when seeing two skilled chess players face off against each other, many average players may feel discouraged, thinking that they could not possibly learn how to think ahead like a chess master. While it is very difficult to cultivate this skill, it is certainly not impossible. Learning how to think ahead in chess rests upon understanding how thinking ahead actually works, and then practicing it extensively.
In basic terms, thinking ahead in chess simply involves a player looking at the entirety of the chessboard, visualizing themselves making a certain move, and then calculating how their opponent would best respond to it. The key aspect of thinking ahead in chess is being aware of where all of your opponent's pieces are and knowing how they can move. For instance, one might see on a chessboard that an opponent's knight is available for capture by their queen, but then also notice that the opponent's queen is in a position to attack the square where the knight currently is. In such a case, the player would be thinking ahead by not capturing the opponent's knight, as they know that this will cause them to put their queen, a much more valuable piece, in danger.
There are many good ways to begin practicing thinking ahead in chess. One such method is correspondence chess, where two players engage in a match by mail, sending their moves back and forth to each other, which gives each player a lot of time to think and strategize. Another method is to memorize the squares on the board with memorization exercises, which will help aid in visualization. A final method is to take online or in-person chess lessons, practice chess puzzles on the Internet, and simply play as many games of chess as possible.
Looking ahead for possible moves is one of the fundamental aspects of a game of chess. Players who can master this ability and improve it to the point of seeing many moves ahead can often see great improvements in their quality of play, and the fostering of these mental skills is also beneficial to one's mental strength in other areas of life.


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One of Tāmaki Makaurau's historic treasures has reopened after its refurbishment as part of a major restoration plan.
The Sir John Logan Campbell memorial fountain on Manukau Rd, the original entrance to Cornwall Park, is the first stage to be completed of the Cornwall Park plan developed by Nelson Byrd Woltz in collaboration with Boffa Miskell in 2014. The aim is to restore the area as a grand entrance to the park, protecting and enhancing important heritage features and natural landscapes.
Campbell, an early pioneer settler, gifted the 172ha park to all New Zealanders in 1903. The fountain, funded by public subscription in appreciation of his generosity, was unveiled on May 24, 1906. The fountain had been restored in 1979, largely unsuccessfully, and has now been restored to an original water pattern, albeit with a reduced water consumption from its original 45,000-plus litres per hour.
The main part of the park is sited on the extinct volcano of Maungakiekie which was turned into a major pā site by Ngāti Awa in the late 1600s. The area fell into disuse and was acquired by Campbell and business partner William Brown in 1853. The vision of the overall plan is to enhance "the landscape in its many guises; a recreational and scenic space, a working farm, an ecological refuge and above all, a cultural-heritage landscape".


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Dictionary of Wisconsin History
Search Results for: the letter 'N'
Term: North Freedom [origin of place name]
Definition: Village located in the northern part of the town of Freedom, hence North Freedom. Where the roads meet in the center of the section was originally called Hackett's Corners from the families residing there. When the railroad was built two plats were made, one called Bloom for George W. Bloom and one called North Freedom. Afterwards, Bloom station was changed to North Freedom. Iron ore used for paint was later discovered and the name became Bessemer in honor of Sir Henry Bessemer, who invented the process of reducing iron ore. The name of North Freedom was later decided upon.
[Source: Cole. Baraboo and Other Place Names of Sauk County.]
340 records found
Nabob [origin of place name]
Nabob, Washington Co.
Nagawicka Lake, Waukesha Co.
Nagawicka [origin of place name]
Nager, Edward 1927
Naleid, Roy E. 1901
Namakagon [origin of place name]
Namakagon, Town of, Bayfield Co.
Namekagon (town and river) [origin of place name]
Namekagon River (Historic Marker Erected 1967)
Namekagon, Bayfield Co.
Namekagon, Town of, Bayfield Co.
Namekagon-Court Oreilles Portage (Historic Marker
Namur, Door Co.
Nancy, Town of, Washburn Co.
Naples, Town of, Buffalo Co.
narrow gauge (railroads)
Narrows Creek, Sauk Co.
Nasbro, Dodge Co.
Nasewaupee [origin of place name]
Nasewaupee, Town of, Door Co.
