topleft > Services > Governance Technology >
Lucia Mar USD | AR 6178 Instruction
Career Technical Education
arrow Previous bar Next arrow
Perkins Basic Grants for Career Technical Education
For any district program of career technical education (CTE) funded through a basic grant of the federal Carl D. Perkins Career and Technical Education Act, the district shall submit to the California Department of Education a districtwide plan addressing the components specified in 20 USC 2354 and any additional requirements specified in the state plan developed pursuant to 20 USC 2342. The multi-year district plan shall cover the same time period covered by the state plan. (20 USC 2354)
The district shall offer at least one CTE program of study which shall: (20 USC 2342, 2354, 2355)
1. Improve the academic and career technical skills of participating students by integrating coherent and rigorous academic content and relevant CTE programs
(cf. 6011 - Academic Standards)
(cf. 6143 - Courses of Study)
2. Link CTE at the secondary and postsecondary levels through at least one of the strategies specified in 20 USC 2342
(cf. 6172.1 - Concurrent Enrollment in College Classes)
3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences
(cf. 5113.2 - Work Permits)
(cf. 6178.1 - Work-Based Learning)
4. Develop, improve, or expand the use of technology in CTE
(cf. 0440 - District Technology Plan)
5. Provide professional development to teachers, administrators, and career guidance and academic counselors who are involved with integrated CTE programs
(cf. 4131 - Staff Development)
(cf. 4331 - Staff Development)
(cf. 6164.2 - Guidance/Counseling Services)
6. Develop and implement program evaluations, including an assessment of how the needs of special populations, as defined in 20 USC 2302 and Board policy, are being met
(cf. 0500 - Accountability)
(cf. 6190 - Evaluation of the Instructional Program)
7. Initiate, improve, expand, and modernize quality CTE programs, including relevant technology
8. Provide services and activities that are of sufficient size, scope, and quality to be effective
9. Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency
Tech Prep Programs
The district may, under an articulation agreement with an institution of postsecondary education and other consortium partners as appropriate, offer a technical preparation (tech prep) program in accordance with 20 USC 2371-2376. The program shall: (20 USC 2373)
1. Consist of a program of study that:
a. Combines at least two years of tech prep at the secondary level which is linked to at least two years of either postsecondary education in a sequential, nonduplicative course of study or an apprenticeship program
b. Integrates academic and career technical instruction and utilizes work-based and work site learning experiences as appropriate and available
c. Provides technical preparation in a career field, including high-skill, high-wage, or high-demand occupations
d. Builds student competence in technical skills and in core academic subjects, as appropriate, through applied, contextual, and integrated instruction in a coherent sequence of courses
e. Leads to technical skill proficiency, an industry-recognized credential, a certificate, or a degree in a specific career field
f. Leads to placement in high-skill or high-wage employment or to further education
g. Utilizes CTE programs of study, to the extent practicable
h. Meets state academic standards
i. Investigates opportunities for tech prep students to enroll concurrently in secondary education and postsecondary education courses
2. Uses educational technology and distance learning, as appropriate, to involve consortium partners more fully in the development and operation of programs
3. Includes inservice professional development for teachers, administrators, and counselors that addresses the goals identified in 20 USC 2373
4. Provides equal access to the full range of tech prep programs to individuals who are members of special populations, as defined in 20 USC 2302 and Board policy, including the development of tech prep program services appropriate to the needs of special populations
5. Provides for preparatory services that assist participating students
6. Coordinates with activities conducted under Title I of the No Child Left Behind Act
(cf. 6171 - Title I Programs)
Partnership Academies
The district shall operate one or more partnership academies as a school-within-a-school focused on a broad career theme. The program shall be available to students in grades 10-12, at least half of whom shall be students who are at risk of dropping out of school as indicated by three or more of the following criteria: (Education Code 54690-54692)
1. Past record of irregular attendance, with absence from school 20 percent or more of the school year
(cf. 5113.1 - Chronic Absence and Truancy)
2. Past record of underachievement in which the student is at least one-third of a year behind the coursework for the respective grade level, or as demonstrated by credits achieved
3. Past record of low motivation or disinterest in the regular school program
4. Economic disadvantage
5. Scores below basic or far below basic on the mathematics or English language arts test of the Standardized Testing and Reporting program
6. A grade point average of 2.2 or below or the equivalent of a C minus
The district's program shall provide: (Education Code 54692)
1. During each regular school term, instruction in at least three academic subjects that:
a. Prepares students for a regular high school diploma
b. Where possible and appropriate, prepares students to meet subject requirements for admission to the California State University and University of California
c. Contributes to an understanding of the occupational field of the academy
2. CTE courses offered at each grade level at the academy that are part of an occupational course sequence that targets comprehensive skills and meets the criteria specified in Education Code 54692
3. Classes that are block scheduled in a cluster whenever possible to provide flexibility to academy teachers and which may vary in number during grade 12
4. A mentor from the business community for students during grade 11
5. An employer-based internship or work experience that occurs during the summer following grade 11 or during grade 12
6. Additional motivational activities with private sector involvement to encourage academic and occupational preparation
Attendance in academy classes shall be limited to students enrolled in the academy. (Education Code 54692)
The Superintendent or designee shall establish an advisory committee consisting of individuals involved in academy operations, including district and school administrators, lead teachers, and representatives of the private sector. (Education Code 54692)
Apprenticeship Programs
The district shall offer high school and/or adult education students a program of orientation to apprenticeships that acquaints students with a broad range of career options, provides information regarding available apprenticeship programs, and provides classroom instructional job training which guides students to a registered apprenticeable occupation.
(cf. 6200 - Adult Education)
The district's program shall:
1. Introduce students to what they need to know in order to apply, test, and interview for acceptance into an apprenticeship program
2. Demonstrate the need for proficiency in reading and comprehension, mathematics, science, and technology
3. Emphasize the necessity to have the ability to communicate in reading, writing, speaking, listening, and numeration skills
4. Identify the knowledge, skills, and attitudes needed to enter and successfully complete an apprenticeship program
5. Provide an orientation to a specific craft or trade or to an industry
The district may enter into an agreement with a local business, labor or management apprenticeship committee, and/or joint labor-management apprenticeship committee that has been approved by the Department of Industrial Relations' Division of Apprenticeship Standards to sponsor an apprenticeship program in order to develop and deliver related and supplemental instruction to students participating in a registered apprenticeship program. (Education Code 8150-8155 ; Labor Code 3074, 3075, 3078)
Student Organizations
The district may provide support, including supplies, materials, activities, and advisor expenses, to student organizations which engage in activities that are integral to the CTE program and provide for the development of student leadership skills. However, no state or federal funds shall be used to pay students' membership dues, food or lodging expenses, out-of-state travel, or the cost of a social activity or assemblage.
(cf. 6145 - Extracurricular and Cocurricular Activities)
(cf. 6145.5 - Student Organizations and Equal Access)
approved: June 20, 2017 Arroyo Grande, California


Why are three symbols censored by Microsoft Windows and Office?
There are three symbols that Microsoft won't put in their fonts for Windows and Office. They are obscure and you're unlikely to need them. It's an interesting bit of trivia and example of the differing corporate cultures and judgements.
(This article includes an image that might offend some people. NSFW, as they say).
There's a font in Windows that has Egyptian hieroglyphs, no kidding. It's called Segoe UI Historic and has many other scripts including Coptic, Glagolitic, Gothic, Meroitic Cursive, Ogham, Old Italic, and Runic.
Starting at Unicode position 13000 are Egyptian hieroglyphs, which are just part of the enormous Unicode character set.
Typing a hieroglyph is simple once you know the Unicode hex value. In Word type 13080 then press Alt + X, in modern Word you'll get the famous Eye of Horus. Word will switch to Segoe UI Historic because it's a font which has that character.
See Word's symbol substitution, the good and the bad and Try the old Alt + X trick for Word and Outlook
But try that with Unicode 130B8, 130B9 or 130BA you'll get a black rectangle. Exactly the sort of symbol that we used to see in Word too often but has largely been eliminated.
What's going on?
It seems Microsoft is a little squeamish, puritanical, or at least, wary of controversy. They removed three phallic hieroglyphs that are part of the Unicode standard.
Apple is OK with it
Apple macOS doesn't have the same limitation. In the Character Viewer (Ctrl + Command + Space) and search for 'Egypt' shows all the available hieroglyphs including the "phallic three".
Word's symbol substitution, the good and the bad
Try the old Alt + X trick for Word and Outlook
Laundry care symbols typed in Word, Excel and PowerPoint
Om or Devanagari Om ॐ symbols in Word and Office
Don't miss out!
Join Office for Mere Mortals
Office for Mere Mortals is where thousands pick up useful tips and tricks for Word, Excel, PowerPoint and Outlook.
Invalid email address
Give it a try. You can unsubscribe at any time. We've never spammed or sold addresses since we started over twenty years ago.


text:
Green Supply Chain Design: A Lagrangian Approach
Merrick, Ryan J.
MetadataShow full item record
The expansion of supply chains into global networks has drastically increased the distance travelled along shipping lanes in a logistics system. Inherently, the increase in travel distances produces increased carbon emissions from transport vehicles. When increased emissions are combined with a carbon tax or emissions trading system, the result is a supply chain with increased costs attributable to the emission generated on the transportation routes. Most traditional supply chain design models do not take emissions and carbon costs into account. Hence, there is a need to incorporate emission costs into a supply chain optimization model to see how the optimal supply chain configuration may be affected by the additional expenses. This thesis presents a mathematical programming model for the design of green supply chains. The costs of carbon dioxide (CO2) emissions were incorporated in the objective function, along with the fixed and transportation costs that are typically modeled in traditional facility location models. The model also determined the unit flows between the various nodes of the supply chain, with the objective of minimizing the total cost of the system by strategically locating warehouses throughout the network. The literature shows that CO2 emissions produced by a truck are dependent on the weight of the vehicle and can be modeled using a concave function. Hence, the carbon emissions produced along a shipping lane are dependent upon the number of units and the weight of each unit travelling between the two nodes. Due to the concave nature of the emissions, the addition of the emission costs to the problem formulation created a nonlinear mixed integer programming (MIP) model. A solution algorithm was developed to evaluate the new problem formulation. Lagrangian relaxation was used to decompose the problem by echelon and by potential warehouse site, resulting in a problem that required less computational effort to solve and allowed for much larger problems to be evaluated. A method was then suggested to exploit a property of the relaxed formulation and transform the problem into a linear MIP problem. The solution method computed the minimum cost for a complete network that would satisfy all the needs of the customers. A primal heuristic was introduced into the Lagrangian algorithm to generate feasible solutions. The heuristic utilized data from the Lagrangian subproblems to produce good feasible solutions. Due to the many characteristics of the original problem that were carried through to the subproblems, the heuristic produced very good feasible solutions that were typically within 1% of the Lagrangian bound. The proposed algorithm was evaluated through a number of tests. The rigidity of the problem and cost breakdown were varied to assess the performance of the solution method in many situations. The test results indicated that the addition of emission costs to a network can change the optimal configuration of the supply chain. As such, this study concluded that emission costs should be considered when designing supply chains in jurisdictions with carbon costs. Furthermore, the tests revealed that in regions without carbon costs it may be possible to significantly reduce the emissions produced by the supply chain with only a small increase in the cost to operate the system.

