]" => "CorrelationId"
 "[Properties][SourceContext]" => "Context"
 "[Properties][TimedOperationElapsedInMs]" => "TimeElapsed"
 }
}
The json block tells LogStash that everything in the message property is a json object, rather than a string.
The date block extracts the time the message was recorded by the application and writes it to the special @timestamp field. This is a good idea as due to queuing, and processing times, the time the message was written and the time it was processed by LogStash will be different.
Lastly, the mutate block is moving a bunch of fields out of the message properties, and up to the top level of the object. We query by things like ApplicationName a lot, and it's nice not to have to write Properties.ApplicationName:blahblah all the time.
Splitting
Our messages contain a lot of data which for the purposes of tracing, we just don't care about. Not only is it a waste of bandwidth to send all the data to Jaeger, but also there could be clashing fields, and if we ever decide to use a hosted version of Jaeger, I don't want to be sending them all the data either.
So how do we remove everything from the message, but still keep it in the message for the other outputs?
LogStash has an interesting filter called clone. What it does is copy the message as many times as you specify, and then runs the remaining part of the pipeline once per message, including the original message. In code, this just looks like this:
clone {
 clones => [ "jaeger" ]
}
If we wanted to split the message more times, we can just add more types to the clones array; there will be one extra message produced for each entry in the array, which will also be added to the message as the type property so we can filter on it later.
We don't want to send the type field itself to Jaeger (or ElasticSeach), so we move it from the message to the @metadata object, which doesn't get passed to outputs.
mutate {
 rename => { "type" => "[@metadata][type]" }
}
To handle the messages differently, we can just use an if statement on the @metadata.type property:
if [@metadata][type] == "jaeger" {
 # do stuff to the jaeger message
} else {
 # process the original message
}
Building the Http Payload
The hardest part of getting this to work was handling the dates. Jaeger specifies that timestamps should come in microseconds since epoch, and duration should be in microseconds also. We need to use the ruby filter so we can run some code to do this, rather than using an inbuilt filter primitive.
The duration is easy enough, as we report TimeElapsed in milliseconds:
ruby {
 code => "event.set('duration', (event.get('TimeElapsed') * 1000).floor)"
}
To handle the timestamp we need to convert it to epoch milliseconds. We can get the fractional seconds since the epoch by calling to_f on the @timestamp field, and then multiply by 1000 a couple of times to express it as microseconds. We also floor it to remove the leftover fraction:
ruby {
 code => "event.set('timestamp', (event.get('@timestamp').to_f * 1000 * 1000).floor)"
}
This on its own will work, but it won't be right. We report log entries when an operation completes, which means our timestamp is the finish of the event, not the start. To solve this, we subtract the duration off the timestamp:
ruby {
 code => "event.set('timestamp', (event.get('@timestamp').to_f * 1000 * 1000).floor - event.get('duration'))"
}
Next, we need to create our span id. We need to generate a random id, consisting of letters and numbers, so the easiest way is to generate a uuid, and then tweak it to fit the Jaeger/Zipkin format. To do that we need to install the logstash-filter-uuid plugin:
/usr/share/logstash/bin/logstash-plugin install logstash-filter-uuid
There are a few things we need to do to generate a valid span id (for Jaeger):
 1. generate a uuid
 2. remove the dashes
 3. make it lowercase
 4. trim it to 16 chars
We use four filters to achieve this:
uuid {
 target => "id"
}
mutate {
 gsub => [ "id", "-", "" ]
 lowercase => [ "id" ]
}
mutate {
 gsub => [ "id", "(^.{1,16}).*$", "\1"]
}
The reason we specify the mutate twice is that order of the same operation (gsub in this case) is not guaranteed within a mutate block.
Next up we need to tweak the traceid from a guid to a uuid:
mutate {
 gsub => [ "traceid", "-", "" ]
 lowercase => [ "traceid" ]
}
Next, we can populate some other context into the message, by renaming the other fields we want. I discovered most of the fields and their formats from a combination of the thrift dtos and the this pull request.
mutate {
 rename => {
 "CorrelationId" => "traceid"
 "Context" => "name"
 "ApplicationName" => "[localEndpoint][serviceName]"
 }
}
Finally, we want to trim all the other properties from our message, which we can do by using the logstash-filter-prune plugin:
prune {
 whitelist_names => [ "id", "traceid", "name", "timestamp", "duration", "localEndpoint" ]
}
mutate {
 remove_field => [ "@timestamp" ]
}
We have to explicitly remove the @timestamp property as the prune plugin seems to ignore it (it also ignores the @metadata property).
The complete filter code can be made a little more efficient by combining several of the mutate blocks, provided we keep things in the right order, as follows:
ruby {
 code => "event.set('duration', (event.get('TimeElapsed') * 1000).floor)"
}
ruby {
 code => "event.set('timestamp', (event.get('@timestamp').to_f * 1000 * 1000).floor - event.get('duration'))"
}
uuid {
 target => "id"
}
mutate {
 rename => {
 "CorrelationId" => "traceid"
 "Context" => "name"
 "ApplicationName" => "[localEndpoint][serviceName]"
 }
 remove_field => [ "@timestamp" ]
}
mutate {
 gsub => [ "id", "-", "" ]
 gsub => [ "traceid", "-", "" ]
 lowercase => [ "traceid", "id" ]
}
mutate {
 gsub => [ "id", "(^.{1,16}).*$", "\1"]
}
prune {
 whitelist_names => [ "id", "traceid", "name", "timestamp", "duration", "localEndpoint" ]
}
Publishing to Jaeger
When publishing to the Jaeger API, you have to send it an array of json objects. To achieve this in the http output plugin, we can enable the format => json_batch, which will cause the HTTP client to buffer some events and then send them all at once. So more efficiency, and no extra code on our part.
To help make testing easier, I publish to two different HTTP endpoints: the Jaeger docker container running on my host machine, and to a Request Logger Bin; where I can inspect the response if something is reported as a failure by Jaeger, and replay it (via the Insomnia REST client) and check error messages returned from Jaeger.
output {
 if [@metadata][type] == "jaeger" {
 http {
 url => "http://192.168.0.115:9411/api/v2/spans"
 format => "json_batch"
 http_method => "post"
 }
 http {
 url => "_URL_
 format => "json_batch"
 http_method => "post"
 }
 } else {
 # normal message handling: elasticsearch etc.
 stdout { codec => rubydebug }
 }
}
I also used LogStash's log output by tailing the log file:
tail -f /var/log/logstash/


text:
Theoretical analysis of hot electron injection from metallic nanotubes into a semiconductor interface
Metallic nanostructures under optical illumination can generate a non-equilibrium high-energy electron gas (also known as hot electrons) capable of being injected into neighbouring media over a potential barrier at particle boundaries. The nature of this process is highly nanoparticle shape and size dependent. Here, we have derived an analytical expression for the frequency dependent rate of injection of these energetic electrons from a metallic nanotube into a semiconductor layer in contact with its inner boundary. In our derivation, we have considered the quantum mechanical motion of the electron gas confined by the particle boundaries in determining the electron energy spectrum and wave functions. We present a comprehensive theoretical analysis of how different geometric parameters such as the outer to inner radius ratio, length and thickness of a nanotube and illumination frequency affect the hot electron injection and internal quantum efficiency of the nanotube. We reveal that longer nanotubes with thin shells and high inner to outer radius ratios show better performance at visible and infrared frequencies. Our derivations and results provide the much needed theoretical insight for optimization of thin nanotubes for different hot electron based applications.

source: m-a-p/FineFineWeb


Paolo Veronese
Resize Text
pen and ink drawing of religious figure carrying cross, drawing repeated twice
Paolo Veronese (1528–88)
Studies for Christ Carrying the Cross
c. 1571
Pen and gray-brown ink and wash
Samuel Courtauld Trust: Princes Gate Bequest, 1978
Many of Veronese's drawings are in pen and ink and were made to assist the artist in developing his compositions. This example is related to a painting of Christ carrying the Cross and records two ideas for the central scene of Christ and his tormentors. Figures and compositions almost merge into one another, conveying a sense of the excitement and speed with which the artist worked.