Nash, Charles Dennis 1819 - 1897
Nash, Charles W. 1864 - 1948
Nash, Philleo 1909
Nash, William Francis 1847 - 1916
Nashotah (Town) [origin of place name]
Nashotah Lakes, Waukesha Co.
Nashotah Mission (Historic Marker Erected 1968)
Nashotah, Village of, Waukesha Co.
Nashotah, Waukesha Co.
Nashville, Forest Co.
Nashville, Town of, Forest Co.
Nasonville [origin of place name]
Nasonville, Wood Co.
Nass, Stephen L. 1952
Nation's First Cooperative Generating Station (His
Nation's First Watershed Project (Historic Marker
National Soldiers' Home (Historic Marker Erected 1
National Soldiers' Home (Milwaukee)
National Women's Party
Nattestad, Ole Knudsen 1807 - 1886
Natural Bridge, Richland Co.
Naugart, Marathon Co.
Navarino, Brown Co.
Navarino, Town of, Brown Co.
Nebagamon, Town of, Douglas Co.
Necedah [origin of place name]
Necedah, Juneau Co.
Necedah, Town of, Juneau Co.
Necedah, Village of, Juneau Co.
Neda, Dodge Co.
Neenah Guards (Civil War)
Neenah Rifles (Civil War)
Neenah [brief history]
Neenah [origin of place name]
Neenah, Town of, Winnebago Co.
Neenah, Winnebago Co.
Neillsville [origin of place name]
Neillsville, Clark Co.
Nekimi [origin of place name]
Nekimi, Town of, Winnebago Co.
Nekoosa Junction, Wood Co.
Nekoosa [origin of place name]
Nekoosa, Wood Co.
Nelma, Forest Co.
Nelsen, Betty Jo 1935
Nelson Dewey-First Governor of Wisconsin (Historic
Nelson [origin of place name]
Nelson, Adolphys Peter 1872 - 1927
Nelson, Buffalo Co.
Nelson, Gaylord A. _PHONE_
Nelson, George Bliss 1876 - 1943
Nelson, John Mandt 1870 - 1955
Nelson, Town of, Buffalo Co.
Nelson, Village of, Buffalo Co.
Nelsonville (historical), Eau Claire Co.
Nelsonville, Portage Co.
Nelsonville, Village of, Portage Co.
Nemadji River [origin of place name]
Nemahbin, Town of, Milwaukee Co.
Nemodji, Town of, Douglas Co.
Nenno, Washington Co.
Neoclassical Revival (architecture)
Neopit, Menominee Co.
Neopit, Menominee leader,?-1913
Neopope, Sauk warrior, dates unverified
Neosho [origin of place name]
Neosho, Dodge Co.
Neosho, Village of, Dodge Co.
Nepeuskun, Town of, Winnebago Co.
Neptune, Richland Co.
Nerike, Pierce Co.
Neshkoro [origin of place name]
Neshkoro, Marquette Co.
Neshkoro, Town of, Marquette Co.
Neshkoro, Village of, Marquette Co.
Neshonoc [origin of place name]
Neshonoc, Town of, La Crosse Co.
Neshoto, Manitowoc Co. [origin of place name]
net tonnage (maritime)
Neubauer, Jeffrey A. 1955
Neuern, Kewaunee Co.
Neumann, Mark W. 1954
Neva Corners, Langlade Co.
Neva township [origin of place name]
Neva, Langlade Co.
Neva, Town of, Langlade Co.
Nevada, Green Co.
Neville, Arthur Courtenay 1850 - 1929
Nevin, James 1854 - 1921
Nevins, Clark Co.
New Amsterdam, La Crosse Co.
New Auburn [origin of place name]
New Auburn, Chippewa Co.
New Auburn, Village of, Chippewa Co.
New Berlin, Town of, Waukesha Co.
New Berlin, Waukesha Co.
New Boston, Town of, Brown Co.
New Buffalo [origin of place name]
New Buffalo, Town of, Sauk Co.
New Cassel [origin of place name]
New Chester (historical), Adams Co.
New Chester, Town of, Adams Co.
New City (historical), Trempealeau Co.
New Denmark, Town of, Brown Co.
