Domain constraints, Database Management System
Domain Constraints
Domain constraints are primarily formed for defining the logically correct values for an attribute of a relation. The relation allows attributes of a relation to be confined to a range of values, for instance, values of an attribute age can be restricted as Zero to 150 or a definite type like integers, etc.
 REDUNDANCY AND ASSOCIATED PROBLEMS
Let us take the subsequent relation STUDENT
Enrolment no
Sname
Address
Cno
Cname
Instructor
Office
050112345
Rahul
D-27, main Road
Ranchi
MCS-011
Problem
Solution
Nayan
Kumar
102
050112345
Rahul
D-27, Main Road
Ranchi
MCS-012
Computer
Organisation
Anurag
Sharma
105
050112345
Rahul
D-27, Main Road
Ranchi
MCS-014
SSAD
Preeti
Anand
103
050111341
Aparna
B-III, Gurgaon
MCS-014
SSAD
Preeti
Anand
103
 Figure: A state of STUDENT relation
The above relation satisfies the properties of a relation and is said to be in first normal form (or 1NF). Theoretically it is convenient to have all the information in one relation as it is then likely to be simpler to query the database. But the relation over has the following undesirable kinds:
Posted Date: 3/7/2013 1:41:24 AM | Location : United States
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Objective of ASP Project on School Registration System
The main objective of the ASP Project on School Registration System is to manage the details of Schools, Teachers, Registrations, Cources, Classes. It manages all the information about Schools, Students, Classes, Schools. The project is totally built at administrative end and thus only the administrator is guaranteed the access. The purpose of the project is to build an application program to reduce the manual work for managing the Schools, Teachers, Students, Registrations. It tracks all the details about the Registrations, Cources, Classes.
Functionalities provided by ASP Project on School Registration System are as follows:
- Provides the searching facilities based on various factors. Such as Schools, Registrations, Cources, Classes
- College Management System also sells the employees details online for students details, employees details, courses.
- It tracks all the information of Teachers, Students, Cources ect
- Manage the information of Teachers
- Shows the information and description of the Schools, Registrations
- To increase efficiency of managing the Schools, Teachers
- It deals with monitoring the information and transactions of Cources.
- Manage the information of Schools
- Editing, adding and updating of Records is improved which results in proper resource management of Schools data.
- Manage the information of Cources
- Integration of all records of Classes.
- It generates the report on Schools, Teachers, Students
- Provide filter reports on Registrations, Cources, Classes
- You can easily export PDF for the Schools, Students, Cources
- Application also provides excel export for Teachers, Registrations, Classes
- You can also export the report into csv format for Schools, Teachers, Classes
Limitation of ASP Project on School Registration System
- Excel export has not been developed for Students, Cources due to some criticality.
- The transactions are executed in off-line mode, hence on-line data for Schools, Teachers capture and modification is not possible.
- Off-line reports of Schools, Registrations, Classes cannot be generated due to batch mode execution.
Input Data and Validation of ASP Project on School Registration System
- All the fields such as Schools, Registrations, Classes are validated and does not take invalid values
- Each form for Schools, Teachers, Students can not accept blank value fields
- Avoiding errors in data
- Controlling amount of input

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By: ISU Communications and Marketing Staff
March 25, 2011
Teaching third and fourth graders about math, science, engineering and technology came as second nature to a group of Indiana State University students.
The volunteers from different academic backgrounds are helping with this year's "Go Figure" events at the Terre Haute Children's Museum. The program, which was created in collaboration with the ISU Center for Mathematics Education, features different lessons teaching local third and fourth graders about science, technology, engineering and math. Several ISU technology education students planned the first two program sessions of this semester with a simple approach: teach what you know.
For Alexis Strain, an ISU senior from Terre Haute, it meant that getting the soybeans needed for a children's activity during the "Math on the Farm" session was much simpler than it would be for most people.
"I grew up farming and stuff," Strain said, "so it was fun to go to my grandpa's farm and dig them out of the planter to bring them in."
This semester's program consists of five sessions, which run every Thursday from Feb. 24 to March 31, though there was no event on March 10. The technology and engineering education students first got involved with the program after their professor, Kara Harris, last fall met with Patty Butwin, chairperson of the advisory board of the ISU Center for Mathematics Education and co-creator of Go Figure.
Butwin and Harris discussed the idea of the students participating, and it quickly grew from there.
"This would give our students, of course, another opportunity to get involved in both formal and informal education, and in my mind, you cannot get enough experience before you go out to teach," Harris said. "It also gives them the opportunity to give back to the community as well."
Each session included ISU students presenting information about how math and science helps in certain activities. During the first session, "The Greatest Spectacle in Racing and More," children learned about protective equipment that racecar drivers wear and aerodynamics involved with drag racing. The ISU students even created a simulated drag race track, and the third and fourth graders in the program raced wooden cars similar to a drag race.
The session "shows you how much prep time that you have to put into something," said Dan Lewellen, a junior technology and engineering education from Clayton, Ind. Lewellen was responsible for planning the activities for the first Go Figure session.
Go Figure is currently in its third semester. It started last year after Butwin and junior Katelynn Moats created the program as a creative way to encourage children to explore math and science.
"We really want to enrich students and encourage them that math is in their everyday life in the things that they do on a daily basis," Moats said, "and as we've progressed with our sessions, we choose topics that they see every day, like baseball, for instance, or farming, so they can make that connection."
When the program first started, eight ISU students volunteered to run the program, Butwin said. This semester that number has more than doubled to 20, though that doesn't include others, such as the technology and engineering education students, who created specific programs.
During the second session of Go Figure this semester, the technology and engineering education students had three different activities to teach kids about technology used in farming. One group taught young children about how GPS technology is used, while another group discussed how soybeans are utilized for an array of products consumed every day. A third volunteer group taught children about biotechnology through various kinds of chickens that lay eggs.
Since the program started, almost 90 children have enrolled to participate, though some of them, such as participant Maddie DeBaun, have participated more than once.
"One of my favorite subjects at school is math," Maddie said, "and since I've heard that this is about math and so I just wanted to see what it was, and it's a lot of fun."
Photo: _URL_ (ISU/Holley Hiett-Myers)
Indiana State University students Alexis Strain and Sarah Pemberton lead a presentation during "Go Figure" at the Terre Haute Children's Museum. ISU students volunteer for the program, which uses creative methods to teach math and science to third and fourth graders.
Photo: _URL_ (ISU/Holley Hiett-Myers)
Indiana State University student Paul Schulz, dressed in a chicken costume, helps in an activity during a "Go Figure" session at the Terre Haute Children's Museum.
Contact: Patty Butwin, chairperson of the ISU Center for Mathematics Education advisory board, Indiana State University, _PHONE_ or _EMAIL_.
Writer: Austin Arceo, assistant director of media relations, Office of Communications and Marketing, Indiana State University, _PHONE_ or _EMAIL_.
ISU students volunteered at the Terre Haute Children's Museum for the

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manuscripta mathematica
, Volume 115, Issue 4, pp 437–466
The Hasse principle and the Brauer-Manin obstruction for curves
Article
DOI: 10.1007/s00229-_PHONE_-9
Cite this article as:
Flynn, E. manuscripta math. (2004) 115: 437. doi:10.1007/s00229-_PHONE_-9
Abstract.
We discuss a range of ways, extending existing methods, to demonstrate violations of the Hasse principle on curves. Of particular interest are curves which contain a rational divisor class of degree 1, even though they contain no rational point. For such curves we construct new types of examples of violations of the Hasse principle which are due to the Brauer-Manin obstruction, subject to the conjecture that the Tate-Shafarevich group of the Jacobian is finite.
Copyright information
© Springer-Verlag Berlin Heidelberg 2004
Authors and Affiliations
 1. 1.Department Mathematical SciencesUniversity of LiverpoolLiverpoolEngland


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Distribution of cicular peptides in plants: Large scale mapping of cyclotides in the Violaceae
(English)Manuscript (preprint) (Other academic)
During last decade there has been increased interest in the small, cysteine-rich cyclotide proteins found in plant species of the violet family (Violaceae). These cyclotides consist of a circular chain of approximately 30 amino acids, including six cysteines that form three disulfide bonds, arranged in a cyclic cystine knot motif. In this study we map the occurrence and distribution of cyclotides in the Violaceae. Plant material was obtained from herbarium sheets containing samples up to 200 years old. Even the oldest specimens exhibited a remarkable stability of cyclotides in the preserved leaves, with no degradation products observable, making them one of the most stable proteins in nature. We analyzed the cyclotide content in over 200 samples covering 17 of the 23 genera, and positively identified cyclotides in almost 150 of approximately 900 known species in the Violaceae. Each species contained a unique set of between one and 25 cyclotides, of which many were exclusive to individual species. The estimated number of different cyclotides in the Violaceae is 5,000-25,000. We conclude that the Violaceae is an extremely rich source of cyclotides, and we propose that cyclotides are ubiquitous among all Violaceae species.
IdentifiersURN: urn:nbn:se:uu:diva-131137OAI: oai:DiVA.org:uu-131137DiVA: diva2:353444

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Kathleen Griesbach
Kathleen Griesbach is a postdoctoral researcher at the Max Planck Institute for the Study of Societies. She recently received her PhD in Sociology from Columbia University. Her research draws on economic and cultural sociology, the sociology of time, and critical geography to examine work experiences in light of ongoing economic transformations and enduring inequality in the labor process. Her current book project examines how contingent agricultural, oil and gas, academic and delivery workers navigate uncertain work schedules, earnings, and landscapes in Texas and New York City. Her work has recently appeared in Ethnography and Socius.
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Definition of parhelion
noun (plural parhelia /-ˈhēlēə/)
- a bright spot in the sky appearing on either side of the sun, formed by refraction of sunlight through ice crystals high in the earth's atmosphere. Also called sun dog.
mid 17th century: from Latin parelion, from Greek para- 'beside' + hēlios 'sun'


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Side detection systems are a crucial part of modern cars. Without them, we would all be driving around in bumperless minivans. But as we all know, these systems can sometimes go wrong. In this blog post, we will show you how to fix a side detection system on a GMC Acadia. We will provide step-by-step instructions and pictures so that you can have your car back on the road in no time.
What is a Side Detection System?
Side detection systems are used to help a camera track objects as they move around a vehicle. This technology uses sensors mounted on the sides of the vehicle to detect when an object is near the side of the car. If an object is detected, the system can then use that information to help control the camera.
How Does the GMC Acadia's Side Detection System Work?
The GMC Acadia's Side Detection System uses three cameras to detect the side of the vehicle in front of it. If the system detects a wall or object, it will automatically steer around it. The system can also be disabled entirely if you prefer.
What Can be Done to Fix the Side Detection System on a GMC Acadia?
There are a few things that can be done to fix the side detection system on a GMC Acadia. The first step is to determine if the fault is with the camera or sensor. If it's the camera, then it can be replaced. If the fault is with the sensor, then it will likely need to be replaced. Other fixes that may work include adjusting the threshold values and calibrating the system.


