Can Dogs Eat Pork? Is Pork Bad For Dogs?
Can Dogs Eat Pork
It's Saturday afternoon, and the whole family got together for barbecue lunch in the backyard. The smell of roasted pork doesn't leave anyone indifferent, and you bet Charlie is already by the table, drooling on the ground.
As a pet parent, you know how hard it is sometimes to resist those quiet whines and big puppy eyes. So, you gave your dog a small bite of pork, and now you're wondering was it a good idea after all.
Can Dogs Eat Pork?
This is the question that many pet owners have asked themselves at least once or twice. Fortunately, we have thoroughly examined this topic to give you the best possible answer, so read on!
Can Dogs Eat Pork?
The short answer is – yes, they can. However, only when given in moderation and prepared in a certain way.
When fed as a part of a balanced and complete diet, pork can be a great addition as it is nutritious and a good source of protein
Therefore, let us take a look at the nutritional value of pork per 100 gr:
Energy242 calories
Total Fat6 gr
Cholesterol53 mg
Sodium1,203 mg
Potassium 287 mg
Total Carbohydrate1,5 gr
Protein21 gr
Vitamin B-620%
Iron 8%
Vitamin D8%
There are also some decent amounts of vitamin C, niacin, zinc, phosphorus, selenium, and vitamin B-12.
But as you can see, pork contains high amounts of fat and sodium, which are very difficult for dogs to digest. In fact, high amounts of fat can lead to serious health problems such as indigestion and inflammation of the pancreas, also called pancreatitis. Given this, consider feeding your dog with small amounts of pork and definitely not for every meal.
What About Ham, Bacon Or Gammon?
Preserved pork is very high in salt content, and this could be too much for the dog's stomach to handle, and can lead to pancreatitis. It can also contain smoke flavoring chemicals, preservatives, heterocyclic amines, nitrates, and similar, which can be harmful to humans, let alone pets.
But it can also cause another dangerous and potentially deadly condition called 'Bloat.' This condition appears when a dog's stomach fills up with food, fluid, or gas, making it expand. Dogs will become dehydrated due to the high amounts of salt found in processed meat (especially ham), and therefore drink an excessive amount of water. The pressure is then put on other organs, and this could be life-threatening.
Why Is Seasoned Pork Terrible For Dogs?
Generally, dogs can only eat plain pork, without additional add-ons, such as spice rubs and seasonings. Onion powder, nutmeg, and garlic powder are highly toxic and extremely dangerous if ingested.
BBQ sauce is also high in salt and sugar content and usually has additional seasonings. This is why you should think twice before sharing your barbeque meat with your dog. If your dog happens to eat some seasoned meat, keep an eye out for unusual symptoms.
If you notice the following contact your vet immediately:
 - Vomiting;
 - Lethargy;
 - Pale gums;
 - Nausea;
 - Diarrhea.
Dangers Of Raw Pork
You're maybe wondering now, can dogs eat raw pork. Technically – yes, they can. But that doesn't mean they should. The reason for this is because undercooked pork can contain parasite Trichinella spiralis, which can cause an infection called trichinellosis. These parasites live in the muscles of an animal (pig in this case) and can both affect humans and pets.
Typically, dogs with weaker immune system will have severe symptoms, but these are the common you should watch out for:
 - Vomiting;
 - Diarrhea;
 - Upset stomach;
 - Elevated fever;
 - Pain and stiffness;
 - Muscle inflammation;
 - Lethargy;
 - Cramps;
 - Inability to chew;
 - Seizures;
 - Heart failure;
 - Respiratory issues.
Contact your vet as quickly as possible if you notice any of the symptoms mentioned above. This doesn't mean you shouldn't feed your dog with raw pork as you do with any other meat; it just means that certain risks are involved.
However, you can freeze raw pork for a few weeks in case there are any parasites, as they can't survive chilly temperatures. If you're still not sure, but you want to include raw meat in your dog's diet, try buying it from reliable dog food sources as they usually test for parasites and keep out additives.
Nevertheless, pork is a great source of taurine and protein. Boneless rib meat, butt, shoulder, and loin are excellent choices when considering raw pork. Once again, opinions on raw pork meat are divided, but now with most of the countries free of trichinosis, we think it's pretty safe to let your pet enjoy meat in its natural state.
What About Pork Bones?
Your dog can eat pork bones, but we don't recommend this. Feeding dogs with bones is not always safe. Once cooked, bones dry out and become brittle and fragile and may splinter into sharp pieces. If swallowed, this could damage your dog's mouth, internal organs, or throat, and it is a potential choking hazard
Uncooked bones are a much safer choice, though they could fracture a thin enamel layer on your dog's teeth. Try buying your dog dental chews or high-quality edible dental bone instead.
Can Dogs Be Allergic To Pork?
Yes, any dog can be allergic to pork and any other meat for that matter. Some of the allergy symptoms are:
 - Chest tightness;
 - Skin rash or hives;
 - Watery, itchy or red eyes;
 - Coughing, shortness of breath, wheezing;
 - Facial pain;
 - Runny or stuffy nose;
 - Itchy or infected ears;
 - Swelling of the face, ears, earflaps, eyelids, lips;
 - Red inflamed skin;
 - Diarrhea;
 - Vomiting.
Are There Any Alternatives To Pork Meat?
Protein-rich treats that can easily replace pork meat are chicken, cheese, and peanut butter. Chicken is much easier to digest.
Does Pork Have Any Nutritional Value For Dogs?
The answer is again, yes.
Pork is an essential source of amino acids, and it is rich with thiamine, which is beneficial in cell function. Besides that, pork has proper amounts of vitamin B, iron, zinc, potassium, and other essential vitamins and minerals, as mentioned above.
Because of the high protein content, some potential benefits of feeding your dog pork meat may include:
 - Weight regulation;
 - Healthy coat and skin;
 - Muscle development;
 - Tissue repair;
 - Healthy cells, tissues, organs;
 - Strong bones;
 - More energy;
 - Easier production of antibodies;
 - Improves circulation, etc.
Here are some of the vitamin and mineral benefits found in pork meat:
Vitamin B– B vitamins have a crucial role in your dog's diet. Thiamine is responsible for regulating energy and metabolism and also activates ion channels in neural tissue. Niacin (B3), Cobalamin (B12), and Riboflavin (B2) help promote enzyme function.
– Moreover, vitamin B6 is crucial as it is directly responsible for hormone regulation, red blood cell, and nervous system function, immune response, gene activation, and many more. Overall, B vitamins promote healthy digestion, mental focus, prevent kidney stones, asthma, arthritis, and allergies.
Vitamin D– This vitamin is responsible for balancing minerals in a dog's body such as phosphorus and calcium. It is essential for strong and healthy bones and muscles.
Magnesium– Magnesium is a crucial mineral in a dog's diet. It controls hormone and metabolic functions, and proper nervous system transmissions. Very important for cardiovascular health.
Potassium– Potassium is essential for the heart and nervous system function. It has a role in regulating muscle contractions, fluids, and in sending nerve signals.
Iron– An essential mineral that has a vital role in physiological processes. It is directly involved in red blood cell formation and hemoglobin, which is responsible for carrying nutrients and oxygen throughout the body.
So, there you have, all of the good stuff that pork can provide to your pet.
How To Prepare Pork For Your Dog?
As for quantity, feed your dog a small amount for the first time. If there are no adverse reactions to it like allergies or similar, you can continue feeding your pet with pork meat.
When it comes to preparation, there are a few guidelines to follow. First off, remove as much fat as you can from the meat. For safety concerns of parasites, cook it. Don't use salt or any other seasonings as these could be lethal to your dog. Don't throw down a pork chop in front of your dog, but instead cut the pork into bite-sized pieces for easier chewing. Also, make sure to cut the meat off the bone, as bones can cause your dog to choke and damage the internal organs if swallowed.
Don't include preserved pork such as ham, bacon or gammon as those contain seasonings and a high amount of sodium that can cause pancreatitis and other health problems.
In the end, pork is very good for your dog, but when given in moderation and small portions.


