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Is there a way of finding the absolute position of an element, i.e. relative to the start of the window, using jQuery?
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2 Answers 2
up vote 420 down vote accepted
.offset() will return the offset position of an element as a simple object, eg:
var position = $(element).offset(); // position = { left: 42, top: 567 }
You can use this return value to position other elements at the same spot:
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I always forget this one, and find your post again when I google :p – Aren Jun 30 '11 at 23:14
This does not always seem to return the absolute position due to differences in borders etc. – Tom Jul 5 '11 at 12:07
I'm using chrome and the offset() does not return the proper top coordinate. It returns about 300 pixels more than the top coordinate of the element in the document instead. Why?? – SoLoGHoST Apr 23 '12 at 5:49
chrome, FF and IE are giving different results :( – Rizwan Mumtaz Apr 10 '13 at 7:02
_USER_ this problem appears in the android webview as well :/ – A Person Apr 13 '13 at 13:38
Note that $(element).offset() tells you the position of an element relative to the document. This works great in most circumstances, but in the case of position:fixed you can get unexpected results.
If your document is longer than the viewport and you have scrolled vertically toward the bottom of the document, then your position:fixed element's offset() value will be greater than the expected value by the amount you have scrolled.
If you are looking for a value relative to the viewport (window), rather than the document on a position:fixed element, you can subtract the document's scrollTop() value from the fixed element's offset().top value. Example: $("_TAG_").offset().top - $(document).scrollTop()
If the position:fixed element's offset parent is the document, you want to read parseInt($.css('top')) instead.
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I was looking exactly for this! For the noob like me: the value to be subtracted is $(document).scrollTop() – Dr. Gianluigi Zane Zanettini Aug 20 '14 at 14:56
Awesome! This should be the top answer! – Shivanshu Goyal Dec 20 '14 at 1:44
protected by Rob W Oct 30 '11 at 18:00
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Energy Consumption Analysis of Variable Flow Pump under Different Pipe Network
In the different types of pipe network, the running performances of the variable flow pump were calculated, using pipe valve control, the number of units control and the frequency control to adjust water flow of system, and the impacts of pipeline types on energy consumption of variable flow pump were discussed. The relationships between performance of the pipe network and pump operating condition were analyzed, including the relationship between various flow control methods and pump energy consumption. The calculated results show that the pipe characteristic produces a great impact on energy consumption of variable flow pump. The adjusting flow of system by increasing pipe resistance can also reduce pump's energy consumption, and the amount of energy reduced is greater in closed circulation pipeline than in open type pipeline. The variable frequency drive mode has big and different impacts on energy consumption between closed circulation and open type pipeline, the greater the static pressure value, the smaller the energy saving effect. The number control and the frequency control for pump are two effective methods of energy adjustment in the loop pipe networks, the change rates of power and flow do not meet the similarity law dew to the pipe network changed.
Jingtao Han, Zhengyi Jiang and Sihai Jiao
F. H. Ge et al., "Energy Consumption Analysis of Variable Flow Pump under Different Pipe Network", Advanced Materials Research, Vols. 156-157, pp. _PHONE_, 2011

source: m-a-p/FineFineWeb


Maternity Hospital
Partnerji pri projektu:
The thematic corner depicts the Maternity Hospital where children learn about the whole process from fertilization to birth, learn about the needs of mothers and (unborn) children, both in terms of nursing, eating, sleeping and feeding nutrients. Since not only a baby is born, but a whole lot of specific obligations, the parents and siblings learn about all the important aspects when they come home, which change with the child's age - sleeping and eating habits, the need for play, care and socialization.


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We have developed tunnel probes for localized measurements of the electron and ion temperature in the edge plasma region of smaller tokamaks and stellarators. A normal tunnel probe for Temeasurements consists of a metallic tunnel of 5 mm diameter and 5 mm length, with the axis parallel to the magnetic field. One side is open, the other side is closed by a metallic backplate, isolated from the tunnel. If both electrodes are biased negatively, ions flow into the office, and their current is distributed between the tunnel and the backplate. The ratio of the two ion currents is a function of Te. With an additional diaphragm in front of the orifice, the probe becomes ion sensitive, since the electrons are prevented from the tunnel because of their smaller gyroradius, but ions can still reach it. In this way, the perpendicular ion temperature can be derived. By segmenting the tunnel axially into two parts, also an approximate measure for the parallel ion temperature can be found. © 2004 American Institute of Physics.
All Science Journal Classification (ASJC) codes
Gunn, J. P., Schrittwieser, R., Balan, P., Ioniţǎ, C., Stöckel, J., Adámek, J., ... Martines, E. (2004). Tunnel probes for measurements of the electron and Ion temperature in fusion plasmas. Review of Scientific Instruments, 75(10 II), 4328 - 4330. _URL_


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Since 2001, thousands of military children have had parents killed in combat operations in Iraq and Afghanistan. Many other children have had siblings, cousins, and other relatives die in war. Like other grieving children, military children who experience the death of someone special under traumatic circumstances can develop traumatic grief, which can interfere with their ability to grieve and to call up comforting memories of the person who died. Traumatic grief may also interfere with everyday activities such as being with friends and doing schoolwork. There are, however, unique aspects of military family loss that those who care for or work with grieving military children should be aware of. To find out more about military children and families click here.
Traumatic Grief in Military Children Information Series
This series provides culturally competent materials for educating families, medical professionals, and school personnel about how to better serve military children who are experiencing traumatic grief.
Traumatic Grief in Military Children: Information for Educators (2008) (PDF)
Traumatic Grief in Military Children: Information for Families (2008) (PDF)
Traumatic Grief in Military Children: Information for Medical Providers (2008) (PDF)
Mental Health America, Helping Children Cope With Loss Resulting from War or Terrorism
Overview of how to assist children who are coping with loss as a result of war or terrorist acts. Includes toll free number for accessing additional resources _PHONE_).
Tragedy Assistance Program for Survivors (TAPS)
800-959-TAPS (8277) (24-hour hotline)
Comprehensive resource for all who are grieving the death of a loved one serving our country.

source: HuggingFaceFW/fineweb-edu


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Esther Cohen is known as The Book Doctor. She loves books and helps people write them. Esther has worked in many parts of the publishing process, from publishing to marketing and has been a writer and a writing teacher all her life.
The Book Doctor
- Why do so many of us want to write books?
- Ebooks or real books, what is best?
- How does someone begin to write a book?
- What is a common mistake that many authors make?
- Once I have my manuscript, then what?
How about you? Have you always wanted to write a book? Or a second or a third? Esther welcomes all queries. She can be reached at _EMAIL_, or through her poem a day website: esthercohen.com.
This podcast is brought to you by Annie Jennings, of the national publicity firm, Annie Jennings PR and creator of the EliteWire online magazine. Learn more about Annie Jennings at _URL_

source: openbmb/Ultra-FineWeb


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Poplar complete leaf tissue analysis
In use from 2011-07-01
The leaf samples are collected in the month of July from poplars grown at GLBRC main site. The samples are analyzed for different plant nutrients (carbon, nitrogen, aluminum, copper, iron, manganese, zinc, boron, sodium, calcium, magnesium, potassium, phosphorus, sulfur). The main aim of study is to determine nutrient efficiency of trees grown under two different practices; fertilized versus unfertilized.
- Select five poplar trees each from main and microplot areas of the five replicates. From each tree, collect five recently matured leaves. Discard leaves with any visible soil or chemical residues. Avoid collecting leaves showing any disease or insect injury or nutrient deficiency symptoms.
- From each plot, make two bags; one bag for main (25 leaves) and one for microplot (25 leaves). In total,10 bags from 5 plots will be collected. Bring leaves to laboratory and wash them thoroughly with water.
- Dry leaves at 60 degrees C for 48 h and ground dried plant material through a 1mm screen using a Christy-Turner 8" Lab mill.
- Weigh ground leaf samples (3-5 g) and send samples to MSU Soil and Plant Nutrient Laboratory for complete leaf tissue analysis.
- Carbon and nitrogen are analyzed at Kellogg Biological Station.
Date modified: Monday, Mar 07 2016


The IMOS computer program contains subprograms that, collectively, provide a unique capability for multidisciplinary analysis of a system represented by a combination of mathematical models of structural (mechanical), control, thermal, and optical characteristics. One example of such a system would be a telescope equipped with an attitude-control subsystem. IMOS enables a user to
 1. define the geometry of the system,
 2. build a finite-element mathematical model of the system structure,
 3. define the system optics in the coordinate system of the finite-element model,
 4. add control elements to the model,
 5. add mechanical and thermal disturbances to the model, and
 6. evaluate the open- and closed-loop performances of the system.
IMOS also includes graphical subprograms that enable viewing of structural-assembly operations, structural deformations, and layouts of optical elements. IMOS is written in MATLAB and can be used on any computer that supports MATLAB. The core subprograms are easily coupled in MATLAB, and the user can write additional MATLAB function subprograms. The additional capabilities afforded by the MATLAB control-design, signal-processing, and optimization "toolboxes" enhance the versatility of IMOS. Also included in IMOS are interface subprograms for optical analysis by the MACOS program, thermal analysis by the TRASYS and SINDA programs, and finite-element modeling by the NASTRAN program.
This program was written by Hugh C. Briggs, Daniel Edred, Robert Norton, Andy Kissil, William Ledeboer, Samuel Sirlin, Marie Levine, Jim Melody, Mark Milman, and Laura Needels of Caltech for NASA's Jet Propulsion Laboratory. For further information, access the Technical Support Package (TSP) free on-line at _URL_ under the Computer Programs category,or circle no. 171 on the TSP Order Card in this issue to receive a copy by mail ($5 charge).
NPO-20238
This Brief includes a Technical Support Package (TSP).
Program for Analysis of a Complex Optomechanical System
(reference NPO20238) is currently available for download from the TSP library.
Don't have an account? Sign up here.