JavaScript Interaction between Iframe and Parent
On this page, a document in an iframe uses JavaScript to interact with its parent document. First we show how the document in the iframe can get references to the iframe element containing it and to the containing document and its properties and objects. Then we provide an example below which demonstrates how to access variables and invoke functions in the parent document, and reference and modify its elements.
A document in an iframe can obtain a reference to the iframe element containing it through the frameElement property of the window object. The frameElement property provides access to a variety of other properties, including offsetHeight, parentNode, ownerDocument, and much more. You could use it to access any object or property in the containing document. Here are a few examples:
var ifrm = window.frameElement; // reference to iframe element container
var doc = ifrm.ownerDocument; // reference to container's document
var form = doc.forms[0]; // reference to first form in container document
However, unless you are trying to access specific properties of the iframe element itself, it is simpler to use the parent property to access the containing document. For example, you can reference a form in the containing document as follows:
// reference to first form in parent document
var form = parent.document.forms[0];
// or, using form id instead
var form = parent.document.getElementById('myForm');
The parent keyword can also be used to access global variables or invoke functions in the main document from the document inside the iframe, as the example below demonstrates.
Note: These cross-document interactions are only possible if the documents have the same origin. The postMessage method provides the means of interacting cross-domain.
Demonstrating Access to Parent from Iframe
Click the buttons in the iframe below to interact with the containing document as described. The JavaScript for the example is displayed below the iframe. You can right-click on the iframe to view its document's source code.
JavaScript for the Example
The JavaScript displayed here is included in the iframed document above to perform the tasks demonstrated. Code comments provide some explanation.
// get reference to form to attach button onclick handlers
var form = document.getElementById('iframeDemoForm');
// display offsetHeight of frameElement containing iframed document
form.elements.button1.onclick = function() {
 this.form.elements.display.value = window.frameElement.offsetHeight;
// increment and display counter variable contained in parent document
form.elements['button2'].onclick = function() {
 this.form.elements['display'].value =
 'counter in parent document is:'+ parent.counter;
form.elements.button3.onclick = function() {
 var re = /[^-a-zA-Z!,'?\s]/g; // to filter out unwanted characters
 // get reference to greeting text box in containing document
 var fld = parent.document.forms['demoForm'].elements['greeting'];
 var val = fld.value.replace(re, '');
 // display value in iframed document's text box
 this.form.elements.display.value = 'The greeting is:'+ val;
form.elements.button4.onclick = function() {
 parent.clearGreeting(); // call function in parent document
More examples of cross-document referencing are listed in the upper right.


Product Specials
Inside Dentistry
November/December 2010, Volume 6, Issue 10
Published by AEGIS Communications
A Conversation with Harold C. Slavkin, DDS
The university dean and former director of the NIDCR talks about the challenges facing dentistry, dental research, and the delivery of dental healthcare.
INSIDE DENTISTRY (ID): Dr. Slavkin, you have had a number of unique positions within the profession, including dean of a dental school and head of the National Institute of Dental and Craniofacial Research (NIDCR). Could you tell us about those roles you've filled throughout your career? For example, what led you to a career in dentistry in the first place?
HAROLD SLAVKIN (HS): Well, after I graduated from high school in 1955, I enlisted in the Army and was trained to be a dental technician at Fort Sam Houston by Dr. Henry Sutro. Henry was a fantastic mentor and role model who encouraged me to consider going to dental school after the Army. As a dental technician stationed at Forest Glen, Maryland (connected to Walter Reed Hospital), I was assigned to fabricating prostheses for facial burn patients. I was motivated to complete undergraduate studies in English literature and then go to dental school—I did both at USC in Los Angeles. These were critical stages in my journey into dentistry.
As a dental student, I collaborated with other students on research; I attended several IADR meetings and upon graduation in 1965, I practiced part-time as a general dentist in Westwood Village, while I pursued a postdoctoral fellowship. I joined the full-time faculty at USC in July 1968. By this stage, I was dedicated to a career in academic dentistry with a focus on "nucleic acid biochemistry" as related to the head, face, mouth, and teeth—"craniofacial-oral-dental research."
A year later, in 1969, I was asked to become the chairman for the Department of Biochemistry and Nutrition in the dental school, and I served in this capacity for 6 years. In 1975, I took a leave of absence to serve as acting lab chief in the laboratory for Developmental Biology at the National Institute of Dental Research (NIDR) in Bethesda. I loved working and learning at the National Institutes of Health (NIH)—this was a superb experience.
Upon my return to USC, I worked with other faculty to create a new graduate program called "craniofacial biology"—an attempt to foster multidisciplinary research revolving around the critical questions of craniofacial birth defects, head-and-neck cancer, and head and neck trauma. Working with graduate and postdoctoral fellow students and through a broad array of scientific and international collaborations, I pursued studies to understand how teeth are formed, how enamel, dentin, and cementum are formed, what are the key genes involved in human craniofacial anomalies, and a host of other challenging problems. During this period I served as laboratory chief and director for the Laboratory for Developmental Biology in the Gerontology Center at USC (1972–1988), and then as the director for the Center for Craniofacial Molecular Biology (CCMB) from 1989–1995.
In 1995, I was recruited to become the sixth director of the NIDR, serving through June 2000—and I discovered that being in the right place at the right time can be enormously important. This was an incredible experience, rich in opportunities to influence research policy and enhance the reputation of "dental research" within the fabric of biomedical research. During this period, we worked to instill strategic planning, collaboration, and cooperation between all stakeholders (dentists, dental hygienists, physicians, nurses, pharmacists, biomedical scientists, health professions educators, patient advocacy groups, journalists, and Congress). I was blessed with a remarkable staff and with enormous support from my wife Lois.
During this time, working closely with ADA leadership, we were able to change the name of the NIDR to NIDCR, a name that more accurately reflected the depth and breadth of our work. We fostered research on oral health disparities, craniofacial birth defects, oral and pharyngeal cancer, innovations in biomaterials, and saliva as a diagnostic, as well as focusing attention on oral–systemic diseases, training, and collaborations with other Institutes. We were invited to serve as the lead agency for the first Surgeon Generals' Report Oral Health in America.
In August 2000, I officially returned to my alma mater to serve as the 11th dean of the USC School of Dentistry (2000–2008). As we worked closely with students, staff, faculty, alumni, and friends, it became evident that we needed to look beyond the walls of the dental school and become fully aligned with our parent university. At the same time, we needed to foster "student-centered learning" approaches within dental education, develop and expand lifelong learning through CE programs, update equipment and physical clinical resources, and advance a state-of-the-art practice to retain gifted faculty—while remaining focused on the "fundraising" that enabled these changes.
I returned to the University in January 2010 as a tenured professor engaged in research, teaching, and writings.
ID: When you were trained to be a dental technician, how was your aptitude identified, because otherwise it seems to me you would have gone a completely different route?
HS: Yes, I know. I think for me a lot of these roles were sort of accidents, when certain very impressive people arrived at critical junctions in my life—a young person's life. I was coming out of high school at 17 years old—really not academic and not thinking of the university—and a friend's father suggested going into the Regular Army as a volunteer. I got permission from my parents and randomly chose between being a medic or a dental technician. Dental tech took longer, so I thought that was the better choice—that's how I started. Then I realized that after the Army I could moonlight and pay my way through college and dental school. So I did dental technology for probably 8 years.
ID: But you were an English literature major as an undergraduate—we do not see that very often in dental students.
HS: It was suggested to me that dentistry would be a highly focused field, and so I really needed to get a broad liberal arts background, because I would never get that again. That was the coaching that I received, and I took that advice. I thought that I would like it very much, but it also seemed that before focusing on the mouth, it would be wonderful to play with some of the big ideas.
ID: When you started doing research as a student, was that simply to earn some money, like a work study program?
HS: No, it was patient-driven. I was assisting in the clinic, and they were discussing a second division block of the trigeminal. I had never heard of that, and there were no guidelines about where you put the needle, how far it goes in, and what the consequences are if you do not do it right. So I joined a couple of other dental students, and we invented a project and got a little grant from the dental school to get it off the ground.
Later a patient with amputation neuroma came in, and I had never heard of that before. So I teamed up with the head of our oral surgery department to do a case study.
ID: Looking back on these experiences, were there any surprises?
HS: I am greeted everyday with surprises! No two days are exactly the same. Life and living offer "teaching moments" everyday. I have come to believe that almost anything is possible; that change and being a change agent almost always comes with resistance and "push-back"; that learning for me is living (and living is learning); that my wife is my best friend; that children, grandchildren, and family are enormously important; that nurturing and mentoring are profoundly essential at any age; and that one's own health should never be taken for granted.
ID: Can you compare the ins and outs of running a large governmental research agency and running a dental school—which of those two jobs was harder?
HS: In a sense, my training allowed me to adapt to the federal agency—for example, the kinds of people who were leading the other Institutes, and the mindset at the NIH that all of the boats rise with increased funding (not in the same proportion, but they all rise). Harold Varmus as the leader had a very collegiate mix of people; it was very easy on many levels to adapt to that.
Ironically, being a dentist, and having been a dental technician and practiced in the private sector—the dental school was more difficult. Gaining consensus was much more difficult, the needs of the students as they perceived them were very different from the faculty, the differences between faculty backgrounds was enormous, the whole issue of paying the bills in a private school, and raising millions of dollars a year—it was more challenging for me.
ID: So did your job become one of a broader fundraiser?
HS: Yes. I raised much more money at the NIH, but the way you do it is very different. You raise it through your involvement with the Senate and the House and with other institute directors, and so the game is very different. Consuming lots of rubber chicken, raising millions of dollars—but doing it when it is $5,000, $2,000, or $25,000 gifts—it takes a long time to get to $3 or $4 million dollars a year.
ID: As someone who is steeped in research and academia, were you