New Dexter, Town of, Wood Co.
New Diggings, Lafayette Co.
New Diggings, Town of, Lafayette Co.
New Fane, Fond du Lac Co.
New Franken, Brown Co.
New Glarus (Historic Marker Erected 1962)
New Glarus [origin of place name]
New Glarus, Green Co.
New Glarus, Town of, Green Co.
New Glarus, Village of, Green Co.
New Haven [origin of place name]
New Haven, Town of, Adams Co.
New Haven, Town of, Dunn Co.
New Holstein [brief history]
New Holstein, Calumet Co.
New Holstein, Town of, Calumet Co.
New Hope, Portage Co.
New Hope, Town of, Portage Co.
New Lisbon, Election precinct of, Grant Co.
New Lisbon, Juneau Co.
New London [origin of place name]
New London, Waupaca Co.
New Lyme, Town of, Monroe Co.
New Mason, Town of, Bayfield Co.
New Milladore, Town of, Wood Co.
New Miner, Juneau Co.
New Munster, Kenosha Co.
New Paris, Sheboygan Co.
New Post, Sawyer Co.
New Prospect, Fond du Lac Co.
new red sandstone (mining)
New Remington, Town of, Wood Co.
New Richmond Cyclone (Historic Marker Erected 1997
New Richmond tornado (1899)
New Richmond, St. Croix Co.
New Rome (historical), Adams Co.
New Rome, Adams Co.
New Rudolph, Town of, Wood Co.
New Seneca, Town of, Wood Co.
New Sigel, Town of, Wood Co.
New Vesper, Town of, Wood Co.
New Wood, Town of, Wood Co.
New York Indians
New York Recording Laboratories
Newald, Forest Co.
Newald, Town of, Forest Co.
Newark Valley, Town of, Adams Co.
Newark, Rock Co.
Newark, Town of, Rock Co.
Newark, Town of, Washington Co.
Newbold, Oneida Co.
Newbold, Town of, Oneida Co.
Newburg, Village of, Washington Co.
Newburg, Washington Co.
Newhall House fire (1883)
Newhall, Daniel 1821 - 1895
Newman, Alfred William 1834 - 1898
Newport [origin of place name]
Newport, Town of, Columbia Co.
Newry, Vernon Co.
Newton Corners, Jefferson Co.
Newton [origin of place name]
Newton, Manitowoc Co.
Newton, Town of, Manitowoc Co.
Newton, Town of, Marquette Co.
Newton, Vernon Co.
Newtonburg, Manitowoc Co.
Newville


text:
Text by Gloria Ganang & photo by Tee Thye Lim
The kids from the ISS International School have selected the BSBCC as one of their destinations for their Borneo trip. Thanks to APE Malaysia, we managed to team up and get these kids to learn about the importance of enrichment for sun bears in captivity. A total of 29 13-14 year old kids involved and they were accompanied by their 4 teachers.
It all started with an introduction talk about sun bears and the BSBCC.
Then the students were brought to the platform and the bear house to do a pre enrichment observation on the bears. In other words is they get to see how the bears behave without any enrichment given.
Then, the fun part! ENRICHMENT MAKING!!
Everybody managed to complete their enrichment in 20 minutes (thats fast!). They did a very good job in creating them using the provided materials (cardboard, egg trays, various kinds of herbs & spices, beans, ginger leaves, hessian sack etc).
The bears could smell their "toys" from afar as the kids were bringing them closer. They were curious and couldn't wait to check out whats coming ahead. Everything was quickly ripped apart, however the bears continued to check out every remain pieces until the end of the day. Not forgetting the macaques that shares the forest enclosure, they got entertained by the enrichment as well.
It was another interesting day for the bears at the BSBCC as these enrichment were different from the daily enrichment provided by the BSBCC staff. Thanks to the ISS kids, you all definitely made a difference.
Not forgetting your kind donations to the centre, we really appreciate them!


remove_copy_if(IntArray.cbegin(), IntArray.cend(), back_inserter(IntVector),
 wcout << "Size: " << IntVector.size(); // 6
 Now, if we need to copy only even numbers, we just need to change the expression in lambda as:
 return nValue % 2!= 0;
 You see, to put something you need, you need to express in "don't need" form. If the condition involves multiple conditions (AND, ORs), it becomes more complex to write and understand. Yes, the solution is to negate (!) the whole condition. But that approach again requires you to write in "don't need" form, and is elusive to understand.