text:
As used in this subpart—
Act means the Social Security Act, as amended.
Active duty means periods of time an individual is on full-time duty in the active military or naval service after 1956 and includes active duty for training after 1956.
Active service means periods of time prior to 1957 an individual was on full-time duty in the active military or naval service. It does not include totaling periods of active duty for training purposes before 1957 which are less than 90 days.
Allied country means a country at war on September 16, 1940, with a country with which the United States was at war during the World War II period. Each of the following countries is considered an allied country: Australia, Belgium, Canada, Czechoslovakia, Denmark, France, India, Luxembourg, the Netherlands, New Zealand, Norway, Poland, Union of South Africa, and the United Kingdom.
Domiciled in the United States means an individual has a true, fixed, and permanent home in the United States to which the individual intends to return whenever he or she is absent.
Federal benefit means a benefit which is payable by another Federal agency (other than the Veterans Administration) or an instrumentality owned entirely by the United States under any law of the United States or under a program or pension system set up by the agency or instrumentality.
Post-World War II period means the time period July 25, 1947, through December 31, 1956.
Reserve component means Army Reserve, Naval Reserve, Marine Corps Reserve, Air Force Reserve, Coast Guard Reserve, National Guard of the United States or Air National Guard of the United States.
Resided in the United States means an individual had a place where he or she lived, whether permanently or temporarily, in the United States and was bodily present in that place.
Survivor means you are a parent, widow, divorced wife, widower, or child of a deceased veteran or member of a uniformed service.
United States means the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, the Virgin Islands, Guam, and American Samoa.
Veteran means an individual who served in the active military or naval service of the United States and was discharged or released from that service under conditions other than dishonorable. For a more detailed definition of the World War II veteran and a post-World War II veteran, see §§ _PHONE_ and _PHONE_.
Wage credit means a dollar amount we add to the earnings record of a veteran of the World War II or the post-World War II period. It is also a dollar amount we add to the earnings record of a member of a uniformed service who was on active duty from 1957 through 2001. The amount is set out in the Act and is added for each month, calendar quarter, or calendar year of service as required by law.
We, us, or our means the Social Security Administration.
World War II period means the time period September 16, 1940, through July 24, 1947.
You or your means a veteran, a veteran's survivor or a member of a uniformed service applying for or entitled to a social security benefit or a lump-sum death payment.
[45 FR 16464, Mar. 14, 1980, as amended at 70 FR 11865, Mar. 10, 2005]


Moonlighting as a Tuition Teacher? Here are 4 Pitfalls to Avoid
Moonlighting as a Tuition Teacher? Here are 4 Pitfalls to Avoid
Most Singaporeans have participated in the billion dollar tuition industry in some way or another—whether by attending tuition classes as a kid, sending their own children for tuition, or moonlighting as private tutors to earn a slice of that billion dollar pie.
But while superstar full-time tutors can rake in over a million bucks a year, there are many rookie and part-time tutors who struggle.
Here are four pitfalls to avoid as a beginning tutor.
Doing too much overtime
It is very, very common for beginning tutors to not be strict with their time and do way too much OT when they're with a student. Sometimes, you just need an extra twenty minutes to go through a student's assignment with him.
The problem is, as a private tutor, you are only being paid for the 1.5 to 2 hours you were hired to be there for. Doing 30 minutes of OT at the end of a 1.5 hour slot is very different from doing 30 minutes of OT at the end of an 8 hour work day. And if you have multiple students, all that OT can really add up and leave you completely exhausted.
No matter how much you care about your students, be strict with your hours unless you are absolutely sure you can spare the extra time without being paid for them. If you have to, break down your lessons into smaller parts so you can allocate different tasks to each—for instance, fifteen minutes of going through homework, half an hour of teaching new material and so on.
And if you consistently find you're not able to finish the lesson within the allotted time, it's time to speak with the parents about adding an extra lesson to the week or extending the lesson duration.
Accepting assignments which require a long commute
Rookie tutors tend to accept any assignments that pay a decent rate. But beware when the student lives very far away from your home/workplace.
If your commute is one hour each way for a 1.5 hour lesson for which you are being paid $45 at a rate of $30/hour, you actually spend 3.5 hours each time you go to that student's home and back. That means you are effectively earning only $12.86 per hour. If you teach multiple students in a single day, a long commute for each one means you are limiting the number of students you can fit in.
For those tutors without their own transport, if a student lives very far away and really wants you to teach him (for instance because you have been highly recommended by his friend), you can try to negotiate a transport surcharge of around $10 to $20 per lesson.
Non-paying clients
Sad to say, many, many private tutors get burnt by non-paying clients. Students usually pay at the end of every four lessons (for one class a week) or eight lessons (for two classes a week). Often, at the very last lesson before the student graduates, sits for his final exam or leaves on vacation, the parent or student will "forget" to bring their fees. Good luck trying to collect it from them now that they no longer need you.
To combat this, some tutors insist on being paid in cash at the end of every lesson. Better still, have the parent pay for the entire month up front at the first lesson of each month. This will also offer you protection in case the student cancels lessons suddenly.
Classes getting cancelled on short notice
Tuition sessions cancelled at the last minute are the bane of every tutor's life. Not only do they not get paid for that session, they also waste a slot they could have fit another student into.
To get around this, draw up a contract whenever you commence teaching a new student and have their parents sign it. You will want to get your students to pay you on a monthly basis. This will enable you to impose a penalty for lessons cancelled less than 24 hours in advance.
Whether you enforce this or not is up to you, but you want to at least be able to do so if a student repeatedly cancels at the last minute just because he prefers to spend his evening playing on his Xbox. Often, just knowing that they will be charged if they cancel at the last minute is enough to make the students respect your time more.
Have you ever worked as a private tutor? Share your biggest challenges in the comments!


text:
From Ohio History Central
Mineral specimens are not so nearly widespread in Ohio as are fossil specimens, but many areas of the state produce interesting minerals. Many of the best specimens of mineral crystals from Ohio have come from limestone and dolomite quarries in northwestern Ohio. Unfortunately for the collector, most of these quarries are now closed to collectors because of safety and legal considerations. Always OBTAIN PERMISSION before collecting on private property. The book, Minerals of Ohio, available from the Division of Geological Survey of the Ohio Department of Natural Resources, is an excellent guide to identification, occurrence, and collecting information on minerals in Ohio.


1. The name of the Association is 'European Chess Union'. It is hereinafter called by its acronym "ECU".
2. The registered office of the ECU shall be at such place as may be determined from time to time by the Board.
3. The ECU is established for the objects and activities stated in the Memorandum of Association.
4. In these Articles, unless inconsistent with the subject or context:
(a) words importing the singular include the plural and vice-versa;
(b) words importing the masculine gender include the feminine and neuter genders and vice-versa;
(c) the word person includes moral entities having a separate legal personality;
(d) " Board" means the ECU Board;
(e) " ECU Dues" mean a Member's or an Associate Member's subscription, Tournament Fees, Bid fees and shares of prize funds for ECU events and events sanctioned by the ECU and fees for ECU services;
(f) "General Assembly" means a meeting of the General Assembly or an Extraordinary General Assembly meeting of the ECU;
(g) "Members and "Associate Members" shall have the meaning and rights defined in the Memorandum of Association and "Members" means both, Members and Associate Members; and
(h) "simple majority vote of those present and voting" means 50% plus one of the votes cast excluding blank and invalid votes and abstentions.


text:
Background: There is a recognized need to deliver oral health information to people during clinical encounters to enable them to develop personal skills in managing their own oral health. Traditional approaches to individual oral health education have been shown to be largely ineffective and new approaches are required to address personal motivations for preventive behaviour. This systematic review aims to identify and assess the effectiveness of behaviour models as a basis for individual oral health promotion.
Methods: Electronic databases were searched for articles evaluating the effectiveness of health behaviour models in oral and general health between 2000 and 2007. Eighty-nine studies were retrieved and data were extracted from the 32 studies that met the inclusion criteria.
Results: Thirty-two studies were identified in the fields of clinical prevention and health education, motivational interviewing (MI), counselling, and models based interventions. MI interventions were found to be the most effective method for altering health behaviours in a clinical setting.
Conclusions: There is a need to develop an effective model for chairside oral health promotion that incorporates this evidence and allows oral health professionals to focus more on the underlying social determinants of oral disease during the clinical encounter. There is potential to further develop the MI approach within the oral health field.


text:
Ursus arctos gyas
On this page:
Definition of the noun Ursus arctos gyas
What does Ursus arctos gyas mean as a name of something?
Ursus arctos gyas is a subspecies of Ursus arctos, described by Merriam in 1902.
- synonym: subspecies Ursus arctos gyas
- kingdom: Animalia
- phylum: Chordata
- class: Mammalia
- order: Carnivora
- family: Ursidae
- genus: Ursus
- species: Ursus arctos
- observational distribution: specimen and observational data from the Global Biodiversity Information Facility Network (not necessarily true occurrence density gradients)
Count per one degree cell 1 - 9 10 - 99 100 - _PHONE_ 10000 - 99999 100000+
Online dictionaries and encyclopedias with entries for Ursus arctos gyas
Click on a label to prioritize search results according to that topic:
Share this page
Go to the thesaurus of Ursus arctos gyas to find many related words and phrases!