How to Remove a Moen Dialcet
Cameron Easey
A Moen dialcet or cartridge is used with a single handle faucet that you turn to provide a mixture of hot and cold water when taking a shower. When only the hot and cold water is working, the dialcet or cartridge may need to be examined. This can be done by first removing the dialcet or cartridge from the faucet that is installed in the shower.
A dialcet is a single handle shower faucet cartridge.
 1. Turn off the shut-off valves for the shower. If the shower does not have shut-off valves you will need to turn off the main water supply valve for your house. Turn the shut-off valve counterclockwise or to the left to shut off the valve.
 2. Find and remove the screw that is used to secure the handle to the faucet with the screwdriver. Pull out the retainer clip that is located behind the handle with the pliers.
 3. Remove the cartridge that is inserted in the valve body with the pliers. Grab onto the cartridge with the pliers and then pull it out.
 4. Shake the cartridge up and down. It should sound like a ball being shaken in a paint can. If there is no sound, the cartridge will need to be cleaned.
 5. Reinstall the dialcet once it has been cleaned or replace it with a new one.


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Judaism's Encounter with American Sports
Jeffrey S. Gurock
Engages the controversial role that sports has played in shaping American Jewish identity.
Judaism's Encounter with American Sports examines how sports entered the lives of American Jewish men and women and how the secular values of sports threatened religious identification and observance. What do Jews do when a society?in this case, a team?"chooses them in," but demands commitments that clash with ancestral ties and practices?
Jeffrey S. Gurock uses the experience of sports to illuminate an important mode of modern Jewish religious conflict and accommodation to America. He considers the defensive strategies American Jewish leaders have employed in response to sports' challenges to identity, such as using temple and synagogue centers, complete with gymnasiums and swimming pools, to attract the athletically inclined to Jewish life. Within the suburban frontiers of postÐWorld War II America, sports?minded modern Orthodox, Conservative, and Reform rabbis competed against one another for the allegiances of Jewish athletes and all other Americanized Jews. In the present day, tensions among Jewish movements are still played out in the sports arena.
Today, in a mostly accepting American society, it is easy for sports-minded Jews to assimilate completely, losing all regard for Jewish ties. At the same time, a very tolerant America has enabled Jews to succeed in the sports world, while keeping faith with Jewish traditions. Gurock foregrounds his engaging book against his own experiences as a basketball player, coach, and marathon runner. By using the metaphor of sports, Judaism's Encounter with American Sports underscores the basic religious dilemmas of our day.


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Average rating by users:
Author of Resource: Sis. Sanjidah
Institute: Safar Academy
Resource Type: Lesson Related Activity
Subject: Islamic Studies – Textbook 1 – Week 03 – Using the toilet
When should I use the activity in my Islamic Studies Class? Homework
Time Resource will take: 30 minutes
What equipment or Preparation do I need for the activity?
Students will need to remember the key steps of how to use the toilet in a specific order.
Describe the Resource:
Students will have to draw the missing pictures and write sentences below describing the pictures. Students will need to either use their workbooks or textbooks.


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Though the community had one of the greatest cultural impacts on America, Harlem has a dirty etymology. When New York was founded in 1624, it was called New Amsterdam, after the capital of the Netherlands, and was under Dutch rule. Similarly, when Harlem was created in 1658, they called it New Harlem after a city in the Netherlands named Haarlem (the New was subsequently dropped in a shortening). That Haarlem is currently a suburb of Amsterdam with a decent-sized population of 160,000, but where did it get its name from? Dutch, obviously: the first part, haar, meant "height", and the second part, lem, meant "silt", referring to it being on a high bank of a local river. For some reason, I couldn't find origins beyond that, but this is no doubt Proto-Germanic, and, by extension, Proto-Indo-European. It's pretty weird thinking of a hidden Dutch presence under a black cultural center, isn't it?
Hello! I'm Adam Aleksic. This year, I graduated from Harvard University with a degree in Government and Linguistics. There, I co-founded the Harvard Undergraduate Linguistics Society and wrote a thesis on Serbo-Croatian language policy, magna cum laude. In addition to etymology, I also really enjoy philosophy, trivia, vexillology, geography, board games, conlanging, art history, and law.


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This camera view captures live images of the Living Roof of the Ortega Branch Library, the seventh San Francisco Public Library branch built to Silver certification standards under the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED) rating system.
This living roof with native species plantings reduces the library's carbon footprint by reducing heat island effects and capturing rain water. With creative roofing like this (and exterior paving materials) we reduce the heat island effect of this building (i.e. thermal gradient differences between developed and natural areas, if you want to get technical). It's important to minimize our impact on the microclimate and on wildlife habitat. We selected native and adapted plants that are well-suited to our climate, and require less water than traditional ground covers such as grass.


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A block has a volume of 0.600 m^3 and a density of 3.50x10^2 kg/m^3. The block is placed into a container of water of density 1.00x10^3 kg/m^3. Determine the following:
a) Determine the percentage of the block's volume that is above the water when it is placed in the container of water.
b) A second block of density 4.5x10^2 kg/m^3 is placed on top of the original block. This causes the original block to be completely submerged and the second block to be 10% submerged in the water. Determine the volume of the second block
Please show all steps


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Using a Tiny Cutting Board
Why it's bad: You won't have room to maneuver a knife, which increases your risk of cutting yourself. You'll also make a mess and waste time corralling ingredients that fall off the board.
Do this instead: Think small knife, small board; big knife, big board. You can use a little board for a quick task, like cutting a lemon into wedges with a paring knife. But since most kitchen prep work requires a chef's knife, you probably need a board that is at least 12 by 15 inches. It should be large enough to hold ingredients at every stage of the process. For example, if you're chopping celery, you want room for both the stalks you start with and the pile of cut pieces you end up with. Before you begin, place a damp paper towel or dishcloth underneath the board to prevent it from slipping around on the counter.


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"Stands there" implies that the angry word is present after it has been spoken on account of its severity. It leaves a strong impression on those who have heard it.
As such, I would offer the word "looms" as a synonym that can replace the phrase "stands there" in your passage. Looms has the sense of being ominous and weighty like the impact of the angry word.
looms: To rise before the vision with an appearance of great or portentous size.
"Vision" seems to imply that for a thing to loom it must be visible, but a google search returns examples of "loom" being used to describe an idea or thought.
- "If no vast and terrifying power of evil loomed in our minds..." [The Prince of Darkness: Radical Evil and the Power of Good In History]
- "Loss of prestige also loomed..." ["Evil People": A Comparative Study of Witch Hunts in Swabian Austria"]
The sentence with the synonym would read:
It is much harder to deny having said an angry word. It looms, easily repeated back, hard to disavow totally.


DoubletCalc1D is a software tool developed by TNO. Using a simple subsurface model and well design, it calculates the amount of water that can be produced with a pump of a certain power. DoubletCalc1D underlies the ThermoGIS calculation model, which is described in the Calculation model section. The DoubletCalc1D software and manual can be downloaded from
DoubletCalc1D input screen
Figure 5. DoubletCalc1D input screen.
In the input screen (figure 5), the aquifer properties (depth, thickness, permeability, net-to-gross ratio and temperature), the pump and doublet properties (return temperature, pump efficiency, pump pressure) and the simplified well design are specified. Next, the software calculates the flow rate this doublet could produce, the geothermal power given the specified return temperature and the COP (Coefficient of Performance) given the pump efficiency (figure 6).
DoubletCalc1D not only asks the user to enter the expected value of the aquifer properties, but also to estimate the minimum and maximum values. This introduces the uncertainty of the parameter estimate in the calculation. In particular, the permeability uncertainty is important. A triangular distribution is generated for all properties. A large number (>1000) of calculations is then executed, during which a value is drawn for each property from the triangular distribution. This allows the construction of a probability distribution curve of the geothermal power (figure 7). In the example shown, the expected power is 8.34 MWth. The likelihood that the power is at least 6.43 MWth is 90%, and the likelihood that the power is at most 11.22 MWth is 10%.
DoubletCalc1D output screen
Figure 6. DoubletCalc1D output screen.
DoubletCalc1D probablity distribution
Figure 7. Geothermal power probability distribution curve.


text:
Chinese style ceramic dish from Iran (Iran, about AD 1625–1650)
In addition to the economic exchanges between the east and west ends of the Silk Road, cultural and intellectual ideas could also flow. In particular, was the influence of style on craftsmen at either end of the Road.
Here an Iranian potter has imitated the much-admired Chinese blue-and-white style of ceramics. The cobalt blue colouring looks correct, as does the floral design. But Iranians simply didn't have access to the right kinds of raw clay, meaning their imitation pottery lacks a certain finesse and delicacy.
The Chinese ambassador, Ch'en Ch'eng, who visited Afghanistan in 1414, saw the local blue-and-white ceramics and noted:
"The porcelain vessels are extremely fine, and on them are delicately drawn flowers and grass in fine colours. They are extremely beautiful but they do not match the light, blue, clear and sparkling ones of China. If such a vessel is hit, it makes no sound. The nature of clay is like this."


