text:
The purpose of this report is to provide information concerning injury mortality among infants, children (ages 1-14) and adolescents (ages 15-19) in Arizona. The data for 1997 are placed in a temporal context by comparison with the data for the preceding ten years.
Data on the number and characteristics of injury deaths among Arizona residents 19 years old or younger were obtained from the death certificates filed with the Arizona Department of Health Services.
In this report, fatal injuries as the underlying cause of death are defined and coded according to ICD-9* in the following manner:
Population denominators for Arizona residents, used to calculate rates, are projections from the Population Statistics Unit in the Arizona Department of Economic Security (data for _PHONE_ and _PHONE_) and the U.S. Census Bureau (data for 1990 and data by ethnic group for 1997). Detailed population data by gender, age and county were unavailable for _PHONE_. In order to obtain the population denominators for these two years, the 1990 percentages of population breakdowns (or census shares) were applied to 1991 and 1992 total state or county population estimates published by the DES.
Office of Epidemiology and Statistics
Bureau of Public Health Statistics
Arizona Department of Health Services
Phone: _PHONE_
FAX: _PHONE_


Sage X3 Fashion
Sage X3 Fashion is a solution for fashion distribution. Its structure is represented in the diagram below.
Fashion add ons
The Sage ERP X3 would implement the following functionalities (CPI will provide the essential add ons to the standard Sage ERP X3 solution):
 1. Products;
 2. Prices, costs, margins;
 3. Purchasing (Orders, Receipts, Invoices Control);
 4. Sales;
 5. Stocks Control (Quantities, Values, Movements);
 6. Reports.
Product and business definitions
Product information contains:
 1. Size and color matrix with different size tables and color tables (eventually those used by suppliers);
 2. Size tables equivalences (for instances between S/M/L and 36/38/40 tables);
 3. Supplier data;
 4. Different internal and external codes, including one or more barcodes per item, supplier codes, etc.;
 5. Specific article data (family, sub-family, supplier, brand, line, usage, thematic color, packaging units and method – box or hanged, composition, washing instructions, collection, permanent item, etc.), VAT rates;
 6. Combined products, with special rules (sell only together or isolated, supply only ensemble available, etc.);
 7. Consigned or purchased article, and priority on sell;
 8. Distribution rules (by article or collection);
 9. Guarantee management.
Purchase management
 1. Purchase processes follow a down to top orders sequence, from store demand to economical manufacturing quantities. A confirmation closes the first purchase process (during season planning, several months in advance);
 2. Quality control can be added according to purchase definition;
 3. Label printing methodologies can be a second verification process.
 1. Day closing process in account (sales by stores);
 2. Matrix sales order;
 3. Selling price by mark up or margin;
 4. Voucher discount (optional).
Stock control
 1. Different article groups with and without variants: shoes, caps, dap, clothing, utilities, tools;
 2. Different size tables: EU, US, children, lingerie, belt measures;
 3. EAN Code treatment: generation and definition;
 4. Subcontracting management (optional);
 5. Logistic process: reception, picking, expedition;
 6. Mobile functions (PDAs): receptions, inventory (optional).
 1. Some reports are on matrix format (ex. customer order confirmation) with comments added at document level or product level;
 2. Others reports can be made on demand.
© 2018 by CPI RETAIL
T: +351 217804000


EventHandler
Defines a handler to be executed after an event. Examples of events are intent and condition based events in a scene.
YAML representation
webhookHandler: string
# Union field prompt can be only one of the following:
staticPrompt:
 object (StaticPrompt)
staticPromptName: string
# End of list of possible types for union field prompt.
Fields
webhookHandler
string
Name of the webhook handler to call.
Union field prompt. Prompts can either be inlined or referenced by name. prompt can be only one of the following:
staticPrompt
object (StaticPrompt)
Inlined static prompt. Can contain references to string resources in bundles.
staticPromptName
string
Name of the static prompt to invoke.
StaticPrompt
Represents a list of prompt candidates, one of which will be selected as the prompt to be shown in the response to the user. This message is localizable.
YAML representation
candidates:
 - object (StaticPromptCandidate)
Fields
candidates[]
object (StaticPromptCandidate)
The list of candidate prompts to be sent to the client. Each prompt has a selector to determine when it can be used. The first selector that matches a request will be sent and the rest will be ignored.
StaticPromptCandidate
Represents a static prompt candidate.
YAML representation
selector:
 object (Selector)
promptResponse:
 object (StaticPromptResponse)
Fields
selector
object (Selector)
Optional. The criteria for whether this prompt matches a request. If the selector is empty, this prompt will always be triggered.
promptResponse
object (StaticPromptResponse)
The prompt response associated with the selector.
Selector
Defines the criteria for whether a prompt matches a request.
YAML representation
surfaceCapabilities:
 object (SurfaceCapabilities)
Fields
surfaceCapabilities
object (SurfaceCapabilities)
The set of required surface capabilities.
SurfaceCapabilities
Represents the surface the user is using to make a request to the Action.
YAML representation
capabilities:
 - enum (Capability)
Fields
capabilities[]
enum (Capability)
Required. The capabilities of the surface making a request to the Action.
StaticPromptResponse
Represents structured responses to send to the user, such as text, speech, cards, canvas data, suggestion chips, etc.
YAML representation
firstSimple:
 object (StaticSimplePrompt)
content:
 object (StaticContentPrompt)
lastSimple:
 object (StaticSimplePrompt)
suggestions:
 - object (Suggestion)
link:
 object (StaticLinkPrompt)
override: boolean
canvas:
 object (StaticCanvasPrompt)
Fields
firstSimple
object (StaticSimplePrompt)
Optional. The first voice and text-only response.
content
object (StaticContentPrompt)
Optional. A content like a card, list or media to display to the user.
lastSimple
object (StaticSimplePrompt)
Optional. The last voice and text-only response.
suggestions[]
object (Suggestion)
Optional. Suggestions to be displayed to the user which will always appear at the end of the response. If the "append" field in the containing prompt is "true" the titles defined in this field will be added to titles defined in any previously defined suggestions prompts and duplicate values will be removed.
override
boolean
Optional. Mode for how this messages should be merged with previously defined messages. "true" will clear all previously defined messages (first and last simple, content, suggestions link and canvas) and add messages defined in this prompt. "false" will add messages defined in this prompt to messages defined in previous responses. Setting this field to "false" will also enable appending to some fields inside Simple prompts, the Suggestions prompt and the Canvas prompt (part of the Content prompt). The Content and Link messages will always be overwritten if defined in the prompt. Default value is "false".
canvas
object (StaticCanvasPrompt)
A response to be used for interactive canvas experience.
StaticSimplePrompt
Represents a simple prompt to be send to a user.
YAML representation
variants:
 - object (Variant)
Fields
variants[]
object (Variant)
List of possible variants.
Variant
Represents a variant which is part of the simple prompt.
YAML representation
speech: string
text: string
Fields
speech
string
Optional. Represents the speech to be spoken to the user. Can be SSML or text to speech. If the "append" field in the containing prompt is "true" the speech defined in this field will be appended to the previous Simple prompt's speech.
text
string
Optional. Text to display in the chat bubble. If not given, a display rendering of the speech field above will be used. Limited to 640 chars. If the "append" field in the containing prompt is "true" the text defined in this field will be appended to the previous Simple prompt's text.
StaticContentPrompt
A placeholder for the Content part of a StaticPrompt.
YAML representation
# Union field content can be only one of the following:
card:
 object (StaticCardPrompt)
image:
 object (StaticImagePrompt)
table:
 object (StaticTablePrompt)
media:
 object (StaticMediaPrompt)
list:
 object (StaticListPrompt)
collection:
 object (StaticCollectionPrompt)
# End of list of possible types for union field content.
Fields
Union field content. Only one type of content can be present in a Prompt. content can be only one of the following:
card
object (StaticCardPrompt)
A basic card.
image
object (StaticImagePrompt)
An image.
table
object (StaticTablePrompt)
Table card.
media
object (StaticMediaPrompt)
Response indicating a set of media to be played.
list
object (StaticListPrompt)
A card for presenting a list of options to select from.
collection
object (StaticCollectionPrompt)
A card presenting a list of options to select from.
StaticCardPrompt
A basic card for displaying some information, e.g. an image and/or text.
YAML representation
title: string
subtitle: string
text: string
image:
 object (StaticImagePrompt)
imageFill: enum (ImageFill)
button:
 object (StaticLinkPrompt)
Fields
title
string
Optional. Overall title of the card.
subtitle
string
Optional. Subtitle of the card.
text
string
Required. Body text of the card which is needed unless image is present. Supports a limited set of markdown syntax for formatting.
image
object (StaticImagePrompt)
Optional. A hero image for the card. The height is fixed to 192dp.
imageFill
enum (ImageFill)
Optional. How the image background will be filled.
button
object (StaticLinkPrompt)
Optional. A clickable button to be shown in the Card.
StaticImagePrompt
An image displayed in the card.
YAML representation
url: string
alt: string
height: integer
width: integer
Fields
url
string
Required. The source url of the image. Images can be JPG, PNG and GIF (animated and non-animated). For example,_URL_
alt
string
Required. A text description of the image to be used for accessibility, e.g. screen readers.
height
integer
Optional. The height of the image in pixels.
width
integer
Optional. The width of the image in pixels.
StaticLinkPrompt
Defines a link which will be displayed as a suggestion chip and can be opened by the user.
YAML representation
name: string
open:
 object (OpenUrl)
Fields
name
string
Name of the link
open
object (OpenUrl)
Defines behavior when the user opens the link.
OpenUrl
Defines behavior when the user opens the link.
YAML representation
url: string
hint: enum (UrlHint)
Fields
url
string
The url field which could be any of: - http/https urls for opening an App-linked App or a webpage
hint
enum (UrlHint)
Indicates a hint for the url type.
StaticTablePrompt
A table card for displaying a table of text.
YAML representation
title: string
subtitle: string
image:
 object (StaticImagePrompt)
columns:
 - object (TableColumn)
rows:
 - object (TableRow)
button:
 object (StaticLinkPrompt)
Fields
title
string
Optional. Overall title of the table. Must be set if subtitle is set.
subtitle
string
Optional. Subtitle for the table.
image
object (StaticImagePrompt)
Optional. Image associated with the table.
columns[]
object (TableColumn)
Optional. Headers and alignment of columns.
rows[]
object (TableRow)
Optional. Row data of the table. The first 3 rows are guaranteed to be shown but others might be cut on certain surfaces. Please test with the simulator to see which rows will be shown for a given surface. On surfaces that support the WEB_BROWSER capability, you can point the user to a web page with more data.
button
object (StaticLinkPrompt)
Optional. Button.
TableColumn
Describes a column in the table.
YAML representation
header: string
align: enum (HorizontalAlignment)
Fields
header
string
Header text for the column.
align
enum (HorizontalAlignment)
Horizontal alignment of content w.r.t column. If unspecified, content will be aligned to the leading edge.
TableRow
Describes a row in the table.
YAML representation
cells:
 - object (TableCell)
divider: boolean
Fields
cells[]