source: openbmb/Ultra-FineWeb


e (a path to the shortcut icon) gpo: shortcut settings
 5. If you have selected to place the shortcut on the Desktop of the current user (Location = Desktop), check the Run in logged-on user's security context (user policy option) on the Common tab;Run in logged-on user's security context (user policy option)
 6. If you want to create a shortcut for specific users only, add their accounts to a separate AD domain group. Then you can use Group Policy Targeting to deploy a shortcut to members of that security group. Enable the Item-level targeting and click the Targeting button. Select New Item -> Security Group and choose the domain group. As a result, the application shortcut will appear only for users added to the specified Active Directory security group;
 7. If you want to create an app shortcut in the Public profile (for all computer users), select Location = All User Desktop (disable the "Run in logged-on user's security context" option since non-admin users do not have the permissions to modify the Public profile);
 8. Save the changes. Note that Desktop (%DesktopDir%) and All User Desktop (%CommonDesktopDir%) environment variables are displayed in the GPO console;create several shortcuts with environment variables using gpo
 9. Update the policies on your clients (gpupdate /force or by logoff/logon). If you have linked a GPO to an Organizational Unit containing computer objects (instead of users), you must also enable the GPO loopback option. Set Configure user Group Policy loopback processing mode = Merge in Computer Configuration -> Policies -> Administrative Templates -> System -> Group Policy. enable Group Policy loopback processing mode
 10. After the policies have been updated, a user will see a new shortcut on the desktop;
 new shortcut appeared on the user's desctop
You can add multiple rules to creating app shortcuts for different groups of users, computers or OUs in a single GPO (you can set different criteria of applying a shortcut policy using GPP Item Level Targeting).
Let's add the Logoff shortcut (with the shutdown.exe command) to the desktops of all users to let them quickly end their session.
Create a new policy item with the following settings:
 1. Name = "Log Off
 2. Location = "All Users Desktop
 3. Target Path = C:\Windows\System32\logoff.exe or C:\Windows\System32\shutdown.exe /l
 4. Icon File Path = %SystemRoot%\System32\SHELL32.dll
 (Use the standard library with the commonly used Windows icons. Select the icon you want in the DLL file. Its index will appear in the Icon Index field.) assign shortcut icon file
Using Group Policies, you can also configure the same Start Menu and Taskbar layout for all users in the way you want.
]]>
_URL_ 0
How to Downgrade Windows Server Datacenter to Standard Edition _URL_ _URL_ Thu, 21 Jan 2021 03:00:00 +0000 _URL_ When analyzing the server licenses used in our corporate network (with a KMS server deployed) we found that a more expensive Windows Server Datacenter edition is installed on one of the host. At the same time the server does not use Datacenter features such as virtualization, S2D, Azure Stack, Storage Replica, etc. We had to change (downgrade) the installed Windows Server 2016 Datacenter to Standard edition to save money. We did not consider clean Windows Server reinstallation, because some roles are already configured, and additional software with hardware-related licenses had been installed on the server.
Windows Server 2016 Datacenter downgrade
Although Microsoft supports only Windows Server edition upgrade using DISM (see the post on how to convert Windows Server Evaluation to licensed version), you can also perform a reverse procedure and downgrade the Datacenter edition to Standard one keeping all current settings, installed roles and apps.
Important! Officially Microsoft does not support the downgrade of a higher Windows Server edition to a lower one. The officially recommended method is a clean OS installation. So you may follow the steps described below at your own risk.
We strongly recommend to backup your operating system image before performing a downgrade (at least through Windows Server Backup).
Also be very careful when downgrading a Windows Server with the ADDS domain controller role installed. It is better to transfer the FSMO roles and demote it from a DC to domain-member server (before you do it, backup your domain controller and you can restore the DC from a backup in case of any issues).
 1. On a running Windows Server 2016 Datacenter, open the Registry Editor and go to reg key HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows NT\CurrentVersion;
 2. Check the values of the following REG_SZ parameters: EditionID = ServerDatacenter, ProductName = Windows Server 2016 Datacenter;
 3. Change the values as follows: EditionID to ServerStandardProductName to Windows Server 2016 Standardcheck the EditionID and ProductName on windows server datacenter
 4. Close the rgedit.exe;
 5. Mount the installation Windows Server 2016 ISO image and run the setup wizard (setup.exe)run windows server 2016 setup wizard
 6. When selecting the install options in the Windows Server Setup window, select Upgrade and Windows Server 2016 Standard (Desktop Experience) edition; select windows server standard edition downgrade to
 7. Check the option Keep personal files and appsupdate windows server edition - option Keep personal files and apps
 8. Click on the Confirm button for items found. In my case, the first item said that a Windows Server upgrade is not recommended, and it was better to clean install the OS, and the second one said that PnP and RemoteFX USB device redirection were disabled in this Windows version by default; windows server upgrade is not recommended
 9. Start the Windows Server update. Wait till it is over and after several restarts make sure that Windows 2016 Standard edition is now running on the host. Downgrade windows server 2016 from datacenter to standard
This downgrade method should work for all supported Windows Server versions (2012R2/2016/2019). Also you can use it to downgrade and update the version, for example from Windows Server 2012 R2 Datacenter to Windows Server 2019 Standard (although it is not recommended either).
]]>
_URL_ 1
How to Restore Active Directory from a Backup _URL_ _URL_ Tue, 19 Jan 2021 03:00:00 +0000 _URL_ In this post we'll show how you to restore a Active Directory domain controller from a System State backup created earlier (see the post Active Directory backup) and discuss the types and principles of AD DC recovery.
Suppose, your AD domain controller has failed, and you want to restore it from a backup copy. Before you start to restore your DC, you must understand which scenario to use. It depends on whether you have other domain controllers in your network and the health of the Active Directory database on them.
How to Restore a Domain Controller Using Replication?
DC recovery through standard AD replication is not quite a restoration of a DC from a backup. You can use this scenario if you have multiple domain controllers in your enterprise network, and all of them are operable. This scenario involves new server installation with its further promotion to a new ADDS domain controller on the same site. The old DC is simply removed from AD.
It is the easiest way that is not related to any irreversible AD changes. In this scenario, the ntds.dit database, GPO files and the contents of the SYSVOL folder will be automatically replicated to the new domain controller from the DCs that have stayed online.
If the ADDS database is small and another DC is available over a high-speed network link, the method described above is faster than to restore a DC from a backup copy.
Active Directory Restore Types: Authoritative & Non-Authoritative
There are two types of Active Directory DC restore from a backup that you must clearly understand prior you try to do it:
 - Authoritative Restore — after you have restored your AD objects, the replication is performed from the restored DC to all other domain controllers. This restore type is used in the scenarios when a single DC or all DCs have failed at the same time (for example, after a ransomware or virus attack) or a damaged NTDS.DIT database was replicated across a domain. In this mode the USN (Update Sequence Number) value of all restored AD objects is increased by 100,000. Thus, DCs will see all restored objects as newer ones and they will be replicated in the domain. Use the Authoritative Restore very carefully! As the Authoritative Restore you will lose most AD changes made after you have created your backup (AD group membership, Exchange attributes, etc.).
 - Non-authoritative Restore — after you have restored your AD database, the controller informs other DCs that it has been restored from a backup and needs the latest AD changes (a new DSA Invocation ID is created for the DC). You can use this recovery method on remote sites when it is hard to quickly replicate a large AD database through a slow WAN channel or if you had some important data or apps on your server.
Restore Active Directory Domain Controller from a System State Backup
Suppose, you have only one DC in your domain.


text: Purpose : To determine incidence, risk factors for, and outcomes of dropped nucleus (DN) during cataract surgery. Methods : This is a matched case-control study at the Aravind Eye Hospital in Madurai, India. Out of 184 consecutive DN cases, 171 were included. The case immediately preceding the DN case by the same surgeon served as matched concurrent control. The proportion of cataract surgeries with DN was calculated with a 95% confidence interval (CI). Conditional logistic regression was used to generate odds ratios for potential risk factors. Results : Among 415,487 consecutive cataract surgeries, incidence risk of DN was 0.044% [95% CI 0.038%, 0.051%], or 0.44 per 1,000 surgeries in 52 months. Significant preoperative risk factors were posterior polar cataract (adjusted odds ratio [aOR] 21.73, p =.003); suspected loose zonules (aOR 8.85, p <.001); older age (aOR 1.57, p =.001); and presence of diabetes mellitus (aOR 1.79, p =.03). Associated intraoperative complications included zonular dialysis (OR 34.49, p <.001), vitreous disturbance (OR 193.36, p <.001), and posterior capsule rent (OR 384.39, p <.001). Phacoemulsification and manual small incision cataract surgery did not significantly differ in DN incidence. DN most commonly occurred during nucleus removal (35.1%) or during/immediately following hydrodissection (24.0%). Visual outcomes of DN were worse than controls on average, but 51.9% achieved visual acuity 20/40 or better at 1 month. Conclusions : DN occurred rarely, with low absolute risk even when a strong risk factor was present. Nearly all cases followed posterior capsular rent or zonular dialysis, usually with observed vitreous loss. In spite of increased risk of postoperative complications in the DN group, the majority achieved favorable results.