Global Functions - Useful JavaScript Functions (BIRT)
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Examples (BIRT)
Global Functions - Useful JavaScript Functions (BIRT) This example does not have a Bugzilla ID all code entered on the page.
Basic JavaScript is a good language but there are significant bits of function that are not supported. This page contains examples of useful JavaScript functions that can assist with report development.
BIRT Version Compatibility
This example was built using version 2.2 M5.
Example Files
Rather than enter these examples as functions. Each example is just pasted here in the code.
Creating Global Functions
In order for these functions to be globally accessible the function needs to be added as a global. The recommended procedure here is to use the reportContext.setPersistentGlobalVariable(name, value) function. So lets imagine that we want to create a global logging function. We would want to add the following code to any Script handler that has access to the reportContext.
function log ( str ){
reportContext.setPersistentGlobalVariable("log", log);
From that point forward, any other expression or script can access logging by just calling log("message");
The most logical place to add the creation of your global functions is the initialize method of the Report component (the top component in the outline view). Alternately, you may want to add the function to a template.
The following is the collection of useful global functions.
UCWord (upper case first letter)
Sometimes you want to be able to have just the first letter of word capitalized, at the start of a sentence for example. This function does that for you.
function UCWord(str){
// split string
firstChar = str.substring(0,1);
remainChar = str.substring(1);
// convert case
firstChar = firstChar.toUpperCase();
remainChar = remainChar.toLowerCase();
return firstChar + remainChar
// Make function globally available reportContext.setPersistentGlobalVariable("UCWord", UCWord);
UCWord("ALLCAPS"); = gives => Allcaps
UCWord("alllower"); = gives => Alllower
UCWord("MiXeDuP"); = gives => Mixedup


It works flawlessly, thank you very much.
 Do you know if it would be possible to add a Feld in the registration form? I would like to let users choose one option from a dropdown (teams which they belong to), and maybe it be shown in their backend info.
 Would this be possible?
 All the best,
 Carlo
 Reply
 6. Nice article thank you for the help! I would like to point out that one should always validate and if not possible sanitize user input before submitting it into your database. This could lead to serious security vulnerabilities! Check the following link for more information:
 _URL_
 _URL_
 _URL_
 For the non-coders it's very simple, just add sanitize functions to all user inputted data. All user inputted data in the above code snippet is stored in the form_data variable (denoted by $form_data).
 To sanitize for example a text field variable change the existing code ($username=$form_data['Username'];) to sanitize_text_field( $username=$form_data['Username'] );. Or for an email field there is a special function sanitize_email, so the code would become sanitize_email( $form_data['Email'] );
 Reply
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Haven't used Elementor Pro yet?


var expression = Expression.Lambda<Func<ContentType, object>>
 24: (referenceExpression, pe).Compile();
 25: var data = expression.Invoke(record );
 26: return data != null ? data.ToString() : "";
 27: }

The foreach loop on line 13 shows the recursive calls that are needed to pull nested properties. This allows you to refer to properties such as Data.Contact.Address.State
When you start worrying about performance or if you are dealing with large excel exports, you may want to consider caching the reference expressions to optimize this functions, but that should be fairly straightforward.
This simple grammar allows us to define some fairly complex Excel exports without ever having to write any excel code or deal with any of the objects in the EPPlus library outside of the View Engine.
This should provide a good foundation to build up your own grammar for defining Excel views.
Please share the grammars that you come up with or the use cases that you find.
Posted on Tuesday, March 5, 2013 4:17 PM MVC | Back to top
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text:
Running until 7 January 2018, British artist and writer John Akomfrah's emotional site-specific installation for the Curve at the Barbican (London) features photographs, an immersive six-channel video, sound and music installation, raising awareness on the urgency of climate change and the inherent consequences of the upcoming disaster. These themes include the realities of economic hardship and deadly migration. The immersive artwork is a must-see.
Ten years in the making, Akomfrah has arranged hundreds of hours of archival footage filmed worldwide in a composition that first shows poetic photographs of saved-natural environment alongside a pile of tires; later a dramatic ceiling-installation of empty plastic bottles acting as a reminder of how human industrial activities inexorably destroy the planet.
At a time when, according to the UN, greenhouse gas emissions from human activities are at their highest levels in history, with people experiencing the significant impacts of climate change, including shifting weather patterns, rising sea level, and more extreme weather events, Akomfrah's Purple deals with animal extinctions, the memory of ice, the plastic ocean and global warming.


Tips for Efficient Network Flow Algorithms
Network Flow Algorithms: Tips for Efficiency
Welcome to this comprehensive tutorial on Network Flow Algorithms! If you are a programmer or a coding enthusiast, you have probably come across problems that require efficient traversal in a network. Network Flow Algorithms provide a powerful set of tools to solve such problems. In this tutorial, we'll explore the concept of Network Flow and discuss various tips and techniques to optimize the implementation of Network Flow Algorithms.
Understanding Network Flow
Network Flow refers to the flow of objects, such as liquids or data, through a network of interconnected nodes and edges. The network can be represented as a directed graph, where nodes represent entities and edges represent connections between them. Each edge is associated with a capacity value, representing the maximum flow that can pass through that edge.
The goal of Network Flow Algorithms is to determine the maximum flow that can be sent from a source node to a target node in the network, while respecting the capacities of the edges. These algorithms have a wide range of applications, such as optimizing transportation networks, scheduling tasks, and finding augmenting paths in bipartite graphs.
Common Network Flow Algorithms
Before diving into optimization techniques, let's first discuss some commonly used Network Flow Algorithms:
 1. Ford-Fulkerson Algorithm: This algorithm solves the maximum flow problem iteratively by finding augmenting paths from the source to the target. It updates the flow along each augmenting path until there are no more augmenting paths available.
 2. Edmonds-Karp Algorithm: An improvement over the Ford-Fulkerson Algorithm, Edmonds-Karp uses Breadth-First Search (BFS) to efficiently find augmenting paths. BFS guarantees that the shortest path is found, ensuring faster convergence to the maximum flow.
 3. Dinic's Algorithm: Dinic's Algorithm uses Depth-First Search (DFS) to find blocking flows, which reduce the number of edges reachable from the source. By iteratively searching for blocking flows, this algorithm achieves a time complexity of O(V^2 * E), making it one of the fastest algorithms for dense graphs.
Tips for Efficient Network Flow Algorithms
Now that we have covered the basics, let's explore some tips to optimize the implementation of Network Flow Algorithms:
 1. Choose the right data structures: Efficient data structures are crucial for achieving optimal performance in Network Flow Algorithms. For example, using an adjacency list representation instead of an adjacency matrix can significantly reduce the memory usage and improve the running time.
 2. Implement capacity scaling: Capacity scaling is a technique that exploits the fact that only a small number of edges need to be modified during each iteration. By only considering edges with capacities greater than a certain threshold, the algorithm can skip unnecessary iterations, reducing the overall running time.
 3. Utilize dynamic data structures: Dynamic data structures such as heaps and priority queues can be used to efficiently select the augmenting path or the blocking flow with the minimum capacity. This can greatly improve the running time, especially when dealing with large graphs.
 4. Preprocess the graph: In some cases, preprocessing the graph can lead to significant improvements in running time. For example, identifying bottlenecks and reducing the number of unnecessary edges or nodes can simplify subsequent computations.
Example Implementation
To illustrate these tips, let's consider a sample implementation of the Edmonds-Karp Algorithm:
def edmonds_karp(graph, source, target):
 flow = 0
 while True:
 path = bfs(graph, source, target)
 if not path:
 break
 min_capacity = min_capacity_along_path(graph, path)
 update_residual_graph(graph, path, min_capacity)
 flow += min_capacity
 return flow
def bfs(graph, source, target):
 # Implementation of Breadth-First Search
 pass
def min_capacity_along_path(graph, path):
 # Calculate the minimum capacity along the path
 pass
def update_residual_graph(graph, path, min_capacity):
 # Update the residual capacities in the graph
 pass
This code snippet demonstrates the basic structure of the Edmonds-Karp Algorithm. You can apply the tips we discussed, such as using efficient data structures and dynamic programming techniques, to further optimize this implementation.
Conclusion
In this tutorial, we have explored the world of Network Flow Algorithms and discussed tips for efficient implementation. By leveraging these techniques, you can optimize the performance of your code and solve complex network traversal problems with ease. Remember to choose the right data structures, implement capacity scaling, utilize dynamic data structures, and preprocess the graph when necessary. Happy coding!
Now that you have a comprehensive understanding of Network Flow Algorithms, it's time to put your knowledge into practice. Start implementing these algorithms in your projects and witness the power of efficient network traversal!
Note: The above blog post is written in Markdown format for easy conversion to HTML.


text:
Vhembe District is one of the drought stricken municipalities in South Africa. However, borehole yields and groundwater monitoring are major problems in the district. The poor quality (salty) and drying of groundwater at Masisi area and insufficient funding to cover all dry areas are the main challenges (Statistics South Africa, 2018).
Thengwe area experiences drinking water scarcity due to drought (Musina Local Municipality Integrated Development Plan, 2016/2017). The area around Maheni community is the driest in the district. The 2017 Community Water Management Plan (CWMP) for Maheni community by Wellfield proved that groundwater levels in the river and boreholes have dropped and as a result the community does not have sustainable water resources. This finding motivated the researcher to explore the impacts of climate change on the water resources in Maheni.