text:
Convert Pinches of Salt to Smidgens
Enter the salt volume in pinches below to get the value converted to smidgens.
How to Convert Pinches to Smidgens
To convert a pinch measurement to a smidgen measurement, multiply the salt volume by the conversion ratio. One pinch of salt is equal to 2 smidgens, so use this simple formula to convert:
The salt volume in smidgens is equal to the pinches multiplied by 2.
Pinches and smidgens are both units used to measure salt volume. Keep reading to learn more about each unit of measure.
A pinch is a small unit used in cooking, typically used to measure salt and other spices when seasoning. One pinch is equal to the amount of seasoning that can be taken between your thumb and finger, or 1/2 of a dash. The pinch is a rough measurement, but is commonly considered to be equal to 1/16 of a teaspoon.
A smidgen is a very small unit used in cooking, most often used to measure salt and seasonings. One smidgen is equal to 1/2 of a pinch, which is the amount of seasoning that you can "pinch" between your thumb and finger. Although the smidgen is considered a rough measurement, it is generally accepted to be equal to 1/32 of a teaspoon.
Pinch to Smidgen Conversion Table

source: openbmb/Ultra-FineWeb


text: A new method for selective surface functionalization of silicon with a silicon-nitrogen bonded (Si-N) monolayer and subsequent bioimmobilization is presented. The Si-N monolayer was studied using Xray photoelectron spectroscopy (XPS), scanning electron microscopy (SEM), fluorescence spectroscopy, and capacitance-voltage (C-V) measurements using an electrolyte insulator semiconductor (EIS) sensor. A symmetric ethylene diamine (EDA, C2H4 (NH2)(2)) molecule was used as a precursor compound for monolayer formation in an inert environment in the liquid phase. XPS results show the attachment of EDA molecules proceeds via dissociative and dative bond formation whereas free amine groups on the surface were used for further immobilization of biomolecules. SEM shows selective functionalization and bioimmobilization on a patterned surface such as a silicon nanowire on silicon oxide substrate. Biosensing experiments with bioimmobilized surfaces were carried out in aqueous buffer and show high sensitivity for biosensing. (C) 2015 Elsevier B.V. All rights reserved.


Assortment analysis: identifying weak links
26.07.2013 13868
Assortment analysis: identifying weak links
How, using assortment analysis, can you understand which product categories are the "weak link" that constantly create stocks? The most powerful way is to use ABC market analysis based on the Pareto principle. Clever Fashion's experts tell you how to apply this principle to the assortment of a shoe store.
(Only part of the article "To make the leftovers become sweet" is published here. Read the full version of the material in Shoes Report # 108).
The Pareto principle says that 20% of the effort gives 80% of the result, and in relation to the assortment implies that the largest amount of profit (80%) comes from a fairly small group of products and customers (20%). Using the Pareto principle, all inventories can be divided into 3 main categories:
And - especially valuable goods, which make up 20% of stocks in a warehouse and form 80% of sales;
B - goods of average value, comprising 30% of stocks in a warehouse and 15% of sales;
C - the least valuable goods: 50% of stocks in a warehouse and 5% - sales.
Before applying Pareto principle to product categories, analyze sales at a point of sale. To do this, you need to divide all the parameters and resources that you encounter when working into groups according to the degree of importance and effectiveness. This is especially convenient with tables. To compile them, do the following:
Identify the ones that matter to your business objectsfor example, customers (regular, casual, wholesale customers, those who are looking for rare sizes or models, etc.), suppliers (seasonal shoes, exclusive shoes, discounted shoes, etc.), groups and subgroups of goods.
· Determine what parameters you will evaluate efficiency these objects for your store. This may be the volume of sales provided by this object, the total income earned from the object, the average inventory, the number of sales units per object, the number of orders from the object, etc. For example, you analyze sales and you see that a certain regular group of customers buys the entire size range of certain shoes every season, another group - only a few popular models, and another customer group is focused on a particular brand. Or, looking at the income earned, you see that from one group of goods profit is 3 times more than from another. Make several tables for each such object, and consider all its parameters in the table. The numbers may surprise you!
· Sort Objects in importance and profitability for your store. These tables will help to understand with whom cooperation is more effective. Do not forget to analyze the ratio of the tables to each other - this way you can find that, for example, a certain group of customers buys the entire size range each time, but this does not bring the highest percentage of profit due to the pricing policy. And some supplier doesn't deliver the most popular models, but it is them who are guaranteed to buy regular customers: in this way, the products of this supplier practically do not form residues in the warehouse.
· After analyzing all the data, matching all the numbers and graphs, go to the definition priority product groups using the Pareto principle.
Analiz objektov
How exactly to apply the Pareto principle to the information obtained from the tables? As noted above, group A - these are the models and sizes that bring the main part of the profit, suppliers whose products diverge the fastest, and customers who provide most of the turnover. Therefore, in the final data, objects of this group are very easy to notice: these are the most popular models in the collection, the most popular sizes, shoes that most meet the demand of buyers and suppliers who offer just such products.
The goods of group A practically do not form residues in the warehouse, therefore also look for objects that are sold as quickly and fully as possible. In general, all the products you selected in this group will amount to no more than 20% of the total.
Next Popular Products group B form in comparative tables about 30%. These are objects that provide a good average level of sales - something that will most likely be sold out, but a certain number of pairs can get stuck in the warehouse: sandals will linger in the fall, and several pairs of boots will also stand in the spring.
Products group C they generate income less than others, but more often than others they turn into long-term stock balances. This is usually a specific product - amateur shoes, extreme sizes, exotic models. Such products also find their buyer, but this happens extremely slowly.
How, using assortment analysis, can you understand which product categories are the "weak link" that constantly create stocks? The most effective way is to use ABC market analysis,...
Please rate the article
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To the beginning


text:
June 20, 2017 – Westford, MA
BrightSpot Automation has delivered its first ContactSpot-PRO system for performing non-destructive contact resistance measurements of solar cells. The system has been installed at the at the University of Central Florida (UCF) in the research group of Prof. Kris Davis.
The ContactSpot-PRO tool measures the contact resistivity between the metallization of a solar cell and the underlying semiconductor. This cell parameter is critical for optimization of the cell design, materials, and manufacturing process, yet it is rarely measured in practice due to the destructive nature of the standard linear TLM test. In the standard test, strips are cut from standard cells to isolate linear contact segments for testing, or special variable-spaced test structures are made, neither of which is desirable for manufacturing. The ContactSpot-PRO uses a circular TLM method where the resistance is measured between a center dot across a ring gap to the surrounding metallization over a range of ring gap dimensions. With such a geometry, no isolation cutting of the cell is necessary. The measurement can be performed in a few seconds to enable in-line measurements.
Dr. Andrew Gabor, CTO of BrightSpot: "The challenge for us in terms of industry acceptance was to implement the circular test structures without affecting cell performance or aesthetics. The solution we found was to make very small structures that we could hide within the standard busbars. After soldering of the interconnect wires in the panels, they will be covered up by the wires. We then implemented vision guided motion to measure the dimensions of each structure for the most accurate analysis and to allow alignment of the probehead to the structures. The ContactSpot-PRO represents yet another highly successful industry-academia collaboration between BrightSpot and UCF. We worked very closely with Professor Davis and UCF student Geoffrey Gregory to develop the technique and analysis and to optimize the tool performance. This is groundbreaking work, and we are excited to now provide the tool to R&D and production groups worldwide for improved experimentation and better factory quality control."
Dr. Kris Davis, Assistant Professor of Materials Science and Engineering at the Univ. of Central Florida: "To our knowledge, our paper to be presented on June 26 at the IEEE Photovoltaics Specialists Conference will be the first reference of using the circular TLM approach for photovoltaics in the literature. Although this approach is used in other electronics industries, it has apparently been overlooked within the PV community. We are hopeful that other research groups and companies will send cells to us for testing so we can share what we have learned. We can supply the front silver screen artwork files and structure dimensions to facilitate such collaborations. We are excited to demonstrate the technique beyond standard cell architectures and apply it to plated metallization, heterojunction cells with TCO layers, back side PERC structures where Al has a very limited contact area with the silicon, and even to CdTe cells and other superstrate thin film cells and modules where shadow masks or other techniques could be used to pattern the back metal."
Dr. Zhihao Yang, Professor of Materials Science and Energy Engineering, Foshan University, China and consultant to Gonda Electronic Technology, Co. Ltd.: "As a large solar cell metallization paste manufacturer, contact resistance is the most important parameter for Gonda to optimize. We perform many experiments daily on different paste compositions at different firing conditions for different cell types, and the ability for us to quickly and accurately measure contact resistivity on every cell we make would be invaluable. We were quite impressed with the results of the initial collaborative experiment with BrightSpot and UCF on cells that we provided over a range of conditions. The correlation between the standard TLM testing method and the new circular TLM method was very strong."
The University of Central Florida (UCF) has several researchers, graduate students, and undergrads involved in various aspects of solar cell and solar panel R&D, with an emphasis on characterization equipment and testing methods. Additionally, UCF manages the Florida Solar Energy Center (FSEC). Further information about FSEC can be found at _URL_. Those interested in testing cells on the ContactSpot-PRO should contact Kris Davis at _EMAIL_.
About BrightSpot Automation, LLC
BrightSpot Automation provides the PV industry and PV researchers with specialized manufacturing and measurement tools with a focus on improving module durability and performance. The company is based in Westford, MA.