text:
- State and Regional
Water Boards' Map
- Board Priorities
- Decisions Pending and Opportunities for Public Participation
Water Rights Hearings Program
Welcome to the Division of Water Rights Hearings Program home webpage.
This website provides posted information related to current and archived hearings conducted by the State Water Board, and provides generally information, via FAQs, describing the nature, conduct and immediate results of a water right hearing. [NOTE: The general information provided is not intended to either alter or supersede State Water Board regulations or policies regarding the conduct of such hearings.]
HEARINGS PROGRAM SITE INDEX
Subscribe to the Water Rights e-mail list(s) to receive updates regarding current issues.
FREQUENTLY ASKED QUESTIONS: THE HEARING PROCESS
A water right hearing is a quasi-judicial adjudicative proceeding that has, as an objective, the development of an adequate record upon which the State Water Resources Control Board (State Water Board) can rely to make good decisions. (Govt. Code Sec. 11405.20)
A water right hearing is conducted as a formal proceeding to ensure that due process standards are afforded to the participating parties.
In general, water right hearings are conducted in a manner deemed suitable to the particular case. The State Water Board, assisted by personnel from the Division of Water Rights and Office of Chief Counsel, holds hearings to secure relevant information promptly and without unnecessary delay and expense to participating parties or the State Water Board. Subsequently, the record developed at the hearing is used to formulate a decision that affects the rights of the participants.
Water right hearings are conducted in accordance with the State Water Code (Statutory Water Rights Laws (effective January 1, 2016: California Water Code (particularly Division 2) and other California Code sections relevant to water rights) and the California Code of Regulations pertaining to water rights laws and proceedings (Title 23. Waters (Division 3) - Portions Pertaining to Water Rights - effective April 1, 2016).
As detailed by this Hearings Matrix, water right hearings conducted by the State Water Board fall under three basic categories:
- Evidentiary Hearings
- Application and Petitions
- Public Trust/Public Interest
- Fully appropriated Streams
Water right hearings are conducted with a (1) the Hearing Officer or Hearing Panel, and (2) State Water Board staff.
- Hearing Officer: The Hearing Officer assigned to hear a case is a Member of the State Water Board.
Role: The Hearing Officer (1) preside over the hearing (neutral judge), (2) provide policy direction to staff during preparation of Decision/Order, and (3) comment or recommend actions to the other Board Members during deliberation.
Authority: The Hearing Officer (1) decides all procedural matters prior to and during the hearing, (2) rules on motions prior to and during the hearing, (3) rules on objections during the hearing, and (4) directs staff regarding preparation of Decision/Orders.
The Hearing Officer will act much like a judge to ensure that the hearing is conducted in an orderly fashion. More than one State Water Board Member may sit in the hearing. Should this occur, one State Water Board Member will take the lead as the Hearing Officer and will be with the case until it ends.
- State Water Board Staff Hearing Team: An advisory Hearing Team is drawn from the Division of Water Rights and Office of Chief Counsel to assist the Hearing Officer. The Hearing Team may include a staff engineer, an environmental specialist, a geologist and a staff attorney.
Role: The Hearing Team participates in the development of the hearing record and subsequently writes an analysis of the hearing record. Under the guidance of the Hearing Officer, the Hearing Team prepares the draft Decisions/Orders to be considered by the State Water Board.
Authority: The advisory Hearing Team has no authority.
In accordance with the definition set forth in Section 648.1 of Title 23, Cal. Code of Rags., Parties include:
- Persons against whom enforcement action is taken
- Persons designated as parties in accordance with procedures specified in the hearing notice.
- Persons presenting policy statements are not parties.
- Only the Hearing Officer may grant "interested party" status to someone other than those set forth in Section 648.1 of Title 23, Cal. Code of Rags.
Party participation limits are:
- Set forth in the hearing notice.
- Imposed by the Hearing Officer at the hearing
- Self-imposed by a party (i.e., participating by cross-examination or rebuttal only).
Due Process includes:
- Reasonable Notice being provided.
- An opportunity to be heard.
- Preparation of Decisions/Orders is based only on the administrative hearing record developed during the hearing.
- Improper conduct by any hearing participant is not permitted.
- To ensure that a fair and impartial hearing is conducted, the Hearing Officer and Hearing Team are subject to disqualification for bias, prejudice, or interest in the proceeding.
This flowchart shows the Division of Water Rights' general process for a Water Right Hearing.
Rule for the conduct of hearings include the following:
- Hearings are conducted pursuant to rules set forth in Administrative Procedures Act (Government Code) and California Code of Regulations, title 23.(SEE: Laws and Procedures website)
- The Notice of Hearing drives the hearing and specifies the scope of hearing, deadlines application rules, etc. All evidence introduced at a hearing must address the key issues identified in the notice. (SEE: Hearing & Workshop Notices website)
- The Hearing Officer (Board Member) is in charge and is assisted during the hearing by State Water Board staff Hearing Team.
- Written testimony and exhibits must be submitted in advance, in accordance with deadlines set forth in the Notice of Hearing.
- The general Order of Proceeding is a follows:
- Opening Statements
- Direct Testimony
- Closing Statements
- Decisions must be based only on evidence within the hearing record and it is unfair for Board Members to rely on information outside the record.
The Ex-parte rule is:
- Parties to a hearing cannot talk, off the record, to Board Members and the Hearing Team about the substance of the hearing (except non-controversial procedural issues) without notice to all other parties and the opportunity for the parties to be present. (Caveat: sometimes what appears to be procedural is really substance.)
- Generally, the Hearing Notice provides the trigger for application of the Ex-parte rule.
- Violation of the Ex-parte rule can invalidate the State Water Board's Decision/Order.
- Board Members must disclose Ex-parte communications.
A much more detailed question and answer document on ex-parte communications is available HERE: _URL_
The purpose of a Hearing Notice is to inform parties and others interested in the subject of the hearing of:
- Date, time and place of the hearing.
- Subject of the hearing
- Issues that all testimony and exhibits must address.
- Procedural rules that apply to the hearing.
- Contacts for more information
The hearing notice is important because it ensure Due Process. If issues are not properly noticed for the hearing (directly or indirectly), then the State Water Board cannot make findings and conclusions related to that noticed issue.
The Administrative Hearing Record is:
- The complete record of the hearing that includes:
- Transcripts of the hearing (records everything said "on the record" at the hearing).
- Exhibits admitted into evidence
- The Administrative Records is used:
- To provide the basis for the State Water Board's Decision/Order
- To provide the basis for judicial review
- The Administrative Record is important because:
- The State Water Board is limited to the record in making its Decision/Order (cannot consider things that are not in the record)
- Testimony, writings, material objects or other things offered to prove the existence or non-existence of a fact.
- Documents must be submitted into evidence by the Hearing Officer, otherwise they are just an exhibit and they cannot be relied on by the Board.
- Legal arguments and policy statements are not evidence.
- Allegations are not evidence... they must be proved.
- Labels are not conclusive.
Evidence admissibility is:
- Determined by the Hearing Officer
- Generally not an issue: "Any relevant evidence shall be admitted if it is the sort of evidence on which reasonable persons are accustomed to rely in the conduct of serious affairs..." (Gov. Code sec. 11513 (c.)
HEARSAY EVIDENCE is evidence of a statement that was made other than by a witness while testifying at the hearing and that is offered to prove that truth of the matter stated. (Evidence Code Section 1200)
An expert witness:
- Can offer an opinion that goes beyond common experience
- Must have special knowledge, skill, experience, training or education.
- Expert opinion would help the State Water Board understand the evidence or determine a fact at issue.
- Cannot testify to legal conclusions.
- You do not need to be an expert to testify to facts (vs. opinion)
Burden of Proof is:
- An obligation of a party to a hearing to introduce evidence that affirmatively proves a fact or facts in dispute on an issue noticed for hearing.
Burden of Proof going forward is:
- An obligation of a party to a hearing to introduce evidence or cross-examine witnesses to elicit testimony that refutes or explains the evidence offered by the party with the burden of proof.
A hearing will result in:
- A Decision/Order adopted by the State Water Board.
- The Decision/Order will be limited to the administrative hearing record and will be based on substantial evidence.
- The Decision/Oder must contain findings based on factual and legal basis.
- Adopted State Water Board Decisions/Orders are posted at the Board's Water Right Decisions webpage

source: openbmb/Ultra-FineWeb


text:
Christoph A. Keller, NASA GMAO / USRA
We'll discuss the potential to accelerate the numerical simulation of air quality using machine learning. Air pollution is a major environmental risk factor and one of the common causes of premature death globally. However, addressing the issue is difficult due to the cost of numerical air quality models, which are computationally expensive due to the complexity of the chemical processes responsible for air pollution's formation. We'll discuss our use of Dask-cuDF and Dask-XGBoost on the NVIDIA RAPIDS platform to generate gradient-boosted tree models that can simulate the formation of air pollution with decent accuracy. We'll explain how recent advances in Dask-XGBoost enabled us to increase training size, and how this is necessary for improving model skill. The boosted tree models, trained on NASA Center for Climate Simulation's Advanced Data Analytics Platform, can be coupled with a full earth system model such as NASA's Goddard Earth Observing System Model. This will provide a detailed global simulation of air quality at a much lower computational cost.