text:
- 1 How do you heat momos in microwave?
- 2 How do you steam momos in a convection microwave?
- 3 How do you cook frozen momos without a steamer?
- 4 How do you know when momos are cooked?
- 5 Can I microwave dumplings?
- 6 Can you pan fry frozen momos?
- 7 How do you heat momos in the oven?
- 8 How long should frozen momos be steamed?
- 9 How do you steam microwave?
- 10 How can I heat momos without microwave?
- 11 Are momos healthy to eat?
- 12 Why is my Momo so hard?
- 13 Can dumplings be overcooked?
How do you heat momos in microwave?
Microwave: Sprinkle momos with water. Keep lid on, and microwave on full power for 2 minutes. Take care when removing the lid for steam escaping. Ensure momos are piping hot inside.
How do you steam momos in a convection microwave?
Place the momos in a lightly oiled microwave steamer, allowing space between them to prevent touching and sticking. Fill the steamer with water as directed in your steamer's instructions and steam the momos for three minutes in your microwave.
How do you cook frozen momos without a steamer?
* Add some water, bring to a boil, then lower to a medium simmer. * Rub a little sesame oil on the plate, then place momos on top of it. Cover the pot with a lid. * Let them steam for 7-8 minutes or until cooked through.
How do you know when momos are cooked?
- Lift the lid and check the steam, if its dry, momos are done … if its wet then they aren't.
- Take the lid of and touch one of the momos with your fingertips.. if its sticky, it still needs steaming – if its not, then it should be done.
Can I microwave dumplings?
Place frozen dumplings in a microwave safe bowl. Fill the bowl with hot tap water so dumplings are completely covered with water. Cover the bowl and microwave on high for 3-4 minutes for up to 10 dumplings. If the dumplings are floating in the water, they're cooked.
Can you pan fry frozen momos?
Pan frying is another way to get a great texture on your dumplings. Heat a pan on medium-high with a couple tablespoons of oil in it. Once hot, add your frozen dumplings. Cook in oil for about three to four minutes, turning once to sear multiple sides.
How do you heat momos in the oven?
Reheating Dumplings In An Oven
- Step 1: Preheat the Oven to 390 °F. You first need to preheat the oven well before putting dumplings in it.
- Step 2: Arrange the Dumplings in the Oven. It would be best to avoid the pan altogether and place the foil directly on the oven racks.
- Step 3: Heat for about 5 Minutes.
How long should frozen momos be steamed?
Frozen momos should be kept in your freezer at -18C or colder. There is no need to defrost, simply, when the steamer water is boiling, steam the frozen momos by placing them on an oiled steamer tray and steam over full boil for 15 minutes or til steamy hot inside.
How do you steam microwave?
If you're using bigger veggies or a mixture of different types, cut them into manageable pieces of roughly the same size. Place them into a microwave-safe dish. Add 1-2 tablespoons of water (a little more if you're steaming multiple portions). Place in the microwave and pop a lid on top to keep the steam in.
How can I heat momos without microwave?
In brief: you will need a flat-bottomed pan (not a wok) with a lid if sorts to cover. If your pan is non-stick, you will not need to add any oil. If you dont trust it, drop in a little olive oil. Either way, fry the momos on a low-medium heat for 3-4 minutes on each side.
Are momos healthy to eat?
We all love momos, but did you know that they are harmful for our health? These round soft dough balls are filled with juicy veg or non-veg stuffings and are served with a spicy dip. They are the delight of all street food lovers. But momos are dangerous for health and can cause long-term damages to the body.
Why is my Momo so hard?
Momos that are fully cooked will get a glow or a sheen of water on them. The white flour outer covering should not feel sticky and look a little transparent. The filling may actually start to show on the thinner edges. The covering also starts to get hard and rubbery very soon.
Can dumplings be overcooked?
Do not overcook your dumplings. They may disintegrate if left to cook too long.


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Deleting A Mp3/Wma File; Other Operations; Programmed Playback; Displaying File Information (Id3 Tag) - LG SB156 Owner's Manual
Portable audio
Hide thumbs
Deleting a MP3/WMA file
You can delete file, folder or format by pressing
DELETE. (USB only)
1. Press DELETE repeatedly during selecting
the MP3/ WMA file. This function is supported
only in stop status. The display changes in the
following order.
- DELETE? : deletes file
- DEL DIR? : deletes folder
- FORMAT? : formats USB
2. To select "YES" or "NO", press Y/U on
the unit or Cc/vV on the remote
control or rotate FILE SEARCH.
3. To delete file/folder or format, press SELECT on
the unit.
4. If you want to exit the current mode, press Z
on the remote control or I/PRE - on the unit.
y Do not extract the USB device during
operation.(play, delete, etc.)
y Regular back up is recommended to
prevent data loss.
y The delete function may not be supported
according to the USB status. (lock, etc.)
SB156-F0U_ADEULLK_ENG.indd 11
Other Operations
Programmed Playback
The program function enables you to store your
favorite files from any disc or USB device.
A program can contain 20 tracks.
1. Insert a CD or USB and wait for it to be order.
2. Press PROGRAM/MEMO on the remote control
in stop status.
3. Press Y/U on the unit or
Cc/vV on the romote control or
rotate FILE SEARCH in stop status.
4. Press PROGRAM/MEMO again to save and
select a next track.
5. Press d/M on the remote control or T/PRE +
or SELECT on the unit to play the programmed
music files.
6. To clear your selection, press Z on the remote
control or I/PRE - on the unit twice.
The programs are also cleared when the disc
or USB device is removed, the unit is powered
off or the function is switched to others.
Displaying file information
While playing an MP3 file containing file
information, you can display the information by
pressing INFO.
Turn off the sound temporarily
Press @ MUTE to mute your unit.
You can mute your unit, for example, to answer the
telephone, the "MUTE" is displayed in the display
2013-03-29 �� 10:26:32
 Related Manuals for LG SB156


text:
How many Norwegian domain names are there? How many new domain names are registered and how many are deleted? Who are the biggest registrars for Norwegian domain names? On this page you can find statistics about the Norwegian domain marked.
Since 17 March 1987.no has been the national top level domain for Norway. In 1989 the database consisted of 19 domain names. In 1995 the number had increased to more than 1000 domain names and in year 2000 we exceeded 50,000 registered Norwegian domain names. In 2020 we exceeded 800,000.
Development in the number of new registrations of domain names
Table view of development in the number of new registrations of domain names
Number of new domains
The graph shows the development in the number of new registrations of domain names per year from 1999 until today. Three conditions may have impacted the numbers. In February 2001 some big changes were made to the terms and conditions. Each holder could now order more than one domain name, and did not need to document rights to the name. In February 2004 it became possible to register domain names with national characters (æ, ø, å and some other characters). In June 2014 private individuals were permitted to register domain names directly under.no (previously they could only register under 'priv.no).
Domain names secured with DNSSEC
DNSSEC (DNS Security Extensions) is a security mechanism that is added to the domain name system. With DNSSEC the response to a domain inquiry is signed in a way that makes it possible to check that the response is from the right source and has not been changed on the way. DNSSEC was introduced on the Norwegian marked in December 2014.

source: openbmb/Ultra-FineWeb


dissect.target.filesystems.dir#
Module Contents#
Classes#
DirectoryFilesystem
Base class for filesystems.
DirectoryFilesystemEntry
Base class for filesystem entries.
class dissect.target.filesystems.dir.DirectoryFilesystem(path: pathlib.Path, *args, **kwargs)#
Bases: dissect.target.filesystem.Filesystem
Base class for filesystems.
__fstype__ = 'dir'#
static detect(fh)#
Detect whether the fh file-handle contains a Filesystem implementation.
Parameters:
fh – A file-like object, usually an image of a disk.
Returns:
True if fh contains the filesystem, False otherwise.
get(path)#
Retrieve a FilesystemEntry from the filesystem.
Parameters:
path – the path which we want retrieve.
Returns:
A FilesystemEntry(path) kind of object.
__repr__()#
Return repr(self).
class dissect.target.filesystems.dir.DirectoryFilesystemEntry(fs: Filesystem, path: str, entry: FilesystemEntry)#
Bases: dissect.target.filesystem.FilesystemEntry
Base class for filesystem entries.
get(path)#
Retrieve a FilesystemEntry relative to this entry.
Parameters:
path – The path relative to this filesystem entry.
Returns:
A relative FilesystemEntry.
open()#
Open this filesystem entry.
Returns:
A file-like object. Resolves symlinks when possible
iterdir()#
Iterate over the contents of a directory, return them as strings.
Returns:
An iterator of directory entries as path strings.
scandir()#
Iterate over the contents of a directory, return them as FilesystemEntry's.
Returns:
An iterator of directory entries as FilesystemEntry's.
exists()#
Determines whether a path, relative to this entry, exists.
If the path is a symbolic link, it will attempt to resolve it to find the FilesystemEntry it points to.
Parameters:
path – The path relative to this entry.
Returns:
True if the path exists, False otherwise.
is_dir()#
Determine if this entry is a directory, resolving symlinks when possible.
Returns:
True if the entry is a directory, False otherwise.
is_file()#
Determine if this entry is a file, resolving symlinks when possible.
Returns:
True if the entry is a file, False otherwise.
Determine wether this entry is a symlink.
Returns:
True if the entry is a symbolic link, False otherwise.
Read the link where this entry points to, return the resulting path as string.
If it is a symlink and returns the entry that corresponds to that path. This means it follows the path a link points to, it tries to do it recursively.
Returns:
The path the link points to.
stat()#
Determine the stat information of this entry, resolving any symlinks.
If the entry is a symlink, it gets resolved, attempting to stat the path where to points to.
Returns:
The stat information of this entry.
lstat()#
Determine the stat information of this entry, without resolving the symlinks.
When it detects a symlink, it will stat the information of the symlink, not the path it points to.
Returns:
The stat information of this entry.
attr()#
The attributes related to this entry, resolving any symlinks.
If the entry is a symbolic link, it will attempt to resolve it first. Resulting in the attr information of the entry it points to.
Returns:
The attributes of this entry.
lattr()#
The attributes related to this current entry, without resolving links.
Returns:
The attributes of this entry.