text:
For the function:
- getPhoto(String photoName, int userId, int width)
PhilosophyI've worked with dozens of rest API's and also created a few. Some conventions are very simple and easy, some are complex.
When creating an API you have three players to think about:
- The developer (probably you)
- The client developer
- The end user
The developer (you)You are your own client, and so are the developers that will inherit and maintain your code. Creating a self-explanatory API means making it easily expandable.
If you are developing a service layer or a controller layer, I suggest adding their name to the path, right after the host:
For the same reason, immediately after, put the short name of the function that handles the parameters:
The client developerIf you only had the client on your mind, using query parameters for everything would be the best choice, their order is non-abiding and they are all optional. But this will require creation of a special function for navigating to the right controller and make it imparseable to the user.
The end userIf you were only to think about the end user, you would probably use very few query parameters (e.g. id=123) and mostly path sections (e.g. photo/id/123). Path sections are cleaner looking and use one simple delimiter character ("/"), so users have an easier time navigating your API. But this is where user simplicity ends, and developers' complexity begins:
- Using a path for dynamic data like a user's id could cause some trouble:
- if the function can handle a null value
- if it includes special characters.
To sum it up:
Or in more general terms:
And here are a couple additional examples:
- Function: deAssociateUserAndPhoto(String userId, String photoId)
API: _URL_ user=123
- Function: MapService.getDistance(Point a, Point b)


Skip to content
Layout
The coordinate system in Ratatui runs left to right, top to bottom, with the origin (0, 0) in the top left corner of the terminal. The x and y coordinates are represented by u16 values and are generally listed in that order in most places.
x y (0,0) (columns) (rows)
Layouts and widgets form the basis of the UI in Ratatui. Layouts dictate the structure of the interface, dividing the screen into various sections using constraints, while widgets fill these sections with content.
When rendering widgets to the screen, you first need to define the area where the widget will be displayed. This area is represented by a rectangle with a specific height and width in the buffer. You can specify this rectangle as an absolute position and size, or you can use the Layout struct to divide the terminal window dynamically based on constraints such as Length, Min, Max, Ratio, Percentage.
The following example renders "Hello world!" 10 times, by manually calculating the areas to render within.
for i in 0..10 {
let area = Rect::new(0, i, frame.size().width, 1);
frame.render_widget(Paragraph::new("Hello world!"), area);
}
The Layout struct
A simple example of using the layout struct might look like this:
use ratatui::prelude::*;
let layout = Layout::default()
.direction(Direction::Vertical)
.constraints(vec![
Constraint::Percentage(50),
Constraint::Percentage(50),
])
.split(frame.size());
In this example, we have indicated that we want to split the available space vertically into two equal parts, allocating 50% of the screen height to each. The Layout::split function takes the total size of the terminal window as an argument, returned by the Frame::size() method, and then calculates the appropriate size and placement for each rectangle based on the specified constraints.
Once you have defined your layout (or a set of nested layouts), you can use one of the rectangle areas derived from such layout to render your widget. This can be achieved by calling either the Frame::render_widget or frame::render_stateful_widget methods:
frame.render_widget(
Paragraph::new("Top")
.block(Block::new().borders(Borders::ALL)),
layout[0]);
frame.render_widget(
Paragraph::new("Bottom")
.block(Block::new().borders(Borders::ALL)),
layout[1]);
This might look something like:
Top Bottom
In this example, two Paragraph widgets are generated, named "Top" and "Bottom." These widgets are then rendered in the first and second areas (layout[0] and layout[1]) of the split buffer, respectively. It's important to note that layouts return an indexed list of rectangles, defined by their respective constraints. In this case, layout[0] refers to the top half of the screen, and layout[1] refers to the bottom half.
Nesting Layouts
One of the important concepts to understand is that layouts can be nested. This means you can define another Layout within a rectangle of an outer layout. This nested layouts allow complex and flexible UI designs to be built while still maintaining control over how your grid of widgets resize with the terminal window.
Here's how you might use nested layouts:
let outer_layout = Layout::default()
.direction(Direction::Vertical)
.constraints(vec![
Constraint::Percentage(50),
Constraint::Percentage(50),
])
.split(f.size());
let inner_layout = Layout::default()
.direction(Direction::Horizontal)
.constraints(vec![
Constraint::Percentage(25),
Constraint::Percentage(75),
])
.split(outer_layout[1]);
In this situation, the terminal window is initially split vertically into two equal parts by outer_layout. Then, inner_layout splits the second rectangle of outer_layout horizontally, creating two areas that are 25% and 75% of the width of the original rectangle, respectively.
Rendering some Paragraphs of text into the above layouts produces the following:
frame.render_widget(
Paragraph::new("outer 0")
.block(Block::new().borders(Borders::ALL)),
outer_layout[0]);
frame.render_widget(
Paragraph::new("inner 0")
.block(Block::new().borders(Borders::ALL)),
inner_layout[0]);
frame.render_widget(
Paragraph::new("inner 1")
.block(Block::new().borders(Borders::ALL)),
inner_layout[1]);
outer 0 inner 0 inner 1
This enables you to divide the terminal window into multiple sections of varying sizes, giving you the flexibility to create complex and adaptive graphical interfaces.
Constraints
Constraints dictate the size and arrangement of components within layouts. The Ratatui framework provides several constraint types for fine-tuning your user interface's layout:
 - Constraint::Length(u16): This constraint specifies a specific number of rows or columns that a rectangle should take up. Note that this is determined by absolute size and is not responsive to the overall terminal window size.
 - Constraint::Percentage(u16): This constraint offers a size relative to the size of the parent layout or the terminal window itself. For instance, Constraint::Percentage(50) signifies that a rectangle should take up half of its parent's size.
 - Constraint::Ratio(u16, u16): Utilizing ratios offers an even finer granularity for splitting your layout. For instance, Constraint::Ratio(1, 3) will allocate 1/3rd of the parent's size to this constraint.
 - Constraint::Min(u16): Immerses a minimum limit to the size of a component. If a Min constraint is ensured with a Percentage or Ratio, the component will never shrink below the specified minimum size.
 - Constraint::Max(u16): Limits the maximum size of a component. Similar to Min, if mixed with Percentage or Ratio, the component will never exceed the specified maximum size.
Constraints can be mixed and matched within a layout to create dynamic and adjustable interfaces. These constraints can be used when defining the layout for an application:
let layout = Layout::default()
.direction(Direction::Horizontal)
.constraints([
Constraint::Length(10),
Constraint::Percentage(70),
Constraint::Min(5),
]
.into_iter())
.split(frame.size());
In this example, the initial Length constraint cause the first rectangle to have a width of 10 characters. The next rectangle will be 70% of the total width. The final rectangle will take up the remaining space, but will never be smaller than 5 characters.
Note that the order in which you specify your constraints is the order in which they will apply to the screen space.
By default, the split method allocates any remaining space in the area to the last area of the layout. To avoid this, add an unused Min(0) constraint as the last constraint.
Ratatui uses a constraint solver algorithm called Cassowary in order to determine the right size for the rects. In some cases, not every constraint will be possible to achieve, and the solver can return an arbitrary solution that is close to fulfilling the constraints. The specific result is non-deterministic when this occurs.
Other Layout approaches
There are a few PoCs of using Taffy for creating layouts that use flexbox / grid algorithms (similar to CSS) to layout rects. This can work nicely, but is not built in to Ratatui (yet). See taffy in ratatui for more details.
See Also


text:
Indian and Himalayan Art
Animal Symbols of the Kings of the Twelve Heavens of the Vaimanika Gods
or Rajasthan, India, Asia
Artist/maker unknown, India
Opaque watercolor and ink on paper
Currently not on view
1935-34-11(26,a)Purchased with the Francis T. S. Darley Fund, 1935
LabelThe complex Jain cosmology expounded in the Sangrahanisutra speaks of four classes of gods, the highest of which are called Vaimanika (flying) because they travel in airborne chariots. Each of the twelve Vaimanika gods has a complete heaven, ruled over by a king. Each king is represented by a different animal, as depicted and named in this painting. They are (left to right, top to bottom): antelope, water buffalo, boar, elephant-lion, ram, swimming spotted animal, horse, elephant, snake, rhinoceros, bull, and gazelle.