source: m-a-p/FineFineWeb


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Learning about proof by induction, I take it that the first step is always something like "test if the proposition holds for $n = \textrm{[the minimum value]}$"
Like this:
Prove that $1+2+3+...+n = \frac{n(n + 1)}{2}$ for all $n \ge 1$.
Test it for $n = 1$:
$$n = \frac{n(n + 1)}{2} \implies 1 = \frac{2}{2}\textrm{, which holds.}$$
* The rest of the proof goes here *
So, I do it all the time (like a standard). But I never really thought about why. Why do I do such test? I can see that if the test does not hold, it cannot be proven by induction, I guess. But is there another reason we do this?
share|improve this question
seems like if you want to prove something from here to infinity checking "here" is a good first step... but I don't know a formal name for that. – Grady Player Dec 1 '13 at 1:12
Here - "the least element" maybe _USER_. Honestly I think that you couldn't comprehensively conclude that the expression is true for the entire set of numbers. – Zhoe Dec 1 '13 at 1:14
IH: All sets of $n \ge 4$ lines on the plane intersect at a single point. If it holds true for $n\ge 4$ points, then it holds true for $n+1$ points since the first $n\ge 3$ points intersect at a point and so too do the last $n$ lines and the two intersection points must be the same point. Therefore, all lines on the plane intersect at a single point. – Neil G Dec 1 '13 at 3:26
A row of dominos can't fall if none of them are pushed. – L. F. Dec 1 '13 at 13:17
9 Answers 9
up vote 50 down vote accepted
Imagine a pond with an infinite linear progression of lily pads. You have a frog who, if he hops on one pad, he is guaranteed to hop on the next one. If he hops on the first pad, he'll visit them all. But if he never makes the first lilypad, all bets are off.
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He's up a creek without a pad? – Brian M. Scott Dec 1 '13 at 1:27
Either that or the resident cottonmouth got a springy meal. – ncmathsadist Dec 1 '13 at 1:29
_USER_.Scott....brilliant! – Tom Dec 1 '13 at 1:31
We have to test the "base case" because otherwise we could "prove" things by induction that aren't true. For instance: let's "prove" that the sum of the first $n$ even numbers is odd. Certainly if $S = 2+4+\cdots+2n$ is odd, then $2+4+\cdots+2n+(2n+2) = S + 2n+2$ is also odd, since an even number plus an odd number is odd.
So by "induction", the sum of the first $n$ even numbers is odd.
Of course this is false, and the reason we got something false is that we didn't verify that the base case holds (it doesn't).
share|improve this answer
Nice example! It's non-trivial but clearly shows what is wrong. – CompuChip Dec 1 '13 at 11:30
The induction proof is, in a metaphor, a game of dominos. Your goal is to make the pieces fall over, where if the $n$th domino falls, so will the $(n+1)$st. However, if you don't knock down the beginning domino, none may fall over.
An example of what goes wrong without appropriate base case...
Claim: For all $n \in \Bbb{N}=\{1, 2, 3,...\}$, $n \geq 1000$.
Proof without base case: If $n \geq 1000$ the $n+1 > n \geq 1000$.
An example of what goes totally wrong...
Claim: For all $n \in \Bbb{N}$, $n > n$.
Proof without base case: If $n > n$, then by adding $1$ to both sides we see $n+1>n+1$. Therefore, by baseless induction, we've "proved" the claim.
share|improve this answer
Snicker.......... – ncmathsadist Dec 1 '13 at 1:25
It might help to explain why the statement isn't true if your base case is n=1000. Other than the obvious.... how can someone know their base case is appropriate. For example, $n! \ge e^n$ (for sufficiently large $n$) however $n=0$ is a horrible base case. – Squirtle Dec 1 '13 at 5:09
"Baseless induction." What a succinct description of the problem! – David K Mar 10 at 0:57
Let's take your example and modify it slightly:
Prove that $1+2+\cdots+n=\frac{n^2+n+1}{2}$ for all $n\ge 1$.
Let $P(n)$ be the statement "$1+2+\cdots+n=\frac{n^2+n+1}{2}$". Then you need to show that $P(n)$ implies $P(n+1)$. Substituting $n+1$ for $n$ we find that $$ P(n+1) =\frac{n^2+3n+3}{2} $$ Now let's establish the inductive step, that is, that we can use $P(n)$ to establish $P(n+1)$. $$ \begin{align} 1+2+\cdots+n+(n+1) &=(1+2+\cdots+n)+(n+1)\\ &= \frac{n^2+n+1}{2}+(n+1)&\text{by the inductive hypothesis}\\ &= \frac{n^2+3n+3}{2}&\text{as required} \end{align} $$ So we can conclude the highlighted statement. Sort of. Except for the fact that $P(1)$, the base case, sinply isn't true, since it asserts that $$ 1=\frac{1^2+1+1}{2} $$ As has been noted before, if you can't get the first domino to topple, none of the rest will, either.
share|improve this answer
Let's prove that all objects in the universe are the same color. We'll prove by induction that given any set of $n$ objects, all of them are the same color.
Inductive step: Given a set $\{1,... n+1\}$ of objects, we know that $\{1,... n\}$ are all the same color $c_1$, and that $\{2,... n+1\}$ are all the same color $c_2$. But if $n\geq 2$ these two sets overlap, so $c_1$ and $c_2$ must be the same. Therefore $\{1,... n+1\}$ are all the same color.
Base case: If $n=1$, it's obvious. If $n=2$, then the two elements are the same color because... er...
Base case left as an exercice to the reader.
share|improve this answer
To see why we need the base case, consider the following proposition:
Proposition: $\forall n \in \mathbb{N}, n = 0$
Proof: Assume this property holds for all $m \leq k$, and consider $n = k+1$.
= $k + 0$ (By inductive hypothesis noting that $1 \leq k$ is the smallest element of $\mathbb{N}$)
= $0 + 0$ (By inductive hypothesis)
= $0$
Hence the proposition holds for all $n \in \mathbb{N}$
The problem with this proof is that I haven't actually explicitly shown there exists any integer in $\mathbb{N}$ that is equal to zero; moreover, and more importantly, I can never find such an integer. As such, given that I cannot establish the base case I cannot conclude the proposition is true.
share|improve this answer
Its common this question because the introduction to inductive proof is teached very axiomatically ("proof for n=1, then proof for n+1").
An inductive proof is where one proves that a set $A$ is inductive. A set $A$ is inductive if satisfies that
 - $1\in A$
 - $n\in A \Rightarrow n+1 \in A$
If $A$ is inductive, then $A=\mathbb N$
In your example, what it is really being proved is that $A=\{n


text:
Behavior Analysis Graduate Certificate
The Core of the Program: Applied Behavior Analysis Competencies
The University of Cincinnati online Behavior Analysis Graduate Certificate teaches students methods to develop effective interventions to address a wide array of learning and problem behaviors across typically developing populations and disability categories in both clinical and educational settings. Grounded in the ethical and best practices recommended by the Behavior Analyst Certification Board, the program examines the specific and comprehensive use of learning principles, such as operant and respondent learning. It also places emphasis on prevention and early intervention.
- 6 courses, each 15 weeks in duration
- Courses approved by the Behavior Analyst Certification Board as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination (additional supervised experiences are required in order to be eligible to sit for the BCBA exam)
- Immediate application of coursework to your current position
- Ability to maintain your current position and income while you earn your degree
- Option to complete the program in 1 or 2 years, depending on the number of classes taken per term
- 100% online; no on-campus residency
- Convenience of 24/7 access to coursework anywhere there is Internet connectivity
Transfer credits are not accepted for this program.
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FISHHOLE CREEK. Fishhole (Fishole) Creek, also known as Jackson Branch, rises three miles north of Afton in extreme north central Dickens county (at 33°49' N, 100°48' W) and runs northeast for five miles to its mouth on the South Pease (or Tongue) River, in south central Motley County a mile north of the Dickens-Motley county line (at 33°51' N, 100°46' W). The local terrain is characterized by moderately steep slopes with locally high relief, surfaced by shallow to moderately deep silt loams that support mesquite and grasses.
The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article."FISHHOLE CREEK," Handbook of Texas Online (_URL_ accessed May 26, 2013. Published by the Texas State Historical Association.

source: HuggingFaceFW/fineweb-edu


What is the mass of half mole of electron?
What is the meaning of 1 mole electron?
One mole is defined as the amount of substance having Avogadro's number of particles. mass of 1 electron 9.1 X 10¯³¹ kg. 1 mole =6.023 X 10²³ So 1 mole of electrons has a mass of 9.1 X 10¯³¹ X 6.023 X 10²³ ≈ 5.481 X 10^-7 kg.
What is the mass of half mole of water?
Mass of 0.5 mole of water is 9g.
How many particles are there in 1 mole of electron?
It is defined as exactly 6.02214076×1023 particles, which may be atoms, molecules, ions, or electrons.
What is the mass and charge of one mole of electron?
The charge of 1 electron is 1.6×10−19C and the mass of 1 electron is 9.1×10−31Kg. -We know that 1 mole of any substance has 6.02×1023 units (Avogadro number) of that substance. Hence we can say that when we say 1 mole of electrons we are referring to 6.02×1023 electrons.
How many moles of electrons are in 1 kg?
6. 023×1023 moles.
What is the weight of 1 mole of electron in grams?
Given mass of electron = 9 × 10^-28 grams Mass of 1 mole electron = 6.022 × 10²³ × 9 × 10^-28 Free online weight conversion.
THIS IS INTERESTING: Should I go to a dermatologist for hormonal acne?
What is the mass in gram of 2 mole of water?
One mole of H2O is made up of 2 moles of Hydrogen atoms and 1 mole of Oxygen atom. Mass of two moles of Hydrogen atoms = 2x 1 g/mol = 2 g/mol.


order Dictyoptera
Also found in: Thesaurus.
Related to order Dictyoptera: order Isoptera
ThesaurusAntonymsRelated WordsSynonymsLegend:
Noun1.order Dictyoptera - in some classifications replaced by the orders (here suborders) Blattodea (cockroaches) and Manteodea (mantids); in former classifications often subsumed under a much broader order Orthoptera
animal order - the order of animals
dictyopterous insect - cockroaches and mantids
Blattaria, Blattodea, suborder Blattaria, suborder Blattodea - cockroaches; in some classifications considered an order
Manteodea, suborder Manteodea - mantises; in former classifications considered a suborder of Orthoptera
References in periodicals archive?
One species of order Dictyoptera (Periplaneta americana) and one species of order Thysanura (Lepisma saccharine) were found through out the study period in the Lawrence garden.
It is useful to mention that Tillyard originally included Triassomantidae in the former order Orthoptera sensu lato as he considered this family related to mantises (now the suborder Mantina in the order Dictyoptera), but Riek (1956) transferred the family to the order Orthoptera sensu stricto (in a recent volume), and Sharov (1962) first put this taxon in the order Protoblattodea (= Eoblattida; Rasnitsyn 2002).