source: m-a-p/FineFineWeb


text:
Coxs Creek (Belfield, New South Wales)
Course and features
Coxs Creek rises northeast of Punchbowl railway station and flows generally north northeast, before reaching its confluence with the Cooks River, at Strathfield South. Over time the creek has been extensively modified and is now largely a storm drain that flows about 3km. Prior to development of the area the creek drained paperbark swamps that were formerly near the junction of Roberts Road and Juno Parade. Over time the creek has been extensively modified and rerouted. As with most drainage channels in the area it has been lined along much of its length. Coxs Creek drains a total catchment of 8.8|km2|sqmi}}.
The creek begins as a stormwater drain, then runs in the open through the Coxs Creek Wetland, a 1.84ha reserve containing significant remnant bushland including some Cooks River Castlereagh Ironbark Forest habitat. Including tree specimens of mugga ironbark (Eucalyptus sideroxylon), narrow-leaved ironbark (E. crebra), broad-leaved ironbark (E. fibrosa), and tallowwood (E. microcorys). The forest habitat is noted as an endangered ecological community. Acacia pubescens (Downy Wattle) is a vulnerable flora species present as is the locally endangered Tadgell's Bluebell (Wahlenbergia multicaulis). The endangered Green and Golden Bell Frog (Litoria aurea) has been recorded and frog ponds constructed as part of the creek. The frog has not been seen in the creek since 1995, though they are still present in the nearby constructed wetlands at the Juno Parade Brick Pit.
In 2005 Sydney Ports Corporation proposed works including fauna corridors and "frog ramps" to encourage their return. Along much of its length the creek is a combination of covered channel and an uncovered concrete lined trench. As the creek passes through the reserve it is open and the 2010 management plan calls for restoration of this part of the creek and the adjacent riparian zone.
- Australian Wetlands Pty Ltd (July 2010). Cox's creek wetland and reserve; Plan of management. Sydney Metropolitan Catchment Management Authority.
- "Enfield Intermodal Logistics Centre Landscape and Unban Design Concept Plan" (PDF). Sydney Ports Corporation. June 2005. _URL_
- "Cooks River catchment" (map). Office of Environment and Heritage. Government of New South Wales. _URL_


text:
6825 mammograms from our mammography image database were segmented to find the breast outline. The outlines were averaged and smoothed to produce an average outline for each laterality and radiographic projection.
Lesions in 3304 mammograms with malignant findings were mapped on to a standardised breast image corresponding to the average breast outline using piecewise affine transforms. A four dimensional probability distribution function was found from the lesion locations in the cranio-caudal and medio-lateral radiographic projections for calcification and noncalcification lesions. Lesion locations sampled from this probability distribution function were mapped on to individual mammograms using a piecewise affine transform which transforms the average outline to the outline of the breast in the mammogram.
The four dimensional probability distribution function was validated by comparing it to the two dimensional distributions found by considering each radiographic projection and laterality independently. The correlation of the location of the lesions sampled from the four dimensional probability distribution function across radiographic projections was shown to match the correlation of the locations of the original mapped lesion locations.


text:
A company manufactures teddy bears.They have total fixed costs of $232,548.996 in the production of bears. The selling price of each bear is $19.16.The variable cost per bear is $15.15. What is the break even point in number of bears?
a.60,100 b.61,233 c.32,455 d.57,993 e.not given
This type of problem is vey easy. The break even point is where the total cost (Fixed cost + Variable cost) is equal to the total...
A break-even point is calculated. The solution is detailed.


text:
Graduate Certificate in Public Interest Design
The Graduate Certificate in Public Interest Design has been created as a means to prepare future leaders in architecture, urban planning, sustainability, community development and other fields to aid currently underserved populations through sustainable, human-centered design methods. The Certificate will provide an educational foundation for entry into the emerging field of Public Interest Design, through academic studies and hands-on experience in the field, working directly with communities in need to address issues such as inadequate shelter, food and water scarcity, disaster preparedness and recovery, and economic well-being.
The Certificate in Public Interest Design will be offered to both graduate students and professionals in Portland and beyond. The certificate consists of 18 credit hours of course options from several disciplines, with a focus on the "triple bottom line" of sustainability (social, environmental and economic), ranging from Social Entrepreneurship to Environmental Sustainability to Creating Collaborative Communities . The coursework is anchored by a seminar in public interest design and culminates in fieldwork or practicum on a real-world public interest design project.


text: This is the beautiful and graceful Proleek Dolmen located on the legendary Cooley Peninsula in co. Louth. It is one of the finest examples in Ireland and dates from between 2500-3000 BC. These structures were given the name 'dolmen' in the Victorian era which derives from a Breton word meaning a 'stone table'. The proper name for these incredible monuments are 'portal tombs' as the 2 upright stones (or portals) are believed to be 'the gateway' into the burial chamber. Many of these were originally covered by thousands of smaller stones in the shape of a tall pointed cairn but these were usually removed over the years for other purposes. It is common to find cremated bones, grave goods, flints, bone beads, and coarse pottery during excavations. The giant roof stone on this example measures 12-feet by 10-feet and is estimated to weight over 30-tonnes. If you look closely at the photo you will see lots of tiny pebbles on the top of capstone as a local legend says..' if you throw a stone up and it stays, you will be married within a year" Best of Luck!


The Calming Effect of Horses
The Calming Effect of Horses
Wednesday 18th September 2019
There are many benefits of horse riding for children with autism. Autistic people see, hear and feel the world differently to other people and this can cause considerable anxiety.
The rhythmic movement experienced during horse riding has been found to calm this distress and the actual physical contact with the horse may also help to build other relationships and reduce negative reactions.
Communication and empathy may also be increased by the interaction with the horse as their excitement of riding encourages them to speak to their horse and they begin to understand that their reactions can have an impact on how the horse behaves.
Riding different horses, introducing new activities and the rotation of volunteers that help out during riding sessions can assist with the resistance to change that is often associated with autism.
Cameron Branchett has riding been since 2011. When he began to get frustrated with his progress, Malvern Riding School, an Accessibility Mark accredited centre, stepped in to help. Here his Dad, Jonathan, tells his story.
Cameron's Story
Cameron was diagnosed with Autism Spectrum Disorder (ASD) in December 2006. In 2011, after discovering that the rocking motion on the pelvis when riding a horse released oxytocin that can help calm people, Cameron tried his first riding lesson.
The effect on him was immediate. Trying to cope in a main stream school, Cameron was showing symptoms of Tourette's Syndrome alongside his ASD. All of this stopped every time he sat on the horse.
He was hooked and we were amazed that a half hour lesson could have such a profound effect on him. They say certain animals have an affinity with humans and this is certainly the case with every horse Cameron has ridden. He forms a genuine bond with them all and they seem to instinctively understand his needs.
With ASD comes difficulties, listening to and understanding complex sets of instructions can be challenging at times. Cameron never expressed any desire to be a champion rider, or show jumper, he just enjoyed riding and trotting.
However, he began to get frustrated with his own limited progress and was starting to find the lessons troubling. In 2016, he was on the verge of giving up. That's when we turned to Malvern Riding School. Julie and the staff there are simply wonderful.
Within a few months he had mastered his rising trot, something he had never managed in five years! He now canters and jumps with ease and he is so much more confident and enthusiastic about his riding now and determined to become as good as he can be to help him with his dream of becoming an actor.
Julie and the staff, have a way of sensing when Cameron is getting a little disengaged with his riding and quickly change the lessons to keep him interested.
The way they communicate with him really resonates and he responds well to them. The little things like stopping the horse and talking towards him rather than shouting to his back as he rides past make all the difference. They also know the best way to challenge and support him even when he doubts himself.
There are currently 53 Accessibility Mark-approved centres across the country.
To find your nearest RDA Group or Accessibility Mark centre visit
In other news: Activity Alliance releases updated profile toolkit