text:
Special Discounts for Pupils, Newly Called & Students
Browse Secondhand Online
At its heart this collection of essays concerns the current state of Indonesian environmental law, departing from the question of whether there is now a coherent and accessible framework for environmental management. The authors provide the reader with an overview of Indonesian environmental policymaking and the political context in which it has emerged. The essays analyse the general features and principles of the Environmental Management Act of 1997, the frameworks for enforcement and dispute resolution, and the relation with the vital areas of forestry law and spatial planning. Two more theoretical discussions that are highly topical in the Indonesian legal environmental discourse contextualise the subject: first, the use and role of the vital concepts of integration, harmonisation and co-ordination of environmental law and policy; and second, the relation between enforcement and voluntary compliance mechanisms. The authors also explore potential paths towards better environmental law in Indonesia.


text:
Distance from Burkina Faso to Poland
Distance from Burkina Faso to Poland is 4,779 kilometers. This air travel distance is equal to 2,970 miles.
The air travel (bird fly) shortest distance between Burkina Faso and Poland is 4,779 km= 2,970 miles.
If you travel with an airplane (which has average speed of 560 miles) from Burkina Faso to Poland, It takes 5.3 hours to arrive.
|GPS Coordinates (DMS)||12° 14' 17.9880'' N |
1° 33' 41.7240'' W
Map of Burkina Faso
Burkina Faso Distances to Countries
|Distance from Burkina Faso to Togo||480 km|
|Distance from Burkina Faso to Northern Mariana Islands||15,298 km|
|Distance from Burkina Faso to Falkland Islands||9,022 km|
|GPS Coordinates||51° 55' 9.9840'' N |
19° 8' 42.5040'' E
Map of Poland
Poland Distances to Countries
|Distance from Gabon to Poland||5,905 km|
|Distance from Northern Mariana Islands to Poland||10,963 km|
|Distance from Belarus to Poland||624 km|

source: m-a-p/FineFineWeb


text:
Temperatures in the Pyrenees mountain range have been climbing particularly rapidly in recent decades — with maximum temperatures there rising by more than half a degree Celsius by decade from 1970 to 2013 — according to a new study from the Rovira i Virgili University's Centre for Climate Change.
Overall, temperatures there rose by around an average of 0.11° Celsius per decade over the last century (1920—2013). As something of a comparison here, the temperature rise in Spain over the last 30 or so years has been 2.5° Celsius, and the average temperature rise in Europe as a whole over the same time period has been 0.95° Celsius.
The lead author of the new study, Núria Pérez-Zanón, commented on the temperature rise in the Pyrenees: "However this change is particularly marked in the most recent period (1970 to 2013), when maximum temperature rose by over half a degree per decade (0.57 °C per decade)."
A press release provides more: "In order to analyse this climate change in the Pyrenees, a team from Rovira i Virgili University's Centre for Climate Change collected hundreds of climate series from meteorological observatories on the southern side of the Central Pyrenees and analysed the most complete and representative series from the area for the period 1910–2013.
"According to the paper, climate change had a greater impact during the latest period, particularly in the spring and summer months. Between 1950 and 2013, the percentage of hot years doubled, while the percentage of cold years decreased by half. There has been an upward trend in this parameter, with 18 of the last 20 years being hot years."
Notably, the rise in minimum temperature in the Pyrenees was less extreme than the rise in maximum temperature — at around 0.23° Celsius per decade over the 1970–2013 time period. As far as seasonal variation goes, spring has been the season that has warmed the most — with regard to both maximum and minimum temperatures. Accompanying this, there has been a drop in annual precipitation, though it is as of yet considered to be "not significant."
"Individual series were subject to strict daily and monthly quality control to detect anomalous values, as well as homogeneity adjustments to minimise bias introduced by non-climate-related changes, such as location, modifications to the surroundings, or the equipment itself," continued Pérez-Zanón.
As a reminder here, the Iberian peninsula as a whole is facing a harsh future as regards climate change — with rising temperatures and increasing aridity expected to put an extreme damper on regional agricultural productivity within just the near future.
The new findings are detailed in a paper published in the International Journal of Climatology.
Have a tip for CleanTechnica? Want to advertise? Want to suggest a guest for our CleanTech Talk podcast? Contact us here.
CleanTechnica Holiday Wish Book
Our Latest EVObsession Video
CleanTechnica uses affiliate links. See our policy here.


text:
Suppose we must design a weighted voting scheme to be used by n voters to choose between two candidates. We want the i-th voter to have a certain prescribed amount of "influence" over the final outcome of the vote -- for example, the voters may correspond to states with different populations, or shareholders who hold different numbers of shares in a company. How can we design a weighted voting scheme that gives each voter the prescribed amount of influence?
Of course, in order to even hope to answer such a question we need a well-defined notion of the influence of a voter in a weighted voting scheme. Many such measures of influence have been studied in the voting theory literature; such measures are sometimes called "power indices". In this talk we'll consider two of the most popular power indices: the "Banzhaf indices" (corresponding to the standard notion of influence in analysis of Boolean functions) and the "Shapley-Shubik indices". These are two quite different natural ways of of quantifying how much power each voter has over the outcome in a given weighted voting scheme.
As our main results, we'll describe algorithms that solve the inverse problem of designing a weighted voting scheme for each of these power indices. Specifically,
(1) Given a vector of desired Banzhaf indices for the n voters, our first algorithm efficiently constructs a weighted voting scheme which has Banzhaf indices very close to the target indices (if any such weighted voting scheme exists). Our result gives an almost doubly exponential (in terms of the closeness parameter) running time improvement over the only previous provably correct solution.
(2) Given a vector of desired Shapley-Shubik indices, our second algorithm efficiently constructs a weighted voting scheme which has Shapley-Shubik indices very close to the target indices (if any such weighted voting scheme exists). This is the first algorithm for this problem with a poly(n) as opposed to exp(n) runtime.
A common algorithmic ingredient underlies these two results, but the structural results used to prove correctness are very different for the two indices. Our results for Banzhaf indices are based on structural properties of linear threshold functions and geometric and linear-algebraic arguments about how hyperplanes interact with the Boolean hypercube. Our results for Shapley-Shubik indices are based on anticoncentration bounds for sums of non-independent random variables.
No background in voting theory is required for the talk.
Based on joint works with Anindya De, Ilias Diakonikolas and Vitaly Feldman.


What is the average cost of landscaping?
Quick Answer
As of 2015, the average cost of landscaping is roughly $2,900. The lowest amount is $1,100 and the highest amount is $9,000. Overall costs are often influenced by geographic location and the scope of the landscaping project. Costs are also influenced by whether the homeowner wants to include extra ornamentation.
Continue Reading
Full Answer
The average cost of landscaping is also influenced by whether the homeowner decides to handle a majority of the project on his own or instead consult with a landscape architect, designer or another landscape professional. The homeowner might also decide to hire a landscape surveyor to determine where his property ends and where his neighbor's begins.
Homeowners should also consider the long-term effects of their landscaping plans. For example, homeowners should think about whether the new landscaping features allow for proper draining, otherwise they may experience mold, mildew and water damage. Homeowners can also decide between synthetic grass and xeriscaping. Either option is a good way to save money in the future on labor and water usage.
Homeowners who include extra landscaping features such as ponds, misting systems and gazebos should include the cost of supplies and ongoing care with such additions. Extra costs can stem from continuing maintenance, de-icing in the winter and the initial cost of installation.
Learn more about Landscaping
Related Questions


text:
UNCOVERING SCHOOL CULTURE: A STUDY OF JOINT EXPLORATION THROUGH ITERATIVE INTERVIEWING
The concept of organizational culture has been receiving a growing amount of attention in education as well as in business. In this emphasis devising a means for uncovering culture becomes a special concern. Edgar H. Schein developed a definition of culture and then designed a method for uncovering it. Schein defined culture as a pattern of basic assumptions which focuses on external adaptation and internal integration issues. An example of an external adaptation issue deals with determining the organization's main purpose. An example of an internal integration issue is how power and status are obtained. The assumptions about the external adaptation and internal integration issues become taken-for-granted and are used to orient new members to their work and to the organization. By uncovering organizational culture, some important information can be learned and understood, for example, the purpose of the organization, the ways the purpose is achieved, and personal relations within the organization. If the personnel of an organization learn its culture, they then can plan improvements. The major question addressed in this research study was the following: Is Schein's method of uncovering organizational culture suitable for uncovering a portion of the culture of a Lutheran elementary school? Schein's 10-step method of uncovering culture--joint exploration through iterative interviewing--utilizes repetitive personal interviews as its main means of obtaining cultural information. In addition, on-site observation is used to gather data. Schein used his method successfully as he uncovered the culture of several business organizations. The question than arose whether school culture could be uncovered by replicating Schein's 10-step method. The purpose, then, of this research study was to test the suitability of Schein's method for uncovering culture in three Lutheran elementary schools. Schein's 10-step method was replicated in three school settings. By using Schein's method, a portion of the culture of those three schools was uncovered. The study demonstrated that Schein's method was suitable for uncovering culture in three Lutheran elementary schools.
LEDELL DARWIN PLATH,
"UNCOVERING SCHOOL CULTURE: A STUDY OF JOINT EXPLORATION THROUGH ITERATIVE INTERVIEWING"
(January 1, 1987).
Dissertations (1962 - 2010) Access via Proquest Digital Dissertations.