text:
How to call Mali from the USA or from Canada:
dial 011 - 223 - phone number
The time in Mali is now
Calling Mali from the United States explained:
- 011 - US exit code; dial first for international calls made from the USA or Canada
223 - Country Code for Mali
- Phone Number - 8 digits
- US to Mali international dialing format:
011 223 ???? ????
- first digit for fixed telephone numbers is usually 2; however, some numbers' starting digit is 4
How to dial to Mali cellular:
- dialing format for calls to a cell phone:
011 223 X??? ????
- the initial digit (X) for mobile numbers can be 5, 6, 7, 8 or 9.
Starting digits for landlines in largest cities:
- Bamako: 20, 44
- Kayes: 215
- Mopti: 214
- Segou: 213
- Sikasso: 216
- Tombouctou: 219


text:
An award-winning approach
Our expertise in designing programmes with real business impact has been recognised by the Association for Business Pscychology. In 2017 we won their award for "Excellence in Coaching & Training" for a blended learning programme we designed and delivered for a team of Graduates at City & Country, a heritage property developer. This built on our award in 2016 with a director development blended learning programme.
Blended learning involves using a range of learning methods to establish understanding and develop skills. We use a mixture of online learning, face-to-face experiential learning and coaching to move senior people from intellectual acceptance into action.
Our approach creates evidence of success over time, improving confidence and demonstrating the value of development to the organisation.
We work hard to ensure that professional development initiatives are tailored to individual and organisational need. We get to know our learners, so that we can create effective relationships to support real changes in behaviour at work.
The Case for Investing in Development Programmes
We recognise that professional people are usually trained to be experts in their field, not to lead and manage a business through change.
Equipping busy, established professional people with the skills to embrace change is challenging, but vital. Here are some reasons why investing in learning makes good, commercial sense:
- Business growth relies on skilled people being able to deliver consistently
- Realising the potential of high performers, and keeping them, means providing real opportunity for professional growth and progression
- New ways of working requires adaptability
- Being able to delegate effectively frees up time to think strategically and provide direction to a team
Delivering Changes in Behaviour
Learning to inspire a team, having a difficult conversation or coaching a colleague does not fit with traditional didactic learning models. Acquiring these skills begins with experiential learning, but also takes practice, a positive attitude and proper support in the work-place. Athena Professional can help you to set up an intelligent, integrated approach to make investment in learning worthwhile.
Evidence of Impact
Establishing the impact of development programmes helps to generate commitment to learning. Establishing ability at the outset and conclusion of any learning intervention helps to generate evidence of impact. We use a range of tools and methods to obtain qualitative and quantitative information on performance to build a picture of individual or team progress.
At Athena Professional we create evidence of compliance as part of the learning experience. Our learning programmes include opportunities for participants to identify their learning needs, reflect, and record how they use new knowledge and skills.
Compliance with CPD provisions
We can also help organisations to set up compliance with cpd regulations, where required, at an organisational level, for example by:
- Working out who needs to demonstrate which competencies; not everyone needs to meet them all!
- Getting everyone on-board with demonstrating reflective practice
- Helping to make work-based learning opportunities purposeful and beneficial


Analysis case-making cookies
Assignment Help Business Management
Reference no: EM131038385
1. Go over these two cases in details and finish assignment 3-1 posted before the meeting;
2. Be ready to provide your input on how to improve these two processes respectively - your input should be based on your process analysis, not just thoughts or opinions.
Extra credit will be given to students who provide valued insights in class.
Process Analysis Case - 1: Making Cookies
You and your roommate are preparing to launch a small business in your on-campus apartment. You plan to provide fresh cookies to hungry students at night. Your cookie is different from store bought cookies because they are freshly baked and your customer can ask for different special flavors chosen from the menu. In short, you will have the freshest, most exotic cookies anywhere available right on campus.
Baking cookies is simple: place all the ingredients in a mixing bowl and mix them, then spoon the cookie dough onto a tray; put the cookies into the oven, bake them; take the tray out and cool; pack them in a box; then collect money. You already got all the equipment: the mixer, the oven, the trays, and spoons. The ingredients cost about $.60/dozen cookies, and the box costs $.10 per box, which can hold a dozen cookies per box.
The process is described as below. First, taking the order costs no time. You and your roommate have timed the necessary physical operations. The first step is to wash out the mixer's bowl and beaters from the previous batch, add ingredients to the bowl and turn on
mixer (you will perform this step according to the agreement between you and your roommate).
The mixer can hold and mix ingredients for up to three dozen cookies. This step takes 6 minutes no matter how many dozens are mixed. You then spoon the cookies, once a dozen at a time, onto a cookie tray. It takes 2 minutes per tray. Next, performed by your roommate, is to put cookies in the oven and set temperature and time, this takes 1 minute (assuming that this happens every time your roommate puts a new dozen of cookie in). The oven can hold one tray (or one dozen of cookies) at one time. The cookies bake for 9 minutes (so the oven is occupied for 9+1=10 minutes for each dozen). Your roommate also removes the cookies from the oven
and put them aside for cooling, which takes 5 minutes. Then he will pack them into a box and accepting payments. Packing takes 2 minutes every dozen of cookies and it takes 1 minute to receive payment.
Process Analysis Case -2: State Automobile License Renewal Case
Susan Miller, the new manager of Pomona branch office of the state department of motor vehicles is interested in re-designing of the driver's license renewal operations to handle a greater load of renewal applications. Examining the current system, she discovered that each customer followed a fixed sequence of steps with average times in seconds as noted in the table below.
Step (Job)
Times (Sec)
Review application for correctness
Process and record payment
Check file for violations and restriction
Conduct eye test
Photograph application
Issues temporary license
She observed that the work was unevenly divided among the six jobs, and the clerk responsible for checking violations tended to shortcut her task to keep up during peak demand periods. Susan also noted that clerks, paid $12.00 per hour, performed only one job in the current setup.) A photographer was employed at $20.00 per hour to photograph applicants (step 5), and by state policy the temporary license was issued by a uniformed state trooper paid $18.00 per hour.
The sequence of steps performed had some restrictions. Reviewing the application for correctness must be performed first before any other step is taken. Furthermore, the issuing of the temporary license must be the final step. Because a nearby license renewal office was being closed, Susan was told to expect increased demand reaching 120 applications per hour during the peak periods. Under a budge mandate, Susan needed to do a thorough capacity analysis and increase productivity at minimal cost.
1. If an order of cookies is two dozen with two different flavors, what is the flow time of this order if there is no other order in the process (in minutes)? Round answer to the nearest integer if needed. (Refer to Cookie Case Attachment for this question on Process Analysis)
2. You have decided to purchase a new oven, which holds on dozen at a time (it still needs 10 minutes for each dozen cookie in the new oven) Assume that the orders are all one-dozen orders. With these two ovens and the demand rate as 10 dozens per hour, what is the implied utilization rate for the oven? Round your answer to two decimals and ignore the percentage sign.
3. Under the settings of question 2, which resource is the new bottleneck resource?
 - Roommate
 - Mixer
 - Me
 - Oven
Reference no: EM131038385
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Transport and Logistics in a Globalizing World: A Focus on Italy By Ilaria Mariotti
2015 | 108 Pages | ISBN: _PHONE_ | PDF | 3 MB
Globalization of the economy, fragmentation of the production process, increasing externalization of TNCs activities through their global value chains and the widespread adoption of Just-in-Time have increased the flows of raw materials, intermediate goods and finished products, with a direct effect on the transport and logistics industry. This industry, indeed, plays a key role in connecting the different import and export markets and the vertically disaggregated components of production system, which are widespread in the world. The existing literature on transport and logistics is mainly focused on engineering research, transportation economics and management studies, disregarding the view of regional economics, which relates with the impact of economics on space, and therefore, on the impact of internationalisation on a specific industry - transport and logistics and its effects on space. The present book aims to fill the gap in the existing literature by presenting the state of the art of the impact of globalisation and internationalisation of the economy on this industry and focusing on the case of Italy.
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Examples of water level in a Sentence
Check the water level of the swimming pool.
We should have good water levels through the summer after all this rain.
Recent Examples of water level from the Web
With climate change, the Mediterranean Sea is projected to rise up to five feet before 2100, meaning that mean water level could reach the critical threshold of 110 centimeters.
Bingham said projections from the Army Corps of Engineers show the water levels by this August will reach the high levels recorded in 1986.
Add boiling water until water level comes half way up the side of the spring form pan.
Since water levels have dropped, Zaremba has already had two anglers catch and release 300 largemouth bass in an eight-hour trip.
The city can't reopen the valves until water levels fall.
Extreme water levels, such as high tides and surges from strong storms, would be made exponentially worse.
The monster winds last week kicked the Lake Erie water levels up a couple of feet and muddied the waters from Ohio to Ontario.
The water level is controlled by a valve system under Loop 820 that allows water to drain into Cement Creek.
These example sentences are selected automatically from various online news sources to reflect current usage of the word 'water level.' Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors. Send us feedback.
First Known Use of water level
WATER LEVEL Defined for English Language Learners
Definition of water level for English Language Learners
: the height of the surface of water in a lake, river, etc.
Seen and Heard
What made you want to look up water level? Please tell us where you read or heard it (including the quote, if possible).