text:
- Click On Orange Button Above For Free 'Insider' GACE Report
Making the Most of GACE Study Guide Books
The final hurdle to jump on the path to becoming a teacher in Georgia is passing the Georgia Assessment for the Certification of Educators (GACE) exam. Everyone from the 20 year teaching vet moving states to the new college graduate has to have a plan for passing the exam. The GACE is different than other state certification tests, and since it costs a pretty penny to take, it seems worth it for test takers to invest in a high quality study guide book.
Unfortunately, there are many GACE study guides on the market that over promise and under deliver when it comes to helping you pass the GACE. The same can be said for the GACE practice tests inside those prep books.
This article will help you make the most of your studying and avoid making a costly mistake with your precious time and money. We analyzed real reviews from websites like Amazon to give you practical advice about GACE study guide books. Our research found that study guide books had content and practice materials that were not on the test and despite the money spent did not help test takers pass the exam.
Reviews of the most popular study guides made the point that there wasn't much guiding going on inside of the pages because the authors did not include enough examples or descriptions for how to solve test questions. The GACE book often had pages and pages of content that was disorganized without basic parts such as an index or glossary. How do publishers get away with producing such a poor product? After all, why pay money for something you can do better yourself?
Problem #1: The GACE Study Guide Format And Content Does Not Match Real Test.
The GACE prep books on the market are a joke. They are mass produced by publishers who spend more time writing their product descriptions than they do their study guide materials. It is truly sad that people using these study guides eventually failed their GACE exams even though they put the time, effort, and money into their preparation because the format and content of the study guide did not match the actual test.
It is a major problem when a GACE guide book includes topics that are not listed in the GACE test framework and leaves out ones that are. You could know the study guide like the back of your hand yet walk into the test and feel like you knew nothing. What a waste of time and money! Thankfully, you can download a free study companion from the official GACE website to start your studying on the right foot.
The free study companion gives you a breakdown of the proportion of each objective on the test. This is critical information to begin your studying with because you cannot rely on the content in the study guide books to accurately represent how the GACE exam will be tested. It is up to you to learn what objectives are most likely to be represented on the test and prioritize your studying in proportion of how often they will appear in the exam.
One way to familiarize and learn the format and structure of the test using the free study companion is to mind map the content areas and objectives. A mind map is a visual representation of dumping the knowledge you already have into a format that is easy for the brain to remember.
For example, if you are studying for the high school mathematics test you can begin with writing Subarea 1 – Number and Quantity 30% with a circle around it to represent how frequently you can expect this concept to show up on the exam. Then draw wavy lines from the center to the outer edges of the page and summarize each objective in your own words. Then attach another wavy line from the objective to tell yourself where you can access resources for this topic (e.g. college notes, khan academy, YouTube).
By the end of this mind mapping process you will have familiarized yourself with the content and structure of the course and built an outline of how to study for the exam.
Problem #2: The GACE Prep Guide Does Not Have Sample Questions.
How can a GACE study guides claim to help you pass an exam and have no worked examples to follow? The biggest sin a study guide can make is to only give examples of topics with the answers but then absolutely no work-out to provide direction as to how they arrived at the given answer. It's as if the authors expect you to memorize the question and answer because it is verbatim from the GACE. Most guides fail to give you all of the steps and assume you will know how they got to the answer, but if you are just learning or relearning these concepts, seeing all of the steps is vital.
If you can't rely on expensive GACE test preparation material, then where else can you turn for step-by-step help on questions likely to asked on the GACE test? New technologies such as _URL_, a computational intelligence platform allow users like you to ask a question and receive solutions that include step-by-step details. You can register as a free user and ask a range of questions from math to art and from physics to history.
Leveraging technology is another way to triangulate questions and answers so that you have confidence that what you are learning will help you pass the GACE exam. Test out the process by checking the answer to a question you already know, so that you can become familiar with the style of the output.
Problem #3: GACE Preparation Materials Are Too Wordy And Lack Basic Organization Like A Glossary Or Index.
GACE study guides try and justify their expensive prices by adding way more info in the book than what you will actually be tested on. In fact, some do not have much of anything in their guides that is actually on the test, and others read like summary notes of random subject knowledge. Even though you can't trust the study guide authors to craft an organized companion to the GACE test, by following these four steps, you can create your own personalized study guide.
STEP 1: Take the free practice test in the GACE study companion. You can download a copy from the official GACE website.
STEP 2: Rate each question on a scale of 1 to 3, 1 being easy, 2 being somewhat difficult, and 3 being difficult.
STEP 3: Create a table from the GACE objectives. Make each line represent an objective. Then re-read the practice test questions and categorize them into the table according to the objective you think it best belongs to. This process will go a long way towards helping you understand exactly what you will be tested on.
STEP 4: Look at the table and find the objectives with the most questions you rated as 2 – somewhat difficult and 3 – difficult. Start your test preparation by focusing on these objectives first.
Links to Free GACE Prep Tips and Tactics:
- GACE Practice Test
- GACE Study Guide
- GACE Test Prep
- GACE Test
- GACE Early Childhood Education
- GACE Pass Now
Save your money and protect yourself from study guide books that do not prepare test takers for success on the GACE exam. You can control your teaching destiny by using free resources and hacking the content and structure of the exam. Start this process by
- Downloading the GACE Study Companion from the official website and mind mapping the content areas and objectives.
- Sign up for free websites like _URL_ to get step-by-step instructions and solutions to questions and content that you need help with.
- Take the free GACE practice test and start the process of creating your own personalized study guide.
You will sprint to the finish line in record time because of yours personalized preparation. Expensive study guides for sale on Amazon do not deliver the same results and put you at risk of failing the GACE and losing your money.
Author: Mark Dahlson
Last updated: 03/21/2020


also shown in Table 10.
TABLE 10 Comparative Example 3 Example 3 Example 4 Anti-fPSA Comparative PhoSL AAL antibody Example 4 reaction reaction reaction Blood PSA value value value value Group n (U) (U) (U) (ng/mL) Negative 19 57.9 321.6 156.1 8.36 42.8 304.1 128.9 7.8 26.86 165.7 107.3 4.141 GS6 16 38.5 276.5 144.2 6.93 31.1 241.4 125.3 6.69 21.62 155.1 129.5 2.425 GS7 15 34.3 224.9 130.7 9.01 30.4 194.4 104.8 8.3 16.97 109.3 105.2 3.458 GS8-9 12 24.8 181.2 67.89 10.05 22.2 142.0 63.56 7.77 12.15 154 56.88 5.367 Reaction value or blood PSA value Upper line: Mean value Middle line: Median value Lower line: Standard deviation
In Table 10, no correlation was found between the blood PSA value and the Gleason score in Comparative Example 4. Although the anti-fPSA antibody reaction value in Comparative Example 3 decreases as the Gleason score increases, there is no significant difference. On the other hand, the PhoSL reaction value in Example 3 and the AAL reaction value in Example 4 significantly decrease as the Gleason score increases. Consequently, when the subject is restricted to the gray zone group having the blood PSA value of not lower than 4 ng/mL (test positive for biopsy) to lower than 20 ng/mL, it is also effective to detect the urinary PSA by the lectin capable of binding to the α1→6 fucose sugar chain.
Comparing the PhoSL reaction value with the AAL reaction value, the PhoSL reaction value can be more clearly distinguished than the AAL reaction value. It can be said that the fucose α1→6 specific lectin such as the PhoSL is most effective for the gray zone group having the blood PSA value of <20 ng/mL.
When the lectin reaction values in Examples 3 and 4 are standardized, it is predicted that the Gleason score is low if the reaction value of the PhoSL or the AAL is not lower than the standard value of 28 U or 197 U. Thus, in a case of a patient in the gray zone-risk group, if the lectin reaction value is not lower than the standard value, it is suggested that biopsy is not needed. On the other hand, if the lectin reaction value is lower than the standard value, it is predicted that the Gleason score is high. For the patients in the gray zone-risk group, if the lectin reaction value is lower than the standard value, the Gleason score is high, suggesting the need of prostate biopsy for detailed diagnosis.
Exclusively for groups having the blood PSA value of less than 20 ng/mL, it was found that the reaction values with the PhoSL (Example 3) and the AAL (Example 4) in the GS 7 to 9 groups were lower than in the negative and GS 6 group. With the anti-fPSA antibody (Comparative Example 3) and the blood PSA (Comparative Example 4), such difference was not observed. From this, for the risk group having the blood PSA value of not lower than 4 ng/mL to lower than 20 ng/mL (patients in gray zone), the measured reactivity of the PhoSL or the AAL to the urinary fPSA can be used as an indicator for determining necessity of prostate biopsy.
Based on the above results, an ROC curve was graphed. The results are shown in FIG. 4. In addition, an AUC (area under the ROC curve) obtained from the ROC curve is shown in Table 11.
TABLE 11 Comparative Comparative Example 3 Example 4 Example 3 Example 4 AUC 0.7254 0.5429 0.6349 0.5990
From the AUC of Table 11, it can be seen that the specificity for detecting prostate cancer is highest on the reaction value of the urinary fPSA with the PhoSL in Example 3.
When comparing the difference of the AUC between Example 1 and Comparative Example 2 (Table 9) with the difference of the AUC between Example 3 and Comparative Example 4 (Table 11), the difference in Table 11 is larger. From this, it can be said that the fucose α1→6 specific lectin like the PhoSL is most effective for the patients in gray zone having the blood PSA value of <20 ng/mL.
Claims
1. A method for detecting high-risk prostate cancer, the method comprising reacting a PSA contained in a specimen composed of urine collected from a human body suspected of prostate cancer with a lectin capable of binding to an α1→6 fucose sugar chain, wherein the lectin has a following property:
(1) the lectin has a binding constant of 1.0×104 M−1 or more (at 25° C.) for an α1→6 fucose sugar chain No. 405 having a following structural formula:
[wherein Gal, GlcNAc, Man and Fuc refer to galactose, N-acetylglucosamine, mannose and fucose respectively].
2. The method for detecting high-risk prostate cancer according to claim 1, wherein
when a signal attributed to the reaction of the PSA with the lectin (reaction value) is lower than a signal (reference value) obtained from a person with Gleason score of 6, high-risk prostate cancer is suggested in the person.
3. The method for detecting high-risk prostate cancer according to claim 1, wherein
the specimen is urine of a person having a blood PSA level of 4 ng/mL or more.
4. The method for detecting high-risk prostate cancer according to claim 3, wherein
the specimen is urine of a person having a blood PSA level of lower than 20 ng/mL.
5. The method for detecting high-risk prostate cancer according to claim 1, wherein
the PSA is a free PSA (fPSA).
6. The method for detecting high-risk prostate cancer according to claim 1, wherein
the lectin is at least one selected from a group consisting of Aleuria aurantia lectin, Aspergillus oryzae lectin, Lens culinaris lectin, Pisum sativum lectin, Pholiota squarrosa lectin, Pholiota terrestris lectin, Stropharia rugosoannulata lectin, Naematoloma sublateritium lectin, Lepista sordida lectin and Amanita muscaria lectin.
7. The method for detecting high-risk prostate cancer according to claim 1, wherein
the lectin has following properties:
(2) the lectin has a binding constant of 1.0×104 M−1 or less (at 25° C.) for a sugar chain No. 003 excluding an α1→6 fucose and having a following structural formula:
[wherein GlcNAc and Man refer to N-acetylglucosamine and mannose respectively] and for a glycolipid-type sugar chain No. 909 excluding the α1→6 fucose and having a following structural formula:
[wherein Gal, GlcNAc, Fuc and Neu5Ac refer to galactose, N-acetylglucosamine, fucose, and N-acetylneuraminic acid respectively].
8. The method for detecting high-risk prostate cancer according to claim 7, wherein
the lectin further has a following property:
(3) the lectin has affinity for the α1→6 fucose sugar chain having sialic acid at a non-reduced terminal of the sugar chain No. 405.
9. The method for detecting high-risk prostate cancer according to claim 8, wherein
the lectin further has a following property:
(4) the lectin has a binding constant of 1.0×104 M−1 or more (at 25° C.) for N-linked single-, double-, triple- and/or quadruple-stranded sugar chains bound to the α1→6 fucose.
10. The method for detecting high-risk prostate cancer according to claim 8, wherein
the lectin is extracted from basidiomycetes belonging to Strophariaceae, Tricholomataceae, Amanitaceae or Polyporaceae.
11. The method for detecting high-risk prostate cancer according to claim 10, wherein the lectin is Pholiota squarrosa lectin, Pholiota terrestris lectin, Stropharia rugosoannulata lectin, Naematoloma sublateritium lectin, Lepista sordida lectin and Amanita muscaria lectin.
12. The method for detecting high-risk prostate cancer according to claim 1, wherein
the lectins are labeled.
13. The method for detecting high-risk prostate cancer according to claim 1, wherein
the PSA is detected using the lectin, and