Developing lld Readers
The purpose of a "Reader" is to take an object file in a particular format and create an lld::File (which is a graph of Atoms) representing the object file. A Reader inherits from lld::Reader which lives in include/lld/Core/Reader.h and lib/Core/Reader.cpp.
The Reader infrastructure for an object format Foo requires the following pieces in order to fit into lld:
class ReaderOptionsFoo : public ReaderOptions
This Options class is the only way to configure how the Reader will parse any file into an lld::Reader object. This class should be declared in the lld namespace.
Reader *createReaderFoo(ReaderOptionsFoo &reader)
This factory function configures and create the Reader. This function should be declared in the lld namespace.
class ReaderFoo : public Reader
This is the concrete Reader class which can be called to parse object files. It should be declared in an anonymous namespace or if there is shared code with the lld::WriterFoo you can make a nested namespace (e.g. lld::foo).
You may have noticed that ReaderFoo is not declared in the.h file. An important design aspect of lld is that all Readers are created only through an object-format-specific createReaderFoo() factory function. The creation of the Reader is parametrized through a ReaderOptionsFoo class. This options class is the one-and-only way to control how the Reader operates when parsing an input file into an Atom graph. For instance, you may want the Reader to only accept certain architectures. The options class can be instantiated from command line options or be programmatically configured.
Where to start
The lld project already has a skeleton of source code for Readers for ELF, PECOFF, MachO, and lld's native YAML graph format. If your file format is a variant of one of those, you should modify the existing Reader to support your variant. This is done by customizing the Options class for the Reader and making appropriate changes to the.cpp file to interpret those options and act accordingly.
If your object file format is not a variant of any existing Reader, you'll need to create a new Reader subclass with the organization described above.
Readers are factories
The linker will usually only instantiate your Reader once. That one Reader will have its loadFile() method called many times with different input files. To support multithreaded linking, the Reader may be parsing multiple input files in parallel. Therefore, there should be no parsing state in you Reader object. Any parsing state should be in ivars of your File subclass or in some temporary object.
The key function to implement in a reader is:
virtual error_code loadFile(LinkerInput &input,
 std::vector> &result);
It takes a memory buffer (which contains the contents of the object file being read) and returns an instantiated lld::File object which is a collection of Atoms. The result is a vector of File pointers (instead of simple a File pointer) because some file formats allow multiple object "files" to be encoded in one file system file.
Memory Ownership
Atoms are always owned by their File object. During core linking when Atoms are coalesced or stripped away, core linking does not delete them. Core linking just removes those unused Atoms from its internal list. The destructor of a File object is responsible for deleting all Atoms it owns, and if ownership of the MemoryBuffer was passed to it, the File destructor needs to delete that too.
Making Atoms
The internal model of lld is purely Atom based. But most object files do not have an explicit concept of Atoms, instead most have "sections". The way to think of this is that a section is just a list of Atoms with common attributes.
The first step in parsing section-based object files is to cleave each section into a list of Atoms. The technique may vary by section type. For code sections (e.g..text), there are usually symbols at the start of each function. Those symbol addresses are the points at which the section is cleaved into discrete Atoms. Some file formats (like ELF) also include the length of each symbol in the symbol table. Otherwise, the length of each Atom is calculated to run to the start of the next symbol or the end of the section.
Other sections types can be implicitly cleaved. For instance c-string literals or unwind info (e.g..eh_frame) can be cleaved by having the Reader look at the content of the section. It is important to cleave sections into Atoms to remove false dependencies. For instance the.eh_frame section often has no symbols, but contains "pointers" to the functions for which it has unwind info. If the.eh_frame section was not cleaved (but left as one big Atom), there would always be a reference (from the eh_frame Atom) to each function. So the linker would be unable to coalesce or dead stripped away the function atoms.
The lld Atom model also requires that a reference to an undefined symbol be modeled as a Reference to an UndefinedAtom. So the Reader also needs to create an UndefinedAtom for each undefined symbol in the object file.
Once all Atoms have been created, the second step is to create References (recall that Atoms are "nodes" and References are "edges"). Most References are created by looking at the "relocation records" in the object file. If a function contains a call to "malloc", there is usually a relocation record specifying the address in the section and the symbol table index. Your Reader will need to convert the address to an Atom and offset and the symbol table index into a target Atom. If "malloc" is not defined in the object file, the target Atom of the Reference will be an UndefinedAtom.
Once you have the above working to parse an object file into Atoms and References, you'll want to look at performance. Some techniques that can help performance are:
 - Use llvm::BumpPtrAllocator or pre-allocate one big vector and then just have each atom point to its subrange of References in that vector. This can be faster that allocating each Reference as separate object.
 - Pre-scan the symbol table and determine how many atoms are in each section then allocate space for all the Atom objects at once.
 - Don't copy symbol names or section content to each Atom, instead use StringRef and ArrayRef in each Atom to point to its name and content in the MemoryBuffer.
We are still working on infrastructure to test Readers. The issue is that you don't want to check in binary files to the test suite. And the tools for creating your object file from assembly source may not be available on every OS.
We are investigating a way to use YAML to describe the section, symbols, and content of a file. Then have some code which will write out an object file from that YAML description.
Once that is in place, you can write test cases that contain section/symbols YAML and is run through the linker to produce Atom/References based YAML which is then run through FileCheck to verify the Atoms and References are as expected.


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- Nostalgia, a sentimental yearning for the past, consists of particularly intense, complex and vivid memories.
- Although nostalgia was once considered an unhealthy preoccupation, new research reveals that it improves people's moods and is a sign of emotional well-being.
- Nostalgia can promote a sense of social integration in people who are sad or feel alone.
Do you have wistful memories of the cookies that came from your grandmother's oven? Do you enjoy recalling the jokes and pranks that you and your school friends used to find hilarious? On a restless night, does the whoosh of a train on a long-ago journey linger in your mind? If your recollections sometimes evoke a sentimental yearning for the past, then you know what it means to experience nostalgia.
You are in good company, too. In a 2006 study conducted at the University of Southampton in England, 79 percent of the 172 students surveyed said that they have nostalgic thoughts at least once a week; 16 percent reported having such moments every day. Nostalgia is not limited to any culture, stage of life or state of mental health. Our Southampton team has found the emotion in healthy adults and children, as well as patients suffering from dementia.
This article was originally published with the title Yearning for Yesterday.

source: HuggingFaceFW/fineweb-edu


text:
So you're in the market for some pickups. You pull up Google and start looking. So many options, so many builders. This one says it has AlNiCo III magnets, this other one says AlNiCo V and yet another says it's loaded with AlNiCo II. What does this mean and what is the difference, really?
Let's start with what the word AlNiCo even means. AlNiCo is an acronym for a metal blend of aluminum, nickel, cobalt, and iron. The number following AlNiCo represents the proportions of each metal in that blend. For example, AlNiCo V contains 8% aluminum(al), 14% nickel(ni), 24% cobalt(co), 3% copper(not included in AlNiCo acronym), and the balance (51%) is iron. AlNiCo III, and II use different proportions to achieve different magnet strengths and properties.
AlNiCo magnets were invented in the 1920's as an alternative to weaker Iron magnets. Iron magnets weakened quickly and lost charge easily with shock or temperature changes. Alnico magnets keep a stronger magnetic field over time and are more resilient to shock and heat.
The most popular AlNiCo magnets you will see in guitar and bass pickups are AlNiCo V, AlNiCo II, AlNiCo III, AlNiCo IV, and AlNiCo VIII. Most commonly you will see AlNiCo V and ceramic (which is a different animal and found in many modern, more aggresive pickups).
Leo Fender started using AlNiCo blended magnets in his experimental pickups as early as 1940. In the Blackguard Book, Nacho Baños writes that Leo used AlNiCo III in the early Broadcasters and Teles. Early P.A.F. humbuckers used AlNiCo V or II. Often, builders used what was available at the time and they changed every few years. Fender was notorious for this.
When shopping for vintage style pickups, you will see alnico II referenced often. This blend is used by many pickup makers for vintage reissue pickups. It is similar to AlNiCo III in that it is weaker than the AlNiCo V we hear so often, but the composition and resulting tone is very different.
Alnico V is by far the most used magnet in our shop with 95% of all pickups produced here using that blend. AlNiCo V has a stronger magnetic pull than AlNiCo II or III. This translates into tighter low end response and a more aggressive, edgy tone.
A good way to imagine the difference between Alnico magnets is to compare them to shocks in a car. Alnico II is like a set of worn in shocks, Alnico V is more like a set of stiff shocks, and Neodymium is like a hardtail Harley, translating every bump in the road.
So what do I use?
There are a few considerations here:


What do the user flags mean?
The user control flags determine which features a regular user or uploader is allowed to access. By default, a lot of features are not accessible for them, such as share and download. These flags provide the administrator with control over who is allowed to share or push files.
For more information about the different user roles, please see the What are the different user levels page.
The following control flags are available:
The share flag determines whether a user is allowed to share files by email, access the embed code and share files on social media using the theater page.
When the user is allowed to download, the user will have access to all available formats for a file (including the source file), and can download these. Please keep in mind that, when disabling download for a user, a user could still potentially use other ways to capture videos (using screen recording) or pictures (using printscreens). However, it does protect your high quality source files, as they will not be able to access those.
Manage folders
Users with manage rights have access to several features regarding folder management, such as renaming folders and editing/moving/copying files. They can, however, only manage the folders they have been granted access to.
Create folders
This flag will allow a user to create new folders inside a folder he has access to.
Invite to upload
This flag will allow a user to send upload invitations to external users.
Get in touch for a trial or a demo.
Request demo


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- Start Date
- End Date
- Research Project
Inerter prototype development and enhanced trailing arm bush design (COF-INT-01)
This research developed design concepts, layouts and drawings of prototype inerters in train suspension and examined the extent to which inerters could help reduce wear and tear on the GB railway. The design framework used to investigate the inerters resulted in a design for a enhanced trailing arm bush that could greatly reduce track wear.
- Unlock research, articles and more
- Get updates on RSSB's activities
- Log in to access content and download resources