Species object
Options for compartment species
The SimBiology® species object represents a species, which is a chemical or entity that participates in reactions, for example, DNA, ATP, Pi, creatine, G-Protein, or Mitogen-Activated Protein Kinase (MAPK). Species amounts can vary or remain constant during a simulation.
To add species that participate in reactions, add the reaction to the model. The process of adding the reaction to the model creates a compartment object (unnamed) and the necessary species objects.
Alternatively, create and add a species object to a compartment object, using the addspecies method at the command line.
When you use the SimBiology desktop to create a new model, it adds an empty compartment (unnamed), to which you can add species.
See Property Summary for links to species property reference pages. Properties define the characteristics of an object. Use the get and set commands to list object properties and change their values at the command line. You can graphically change object properties in the graphical user interface.
Constructor Summary
Method Summary
Methods for species objects
copyobj (any object)Copy SimBiology object and its children
delete (any object)Delete SimBiology object
display (any object)Display summary of SimBiology object
get (any object)Get object properties
rename (compartment, parameter, species, reaction)Rename object and update expressions
set (any object)Set object properties
Property Summary
Properties for species objects
BoundaryConditionIndicate species boundary condition
ConstantAmount Specify variable or constant species amount
InitialAmountSpecies initial amount
InitialAmountUnitsSpecies initial amount units
NameSpecify name of object
NotesHTML text describing SimBiology object
ParentIndicate parent object
TagSpecify label for SimBiology object
TypeDisplay SimBiology object type
UserDataSpecify data to associate with object
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Schoodic Institute and Friends of Acadia share the common goal of helping create the brightest future for Acadia National Park, a philosophy that we can add value by working together and coordinating our efforts, and an understanding that the success of both organizations is in the best interest of Acadia and our region.
1. What are the missions of Friends of Acadia and Schoodic Institute?
The mission of Friends of Acadia is to preserve, protect, and promote stewardship of the outstanding natural beauty, ecological vitality, and distinctive cultural resources of Acadia National Park and surrounding communities for the inspiration and enjoyment of current and future generations.
The mission of Schoodic Institute at Acadia National Park is to guide present and future generations to greater understanding and respect for nature by providing research and learning opportunities through its outstanding Acadia National Park setting, unique coastal Maine facilities, and innovative partnership programs.
2. Are Friends of Acadia and Schoodic Institute affiliated with each other?
Each organization is an independent 501c3 nonprofit, dependent for its success, at least in part, on philanthropic support from individuals and foundations.
3. Do contributions to either organization support the other?
Although there are areas in which each organization's work is relevant to the other, and some areas of direct partnership, in general, contributions to one organization do NOT directly support the other. Each contributes to Acadia and local communities in distinct ways, and each must raise its own operating budget.
Friends of Acadia is a long-established grant-maker to Acadia National Park. Grants from Friends of Acadia may support Acadia National Park programs that occur in partnership between Acadia National Park and Schoodic Institute, or in certain instances, grants may be made directly to Schoodic Institute for such programs.
4. What are some areas where Friends of Acadia and Schoodic Institute work together?
The primary areas of partnership are in our shared commitments to youth and to resource protection. Delineating roles for each of these areas and how we are working together – or separately on complementary projects – will help ensure efficiency for each organization, clarity for our donors, and the best end result for Acadia National Park.


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Category: Living Well Published on Tuesday, 30 October 2012 11:38 Written by CNN
During spinning class, I often find myself wishing I was in a pool. For one, water would make the sweat dripping down my back less noticeable. Two, it has to be easier to sneak a break when the instructor can't see your legs below the surface.
A new study presented this week at the Canadian Cardiovascular Congress suggests there might also be other - more important - benefits to hydro-spinning.
The study analyzed cardiovascular data from 33 young, healthy participants who performed the same workout on a dry land stationary bike and on a water stationary bike.
Also called hydro-riders or aqua bikes, water stationary bicycles are anchored to the bottom of a pool so that cyclists are submerged up to their shoulders. Resistance can be added by changing the pedal size or, in some bikes, the angle of plates in the wheels.
Researchers found that participants' oxygen consumption and average heart rates were lower while riding in the water. In other words, their cardiovascular systems were working more efficiently to do the same amount of exercise.
Study author Dr. Martin Juneau is director of prevention at the Montreal Heart Institute in Canada. The institute's EPIC center offers "Aquavelo" fitness classes and opens its water stationary bicycles up to members during open swim. Juneau says the bikes were so popular they had to start printing tickets to reserve workout times.
Aqua bikes were originally created for rehab of knee injuries in athletes, Juneau says. But because water makes us virtually weightless, hydro-spinning is also used for obese or arthritic patients who want a low-impact workout.
"Patients love it," Juneau says. "They feel it's easier, but when you look at the increase in (aerobic) capacity, it's just as good as land training."
The researchers believe hydrostatic pressure (or the pressure of the water) on the body makes it easier for your system to return blood to the heart. This reduces the number of times your heart has to beat – lowering the average heart rate and amount of oxygen needed to sustain an intense workout.
The study needs to be duplicated with more participants to confirm the results, Juneau says. Further research is also needed to see if the effects are the same for older and/or overweight cyclists.
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All points are locations. The connections between the points have a specific weight. Not all connections are bidirectional (a dot marks a start travel point). When Calculate is pressed, all routes from the selected location are calculated. When a route is selected in the listbox, the shortest route is visually shown by coloring the start dots red.
In this example, the shortest route from 0 to 4 is going through location 2, 1 and then 4.
Dijkstra was a Dutch computer scientist who invented a fast and simple way to calculate the shortest path between two points. Many examples I have found on the Internet implement that algorithm but none of them have done it in an Object Oriented way. So I thought of making my own.
Information about Dijkstra can be found here.
Using the Code
The code contains two Project classes:
GUI: Shows the information visually
- To add locations, click on the 'Add Location' button and then click on the map where you want to add locations.
- To add routes, click on the 'Add Location' button to deactivate the add location, then click on a start location, then click on a end location. The weight of the route can be configured on top.
RouteEngine: Calculates the route
I will only go into details about the
RouteEngine. How the UI is handled is not so important for this article but if you need information about it, you can always ask.
Connection: This class holds the information about the connection between two dots. This is a one directional connection from A (the startpoint is visually shown with a dot) to B with a specific weight attached.
Location: Just a location (for example 1).
RouteEngine: This class will calculate all routes from one given
Route: This class holds the information about a route between two points (generated with the
The most simple class. It only holds a name to display.
This class contains two
Location objects and a
public Connection(Location a, Location b, int weight)
this._a = a;
this._b = b;
this._weight = weight;
This class contains a route. It has only a list of connections and the total weight. This class is generated by the route engine.
This is the class that drives the component. The algorithm is as follows:
- Set the
startPosition as active
- Set the total weight to all routes to infinite
- Iterate through all connections of the active position and store their weight if their weight is smaller than their current weight
- Set the active position as used
- Set the nearest point (on whatever location) that isn't used as active
- Repeat 3, 4, 5 until all positions are used
The following method will perform all these steps (and some extra checking and thinking). The
Dictionary returned is a list of destination locations and the corresponding route to each destination location.
Location _locationToProcess = null;
foreach (Location _location in _shortestLocations)
if (_shortestPaths[_location].Cost == int.MaxValue)
_locationToProcess = _location;
var _selectedConnections = from c in _connections
where c.A == _locationToProcess
foreach (Connection conn in _selectedConnections)
if (_shortestPaths[conn.B].Cost > conn.Weight + _shortestPaths[conn.A].Cost)
_shortestPaths[conn.B].Cost = conn.Weight + _shortestPaths[conn.A].Cost;
- 24 December, 2007: First release


('files/{fileId}') && methodIs('get')
 * def response = files[pathParams.fileId]
PS: I did not consider the 404 case.
Endpoint to Access Binary File Content
Many file servers provide an endpoint to get the binary content of the file.
This Scenario shows how to do that:
1
2
3
4
Scenario: pathMatches('files/{fileId}/content') && methodIs('get')
 * def file = files[pathParams.fileId]
 * def response = decode(file.content)
 * def responseHeaders = { 'Content-Type': #(file.contentType) }
The important part is: We have to decode the Base64 file content:
1
* def response = decode(file.content)
And we have to define the content-type:
1
* def responseHeaders = { 'Content-Type': #(file.contentType) }
That's it.
Conclusion
It's very easy to create API mocks with the Karate Test Framework, but some tasks can get tricky.
If you don't know how to handle a multipart/form-data HTTP-Request for example.
Do you face a particular problem with Karate Mocks or do have a question?
Either way, let me know your thoughts in the comments section below.


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Here is Miranda Paul's latest treasure – a great addition to any home or school library. It received multiple read requests from three-year-old Corinne, a bona fide testimonial.
Title: Whose Hands Are These? A Community Helper Guessing Book
Written by: Miranda Paul
Illustrated by: Luciana Navarro Powell
Millbrook Press (Lerner), 2016, non-fiction
Suitable for ages: 4-8
Themes/topics: occupations, helping, community
Hands can wiggle, hands can clap.
Hands can wrap and flap and tap.
But hands can help – so raise yours, please!
Can you guess? Whose hands are these?
Brief synopsis: (from worldcat.org) Asks young readers to identify the occupation of each community helper from the type of tasks they perform and explains how these helpers work together to keep communities clean and safe and people healthy.
Activities and Resources:
Author website says Teacher's guide coming soon.
Why I like this book:
This engaging book is perfect for a curriculum unit on occupations and communities. The interactive format is fun, and the rhyming text flows naturally. The rich illustrations provide the "big picture" as well as "close ups," especially well suited to provide context and build vocabulary for English Language Learners (ELLs). I love the details such as "food-stained books" and hands "caked in chalk" (guess who?) that bring life to the text.
Visit author Susanna Hill's Perfect Picture Books for a plethora of picture books listed by title and topic/theme, each with teacher/parent resources.