text:
The Australian Catholic Bishops Conference release a
Social Justice Statement in September every year
SOCIAL JUSTICE STATEMENT 2022-2023:
Bishop Paul Bird talks about this year's statement, titled Respect: Confronting Violence and Abuse below:
SOCIAL JUSTICE STATEMENT 2022-2023:
The Australian Catholic Bishops have released their annual social justice statement – a practice dating back to the 1940s. This year's statement, titled Respect: Confronting Violence and Abuse, addresses the scourge of domestic and family violence in society. Australian Catholic Bishops Conference president Archbishop Timothy Costelloe SDB writes in the statement's foreword that "The teaching of Christ urges us to promote relationships marked by respect and freedom rather than coercion and control. The message of the Gospel is not a message of domination of one person over another but a message of mutual esteem and kindness."
The Social Justice Statement is attached here, and can also be found on the Office for Justice, Ecology and Peace website. Other resources, including images, prayer and liturgy material, newsletter notices and multimedia files, can also be found on that website.
The Respect: Confronting Violence and Abuse Social Justice Statement has been published ahead of the Church's celebration of Social Justice Sunday on August 28.
SOCIAL JUSTICE STATEMENT 2021-2022:
Cry of the Earth, Cry of the Poor
The Bishops' Social Justice Statement 2021-22: Cry of the Earth, Cry of the Poor, affirms that "we human beings need a change of heart, mind, and behaviour". It draws from Scripture, from the theological tradition, from Catholic Social Teaching, and from the wisdom of the world, including the insights of the First Nations.
To download the Statement and for further resources and information regarding the Social Justice Statement, visit the Australian Catholic Social Justice Council website.
A BALLARAT RESPONSE TO THE
AUSTRALIAN CATHOLIC BISHOPS
SOCIAL JUSTICE STATEMENT 2021-2022
"CRY OF THE EARTH CRY OF THE POOR"
The Creator of all calls us to practice a new way of living, one that is "good, true and beautiful." (LS 205)
We commit to take action together because it is "urgent and necessary." (LS 57)
Ballarat Diocesan Social Justice Commission forum –
Inspired by the latest Social Justice Statement, "Cry of the Earth Cry of the Poor", the Ballarat Diocesan Social Justice Commission hosted a forum on Saturday, November 6, 2021 from 10.00am – 3.00pm. The forum was attended in person and via parish hubs. Key messages from the Statement were selected and the following experts were invited to respond:
- Jeanette Morris: Acknowledgement of Country and Opening Prayer.
- Bishop Paul Bird: Introduce the Bishops Statement "Cry of the Earth Cry of the Poor".
- Dr Mark Diesendorf: Listening to and learning from the world – what the science is telling us.
- Dr Sandie Cornish: Listening and drawing wisdom from our own wells – responding to the "Cry of the Earth Cry of the Poor."
- Vicki Clark: Listening to creation – a call to care for Country.
- Jacqui Remond: Caring for creation – watering the seeds of change.
"We were made for love," and deeper relationships
will nourish us wherever the Holy Spirit leads. (LS 58)
A report from the Conference was published in the
dicoesan e-News on November 30, 2021:
SOCIAL JUSTICE STATEMENT 2020-2021:
To Live Life to the Full
MENTAL HEALTH WEBINAR
BDSJC hosted a Zoom webinar launching the 2020-2021 Bishop's Conference Social Justice Statement 'To Live Life to the Full, Mental Health in Australia Today'. The statement offers information on how we can care for our most vulnerable during the pandemic. It encourages faith communities, governments and each one of us, to make mental health a priority. Bishop Paul Bird introduced the Statement and outlined its contents highlighting the vulnerabilities in Australia. Bishop Paul outlined the challenges faced in seeking help for mental ill health and the human and financial costs involved. He reminded participants of how Jesus suffered psychological distress and offered care and healing to others.
Graeme Davy-Watts (Manager of Centacare, Mildura) talked to participants about the availability of mental health services in Australia today and what solutions-based supports, services and programs are available for parents and families for preventing mental ill health. Graeme shared strategies for maintaining mental health using positive psychology and focusing on personal strengths, connecting with others, being active, continuing to learn, being aware and helping others. The webinar empowered participants to both understand the issues around mental health and to reach out, encourage hope and bring fullness of life to those we love and care for. Participants attended from various areas in regional Victoria.
Download Graeme's handout here
WATCH THE WEBINAR HERE
MENTAL HEALTH FOR US ALL
The Commission also provides contact information of services to assist with mental health.


What are the Invictus Games? - Britannica Digital Learning What are the Invictus Games? - Britannica Digital Learning
What are the Invictus Games?
October 10, 2018
The motto of the Invictus Games is "I AM". It is inspired by the last two lines of William Ernest Henley's poem "Invictus", which has come to define the core purpose of the event: as a platform to celebrate unconquerable personal strength and achievement in the face of adversity.
The Invictus Games is an adaptive sporting event held every year in a different city around the world. Participants are veteran and active service personnel wounded, injured or ill from their service. The Games illustrate the important role that adaptive sports play in rehabilitation programs for physical and mental injuries. It also seeks to generate a wider understanding of and respect for servicemen and women and the sacrifices they make for their countries.
The 2018 Invictus Games will be held in Sydney, Australia between 20 – 27 October. The Sydney Games are expected to attract more than 500 competitors from 18 nations to compete in 11 adaptive sports.
Full coverage of the Invictus Games will be available on ABC iview. Visit the ABC website for the full live stream schedule.
I am the master of my fate,
I am the captain of my soul.
From 'Invictus' by William Ernest Henley
During the 2013 Warrior Games held in the United States, The Duke of Sussex became familiar with how participation in sport could have a positive impact on the healing of injuries and illnesses suffered by servicemen and women in battle. He promised to use the idea to launch a similar event in the United Kingdom. The Invictus Games Foundation was established in 2014 and in the same year, London hosted the inaugural Invictus Games at the Queen Elizabeth Olympic Park. More than 400 competitors from 13 nations participated.
What are the Invictus Games?
Watch this short introductory film (9 mins) to learn about the Invictus Games and understand why they are so unique:
NSW Department of Education
Invictus Games: Classroom Activities
Encourage your Year 3-10 classes to join in the spirit of the Invictus Games with the following classroom activity suggestions created by Britannica Digital Learning:
Create a biography of one of the Australian athletes competing in the 2018 Games (Years 3-10)
Learn about the athletes on the Health HQ website or watch ABC News' featured Invictus profiles.
Deconstruct William Ernest Henley's poem "Invictus" (Years 5-10)
Being an amputee himself, Henley's poem reflects his long battle with illness and is a source of strength and inspiration for many Invictus athletes. Members of the Games community have joined together to narrate the poem in the video below.
Invictus Games Sydney 2018
Imagine you are Curtis McGrath (Years 3-10)
Curtis McGrath is one of Australia's most successful para-athletes, competing at a state, national and international level less than 2 years after his traumatic experience in Afghanistan.
Imagine you are Curtis:
 - Describe your reaction if you found yourself facing life without a limb/s. Explain your emotions.
 - List the things that might change in your life?
 - What emotions and behaviours does Curtis demonstrate that might have helped him to positively adapt to the challenges that he has faced?
Create your own adaptive sport (Years 5-10)
Think about an existing sport e.g. volleyball, tennis, basketball, rugby, netball, cricket or soccer, and make it more inclusive for people with a particular disability e.g. one arm amputee, one leg amputee, blindness, deafness or 2 leg/arm amputee. Change the equipment, the playing space or the rules of your sport to make it more inclusive.
Play a game of Sitting Volley Ball (Years 3-10)
Create a prosthetic hand using drinking straws (Years 7-10)
Create a class mural representing the Invictus Games, showcasing the members of the Australian/New Zealand 2018 Invictus Games team. (Years 3-10)
Each student creates an individual artwork of the same size and the completed artworks are displayed as one large collaborative mural. Include information on the athletes' name, age, their sport, other important information and an illustration.
Explore this conflict map to learn about where the Australian forces are currently deployed (Years 3-10)
Currently the Australian armed forces are involved in a number of conflicts around the world for varying reasons, including stabilising regions, offering humanitarian support and fighting the war on terror.
Women on the front line (Years 3-10)
Watch the video "Women on the Front Line", published by Channel Ten on September 23, 2010. In pairs discuss how Australian women are filling vital roles working on the front line in Afghanistan.
Channel Ten
NSW Education Department Website, last accessed 25 September 2018
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Monday, 24 August 2009
Theoretical framework
This research is of clients' relationships with consultants in public sector information technology (IT) projects. It will seek to identify and explain how the client engages with consultants and other suppliers in order to add value to a project.
The research question is:
How do public sector organisations engage with consultants in order to contribute to an effective IT project?
Sub questions include:
 1. How does engagement contribute to an effective project?
 2. How does engagement influence relationships?
 3. How does the quality of relationships contribute to an effective project?
 4. How does engagement vary over the life cycle of a project?
 5. How does engagement help in adding value to a project?
Empirical answers to these questions could fill the gap on understanding engagement between clients and consultants. Insights could also contribute to public sector practical management of external consultants to reap value from their contribution to a project.
A review of the literature on consultancy has shown that client entities and relationships are complex. This and the literature on project management show that clients must engage with consultants for good project outcomes. A review of the literature on engagement focused on conceptualisations of engagement but also explored its various articulations. However, the literature has little to say on what client-consultant engagement might be. It is not clear how engagement manifests itself, what its factors might be or what sort of engagement leads to effective consultancy projects.
The literature on social capital allows a conceptualisation of the issue of engagement between consultants and clients on IT projects. The following sections will explain how social capital might be used as a framework for this exploration.
1 What is the problem?
Public sector IT projects often use external consultants, but are also notoriously expensive and often fail. A common cause of project failure is lack of effective engagement with stakeholders (OGC, 2002). In the public sector, engagement is "a critical element of a consulting project" (NAO, 2006a). The National Audit Office (NAO) exhorts clients and consultants to engage to ensure commitment, thus implying that engagement will improve performance and add value to a project. Public servants are advised to engage with consultants and consultants with their clients, but it is not clear how engagement happens or what a good quality of engagement is.
Czerniawska (Czerniawska, 2006) implies two meanings to the term 'engagement': the contractual engagement and the relationship. A contract of engagement may mean only initial seeking and selection but this research concerns the longer term relationship regardless of contractual arrangements. Unfortunately Czerniawska has little to say on the value of engagement as a longer term developed relationship, although she recognises that engagement as a relationship determines the success of consulting projects.
The NAO exhortation for engagement seems to be aiming at continued shared understanding; engagement must be mutual. The NAO considers from the findings of case studies that senior level engagement is crucial for successful delivery of IT enabled change (NAO, 2006c) because such engagement demonstrates senior management is committed to the change. This NAO report(NAO, 2006c) requires demonstration of commitment through engagement whilst the other NAO report (NAO, 2006a) requires ensuring commitment through engagement. There might be some confusion or inconsistency of understanding of what engagement means and does for an organisation.
So confusion and inconsistency suggest that it is a problem to understand engagement. Whether engagement is a knowable phenomenon is a moot point. Definitions of engagement are woolly and soft. Hence engagement is "a paradigm for change" (Axelrod, 2001), "the art of bringing people together" (Block, 2000), "a journey of sensing and learning" (Buckingham, 2005). It is also a two way relationship between employee and employer (Robinson D, 2004), a management philosophy (Smythe, 2007) and "a process of communication" (McMaster, 1996). Mutual engagement is a dimension of a community of practice that involves processes of community building (Wenger, 1998). In summary, engagement is a paradigm, a journey, a relationship, a philosophy, a process, an art and to the NAO "an element of a consulting project". This variety of metaphors suggests engagement is a constructed phenomenon.
Since different constructions seem to conflate engagement with other phenomena like involvement, participation, commitment, collaboration or even motivation, I explored them in the hope of clarifying some concepts of engagement. Previous research on engagement seems to have focused on outcomes and products, being mainly surveys or quasi-experimental (Gable, 1996, Saks, 2006, Schaufeli et al., 2006) but the research question requires looking at the process of engagement and how connecting people builds trust and the commitment that the NAO wants to ensure. That process includes an ongoing negotiation of meaning (Wenger, 1998). Exploration of how meaning is negotiated might be possible using the concept of social capital. Adler and Kwon { 2002 } identify social capital as "as the good will that is engendered by the fabric of social relations and that can be mobilized to facilitate action". It may be possible to relate "the fabric of social relations" to the client-consultant relationship and the "mobilisation of goodwill to engagement". Hence, the concept of social capital could help in exploring client-consultant engagement.
2 Why is this framework feasible?
Social capital theory can provide a way to explore engagement in relationships between clients and consultants. Its literature provides a framework for performing the specific investigation that is being proposed.
Social capital can be conceptualised as a stock of networks, norms and trust. People develop social capital in organisations. Organisations nurture social capital, which supports the development of intellectual capital because it comes though interaction of people sharing knowledge (Nahapiet and Ghoshal, 1998). Sharing knowledge, norms, and establishing social capital through people coming together on a project, provides the organisation with an advantage.
Nahapiet & Ghoshal (1998) suggest three dimensions for creating intellectual capital through social capital:
 - the structural dimension of network ties, configuration and appropriable organisation,
 - the cognitive dimension of shared codes, language and narratives, and
 - the relationship dimension of trust, established norms and obligations of how people behave.
Each dimension contributes in different combinations to create new intellectual capital. Combinations of the dimensions of social capital allow exchange of intellectual capital, and anticipation of value through that exchange. Value anticipated in an IT project may be other than an exchange of intellectual capital. Value may be gained from a project that delivers on time, to budget, and meets all or most of the objectives set for it. These project attributes are valuable to the parties involved. Delivery of such IT projects may be facilitated through a combination of the dimensions of social capital.
The social capital framework guides the interview questions, the three dimensions providing headings for asking questions of interviewees about relationships, concepts used and understanding.
The interview schedule relates the research question and sub questions through the social capital framework.
Questions are based round four headings:
 1. background (of project and participant),
 2. relationships,
 3. knowledge (or learning), and
 4. value.
Background is important because it provides the context. The questions may elicit structural dimensions of social capital.
Relationships matter. How do the relationships create value? The interview questions here concern social capital in the relationship and structural dimensions. Questions are to identify networks of relationships and the strength of ties between people. One question asks for a specific anecdote or story in an attempt to get more precise descriptions rather than general opinion. See {Kvale, 1996 }. These questions also aim to elicit lack of engagement in relationships, in order to reveal if the consultant and client have little in common, or need no more than a passing connection.
Knowledge: rather than directly asking about knowledge the questions are about learning and what people have learned from each other. How do they use that knowledge? This gives some idea of what value has developed from relationships.
Value: Building shared meanings is part of the cognitive dimension of social capital. There may be value gained through learning and sharing meaning. Sharing meaning may provide valuable non-financial, un-measurable qualitative gain.
Some interview questions elicit information in more than one dimension.
In summary, social capital theory offers enough complexity to provide a conceptual framework for the examination of issues of engagement between clients and consultants.
Is that completely clear? Will it be clear to my supervisors?
ADLER, P. S. & KWON, S.-W. (2002) SOCIAL CAPITAL: PROSPECTS FOR A NEW CONCEPT. Academy of Management Review, 27, 17-40.
AXELROD, R. H. (2001) Terms of engagement: changing the way we change organizations, San Francisco, Berrett-Koehler.
BLOCK, P. (2000) Flawless Consulting: a guide to getting your expertise used, Jossey-Bass/Fpeiffer.
BUCKINGHAM, M. (2005) Chapter FOUR: 'Buy-in', not by-pass: the rules of engagement. Leadership for Leaders. Thorogood Publishing Ltd.
CZERNIAWSKA, F. (2006) Ensuring sustainable value from consultants. MCA. Management Consultancy Association.
GABLE, G. G. (1996) A multidimensional model of client success when engaging external consultants. Management Science, 42, _PHONE_.
KVALE, S. (1996) InterViews : an introduction to qualitative research interviewing, Thousand Oaks, CA ; London,