text:
The L.A. Garden Show is the largest outdoor gardening event on the West Coast that has evolved into a prestigious community gathering, as well as a premier industry event for green gardening in Southern California and beyond. The event illustrates innovative and environmentally responsible garden design and shares knowledge of eco-gardening practices through workshops, lectures, and demonstrations. It also provides specialty plants, books, and home gardening elements.
This year's event is a tribute to the home gardener and will be an active "How to" guide for living a green gardening lifestyle in Southern California. Workshops, lectures, and demonstrations will range from creating edible gardens to designing with California-friendly plants, to composting and making water-wise choices in home gardens. More>>
The Permasphere: On Friday at 10:00 am, discover a growing revolution in sustainable gardening where overlooked materials become free resources, yields increase, work is minimized, and the mutual support between people and the local environment is restored. From creating natural raised beds just outside your door to covering the back forty, sheet mulch and seed balls are all you need to bring to life extremely beautiful, low-maintenance, low-cost gardens. You'll come away with two incredibly productive and versatile techniques to use everywhere imaginable. Or learn to do it yourself:
- Tour The Permasphere all weekend: Friday, April 30, 11:00am; 1:00pm; 2:00pm. Saturday, May 1, 10:30am; 11:30am; 1:30pm; 3pm. Sunday, May 2, 11:30am; 2pm; 3pm.


text:
It is known that glow sticks are used at night parties for added enjoyment and fun. Lighting up yourself and even the venue gives elegance to the party in dark. It is known for all of us. However, in addition to the recreational purposes, glow sticks also have several functional uses. One of the best example for its functional use is in scuba diving.
Scuba divers need to explore wonders in deep waters. It is exciting and also adventurous. The natural rays of the sun do not penetrate through the deep water. In addition, scuba diving at night is also difficult. Therefore, specific light sources are used by scuba divers. Many artificial light systems are found to be used by them for a long time. However, glow products like glow sticks have been preferably used by them.
They can catch a glow stick in their hand while looking for adventurous things in water. Glow sticks are even attached to their tanks. In group diving, unique colored glow sticks can be given to each diver in order to facilitate coordination and communication. Sometimes, the master diver is given one color and the others are given another color. The divers can even wear specific colored glow necklaces and bracelets for identification.
Glow sticks are strong, tough and also durable. They emit light for at least 12 hours. They are so easy to handle because of their simple design. The other important feature of glow sticks is that they are water-proof. They can also offer lighting for on-deck emergency situations. Hence, they are the best tools for lighting for scuba divers.


Calculating polygon areas in QGIS?
 - How do I calculate areas of an area shapefile in square meters or in acres (ha)?
 I didn't find that functionality in the vector tools.
 - Stev_k
 Stev_k Correct answer
 8 years ago
 Make the layer editable, then use the field calculator (Layer>Open attribute table>Field Calculator/Ctrl+I or right click shapefile>Open attribute table>Field Calculator/Ctrl+I). There is an operator "$area" that will calculate the area of each row in the table. All units will be calculated in the units of the projection, so you probably want to project it to a projection that uses feet or metres before doing that, rather than lat/lon.
 In current versions of QGIS if your data is in a Geographic CRS you can use the function transform() to project the geometries to a projected system (Preferably an equal area one) without the need to duplicate your data. In the Field calculator, something like this should work: area($geometry, 'EPSG:4326','EPSG:3763')
 _USER_: Do you mean 'area(transform($geometry, 'EPSG:4326','EPSG:3763'))'?
 _USER_ yes, my mistake.
 - This can also be done with Vector|Geometry Tools|Add/export geometry columns, which creates a new shapefile with area and perimeter (or length) columns added.
 Edit: (using the tool above, you can also unselect "save as new shape-file" in V1.8, the shapefile is now only updated!)
 Using the field calculator is probably a better idea, though, as it doesn't require the creation of a new shapefile.
 You can't change the attributes of the shapefile without enabling editing first, (calculating area counts as editing the attributes, you are adding a new column). Keep in mind that all units will be calculated in the units of the projection (meters bu default), so you to re-project it to a projected coordinate system first.
 - I wrote a script specifically for this. If you don't want to reproject your data, you can compute the area using ellipsoidal math.
 Processing Toolbox -> Tools -> Get scripts from on-line scripts collection -> Ellipsoidal Area
 You will find the script installed in Processing Toolbox -> Utils -> Ellipsoidal area
 The tool should be self explanatory and will allow you to calculate area in units of your choice regardless of projection.
 Can you give better example as code?
 - If the areas you are looking at are liable to change, such as looking at infrastructure layouts, catchment areas, study areas etc, I find it useful to simply label the areas, instead of adding them as attributes.
 Label-> round($area/10000,2)||' ha'
 This way you don't need to remember to update the catchment areas in the attribute tables as often.
 won't this save your values as strings? I would advise against saving numerical data as strings and instead include the area unit in the field name.
 - If not getting very accurate area calculations does not bother you (or if you do not want to play with different options in the field calculator as mentioned by some of the answers and comments above), in the current version of QGIS (i.e., QGIS 3.12) there is an easy way to deal with this. Go to "Project >> Properties >> General" and change the units for distance and area measurements. Now $area in the field calculator automatically transform the CRS for area (and for other geometric calculations if that matters).
 However, I personally recommend doing the method by _USER_ as it will give you more accurate results. Though you have to do a little search that what will be the 3rd parameter of transform function, i.e., most suitable CRS for your area of interest and its units.
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text: This paper proposes a latency model for a multi-layer system on chip (SoC) structure employing through silicon vias (TSVs). TSVs are used to interconnect multiple SoC chips stacked to form a three-dimensional (3-D) structure. The proposed latency model has been used to estimate the system performance. The performance estimation reflects the number of IPs connected to the system bus, data throughput and the number of masters in the system. The maximum throughput calculation results can be used to find the appropriate number of chips to be stacked during the 3-D multi-layer SoC system design process.


text:
DEFINITION of 'Bimetallic Standard'
A monetary system in which a government recognizes coins composed of gold or silver as legal tender. The bimetallic standard (or bimetallism) backs a unit of currency to a fixed ratio of gold and/or silver.
BREAKING DOWN 'Bimetallic Standard'
The bimetallic standard was first used in the United States in 1792 as a means of controlling the value of money. For example, during the 18th century in the United States, one ounce of gold was equal to 15 ounces of silver. Therefore, there would be 15 times more Silver (by weight) in $10 worth of silver coins than $10 worth of gold coins. Adequate gold and silver was kept in reserves to back the paper currency. This bimetallic standard was used until the civil war, when the Resumption Act of 1875 stated that paper money could be converted to gold.