What is WDR?
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What is WDR?
LT Security posted this on May 5, 2014
Wide dynamic range (WDR) describes an attribute of an imaging system that can record greater scene details, from shadows to highlights than normal. Having "wide dynamic range" is a relative term that can describe both the capability of a sensor or other imaging system, as well as the contents of an image file containing such data. The amount of dynamic range in an image which would qualify as "wide" changes over time as new systems are developed.


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In alphabetical order, they were Chico Marx, Groucho Marx, Gummo Marx, Harpo Marx, and Zeppo Marx. Gummo appeared in their vaudeville act, but not in any Marx Brothers films.
In 1971, the Mariner 9 spacecraft arrived in orbit around Mars – to find it entirely engulfed in a planet-wide dust storm. The only features clearly visible were four dark spots (now known to correspond to the Tharsis volcanoes and Olympus Mons). Carl Sagan was so fascinated by these that his colleagues at Cornell University jokingly called them "Carl's Marks"; Sagan, in his turn, nicknamed the four spots Harpo, Groucho, Chico, and Zeppo.


text: The software Fluent was used to simulate the full flow field of the submersible pump, to solve the bulky volume of submersible pumps. Based on the experience impeller structure of CFturbo software, the steady simulation analysis was conducted on the flow field characteristics of a submersible pump. The parametric modeling and simulation process of the impeller structure was realized by the ISIGHT optimization platform with CFTurbo and Pumplinx. The impeller structure was optimized by using the Multi-island genetic algorithm for the three optimization objectives: head, efficiency, and volume. The optimized results show that the head is increased by 5.1%, the hydraulic efficiency is increased by 2.1%, and the impeller diameter is reduced by 1.9% under the rated flow condition. The performance of the submersible pump under different flow conditions is generally better than that before optimization. According to the experimental data measured in the field, under the rated flow condition, the head error is 0.3%, which proves that the optimization results are reliable and submersible pump performance is good.


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On 18 June, Silvia Caraballo, project officer at Instrategies, participated in the "Online Workshop for Local and Regional Authorities: Setting Up a Local Integration Strategy - Stakeholder Involvement and Ownership". It was the first event of the newly established Partnership on Integration in the framework of the Cities for Integration of Migrants.
The online workshop was focused on how to involve relevant stakeholders in the design implementation of local integration strategies. Within this framework, special attention was paid to the tools developed under the REGIN (Regions for Migrants and refugees Integration) project to identify the main actors in developing and implementing a local integration strategy through its "regional toolkit". Further information at:_URL_


Difference between an educator and a teacher
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Difference between an educator and a teacher
Children Educator
There are many similarities between educators and teachers. Indeed, there is also a ton of overlap in that many teachers are educators and many educators are teachers. And in many cases, the two terms can be considered synonymous. However, there are some small variations in the roles each plays and when the term is appropriate to use.
 1. Role
Perhaps the biggest difference in the two terms is the fact that an educator could be anyone who gives instructions, whereas a teacher is a job title to describe someone who teaches at a school. An educator could also be someone who acts as a mentor, and instructor or even a trainer. A teacher is someone who is in the teaching profession. They get paid and often require special training or formal qualifications, which is something that is not required of all educators but would depend on the type of educator and the content.[i] The difference between the two may be thought of as formal and informal also. Informally, when a teaching role is taken on by anyone, that would be more likely to be considered an educator. But when it takes place in a formal setting, with paid professional teachers, it would be more likely to be called teaching. In settings that are informal, but still require the same degree of teaching (such as homeschooling), both terms can be used accurately.[ii]
 1. Function
An educator educates students and a teacher teaches students. This may seem like the same thing, but an educator does not simply teach, but can also give intellectual, moral and social instruction. The scope and depth of education that can be provided by an educator can be much broader than a teacher because their focus is on overall development and progress for the student. This often requires that the educator evaluate progress individually and adjust the material to fit the student's needs. This is in contrast to a professional, paid teacher who will primarily focus on the pre-defined curriculum and syllabus for the term. This is what is taught to the entire class, regardless of their individual needs.[iii]
 1. Material
To become a teacher, an individual typically has to gain special training or receive some formal qualification. This is because the content that is taught deals with imparting theoretical knowledge such as theories, formulas and other information. Additionally, they teach how to apply the knowledge in a practical manner. While the same duties may be performed by an educator, depending on the content that they are covering, an educator will also provide intellectual, moral and social instructions rather than a simple practical application. This involves tying the information to a broader context than a teacher would.[iv]
 1. Characteristics
There are also certain qualities and characteristic that differentiate an educator from a teacher. With teaching, the individual teachers are expected to follow clear standards of practice that address the ongoing education of teachers, investigating any complaints and conducting hearings into allegations of professional misconduct. They must also take appropriate disciplinary action and deal with accreditation through teacher education programs. There is also an inherent obligation to honor students' rights.[v]
Informal education also has prescribed characteristics that help to define it. It seeks to create or deepen situations where people can learn or provide an environment where everyone can learn together building upon each other's ideas. Informal education also understands that an activity can be based on any form of learning (the teaching does not have to be deliberate, but can be implied) and focuses on social and collaborative aspects of learning. At times, informal education can help to bridge the gap between school and life and it allows the students a choice in how to approach and learn the material. Students are also given the tools that are tangible for the processes in which they apply to. Informal education can make learning accessible in everyday life and it is often driven by conversation and interaction with others.[vi]
 1. Advantages and disadvantages
In recent times, informal teaching is beginning to be more and more recognized for the advantages it may provide for life-long learning skills. It emphasizes certain values such as working for the well-being of all, respecting each and every human being, embracing dialogue, equality, justice, and democracy, including the active involvement of people in issues that affect their own lives. This focus is on values rather than a set curriculum. Informal education gives students real issues that help them to become deeply engaged in solving a particular problem. Through this, new concepts are mastered and this is how the education is transferred.[vii]
Formal education, led by a teacher, is much more widely accepted standard for transferring knowledge. Since qualifications are required, the individual who is teaching must understand the material they are teaching. However, the method is more through rote, or memorization rather than the experiential learning that occurs with informal education.[viii]
 1. Global comparisons
It is also important to understand that both terms can take on a new context in different regions of the world. They may still have similarities and differences, but these will be determined by the local culture and customs. Generally speaking a teacher would have four competences, including as a manager of instruction, as a caring person, as an expert learner and as a cultural and civic person. These different competences may occur at different levels in areas that are geographically and culturally different.[ix]
Author: Rikki Roehrich
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The File Exists basic rule in System Center Updates Publisher is used when creating or modifying software update definitions. It is used primarily as a prerequisite or applicability type rule. The specific file and file properties are verified with what is found on a scanned computer. If the rule does not pass verification, the software update is considered not needed or applicable on the computer. The File Exists rule has the following configuration settings:
- Common Paths: Specifies a common
folder where the file is located. This is an optional field when
specifying an absolute path in the Path field, but is a
required when a relative path is used. For example, if you know
that Notepad.exe is located in the Windows folder, but the drive
location is unknown, the Windows common path can be used to specify
the folder location and Notepad.exe can be used in the Path
field to specify the file location.
- Path: Specifies the path to the file.
The path is either absolute (c:\Windows\Notepad.exe) or relative
path (MyFolder\Notepad.exe). This is a required field.
- Version: Specifies the version of the
file. The version must be a valid format or the required field
indicator displays. This is an optional field.
- Size: Specifies the size of the file
in bytes. This is an optional field.
- Created Date: Specifies the date the
file was created. Use the check box to enable this property and
then specify the creation date and time of the file. The default
value is the current date and time. This is an optional field.
- Modified Date: Specifies the date the
file was last modified. Use the check box to enable this property
and then specify the last modified date and time of the file. The
default value is the current date and time. This is an optional
- Language: Specifies the language for
the file. This is an optional field.


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Charles Bridges promotion, Castine, 1861Item 66910 info
Maine Historical Society
Bridges was 22 when the Castine Light Infantry militia unit to which he belonged became part of the new 2nd Maine Infantry.
At the outbreak of war, President Abraham Lincoln had asked the states for 75,000 men to serve for ninety days – at the time, few expected a long war – and Maine was asked for one regiment, or 1,000 men.
In a declaration of patriotism, the legislature approved raising 10 two-year regiments, combining existing militiamen with new volunteers.
Five militia companies from Bangor and Penobscot Bay, more ceremonial than martial, anchored the 2nd Maine. The Castine Light Infantry became Company B.


interaction between two systems of numeration. 2nd Meeting of the AFLANG, October 1998, Tokyo. Archived from the original on 2008-10-05. Retrieved 2011-05-29.
 36. ^ Mazaudon, Martine (2002). "Les principes de construction du nombre dans les langues tibéto-birmanes". In François, Jacques. La Pluralité (PDF). Leuven: Peeters. pp. 91–119. ISBN 90-_PHONE_-2
 37. ^ Cheetham, Brian (1978). [dead link] "Counting and Number in Huli". Papua New Guinea Journal of Education 14: 16–35.
 38. ^ Bowers, Nancy; Lepi, Pundia (1975). "Kaugel Valley systems of reckoning" (PDF). Journal of the Polynesian Society 84 (3): 309–324.
 39. ^ Owens, Kay (2001), "The Work of Glendon Lean on the Counting Systems of Papua New Guinea and Oceania", Mathematics Education Research Journal 13 (1): 47–71, doi:10.1007/BF03217098
External links[edit]