 The copy_if function provides a clean and direct approach. You can say it is a copy function with a condition test. The following is code for the "I need events only" requirement:
 copy_if(IntArray.cbegin(), IntArray.cend(), back_inserter(IntVector),
 [](int nValue) { return nValue % 2 == 0;} ); // Positive condition
 Let's have another example, involving the Person tuple. In a vector of Persons, we need to copy only married males. We can write:
 vector OriginalPeople, RequiredPeople;
 OriginalPeople.push_back(make_tuple("Enrique", 32, 'M', 'M')); // Now married!
 OriginalPeople.push_back(make_tuple("James", 38, 'M', 'C'));
 copy_if(OriginalPeople.cbegin(), OriginalPeople.cend(),
 back_inserter(RequiredPeople), // Copy here
 [](const Person& person_obj) -> bool // No simple return, -> required!
 if ( std::get<2>(person_obj) == 'M' &&
 std::get<3>(person_obj) == 'M' )
 return true;
 return false;
 } // Lambda end
 // RequiredPeople would have 2 elements
 Note: As of this writing, the MSDN documentation of copy_if stands incorrect. It says it needs three arguments, but actually it takes four arguments.
 - partition_copy function
 - The partition_copy function partitions the input range into two different output ranges, depending on the condition. If condition is true, it copies into the first output range. If condition is false, it copies into the second output range. Here is an example which generates a few random numbers, and then copies even-numbers and odd-numbers in different vectors:
 vector IntVectorEven, IntVectorOdd;
 array IntArray;
 // Generate random numbers
 generate(IntArray.begin(), IntArray.end(), rand);
 partition_copy(IntArray.cbegin(), IntArray.cend(),
 back_inserter(IntVectorEven), back_inserter(IntVectorOdd),
 // IntVectorEven.size() + IntVectorSize would be: IntArray.size()!
 In the Person vector, let's divide people based on gender:
 vector OriginalPeople, RequiredPeople;
 list Males, Females;
 /** All 5 people inserted same as above **/
 partition_copy(OriginalPeople.cbegin(), OriginalPeople.cend(),
 back_inserter(Males), back_inserter(Females),
 [](const Person& objPerson)
 return std::get<2>(objPerson) == 'M';
 // Males.size = 3, Females.size = 2
 - is_partitioned function
 - This function tests if the given range is partitioned based on the condition given. For example, an array of 10 elements may have a set of negative and zero/positive numbers. Further, assume all negatives are placed before positives, and all positives follow negatives. In that case, it is said to be partitioned. The function is_partitioned would return true if the range is properly partitioned; otherwise; it returns false.
 First, the call to is_partitioned:
 bool bPartitioned = is_partitioned(IntArray.cbegin(), IntArray.cend(),
 [](int nValue){return nValue < 0;} );
 And here, a set of different values is placed into IntArray, and its outcome is partitioned:
 array IntArray =
 {-1, -3, -4, -5, 0, 1, 2, 3, 4, 5}; // TRUE
 {-1, 1, 3, 4, 0, 1, 2, 3, 4, 5}; // TRUE
 {1, 3, 4, 0, -12, -2,-5, 3, 4, 5}; // FALSE
 {0, 1, 3, 4, 0, 1, 2, 3, 4, 5}; // TRUE - Only one partition exists
 {-1, -3, -4, -5, -1, -21, -22, -3,-4, -5}; // TRUE
 {5, 4, 3, 1, 0, -1, -2, -4, -192, -129}; // FALSE, Partitioned, but not as expected
 No. Partitioned range doesn't mean a sorted range. With the following call, we can test if IntArray is partitioned based on the even/odd discipline:
 array IntArray = {2, 4, 8, 64, 256, 1024, 9, 17, 29, 47};
 // Returns true, since it is logically partitioned!
 - partition_point function
 - Documentation says it differently, but by working and looking at the source code, I found out this is the same as calling find_if_not. Thus, I would not write about it until I get the correct information about this function.