source: HuggingFaceFW/fineweb-edu


text:
How to be bright and sunny keep a journal, and try to think of three good things that happened that day, no matter how small. Describe the sky in a single sentence without using any color words not sure if it was a going to be a cheerful friday or a good day to stay in bed and pull a. Related searches for sunny day descriptive writing sunny days in second grade - blogspotcom sunnydaysinsecondgradeblogspotcom there's a good freebie way at. Learning experience it was a hot, sunny day in the middle of july the noontime air was warm and steamy i was tan and happy my igger any fall i took would. English essay it was a bright sunny day in july the sky was painted a bright blue and the shiny green grass glistened in the sun it was a great day for football. The first day length: 743 words continue reading open document the first day it was a bright sunny day good essays summary of the first. Words to describe another word below is a list of describing words for another word but it does a pretty good job for most common nouns. Synonyms for sunny at thesauruscom with free online thesaurus, antonyms, and definitions dictionary and word of the day.
How do i describe a sunny day in a descriptive essay follow 1 answer 1 good ways to start a story describing a sunny day more questions. How can you describe a sunny day update cancel answer wiki 1 answer sally garama, the little i know i try and improve on can you describe your day only in. It was a lovely sunny day in oak tree farm he had to chase after them, but as he wasn't very good at running he decided to catch a bus. Words describing sunny weather water can change on a sunny day because the sun could evaporate the water clinical dietician and founder of eat good 4 life. Here is a list of descriptive words that begin with letter s sunny super superb supercilious letter a list of descriptive words that start with a. Some projects you save for a rainy day diy backyard ideas for a sunny day and that's a good thing.
Another question, if its correct to say good morning day describe a car accident will usage words to describe characteristic of the day describe. Match the correct adjectives to the days they describe: 1 a warm, sunny summer's day 2 a very cold winter's day 3 a wet, miserable, cloudy day. How do you describe your beautiful day purplesoxxx nice warm sunny day riding my bike in the your boss and you are not in good terms best answer. Coastal whispers by jill eisnaugle inspirational poetry, written from the heart and soul verses that are well-suited for reading on a rainy day and that are.
I know this is an unusual request but could you describe a typical good day and a typical bad i wake up in the morning it's sunny outside (normally i hate. A beach on a sunny day james weir i woke up one morning feeling very hot explain and describe section found what you're looking for. Learn how to describe a photograph of a beautiful autumn tree clear day, and it is also likely sunny days in autumn often mean cold weather. First and second grade students can refer to adjectives as describing wordsby using adjectives it was a nice day it was a sunny day that was a good story.
Youll find lots of descriptive essay on bright sunny day, how to make an extended essay plan, what are the common app essay prompts and samples of successful college. How to describe a bright and sunny day in a m writing chapter two right now and i want to describe a bright and happy day in a some good questions.
The sun was shinning like a golden disc, sunny day, clear blue sky.
Starting with a puddle on a sunny day, write a paragraph describing how water might move through the water cycle and eventually fall back as rain - _PHONE_. The beauty of bright sunny days (c) friday, december 14, 2012 was a bright sunny day, so charming and innocent and full of promise for the coming weekend. Check out our top free essays on describe a rainy day to help you write your own essay good days and more shit days it was mostly sunny all the time. Describe a perfectly awesome summer day the cloudless day was perfect for this sunny day this would qualify to be a perfectly awesome summer day. If you want to describe a windy situation in a cemetery so if you want a continuous windy day you might what is a good way to describe two people as. Essays - largest database of quality sample essays and research papers on a sunny day at a beach.


text:
In this topic, we described about the Assign Valuation areas and accounting principles process along with technical information.
Valuation areas are defined for periodic processing in general ledger accounting. Valuation areas can be assigned to accounting principles in relation to periodic processing once the valuation area defined.
Assigning Valuation Area to Accounting Principles :-
Below process is to assign valuation area VA to Accounting principle TCAP.
Step-1: Enter the transaction code S_PL0_86000071 in the SAP command field and click Enter to continue.
Enter the transaction code SPRO in the SAP command field and click Enter to continue.
Click on SAP Reference IMG.
Expand SAP Customizing Implementation Guide → Financial Accounting (New) → General Ledger Accounting (New) → Periodic Processing → Valuate → Assign Valuation Areas and Accounting Principles . Click on Execute.
Step-2: In the next screen, select activity New Entries on the application bar.
Step-3: In the next screen, enter the below details.
- Valuation Area – Select the required valuation area from the list.
- Acc.Princ. – Select the Accounting Principle from the list.
Step-4: Once all the details entered, click on the Save button to save the changes.
Step-5: It prompt for the Change Request. Create/Select the change request and Click on right mark to proceed.
Step-6: Status bar displays the below message once the valuation area assigned to accounting principles successfully.
Technical Information: -
- Transaction Code: - S_PL0_86000071
- Navigation path: - SPRO → SAP Reference IMG → SAP Customizing Implementation Guide → Financial Accounting (New) → General Ledger Accounting (New) → Periodic Processing → Valuate → Assign Valuation Areas and Accounting Principles
- Database Table: - T033, T033T


compicc
Description
The goal of compicc is to help practicioners in fields such as psychology, medicine and sports performance science to compare the reliability of two raters (or systems, instruments or judges). This package includes two functions that allow the user to compute the difference between the intraclass correlation coefficient of measurements in two datasets. For example, one may compare the reliability of measurements from two different raters (or measurement instruments) or one rater at two different time points.
Installation
You may install the released version of compicc from CRAN with:
install.packages("compicc")
The development version from GitHub is available with:
# install.packages("devtools")
devtools::install_github("rmulshine/compicc")
Structure
This package includes two functions:
The package includes example data to illustrate both functions. Details are given in the vignette. The vignette also explains possible user errors, typically due to incorrect formatting of the data, and reviews both functions' error messages.


which points are inside the path. The default is Winding. NOTE: for now, this only affects the resulting diagram's Query, not how it will be drawn! To set the fill rule determining how it is to be drawn, use the fillRule function.
Clipping
clipBy :: (HasStyle a, V a ~ R2) => Path R2 -> a -> a Source
Clip a diagram by the given path:
 - Only the parts of the diagram which lie in the interior of the path will be drawn.
 - The envelope of the diagram is unaffected.
clipTo :: Renderable (Path R2) b => Path R2 -> Diagram b R2 -> Diagram b R2 Source
Clip a diagram to the given path setting its envelope to the pointwise minimum of the envelopes of the diagram and path. The trace consists of those parts of the original diagram's trace which fall within the clipping path, or parts of the path's trace within the original diagram.
clipped :: Renderable (Path R2) b => Path R2 -> Diagram b R2 -> Diagram b R2 Source
Clip a diagram to the clip path taking the envelope and trace of the clip path.
Shapes
Rules
hrule :: (TrailLike t, V t ~ R2) => Double -> t Source
Create a centered horizontal (L-R) line of the given length.
hruleEx = vcat' (with & sep .~ 0.2) (map hrule [1..5])
 # centerXY # pad 1.1
vrule :: (TrailLike t, V t ~ R2) => Double -> t Source
Create a centered vertical (T-B) line of the given length.
vruleEx = hcat' (with & sep .~ 0.2) (map vrule [1, 1.2 .. 2])
 # centerXY # pad 1.1
Circle-ish things
unitCircle :: (TrailLike t, V t ~ R2) => t Source
A circle of radius 1, with center at the origin.
circle :: (TrailLike t, V t ~ R2, Transformable t) => Double -> t Source
A circle of the given radius, centered at the origin. As a path, it begins at (r,0).
ellipse :: (TrailLike t, V t ~ R2, Transformable t) => Double -> t Source
ellipse e constructs an ellipse with eccentricity e by scaling the unit circle in the X direction. The eccentricity must be within the interval [0,1).
ellipseXY :: (TrailLike t, V t ~ R2, Transformable t) => Double -> Double -> t Source
ellipseXY x y creates an axis-aligned ellipse, centered at the origin, with radius x along the x-axis and radius y along the y-axis.
arc :: (TrailLike t, V t ~ R2) => Angle -> Angle -> t Source
Given a start angle s and an end angle e, arc s e is the path of a radius one arc counterclockwise between the two angles. The origin of the arc is its center.
arc' :: (TrailLike p, V p ~ R2) => Double -> Angle -> Angle -> p Source
Given a radus r, a start angle s and an end angle e, arc' r s e is the path of a radius (abs r) arc between the two angles. If a negative radius is given, the arc will be clockwise, otherwise it will be counterclockwise. The origin of the arc is its center.
arc'Ex = mconcat [ arc' r (0 @@ turn) (1/4 @@ turn) | r <- [0.5,-1,1.5] ]
 # centerXY # pad 1.1
arcCW :: (TrailLike t, V t ~ R2) => Angle -> Angle -> t Source
Like arc but clockwise.
wedge :: (TrailLike p, V p ~ R2) => Double -> Angle -> Angle -> p Source
Create a circular wedge of the given radius, beginning at the first angle and extending counterclockwise to the second.
wedgeEx = hcat' (with & sep .~ 0.5)
 [ wedge 1 (0 @@ turn) (1/4 @@ turn)
 , wedge 1 (7/30 @@ turn) (11/30 @@ turn)
 , wedge 1 (1/8 @@ turn) (7/8 @@ turn)
 ]
 # fc blue
 # centerXY # pad 1.1
arcBetween :: (TrailLike t, V t ~ R2) => P2 -> P2 -> Double -> t Source
arcBetween p q height creates an arc beginning at p and ending at q, with its midpoint at a distance of abs height away from the straight line from p to q. A positive value of height results in an arc to the left of the line from p to q; a negative value yields one to the right.
arcBetweenEx = mconcat
 [ arcBetween origin (p2 (2,1)) ht | ht <- [-0.2, -0.1 .. 0.2] ]
 # centerXY # pad 1.1
annularWedge :: (TrailLike p, V p ~ R2) => Double -> Double -> Angle -> Angle -> p Source
Create an annular wedge of the given radii, beginning at the first angle and extending counterclockwise to the second. The radius of the outer circle is given first.
annularWedgeEx = hcat' (with & sep .~ 0.50)
 [ annularWedge 1 0.5 (0 @@ turn) (1/4 @@ turn)
 , annularWedge 1 0.3 (7/30 @@ turn) (11/30 @@ turn)
 , annularWedge 1 0.7 (1/8 @@ turn) (7/8 @@ turn)
 ]
 # fc blue
 # centerXY # pad 1.1
General polygons
polygon :: (TrailLike t, V t ~ R2) => PolygonOpts -> t Source
Generate the polygon described by the given options.
polyTrail :: PolygonOpts -> Located (Trail R2) Source
Generate a polygon. See PolygonOpts for more information.
data PolygonOpts Source
Options for specifying a polygon.
Instances
Default PolygonOpts
The default polygon is a regular pentagon of radius 1, centered at the origin, aligned to the x-axis.
polyType :: Lens' PolygonOpts PolyType Source
Specification for the polygon's vertices.
polyOrient :: Lens' PolygonOpts PolyOrientation Source
Should a rotation be applied to the polygon in order to orient it in a particular way?
polyCenter :: Lens' PolygonOpts P2 Source
Should a translation be applied to the polygon in order to place the center at a particular location?
data PolyType Source
Method used to determine the vertices of a polygon.
Constructors
PolyPolar [Angle] [Double]
A "polar" polygon.
 - The first argument is a list of central angles from each vertex to the next.
 - The second argument is a list of radii from the origin to each successive vertex.
To construct an n-gon, use a list of n-1 angles and n radii. Extra angles or radii are ignored.
Cyclic polygons (with all vertices lying on a circle) can be constructed using a second argument of (repeat r).
PolySides [Angle] [Double]
A polygon determined by the distance between successive vertices and the angles formed by each three successive vertices. In other words, a polygon specified by "turtle graphics": go straight ahead x1 units; turn by angle a1; go straght ahead x2 units; turn by angle a2; etc. The polygon will be centered at the centroid of its vertices.
 - The first argument is a list of vertex angles, giving the angle at each vertex from the previous vertex to the next. The first angle in the list is the angle at the second vertex; the first edge always starts out heading in the positive y direction from the first vertex.
 - The second argument is a list of distances between successive vertices.
To construct an n-gon, use a list of n-2 angles and n-1 edge lengths. Extra angles or lengths are ignored.
PolyRegular Int Double
A regular polygon with the given number of sides (first argument) and the given radius (second argument).
data PolyOrientation Source
Determine how a polygon should be oriented.
Constructors
NoOrient
No special orientation; the first vertex will be at (1,0). This is the default.
OrientH
Orient horizontally, so the bottommost edge is parallel to the x-axis.
OrientV
Orient vertically, so the leftmost edge is parallel to the y-axis.
OrientTo R2
Orient so some edge is facing in the direction of, that is, perpendicular to, the given vector.
Star polygons
data StarOpts Source
Options for creating "star" polygons, where the edges connect possibly