text:
In the spring of 1967, the newly formed United Holiness Church of North America explored plans to start a bible college to train young people called to the ministry and others wishing to receive a Christian education. God had placed this desire in Rev. E.D. Coxon's heart some time previously. At the 1967 summer camp meeting in Sunfield, Michigan, he made an announcement, "We are going to start a Christian college to train our young people. And these young people will go out and bless the world." This proclamation became the passion of many others.
When classes began in September 1967 at Wesleyan Bible Institute, a powerful spirit of hope and expectation was felt among the students, faculty and staff. This was strong enough to see them through many struggles in the years that followed. Their lack of knowledge, experience, money, and resources was great, but time after time God came through and did the impossible. There was a sense of God's promise that He would do something great here, to be a part of building His kingdom.
The motto was "Sacrifice and Fun." There was very little money so students and faculty, under the leadership of Rev. DeWayne Coxon, began constructing the buildings on Monday work bees, summer breaks, and evenings.
In 1971 students tore down twelve barns and built the Chapel. Services began in January 1972 with donations of an organ, a piano, and pews. Everything was built with an abundance of sacrifice and fun.
Many will remember early morning prayer meetings, chapel services during the school day, prayer before classes, mid-week vespers, Sunday services, Spring choir tours, impromptu bible studies and songs around the piano. Numerous weddings and several funerals, baby dedications, special speakers, and singers, concerts and graduations took place in the beautiful sanctuary. Many, many times the Holy Spirit's presence was very near. With it all was a sense of doing something great for the kingdom of God, along with a sense of His promise that He would bless it.
In December 1972, Wesleyan Bible Institute became Jordan College and in 1977, Jordan College became independent of the United Holiness Church. Then, in December 1995, after twenty-eight years, Jordan College closed. Still the congregation continued to worship in the Chapel. There were several pastors, yet most of the time, it was Rev. DeWayne Coxon.
Reverend Coxon retired in December 2004, and in January 2005, the Old Chapel, now also known as the Cedar Springs Christian Church, was incorporated. The small congregation that remains continues to worship and work with a powerful spirit of hope and expectation and the comfort of experiencing God's miraculous provision for today. For several years they have continued on with 'sacrifice and fun' in mind, and on January 1, 2010, retired Rev. DeWayne Coxon gladly officiated the service for Ryan Black to become the new pastor.
Pastor Black has a love for the Word and a passion for people to understand God's whole plan in it. He has studied extensively the Jewish roots of the Christian faith and feels a concern for people to understand the times we live in and be prepared for Christ's return. His heart and mind embody all the hope and expectation of the Chapel's history and God's promise to the Chapel for the future.
In January 2012, the Chapel building became forty years old. There is still a powerful spirit of hope and expectation of God's promise that He will complete what He started and that He will do great things here for His kingdom. All of you who were a part are welcome to come and have a share in it. And all of you who never knew one moment of any of it are welcome to come and share in all that God will do.


text:
|calendar>>March 17. 2023 Juche 112
Research Achievements Made at Universities of Agriculture of DPRK
|Pyongyang, March 17 (KCNA) -- Universities of agriculture in the DPRK work hard to make significant research achievements, true to the resolutions of the plenary meeting of the Central Committee of the Workers' Party of Korea.
Pyongyang University of Agriculture has set significant research projects conducive to firmly guaranteeing the sustained development of agriculture and attaining the grain production goal for this year and pushes ahead with the work to apply them to reality.
Teachers and researchers of the university are working hard to perfect the technology for reaping a big harvest of wheat.
They are also arranging a workshop and a demonstration to introduce nutritional management methods based on the present growth of the wheat planted last autumn.
The university has concentrated efforts on the scientific researches into producing growth regulators and nutrients for increasing the yield of rice despite unfavorable weather conditions.
Wonsan University of Agriculture is pushing ahead with the research into breeding new strains of crops appropriate for the central eastern coastal area and breeding and introducing strains of high productivity despite unfavorable conditions.
Meanwhile, the scientists of the North Hwanghae Provincial Institute of Agricultural Science held technical courses and demonstrations at farms and took farsighted measures to provide a practical guarantee for high yields.
Copyright (C) KOREA NEWS SERVICE(KNS) All Rights Reserved.


TY - JOUR AB - It is well known that oil recovery from carbonate reservoirs can be increased by modifying the injected brine composition in a process 'controlled salinity water-flooding' (CSW). However, the mineral- to pore- scale processes responsible for improved oil recovery (IOR) during CSW remain ambiguous and there is no method to predict the optimum CSW composition for a given crude-oil-brine rock system. Here we report the first integrated experimental measurements of zeta potential and IOR during CSW obtained at reservoir conditions. The zeta potential is a measure of the electrical potential at mineral-brine and oil-brine interfaces and controls the electrostatic forces acting between these interfaces.We find that the measured zeta potential in clean samples saturated with formation brine is typically positive and becomes more negative with brine dilution irrespective of temperature. After aging and wettability alteration, the zeta potential changes and we suggest a more positive zeta potential indicates a positive zeta potential at the oil-brine interface and vice-versa. Injecting low salinity brine yields IOR when the oil-brine zeta potential is identified to be negative, but no response when it is identified to be positive, consistent with the hypothesis that IOR during CSW is caused by an increase in the repulsive electrostatic force acting between mineral-brine and oil-brine interfaces. We suggest that the optimum brine composition for IOR during CSW should be chosen to yield the largest change in zeta potential at the mineral-brine interface with opposing polarity to the oil-brine interface and can be determined using the experimental method reported here. AU - Collini,H AU - Li,S AU - Jackson,MD AU - Agenet,N AU - Rashid,B AU - Couves,J DO - 10.1016/j.fuel.2019.116927 EP - 16 PY - 2020/// SN - 0016-2361 SP - 1 TI - Zeta potential in intact carbonates at reservoir conditions and its impact on oil recovery during controlled salinity waterflooding T2 - Fuel UR - _URL_ UR - _URL_ UR - _URL_ UR - _URL_ VL - 266 ER -


text:
I am trying to write a simulator for asynchronous CAN nodes. I encountered few problems.
If two synchronous nodes try to transmit at same time, higher priority one wins. However, what will happen when two asynchronous nodes try to transmit in same clock cycle? If lower priority one transmits first, does the higher one leave arbitration or stay and try to get arbitration?
Two synchronous nodes can transmit consecutively. However, what will happen two asynchronous nodes try to transmit consecutively? If clock of second node becomes HIGH right before transmission of the first one ends, does the second one wait for nearly a clock period to try to get arbitration? (Nodes are assumed to active high)
Thanks in advance.


text:
As a widely utilized phenomenon, condensation heat transfer is deeply related to the efficiency of energy utilization in industry. In recent decades, the condensation of vapor mixture attracted extensive attention, since the possibility to achieve high performance of heat transfer. During the condensation of some binary vapor Marangoni condensation), a special phenomenon was discovered that the spontaneous movement of condensate drop occurred. It was observed that condensate drops moved from the low temperature region to the high temperature region on a heat transfer surface. Therefore, the surface tension gradient induced by the temperature gradient was considered as the driving force. However, another affecting factor on the spontaneous movement of condensate drops, the direction of vapor flow, was also discovered. In this study, the experimental study was performed, and the results showed that the condensate drops tended to move towards the inlet direction of vapor flow.
Keywords Marangoni condensation, Spontaneous drop movement, Waterâ€"ethanol vapor mixture, Surface tension


text:
I have been set a probelm to do from my High school calculus class, I have gone through it and don't think I had any major probelms but I would love if someone on this forum could go through the question, so I can get a level of my understanding. Its 1 question with 7 parts (a-f):
The concentration of alcohol in a persons bloodstreams 't' hours after the person stopped drinking is given by c(t)= 0.8t / t^2+1. when C(t) is less than or equal to 0.08
A) interpret meaning of C(1/2)
B) find experssion for C'(t), which is the rate at which the concentrations of alcohol is changing.
C) write equation for the tangent line to C(t) when t=1
D) Interpret the meaning of the equation of the tangent line found in part C
E) Find the time it will take for the concentration level to get up to and then back below the legal.08 level.
F)theoretically, is there always a trace amount of alcohol in your bloodstream after some has been consumed? use limit theory to explain your answer.
desperately looking for help from anyone, & any help is much appreiciated!