slash. If you really want to use backslashes, consider using Sarathy's File::DosGlob, which comes with the standard Perl distribution.
 - Mac OS (Classic) users should note a few differences. Since Mac OS is not Unix, when the glob code encounters a tilde glob (e.g. ~user) and the GLOB_TILDE flag is used, it simply returns that pattern without doing any expansion.
 Glob on Mac OS is case-insensitive by default (if you don't use any flags). If you specify any flags at all and still want glob to be case-insensitive, you must include GLOB_NOCASE in the flags.
 The path separator is ':' (aka colon), not '/' (aka slash). Mac OS users should be careful about specifying relative pathnames. While a full path always begins with a volume name, a relative pathname should always begin with a ':'. If specifying a volume name only, a trailing ':' is required.
 The specification of pathnames in glob patterns adheres to the usual Mac OS conventions: The path separator is a colon ':', not a slash '/'. A full path always begins with a volume name. A relative pathname on Mac OS must always begin with a ':', except when specifying a file or directory name in the current working directory, where the leading colon is optional. If specifying a volume name only, a trailing ':' is required. Due to these rules, a glob like <*:> will find all mounted volumes, while a glob like <*> or <:*> will find all files and directories in the current directory.
 Note that updirs in the glob pattern are resolved before the matching begins, i.e. a pattern like "*HD:t?p::a*" will be matched as "*HD:a*". Note also, that a single trailing ':' in the pattern is ignored (unless it's a volume name pattern like "*HD:"), i.e. a glob like <:*:> will find both directories and files (and not, as one might expect, only directories). You can, however, use the GLOB_MARK flag to distinguish (without a file test) directory names from file names.
 If the GLOB_MARK flag is set, all directory paths will have a ':' appended. Since a directory like 'lib:' is not a valid relative path on Mac OS, both a leading and a trailing colon will be added, when the directory name in question doesn't contain any colons (e.g. 'lib' becomes ':lib:').
SEE ALSO
glob, glob(3)
AUTHOR
The Perl interface was written by Nathan Torkington <_EMAIL_>, and is released under the artistic license. Further modifications were made by Greg Bacon <_EMAIL_>, Gurusamy Sarathy <_EMAIL_>, and Thomas Wegner <_EMAIL_>. The C glob code has the following copyright:
 1. Copyright (c) 1989, 1993 The Regents of the University of California.
 2. All rights reserved.
 3. This code is derived from software contributed to Berkeley by
 4. Guido van Rossum.
 5. Redistribution and use in source and binary forms, with or without
 6. modification, are permitted provided that the following conditions
 7. are met:
 8. 1. Redistributions of source code must retain the above copyright
 9. notice, this list of conditions and the following disclaimer.
 10. 2. Redistributions in binary form must reproduce the above copyright
 11. notice, this list of conditions and the following disclaimer in the
 12. documentation and/or other materials provided with the distribution.
 13. 3. Neither the name of the University nor the names of its contributors
 14. may be used to endorse or promote products derived from this software
 15. without specific prior written permission.
 16. THIS SOFTWARE IS PROVIDED BY THE REGENTS AND CONTRIBUTORS ''AS IS'' AND
 17. ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE
 18. IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE
 19. ARE DISCLAIMED. IN NO EVENT SHALL THE REGENTS OR CONTRIBUTORS BE LIABLE
 20. FOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL
 21. DAMAGES (INCLUDING, BUT NOT LIMITED TO, PROCUREMENT OF SUBSTITUTE GOODS
 22. OR SERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSINESS INTERRUPTION)
 23. HOWEVER CAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CONTRACT, STRICT
 24. LIABILITY, OR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY
 25. OUT OF THE USE OF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF
 26. SUCH DAMAGE.


text:
With Elliott Parivar, Ph.D., Retired Science Teacher / Adjunct Professor
Learn the science of periodic motion and waves, sound waves and musical instruments, EM radiation, light waves, color, and paint.
This class can be taken individually for $20, or taken in the a series of three classes for $45. See other individual classes: The Science of Everyday Things: Weather and The Science of Everyday Things: Gravity & More.
Register for this class by 11/15/2023.
Sat., Nov. 18 • 10 a.m.-12 p.m.
$20 • Class #: 44187


NextPrevUpTopContentsIndex Root and Patterns searches
A Root and Patterns search is used to search for a particular regexp in all files whose names match one or more patterns within a directory. Enter the regexp in the Regexp Search String box, the starting directory in the Root Directory box, and a set of filename patterns in the Pattern List box.
You can press Up or Down in the Root Directory box to complete physical directory components, as described in Completion.
Figure 16.2 A Roots and Patterns search
You can search subdirectories by including directory components (including wild components) in the the Pattern List box.
Multiple filename patterns can be entered, separated by semicolons. Spaces before and after each pattern are ignored. Each filename pattern should be a complete filename and can use the following syntax to make it match multiple files:
Here are some examples of pattern lists:
images/*.* ; icons/*.* {images,icons}/*.*
Both of these patterns match all files in the root /images and the root /icons directories.
**/{images,icons}/sunrise.{bmp,jpg,jpeg} **/images/sunrise.{bmp,jpg,jpeg} ; **/icons/sunrise.{bmp,jpg,jpeg}
Both of these patterns match all files with the name sunrise.bmp, sunrise.jpg or sunrise.jpeg in a directory named icons or images, anywhere in the root directory.
{maj,min}or-events/{*-name,date}/*.txt major-events/{*-name,date}/.txt ; minor-events/{*-name,date}/.txt {maj,min}or-events/date/*.txt ; {maj,min}or-events/*-name/*.txt
Each of these three patterns matches all.txt files which are in a directory date or a directory that ends with -name in the major-events or minor-events directories.
Check Case sensitive to make the search match only the case of letters exactly as entered, as illustrated above.
LispWorks IDE User Guide (Windows version) - 22 Dec 2009


kubectl command examples (cheat sheet)
The kubectl command is the primary way of interacting with your Kubernetes cluster. It is safe to say that Linux administrators will be using the command on a constant basis when they are in charge of a Kubernetes environment. However, due to the sheer amount of command options available, it can be intimidating for newcomers and tricky to learn. Even longtime users may forget a command every once in a while and that is why we have created this tutorial full of kubectl command examples.
For times like these, it is very handy to have a compiled list of kubectl commands that have been sorted by category. That way, it only takes a few moments to reference the list whenever you forget the exact syntax of a command. In this tutorial, we will present you with a curated list of the most handy kubectl commands. These are some of the most useful commands, but they aren't easy to remember for everyone. Next time your mind is blanking at a Linux terminal, take a look at the kubectl commands cheat sheet below for some quick help.
In this tutorial you will learn:
 - kubectl command examples and cheat sheet
kubectl command examples (cheat sheet)
kubectl command examples (cheat sheet)
Software Requirements and Linux Command Line Conventions
Category Requirements, Conventions or Software Version Used
System Any Linux distro
Software Kubernetes, kubectl
Other Privileged access to your Linux system as root or via the sudo command.
Conventions # – requires given linux commands to be executed with root privileges either directly as a root user or by use of sudo command
$ – requires given linux commands to be executed as a regular non-privileged user
Kubernetes Information
Command Description
kubectl version See version of Kubernetes API server and version of kubectl CLI
kubectl config view Show configuration settings for Kubernetes server in YAML format
kubectl help See a list of kubectl commands
Managing Pods
Command Description
kubectl get pods See a list of all pods in the cluster
kubectl create -f pod.yaml Create a new pod as outlined in a YAML file
kubectl delete pod my-pod Delete a pod named my-pod
kubectl logs my-pod See the latest log entries for pod my-pod
kubectl exec my-pod -- whoami Run the command whoami inside pod 'my-pod' (if it has a single container)
kubectl exec my-pod -c my-container -- whoami Run the command whoami inside container 'my-container' on the pod 'my-pod'
kubectl describe pod my-pod Display detailed information about pod 'my-pod'
Managing Services
Command Description
kubectl get services See a list of all services in the cluster
kubectl create [service type] [name] --port=80 --target-port=8080 Creates a new service listening on port 80 and mapped to port 8080
kubectl delete service my-service Delete a service named 'my-service'
kubectl describe service my-service See detailed information about the service 'my-service'
Managing Deployments
Command Description
kubectl get deployments See a list of all deployments in the cluster
kubectl get deployment my-dep See information about a deployment named 'my-dep'
kubectl create deployment nginx --image=nginx Create a new deployment of nginx image
kubectl logs deploy/my-dep See all logs for deployment 'my-dep'
kubectl scale deployment my-dep --replicas=4 Scale a deployment 'my-dep' to 4 replicas
Namespace Management
Command Description
kubectl get namespaces See a list of all namespaces in the cluster
kubectl create namespace my-ns Create a new namespace called 'my-ns'
kubectl delete namespace my-ns Delete a namespace called 'my-ns'
Closing Thoughts
Feel free to reference this cheat sheet any time that you need a quick refresher. The goal here is to save you as much time as possible when trying to remember a certain kubectl command syntax. We have only just scratched the surface of kubectl commands, but these are some of the most commonly used that you will find yourself typing on a regular basis.
Comments and Discussions
Linux Forum


Is Being A Chemist Dangerous?
Is being a chemist dangerous?
Although chemists are trained in proper precautions, the chemicals they handle can still be hazardous to their health.
"Nature" magazine reported in 2006 that explosions and accidental poisonings in chemistry labs have resulted in serious injuries such as blindness and even in death..
Is being a chemist worth it?
You can make a reasonably good living being a chemist. I found, as do many professionals, that a degree proves to management that you are intelligent enough to train. … If you have the intelligence to get a degree in chemistry, then you have the basis, the foundation, for an interesting career.
What are the advantages and disadvantages of being endothermic?
Being endothermic allows us to live in cooler areas and regulate our body temperatures to fight off infection (think of the fever you get fighting off the flu). The downside, though, is that regulating body temperature is energetically costly, and warm-blooded animals need more food than cold-blooded ones.
What are the top 5 Chemistry careers?
What is chemistry in your own words?
Chemistry is the study of matter, its properties, how and why substances combine or separate to form other substances, and how substances interact with energy. … Chemistry is one of the physical sciences that help us to describe and explain our world.
Do chemists make good money?
What are the disadvantages of chemistry?
List of Disadvantages of Chemical EnergyIt can be harmful to the environment. … It comes with a high cost. … It can produce radioactive waste. … It is non-renewable. … It is not good for human health.
What are the benefits of being a chemist?
Chemists usually receive benefits that include paid holidays and vacations, health insurance, and retirement plans.
Is there a demand for chemists?
Prospects. The number of people working as Chemists (in their main job) fell over 5 years: … Industries: Most work in Manufacturing; Professional, Scientific and Technical Services; and Retail Trade. Full-time: Most work full-time (83%, much higher than the average of 66%).


text:
UVa-Wise and Wise County partner to commemorate the 150th anniversary of the Civil War
The University of Virginia's College at Wise and the Wise County Sesquicentennial Committee have partnered to launch a four-year project to remember the impact the Civil War had in the region as the nation commemorates the 150th anniversary of the great conflict.
In recognition of Wise County's unique Civil War experience, the sesquicentennial will focus on "The Civil War in the Mountains." Wise County's location on the Kentucky border resulted in a different set of circumstances for its residents than most of Virginia as battles ranged across the Commonwealth.
The commemoration begins on Feb. 11 at 3 p.m. with a gathering in the Rhododendron room of the C. Bascom Slemp Student Center at UVa-Wise. The program will consist of brief and informative talks by a panel of Civil War scholars. UVa-Wise history professor Brian D. McKnight, Brian Steel Wills, director of the Civil War Center at Kennesaw State University and Andrew Slap, a professor at East Tennessee State University will discuss topics ranging from prewar regional politics through the Reconstruction period that followed the fighting.
The public is invited to participate in the commemoration. For more information, call Brian McKnight at _PHONE_.