Accelerate the Value of Data
API Latency Benchmark
Learn about Reltio's baseline API performance and the key factors that affect it.
Overview
The Reltio platform powers complex implementations. As you plan your implementation, it's important to predict the impact of your implementation on performance. This article helps you predict performance by providing:
 - Baseline latency for the seven API types mentioned in Table 1.
 - Factors that affect latency for each API type.
Attention: The performance benchmarks presented are a guide not a guarantee. Several factors, such as the cloud nature of the service, can have an impact on the performance.
Baseline API Latency and Parameters
We calculate the latency API types with the following assumptions:
 - The tenant doesn't use Lifecycle Actions (LCA)
 - The tenant uses the simple address cleanser
 - GET requests don't use ordering and scoring
 - GET requests don't contain queries to the data history storage
 - Transitive matching isn't enabled (the deep parameter is set to 1 in the Get transitive matches )
 - POST requests have the URI only parameter set to true
The following table summarizes the baseline (average) latency you can expect:
Table 1. Latency Details
API CallDescriptionBaseline Latency, ms
POST Entities API Latency (POST /entities)Load data into tenant130
GET Entities API Latency (GET /entities)Get entities using a filter47
GET Entity ID API Latency ((GET /entity/{id}))Find entity by ID51
GET Entities Matches API Latency (GET /entity/_matches)Find all matches for an entity97
GET Entities Tree API Latency (GET /entity/{id}_tree)Discover tree260
GET Entities Hops API Latency (GET /entity/{id}_hops)Get Hops85
POST Entities Connections API Latency (POST /entities{id}/_connections)Find Connections227
We calculated the latency based on the following baseline parameters. Changes in these parameters will change the API latency.
Table 2. Baseline values of Parameters
ParameterBaseline value (no more than)
Batch size for POST entities10 entities per batch
Entity size10 KB
Number of simple attributes per entity100
Number of nested attributes per entity10
Number of reference attributes per entity0
Number of RDM lookups per entity5
Overall API response size50 KB
Filter conditions for GET entities10
Match rules for an entity type5


text:
Regional Transport Coordination Centre
The Regional Transport Coordination Centre (RTCC) helps us manage disruptions to our network. It's a hub for:
- Transport for West Midlands
- transport operators
- emergency services
- local authorities
The RTCC lets us work together in one place.
Demand for travel will increase as the region's population continues to grow. We are upgrading infrastructure to help meet demand.
Sometimes this means disruption to roads and public transport as we make changes.
The RTCC operates 24 hours a day. It has live data feeds and CCTV to monitor the transport network. This includes public transport and roads.
When things go wrong, the RTCC helps people get around the network using:
- social media
- information on our website
- text message and email alerts
- real-time information screens at bus stops
We also have a system that collects information about disruptions. The system feeds the information to navigation apps like Google Maps.
The RTCC can talk directly to transport operators to warn them about disruptions. It also warns people about planned disruptions in advance.
Investment in the RTCC
West Midlands Combined Authority has funded the RTCC to:
- improve roads and junctions in the region
- monitor journey times
- provide alerts if congestion builds
- connect traffic lights and CCTV to the RTCC
- find new ways of telling people about travel disruptions
- use new technology at traffic lights to make them more efficient
The RTCC uses technology to understand the transport network's performance. This helps us respond better when things go wrong.


text:
Sensitivity Analysis of Different Models of Piezoresistive Micro Pressure SensorsS. Meenatchisundaram, S. M. Kulkarni, S. Bhat
Department of Instrumentation and Control Engineering, Manipal Institute of Technology, Manipal, Karnataka, India.
Department of Mechanical Engineering, National Institute of Technology, Surathkal, Karnataka, India.
Piezoresistive pressure sensors have received much attention over the years because of low cost, simple measurement techniques, etc. There is a challenge in design with respect to appropriate positioning, shape and temperature compensation. Different models of piezoresistive pressure sensors are proposed to enhance its sensitivity in terms of output voltage. This paper aims in sensitivity analysis of various models proposed in research papers. The Acoustics Module of COMSOL Multiphysics® is used to make a comparative study. All sensors used in this paper consist of a membrane, on which the pressure is applied and a surrounding fixed frame. The sensitivity and output voltage of each model are measured and compared. The merits and drawbacks are discussed as a result of the paper.


How to check disk usage of directory and bandwidth usage?
If you are receiving a disk space usage warning and don't know which folder is using too much space from cPanel.
1. Log into your cPanel account.
2. In the "Files" section, click on "Disk Space Usage" Icon.

3. In Disk Space Usage area you can see which folder/directory is using too much space and you can even check the disk usage of MySQL.
How to check Bandwidth Usage?
1. In the "Metrics" section, click on "Bandwidth" Icon.
2. Now you can see bandwidth usage of your domain.
How to check the usage of bandwidth, email accounts, mysql, etc from a single place?
1. Go to your cPanel's main page.
2. On the left side of the cPanel, click on the "Statistics" icon. It will show the total bandwidth usage, mysql, email account limit, etc.
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text:
Why it took so long: and star ron perlman was forced to take a pay cut that he graciously did so but was forced to wait until the technology needed to make. 07092006 hi all, i had the same prob, after the boot i had to wait with an empty dektop for 2-3 minutes i did all the above mentioned and nothing, the same prob i. 05052018 it did not take that long there was resistance from the confederacy since their economy was built on slavery, and remarkably a war hade to be fought to. _PHONE_ why did the cold war last so long in office were using all the gas to take personal fact finding trips the cold warand how long did it. Why did it take so long for penicillin to be produced in britain on a large scale it took a long time for penicillin to be produced on a large scale in.
Relationships with narcissists take an unusually long time to recover from survivors often find themselves frustrated because they haven't healed as fast as they. Why did it take so long to abolish the slave trade define slave trade the procuring, transporting, and selling of human beings as slaves, in particular. _PHONE_ why did it take so long for the new testament to be written.
It took a very long time to discover the planet pluto mainly as it is a small one and it is also the last planet of the nine from the sun, and a very powerful. _PHONE_ why it took so long for hamlet to kill claudius essayswhy did it take so long for hamlet to kill claudius the theatrical play hamlet by william. Get an answer for 'why did it take the union so long to defeat the south your answer should include a discussion on the advantages and disadvantages both sides faced.Why did it take so long for colonist to make the declaration of independent they did not group together very fast, most did not like being a colony but no one. Why did it take so long to make the sequel plus, what was it like the first day on set farrelly brothers: why it took so long to make 'dumb & dumber to. Why did it take my brain so long to figure out what was going on in this pic from facebook tagged as dank meme.
27052009 why does it take so long for my laptop to start up you are reporting the following post: why does it take so long for my laptop to start up. I have emailed the 'helpdesk' but i just got a standard reply which did not help either i am so fed up why does my payment take so long why should we send. 04102013 [b]question: why does my laptop take so long to shut down[/b] i am having a problem and cannot figure out what it is.
05102017 originally posted by common sense 1 where did you get this information i watched a press briefing and the sheriff's dept said he stopped shooting aft. Texas would be admitted as a slave state, and it would upset the balance of the equal number of states being slave states and non-slave states. 29022008 why did people take her seriously for so long raising questions about the authenticity of someone's holocaust testimony, however implausible it seems, is. Start studying social studies chp 2 learn vocabulary, terms, and more with flashcards, why did it take so long for early people to reach south america.
Why does my computer take so long to boot up are you in front of that computer monitor staring at the hour glass icon that has been up on your screen for five minutes. _PHONE_ why is your number port taking so long it's a system invented before people had the wizard-like ability to take so that's how and why. _PHONE_ so how long will my job search take how long do you expect your job search to take probably longer than you think how long will my job search take.Download


Home Campus Directory | A-Z Index
 1. Mission
 The Mission of the Chancellor's office is to provide clear strong, and inspiring leadership that empowers the campus to accomplish its mission, vision, and strategic goals, and strengthens the broader community.
 2. Vision
 The chancellor's office will be a model of exemplary leadership to the campus and community.
 3. Strategies for Accomplishing the Mission
 1. Provide leadership to nurture a cohesive campus community that thrives as a team.
 2. Provide leadership to secure the necessary resources for faculty and staff to execute the teaching, research, service, and support components of the campus' mission.
 3. Provide leadership to cultivate a culture of academic excellence and a student-centered environment in which each student can achieve his or her potential.
 4. Model excellence in community and team building, innovation, civil discourse, and respect for diversity.
 5. Provide leadership to strengthen and enrich the broader community economically, socially, and culturally.
 4. Values that Guide the Chancellor's Office
 1. Excellence
 2. A strong work ethic
 3. Integrity
 4. Mutual respect
 5. Collegiality
 6. Trust


text:
A new countywide network of OTAGO trained specialist exercise trainers is now up and running aimed at helping to reduce the number of older people in Northamptonshire who have a fall.
Each year around one third of all people aged over 65 will have a fall and the consequences can be significant, often triggering a downward spiral of loss of confidence and independence, with increased reliance on health and social care services.
To help tackle this, a group of 14 exercise professionals has successfully completed the OTAGO programme leader training course which enables them to offer the exercise programme to older people across the county. The OTAGO exercise programme is an effective, evidence-based programme which is specifically designed to help older people increase their strength and balance, and therefore reduce the risk of them having a fall.
Standing Up for Ourselves
The OTAGO training was funded by Northamptonshire County Council as part of a joint strategy called Standing Up for Ourselves which has been developed in partnership with the NHS and other local and voluntary sector groups to transform the county's approach to falls prevention and promoting bone health.
Councillor Sylvia Hughes, county council cabinet member for public health and wellbeing said: "Congratulations to this first cohort of staff now fully trained in the OTAGO exercise programme. They will be working with people who may have fallen or feel unsteady on their feet or have concerns about balance and movement, to help to increase their strength and mobility, and in doing so prevent falls and injuries.
"Research shows that regular participation in exercise of this nature has a real and positive impact on falls prevention, reducing the likelihood of individuals being admitted to hospital with serious and potentially life-changing consequences. Plus these fun and friendly exercise classes are also a chance to socialise and try something new."
Visit the Northamptonshire Sport website to find an OTAGO session near you.