text:
Sure, Jessie! The potential for a rubber plant to be poisonous depends upon which kind of plant it is. The term 'rubber plant' is used to represent a variety of different plants. This may be where your conflicting information comes from.
Certain rubber plants do have some toxic potential, depending upon the genus and species. For example, the Japanese rubber plant (Crassula arborescens) can potentially produce vomiting, depression and a loss of coordination. The ingestion of the rubber tree (Ficus elastica) and variegated rubber plant (Ficus honduras) can result in moderate gastrointestinal tract irritation. The baby or american rubber plant (Peperomia obutsifolia), along with many others of the genus Peperomia, is not considered to be toxic?although it can cause some mild stomach upset.


DD Form 2130-5 – DC 10-10/30CF Load Plan
DDFORMS.ORG – DD Form 2130-5 – DC 10-10/30CF Load Plan – The DC 10-10 30CF Load Plan, or DD Form 2130-5, is a document used by airlines and aerospace companies to create load plans for aircraft. It is important for ensuring flight safety and helps ensure that the aircraft has the proper weight distribution for an efficient journey. This form lists the cargo items that will be loaded onto the plane, as well as their respective sizes, weights, and locations. It also considers other factors such as weather conditions and passenger count.
Download DD Form 2130-5 – DC 10-10/30CF Load Plan
Form Number DD Form 2130-5
Form Title DC 10-10/30CF Load Plan
Edition Date 9/1/1998
File Size 121 KB
What is a DD Form 2130-5?
DD Form 2130-5 is a form used by the United States Air Force to document the loading of cargo for transportation. It outlines the weight, size, and number of items that need to be loaded onto an aircraft. It also includes a description of how each piece should be positioned in order to maintain balance while in flight.
This form is used on DC 10-10 30CF aircraft and helps ensure that cargo is safely and securely transported. The load plan will also list any additional information necessary for proper loadings such as hazardous materials or bulky items. It serves as a checklist during cargo loading operations to make sure all items are accounted for before takeoff.
Additionally, this form can help track any changes made mid-flight if needed which can be beneficial in case of an emergency. Completing DD Form 2130-5 correctly not only ensures safety but also allows personnel to have better oversight when it comes to tracking cargo shipments and ensuring they reach their intended destination safely and on time.
Where Can I Find a DD Form 2130-5?
The DD Form 2130-5 is a form issued by the U.S. Department of Defense (DoD) to provide an air carrier with details about what cargo is being transported and how it is to be loaded onto an aircraft. The form contains information such as the type of cargo, its weight, placement on the aircraft, and number of pallets or containers. It also includes certifications by both the sender and receiving parties that they have accepted responsibility for correctly loading the cargo onto the airplane. The form must be completed prior to loading any cargo aboard a DoD flight.
The DD Form 2130-5 can be found on the official DoD website in both paper format and digital fillable form versions. It can also be requested from any aviation unit within a local military base or installation, or at any U.S Navy Air Logistics Office (NALO). Additionally, many online sellers offer copies of this document for purchase if needed. Once obtained, it must be filled out completely before being submitted with all relevant documents regarding the shipment to receive authorization for loading onto an aircraft for transport by air.
DD Form 2130-5 – DC 10-10/30CF Load Plan
The DD Form 2130-5, also known as the DC 10-10 30CF Load Plan, is a form used by the United States Air Force to provide an accurate and detailed airlift load plan. The purpose of this form is to lay out specific cargo requirements for an aircraft in preparation for a flight mission. It includes such details as the number of cargo pallets or containers that need to be loaded onto the aircraft, weight limits for each container, any special instructions for loading them, and applicable security measures. This document can help personnel in both ground operations and on board the aircraft transport goods quickly and safely from one location to another. Additionally, it helps ensure that all cargo meets the required safety standards so there are no accidents or incidents during transport.
DD Form 2130-5 Example
DD Form 2130-5 DD Form 2130-5
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text:
Holy Grail in America
Has the Holy Grail been in America all along? In 1898, a Minnesota farmer uprooted a large stone covered with mysterious runes that tell a story of land acquisition and murder. Initially thought to be a hoax, new evidence suggests that the find, allegedly dating to 1362, could be real–and a clue that the Knights Templar discovered America 100 years before Columbus. Follow along as experts use erosion studies on the rune stone and match symbols in Templar ruins in Europe to support this theory. 100 minutes.


text:
A Missal for Children
A Missal for Children will help children to better understand what the holy Mass is, and will guide them through the liturgy to meditate on the mystery of the Eucharist.
Each of the prayers of the Mass is numbered. The same number precedes the explanation of the prayer on the facing page. This way, children can read the text of the Mass on the right-hand page and find its explanation on the left.
All the lovely illustrations will help them to understand the actions of the priest and the deeper meaning of the Mass. Magnificat illustrations.
A Missal for Children is the perfect companion to help your children to participate in the prayers at Mass, prepare for receiving Communion, say a prayer of thanksgiving after Communion, pray every morning and evening on their own or as a family, and prepare themselves to confess their sins in the Sacrament of Reconciliation.
For ages 7 and up.