text:
Sun canopies are very strong and durable as they have great longevity which ensures their installation in dry and hot climates. Asides these climates, they also remain installed in cold and damp environments. SUN CANOPY
A sun canopy ensures that one enjoys optimum ventilation while he is relaxing beneath it. Sun canopies are made with high quality fabric. These fabrics are very authentic and as a result of this, they are able to last for a very long period of time and also able to withstand harsh weather conditions. The fabrics makes sure cool and soothing air is able to pass through the shade and hence offer a comfortable, airy and optimum ventilated space.
A sun canopy helps to lower the temperature of the air and hence reduces the cooling cost of one's properties and consumption of energy. Sun canopies are quite beautiful and lovely as they are made in various wonderful designs and styles. Having a sun canopy would definitely beautify that surrounding.
If it is a home, office, church or any place, sun canopy would perform its primary function and also beautify that place. Family and friends could get to relax beneath and a sun canopy, gist, eat, drink and just have a nice time together.
Sun canopies come in various colors; hence people could purchase a sun canopy in terms of the color of their desire and the one that would match with décor of where the sun canopy would be placed. The basic function of the sun canopy is just to serve as a shade that would shade people from the sun while they are sitting outside.
There are some times when people would just want to enjoy the cool breeze and ventilation. During these moments, the scorching sun could serve as a deterrent to them having a comfortable time. This is why a sun canopy is very essential and important.
CONCLUSION: A sun canopy can be used anywhere as long as it is outside a building. Apart from people staying beneath a sun canopy, various other things like cars, plants and such other things that can be adversely affected by the high rate of sunlight could be kept beneath a sun canopy.


text:
ELR Illustrative Example: My Name, My IdentityEnglish Learner Roadmap Illustrative Example: Santa Clara County Office of Education's My Name, My Identity.
CA EL Roadmap Home | Policy and Printed Document | Learning Foundations | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to LCAP | Resources | Communications and Updates | Archives
Illustrative Example Overview
The Santa Clara County Office of Education (SCCOE) is located in the Silicon Valley, a diverse community where more than 60 languages are spoken in Santa Clara County's public schools. The SCCOE, in partnership with the National Association of Bilingual Education (NABE), demonstrated its commitment to embracing the diversity of the Silicon Valley with the "My Name, My Identity: A Declaration of Self" initiative. This initiative recognizes the importance of correctly pronouncing students' names in order to make students feel valued, included, and respected at school. The "My Name, My Identity" initiative asks teachers to sign a pledge committing to pronouncing students' names correctly in order to affirm their identities at school and welcome them to the learning community. The SCCOE provides resources to interested schools and districts and encourages districts to engage families and communities with the initiative. As of 2018, 17 districts and charter schools in Santa Clara County have adopted a board resolution in support of the "My Name, My Identity" initiative.
The SCCOE leadership believes that correct pronunciation of names can have a deep impact on school culture and student achievement. Jon R. Gundry, the former County Superintendent of Schools for Santa Clara County, stated that "Honoring our students' personal history and cultural identity is at the very heart of our efforts to close the achievement gap in Santa Clara County. To raise student achievement for all students, we must build relationships that start with the proper pronunciation of ours students' names." The SCCOE believes that the "My Name, My Identity" initiative can address a variety of district goals, including "eliminating the achievement gap, building positive school climate, cultivating global competence, or advocating parent engagement" (Wan, Yee, "My Name, My Identity: Building a Culture of Respect").
Principles, Elements, and Priorities Addressed
- Element 1.A: Language and Culture as Assets
- Element 1.C: School Climate
- Element 1.D: Family and School Partnerships
Local Control and Accountability (LCAP) Priority One: Basic (Conditions of Learning)
Rate of teacher misassignment as relates to equity, professional learning, resource alignment, and teachers. Student access to standards-aligned instructional materials as relates to curriculum, instruction, and resource alignment. Facilities in good repair as relates to culture and climate and resource alignment.
LCAP Priority Two: State Standards (Conditions of Learning)
Implementation of academic content and performance standards adopted by the state board for all pupils, including English learners as relates to assessment, curriculum, equity, instruction, and professional learning.
LCAP Priority Three: Parental Involvement (Engagement)
Efforts to seek parent input in decision making and promotion of parent participation in programs for unduplicated pupils and special need subgroups as relates to culture and climate, equity, and family and community.
LCAP Priority Four: Pupil Achievement (Pupil Outcomes)
Performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with three or higher and share of pupils determined prepared for college by the Early Assessment Program as relates to assessment, curriculum, equity, and instruction.
LCAP Priority Five: Pupil Engagement (Engagement)
School attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, and high school graduations rates as relates to culture and climate, equity, and family and community.
LCAP Priority Six: School Climate (Engagement)
Pupil suspension rates, pupil expulsion rates, and other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness as relates to culture and climate, equity, and family and community.
LCAP Priority Seven: Course Access (Conditions of Learning)
Pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code (EC) section 51210 and subdivisions (a) to (i), inclusive, of EC section 51220, as applicable, as relates to curriculum, equity, and professional learning.
Evidence of Effectiveness
The Characteristics of Examples web page includes information on the criteria used to evaluate illustrative example submissions.
Standard 1 (supported by an existing research basis)
The "My Name, My Identity" initiative is rooted in research by William Powell and Ochan Kusuma-Powell (2011). This research indicates that when teachers learn the correct pronunciation of students' names it creates trust and acceptance. In her article "My Name, My Identity: Building a Culture of Respect," Yee Wan, the Director of Multilingual Education Services for the SCCOE, writes, "This trust and acceptance creates a psychologically safe atmosphere in the classroom, which provides the security students need to experience the intellectual discomfort of learning new ideas. Students will also feel a sense of belonging and being valued, which will enable them to take risks during the learning process."
Standard 2 (local metrics of system implementation and adult learning outcomes)
The SCCOE leadership encouraged schools and districts to adopt a resolution supporting the "My Name, My Identity" initiative. The SCCOE provides resources to interested schools and districts to support the implementation of the initiative
Standard 2a (local metrics of student learning supports and processes)
The Santa Clara County Office of Education interviewed stakeholders regarding the impact of the initiative. Some of the responses to the initiative are available in the resource "My Name, My Identity: Building a Culture of Respect," article linked below. Districts and schools have set up online communities for parents and students to share their name stories; incorporated "Names, Languages, and Cultures" into their parent engagement and literacy activities; provided leadership opportunities for parents by challenging them to secure pledges from the community; integrated the "My Name, My Identity" initiative; and hosted celebrations for the pledges made.
Standard 3 (student learning outcomes)
Data is anecdotal and has not gone through the formal research process at this time.
"My Name, My Identity" website
This website, created by the Santa Clara County Office of Education, provides more information about the "My Name, My Identity" initiative including a link to take the pledge and other resources.
"My Name, My Identity: Building a Culture of Respect" Article
This article provides an overview of the "My Name, My Identity" initiative, the implementation in Santa Clara County, ideas for schools and districts, and stakeholders' responses to the initiative.
Milpitas Unified School District Strategies Menu
This resource provides a menu of "My Name, My Identity" strategies to build positive school climate, advocate parent engagement, and cultivate global competence.
"My Name, My Identity" Media Coverage
This resource provides links to articles about the "My Name, My Identity" initiative.


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C++ Math tan()
The function finds the tangent of an angle specified in terms of radian.
Syntax
Consider a radian 'x'. Syntax would be:
Note: If the value passed is an integral type, then it is cast to double.
Parameter
x: The value given in radian.
Return value
It returns the tangent of an angle given in radian.
Example 1
Let's see the simple example when the value of x is positive.
Output:
Tangent of an angle is : 0.176236
In this example, tan() function calculates the tangent of an angle when the value of degree is equal to 10.
Example 2
Let's see the simple example when the value of degree is negative.
Output:
Tangent of an angle is :-1.72993
In this example, tan() function calculates the tangent of an angle when the value of degree is negative i.e -60.
Next TopicC++ Math Functions
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The history behind ancient musical instrument organ reaches back to approximately 270 B.C. when a Greek engineer named Ctesibius of Alexandria invented water organ. In the Middle Ages, swell-organs were built in all the largest European cathedrals. Nowadays, organ with its ranks of pipes of different tonalities possesses a unique ability to produce sounds, similar to trumpet, oboe, trombone, violoncello and even a human voice and the instrument itself has acquired the status of European cultural heritage. The mission of the Netherlands-based organization Stiching Voor de Wind is to make it familiar to wider audience. Initiated and organized by Stiching Voor de Wind, the festival Connecting Arts has set off in autumn 2011 and is based upon the success formula of the previously held Wind Art Festival (2002-2010). It links the sound of organ to fine samples of other art disciplines, like choreography and acrobatic circus acts, spanning musical masterpieces from Brahms' Requiem to famous compositions of Bach and Verdi. Moreover, the interdisciplinary festival encourages usage of this ancient instrument in most various spheres of art. Churches in Denmark, Sweden, France and Netherlands acquire entirely different and surprising artistic settings during this festival, becoming a platform for audiovisual installations, dance improvisations, musical theatre productions, poetry readings and amazing interplays of jazz and organ music.
For more detailed information and the Festival event calendar, please visit the website: _URL_
Keywords: Copenhagen, festival, festivals


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1) Using 'File' option located at the top of the browser's menu bar (figure 1). You can not print any Section of an Act, Ordinance or President's Order with footnotes (if any) through this option. To print with the footnotes, click on any footnote mark (usually marked with the Section details) and you will see the footnote(s) at the bottom of the page (Figure 3). Then click 'File' option and select 'Print' option from the browser menu (Figure 1, & 2) to print.
2) After you browse any Section of an Act, Ordinance or President's Order, chose 'PRINT VIEW' option (shown with printer icon) from the browsing page (figure 1). The "PRINT VIEW' will display the text as well as the footnotes (if exist under that section) as shown in Figure 3. Then click 'File' option and select 'Print' from the browser menu (Figure 1, 2) to print.