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We aim to make your private tutoring sessions as convenient and flexible as possible, which is why we're happy to help you find a skilled instructor who's able to meet you at a convenient time. Your study sessions will take place online via our Live Learning Platform, our collaborative educational software designed to simulate the in-person learning experience. Using tools like video chat and a virtual whiteboard, you can engage in real-time discussions with your mentor. This means you can ask questions about programming operations like recursion, multithreading, and exception handling; follow along as your instructor explains how to leverage data structures such as arrays, trees, and structs; and receive real-time assistance with any questions you may have about C++. Best of all, every lesson between you and an online Adelaide C++ tutor is recorded and saved to your own personal library on the platform. This means you can review older study sessions whenever you need a quick review.
If you're ready to learn about C++ through engaging lessons that can be designed with your needs in mind, contact Varsity Tutors today. One of our friendly educational consultants can answer any questions you have about Adelaide C++ tutoring, and when you're ready to get started, we can set you up with an instructor who can meet with you in as little as 24 hours.
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text:
The following is testimony from Lyle Jepson, Dean of Entrepreneurial Programs at Castleton University and Director of Rutland Economic Development Corporation, in front of the Vermont House Committee on Education on January 17, 2017.
Today I will ask you to prioritize economic growth and population growth in your decisions about education policy.
Castleton University believes that higher education is an economic driver. That belief is exemplified in Castleton's growth into the Rutland region. The purchase and repurposing of Spartan Arena, the upcoming construction of the Spartan Dome, the introduction of three art galleries in the City's downtown, the location of the Castleton Polling Institute, creation of the Center for Entrepreneurial Programs, the daily work being undertaken to connect business and industry with University interns, and most recently, and the opening of student housing in downtown Rutland, directly enhance our region's ability to attract and retain a workforce that is vitally needed for our continued economic recovery.
Because of Castleton's leadership and, specifically, President David Wolk's vision, Rutland Economic Development Corporation requested that Castleton University lead the County's economic development efforts. Castleton University and Rutland Economic Development Corporation now share one roof and blur the lines between education and training and economic development.
Vermont is at a critical economic tipping point. We have learned that employers have unfilled jobs. Access to skilled workers is an urgent need. Our workforce is aging. Families are having fewer children.
Our education policy is in the process of catching up to these changes. Agencies and departments – including education and economic development – need:
- a common understanding of Vermont's most urgent problems, and
- common language to describe and measure outcomes.
We need to make sure that the puzzle pieces fit and that the policy decisions that are made reflect the need to increase Vermont's population. We need to link economic growth with population growth.
For discussion purposes, I have attached three documents:
- population projections for Rutland County,
- a Regional Marketing Initiative Overview, and
- the Joint REDC / Rutland Region Chamber of Commerce Policy Report.
The Joint Policy Report connects Governor Scott's "Comprehensive Blueprint for Economic Growth" and the work that REDC and the RRCC will be supporting. Our primary focus is on population and economic growth through regulatory reform and workforce development. Within "Workforce," the importance of K-12 education, specifically technical education, is highlighted.
Castleton University, Rutland Economic Development Corporation and the Rutland Region Chamber of Commerce will work closely with high school and college/university partners to connect education and employers with work based learning and internship opportunities.
We want you to:
- Support continued implementation of Act 46 school district restructuring and consolidation; we have too much supply and not enough demand.
- Require the Agency of Education to oversee consistent application of Act 77: Flexible Pathways within technical center service regions – and ideally, throughout the state;
- Require a common school calendar, common graduation requirements and equal access by all students to school choice within technical center service regions;
- Allow access to technical education beginning in 9th grade;
- Support statewide recruitment campaigns to bring back and retain young Vermonters or professionals with some link to Vermont (the state has begun such an effort but it is underfunded);
- Increase financial support for higher education as outlined by the Vermont State College system request; and
- Invite the Vermont Futures Project to present their data on workforce trends and needs. They have collected data that indicates the need for almost 11,000 new employees each year, every year, for the next 15 years in order to fill the workforce gap that has been created by an aging workforce and declining population.
Governor Scott will be judging decisions based upon:
- Economic growth, and
- Protecting the most vulnerable.
By now you have heard from hard-working, committed professionals from across the state about:
- Career Pathways for Vermont's students in areas of high skill, high demand, and high paying jobs,
- Career Readiness,
- The importance of 3rd party validation of credentials that are valued by business and industry,
- The professional development needs of school leaders,
- Work-based learning,
- Dual enrollment,
- Act 166,
- Act 77,
- Proficiency-based graduation requirements,
- Standards-based assessment procedures,
- The need for a Talent Pipeline Management system that supports business and industry, and more…
All of the these initiatives are important, and the bottom line is that everyone wants very similar outcomes: a talented workforce that is benefiting from a strong economy and a workforce that is drawn to Vermont's cultural and adventure-based activities – a place they choose to live, work and play. In many ways, we are on the right track.
But Rutland County, in particular, is hard-hit by the declining population. This demographic change effects everything from property values to what schools can afford to offer their students.
In conclusion, I hope you have heard this message:
- Continue the initiatives that are underway – stay the course with Act 46 and Act 77,
- Eliminate any barriers facing students who wish to participate in technical education,
- Approve the request for an increase in funding for the Vermont State College system, and
- Ensure that all state agencies work together towards common goals. Today, by executive order, Governor Scott has aligned the Department of Labor and Agency of Commerce and Community Development. We applaud any and all efforts that will enhance efficiencies, communication and outcomes. We can not have isolated silos of responsibility and expect positive outcomes.
In Rutland, our goal is to collaborate in innovative and bold ways. We believe that economic growth and population growth are inextricably linked to each other, and to Vermont's success. If our population grows, and the result of that is economic growth, we will no longer be burdened by re-slicing the state's budgetary pie. We will have a bigger pie to slice.
I urge you to consider whether your future decisions will support population growth. It is such growth that will spur economic development, bolster property values, increase state revenues, and allow us to provide the comprehensive educational programming that all of our children need and deserve.


Marcel Gimond
Marcel Gimond exhibition at the 'Château-Musée' of Tournon-sur-Rhône
Marcel Gimond (1894–1961) was a French sculptor born in the Ardèche region of France. Gimond first studied at the Beaux-Arts Academy in Lyon and was the student in turn of both Aristide Maillol and Auguste Rodin. Gimond was an influential Professor at the Paris École nationale supérieure des Beaux-Arts until 1960. He was uniquely invited to exhibit his modelled busts at both the salon and with the surrealists.
Garlanded with the Grand Prix National des Arts in 1957, Gimond, who was the son of a metal-worker, is considered to be France's last great portraitist or sculptor of the bust. Gimond is known for his many Heads and Portraits of Political and Artistic figures and his distinctive bronze busts are to be seen in numerous museums in France, Luxembourg and in the National Portrait Gallery, London.


text:
|Let's Celebrate Pet Birds!|
T.J. Lafeber D.V.M.
Emotion-The Key to Birds Being Companion Animals
How much friendship, companionship or affection can be expected from pet birds?
What we're really interested in is determining birds' emotional capacity.
Birds demonstrate happiness, fear, aggression, jealousy, appeasement, defensiveness, nervousness and loneliness.
Most importantly birds can love people. Radiating from this affection comes the desire to perform, entertain and relate to their owners. Thus they sing, talk, mimic, dance, play, do tricks and display.
The next time you approach a frightened, nervous, hostile bird-possibly angry-remember that the pendulum of emotions swings in both directions. They have feelings just as strong in the opposite direction. A bird that shows anger can have just as an intense love. Unpleasant characteristics can be surpassed by pleasant ones.
All of these emotions can be observed in birds:

source: HuggingFaceFW/fineweb-edu


text:
June 30, 2010
Desert Bats Reveal The Secret Of Their Survival
Desert bats reduce water loss by changing the make-up of their skin, allowing them to thrive in some of the world's most inhospitable environments
This is surprising as with large naked wings and the energy they expend in flight, bats are expected to have high rates of water loss by evaporation, say the scientists from the Ben-Gurion University in Israel.This may provide significant insight into how bats might respond to a future changing climate.
The researchers are presenting their work at the Society for Experimental Biology Annual Conference in Prague on Wednesday June 30th, 2010.
The researchers found total water loss in the desert-living Pipistrellus kuhli was just 80% of other non-desert species.
Total water loss is made up of the sum of cutaneous (through the skin) and respiratory (exhaling) water losses, explained lead researcher Dr MuÃ±oz-Garcia.
Desert bats were found to have reduced cutaneous water loss (CWL), the biggest contributor to total water loss, when compared to non-desert species of bats of the same size.
The proposed mechanism of adjusting the lipid (fat) composition of their skin is known in other species of mammals and birds. Dr MuÃ±oz-Garcia and his team were the first to identify this link in other species of bat, and aim to prove it in desert bats.
The scientists believe that these findings provide significant insight into how bats can adapt to major changes in their environment.
"Control of energy expenditure and water loss is crucial for all terrestrial animals to survive and reproduce", explains lead researcher AgustÃ MuÃ±oz-Garcia. "This is particularly important for animals that live in deserts, where ambient temperatures are high, humidity is low and drinking water is scarce"
The next step for Dr MuÃ±oz-Garcia and his team is to examine further species of desert bats to consolidate their findings so far and shed more light on the adaptive mechanism for reducing CWL.
"Our plan is to measure at least 8 species from different environments, so we can start building a database that can allow future comparisons", Dr MuÃ±oz-Garcia explained.
Image Caption: The researchers found total water loss in the desert-living Pipistrellus kuhli was just 80 percent of other nondesert species. Credit: Shai Pilosof
On the Net:


text:
On the relationship between fog and low stratus and weather types over the Swiss Plateau
The relationship between persistent fog and low stratus (FLS) and weather types has been analysed in the extended winter season for the period _PHONE_. Ten automatic weather type classifications (WTCs) operationally computed at MeteoSwiss are considered. The capability to differentiate between days with and without FLS highly depends on the WTC. The best overall performance is found for WTCs based on sea level pressure and a large number of classes (GWT 26 MSL and CAP 27). Four out of 26 classes of GWT26MSL are able to represent 59% of all FLS days; eight classes already cover 85% of all FLS days. These FLS-prone classes are mainly characterized by a high pressure system near Switzerland and an easterly wind component. The frequency of FLS events is found to be roughly determined by the frequency of these weather types. Additionally, a clear seasonal cycle in the occurrence probability of FLS in those weather classes emerges. In December and January, the occurrence of the four most FLS-prone weather classes is a good predictor of interannual FLS varia-bility. A possible FLS forecast guidance is presented with tables showing the FLS fraction per weath-er class and month for all ten MeteoSwiss WTCs. There are indications that a part of the annual FLS frequency variability might not entirely be explained by the synoptic-scale flow alone and that other factors might have an influence. Further investigations are needed to shed more light on the effect of these factors and the robustness of the WTC approach with respect to this.