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How to add new row on top instead of defaulted to bottom, in slickgrid dataview impelmentation also it is appreciated someone provide example of deleting a row.
share|improve this question
2 Answers 2
Here is an example function that will work with the example 1-simple.html example..
To Add a Row at the top:
 function addRow(){
 var newRow = {title: "new Title", duration: "1 day"};
 var rowData = grid.getData();
 rowData.splice(0, 0, newRow);
 grid.scrollRowIntoView(0, false);
To Delete row, it is the same idea. Get the grid data collection/ slice the array to get the data out of you want to delete and then call setData and render...
share|improve this answer
Sometimes Splice doesn't work. Try the code below:
DataView.insertItem(insertBefore, item) ///Here insertBefore can be 0
function addRow() {
 var newRow = columns,
 newId = dataView.getLength();
 newRow.id = newId + 1;
 dataView.insertItem(0, newRow);
and then you can call this function on button click. This really works. I have tried it myself.
share|improve this answer
Your Answer


text:
Clinical and Experimental Obstetrics & Gynecology (CEOG) is published by IMR Press from Volume 46 Issue 1 (2019). Previous articles were published by another publisher on a subscription basis, and they are hosted by IMR Press on imrpress.com as a courtesy and upon agreement with S.O.G.
Objectives: The aims of this study were to assess the morphological characteristics and to establish ultrasonographic standards of normal neonatal insula size using transfontanellar ultrasonography, and to evaluate the clinical value of this technique. Materials and Methods: The authors performed transfontanellar ultrasonography in 481 single-birth cases at 28-43 weeks' gestation. Ultrasonographic examinations were performed in the parasagittal plane at the level of the insula through the anterior fontanelle, measuring area, and perimeter of the insula. Regression analyses were used to evaluate the relationship between insula size and gestational age (GA), and 60 cases were randomly selected for assessment of intra-observer and inter-observer reliability of ultrasonographic measurements. The authors obtained standard values of normal insula size and used them to assess and follow-up 40 cases with suspected insular malformations. Additionally, 30 late-onset neonates who were determined as small for gestational age (SGA) and 45 normally growing neonates were examined and tested using the Neonatal Behavioral Assessment Scale (NBAS). Results: The neonatal insula appeared as an inverted triangle, with the insular gyri extending radially in an anterior-inferior to posterior-superior direction. The area and perimeter of the normal neonatal insula significantly increased with GA (p < 0.01 for both), and these measurements were highly reliable. This assessment of cases with suspected insular malformation showed that five out of 40 cases presented abnormalities. Late-onset SGA neonates presented a significantly smaller area and perimeter in the insula compared to controls. In addition, the measured values of the insula significantly correlated with NBAS scores. Conclusion: Evaluation of the neonatal insula using transfontanellar ultrasonography can be performed and is clinically useful.


Creating Folders using recursion
Assume that you're trying to create the following folder:
C:\Folder1\Folder2\Folder3\Folder4
You could easily create it if the folder C:\Folder1\Folder2\Folder3 existed by simply calling the MkDir method:
MkDir "C:\folder1\folder2\folder3\folder4"
However, VB flags a run-time error if the C:\folder1\folder2\folder3 does not exists. The following function makes creating subfolders more easier by checking all the parent folders and creating any of them if they did not exist using recursion.
To use this function, simply pass the FULL PATH of the folder you wish to create. Make sure that destDir always end with "\" (without quotes). The function returns TRUE if operation was successful. Otherwise, it returns FALSE.
Public Function CreateFolder(destDir As String) As Boolean

 Dim i As Long
 Dim prevDir As String

 On Error Resume Next

 For i = Len(destDir) To 1 Step -1
 If Mid(destDir, i, 1) = "\" Then
 prevDir = Left(destDir, i - 1)
 Exit For
 End If
 Next i

 If prevDir = "" Then CreateFolder = False: Exit Function
 If Not Len(Dir(prevDir & "\", vbDirectory)) > 0 Then
 If Not CreateFolder(prevDir) Then CreateFolder = False: Exit Function
 End If

 On Error GoTo errDirMake
 MkDir destDir
 CreateFolder = True
 Exit Function

errDirMake:
 CreateFolder = False
End Function
Example:
If CreateFolder("C:\Folder1\Folder2\Folder3\") Then
 MsgBox "Folder Creation successful!"
Else
 MsgBox "Folder Creation failed!"
End If
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text:
Wallace & Gromit teach kids about invention and intellectual property
17 May 2012
Wallace and Gromit, the world-famous characters developed by British studio Aardman Animation, are the stars of an interactive exhibition on innovation and intellectual property (IP) which opened at Scienceworks in Melbourne on 19 May.
Wallace & Gromit's World of Invention showcases innovation and creativity in everyday life, highlighting the important link between invention and IP protection.
Visitors walk through different rooms in Wallace and Gromit's "house", where they can view both real and imaginary innovations, learn about important Australian inventors and discover how IP rights work in practice. Visitors are also encouraged to get creative themselves with activities such as devising a smoothie recipe and logo, inventing household tools and singing their hearts out in the Karaoke Disco Shower.
We are the principal sponsor of the exhibition in Australia and have worked with Scienceworks to ensure that the exhibition contains strong and accurate IP messages that are relevant to an Australian audience.
We hope that the exhibition inspires a new generation of Australian inventors who understand IP rights and how to use them to protect their inventions.
The exhibition will be in Melbourne until 11 November 2012 and then move to the Powerhouse Museum in Sydney from 12 December 2012 until 26 May 2013. Tickets are $19 for adults, $7.50 for concession holders and $6 for children.
We will be organising a number of events, competitions and activities associated with the exhibition so keep an eye on out for details. You can visit the ScienceWorks' website for more information.
Last Updated: 29/11/2012


2\left( A \right)\left\{ {\exp \left[ {D_{{\mathrm{KL}}}\left( {q^ \ast \left( {\mathbf{x}} \right)\parallel q\left( {\mathbf{x}} \right)} \right)} \right] - 1} \right\},$$
(17)
where q*(x) is the optimal importance function with zero estimation variance, and
$$D_{{\mathrm{KL}}}\left( {q^ \ast \left( {\mathbf{x}} \right)\parallel q\left( {\mathbf{x}} \right)} \right) = E_{q^ \ast \left( {\mathbf{x}} \right)}\left( {\log \frac{{q^ \ast \left( {\mathbf{x}} \right)}}{{q\left( {\mathbf{x}} \right)}}} \right),$$
(18)
is the Kullback–Leibler (KL) divergence as the measurement of discrepancies between q*(x) and q(x).
Following the independence assumptions in NDE, if the IS method is directly applied, we can derive the equations as
$$q^ \ast \left( {\mathbf{x}} \right) = q^ \ast \left( {{\mathbf{s}}\left( 0 \right)} \right) \times \mathop {\prod}\limits_{k = 1}^T {q^ \ast \left( {{\mathbf{u}}\left( k \right)|{\mathbf{s}}\left( k \right)} \right)} ,$$
(19)
$$\log \frac{{q^ \ast \left( {\mathbf{x}} \right)}}{{q\left( {\mathbf{x}} \right)}} = \log \frac{{q^ \ast \left( {{\mathbf{s}}\left( 0 \right)} \right)}}{{q\left( {{\mathbf{s}}\left( 0 \right)} \right)}} + \mathop {\sum}\limits_{k = 1}^T {\mathop {\sum}\limits_{i = 1}^N {\log \frac{{q^ \ast \left( {{\mathbf{u}}_i\left( k \right)|{\mathbf{s}}\left( k \right)} \right)}}{{q\left( {{\mathbf{u}}_i\left( k \right)|{\mathbf{s}}\left( k \right)} \right)}}} } .$$
(20)
As \(\log \frac{{q \ast ({\mathbf{u}}_i(k)|{\mathbf{s}}(k))}}{{q({\mathbf{u}}_i(k)|{\mathbf{s}}(k))}}\) is usually predetermined by prior knowledge utilized for generating the importance functions, the KL divergence will increase linearly with the dimensionality (O(NT)), and, therefore, the estimation variance will increase exponentially with the dimensionality, leading to the "curse of dimensionality".
For NADE, if the variance is only dependent on the dimensionality of the adjusted critical variables, i.e., the maneuvers of POV at the critical moments, then our method addresses the "curse of dimensionality". Specifically, if we denote xc the critical variables, which are independent of all other variables xc, we propose the theorem as follows, and the proof can be found in the Supplementary Methods.
Theorem 1:
The estimation variance of our method has the following relations:
$$\begin{array}{c}\sigma ^2 = P^2\left( A \right)D_{\chi ^2}\left( {q^ \ast \left( {{\mathbf{x}}_c} \right)\parallel q\left( {{\mathbf{x}}_c} \right)} \right) + D\left( {{\mathbf{x}}_c\parallel {\mathbf{x}}} \right)\\ \ge P^2\left( A \right)\left\{ {\exp \left[ {D_{KL}\left( {q^ \ast \left( {{\mathbf{x}}_c} \right)\parallel q\left( {{\mathbf{x}}_c} \right)} \right)} \right] - 1} \right\} + D\left( {{\mathbf{x}}_c\parallel {\mathbf{x}}} \right)\end{array}$$
(21)
where \(D_{\chi ^2}\left( {q^ \ast ({\mathbf{x}}_c)\parallel q({\mathbf{x}}_c)} \right) = E_{q\left( {{\mathbf{x}}_c} \right)}\left( {\left( {\frac{{q^ \ast ({\mathbf{x}}_c)}}{{q({\mathbf{x}}_c)}} - 1} \right)^2} \right)\) denotes the χ2-divergence, \(q^ \ast \left( {{\mathbf{x}}_c} \right) = \frac{{P\left( {A\left| {{\mathbf{x}}_c} \right.} \right)P\left( {{\mathbf{x}}_c} \right)}}{{P\left( A \right)}}\) denotes the optimal importance function for the critical variables, and \(D({\mathbf{x}}_c\parallel {\mathbf{x}}) = E_{q({\mathbf{x}})}\left[ {\left( {P(A|{\mathbf{x}}) - P(A|{\mathbf{x}}_c)} \right)^2\frac{{P^2({\mathbf{x}})}}{{q^2({\mathbf{x}})}}} \right]\) measures how critical the adjusted variables are.
The term D(xc||x) measures the variance caused by the identification of critical variables. The more critical the adjusted variables xc are, the closer P(A|xc) is to P(A|x), and thus the closer D(xc||x) is to zero.
The KL divergence and χ2-divergence measure the discrepancies between optimal importance functions and proposed importance functions. Compared with Lemma 1, both the divergences are related to the dimensionality of the critical variables, instead of all variables, which resolves the challenge of high dimensionality for rare event estimation problem.