Ask Your Question
Multiple captioned images
asked 2019-07-04 02:31:50 +0100
artefacts gravatar image
updated 2020-08-07 16:41:45 +0100
Alex Kemp gravatar image
I am trying to make a photo tutorial document of multiple captioned images with no text apart from the captions, but the images won't stay where I position them between saving and closing the document and then opening it again. A few of the images end up partly underneath a neighbouring image or half off the page and cannot be dragged back to where they should be. I have tried to anchor each captioned image as a character, but it's not solved the problem.
Is there any way to make such a document where the images will stay where they are put, and can be added to between editing sessions?
edit retag flag offensive close merge delete
Of course, you can. But without the exact description of the anchors, we can't help much.
ajlittoz gravatar imageajlittoz ( 2019-07-04 07:45:06 +0100 )edit
I'm sorry, but I don't understand what you mean by an "exact description of the anchors".
artefacts gravatar imageartefacts ( 2019-07-04 07:54:23 +0100 )edit
For captioned images, you need to understand that you are dealing with two objects actually: an image, and a frame around the image, which holds the image and its caption. So, you need to make sure that you set anchoring of frame to As Character, if you want to define the placement correctly.
Showing formatting marks and text boundaries is very convenient way to understand what elements your document actually consists of.
Mike Kaganski gravatar imageMike Kaganski ( 2019-07-04 08:35:33 +0100 )edit
1 Answer
Sort by » oldest newest most voted
answered 2019-07-04 08:18:40 +0100
When working with the inserted objects and their positions in Writer, one should first try to understand two important concepts: what anchoring the object means, and what positioning the object means.
image description
Anchoring is what is there in the document content, to which this object is linked (some fundamental entity, such as a paragraph, or a character, or a frame): it means that when that entity moves in the document, the anchored objects may move with that entity. Anchoring creates semantical link between the text content and the inserted objects: the link means something like "this object helps to understand, or decorates, or otherwise relates to this part of document"; and naturally, when e.g. the paragraph goes a couple pages forth, it doesn't make sense that a picture that illustrates something in that paragraph would stay where it were, two pages behind.
There are five possible anchoring modes: To Paragraph; To Character; As Character; To Frame; and To Page. The latter one is very special, and actually is very unfortunate to even exist. While the first four mean that an object is linked to some real fundamental document elements - paragraphs, characters, or frames, that actually constitute the document, - the To Page anchoring links objects with something ephemeral, dynamic in the world of text processing software, to something created and destroyed on demand: to a page number. Any given page is only existing there because there's some text that needs to be placed on a page. As soon as the text gets modified/reformatted, it might take less paper space than before, and any given page may become unnecessary. Or the text may grow, edits may insert content before any given text, and so any paragraph may move to following pages. But objects linked to "page number" would stay where they were, would not move anywhere; would cause blank pages to be kept - just to let the linked object stay there. There's nothing in the document that would let these objects move forward or backward - if you insert more pages "before" such objects, the objects would "jump" to "previous" pages, actually keeping anchored to the same "page number 3 in the document, no matter what". I strongly advocate against this type of anchoring.
In essence, all types of anchoring allow to define unambiguously on which page a given anchored object will be placed: for To Paragraph, To Character, As Character, To Frame, this is the page where the linked entity is placed; for To Page, it's a fixed page (as discussed).
But anchoring, while giving us the page on which the object is placed, doesn't yet describe the image position on the page (with the exception of As Character anchoring). In case of the four "floating" anchoring modes (To Paragraph; To Character; To Frame; and To Page), positioning plays role in placement on page (and even for As Character, it has some significance).
So, positioning is the way to tell where the object will be placed... (more)
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Thank you for that exhaustive explanation. As I mentioned in the OP, I have anchored each image 'As Character', and I still have a few overlapping/floating off page problems. However, I didn't know about the importance of positioning. I will try to make another document, being careful to anchor and position each image as I add it, and see if that will stay'set' upon closing and reopening the document.
artefacts gravatar imageartefacts ( 2019-07-04 08:35:51 +0100 )edit
Very clear and exhaustive information +1
ajlittoz gravatar imageajlittoz ( 2019-07-04 09:54:39 +0100 )edit
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Asked: 2019-07-04 02:31:50 +0100
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Last updated: Jul 04 '19


text:
What is Skyward (Family Access)?
Skyward (Family Access) is a password-protected site that provides both parents and students access to course grades, homework, attendance,and other data.
Watch the Skyward (Family Access) video for an overview and login instructions.
How to Sign Up
Please contact your child's school for more information on how to sign up for Skyward (Family Access).
- When picking up your information at the school, you will complete a form, show your ID and provide a current email address.
- If your children attend more than one Spring Branch School, you will only need to go to one campus.
Changing your Skyward (Family Access) Login, Password and Email
Parents, you are now able to change your login and password to whatever you like rather than the randomly generated login and password you received when you signed up.
You can now also change the e-mail address that is stored in your Family Access account. To change your Skyward (Family Access) Login, Password and Email, use the following instructions: English/Spanish
Skyward (Family Access) Mobile App
This app is currently available through the Apple, Amazon and Google app stores and is compatible with Apple and Android mobile devices.
Skyward's Family and Student Access - Students have their own login!
By using their student login, secondary students are now able to access information about their grades, attendance, and other basic information through Skyward's Family and Student Access.
Students will be able to track their progress and attendance along with parents but they will not have access to their sibling's information. Most secondary students have already logged in to use the system from school to enter their course requests for next year.
State Testing Results
Spring Branch ISD will be providing families with STAAR and other state test results electronically utilizing the Texas Assessment Student Portal. The Student Portal provides students and parents with online access to a student's state assessment scores. This includes STAAR grades 3 – 8, STAAR End-‐of-‐Course, and TELPAS (Texas English Language Proficiency Assessment System).
Student test results in the Student Portal are available through a Portal Access Code and the student's date of birth. Your child's Portal Access Code is available to families through your student's Skyward Family Access account.
To find your child's Portal Access Code and the link to the Student Portal in Skyward:
- Login onto Skyward Family Access and locate the "Online Forms" tab located on the left hand side. Note: You must access it through a web browser. The mobile app will NOT work for this!!
- Open the Online Forms tab
- The form listed in Step 1, "STAAR Student Unique Access Code and Link," will show the Student Portal Code (called the Unique Access Code in Skyward)
- Use the link to visit the Student portal and enter the provided STAAR Portal Access Code and your child's date of birth to view all of your student's STAAR results.
For more information about the Student Portal, see the Student Portal Help Guide.
Where can I find Skyward (Family Access)?
Parents and students can login to the Family Access Portal from their schools website or from the homepage of the SBISD District website.
Link is located under STUDENTS & FAMILIES.


text:
For the first time in its more-than-100-year history, Campbell Soup is making available to the American public specially cultivated seeds used to grow tomatoes for its iconic Campbell's® Tomato soup.
The effort is part of Campbell's goal to grow more than one billion tomatoes across the country and to support American agriculture.
Campbell also is teaming up with the National FFA Organization and Urban Farming Inc., each of which will use the special seeds to help create five community gardens in urban communities.
Through June 21 (or while supplies last), each household that purchases any variety Campbell's condensed soup and enters the code on the can at HelpGrowYourSoup.com can request a free packet of Campbell's tomato seeds to plant in their own backyards and windowsills. With each request, Campbell will donate the seeds being used to plant community gardens and achieve the one-billion-tomato goal.
The project is tied to a current trend of people seeking to grow their own food in their own gardens.
Introduced in 1897, Campbell's Tomato soup was the first condensed soup in the company's history and to this day remains an American favorite. It is one of the company's top-selling soups and is eaten by more than 25 million people at least once a week. In fact, pop culture artist Andy Warhol ate tomato soup for lunch for more than 20 years, inspiring him to create his famous Campbell's Tomato soup painting.
The tomato seeds themselves also have a rich heritage. Campbell began growing tomatoes from its own seeds on New Jersey farms during in the 1930s. Those "Jersey" tomatoes were renowned for their rich taste and texture, so much so, that when truckloads were delivered to the Campbell facility in Camden, city residents followed and picked up fallen tomatoes from the streets.


Scrapbooking with Sea Glass and Netting
Create a nautical theme by embellishing scrapbook pages with sea glass and coastal netting.
Coastal Netting Pockets
Coastal netting is fine, loosely woven hemp that's very versatile. It's available in a variety of colors and adds a natural, textural accent to scrapbook pages. You can fashion it into pockets for displaying special greeting cards, postcards, brochures, maps or other memorabilia. Here's how to make them:
Materials and Tools:
coastal netting (or any type of netlike fiber)
¼-inch-wide double-sided scrapbook tape
card stock
glitter or embossing powder (optional)
1. Apply scrapbook tape along the bottom edge of the cardstock, allowing the protective cover to remain.
2. Apply two strips of scrapbook tape to the back of the card stock to secure the ends of the netting.
3. Cut a length of netting and press it to the tape on the front of the card stock to secure.
4. Fold the netting over the card stock and adhere the ends to tape on the back of the card stock.
5. Sprinkle glitter or embossing powder over the bottom edge of netting to cover any exposed adhesive, if desired.
Sea Glass Mosaics
Sea glass, aka beach glass, is a popular scrapbook embellishment. Besides simply decorating pages with it, you can use an engraver to carve title letters into the surfaces of pieces. Here's how to work with it:
Materials and Tools:
sea glass
1-inch-wide double-sided scrapbook tape
card stock
engraver (optional)
1. Cover one side of sea glass with scrapbook tape and trim it even with the edge of the sea glass. Note: Be sure the entire surface is covered with tape, or it will show through.
2. Arrange the sea glass into a mosaic pattern on the page, or use them for a page title, engraving letters into the pieces with an engraver.
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Raeela Fox nuts-Makhana lotus seed-500g
Raeela Fox nuts-Makhana lotus seed-500g
Availability: In stock
Makhanas are low in cholesterol, sodium and saturated fats and are good for your heart. They are a good source of magnesium, potassium, manganese, phosphorous and protein. This high nutrition value of makhanas makes them a perfect and healthy snack.
Rs. 700.00
+ -
Raeela Mart
Do you Know:
Makhanas, also called fox nuts, or lotus seeds, come from a plant called Euryale Fox which grows in the stagnant water of wetlands or ponds in Eastern Asia. They have been used in Chinese medicine since 3000 years and find an important place in the science of Ayurveda too.
1) They are low in cholesterol, fat and sodium. This makes them an ideal snack to satiate those in-between meal hunger pangs.
2) They are beneficial to those suffering from high blood pressure, heart diseases and obesity due to their high magnesium and low sodium content.
3) Makhanas are recommended for diabetics too due to their low glycemic index.
4) An anti-ageing enzyme in these seeds is said to help repair damaged proteins.
5) In addition, the presence of a natural flavonoid called kaempferol (also present in coffee), helps prevent inflammation and ageing.
6) Ayurvedic beliefs suggest that fox nuts astringent properties that benefit the kidneys.
7) Makhanas are gluten-free, protein rich and high in carbohydrates.
8) They are low in calories, making them an ideal snack for weight loss.
9) Ayurvedic and Unani medicine believe them to have aphrodisiac properties.
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- Psychology & the public
- What we do
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Facebook clues may affect job prospects
Clues to a person's personality provided on Facebook could hamper their chances of employment, new research has suggested. Published in the International Journal of Work Innovation, the study revealed many bosses are looking at social media sites to find out more about a would-be worker's lifestyle, attitudes and appearance.
Investigators from the School of Journalism and Mass Communication at Florida International University in North Miami claimed such an approach is creating a digital divide and pointed to greater encroachment of virtual identity freedoms.
The team noted: "Job seekers should be aware that their future employers are closely observing their Facebook profiles in search of a window into their personality."
They explained such practice is an emerging phenomenon likely to continue for the foreseeable future.
And while employers are turning to social network sites to screen potential candidates, they are also using the medium to monitor the activities of their current employees, the researchers added.
Associate Fellow of the British Psychological Society Professor Gail Kinman CPsychol Csi of the University of Bedfordshire commented: "The findings of this study highlight the importance of managing one's online identity carefully. Under current conditions, more applicants are chasing fewer jobs.
"Employers are clearly prepared to consult a wider range of sources than the usual CV and interview in order to obtain more information about applicants' appearance, personality, lifestyle and friends in order to make predictions about their potential job performance.
"Although employers may not be very skilled at making inferences from social networking sites, the impressions they get may influence whether or not applicants are successful, or whether or not existing employees are promoted."
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Nam Theun 2 is a 1 086 MW hydropower project located in Khammouane Province, PDR Lao. The project was a trans-basin scheme, diverting water from the Nam Theun River catchment into the Xe Bang FaI River system, producing 348 m of net head to drive the generating units.
Aurecon was engaged to undertake tender, preliminary and detailed design and documentation of the downstream channel works for the Nam Theun II Hydropower Project.
Detailed design for the CW3 Civil Works Package included civil, structural, hydraulic modelling, mechanical and electrical design of:
Aurecon applied a programme of numerical modelling (1-dimensional, 2-dimensional and computation fluid dynamics), and physical model testing to facilitate the hydraulic design of the channel, rock protection, hydraulic structures and river confluences. The modelling was also used to investigate air entrainment and ensure that water quality criteria would be satisfied.
Aurecon's integrated team of hydraulic specialists, structural and civil designers, geotechnical engineers, and geologists worked with geomorphologists and international dam experts to deliver an innovative, effective design for the project.