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Basics of Programming III
- 30 Test Questions.
- 1 hour to administer.
- Immediate Phone Scoring.
The Basics of Programming III test (BOP III) is a 30 question test that can be administered within one hour. Clients often use the BOP III test as a hiring tool for candidates whose job experience may differ somewhat from the organization's requirements regarding languages, equipment and systems. This test will assess basic programming skills such as program design, development, testing, and debugging. BOP III may be given alone when basic concepts are of primary importance, or in combination with other tests when specific areas of expertise are required. BOP III may also be used at the end of training to evaluate readiness for job assignment. The individual Diagnostic Score Report, showing content area strengths and weaknesses, is useful for determining job placement and further training needs.
The Basics of Programming III is a language-independent test that measures the fundamental programming skills of experienced or trained programmers from most computer environments. Content areas include: Debugging and Testing; Program Logic; Program Design and Methods; and Data Structure and Manipulation.


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Video card is not visible in Device Manager
A number of PC users may encounter a situation where their video card is not displayed in the list of video adapters of the Device Manager. This happens especially often when there are two video cards on the computer - built-in and discrete, while the latter can suddenly "disappear" from the list of modules available on the PC. In this article I will explain why the video card is not visible in the device manager, what are the specifics of this dysfunction and how to fix it.
Видеокарты нет в диспетчере устройств
There is no video card in the device manager.
The content of the article:
Symptoms of the problem
In most cases, this problem occurs suddenly, and for no apparent reason. If earlier two video cards were visible in the Task Manager, then after the occurrence of dysfunction, only one (usually built-in) can be displayed, an "unknown device" often appears, and the graphics quality drops to the basic level.
Видеоадаптеры в диспетчере задач
Video adapters in task manager
All attempts to somehow detect the second video card or install drivers on it usually do not give results. When trying to install drivers for a missing discrete video card, the installer may signal the absence of this card on the computer.
Why the video card is not displayed in the device manager
So, why is the video card not visible in the device manager? This may occur for the following reasons:
 - Accidental failure of the operating system;
 - The lack of the necessary drivers for the graphics card (this is especially true for users of the modern Windows 10, under which the necessary drivers may simply not be released);
 - Unsuccessful updates of the operating system, as a result of which the drivers of one of the video cards stop working correctly, and the video card itself can "disappear" from the task manager;
 - Discrete video card is disabled in BIOS;
 - Malignant effect of viral programs;
 - Not tight connection of the graphics card to the motherboard.
 Сбой в компьютере
 Computer crash
Video card on computer disappeared - how to fix
How to fix a situation in which the video card is not displayed in the Device Manager of your computer? I recommend to perform the following actions:
 1. Restart your computer (if you have not done this before). If the failure has a random nature, it will disappear;
 2. If you have a desktop computer (desktop), and the video card is inserted into the corresponding connector of the motherboard, check the connection density of the video card to the corresponding connector of the motherboard;
 3. Reset BIOS to factory settings . Go to the BIOS when the computer starts up, select reset to factory settings and confirm the changes;
 Сброс Биос
 Reset bios
 - If the problem is observed in a laptop - shut it down, unplug the power supply cord from the outlet, and then remove the battery from the case of your laptop . Wait a minute, then return the battery and turn on your PC;
 - Display hidden devices in Task Manager . Go to the Task Manager (click on the "Start" button, enter devmgmt.msc in the search bar and press enter), click on "View" at the top, and select the "Show hidden devices" option.
Открываем скрытые устройства
We open the hidden devices
If the missing card is displayed - delete this device by clicking on it with the right mouse button and selecting "Delete". Then try reinstalling the drivers for your video card (you can use special software for this purpose to install drivers like DriverEasy or DriverPack Solution ).
 - Try to remove all the drivers for the missing graphics card, and then install them from scratch. To remove the drivers for the graphics card, use the functionality of the DDU program (Display Driver Uninstaller - Display Driver Uninstaller). Download and install this program, reboot your computer in "Safe mode" (Safe mode), run the DDU.
Then select a driver for your missing card (NVIDIA, ATI, etc.), and click on the "Clean and Restart" option. The program will completely remove the drivers for your card, then the system will reboot and try to reinstall the drivers for your graphics card (or do it yourself by downloading the latest drivers for your card from the site of the manufacturer of your graphics card (or your laptop)).
Display Driver Uninstaller
Display Driver Uninstaller
An alternative to the DDU could be the use of another similar utility - Driver Fusion with similar functionality and appropriate focus of actions;
 - Try to roll back the system to the recovery point, at which there were no problems with the "disappearance" of the video card. Click on the "Start" button, enter rstrui in the search bar and click on enter. Then select the desired restore point and roll back the system to a stable level;
 - Check your system for viruses (help Dr.Web CureIt !, Malware Anti-Malware and several others);
 Dr.Web CureIt!
Dr.Web CureIt!
 - Try to upgrade your BIOS to the latest version (look for the latest BIOS version on the website of the manufacturer of the motherboard of your PC).
Conclusion
If you are interested in how to return the video card to the Device Manager, then I recommend that you complete the entire set of tips suggested by me above. The most effective option among the above is to completely remove the drivers for the missing video card using the DDU or Driver Fusion, and then install the latest drivers for the video card downloaded on the manufacturer's website. This method showed its greatest effectiveness in correcting the problem "Video card is not visible in the device manager".
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" 13 Comments " Video card is not visible in the device manager
 1. Hello guys. Tell me what chip and 5 I can install on the motherboard the Evie bridge 22nm core socket РПГА988Б
 2. Good day. I decided to change the hardware on the sly (games) and stopped on the GTX 980. I also considered the GTX 780, it is also nothing, but slightly inferior in the characteristics of the 980th except for the bus width (384 vs. 256). For performance, I understand this is the main indicator. Question: which one is better to choose a video card in order to win in performance (I think I'm going to put a stone on the Intel® Core ™ i7-6700K).
 1. Gtx 1060 on 3gb with 196 bus take it, you can't go wrong price-performance ratio I bought from msi games in full HD I fly a percentage of 8320
 3. The joke is that the drivers for Nvidia cannot be removed in safe mode. Yes, and there is no sense in safe mode
 4. Who has Windows 7 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!
 Start> Penl Control> Hardware and Sound> Device Manager ..
 Everything is there and look!
 5. After removing the video card no longer appears, when updating the driver says that there is no compatible hardware
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Industrial metal grid resistors and metal grid resistor blocks are used as brake resistors, filters, crowbar resistors and loadbanks. Depending on Ohm value, the type of grid is selected. The power load determines the number of needed grids and the size of the cabinet. They are offered in IP00, IP10, IP13, IP20 and IP23.
Neutral Earthing resistors are used to limit a fault current when a short circuit arises between phase and neutral. The NER is designed to withstand the nominal current of the system during a given time (often 10 or 30 seconds). The fault current can trip an over current relay and switch off part of the grid. NER's are offered with and without a current transformer.
Filter resistors are offered in voltage of 12 / 17.5 / 24 / 36 / 52 / 72.5 kV in IP00 and IP23. Filter resistors are used in in power grids to improve the quality of the grid by filtering out higher harmonics. In many cases filter resistors need to comply with local directives. Danotherm offers filter resistors that comply with CIGRE WG 14.30 section 17 (specifications and design for AC filter in HVDC applications), IEC 60071-1 (insulation coordination) and IEC 60529 (Ingress Protection)
Brake resistors for Railway applications can be positioned on the roof, under the frame or inside the vehicle in a special compartment. Traction brake resistors are constructed according legislation and international directives. They are always customized and tailored to the ambient conditions such as air temperature, humidity, mechanical forces and dimensions. Test for homologation on vibration, fire and smoke and humidity are performed at external test facilities close to the factory.
Maarkaervej 1- 3
+45 3673 2222


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Make your knitting wider by adding stitches. You can create an additional stitch on the loom at side edges, or inside the row.
1. Take the previous stitch from the first peg on the back board to the adjacent empty peg.
2. Then take the previous stitch from the front board and move to the adjacent empty peg. You have increased your knitting by one stitch.
To increase the knitting at additional points of the knitted piece, you will move the stitches out to either or both sides, creating empty pins where the increase will occur. Once you have moved all the loops to expose the empty pins, create the new stitch by picking up the previous row stitch from an adjacent stitch and place on the empty pin. Be sure that you have enough empty pins on your knitting board to accommodate the increase of stitches before starting the project.
Note: If desired, you can increase in one row from both ends of the boards, thus increasing the knitting by 2 stitches