 - minmax_element function
 - The minmax_element combines the work performed by the min_element and max_element functions. A recap for you: min_element finds the smallest element in a given range, and max_element finds the largest value in a given range. Since they return an iterator, and not a value, the first found iterator of relevant occurrence would be returned.
 The minmax_element returns a pair of type pair, the first iterator being a reference to the minimum element and the second being a reference to the largest element. Other than just avoiding two function calls, it also performs better than two combined. It performs faster: it finds both values in N * 1.5 attempts, as opposed to N * 2 attempts the two function calls would take (N is the number of elements in a given range).
 For example:
 // It returns pair
 auto minmax_pair = minmax_element(IntArray.cbegin(), IntArray.cend() );
 // Since the pair holds iterators, they must be indirected to get value
 wcout << "\nSmallest:" << (*minmax_pair.first) <<
 "\tLargest: "<< (*minmax_pair.second);
 All three functions are overloaded to take 2 or 3 arguments. The 3-argument function takes a predicate to test for. The predicates should logically implement less-than comparison.
 - is_sorted function
 - As the name suggests, the function is_sorted determines if the given range is sorted ascending (tested via less than operator), or as specified by the predicate function. If the range is sorted, it returns true, otherwise it returns false. The following example is clear-cut, and needs no further explanation.
 bool bIsSorted = is_sorted(IntArray.cbegin(), IntArray.cend());
 // Would be false
 sort(IntArray.begin(), IntArray.end());
 // Now, it would return true
 If we need to test if a vector of Person tuple is sorted or not, we must pass the binary predicate as the comparer, since tuple doesn't define operator < to assist it. In the following example, our "is vector sorted" is based on the person's age.
 vector People;
 bIsSorted = is_sorted(OriginalPeople.cbegin(), OriginalPeople.cend(),
 [](const Person& left_person, const Person& right_person)
 // The second element is age
 return std::get<1>(left_person) < std::get<1>(right_person);
 } );
 // The return value would be true, since elements are inserted in age ascending order
 In case you have some other type of object (like struct, class, pointers), you must provide the appropriate comparer as predicate. Since this article is about new concepts in STL, I am not attempting to give standard examples.
 - is_sorted_until function
 - The big brother of the is_sorted function. The is_sorted_until function is called by is_sorted. The actual task is performed by is_sorted_until.
 What's the difference, you might ask! Well, only that, is_sorted returns bool, whereas is_sorted_until returns the iterator, after which the sorting test fails. For a range [First, Last], if the sorting test succeeds, it returns Last (i.e., the end of the given range); otherwise, it returns one of the iterators where the sorting-test failed. For example:
 array::const_iterator iter; // You see how convenient 'auto' is!
 iter = is_sorted_until(IntArray.cbegin(), IntArray.c


LPN (Licensed Practical Nurse) - Peachtree City, GA
CVS Health
Peachtree City, Georgia
Apr 11, 2021
May 10, 2021
Contract Type
Job Description
The Licensed Vocational Nurse (LVN)/ Licensed Practical Nurse (LPN) in expanded scope clinics is an integral part of the clinic team inside of MinuteClinic. Under the supervision of a MinuteClinic Nurse Practitioner or Physician Assistant, the LPN/LVN will advance the evidence based practice in all patient encounters as they perform the major job duties and tasks within the scope of their training. The role is responsible for assisting patients and performing or assisting with all clinical services available at the clinics. The LVN/LPN will perform patient registration and intake tasks, will assist with wait room management and other tasks to enhance the patient experience. Clinical responsibilities to include phlebotomy and specimen collection services, vaccine injection, patient assessment activities during intake such as vital signs, and performing diagnostic tests such as EKG and Retinopathy.
Phlebotomy and other Medical Services
* Perform blood draws and sending samples to a reference lab for processing.
* Able to demonstrate proper collection techniques in accordance with the laboratory collection services policy and procedure manual.
* Maintains knowledge of laboratory tests and appropriate computer ordering codes.
* Process specimens maintaining specimen integrity according to individual test requirements.
* Collect and document vital signs on patients
* Preparing, administering and providing vaccination services.
* Collect hair and oral fluid specimen samples and send to a reference lab for testing.