text:
Alevi ritual practice is a significant means in (re)producing a specific Alevi habitus and cultural identity. It is well known that the
Alevi ritual practice is a significant means in (re)producing a specific Alevi habitus and cultural identity. It is well known that the cem ritual and the emblematic semah were formative in the so-called Alevi revival. Representations of such performances became core symbols of 'Aleviness'. Despite this, Alevis often complain of a lack of 'authenticity' of the contemporary Alevi ritual. And yet, contemporary rituals and ceremonies still preserve rites and ritual elements constitutive for the Alevi tradition. By drawing on a large body of audio-visual material collected from 2003 to 2010, this lecture will present examples from a systematic analysis of the repertoire and structures of transnational ritual practice, focussing on its aesthetics.
holds an M.A. (Islamic Studies, Cultural Anthropology) and a PhD, both from the University of Heidelberg, where he was appointed 'Privatdozent' with a venia legendi for 'Islamwissenschaft' in 2016. Since October 2017, he has been a senior researcher at the Orient-Institut Istanbul, responsible for the research area 'History of Religions'. He conducted fieldwork in Iran, Turkey, Armenia, and Germany among Zoroastrians, Alevis, Yezidis, and Twelver Shiites, both as a member of the Collaborative Research Centre 'Dynamics of Ritual' (University of Heidelberg) and as a research group leader at the Department for the Study of Religions (University of Bayreuth).
Susam Sokak No:16 Kat:3 Daire: 7 Cihangir - İstanbul


text:
Studio 3T Crack + Activation Key Download [Latest]
Studio 3T Crack is a GUI and IDE available for data engineers and developers who use MongoDB. With the generation of Polyglot requests code, data management functions like direct editing and simple connections to databases are synchronized. An extended shell that allows for automatic completion, SQL import/export, and authentication at the enterprise level with LDAP or Kerberos. Studio 3T was designed to help professional teams grow.
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- The new aggregation editor now displays the results in the respective "Pipeline" and "Stage" tabs in order to obtain a clearer and more intuitive aggregation experience, in particular when checking stage inputs and outputs.
- We also added another time-saver: the ability to create views directly in the aggregation editor.
- In addition to imports, migrations, and data comparisons, you can now also automate and schedule exports.
- Moreover, The integration also brings a quick modification of the user interface in the export wizard. That is to say, the possibility of executing several exports in a single task via "units".
- Similarly, Connect to your MongoDB database or create a new connection in the "Recent connections" section.
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text:
We've cleared the waiting list and have already sent off a few extra headlights since Christmas. So now it's time to get back to more interesting blog posts.
One of the most common questions I get asked is:
'How long does the battery last?'
It's a good question to ask. The joy of using a high-powered headlight would be somewhat reduced if you needed to carry 20kg of spare batteries. Fortunately, a single set of 18650 cells will last most people an entire night.
If you missed my introduction to 18650 cells, then you can read up on them here.
The minimum runtimes you'll get with two Xtar (Panasonic) 3100mAh cells are:
- 3 hours on the spot,
- 4 hours on the flood at 100%,
- 10 hours on the flood at 40%,
- 28 hours on the flood at 15%,
- 85 hours on the flood at 5%,
- 400 hours on the flood at 1%.
For me personally, this means that by using the 15% flood most of the time, and only turning the spot when I need to find something, I can go all night on a pair of 18650 cells (which only weigh 45 grams each). It sounds like I am sacrificing light to make it last all night, but I'm not. The 15% flood is still brighter than most other headlights at full-power!
Below are some plots of the change in light intensity produced by the V3 over time. Each line represents a different power level.
Unfortunately, since the runtimes vary between 3 and 400 hours, it's hard to show them all on the same graph. So the first graph has a logarithmic time scale. This lets us see all the data on the same graph.
We just need to remember that the markings on the far left represent 6 minutes each, while the markings on the far right represent 100 hours each. Only the 1% level (which lasts 400 hours) gets into the 100-hour markings.
Unfortunately, not everyone thinks in logarithmic scales, so I've removed the lowest mode so that you can visualise it on a linear scale:
Comparing the levels
The important thing to remember with these graphs, is that the flood and spot beams are very different, so they were measured in different ways. There are no numbers on the vertical axis so that nobody gets confused. You cannot compare the intensity of the flood and the spot on these graphs. The graphs make it look like the spot is dimmer than the 100% flood, but this is not true.
The curve at the end of each line shows how the light gradually dims when the battery is almost flat. These lights are 'semi-regulated'. This means that they have a smart circuit inside them which maintains a constant level of light (see the flat bits in the graphs) until the battery is almost dead, then the light level drops gradually. This is better than 'unregulated' which starts to dim as soon as you turn it on. It's also better than 'fully-regulated' which stays bright for a few minutes longer but then goes out completely without any warning.
So how long does the spot really last?
Earlier I mentioned that the spot only lasts 3 hours, but the graph show us that it continues to shine up to about 8 hours. 3 hours is how long it lasts in regulation before it starts to dim slowly. So the way to think of it, is that it's a great beam for 3 hours, a good beam until 6 hours, and then a dim beam until 8 hours.
So how long does the battery last?
Long enough for most of us!


text: Large-scale methods and robust algorithms are needed for a quantitative analysis of cells status/geometry in situ. It allows the understanding the cellular mechanisms that direct organ growth in response to internal and environmental cues. Using advanced whole-stack imaging in combination with pattern analysis, we have developed a new approach to investigate root zonation under different dark/light conditions. This method is based on the determination of 3 different parameters: cell length, cell volume and cell proliferation on the cell-layer level. This method allowed to build a precise quantitative 3D cell atlas of the Arabidopsis root tip. Using this approach we showed that the meristematic (proliferation) zone length differs between cell layers. Considering only the rapid increase of cortex cell length to determine the meristematic zone overestimates of the proliferation zone for epidermis/cortex and underestimates it for pericycle. The use of cell volume instead of cell length to define the meristematic zone correlates better with cell proliferation zone.


text:
Data format: Shapefile
File or table name: LocCode_Public
Coordinate system: Geographic
Theme keywords: LocCodes, Codes, Public, Location, Boundary, Boundaries, Tax, Sales, Use District
Abstract: An intersection of Washington State counties, Incorporated cities, Regional Transportation Authority, Public Transportation Authority and Community Empowerment Zone boundaries depicting sales and use tax location code areas as polygons. Participating boundary datasets are updated quarterly as annexation and boundary change notices are received. This dataset is created as part of geoprocessing to generate quarterly updates. Dataset intended use is to determine applicable sales and use tax location code by location.
Metadata elements shown with blue text are defined in the Federal Geographic Data Committee's (FGDC) Content Standard for Digital Geospatial Metadata (CSDGM). Elements shown with green text are defined in the ESRI Profile of the CSDGM. Elements shown with a green asterisk (*) will be automatically updated by ArcCatalog. ArcCatalog adds hints indicating which FGDC elements are mandatory; these are shown with gray text.