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Journey Through the Universe Celebrates 20 Years of Exploration on Hawai'i Island
Celebrating its 20th consecutive year on Hawaiʻi Island, the flagship Journey Through the Universe program brings the Universe to students and the community in early February 2024
29 January 2024
Journey Through the Universe — a partnership between the International Gemini Observatory, operated by NSF's NOIRLab, and the Hawaiʻi Department of Education Hilo-Waiākea Complex Area — celebrates 20 years of cosmic exploration with Hawai'i students and the community. This year's exciting program includes classroom presentations, career panels, public events and more!
Hawai'i Island's leading astronomy education and outreach program, Journey Through the Universe (Journey), is returning for its 20th year from 5–9 February 2024 (Journey Week). Throughout this week, volunteer educators are invited into Hawai'i Island classrooms ranging from 3rd to 12th grade to promote science education and inspire students to explore Science, Technology, Engineering and Math (STEM) fields by developing literacy in science. Students participating in the program, envision themselves in STEM careers and experience the unique science happening in the local Hawaiʻi community and beyond.
In addition to science presentations, career panels and StarLab portable planetarium shows, this year's program will also include a host of public events. A special Community Mahalo Reception hosted by the local Chambers of Commerce will be held on 5 February at the ʻImiloa Astronomy Center during which community members can connect with the educators who make the program possible. On 6 February a free public talk will feature NASA SSERVI's Brian Day and astrophysicist Kevin Grazier, followed by stargazing. Finally, a free screening of the independent film Space, Hope and Charity will take place at the Hilo Palace Theater on 7 February, featuring an appearance by the film's star Charity Woodrum and others involved in the film. The screening will be followed by a panel discussion about the film. For more details on these public events see the Journey Through the Universe website.
"I'm really grateful to all of the community members who have made Journey Through the Universe possible for the past 20 years," said Leinani Lozi, Hawaiʻi Education and Engagement Manager at Gemini and Journey Lead Coordinator. "From the teachers who welcome us into their classrooms, to the volunteers who engage our students, and all of our community partners who support us, I can't thank our amazing community enough. This year's unique t-shirt design emphasizes the scale of community involvement in Journey with an ʻōlelo no'eau, 'aʻohe hana nui ke alu ʻia, no task is too big when done together by all.' We aim to embrace this model of community partnership in not only Journey but all of our work as Maunakea observatories."
The International Gemini Observatory, operated by NSF's NOIRLab, as well as the Department of Education Hilo-Waiākea Complex Area, leads the Journey Through the Universe program. Our volunteer educators come from the Maunakea Observatories, NASA, various universities and more. Over the years, Journey has expanded to our larger Hawaiʻi Astronomy community including a Journey program in north Hawaiʻi led by the Canada-France-Hawaiʻi Telescope and a Journey program in Maui County led by the National Solar Observatory. Every program endeavors to foster curiosity about our Universe, inform about observatory careers, and share the cutting-edge research and technology taking place in Hawaiʻi.
Originally developed by the National Center for Earth and Space Science Education (NCESSE), and introduced to Hilo by Gemini and W.M. Keck Observatory in 2004, Journey's 20 years of successful engagement is evidence of the support from local community partners across government, business, astronomy, and higher education, as well as the strength of our foundational partnership with the Department of Education Hilo-Waiākea Complex Area. Through this partnership, the Journey program is able to adapt every year to the changing needs of our community. In 2018, Journey hosted a Next Generation Science Standards Workshop in response to new national level science standards introduced across the country. In 2021, Journey was held entirely online, expanding its reach to neighboring islands. And now in 2024, the time spent in the classroom post-pandemic is so precious that Journey has begun content matching teacher-requested topics directly with our volunteer educators — with the most requested topic being Astronomy with a Hawaiʻi connection.
"As we celebrate 20 consecutive years, the Journey Through the Universe partnership is the longest and most impactful collaboration that I know of for the Hilo-Waiākea Complex of the Hawaiʻi Department of Education," said Esther Kanehailua, Complex Superintendent. Kanehailua adds that students who have participated in Journey have returned as science educators in local schools, showing the impact of the Journey program.
While individual classroom science presentations make up the majority of Journey programming, career panels continue to be an impactful part of Journey Week. These panels allow students to discover the wide range of career opportunities available both at observatories and within the wider STEM fields and provide an opportunity to engage with professionals in their fields of interest. Some career panelists are alumni of the schools they will be visiting. Journey Through the Universe 2024 career panels will feature STEM professionals from near and far, with some flying into Hilo just for this program!
"When I was a student at Hilo Intermediate and Hilo High Schools, the Journey program had a profound impact on my decision to pursue astronomy as a career," says Hilo High graduate Devin Chu, who recently received his PhD from UCLA in astrophysics specializing in studying stars around the black hole at the center of the Milky Way galaxy. "Since I was a child, I wanted to be an astronomer. The Journey program provided a perspective for me and a path forward to work with local astronomers. I'm sure I'm not the only one to feel this inspiration from the scientists who visited our classrooms over the years."
NSF's NOIRLab (National Optical-Infrared Astronomy Research Laboratory), the US center for ground-based optical-infrared astronomy, operates the International Gemini Observatory (a facility of NSF, NRC–Canada, ANID–Chile, MCTIC–Brazil, MINCyT–Argentina, and KASI–Republic of Korea), Kitt Peak National Observatory (KPNO), Cerro Tololo Inter-American Observatory (CTIO), the Community Science and Data Center (CSDC), and Vera C. Rubin Observatory (operated in cooperation with the Department of Energy's SLAC National Accelerator Laboratory). It is managed by the Association of Universities for Research in Astronomy (AURA) under a cooperative agreement with NSF and is headquartered in Tucson, Arizona. The astronomical community is honored to have the opportunity to conduct astronomical research on Iolkam Du'ag (Kitt Peak) in Arizona, on Maunakea in Hawai'i, and on Cerro Tololo and Cerro Pachón in Chile. We recognize and acknowledge the very significant cultural role and reverence that these sites have to the Tohono O'odham Nation, to the Native Hawaiian community, and to the local communities in Chile, respectively.
Journey Through the Universe is organized by NSF's NOIRLab/International Gemini Observatory and supported by the following partners (listed in alphabetical order): Bank of Hawai'i, Basically Books, Big Island Candies, Big Island Toyota, California Institute of Technology, Caltech Submillimeter Observatory, Canada-France-Hawaii Telescope, Daniel K. Inouye Solar Telescope, DeLuz Chevrolet, Hawai'i Community College, Hawai'i Electric Light Company, Hawai'i Island Chamber of Commerce Hawai'i Island Economic Development Board, Hawai'i State Department of Education, Hawai'i Science and Technology Museum Hawai'i Tribune-Herald, 'Imiloa Astronomy Center, James Clerk Maxwell Telescope, East Asian Observatory, Japanese Chamber of Commerce & Industry, KTA Superstores, KWXX Radio Station/New West Broadcasting, Maunakea Astronomy Outreach Committee, Maunakea Observatories, Maunakea Support Services, Maunakea Visitor Information Station NASA Infrared Telescope Facility, NASA Marshall Space Flight Center, National Astronomical Observatory of Japan, National Center for Earth & Space Science, National Radio Astronomy Observatory National Solar Observatory, Pacific Science Center, Pacific International Space Center for Exploration Systems, Project Astro/Family Astro, Rotary Club of Hilo Bay, Smithsonian Submillimeter Array Subaru Telescope, TMT International Observatory, Thirty Meter Telescope–Japan, UH Hilo College of Pharmacy, UH Institute for Astronomy, United Kingdom Infrared Telescope, University of California–Los Angeles University of Hawai'i at Hilo, University of Hawai'i at Manoa, University of Oregon, Very Long Baseline Array, and W.M. Keck Observatory.
Hawaiʻi Education and Engagement Manager
International Gemini Observatory/NSF's NOIRLab
NOIRLab Education and Engagement Manager
International Gemini Observatory/NSF's NOIRLab
Jr. Public Information Officer


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Support the development of mathematical skills with the eye-catching number line.
The Simply Stylish Printable Number Line 0–120 Bulletin Board Set reinforces critical counting and number recognition skills. Featuring classic patterns, wood elements, and succulent designs, this collection helps create an environment where students love to learn and grow.The Schoolgirl Style™ line of contemporary classroom accessories takes the guesswork out of styling, managing, and perfecting classroom design. Each collection, designed by Melanie Ralbusky, offers a signature look that transforms empty spaces into extraordinary environments for students to enjoy.
You may print and photocopy this resource for use in a single classroom only.
- Reproducible Rights


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Columbus Regional Hospital is now protected from future flooding thanks to hazard mitigation and a floodwall with 15 FloodBreak® passive floodgates.
On June 7, 2008, Haw Creek, a small tributary, came out of its banks due to flash flooding in the northern part of the floodway. The unprecedented flooding quickly flooded Columbus Regional Hospital, Cummins Diesel, other businesses and numerous residential homes in the Haw Creek Flood Corridor.
Columbus Regional Hospital was forced to evacuate 157 patients as flooding knocked out primary and emergency electrical systems, boilers, chillers, and transport system.
A no-adverse-impact flood risk management approach was adopted by the city of Columbus, IN in response to catastrophic flooding in 2008. Detailed hydrologic and hydraulic modeling of the watershed was developed along with a plan for permanent mitigation of future flood damage both for facilities like Columbus Regional and the overall flood risk areas in the Haw Creek flooding corridor.
As a critical lifeline entity, Columbus Regional was allowed to undertake floodproofing measures that would not adversely impact other properties.
A 2,400 foot floodwall was built two feet higher than the 100 year flood elevation and included 15 passive FloodBreak floodgates at all entry points, which allow unimpeded access by vehicles and pedestrians during dry times, but automatically deploy without human intervention or power if flooding occurs.
Read why the Columbus Regional Hospital flood mitigation was chosen as a FEMA mitigation best practices story.


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Finding Melvill & Coghill - Clash of Empires Exhibition Artefact Painting By Ethan Burkett, Artist-in-Residence
Offered here is "Finding Melvill & Coghill" Clash of Empires Exhibition Artefact Painting By Ethan Burkett, Artist-in-Residence. The canvas is 13cm x 18cm and executed entirely on-location at the Clash of Empires Exhibition in London, July 2023.
The painting is an artistic interpretation of one of the exhibition's artefacts (pictured with this listing) - featured in Chapter 4 of the exhibition, a chromolithograph: 'The Last Sleep of the Brave' depicts the discovery of the bodies of Lieutenants Melvill and Coghill after iSandlwana. In fact the image is heavily romanticised in accordance with Victorian concepts of death in battle. In reality, Melvill and Coghill had been dead for a fortnight when found, and their bodies were not lying protectively across one another, but a few yards apart - nor were they lying close to the river-bank, but high up on the slope of the valley. The 17th Lancers, depicted in the piece, had not yet arrived in southern Africa, and perhaps most significantly Melvill had lost the Colour when crossing the river and it was discovered in the water, not near the bodies. Furthermore the artist had depicted the Regimental Colour of the 1/24th, rather than the Queen's Colour which Melvill had, in fact, attempted to save.
Ethan will sign and inscribe the painting for the buyer.
All proceeds from the sale of this painting benefit the Clash of Empires Exhibition and the exhibition's host museum/charity, The Royal Philatelic Society London.
About The Artist - A current student at University of Arts London, Ethan Burkett has been immersed in self-directed study of military history for over ten years. Bringing his curious mind, eye for detail and nuance along with considerable artistic skill, Ethan is honoured to be part of the Clash of Empires Exhibition as the Artist-in-Residence.