Reflex Systems announces Reflex|Drama V.1.0
Thu 20th Mar 2003 | News
Reflex Systems Inc announced today the release of the REFLEX|DRAMA v.1.0 system, the first offering of its family of 3D human generation products.
Reflex|DRAMA is the industry's first resolution-independent human modeling and animation system. What this means is that users can design humans once (using the patented Reflex|DNA) and change the resolution on the fly to produce 3D humans tailored to their needs and requirements. Reflex|DRAMA was designed for users who need a scaleable solution that can address the low to medium-resolution required for games while still being able to go super-hires for film and television work.
Reflex|DRAMA is a new class of 3D animation software based on a musculo-skeleton approach. A musculo-skeleton is a simulated assembly of volume tissue representing all the major layers of the human body. Reflex|DRAMA musculo-skeleton layers include bone, cartilage, muscle, tendon, fat and skin.
To model a new Human being, users simply need to modify the internal layers (ex: bone warping, bone scaling, muscle bulging, fat injection, etc.) and prompt the system to update the external skin based on the new layer information. Changes in the musculo-skeleton are saved into a format called Reflex|DNA and can be reapplied to any human in a 3D scene.
The patented Reflex|DNA sequencing technology is the fastest ways to design humans with realism. Everything that users change in the body is "recorded" as they work. The result is the electronic version of a real DNA: a faithful recording of what makes an individual truly unique! Users do not need to know anything about the human anatomy. Everything is visual, interactive and mouse-driven.
ReflexDRAMA was developed with direct input from leading special FX and game companies to address long standing issues:
 - Resolution independence - Design once and deploy at any resolution in NURBS or polygon meshes.
 - Speed of design - Considerably reduces the time that it takes to generate human characters.
 - Openness - Includes an SDK to generate a large number of different human models at various resolutions and automatically assign motion files to them.
 - Simplicity - Eliminates the need for IK setups and manual vertex weighting and assignments.
 - Compatibility - Compatible with existing 3D animation software. The outside skin can be exported using different file formats.
Pricing and availability
The REFLEX|DRAMA software is available immediately from authorized resellers. Through May 31st, 2003, it is available at the introductory price of $8,990 per node-locked and floating license. For further information please visit the Reflex Systems website at.
Related Links
Reflex Systems Inc
blog comments powered by Disqus


logo logo
Myths and risks of the EU-Myanmar Investment Protection Agreement
TNI | 21 September 2017
Myths and risks of the EU-Myanmar Investment Protection Agreement
by Cecilia Olivet, Pietje Vervest
Executive Summary
Myanmar is in the early days of democratization, with many laws and policies from the country's military era in need of reform. Myanmar faces formidable challenges to build regulatory frameworks – not least in relation to the ownership and revenue sharing of natural resources in various ethnic areas, to the protection of human and labour rights and the environment.
The peace process to end the 68-year old civil war is slow, with military offensives by the national army against ethnic armed groups ongoing in Kachin and Shan States, resulting in abuses against civilians and massive displacement. Achieving a lasting peace will involve moving towards a more federal system for which many new policies and laws will have to be introduced.
This paper argues that the benefits of the IPA are highly overstated, and the risks seriously underestimated:
 1. It will bring high levels of European investment and help the country develop
 2. It will protect workers' rights and the environment
 3. EU investors will help improve Myanmar's human rights situation
 4. EU-Myanmar IPA negotiations are far more transparent than other treaties negotiated by Myanmar
 5. EU-Myanmar IPA will be just one of many treaties signed by Myanmar
 1. It will prevent democratic regulatory reform
 2. It will impact on a scarce public budget
 3. It will block the peace process
 4. It takes away the incentive to strengthen the national judicial system 5: It could be approved without any public scrutiny
The IPA could have major negative impacts on democratic development, human rights and sustainable peace in Myanmar, depriving it of the necessary policy space to harness investment to serve sustainable development and peace. It also has the potential to bankrupt the country through potential lawsuits led by foreign companies unwilling to see stronger regulations that may impact their profits.
Furthermore, there are serious human rights violations against Muslim communities in Rakhine State as well as peoples in other parts of the country. The EU has made the upholding of human rights an integral part of its external trade relations – so if negotiations continue with Myanmar under the current circumstances, this commitment is in question.
The IPA negotiations may be drawing to a close, but there is still time for a much-needed, wide-ranging public debate among parliamentarians and civil society to close the democratic gap opened up by the IPA negotiations. Parliamentarians in Europe and Myanmar have a key role to play in this debate. This briefing includes a series of recommendations that aim to strengthen the Parliamentarians' role.
Download the full report here (pdf, 1.04 MB)
 source: TNI


the test is shown below. Note that since the plans are all delivered to the same portion of the panel (unlike the original Ling test) no open beam is required to remove beam profile effects. RAT3_updated.PNG
Since these tests have been delivered to the EPID the output factor tool can be used to analyse the dose deviations. In the table below the measured values have been normalised to the average. It can be seen that the maximum dose deviation from unity is 0.4% inidcating the accuracy of the MLC speed during RapidArc. It is noted that this test is only analysing the central few leaves for speed. However other tools can be used to analyse the dose along the entire length of the MLC bank. This method is most convenient for routine QA.
Leaf Speed (cm/s) Value (cGy/MU) Normalised Deviation (%)
1 0.476121 1.001 0.1
2 0.473771 0.996 -0.4
3 0.475437 0.999 0.0
4 0.475901 1.001 0.1
5 0.475555 1.002 0.2
The Halcyon is able to deliver varying leaf speeds during RapidArc. The RapidArc Leaf Speed Test has been adapted and incorporated in routine QA.


Site search Advanced
Posts From January, 2014
Reader Q&A session in collaboration with Farnell element14, Panasonic engineers
21 January 2014 11:25:00 Categories: Comment news
In collaboration with Farnell element14, Panasonic engineers Jing Liu and Christian Gellmann will be answering questions around the use of polymer capacitors. Liu and Gellmann are on hand to help you overcome any obstacle you might have with a specific project or answer more generic question about polymers.
For example, what effect does humidity have on the life of the polymer capacitors? What polymer capacitors are suitable for high-end audio gear? How does Panasonic Polymer Capacitors compare to Sanyo OSCON capacitors overall and over temp?
15 questions will be answered and published on in February 2014."
The forum is open so submit your question now.
Michelle WinnyMichelle Winny


text:
Casey '09 and Owen Publish Paper
"Good News, Bad News, and Consumer Confidence," by Greg Casey '09 and Henry Platt Bristol Professor of Economics of Ann Owen, was published in the March issue of Social Science Quarterly.
The paper examines how consumer confidence responds to changes in economic circumstances. According to Owen, "It finds that consumers respond asymmetrically to economic news, but it does not find evidence for a systematic negativity bias once you allow for consumers to respond differently to different news.
"For example, consumers have a strong negative reaction to increases in the unemployment rate, but not a corresponding positive reaction to decreases in the unemployment rate. However, they also react positively to decreases in gas prices, but there is no evidence that they react negatively to increases in gas prices.
The paper suggests that part of the explanation for these asymmetric reactions is that consumers respond to changes in economic fundamentals relative to their expectations."
The paper grew out of Casey's senior honors thesis in economics, which Owen supervised. Casey is currently pursuing a Ph.D. in economics at Brown University.


text:
Mass of candle 0.72 g before burning. What is the mass of the products of this reaction? Would that be the same thing as weighing the candle again (the mass is 0.27 g after burning)?
Refer to explanation
Reweighing the candle before and after burning just shows how much fuel was burnt.
Typical candle wax is an alkane such as hentriacontane, so write a chemical formula for the combustion of this alkane.
Work out the moles for this alkane.
The mole ratio of the alkane to
Multiply the moles of
Hence for water, do 0.0511 moles times by its formula mass, 18.
#0.0511*18= 0.92g of water.
(I may have overcomplicated it a bit)