How to Safely Pick a Loved One (or Yourself) Up After a Fall
The answer to this complex question depends on a variety of situational factors—the most important factor is whether or not the person was injured by their tumble. When in doubt, it's always safest to call 9-1-1 for help. Longtime caregiver and AgingCare Expert, Carol Bradley Bursack also suggests seeking out caregiver training courses, which typically cover topics such as how to safely assist a fallen loved one.
There are some general guidelines that can help you get a loved one upright—without hurting them or yourself in the process. Keep in mind, these strategies should only be used when you know your loved one hasn't been injured.
Tips for picking up someone that has fallen
 1. Stay calm and help your loved one to remain calm by encouraging them to take slow, deep breaths.
 2. Examine them for injuries—bruises, possible sprain, broken bones.
 3. If they have a serious injury (e.g. a broken bone), then don't move them. Call 9-1-1, and keep your loved one as warm and comfortable as possible until help arrives.
 4. If they aren't badly hurt and they want to get up, proceed slowly and stop at any point if they become stuck or too tired to get all the way up.
 5. Find two sturdy chairs. Place one next to your loved one's head and the other down by their feet.(Keep in mind, your loved one needs to be the one doing the physical work of getting up. You're just there to help guide them and keep them steady, not lift their weight.)
 6. Help your loved one roll over onto their side, assist them into a kneeling position. If they suffer from sore knees, a towel placed underneath the knees can make them more comfortable.
 7. Move the chair closest to their head directly in front of where they are kneeling so that they can place their hands on the seat, evenly.
 8. Ask your loved one to lean on the seat as they bring one leg forward and place that foot on the floor.
 9. Move the second chair directly behind your loved one, then ask them to use their arms and legs to push themselves up, then sit back into the second chair. You can use your hands to keep your loved one steady, but keep your back upright and make sure they are doing the physical work to lift themselves.
 10. Notify their doctor that they've had a fall.
How to get back up after you have fallen
 1. Stay calm.
 2. Examine yourself for injuries—bruises, possible sprains, broken bones.
 3. If you are confident you haven't broken any bones or experienced a serious injury, search for the nearest piece of sturdy furniture. (A chair would be ideal.)
 4. Roll onto your hands and knees, then crawl or drag yourself over to the piece of furniture.
 5. Get into a kneeling position and place your arms on a stable area of the piece of furniture (e.g. the seat of the chair).
 6. Bring one knee forward and place your foot on the floor.
 7. Using your arms and leg simultaneously, push yourself up and pivot your bottom around until you're sitting on the piece of furniture.
 8. Stay sitting until you're confident you can move around without hurting yourself or falling again.
 9. If you find that you are unable to get up after falling, stay calm and try to alert someone to your predicament. While you're waiting for help, endeavor to keep warm and move around slowly to avoid placing too much sustained pressure on any one area of your body.
 10. Notify your doctor that you've had a fall.
Why falls should never remain secret
Even though one-third of adults age 65 and older experience a fall each year, fewer than half of these individuals tell their physician about it, according to the Centers for Disease Control and Prevention. Falls are often seen as embarrassing indicators of an adult's decline and their impending dependency on others for assistance, so it's natural to want to keep such incidences a secret.
Regardless of whether it was you (the caregiver) who experienced the fall or your loved one, it's essential to notify a doctor about the event. He or she can make sure you or your loved one didn't sustain any invisible injuries as a result of the fall, and suggest ways to prevent unnecessary tumbles.
You should also tell at least one friend or family member about the fall, so that they can be on the lookout in case you or your loved one need help in the future. If falls are becoming more frequent, you might also want to consider investing in an emergency alert device or an automatic fall detection system
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text:
WPI Receives $1.3 Million for Ongoing Life Sciences Research
Researchers at Worcester Polytechnic Institute's (WPI) Life Sciences and Bioengineering Center at Gateway Park have received a total of $1.3 million in new awards from the National Institutes of Health (NIH) and the National Science Foundation (NSF) to fund ongoing research in several areas of the life sciences, including a study of the bacterium that causes tuberculosis, work aimed at using adult stem cells to repair damaged hearts, and a project that seeks to create engineered blood vessels.
"Over the past five years, WPI has invested more than $100 million in the life sciences, much of that to create the Life Sciences and Bioengineering Center, which houses interdisciplinary research programs that span five academic departments," said John Orr, Provost. "The center has served as a catalyst for meaningful research that is addressing critical problems in healthcare, environmental science, and other fields. It is exciting to see that the importance and promise of this work has been recognized by the NIH, the NSF, and other federal agencies."
"These NIH and NSF programs are awarded only to scientists working at the leading edge of their respective fields," noted Congressman James McGovern, D-Massachusetts."So it is very gratifying to see researchers at WPI continuing to break new ground and attract this important federal support. This research not only impacts people's health, but also helps us sustain and grow the life sciences sector in Central Massachusetts."
The WPI researchers receiving new NIH and NSF awards include:
- Jose Arguello, PhD, professor of chemistry and biochemistry, who will receive a two-year, $439,943 award from the NIH to further his studies of the biochemical processes that M. tuberculosis and other virulent bacteria use to repel attacks by a host's immune system. These bacteria defend themselves by secreting complex molecules containing metals like zinc and copper that can overcome the host's protective efforts.
In the new study, Arguello and his team will try to identify the specific biochemical steps involving the transport of metal ions that contribute to the bacterial defense mechanism in M. tuberculosis. They will then disrupt the process at various points to see if they can prevent infection in a mouse model. The work could lead to targets for a new class of antibiotics that could replace medications to which M. tuberculosis have become resistant. Arguello will collaborate with Christopher Sassetti, Ph.D., assistant professor of molecular genetics and microbiology at the University of Massachusetts Medical School, who also works on M. tuberculosis.
- Marsha Rolle, PhD, assistant professor of biomedical engineering, who will receive a two-year, $215,962 NIH award to continue research aimed, ultimately, at the development of engineered replacement blood vessels. She will study how smooth muscle cells interact to form structural links (the extracellular matrix) that contribute to the formation of blood vessels. Rolle will further optimize a model system for growing smooth muscle cells in rings that approximate the cross sections of a blood vessel. (The biomechanical properties of the rings will be evaluated in collaboration with co-investigator Kristen Billiar.)
- Kristen Billiar, PhD, associate professor of biomedical engineering, who will receive $215,661 over two years from the NIH to study the mechanical properties of heart valve tissues and the effects that motion and inflammation have on the stiffness of heart valves. The study aims to better understand the mechanobilogy of heart valves, both for its relationship to heart disease and to glean knowledge to apply to the development of engineered heart valve replacements.
- Terri Camesano, PhD, associate professor of chemical engineering, who will receive $198,870 from the NSF to purchase an atomic force microscope specifically designed to examine biological processes. Camesano will use the device in her ongoing research into biomechanical processes by which bacteria adhere to surfaces, the first step of infection. The microscope will also be a shared resource, available for use by other WPI faculty.
- Glenn Gaudette, PhD, assistant professor of biomedical engineering, who will receive $197,601 from the NIH over two years to supplement his ongoing NIH-funded work on processes involved in using stem cells derived from human bone marrow to restore function to damaged hearts.
- Tanja Dominko, DVM, PhD, associate professor of biology and biotechnology, will receive a one-year, $104,000 award from the NIH to supplement her ongoing NIH-funded studies of how various types of cells, including stem cells, can be manipulated for wound healing and tissue regeneration.


A HIGHER ORDER THEORY FOR SYMMETRICAL GRAVITY WAVES
PDF
Keywords
symmetrical waves
gravity waves
higher order theory
How to Cite
A HIGHER ORDER THEORY FOR SYMMETRICAL GRAVITY WAVES. (1970). Coastal Engineering Proceedings, 1(12), 33. _URL_
Abstract
A higher order theory is presented for symmetrical, non-linear gravity waves As a consequence of the generality employed, the theory includes the full range of possible wave lengths, water depths and wave heights that may be encountered, and brings them into one unified formulation Thus, the theory encompasses both linear and non-linear waves, including Airy waves, Stokes waves, cnoidal waves and the solitary wave Based on the work of Nekrasov, a complex potential in the form of an infinite series is developed to describe the flow field The potential satisfies the bottom (horizontal) condition as well as the kinematic surface condition exactly Furthermore, the dynamic surface condition is satisfied by numerical calculation of the series coefficients which appear in the complex potential The calculation of these coefficients is accomplished by solving a set of non-linear algebraic equations, with the aid of a Newton-Raphson iteration procedure and matrix inversion Coefficients of the complex potential have been obtained for a fifth order analysis and preliminary results are presented in tabular form A brief discussion of the characteristics of the waves, including wave speed, wave shape and the height of the highest possible wave follows.
PDF
Authors retain copyright and grant the Proceedings right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this Proceedings.