Custom Combo in Visual Basic 2005
This article was originally published in VSJ, which is now part of Developer Fusion.
VB6 had a handy Drive ComboBox control, but sadly it's not available in Visual Studio 2005 – unless that is you create your own. This project, which shows how to do it in VB 2005, is an interesting one because it illustrates how to create a custom control and how to create wrapper classes for API features.
Start a new VB Windows form-based project and add to it a new class called "DirCombo". This generates the following code:
Public Class DirCombo
End Class
Add to this class declaration:
Public Class DirCombo
 Inherits ComboBox
This means that our new class inherits from the ComboBox class, which means that it has all of the properties, methods and events of a ComboBox class. This makes it an exact copy of the ComboBox. If you build the project you will discover that the DirCombo control appears, with a default icon, in the Toolbox. You can select it and place it on the form in the usual way to create a perfectly standard ComboBox.
Customising
The first thing we need to do is populate the ComboBox with a list of the available drives. This can be done in the control's constructor. We can use the My.Computer.FileSystem object to return a collection of DriveInfo objects. A For Each loop then adds each Drive to the original ComboBox's Items collection. Notice the use of MyBase to refer to the original ComboBox control that our class derives from:
Public Sub New()
 Dim Drives As _
 ReadOnlyCollection( _
 Of DriveInfo)
 Drives = _
 My.Computer.FileSystem.Drives
 For Each Drive As DriveInfo In _
 Drives
 MyBase.Items.Add(Drive)
 Next
 MyBase.SelectedIndex = 1
End Sub
To make all this work we also need to add to the start of the class definition:
Imports System.Collections.ObjectModel
Imports System.IO
Now if you build the project and try the new control out on a form you will discover that it does list the drive letters. Unfortunately it lists them at design time when you drop the control on the form, and it lists them twice at runtime because it doesn't clear the set added at design time. The solution to this problem is to add an If statement that distinguishes between design and run time:
Public Sub New()
 If LicenseManager.UsageMode _
 = LicenseUsageMode.Runtime Then
 ..code for constructor
 End If
End Sub
We also need to add:
Imports System.ComponentModel
Now the control works as desired and is only activated when used at runtime.
A reusable drive control
A reusable drive control
System Icons
The next step is to add icons that correspond to the type of drive. Before we can do this we need to gain access to the appropriate icons. Windows uses a wide range of "standard" icons, the location of which seem to be well hidden from the average application programmer. If you spend time searching the documentation you probably won't find out much about how you can use these icons, but they aren't deliberately hidden.
The .NET framework does provide some access to standard system icons in the SystemIcons class. This returns an Icon object for any of the icons that you will find in a message box or dialog box – but not the wider range of drive and folder icons. To rectify this you need to know that these are stored within the Shell32.dll file in the windows\system32 directory. There is an ExtractAssociatedIcon method in the Icon class that will extract a single icon from a file, but it only returns the first icon found in the file. To pick an icon from the Shell32.dll file we have no real choice but to use an API call – ExtractIcon.
To make the shell icons look as much like the SystemIcon class as possible we need to create a new Module within the project, called ShellIcons. A Module is used because there is no need to have more than one instance of the ShellIcons class, and a Module is VB's way of creating a static class. A static class is automatically instantiated by the system, and the resulting object has the same name as the class. The idea is that we are going to add static properties to the class that return each of the icons we want to use. For example, to get the "hard disk" icon you would use something like:
ic = ShellIcons.HardDisk
We also need some constants to specify which icon to obtain. The icons are stored in order, with the first icon having index 0. I don't know of any documentation that gives the order of the icons in the file, but it is fairly easy to discover what you are looking for by enumeration. The following constants give the position of the device icons that we are specifically interested in – you can add more:
Private Const Floppy As Integer = 6
Private Const Hard As Integer = 8
Private Const Net As Integer = 9
Private Const CD As Integer = 11
Private Const RAM As Integer = 12
Private Const Unknown As Integer = 53
The API call is easy to translate to a VB declare:
Private Declare Function ExtractIcon _
 Lib "shell32.dll" Alias _
 "ExtractIconA" _
 (ByVal hInst As IntPtr, _
 ByVal lpszExeFileName As String, _
 ByVal nIconIndex As Integer) As _
 IntPtr
It returns a handle to the icon stored in the file given by the values of nIconIndex and lpszExeFileName. The hInst parameter is supposed to be set to the application's handle, which is used by Windows to keep track of it. It is quite difficult to obtain the application instance handle and, after spending some time implementing other API calls to discover it, a programming error revealed that the ExtractIcon API call doesn't actually seem to make use of it or need it. This is undocumented, so if you find it doesn't work with another version of Windows (I used XP) you might have to implement the code needed to obtain the application handle.
As well as using constants for the icon indexes, it also makes good programming sense to use a constant for the location of the Shell32.dll file:
Const ShellIconsLib As String _
 = "C:\WINDOWS\System32\shell32.dll"
It is worth adding a public method that will return the icon corresponding to any index:
Public Function GetIcon( _
 ByVal index As Integer) As Icon
 Dim Hicon As IntPtr
 Hicon = ExtractIcon( _
 IntPtr.Zero, ShellIconsLib, _
 index)
 Dim ic As Icon
 ic = Icon.FromHandle(Hicon)
 Return ic
End Function
Notice the use of the FromHandle static method to create the icon object. Now we can add the properties to return the specific icons we are going to use. As there is no logical reason why the user should ever need to set these properties, we only define a get:
Public ReadOnly Property _
 FloppyDisk() As Icon
 Get
 Return GetIcon(Floppy)
 End Get
End Property
Public ReadOnly Property _
 HardDisk() As Icon
 Get
 Return GetIcon(Hard)
 End Get
End Property
Public ReadOnly Property _
 NetDisk() As Icon
 Get
 Return GetIcon(Net)
 End Get
End Property
Public ReadOnly Property _
 CDROM() As Icon
 Get
 Return GetIcon(CD)
 End Get
 End Property
Public ReadOnly Property _
 RamDisk() As Icon
 Get
 Return GetIcon(RAM)
 End Get
End Property
Public ReadOnly Property _
 UnknownDisk() As Icon
 Get
 Return GetIcon(Unknown)
 End Get
End Property
You can, of course, add further properties to return other icons – the only problem being thinking up a name for some of them!
OwnerDraw ComboBox
If we want to add icons to the drive listing we are going to have to modify the way the ComboBox is drawn. The designers of the .NET Framework have done their best to make such modifications easy. If the DrawMode property is set to either OwnerDrawFixed or OwnerDrawVariable, then rather than draw the items in the drop-down list, the ComboBox raises the DrawItem event. The DrawItem event handler is passed all of the information and objects it needs to actually draw the item. There is a small complication in that if you set DrawMode to OwnerDrawVariable, the ComboBox raises the MeasureItem event just before the DrawItem event. This allows you to tell the ComboBox how much space you need to draw the next item. In this case the icons are the same size, so we can use OwnerDrawFixed and ignore the need to handle the MeasureItem event – the ComboBox will work out how much space there is to draw an item.
There is one final small detail before we implement the DrawItem event handler. The default mode of operation of a ComboBox is to allow the user to edit or enter the selected item. Clearly if the user can edit an item it cannot be shown graphically – it has to be text. What this means is that the DrawItem event is raised for each of the items in the drop-down list, which the user cannot edit, but the item displayed as selected is still drawn by the ComboBox as text. The solution to the problem is to force the ComboBox to stop


text:
Use of a secure portable application device as a component of network centric operations
Edith Cowan University
Faculty of Computing, Health and Science
School of Computer and Security Science / Centre for Security Research
Network Centric Operations (NCO) allows an organisation to structure its people, processes and technology to gather and process information to ensure the right information gets to the right person at the right time in and the right form. NCO enables an organisation to achieve information superiority, and hence gain a competitive advantage.
A secure Portable Application Device (PAD) provides a safe and secure method of loading a trusted application into a host PC and then executes the application. A secure PAD is characterised as a USB storage device containing a trusted application which is stored in a protected partition to ensure the application is separated and protected and its integrity is preserved. The device will typically provide strong authentication to only allow an authorised user to load the trusted application into the host PC and full storage encryption to protect the confidentiality of the contents of the device. A secure PAD can be issued by an organisation to an individual to perform a secure transaction on an available host PC. The secure PAD will reduce the risk to the organisation that neither malicious software (resident on the host PC) will infect the secure PAD, nor sensitive data remnants (resulting from the transaction) will remain on the host PC hard disk drive after the secure PAD has been removed.
This paper considers how secure PADs can be utilised in a network centric organisation. The characteristics of NCO are identified and the functionality and capabilities of secure PADs are described. Using the characteristics of NCO and a specific use scenario an analysis is performed to determine whether a secure PAD is a suitable tool for a network centric organisation.


Zabbix Documentation 2.4
Sidebar
drule.get
Description
integer/array drule.get(object parameters)
The method allows to retrieve discovery rules according to the given parameters.
Parameters
(object) Parameters defining the desired output.
The method supports the following parameters.
Parameter Type Description
dhostids string/array Return only discovery rules that created the given discovered hosts.
druleids string/array Return only discovery rules with the given IDs.
dserviceids string/array Return only discovery rules that created the given discovered services.
selectDChecks query Return discovery checks used by the discovery rule in the dchecks property.
Supports count.
selectDHosts query Return the discovered hosts that the discovery rule created in the dhosts property.
Supports count.
limitSelects integer Limits the number of records returned by subselects.
Applies to the following subselects:
selectDChecks - results will be sorted by dcheckid;
selectDHosts - results will be sorted by dhostsid.
sortfield string/array Sort the result by the given properties.
Possible values are: druleid and name.
countOutput flag These parameters being common for all get methods are described in detail in the reference commentary.
editable boolean
excludeSearch flag
filter object
limit integer
output query
preservekeys flag
search object
searchByAny boolean
searchWildcardsEnabled boolean
sortorder string/array
startSearch flag
Return values
(integer/array) Returns either:
 - an array of objects;
 - the count of retrieved objects, if the countOutput parameter has been used.
Examples
Retrieve all discovery rules
Retrieve all configured discovery rules and the discovery checks they use.
Request:
{
 "jsonrpc": "2.0",
 "method": "drule.get",
 "params": {
 "output": "extend",
 "selectDChecks": "extend"
 },
 "auth": "038e1d7b1735c6a5436ee9eae095879e",
 "id": 1
 }
Response:
{
 "jsonrpc": "2.0",
 "result": [
 {
 "druleid": "2",
 "proxy_hostid": "0",
 "name": "Local network",
 "iprange": "192.168.3.1-255",
 "delay": "5",
 "nextcheck": "_PHONE_",
 "status": "0",
 "dchecks": [
 {
 "dcheckid": "7",
 "druleid": "2",
 "type": "3",
 "key_": "",
 "snmp_community": "",
 "ports": "21",
 "snmpv3_securityname": "",
 "snmpv3_securitylevel": "0",
 "snmpv3_authpassphrase": "",
 "snmpv3_privpassphrase": "",
 "uniq": "0",
 "snmpv3_authprotocol": "0",
 "snmpv3_privprotocol": "0"
 },
 {
 "dcheckid": "8",
 "druleid": "2",
 "type": "4",
 "key_": "",
 "snmp_community": "",
 "ports": "80",
 "snmpv3_securityname": "",
 "snmpv3_securitylevel": "0",
 "snmpv3_authpassphrase": "",
 "snmpv3_privpassphrase": "",
 "uniq": "0",
 "snmpv3_authprotocol": "0",
 "snmpv3_privprotocol": "0"
 }
 ]
 },
 {
 "druleid": "6",
 "proxy_hostid": "0",
 "name": "Zabbix agent discovery",
 "iprange": "192.168.1.1-255",
 "delay": "3600",
 "nextcheck": "0",
 "status": "0",
 "dchecks": [
 {
 "dcheckid": "10",
 "druleid": "6",
 "type": "9",
 "key_": "system.uname",
 "snmp_community": "",
 "ports": "10050",
 "snmpv3_securityname": "",
 "snmpv3_securitylevel": "0",
 "snmpv3_authpassphrase": "",
 "snmpv3_privpassphrase": "",
 "uniq": "0",
 "snmpv3_authprotocol": "0",
 "snmpv3_privprotocol": "0"
 }
 ]
 }
 ],
 "id": 1
 }
See also
Source
CDRule::get() in frontends/php/include/classes/api/services/CDRule.php.