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Q100175: Setting up Auto-Save functionality in MODO
This article explains how MODO's auto-save functionality works and how you can configure the behaviour. This is a useful feature to prevent you from losing too much work if MODO crashes before you save a project.
Auto-Saves are triggered at set time-intervals, but only if a change has been made in the scene. The file location, time-interval, and number of revisions are all configurable.
How to setup auto-save functionality
You can enable and change the settings of the auto-save within MODO's preferences:
 1. Launch MODO and then open the Preferences.
 - On OSX this can be found under the "modo" menu
 - On Windows and Linux the Preferences are under the System menu
 2. In the Preferences window, navigate to Defaults > Auto-Save
 3. Here you will find the following settings:
 - Enable - Turns auto-saving on
 - Time Interval (mins) - sets the time between auto-saves
 - Backup Directory - where the auto-save files are stored
 - Number of Revisions - how many different auto-save files MODO will make for each file
MODO will make auto-saves for each file you work on, meaning auto-saves from a different file won't override saves from another. If you haven't saved the file at all then the autosave will be called "Untitled.lxo"
 - If 'Number of Revisions' is set to 1 then autosave filename will match the original scene file
 where 'filename' is your scene name
 - If the revisions are set to more than 1, it will add a number to the start of the filename:
 NOTE: The most recent auto-save will have the highest number at the start of the file
How to load auto-saves after a crash
If MODO crashes, then the next time you launch MODO it will prompt you to ask if you wish to load the most recent save or auto-save (it will choose the most recent).
Alternatively, you can manually load an auto-save from the Backup Directory location.
If you encounter any issues performing the steps outlined in this article, then please open a Support ticket and let us know the issue you are encountering and the troubleshooting steps you have taken so far.
For more information on how to do this, please see the following article: Q1000064: How to raise a support ticket.
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))
plot(cfit, tp_args=list(labels=a$names, gp=gpar(fontsize=8, col="darkgrey")))
(I have also tested this with the on-line example with the iris dataset.)
how do i get a 45 angle for the x axis labels in the following code
AFAIK, with base graphics, you can only ask for 0/90° orientation of labels on x- or y-axis (see the las parameter in par()). However, with lattice or ggplot2 you can do it.
Here is an example with lattice::barchart():
tt <- table(sample(LETTERS[1:6], 100, rep=T))
library(lattice)
barchart(tt, horiz=F,
 scales=list(x=list(rot=45, labels=paste("Fancy label", 1:6))))
bar chart
Replace labels with your own labels or if you already have a named table, leave it as is.
I have a big table in R, now I want to select the odd rows and paste a label before the first element of this row
If I understand your question correctly, you want to display some text and the first element of all odd rows. You can try this:
cat(paste("This is odd", A[c(2,4),1], "\n"))
No need for a loop there. Should you want to work with a larger matrix, and take all odd rows, you can use seq(2, nrow(A), by=2) instead of c(2,4).
Programming a QQ plot
Here is a simple solution using base graphics:
scores <- rnorm(200, mean=12, sd=2)
gender <- gl(2, 50, labels=c("M","F"))
opar <- par(mfrow=c(1,2))
for (g in levels(gender))
 qqnorm(scores[gender==g], main=paste("Gender =", g))
par(opar)
A more elegant lattice solution then:
qqmath(~ scores | gender, data=data.frame(scores, gender), type=c("p", "g"))
See the on-line help for qqmath for more discussion and example of possible customization.
How to combine 2 matrices into a graph
If you just want to plot correlations as a function of distances, without imposing a particular structure on your plot, you can just extract the lower part of your respective matrices, e.g.
x <- matrix(rnorm(1000), nrow=20)
d.mat <- as.matrix(dist(x))
c.mat <- cor(t(x))
plot(d.mat[lower.tri(d.mat)], c.mat[lower.tri(c.mat)])
Interactive plotting in Python?
My first thought would be Mayavi, which is great for data visualization, especially in 3D. It relies on VTK. It is included in the Enthought flavoured version of Python, together with Chaco for 2D plotting. To get an idea, look at Travis Vaught's nice screencast in Multidimensional Data Visualization in Python - Mixing Chaco and Mayavi .
It also possible to embed basic interactive functionalities (like slider) to Matplotlib, see matplotlib.widgets and the widget examples.
Finally, you can use rpy (or better, rpy2) and benefit from the R interface.
Performing an if statement on each row in R
Unfortunately, I came late and with a solution similar to @Andrie's one, like this:
dat <- matrix(c(3,3,3,2,3,3,3,3,3,3,3,3,2,3,1,2,2,2,3,3),
 nr=10, byrow=TRUE)
# here is our lookup table for genotypes
pat <- matrix(1:9, nr=3, byrow=T, dimnames=list(1:3,1:3))
Then
> pat[dat]
 [1] 9 8 9 9 9 9 6 2 5 9
gives you what you want.
However, I would like to say that you might find easier to use dedicated package for genetic studies, like the one found on CRAN (like genetics, gap or SNPassoc , to name a few) or Bioconductor , because they include facilities for transforming/recoding genotype data and working with haplotype.
Here is an example of what I have in mind with the above remark:
> library(genetics)
> geno1 <- as.genotype.allele.count(dat[,1]-1)
> geno2 <- as.genotype.allele.count(dat[,2]-1)
> table(geno1, geno2)
 geno2
geno1 A/A A/B
 A/A 6 1
 A/B 1 1
 B/B 0 1
Canonical Correlation Analysis in R
Your X variance-covariance matrix is not positive-definite, hence the error when internally calling fda::geigen.
There's a similar function for regularized CCA in the mixOmics package, but I guess it will lead to the same error message because it basically uses the same approach (except that they plugged the geigen function directly into the rcc function). I can't actually remember how I get it to work with my data, for a related problem (but I'll look into my old code once I find it again :-)
One solution would be to use a generalized Cholesky decomposition. There is one in the kinship (gchol; be careful, it returns a lower triangular matrix) or accuracy (sechol) package. Of course, this means modifying the code inside the function, but it is not really a problem, IMO. Or you can try to make Var(X) PD with make.positive.definite from the corpcor package.
As an alternative, you might consider using the RGCCA package, which offers an unified interface for PLS (path modeling) and CCA methods with k blocks.
Controlling z labels in contourplot
Here is my take:
library(lattice)
x <- rep(seq(-1.5,1.5,length=50),50)
y <- rep(seq(-1.5,1.5,length=50),rep(50,50))
z <- exp(-(x^2+y^2+x*y))
# here is default plot
lp1 <- contourplot(z~x*y)
# here is an enhanced one
my.panel <- function(at, labels, ...) {
 # draw odd and even contour lines with or without labels
 panel.contourplot(..., at=at[seq(1, length(at), 2)], col="blue", lty=2)
 panel.contourplot(..., at=at[seq(2, length(at), 2)], col="red",
 labels=as.character(at[seq(2, length(at), 2)]))
}
lp2 <- contourplot(z~x*y, panel=my.panel, at=seq(0.2, 0.8, by=0.2))
lp3 <- update(lp2, at=seq(0.2,0.8,by=0.1))
lp4 <- update(lp3, lwd=2, label.style="align")
library(gridExtra)
grid.arrange(lp1, lp2, lp3, lp4)
You can adapt the custom panel function to best suit your needs (e.g. other scale for leveling the z-axis, color, etc.).
Gnuplot: Variable colors (and linewidths) for 2D-Vector plot
I would put only one color specification, e.g.
set xrange [0:10]
set yrange [0:10]
plot "test.dat" using 1:2:3:4:5 with vectors lw 3 lc rgb variable
where test.dat contains
1 1 2 0 0x000000
1 2 2 0 0xff0000
1 3 2 0 0xffff00
1 4 2 0 0x382288
The same can be done using the following inline rgb function
rgb(r,g,b) = int(r)*65536 + int(g)*256 + int(b)
plot "test2.dat" using 1:2:3:4:(rgb($5,$6,$7)) with vectors lw 3 lc rgb variable
where test2.dat now reads
1 1 2 0 0 0 0
1 2 2 0 255 0 0
1 3 2 0 255 255 0
1 4 2 0 56 34 136
slick one-lineR


text:
Products on Show
Scalable measurement data acquisition for ADAS development
Powerful ECUs are used to coordinate the complex sensor networks that inform ADAS and autonomous driving platforms. These must be capable of processing huge quantities of data and deriving driving strategies from this data within milliseconds. To develop these complicated control strategies efficiently, development of the software functions is shifting to the lab. Wherever possible, virtualization is replacing experiments based on real hardware. This approach relies on adequate validation of the models with real environment data. This requires reliable, flexible tools for efficient data acquisition as well as the possibility of accessing data via a cloud or backend.
To manage data acquisition from multiple high-performance control units and vehicle sensors, ETAS provides its powerful GETK ECU interface technology. This can handle vast amounts of data and connect a microprocessor's PCIe interface to the recording system. The V-GETK (virtual ETK) comes into play during the prototyping phase, if a production-ready ECU and sensor hardware are not yet available.
In San Jose, ETAS will show RALO (Rapid Logging), a Linux-based, modular, scalable data acquisition control and recording system to develop ADAS ECUs. The system can be used during test drives or in virtual test environments. It is portable, Ethernet-based and can be run on any PC for logging external data.


text:
2.4.9 Can the Degree of Disability be revised?
Yes, revising the degree of disability is an option.
Two years must have gone by from the original resolution for a person to be entitled to a revision.
The minimum time frame would not be necessary in the following situations:
- When an error in the diagnosis can be proved.
- When significant changes in the circumstances that led to the diagnosis of that degree have taken place.