#!/usr/bin/env python # coding: utf-8 # # Distributed training on AWS # In this tutorial we will learn: # 1. How to start a cluster on AWS for use with Classy Vision; # 2. How to start a new project on the cluster; # 3. How to launch training jobs on the cluster; # # ## 1. Setup # # Make sure you have Classy Vision installed, as described in our [Getting started](_URL_ tutorial. # # For this tutorial we will also need the Classy Vision sources, you can clone it with this command (on your terminal): # In[ ]: get_ipython().system(' git clone _URL_ # In this tutorial we'll use [Ray](_URL_ to manage the AWS resources. Install Ray and all its required dependencies with: # In[ ]: get_ipython().run_line_magic('cd', './ClassyVision/examples/ray') get_ipython().system(' pip install -r requirements.txt') # You should also set up your AWS CLI and credentials as described [here](_URL_ To make sure everything is working, run on your terminal: # In[ ]: get_ipython().system(' aws ec2 describe-instances') # That should print a JSON file with all your current AWS instances (or empty if you don't have any). # ## 2. Cluster setup # We have a sample cluster configuration file stored in the Classy Vision repository, under './examples/ray/cluster_config.yml'. Let's verify that Ray can start the cluster appropriately: # In[ ]: get_ipython().system(' ray up cluster_config.yml -y') # That will take about 10 minutes, and at the end you should see a message explaining how to connect to the cluster. Assuming everything worked successfully, now tear down the cluster: # In[ ]: get_ipython().system(' ray down cluster_config.yml -y') # We will now set up an EFS volume to store our code and datasets. Follow [this tutorial](_URL_ to setup the EFS volume in your AWS account. # # When you're done with that tutorial, go back to the EFS section in the AWS console, find your filesystem there and click 'Manage file system access'. Add the 'ray-autoscaler-default' security group to the list of security groups allowed to use your EFS volume. That security group should have been created by the 'ray up' command we ran earlier. # # You should now have an identifier for your EFS volume. Open 'cluster_config.yml' in your favorite text editor and replace '{{FileSystemId}}' with your own EFS id. We are now ready to launch our cluster again: # In[ ]: get_ipython().system(' ray up cluster_config.yml') # ## 3. Create a project # # When it's done, let's attach to the head node of the cluster: # In[ ]: get_ipython().system(' ray attach cluster_config.yml') # That will give you an SSH session into the head node, which coordinates all the worker nodes in Ray. In our example configuration file, the head node is a CPU-only machine, and the workers all have GPUs. # # Both the head node and the worker nodes will have the same EFS volume mounted, so we'll use that to send code from the head to the workers. The following commands are meant to run on the head node (e.g. in the terminal prompt you got from 'ray attach'). Let's start a project in the EFS folder: # In[ ]: $ cd efs $ classy-project my_project # ## 4. Start training # # Classy Vision comes with a launcher analogous to 'torch.distributed.launch', but that launches jobs on multiple machines using Ray. To use it, simply run: # In[ ]: $ python -m classy_vision.distributed.launch_ray --nnodes=2 --use_env ~/efs/my_project/classy_train.py --config ~/efs/my_project/configs/template_config.json --distributed_backend ddp # Your first time running this you might see logs like 'Not enough GPUs available'. That's normal, and it's because the worker nodes are still being set up. The 'ray up' command should have printed a command line you can use to follow their progress. But there's no need to do anything, the launcher will wait until the workers are available and execute the command automatically. # # That's it! When that command is done it should print the folder where the checkpoints are. # # > Note that we specified the full absolute path for the config in the argument list. That's because the 'classy_train.py' command is running on a remote machine and we are relying on the fact that the EFS folder is mounted at exactly the same location on the head and worker nodes. Keep that in mind if you modify this setup. # # > Remember to tear down the cluster with 'ray down cluster_config.yml' when you're done. You will be billed as long as the machines are up, even when not using them. # ## 5. Troubleshooting # # If you hit an error during this tutorial, here are a few things that might help to debug what is going on: # # ### Make sure all workers have initialized properly # # When the 'ray up' command finishes, it prints a command line to tail the logs. It should look like: # '''bash # ray exec cluster_config.yml 'tail -n 100 -f /tmp/ray/session_*/logs/monitor*' # ''' # # Run that command and look for any errors. When the workers are done initializing, you should see '-- StandardAutoscaler: 2/2 target nodes (0 pending)' printed repeatedly on the logs. # # ### Make sure EFS volumes are mounted on all machines # # Sometimes the EFS package fails to install on workers. To verify EFS is working, get the worker node IPs with 'ray get-worker-ips cluster_config.yml', then ssh on them with: # '''bash # ssh -i ~/.ssh/ray-autoscaler_us-west-2.pem ubuntu@ # ''' # # Once in a worker machine, run 'df -h' to list all the current mounts. Verify '/home/ubuntu/efs' is on that list. If it's not, look for the EFS setup commands on the 'cluster_config.yml' file and run them yourself. That should clarify what the issue is. If you didn't setup the EFS security groups correctly (as described in step 2), the 'mount' command will hang for a few minutes then fail. # # ## 6. Conclusion # # In this tutorial we covered how to start using Classy Vision on AWS using Ray. For more information about Ray, check out their [repository](_URL_ The next tutorials ([[1]](_URL_ [[2]](_URL_ [[3]](_URL_ will demonstrate how to customize the project created by the 'classy-project' utility for your own needs. To learn more about how to train models in Classy Vision and how to use Tensorboard to visualize training progress, check out our [Getting started](_URL_ tutorial.


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The Department of Veterinary Integrative Biosciences (VIBS) offers an MS in Epidemiology & Public Health and offers courses for the Ph.D. in Biomedical Sciences.
The Epidemiology & Public Health Graduate Program aims to prepare doctoral and master's students for research careers that integrate the basic principles of epidemiology with modern biotechnologies. In consultation with their graduate committee, the student will choose additional electives.
MS VPHE Required Coursework
Students must take one of the following courses as part of the program.
|VIBS||650||Education in a Veterinary Medicine and Biomedical Environment|
|VIBS||608||Epidemiology Methods I|
|VIBS||681||Seminar (Epidemiology Journal Club)|
|VIBS||684/685||Internship / directed studies (Non-thesis only)|
|VIBS||691||Research (thesis only)|
|STAT||651||Statistics in Research I|
MS VPHE Electives
The following courses are commonly used electives for the degree.
|ENTO||618||Medical and Veterinary Entomology|
|GEOG||651||GIS for Resource Managers|
|SOCI||623||Measurement of Sociological Parameters|
|STAT||653||Statistics in Research III|
|VIBS||626||Methods in Vector-borne Disease Ecology|
|VIBS||633||Animal Diseases in Comparative Medicine|


text:
About The Customer
EUR 250 billion turnover | 660 000 employees (VW Group)
With a quality critical item being manufactured, having very rigid safety and assembly requirements, the need was in having the ability to track and trace part assembly and movement through the assembly process, while ensuring quality
How We Did It
By implementing ODIN Workstation throughout the entire line.
- Total traceability of process, engine assembly and operators on one, easy-to-access system at one data access point
- Complete transparency of the entire process, accompanied with qualitative data metrics
- Dynamic and visual work instructions ensuring the correct assembly sequence, thereby reducing defects.
- Intuitive operator instructions improving both quality and productivity
- The controlled tracking reducing 30% of overall quality associated defects
- No-code line configuration interfaces allows for ease of improving and adjusting operations and assembly sequences to facilitate best continuous improvement practices
- No complicated PLC or database programming required to add new process steps or operations for the assembled parts


Creating a WMI Class
In WMI, a class is an object that describes some aspect of an enterprise, such as a special type of disk drive. After you have created a class definition, write your provider DLL to supply instances of the class, property data, and execute methods defined for the class. Scripts and applications can then obtain data or control the device. For more information, see Developing a WMI Provider.
Note
To ensure that all your WMI class definitions for managed objects are restored to the WMI repository if WMI has a failure and restarts, use the #pragma autorecover statement preprocessor instruction in your MOF file.