12 Rates
How to choose the right solvent for cleaning scientific instrumentation
Measuring instruments are typically built to measure a wide range of samples. However, the measuring cell, hoses, and connections must be cleaned after measurement to keep the device in good working condition and make sure the measurement on the next sample delivers correct results.
Choosing the most suitable solvent to clean the measuring cell(s) of a scientific instrument depends on the sample or chemical which needs to be removed from the device. The aim of a cleaning procedure is to leave the measuring device ready to use for the next measurement or experiment.
If the measuring device has a sample changer, the cleaning program can be predefined to automatically use specific solvent combinations and drying times.
Before using a solvent for the cleaning task you need to consider:
 - The type of sample which needs to be removed from the measuring cell
 - Which type of solvent could be used
 - Which order to use the solvents in
Which type of sample needs to be removed from the measuring cell?
Samples have different properties and these properties determine the solubility of the sample in a solvent. The solubility of a substance fundamentally depends on:
 - physical and chemical properties of the solute
 - physical and chemical properties of the solvent
 - temperature
 - pressure
 - pH of the solvent-solute solution[1]
Deciding which solvent is required to rinse out the sample follows the maxim: "Similia similibus solvuntur" (like dissolves like).
Types of solvent for cleaning scientific instrumentation
Solvents are chemicals. They can be used in their pure form or as mixtures consisting of different solvents. A solvent or cleaning agent can also simply be water mixed with some detergent.
Solvents can be classified into several categories according to their chemical structure and physical behavior[2].
To understand their behavior as cleaning agents, it is important to understand that solvents are either polar or non-polar.
What is a polar solvent?
A polar solvent is a solvent with a high polarity. The polarity of a substance affects its solubility. To determine a substance's polarity you can measure the dielectric constant. The higher the dielectric constant, the higher the polarity of the substance. Water is a polar solvent, which is indicated by its high dielectric constant of 88 (at 0 °C)[3]. Polar solvents are most suitable for dissolving polar samples.
Common polar solvents:
What is a non-polar solvent?
Solvents with a dielectric constant of less than 15 are generally considered to be non-polar[4][5]. Non-polar solvents are most suitable for dissolving non-polar samples.
Common non-polar solvents:
What is a solvent mixture?
Solvent mixtures can have several attributes. They can be polar and non-polar as well at the same time. This ambivalence often helps to dissolve tricky samples easily.[6]
A good example is the ternary mixture used for cleaning in-service oils. Dissolving in-service oils is tricky because the sample itself is a combination of soot, oil, and impurities such as water. Therefore, the solvent requires something to dissolve the oil, something to take out the water, and something so clean the soot. Further, the solvent needs a boiling point higher than 100 °C and lower than 200 °C.
 - To clean the soot > diesel
 - To clean the water > toluene (because toluene and water together make a perfect azeotrope)
 - To clean the oil > also toluene
 - To achieve the boiling point > n-butanol.
 - The perfect ratio is: toluene: diesel: n-butanol = 1:1:1
Read more about the application of this ternary mixture.
Using the right solvents in the right order
Often it is necessary to use more than one solvent, e.g. the first solvent dissolves the sample in the measuring cell and allows it to be removed easily. The second solvent rinses the first solvent out of the cell and facilitates quick drying.
Properties of the first solvent
The first solvent should dissolve the samples completely. This means that the solubility of the sample in the first solvent has to be very high. For example, samples that contain mainly alcohol can be dissolved in water or in more alcohol such as ethanol. Samples that contain fats, such as creams, can easily be dissolved in the solvent naphtha or white spirit. The easiest way to identify the type of solvent that is suitable for the sample to be diluted in is to perform a test as follows:
 1. Take a small amount of sample and put it into a glass vial
 2. Pour the solvent onto it
 3. Observe whether the solvent dissolves the sample within an acceptable period of time.
If the sample aggregates in the solvent, then the solvent is unsuitable.
If the sample starts to dissolve and homogenize in the solvent, then this was a good choice for the sample.
Properties of the second solvent
For the second solvent, it is recommended to choose a solvent that helps to reduce the drying time of the measuring device. Usually this type of solvent has a very low boiling point such as acetone or ethanol. It is also advised to choose a solvent that is not harmful and widely available.
In rare cases it is recommended to use a third solvent as well. In this case, the third solvent should also enhance the cleaning function.
The following table gives an overview about combinations of solvents and samples.
Table 1: Overview of samples and suitable solvents
Suitable solvent for cleaning
Solvent for drying
Alcohols, such as liqueurs and wines, or beer
Soluble in water and/or in ethanol
Ethanol or acetone
The sample has polar properties and is soluble in a typically polar solvent.
Honey and sugary solutions, maple syrup
Soluble in warm water
Ethanol, due to the fact that acetone is typically not allowed in food industry
Sugar dissolves in water better than in alcohol, and if heat is applied as well, then the process can be enhanced.
Waxes of biological or artificial origin
Soluble in non-polar organic solvent such as toluene, xylene, or in a warmed oil (the oil can be a low-viscosity base oil)
Cleaners naphta with a low boiling point or isopropyl alcohol
Waxes are insoluble in water and usually solid; therefore heat is needed to melt them and to properly dilute them in a solvent.
Polymers (for plastics)
Soluble in acids or organic solvent. Highly recommended as the second solvent.
Ethanol only! Ethanol quenches the organic solvent.
Polymer solutions typically aggregate in water; therefore it is necessary to follow the manufacturer's recommendations according to these samples.
Soluble in acetone and ethanol
The sample and solvent have very similar polarity. This behavior is utilized to produce eau de colognes.
Oily flavors
Soluble in acetone and white spirit
Lipophilic samples need non-polar solvents; otherwise they would form suspensions or two-phase systems.
In-service engine oils
Ternary mixture of toluene, diesel, and n-butanol (1:1:1)
Cleaner's naphtha or ethanol
The sample and the sample matrix need special cleaning conditions. Soot is cleaned out with diesel, toluene takes the oil, and the alcohol is responsible for the optimal boiling point
Crude oils
Toluene and/or xylene, either pure or as a mixture
Some cleaner's naphtha
Toluene and xylene are aromatic solvents with a high boiling point and optimal to clean sticky crude oil.
Organic resin
DMSO dissolves many organic compounds easily but it has a boiling point higher than 150 °C. Therefore, ethanol as the second solvent will help to reduce the drying time
Milk or dairy products
Water and some enzymes. Fat-dissolving enzyme solution such as tetrazyme.
Milk or dairy products are water-fat emulsions and they have a natural origin. Therefore, an enzymatic solution is necessary to remove the lipids from the system and ethanol to dry it and carry out a disinfection.
Liquid soap
Water and/or acetone. Water as a pure solvent or as a mixture with the acetone.
Water dissolves liquid soap but also leads to foam. Therefore, the acetone is needed to break the foam and to improve the water's washing ability.
 1. En.wikipedia.org. (2017). Solubility. [online] Available at: en.wikipedia.org/wiki/Solubility [Accessed 12 Jul. 2017].
 2. Becker, H., Berger, W., Domschke, G., Beckert, R., Fanghänel, E. and Habicher, W. (2004). Organikum. 22nd ed. Weinheim: Wiley-VCH, p.36.
 3. Malmberg, C. G.; Maryott, A. A. (January 1956). "Dielectric Constant of Water from 0° to 100°C" (PDF). Journal of Research of the National Bureau of Standards. 56 (1): 1. doi:10.6028/jres.056.001. Retrieved 27 June 2014.
 4. Lowry, T. and Richardson, K. (1987). Answer book to accompany Mechanism and theory in organic chemistry. New York: Harper & Row, p.77.
 5. Anon, (2017).


text:
Face Paint Step by Step Instructions
Face painting is popular at just about any children's event. Children love glitters, colours and make up!
We have a wide range of high quality, safe and non-toxic face paint. See below some design ideas and step-by-step instructions.
Download our easy to follow step by step face paint instructions:
1.Click on the link and print the instructions.
2. Get your face paint materials and let your imagination talks.
Tips to get started:
- If your design has both light and dark colours, always apply the light colours first.
- When using your brush, make sure your brush strokes are even and continuous.
- Keep your designs as simple as possible, as your subject will want to start playing right away!
- Be careful when painting near the eyes.
- Use a sponge to add a base colour or for a quicker application.
- Use a crayon to add detail and line work.
- You can mix face paints for more colours. For example, red+white will make pink.
- Colorific Facepaint is fast drying and easily washes off with water.
- For best results, simply mix in a small amount of water.


'Fear of finding out' is a key barrier preventing or delaying adults from seeking medical advice when concerned about their health or making healthier lifestyle choices, finds new research by AbbVie and 2020Health.
According to the report, 'The Fear of Finding Out: identifying psychological barriers to symptom presentation and diagnosis in the UK', it accounts for nearly a third of all conscious reasons why individuals may be delaying or avoiding visiting their doctor or not taking the necessary steps to improve health.
It argues that 'Fear of Finding Out' is more likely to affect those who have an unhealthy lifestyle and are either smokers, heavy drinkers, or overweight, and highlights the potential scale of this as a barrier to making healthy lifestyle changes.
This is particular pertinent given that 40 percent of all the deaths in England are linked to behaviour, and managing ill-health caused by lifestyle factors is costing the NHS more than £11 billion each year, it notes.
The report's launch came as AbbVie's unveiled a new partnership discovery programme for 2017, called Live:Lab.
The project aims to improve the health of the nation by looking deeper into the 'Fear of Finding Out' and find an innovative solution to help reduce preventable health conditions and improve quality of life in the middle aged and beyond with a view to alleviating the strain placed on the NHS through chronic disease.
Through Live:Lab, the firm said it will recruit some of the nation's "most forward thinking individuals" from diverse fields such as technology, health, creativity, gaming and data "to collaborate and devise an innovative solution that will empower people to take control of their wellbeing".
"With long term funding constraints on our health system, it is part of our duty as an industry to support the NHS in remaining sustainable for as long as possible by being responsible for the nation's health in a way that is in addition to the medicines we make," said Matt Regan, UK General Manager, AbbVie. "We're proud to be part of this unique collaboration through Live:Lab, and will be listening to real people to provide solutions that make a remarkable impact on lives."


text:
Let S be a set with n elements. Show:
If an (n is subscript) equals the number of subsets of S then an+1 (n+1 is subscript) = 2an (n is subscript)
Use this to prove by induction that an (n is subscript) = 2^n
If S contains n+ 1 members, choose one of them and call it "a". Removing that from S leaves you with set T that has n members and so, a(n) members.
Now note that every member of S either contains "a" or it doesn't. If it doesn't, it is one of the a(n) subsets of T. If it does, then it is one of the subsets of T with "a" addedthere are still a(n) such subsets. Together there are a(n)+ a(n)= 2a(n) subsets of S.


text: The approach for probabilistic rationale of artificial intelligence systems actions is proposed. It is based on an implementation of the proposed interconnected ideas 1-7 about system analysis and optimization focused on prognostic modeling. The ideas may be applied also by using another probabilistic models which supported by software tools and can predict successfulness or risks on a level of probability distribution functions. The approach includes description of the proposed probabilistic models, optimization methods for rationale actions and incremental algorithms for solving the problems of supporting decision-making on the base of monitored data and rationale a robot actions in uncertainty conditions. The approach means practically a proactive commitment to excellence in uncertainty conditions. A suitability of the proposed models and methods is demonstrated by examples which cover wide applications of artificial intelligence systems.