text:
Summer in Idaho means camps for kids.
If you are 10 to 12 years old and want to learn outdoor skills, become certified in hunter education and experience a wide variety of other fun, outdoor activities, consider attending the Youth Conservation Camp, August 12 -16, at Trinity Pines Camp and Conference Center in Cascade.
Campers participate in hands-on learning activities in firearm safety and shooting, wildlife conservation and identification, orienteering and challenge courses, fishing techniques, archery fundamentals, introduction to trapping, float the Payette River, and much more in an attractive outdoor setting.
Registration is first come first serve to the first 30 youth. Cost per camper is $255.00, which includes food, lodging and equipment for the week.
To learn more or to register, visit the Idaho Conservation Officer Association website at _URL_, or contact your nearest Idaho Fish and Game office.
Idaho's Youth Conservation Camp is unique because it is sponsored and directed by the Idaho Conservation Officer's Association and Idaho Department of Fish and Game – the same people who manage Idaho's fish and wildlife. Conservation officers and biologists direct the camp and lead the classroom and field learning activities.
The overall goal is to help young people learn about and cultivate a respect for Idaho's natural resources and the people who work to protect, preserve, and perpetuate those resources.
Logo courtesy Idaho Department of Fish and Game


text:
The Liberty Ship John Muir
by Harold Wood
According to Edwin Way Teale, in his otherwise excellent book
The Wilderness World of John Muir
(Boston: Houghton Mifflin, 1954), "during the First World War, a liberty
ship was christened the SS John Muir." Teale had his wars mixed up.
In actuality, all "Liberty Ships" were built during and used in the
Second World War, not the first.
The Liberty Ship John Muir was built in 1942. It was one of approximately 2700 Liberty Ships built during Second World War. A "Liberty Ship" was an emergency cargo ship, mass-produced
using a common design. As German submarines kept sinking supply ships, it was important
to the war effort to mass-produce as many new ships as possible for transporting supplies. So Liberty Ships had to be constructed quickly - in under six months. Since many hundreds of Liberty Ships were sunk under enemy fire during World War II, new Liberty Ships had to be built to replace them over and over again. Remarkably, the Liberty Ship John Muir survived the war, and was finally scrapped in 1966.
Liberty Ships were to be named, quite simply, after outstanding Americans, heroes and leaders in American history. This was easy for the first 300 ships, but became increasingly more difficult as the ship-building program expanded into the thousands. The simple list of the founding fathers and patriots had to be expanded into some 60 name lists, including authors, athletes, abolitionists, painters, historians, political and social reformers, scientists, college presidents, feminists, merchant marine heroes, railroad builders, diplomats, explorers, Indians, and pioneers. And not only Americans were recognized. Interestingly, several people who were friends of John Muir also had Liberty Ships named after them:
John Bidwell, John Burroughs, Ralph Waldo Emerson, Asa Gray,
David Starr Jordan, William Keith, William Kent, Joseph LeConte, Enos A. Mills, Harriet Monroe, Theodore Roosevelt,
Josiah D. Whitney, and S. Hall Young.
Here's the data about the Liberty Ship John Muir:
- Hull Number: 1226
- Date Built: December, 1942
- Built by: Marinship Corp., Sausalito,California, Yard No. 4.
- Scrapped: Portland, Oregon, May 1966
- Named after: Naturalist, explorer, conservationist, responsible for the establishment of the Yosemite National Park
- Length: 441 ft. 6 inches
- Breadth: 56 ft 10 3/4 inches
- Depth: 37 feet 4 inches
- Gross Tons: 7176 DWT: 10,414 tons
- Speed: 10-11 knots
Information provided by:
Captain C.J. Carroll
U.S. Merchant Marine, Retired
Captain of a Liberty ship at age 22 during the WW2
Still looking fir Mermaids.
Captain Carroll kindly responded to our April, 1998 request for information on
Liberty Ships: The Ugly Ducklings of World War II
by John Gorley Bunker (Annapolis, Naval Institute Press, 1972),
The Liberty Ship
by L.A. Sawyer and W.H. Mitchell
(Cornell Maritime Press, 1973),
The Liberty Ships - The People behind the
by Captain Deschamps, P.O.Box 10156 Bainbridge Island, Washington 98110.
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Know someone you really don't like? Bored and out of practical jokes? Really want to tick someone off? This guide shows you through the easy steps of making a sleeping person an angry person.
 1. 1
 Get some speakers and put them right outside of someone's door.
 2. 2
 Plug them in to the nearest wall socket but do not turn them on.
 3. 3
 Take a laptop with "1812 Overture" on it (an MP3 player or iPod will work great too, but a laptop is preferred because it can get insanely loud and it is rather easy to get to the part of 1812 you want). Open your media player of choice. Go to the really loud part of 1812 near the end with the cannons. Stop your music player right before that part.
 - Plug the speakers into your laptop.
 - Turn your music player volume to maximum.
 - Turn your computer volume to maximum.
 - Turn your speaker volume to maximum.
 - Turn on your speakers.
 - Turn on the music and run like heck.
 4. 4
 Making a sleeping person an angry person should not just be limited to the indoors! If you have speakers that are powered off batteries, you can do all this on camping trips or anyplace outdoors where someone is sleeping.
 - Have a good laugh afterwards!
 - If you want to cherish this memory forever, have a friend stand over your shoulder and record the whole incident with a sound-recording video camera. Then, put the video on one of your favorite video-uploading sites!
To make it look like you didn't do this prank, try to get in your bed and "wake up" the same time as everyone else! Then there's an even slighter chance of getting caught! (and it makes everyone confused, a double prank!)
 - Getting to the loud part of "1812 Overture" can sometimes be hard, but be patient! It will be worth it in the end.
 - While "1812 Overture" is a great song to use for this, many other songs can replace it. Heavy rock is preferred for most, but if you know someone has an extremely strong dislike for a certain type of music, use that music! Classical-crossover music from artists like Jackie Evancho will work great on some people, while Heavy Rock or Metal will work great for other people.
 - Again, sleeping people who get woken up by "1812 Overture" will more than likely try to beat you up, so it would be best to wear sneakers and run as soon as you hit play.
 - It is not advisable to try making a sleeping person an angry person.
 - Make sure that the sleeping person does not suffer from any heart problems. If you give this sleeping person a heart attack, severe consequences will most likely follow.
 - Remember that if you have the speakers loud enough, you will probably wake up more than one person. And they'll all want to break your stuff.
 - Sleeping people who get randomly woken up by loud music are very angry! You will likely get beat up by them after they wake up. If they do not after they have been woken up, they will most likely get you up the same way in the near future.
 - If you do manage to escape the angry person, they will more than likely destroy anything you leave behind, including but not limited to: your laptop/MP3 player, speakers, video camera, and extension cord. Try to take these things with you when running away.
 - Loud noises can be a danger to your ears. Try to wear earplugs when making a sleeping person an angry person.
 - And if worse comes to worse, point toward innocent bystander.
Things You'll Need
 - Loud computer speakers
 - A laptop or MP3 player
 - (optional) An extension cord
 - (optional) A video camera with sound recording abilities
 - (optional) Sneakers
 - Sleeping person that you're mad at
Article Info
Categories: Sleeping Pranks
Thanks to all authors for creating a page that has been read 37,603 times.
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Math Forum - Problem of the Week
Marabyn usually takes a bus home from school. The weather today is beautiful and the bus is traveling so slowly that she decides to get off and just walk the rest of the way home. She'd like to walk at least 10 minutes but she doesn't want to walk more than 2 kilometers to her home which is 9 kilometers from school.
Using the tools in the Java applet, select a distance for Marabyn to have traveled in the bus and to use as the start of her walk by moving the slider, and choose a walking time from the pull-down menu.
Open Java Applet
 1. How far (distance) can Marabyn travel on the bus if she wants to walk at least 10 minutes but not more than 2 kilometers to get home? How long (time) will she walk?
 2. List two more bus-travel distances and walking times that also get Marabyn home.
 3. Write an equation that uses Marabyn's walking speed of 0.1 km/min and the variables "t" for walking time and "d" for bus-travel distance to express the distance of Marabyn's journey home.
© _PHONE_ The Math Forum


kids encyclopedia robot
Haze facts for kids
Kids Encyclopedia Facts
Harmattan Haze in Abuja.
Haze is a problem with the air quality in which smoke covers the sky, making it hard for people to breathe. Some people fall sick as well due to the polluted air.
The World Meteorological Organization manual of codes includes a classification of horizontal obscuration into categories of fog, ice fog, steam fog, mist, haze, smoke, volcanic ash, dust, sand, and snow. Sources for haze particles include farming (ploughing in dry weather), traffic, industry, and wildfires.
Seen from afar (e.g. an approaching airplane) and depending on the direction of view with respect to the Sun, haze may appear brownish or bluish, while mist tends to be bluish grey. Whereas haze often is thought of as a phenomenon of dry air, mist formation is a phenomenon of humid air. However, haze particles may act as condensation nuclei for the subsequent formation of mist droplets; such forms of haze are known as "wet haze."
Images for kids
ca:Broma (temps)
kids search engine
Haze Facts for Kids. Kiddle Encyclopedia.


matches any Unicode character that represents a letter (lower case, upper case, modified or unmodified).
If you have to stick with JavaScript and cannot use the library suggested by Tim Down, the only options are probably either blacklisting or whitelisting. But your bounty mentions that blacklisting is not actually an option in your case. So you will probably simply have to include the special characters from your relevant language manually. So you could simply do this:
var desired = stringToReplace.replace(/[^\w\sñáóí]/gi, '');
Or use their corresponding Unicode sequences:
var desired = stringToReplace.replace(/[^\w\s\u00F1\u00C1\u00F3\u00ED]/gi, '');
Then simply add all the ones you want to take care of. Note that the case-insensitive modifier also works with Unicode sequences.
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text: Noise in images presents a considerable problem, limiting their readability and hindering the performance of post-processing and analysis tools. In particular, optical coherence tomography angiography (OCTA) suffers from stripe noise. In medical imaging, clinicians rely on high quality images in order to make accurate diagnoses and plan management. Poor quality images can lead to pathology being overlooked or undiagnosed. Image denoising is a fundamental technique that can be developed to tackle this problem and improve performance in many applications, yet there exists no method focused on removing stripe noise in OCTA. Existing OCTA denoising methods do not consider the structure of stripe noise, which severely limits their potential for recovering the image. The development of artificial intelligence (AI) have enabled deep learning approaches to obtain impressive results and play a dominant role in many areas, but require a ground truth for training, which is difficult to obtain for this problem. In this paper, we propose a revised U-net framework for removing the stripe noise from OCTA images, leaving a clean image. With our proposed method, a ground truth is not required for training, allowing both the stripe noise and the clean image to be estimated, preserving more image detail without compromising image quality. The experimental results show the impressive de-striping performance of our method on OCTA images. We evaluate the effectiveness of our proposed method using the peak-signal-to-noise ratio (PSNR) and the structural similarity index measure (SSIM), achieving excellent results as well.