text:
SI-EtherCAT allows Control Techniques general purpose and servo drives to connect and interface with EtherCAT networks.
- Up to 64,535 nodes on a segment
- Data rate of 100 Mbps (100BASE-TX)
- Update 40 axes in 250 μs (assuming 2 words command data and 3 words feedback data per axis, a control word and basic cyclic synchronization data)
- Jitter of less than 1 μs with Unidrive M600 to M700
- Non-cyclic data using the CoE mailbox
- CANopen DS-402 profile supported (drives and motion control) LED indication of network port activity


text:
EFM140™ Electrochemical Frequency Modulation
The EFM140 Electrochemical Frequency Modulation software is a non-destructive corrosion rate measurement technique. It allows for measurement of the corrosion rate without prior knowledge of the Tafel constants. In addition, the technique determines the Tafel constants and provides 2 internal validity checks.
Electrochemical Frequency Modulation (EFM) software is a powerful non-destructive method for measuring the corrosion rate. It is an ideal and inexpensive companion to DC105 DC corrosion techniques software. It was developed at the University of Leuven in Belgium with support from the Electric Power Research Institute.
EFM is a harmonic technique that relies on the non-linear nature of the corrosion reaction to extract information about the corrosion rate and the Tafel constants. Two sinusoidal voltage waveforms are summed and applied to a corrosion sample. The resultant current response is recorded. The data are further transformed from the time domain into the frequency domain where the frequency response is analyzed to yield corrosion rate information.
The EFM140 operates within the Gamry Framework, and is available for use within the Sequence Wizard. The technique is also compatible with the ECM8 multiplexer.
- Gamry PCI4/Series G, Reference, or Interface Family Instrument
- Microsoft® Windows™ XP SP3/Vista/7/8 (32-bit or 64-bit)
Electrochemical Frequency Modulation
The standard EFM technique which calculates a single corrosion rate.
Electrochemical Frequency Modulation Trend
This experiment performs multiple EFM measurements over a period of time to build up a corrosion rate versus time trend graph.
Multiplexed EFM Trend
EFM Trend measurements, with multiplexer functionality.


DEV Community
Cover image for Build component library using Storybook
Royal Jain for CodeParrot
Posted on • Originally published at 10xdev.codeparrot.ai
Build component library using Storybook
Storybook is an open-source tool for UI development that allows developers to build and organise UI components in isolation. It serves as a "workshop" environment where you can see how components look and behave in various states without needing to embed them in your application's main UI. This makes it easier to develop, test, and document components. Why should you use it?
Isolation: Develop components in isolation, which means that changes in one component won't affect others. Which means that to see how components look and behave in various states, we don't need to embed them and navigate to that particular user journey. Look at storybook for popular video sdk, Agora. You can see each component and the states / controls it provides.
Agora Storybook
You can see their entire storybook here
Documentation: Generate documentation automatically, making it easier to share how components should be used. Often other developers are unaware of pre-existing components and end up creating their own version, which becomes a maintenance challenge.
Interactive Playground: Provides an interactive UI to play with component properties (knobs).
Visual Testing: Supports visual regression testing to catch visual bugs. Often visual regressions are hard to test with traditional e2e testing, visual testing helps in removing the manual inspection
Getting Started with Storybook
To start using Storybook, you typically integrate it into a project that's already set up with a UI framework like React, Vue, or Angular. Here's how you can set it up in a React project:
Install Storybook:
If you have a React project set up, you can add Storybook by running the following command in your project directory:
 npx sb init
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Run Storybook:
After installation, you can start the Storybook server with:
npm run storybook
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This command will start the Storybook environment on a local server, typically accessible at http://localhost:6006.
Create a Story:
Stories in Storybook are JavaScript modules that define how to render a component. You write stories to display each state of your UI components. Here's an example of a story for a simple Button component in a React project:
 // Button.stories.js
 import React from 'react';
 import { Button } from './Button';
 export default {
 title: 'Button',
 component: Button,
 };
 export const Primary = () => <Button primary>Click me</Button>;
 export const Secondary = () => <Button>Click me</Button>;
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In this code title defines the name of the component group in the Storybook UI. Component is the actual component being documented. Primary and Secondary are variations of the Button component, known as "stories".
View Your Components in Storybook:
Once Storybook is running, you can navigate to its web interface where you will see the stories defined in your project. You can click on each story to view the rendered component and interact with it.
Documentation using Storybook
Storybook uses a feature called DocsPage to automatically generate documentation from your stories and code comments. Additionally, you can enhance documentation with Markdown or MDX (Markdown with JSX) to write narrative documentation.
Here's how you can document your components in Storybook:
 - Set Up Documentation
Ensure that @storybook/addon-docs is installed and configured in your Storybook setup. This addon is often included by default when you initialize Storybook in your project. It parses your component and its comments to generate documentation.
 - Write Component Comments
Use JSDoc style comments in your component code to document props, states, and any other relevant information. Storybook's Docs addon can then automatically generate documentation from these comments.
For example:
// Button.js
/**
 * Primary UI component for user interaction.
 *
 * @param {Object} props - Props for button
 * @param {string} props.label - The text that the button will display
 * @param {function} props.onClick - The callback function to call on button click
 * @param {boolean} [props.disabled=false] - Whether the button is disabled
 */
const Button = ({ label, onClick, disabled = false }) => (
 <button disabled={disabled} onClick={onClick}>
 {label}
 </button>
);
export default Button;
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 - Create Stories with Args In your stories, define args for your component to show different states and prop configurations. Storybook will use these args to render controls and actions in the DocsPage.
// Button.stories.js
import React from 'react';
import Button from './Button';
export default {
 title: 'Components/Button',
 component: Button,
};
const Template = (args) => <Button {...args} />;
export const Primary = Template.bind({});
Primary.args = {
 label: 'Click Me',
 disabled: false,
 onClick: () => alert('Clicked!'),
};
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 - Enhance with MDX For more detailed documentation, you can use MDX. Create an MDX file where you can mix Markdown text with live Storybook previews.
// Button.stories.mdx
import { Meta, Story, ArgsTable, Canvas } from '@storybook/addon-docs';
import Button from './Button';
<Meta title="Components/Button" component={Button} />
# Button Component
The Button component is used for user interactions.
## Props
<ArgsTable of={Button} />
## Usage
<Canvas>
 <Story name="Primary" args={{ label: 'Hello', disabled: false }}>
 {Template}
 </Story>
</Canvas>
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In this MDX file, Meta sets the component metadata, ArgsTable generates a table of the component's props, and Canvas and Story are used to render live previews.
 - Run and Review
Run Storybook to see your documentation in action. Navigate to your component in the Storybook UI, and you should see the generated DocsPage with your component's documentation, including the interactive props table and live examples.
Documentation makes it easier for developers to understand and use your component library effectively.
Storybook offers a robust platform for building, documenting, and testing UI components in isolation. By integrating Storybook into your development workflow, you can create a well-structured, easily navigable, and thoroughly documented component library. This not only speeds up the development process but also ensures a consistent design and user experience across your projects.
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Finding Protocol Instances in the Objects Window - 2023.2 English
Vivado Design Suite User Guide: Logic Simulation (UG900)
Document ID
UG900
Release Date
2023-10-18
Version
2023.2 English
Protocol instance objects appear in the Objects window in the scope containing the corresponding AXI interface signals. Perform the following steps to find a protocol instance using the Scope window:
 1. In the Scope window, select the scope containing AXI interface signals.
 Note: The scope hierarchy roughly matches your block design.
 2. Locate the protocol instance for an AXI interface of a block in your block design. Select the scope name that matches the instance name of your block.
Perform the following steps to find a protocol instance using the Objects window:
 1. In the Objects window, scroll to the bottom of the list.
 2. Locate the protocol instance name that matches the port name of the AXI interface in your block design. AXI port names usually end with _AXI and are frequently M_AXI or S_AXI.
 Tip: Protocol instances have a port mode of Internal Signal. To facilitate searching for protocol instances in the Objects window, you can hide all objects except the Internal Signal object. Click the gear icon, deselect the Select All check box, and select the Internal Signal check box. To restore the Objects window, select the Select All check box.