Shabbos 102 The evasive מכה בפטיש (hammer-blow)
Shabbos 102 The evasive מכה בפטיש (hammer-blow)
One of the most difficult categories of forbidden work on Shabbos must be the melacha of מכה בפטיש, literally "striking with a hammer."
After all, when a hammer is used constructively, it will usually be used as part of other forbidden categories of work, such a building, and when it used to destroy things with no positive intention, it will usually be מקלקל (a destructive action,) which is only rabbinically prohibited.
Yet this is indeed list in the Mishna (Shabbos 73a) as one of the 39 categories of work forbidden on shabbos, and it is essential to understand what it is.
The Mishna on our daf lists this melacho as one of those which has no minimum quantity required for liability.
Rashi gives both a general rule and an example of this melacha.
He gives the example of the hammer blow given to a stone by those who hew stones, after it has been cut out of the rock but not completely detached.
The stone is then hit with a hammer which causes it to detach and fall from the rock surface.
This is the final stage in the act of hewing a stone, and Rashi then tells us the general rule that the final stage of any melacha makes up the melacha of מכה בפטיש. He told us this rule back on daf 73a as well.
In truth though, numerous difficulties can be raised with both the rule and the example.
Firstly, as Tosfos points out, a forbidden category of melacha needs to involve an action performed in the work of the mishkan, and no quarry work was involved in that at all ( there were no stones in the mishkan, and constructing an altar from hewn stone was actually forbiddennote also how the Aron, Menorah, and Shulchan were all made of one single piece of beaten gold, and NOT of anything that had been cut into parts and then joined together!)
Secondly, if מכה בפטיש is the final stage of any מלאכה, surely it is already included in that מלאכה itself, and why should it get its own category? Does that mean that any melacha done from start to finish would incur two punishments, one for that particularly מלאכה, and one for completing it? If so, one would expect that to be discussed.
However, this definition of מכה בפטיש does not originate with Rashi, but actually goes back to the Talmud itself (Shabbos 75b) where Rabbah and Rabbi Zeira both tell us that anything that involves completing a מלאכה is מכה בפטיש.
Tosfos appropriately does not disagree with the rule cited by Rashi, but chooses rather an example that did take place in the work of the mishkan, namely the final hammer blow given to strenghen the vessels of the mishkan once they were ready.
Does this melacha perhaps apply to the final act in a creative process even if that process does not involve a forbidden melacha?
If so, where do we see such an example – after all, if it is a creative act of work that wasn't in the mishkan, it will usually be included in the toladot of that melacha.
The key might lie in a Yerushalmi often quoted by our teacher, haGaon haRav Osher Weiss שליט"א ( various teshuvos on electricity in מנחת אשר חלק 1 וחלק 3 for example )
The Yerushalmi (Shabbos perek 7/ halocha 2) accounts that Rabbi Yochanan and Reish Lakish spent 3 and a half years studying the matter of 39 melachos.
They found 39 Tolados ( derivatives) of each melacha.
Whatever melacha they were able to fit into one of those, they included in one of those.
Those that they could not include in one of those were included in מכה בפטיש.
It seems clear from this Yerushalmi that there exists NO melacha that is not forbidden on shabbos.
Every possible melacha, however it is defined, either falls under one of the 39 categories, their derivatives, or the מלאכה of מכה בפטיש.
Rav Weiss himself suggests the relatively radical idea that for this reason, any activation of an electric circuit fits under the prohibition of מכה בפטיש.
Although the Bavli gave a different definition, namely גמר מלאכה, and the rule is that one does not follow the Yerushalmi when it contradicts the Bavli, he contends that it is possible that the Bavli did not mean to exclude these "left out" melachot from מכה בפטיש but simply to also include the completion of any melacha.
However, as he himself is fully aware, many poskim before him rejected this possibility, and were most likely fully aware of this Yerushalmi.
Far from me with my barely existent understanding of the subject to argue, but those who do not follow this view regarding electricity have all these Poskim to rely on ( of course, electricity remains forbidden for numerous possible other reasons given, but there could be many נ"מ)
Perhaps what the Yerushalmi really means is that COMPLETING any melacha, even one that doesn't fit into the forbidden categories, is still forbidden because of מכה בפטיש.
However it follows from this classification that unlike other melachot, some of which one could transgress just by doing some or most thereof ( even if one is sometimes exempt due to "בעשותה" ), one would have to actually complete the goal of these "left out" melachot in order to transgress.
If one learns this way, there is no disagreement between the bavli and the Yerushalmi at allמכה בפטיש indeed includes all "left all" melachos, but only the completion of them.
In fact, it is also stated in the same halacha on the Yerushalmi that גמר מלאכה is מכה בפטיש,
Admittedly, this might not be the simplest reading of the Yerushalmi, but it allows for a simpler reading of the Bavli and also avoids the need to say that the Bavli and Yerushalmi have such a basic difference in understanding the melacha, one that the Rishonim do not seem to mention at all ( though see the Rambam, for example in Pirush haMishnayos to perek 7 which Rav Osher suggests as a support for his words.)
Of course, we would now have to test all the examples given in the gemara of this melacha, as well as those on our daf that Rav and Shmuel argue about, before we can really see if this thesis can stand its ground.
We would also need to define exactly what מלאכה is, and what kind of גמר מלאכה is meant by the Gemarais it the completion of any melacha, just the completion of a כלי, or just the completion of a מלאכה not already included in the 39.
Lots of work to do, but its late …
Shabbos 91 and Parshas Behaaloscha Racism, Self-Defense, and Prison Reform
Today's daf contains an unusually high amount of different Talmudic principles, all of which can be the subject of post after post on their own.
Among them we see again the concept of אחשביה, the idea that something (or quantity) generally not appreciated as significant by a society in general and thus not subject to the penalty for transferring on shabbos, can become significant when someone sets it aside for a useful purpose.
Besides, for being a recurring theme in our masechta regarding shabbos, we have also seen this in a recent post regarding inedible chametz on Pesach, which can become forbidden when someone chooses to eat it.
We also see the principle of בטל דעתו אצל בני אדם, ( a person's view is nullified by the view of others), which in our case, shows that the converse DOES NOT applyeven if someone does not regard something as significant, if the majority of people do regard it as such, it is also considered significant.
And towards the end of the daf, we encounter a famous legal rule of קים ליה בדרבה מיניה (a person who does one action subject to multiple punishments, is only subject to the greater of the two.)
It is very tempting with our high, often justified, but often exaggerated, regard for the modern, western


text:
- Associate Professor of Practice in the Arts and English
- Centers for East Asian Studies and Jewish Studies (Affiliate)
- The University of Chicago
Rachel DeWoskin is the author of Two Menus: Poems (The University of Chicago Press, 2020); Banshee (Dottir Press, 2019); Someday We Will Fly (Penguin, 2019); Blind (Penguin, 2014); Big Girl Small (FSG, 2011); Repeat After Me (The Overlook Press, 2009); and Foreign Babes in Beijing (WW Norton, 2005). She is an Associate Professor of Practice in the Arts at the University of Chicago, and an affiliated faculty member of the Centers for East Asian Studies and Jewish Studies.
DeWoskin's work explores peripheries and the transnational experience, particularly questions of how human beings communicate across linguistic, cultural, national, and physical boundaries. Her memoir, Foreign Babes in Beijing, investigates the social landscape of China during a contemporary moment of vast cultural transformation, as the country lurched inexorably into the 21st century. Foreign Babes in Beijing has been developed as a television series for BBC America after being optioned and developed by Paramount, HBO, and Sundance. DeWoskin's latest novel, Banshee, is being developed as a feature film starring actress Ally Sheedy.
DeWoskin lived in China for much of her twenties and continues to spend summers there. She works on translations of Chinese poetry and Chinese musical lyrics; her most recent translation is of Li Bai's "Parting at Changgan," accompanied by an essay on the joys and difficulties of translating Tang poetry: _URL_ and _URL_


text:
A new Canadian program is reducing school-based bullying behavior by changing attitudes in the classroom. University of Alberta researchers use the educational program to rid schools of bullying behavior specifically directed at students who stutter.
The program has been so effective at changing attitudes in the classroom that researchers say the template could be used to modify other undesirable behaviors.
Currently, the Teasing and Bullying Unacceptable Behavior (TAB) program is taught province-wide to students in grades 3 to 6 to reduce teasing and bullying directed at children with differences—particularly children who stutter.
A new study by TAB creator Marilyn Langevin, Ph.D., shows the program is getting bullies, victims and bystanders to recognize bullying behavior and deem it unacceptable.
"Attitudes predict behaviors. If we're going to get behavior to change, a first-level intervention is changing attitudes in the classroom," said Langevin. "TAB program is one of the building blocks of change."
Children who stutter are at three times greater risk of being bullied at school compared with peers who speak fluently. In this study, Langevin and her team surveyed more than 600 students who participated in the TAB program to evaluate its effectiveness at changing attitudes about stuttering.
Researchers have learned that children who know someone that stutters—a family member, friend or peer—generally have more positive attitudes toward them.
However, for individuals with little exposure to stuttering, it's a different story as stuttering is an unpredictable disorder characterized by repetitions, prolonged sounds or complete blocks that can be accompanied by head jerks, nods and facial grimaces.
A key finding of the study was that the intervention had the most impact on students who previously did not know anyone who stutters. Investigators found that these children displayed more positive attitudes and were more likely to engage in social interaction. These students were also more likely to resist peer pressure to socially isolate stuttering children.
"It's the children who don't know someone who stutters that generally have more negative attitudes toward kids who stutter. We're very pleased to see this group had the highest change scores since they're the group we wanted to target."
Children surveyed were also more likely to take a dim view of such behavior after completing the TAB program, and had more knowledge of appropriate ways to respond.
The survey also showed that children who bullied were most resistant to the TAB program itself, compared with victims and "dually involved" students—those who have bullied but have also been bullied. Those results make sense because kids who bully can lose social status if their peers recognize such behavior is unacceptable, Langevin said.
"It's sort of like getting your hand caught in the cookie jar—who likes that?"
Nevertheless, researchers discovered that some kids who bully acknowledged that their behavior was unacceptable and, in some cases, vowed to change.
"There was a subset of children who bully who were saying, 'I didn't realize I was hurting my friend or my sister,' and there was an indication that they wanted to change."
And although movies like the Oscar-winning "The King's Speech" have helped change attitudes about stuttering among a wider population, real change takes time and repeated effort, Langevin said.
"It was the same with drunk driving and smoking cessation—you have to change public perception and attitudes in order to get robust changes that are maintained over a period of time. And you have to keep at it," she said.
Source: University of Alberta


text:
The long awaited and insightful PWC report "Skies Without Limits v2.0" into drone technology has been published, and as always, makes very interesting reading for any drone organisation or organisation wanting to introduce the benefits of drone technology into their workflow.
Some key points and note worthy information contained in the report.
- Reduction in carbon emissions
- Drone contribution to the UK economy
- Net cost savings
- Job creation
We have seen many of our customers realise the benefits of integrating drones into their workflows, whilst appreciating the value add return, from immediate critical decision-making, safer, cheaper, and with less impact on the environment than traditional methods.
@PwC has released their Skies Without Limits v2.0
'A refreshed look at how drones could impact the UK's economy, jobs, productivity, and quality of life.
The full report can be found here PWC.