* Operate an EKG device for non-emergency readings on patients.
* Capture images of a patient's retina by using a fundus camera.
* Perform CLIA waived point of care testing on patients.
* Perform additional medical services that fall within the licensure of a LVN/LPN under the supervision of a Nurse Practitioner or Physician Assistant.
Patient-focused activities
* Assist with patient registration, available to answer questions regarding MinuteClinic services
* Assist with managing patients in the waiting space and level set wait time expectations.
* Act as a chaperone if a patient or provider in the primary exam room requests one.
* Participate in community engagement outreach and initiatives to drive practice growth.
Clinic Operations Support
* Ordering and maintaining adequate supplies for the clinic.
* Keeping Clinical Rooms clean, uncluttered and suitable for patient care
* Follows universal precautions in cleaning up or disposing of any blood of body fluids.
Additional Duties
* Employee may be required to complete or be responsible for additional job duties as assigned by Nurse Practitioner, Senior Practice Manager, Senior Clinician or Area Director.
Required Qualifications
* Must have a full, active and unrestricted license as a Licensed Practical or Vocational Nurse in a State, Territory or Commonwealth of the United States or District of Columbia.
* Minimum of one year related work experience in a healthcare setting required.
* Experience documenting within an Electronic Medical Record required.
* Ability to take vital signs, perform phlebotomy blood draws and perform Point of Care Testing required.
* Demonstrates effective verbal and written communication skills
* Ability to work independently
* Demonstrates initiative, problem solving ability, adaptability and flexibility
* Clinical skills: documentation of care, medication administration, infection control precautions, assessing patient educational needs, physical assessment, obtaining vital signs, care coordination.
Preferred Qualifications
* Demonstrates effective verbal and written communication skills
* Ability to work independently
* Demonstrates initiative, problem solving ability, adaptability and flexibility
* Graduate of a school of Practical or Vocational Nursing, approved by the State Agency and/or accredited by the National League for Nursing (Accrediting Commission (NLNAC)) at the time the program was completed.
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text:
Pinto Dam sits in Central Washington and is an important part of the Columbia Basin Irrigation Project which supplies irrigation water to an extremely productive agricultural area. There are a few historical markers and a boat ramp available if you visit Pinto Dam, as well as an interesting rocky shoreline to explore. It can be reached from Highway 28 in the eastern part of Grant County. There are also other recreational opportunities in the surrounding vicinity too.
Fun Facts About Pinto Dam
-Pinto Dam was part of a project of the United States Bureau of Reclamation and was completed in 1948.
-The water held back by Pinto Dam is known as Billy Clapp Lake.
-The original name for Pinto Dam's reservoir was Long Lake Reservoir but was later named to honor Billy Clapp who had long been one of the sponsors of the project.
-Pinto Dam measures in at 130 feet high.
-Pinto Dam is 1,900 feet long.
-Pinto Dam is bordered on its eastern side by the Stratford Wildlife Recreation Area.
-Immediately below the dam is another lake, Brook Lake.
-Pinto Dam is an earthen dam.
-The nearest towns to Pinto Dam are Stratford and Wilson Creek.
-The water that passes through Billy Clapp Lake and Pinto Dam has traveled roughly 12 miles through canals, siphons, and tunnels on its way there from Dry Falls Dam and Banks Lake.


Diabetic patients: Technology's useful to communicate with docs, as long as it's free
SAN FRANCISCO Patients with diabetes may seek information from their physicians outside of scheduled office visits but are not willing to pay for such services, according to a new study presented at the American Osteopathic Association's 115th Osteopathic Medical Conference and Exposition.
Among 300 patients with diabetes, the study authors noted, 42% communicated with their physicians by telephone outside of scheduled office visits and 13% used e-mail. However, 62% of patients said they would not pay to communicate with their physicians outside of scheduled office visits.
"Patients want some way to communicate with their physicians, such as by phone or pager, to ask questions about managing their diabetes or to share information about their condition, such as their blood sugar levels," said study co-author Jay Shubrook, an AOA board-certified osteopathic family physician from Athens, Ohio. "They like the access, but they don't want to pay for it."