Base Class
A base class represents some general concept. For example, the CIM_CDROMDrive class represents all types of CD-ROM drives in WMI, and contains general properties that describe all kinds of CD-ROM drives. For more information, see Creating a Base Class.
A derived class inherits properties and methods from another class. A derived class usually represents a specific case of a base class. For example, the Win32_CDROMDrive class represents a CD-ROM drive on a Windows system. The Win32_CDROMDrive class is based on and inherits many of properties from CIM_CDROMDrive. However, Win32_CDROMDrive, like other derived classes, can have additional properties that make the derived class unique. For more information, see Creating a Derived Class.
Properties and Methods
Creating a class means defining the properties that describe that class. You can also define methods that manipulate the object represented by the class.
Generally, a property represents an aspect of the object, such as a serial number for a device or a size in bytes for a process, while a method represents an action that changes the state or behavior of the device or logical entity.
Each class must have at least one key property. While a class may have multiple keys, you cannot create an instance of a class with more than 256 keys.
Designing Managed Object Format (MOF) Classes


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In this section, you will learn to hide the root node of a JTree.
Description of the Program:
The following program helps to hide the root node of the Jtree component. This program creates a tree that contains multiple nodes where the root node is kept hidden. The getProperty() method determines the current system properties. This method returns the multiple data of system that will be displayed in a node. For hiding root node we set the setRootVisible is 'false'.
Here is the code of this program:
Output this program:
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Windows Programming
.NET 1.1+
Mouse Clipping
Specialised applications can require that the mouse pointer is limited to a fixed portion of the screen, known as a clipping rectangle. This region can be determined and controlled by reading and setting a property of a standard.NET class.
Clipping Rectangles
Under normal circumstance the mouse pointer can be moved freely within the rectangle defined by the screen. This area is the clipping rectangle. You can change the boundaries of the rectangle to restrict the pointer movement. This is useful for specialised applications where the user should not click items outside of the rectangle.
Changing the mouse clipping rectangle should be done with care. Although the clipping is removed by switching between applications or by showing the Windows Start menu, adding clipping can be frustrating for novice users. Those who are unaware of keyboard controls may decide to power down their system unnecessarily to remove the clipping.
Getting the Clipping Rectangle
You can retrieve the current clipping rectangle boundaries using the Clip property of the Cursor class. This static property returns a Rectangle structure containing the position and size of the clipping region. The Cursor class is found in the System.Windows.Forms namespace and Rectangle is in System.Drawing, so add the following using directives:
using System.Drawing;
using System.Windows.Forms;
The code below shows the current clipping rectangle in a message box:
Setting the Clipping Rectangle
The Clip property may be used to constrain the mouse pointer within a specified rectangle. If the mouse pointer is not within the rectangle and the application changing the Clip property is active, the pointer will be moved to a valid position. The following sample code restricts the pointer to a 101 pixel square at the top left corner of the screen:
Cursor.Clip = new Rectangle(0, 0, 100, 100);
A common way to limit the pointer is to use the boundaries of a Windows control. First you convert the client rectangle of the control to screen co-ordinates and then apply them to the Clip property. The code below limits the mouse pointer to the boundaries of a panel control named, "MyPanel".
Cursor.Clip = MyPanel.RectangleToScreen(MyPanel.ClientRectangle);
Clearing the Clipping Rectangle
When you no longer require the clipping you should remove it. To do so, set the Clip property value to Rectangle.Empty, as follows:
Cursor.Clip = Rectangle.Empty;
20 December 2010


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Featured birds for July: Eastern United States
The birds below can be found in July on the East Coast in states such as Ohio. Click on each bird to learn more about them.
Indigo Buntings are featured in Lessons from a Birdbrain: Summer, Ohio and can also be found in Belize. They make wonderful photography subjects with their stunning color and often announce themselves throughout the summer calling from the tops of trees. I suggest you learn their call so you can look up when one is around and spot it.
These little cuties are also migrants in the Northern and Eastern United States and as the name suggests, they spend a lot of their time darting around catching flying insects. They are not nearly as helpful as photography subjects as Great Egrets or Indigo Buntings though and tend to dart away just as the camera clicks. If you're looking for a challenge though, they are relatively numerous on bike trails in the summer when gnats are plentiful.


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Last week we learned how to find and use the Shape Unite tool. This week we're going to shift focus to its partner command, the Shape Subtract tool.
- If you have not already, follow the instructions from last week's article to add the Shape Subtract tool to your PowerPoint ribbon.
- Find the shape from which you would like to subtract another shape. I am going to use the flower from last week.
- Insert the new shape onto your slide (Insert > Illustrations > Shapes).
- Select the shape from which you would like to subtract another shape (in this case, the flower) and THEN press [Ctrl] as you select the other shape (the circle). Release [Ctrl].
- Locate on your ribbon where you have added the Shape Subtract tool and click it.
The second shape has instantly been removed from the first.
Note: If you will be using the shape you are subtracting (in this case, the circle) elsewhere in your presentation, be sure to copy and paste it before using the Shape Subtract tool. Using the Shape Subtract tool will cause the subtracted shape to disappear.
Fast and easy! Check back next week for an easy way to apply these tools toward constructing an eLearning module.
About the author: AJ George is IconLogic's lead Technical Writer and author of both "PowerPoint 2007: The Essentials" and "PowerPoint 2008 for the Macintosh: The Essentials."


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How to Dry a Tremella Fruit
Tremella, also known as white fungus, snow fungus, white fungus, and other names, is a fungus that belongs to the Tremella family. Tremella fruit bodies are pure white to milky white in color, with a diameter of 5-10 cm, are soft and white, translucent, and elastic. Tremella is non-toxic, sweet, light, and neutral in nature. It not only nourishes the spleen and tastes good, but it also benefits the qi and intestines, as well as nourishing the yin and moistening the lungs. It can improve not just human immunity, but also tumor patients' tolerance to radiotherapy and chemotherapy. Tremella is high in natural plant colloid and has a yin-nourishing effect, making it a wonderful moisturizing food to consume over time.
Tremella's traditional drying processes include sun drying and drying in a coal-fired boiler. Sun-drying is cost-effective, however it is only ideal for small batches and is not long-lasting. The boiler drying chamber may be used on both sunny and rainy days, but it has a high energy consumption, produces medium-quality dried white fungus, and has a low drying efficiency. Batch drying, energy savings, environmental protection, economic savings, and good output quality are all advantages of using a heat pump to dry tremella. We can learn about the drying process by following a customer from Airtek heat pump dryer to dry Tremella. Call us now and well help you operate your machine.
Tremella drying process
1) Preheat the drying room to 40-45℃, and send the refurbished and cleaned Tremella into the drying room.
2) The initial temperature is 40°C. After the water content of the ear pieces drops to about 30%, the temperature is gradually increased to 50-60° C. After baking for 6-10 hours, when the ear pieces are nearly dry (the ear base is not completely dry), Then reduce the temperature to 30-40 ℃ until drying (water content is 10%-13%).
3) If the harvest is sunny, it can be dried to half dry before baking. The white fungus dried by drying and drying has good color and strong fragrance. Immediately after processing, it is graded and sealed, and stored in a low temperature, dry and ventilated place. Pay attention to inspection at any time to prevent moisture regain, mildew or moth-eaten.
Airtek Topline Food Drying Machines
Here is some Airtek of the heat pump Food Drying Machine. Highly efficient and automated drying system that can expedite your work and drying time.


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Pyrolysis Plant planned in Carmarthenshire – REFUSED!
* UPDATE – Great news! In February 2016 the planning application was refused and the permit application was withdrawn! *
(This article will remain for information purposes)
A pyrolysis plant is proposed and undergoing the planning application process for the lovely village of Cwmgwili just off the A48 in between Pont Abraham services and Cross Hands. This will have an adverse effect on the plentiful wildlife, nearby farms and woodlands (some classed as ancient) in the area and residents are very concerned over the potential pollution including noise and health implications of having this plant in their neighbourhood.
It will also have a massive impact on the road infrastructure, as it is claimed that over 150,000 tonnes of waste will need to be imported into the area each year to effectively run the plant. As anyone who travels to the west of our beautiful country knows, these roads are already heavily burdened by travellers and holidaymakers.
Pyrolysis plants process waste by incinerating and converting the energy created into gas. The industry claim they are safe and the incinerator is a sealed unit so there is little pollution. However residents who live near pants in other countries have reported much environmental impact including noise and smells, and more worryingly a marked increase in health problems including cancer. Environmental groups have claimed harmful dioxins are released into the environment during the pyrolysis process and the environmental impacts, including the increase of heavy traffic to and from the plant, will negate any positive environmental gain from energy created. There are many questions and concerns raised to the safety and efficacy of these plants and our country is effectively being used as a guinea pig.
Please look at the following link for more information. If you, too, are concerned please show your support by adding your objection to the planning application, signing the e-petition and maybe even become involved with the campaign which has support from many political figures. Also please spread the word! Thank you for your time in reading this.
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