_PHONE_ USA • _PHONE_ International

Service Library
This online resource library can answer most of the questions you might have. The library offers manuals, photos, videos and other useful information to help solve your issues and is organized by topic for quick referencing.
Simply select a category from the list on the lower right column. You can see the subcategories if you click on the arrows to the right of your category.
Contact the customer service team:
Use our service form
_PHONE_ USA
_PHONE_ Intl
email the service team
How to replace the indicator chain on the SRAM 3x7 hub
Symptoms
The small chain leading into the three-speed hub broke. (This refers to the SRAM 3x7 three-speed hub, formerly the SACHS 3x7 hub.)
Causes
This tiny chain is called the indicator chain. It runs into the hub and is pulled by the cable attached to the shifter. There are two pieces: the indicator chain itself, and the black plastic cable anchor that binds the chain to the cable.
The chain does come under a certain degree of stress and may need to be replaced from time to time. If it breaks, read on.
Solutions
 1. Remove the broken piece of indicator chain in the cable anchor by pressing the metal tab on the anchor and pulling out the stub of chain.
 2. Pedal forward a full revolution or so, so that the hub is shifted into high gear by spring tension.
 3. Lay the bike on its left side, chain side up.
 4. Grab the stub of the indicator chain in the axle end with your fingers, or gently with pliers if it is too short. Turn the chain counter-clockwise like a bolt and it will unscrew easily.
 Tip: Remove the right side axle nut to expose more of the broken chain, if needed.
 5. To reinstall, drop the end of the indicator chain with the smooth shaft and small threads into the axle hole until it stops. Turn the chain gently clockwise, like a bolt, until you feel it stop. Do not tighten. Just turn the chain until you feel it stop and then back off one-quarter turn.
 Tip: You will find the indicator chain easier to install with the axle nut on and tightened down. Dangle the chain into the locknut hole.
 6. Reconnect cable anchor and adjust as outlined in "To reinstall the rear wheel" (see related articles, below).
 7. Call Bike Friday to order another indicator chain for future adventures, or select it from the on-line catalog using the button below.
Related Files
Concierge Service


text:
The inter-agency* Building Innovation Panel (BIP) assists firms in expediting evaluations and obtaining regulatory clearance to use innovative methods, processes, technologies and materials in their construction projects. Beyond raising productivity, these innovative solutions should improve Singapore's built environment to meet our Construction Industry Transformation Map objectives.
* Agencies include BCA, LTA, MOM, NEA, PUB, SCDF, and URA. In addition, non-regulatory agencies, HDB and JTC, are included to provide user perspective during evaluation.
The BIP aims to:
- Identify innovative technologies – This includes tracking new innovations, and conducting focus group discussions with the construction industry to identify trends and promote adoption of innovations.
- Support innovative technologies – Support will be rendered across the value chain, from upstream research to technology deployment. For example, BIP can help match inventors of promising new construction innovation with a progressive builder/developer, so that it can be implemented in an actual project and eventually, across the industry.
- Be a platform for multi-agency regulatory approval – Enables multiple agencies' evaluation and approval of innovative solutions to be expedited. These solutions should lead to at least 20% improvement in productivity/sustainability and/or demonstrate good potential to significantly improve the built environment.
Steering committee and work streams
The Steering Committee, comprising of representatives from the Trade Associations and Chambers (TACs), will give broad strategic directions for innovation in construction and align construction technology development to the objectives of the Construction Industry Transformation Map (ITM)
It will be supported by 3 work streams:
- Technology Assessment Committee – Focuses on innovations that are ready for implementation in projects and their regulatory approval. Assist firms in expediting multi-agency evaluation of innovative methods, sustainable materials and technologies.
- Research & Innovation Committee – Focuses on innovations requiring further research and development. Conducts proactive scanning and identification of construction innovations, oversees research of construction innovations, and develops new or enhanced regulatory codes to enable adoption of innovations.
- Inter-Agency Coordinating Committee – Helps to resolve any regulatory conflicts among government agencies that may arise from the use of innovative solutions in a project.
Submissions are evaluated based on:
- Level of innovation
- Impact on construction productivity of the materials, methods or processes
- Sustainable materials or technologies leading to environmentally friendly construction
Once the submission has been accepted, the BIP Secretariat will expedite resolution of outstanding issues between the applicant and respective authorities and agencies.
In Principle Acceptance (IPA) certificates
A certificate of In Principle Acceptances (IPA) will be granted to the innovative solutions (design, products, materials or processes) which have been accepted by the relevant authorities and agencies. The certificate also accords fast track status to subsequent regulatory submissions involving the use of the accepted innovative solutions.
List of innovative solutions have been granted In Principle Acceptance for use in Singapore projects:
- Prefabricated Prefinished Volumetric Construction (PPVC) System
- Cross Laminated Timber (CLT) / Glued Laminated Timber (Glulam)
- Prefabricated Bathroom Units (PBU)
How to apply
To request assistance, submit the following to BIP:
- A set of completed application form
- Documentary evidence of compliance with codes of practice (Singapore or overseas)
- Track record of overseas implementation
- Material or product specifications
- Quality certifications or test reports by accredited laboratories
- Calculation of natural aggregates savings (in tonnes) based on proposed % replacement (only applicable for sustainable construction materials)
- Any other relevant information.
Please refer to the checklist for the specific documentation required by individual government agencies for the above-mentioned item (b) to (f).


STEP
(redirected from treading in steps)
Also found in: Dictionary, Thesaurus, Medical.
step
1. the act of motion brought about by raising the foot and setting it down again in coordination with the transference of the weight of the body
2. a sequence of foot movements that make up a particular dance or part of a dance
3. any of several paces or rhythmic movements in marching, dancing, etc.
4. a flight of stairs, esp out of doors
5. Music a melodic interval of a second
6. a strong block or frame bolted onto the keel of a vessel and fitted to receive the base of a mast
Step
a. a set of aerobic exercises designed to improve the cardiovascular system, which consists of stepping on and off a special box of adjustable height
b. (as modifier): Step aerobics
STEP
Abbrev. for Solar/Terrestrial Energy Programme.
Step
A stair unit that consists of one tread, the horizontal upper surface, and one riser, the vertical face.
bull-nosed step
A step, usually the lowest in a flight, having one or both ends rounded to a semicircle and projecting beyond the face of the stair string. The projection extends beyond and around the newel post.
cantilever step
A step built into the wall at one end, but supported at the other end only by the steps below.
curtail step
A step, usually the lowest in the flight, of which one or both ends are rounded into a spiral or scroll shape which projects beyond the newel.
riser
The vertical face of a stair step.
tread
The horizontal upper surface of a step; includes the rounded edge or nosing which extends over the riser.
Step

a break on the bottom of a high-speed boat; when the boat is in motion, the step creates a lifting force that causes the boat to rise and glide over the water's surface. When a boat is hydroplaning over calm water, that is, when it has risen onto its step, less of its bottom is in contact with the water and, as a result, the water offers less resistance to the vessel's motion. There may be one or more steps on the bottom of a hydroplane, cutter, scooter, or the float of a seaplane. The shape of the step (flat, flat-keeled) determines the vessel's seaworthiness and speed.
step
[step]
(computer science)
A single computer instruction or operation.
(engineering)
A small offset on a piece of core or in a drill hole resulting from a sudden sidewise deviation of the bit as it enters a hard, tilted stratum or rock underlying a softer rock.
(geology)
A hitch or dislocation of the strata.
(mining engineering)
The portion of a longwall face at right angles to the line of the face formed when a place is worked in front of or behind an adjoining place.
(organic chemistry)
step
A stair unit which consists of one tread and one riser.
STEP
STEP
(STandard for the Exchange of Product Model Data) An ISO standard for product modeling. It is designed to provide a vendor-neutral and computer readable definition of a product throughout its life cycle. See PDES and IGES.


text:
2014 Mechanical Code Clarifies Ventilation Control Publish Date: 3/1/2015
2014 Mechanical Code Clarifies Ventilation Controls for Enclosed Parking Garages
The 2014 Oregon Mechanical Code clarifies the automatic operation of intermittent mechanical ventilation systems for enclosed parking garages in accordance with the Energy Code. Carbon monoxide (CO) detectors in conjunction with nitrogen dioxide (NO2) detectors shall be applied to automatically operate the ventilation system.
Ventilation systems must meet the minimum requirement of 0.05 cfm/ft2 of floor area and be capable of producing a ventilation airflow rate of 0.75 cfm/ft2 of floor area when higher concentrations of gas are detected. Enclosed parking garages having ventilation rates of 30,000 cfm or higher shall employ automatic CO and NO2 sensing devices. These devices shall modulate the ventilation system to maintain a maximum concentration of 50 ppm during any 8 hour period and 200 ppm for any 1 hour period. Failure of such devices shall cause the fans to operate in the ON position.
Toxalert International offers a new monitoring and control system, TOX-NET, which provides an ideal solution for enclosed parking garage applications. Some of its features and benefits include:
- Central controller serves up to 99 sensors
- Controller connects to sensors by single wire run
- Analog outputs for fan VFD
- Data logging of fan runtime
- Optional alarm with silence
- Modbus interface
- Plug in electrochemical sensors (CO, NO2, and more)
For more information on Toxalert's TOX-NET system, click here.