The study also found older respondents, who averaged between ages 51 years and 60 years, did not use Twitter or Facebook to communicate with their physician. What's more, only 69% of respondents had Internet access at home. This could be because older adults do not find paying for the Internet a priority compared with their other expenses, including those related to other medical conditions, Shubrook said.
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List total colorings of series-parallel graphs
Gyo Shu, Yuki Matsuo, Takao Nishizeki
Research output: Contribution to journalArticlepeer-review
3 Citations (Scopus)
A total coloring of a graph G is a coloring of all elements of G, i.e. vertices and edges, in such a way that no two adjacent or incident elements receive the same color. Let L(x) be a set of colors assigned to each element x of G. Then a list total coloring of G is a total coloring such that each element x receives a color contained in L(x). The list total coloring problem asks whether G has a list total coloring. In this paper, we first show that the list total coloring problem is NP-complete even for series-parallel graphs. We then give a sufficient condition for a series-parallel graph to have a list total coloring, that is, we prove a theorem that any series-parallel graph G has a list total coloring if |L/(v)| ≥ min{5, Δ + 1} for each vertex v and |L(e)| ≥ max{5, d(v) + 1, d(w) + 1} for each edge e = vw, where Δ is the maximum degree of G and d(v) and d(w) are the degrees of the ends v and w of e, respectively. The theorem implies that any series-parallel graph G has a total coloring with Δ + 1 colors if Δ ≥ 4. We finally present a linear-time algorithm to find a list total coloring of a given series-parallel graph G if G satisfies the sufficient condition.
Original languageEnglish
Pages (from-to)172-181
Number of pages10
Publication statusPublished - 2003 Dec 1
ASJC Scopus subject areas
 - Computer Science(all)
 - Biochemistry, Genetics and Molecular Biology(all)
 - Theoretical Computer Science
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text:
Fruit and Vegetable Printing
- Various fruit and vegetables
- Paring knife
- Print pad or stamp pad
- Cut fruits and vegetables into halves, quarters, circles, or any other shapes, dip into tempera paints or on a print or stamp pad, and then press onto plain or colored paper.
- Apples cut in half will have a star design in the middle (where the seeds are), while green peppers make a great shamrock design.
- Cut a potato in half and use a small paring knife to create a relief design: circles, squares, hearts, and so on.
- If you make letters, don't forget to carve them backwards so they will print correctly.
More on: Activities for Preschoolers
Copyright Â© 1998 by Patricia Kuffner. Excerpted from The Preschooler's Busy Book with permission of its publisher, Meadowbrook Press.
To order this book visit Meadowbrook Press.


Memory Alpha
Kang's Summit
38,872pages on
this wiki
Kang's Summit was an area on Qo'noS that was known for its population of saber bear.
In 2371, while hunting saber bear on the Summit, Martok was captured by the Dominion. (DS9: "In Purgatory's Shadow")
It is likely that this location was named for Kang, one of the Klingon Empire's greatest warriors. Alternately, it could be named for legendary title character from the epic poem The Fall of Kang.
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text: Mina Carson has written about women's history from a number of angles, from the settlement house movement to rock and roll to issues of war, peace, and civil rights. She received her PhD in history from Harvard University in 1984. An associate professor of history at Oregon State University, her current research and teaching interests include the history of popular music, social work and psychotherapy, and photography. She is the author of Settlement Folk: Social Thought and the American Settlement Movement, _PHONE_ (University of Chicago Press) and, with Tisa Lewis and Susan M. Shaw, Girls Rock! Fifty Years of Women Making Music (The University Press of Kentucky).


text:
The PDF editor was developed with the goal of making it as effortless and easy-to-use as it can be. These steps can make managing the state of alabama 1099 transmittal form fast and simple.
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Cultural in Chamonix
Chamonix isn't just about being extreme on the slopes, there is a whole world of history, art and culture to discover too. Even if you're not a culture vulture, there are exhibitions, museums and artisans which will have you enthralled.
Chamonix has a mountaineering heritage and sense of adventure which has been at the root of the resort for hundreds of years. The mythical setting at the foot of Mont Blanc inspires artists and craftsmen, many of whom hold exhibitions or open up their workshops to visitors and the museums tell the often surprising history of the town.