text: We compared the rejection behaviours of three hydrophobic trace organic contaminants, bisphenol A, triclosan and diclofenac, in forward osmosis (FO) and reverse osmosis (RO). Using erythritol, xylose and glucose as inert reference organic solutes and the membrane pore transport model, the mean effective pore size of a commercial cellulose-based FO membrane was estimated to be 0.74 nm. When NaCl was used as the draw solute, at the same water permeate flux of 5.4 L/m2 h (or 1.5 mm/s), the adsorption of all three compounds to the membrane in the FO mode was consistently lower than that in the RO mode. Rejection of bisphenol A and diclofenac were higher in the FO mode compared to that in the RO mode. Because the molecular width of triclosan was larger than the estimated mean effective membrane pore size, triclosan was completely rejected by the membrane and negligent difference between the FO and RO modes could be observed. The difference in the separation behaviour of these hydrophobic trace organics in the FO (using NaCl the draw solute) and RO modes could be explained by the phenomenon of retarded forward diffusion of solutes. The reverse salt flux of NaCl hinders the pore diffusion and subsequent adsorption of the trace organic compounds within the membrane. The retarded forward diffusion effect was not observed when MgSO4 and glucose were used as the draw solutes. The reverse flux of both MgSO4 and glucose was negligible and thus both adsorption and rejection of BPA in the FO mode were identical to those in the RO mode.


What is the Difference Between Giemsa Stain and Wright Stain
The main difference between Giemsa stain and Wright stain is that Giemsa stain is used to stain chromosomes to identify chromosome aberrations. But, Wright stain is used to differentiate blood cell types. Furthermore, Giemsa stain composes of a mixture of Azure B, methylene blue, and eosin dye, while Wright stain composes of a mixture of eosin and methylene blue dyes.
In brief, Giemsa stain and Wright stain are two types of differential stains mainly used in the differential staining of blood smears. Moreover, both stains are types of Romanowsky stains, which are neutral stains, composing of a mixture of oxidized methylene blue (azure) dyes and Eosin Y.
Key Areas Covered
1. What is Giemsa Stain
 – Definition, Components, Staining
2. What is Wright Stain
 – Definition, Components, Staining
3. What are the Similarities Between Giemsa Stain and Wright Stain
 – Outline of Common Features
4. What is the Difference Between Giemsa Stain and Wright Stain
 – Comparison of Key Differences
Key Terms
Eosin, Giemsa Stain, Methylene Blue, Wrist Stain Difference Between Giemsa Stain and Wright Stain - Comparison Summary
What is Giemsa Stain
Giemsa stain is a form of Romanowsky stain, named after the German chemist Gustav Giemsa. Primarily, it is employed in the demonstration of malarial parasites in blood smears. Generally, malaria parasites have a red or pink nucleus and blue cytoplasm with Giemsa stain. Specifically, P. vivax shows Schüffner dots are seen as an even carpet of pink dots in the cytoplasm of red blood cells. Meanwhile, P. falciparum shows unevenly distributed Maurer clefts and coarse bodies in the red cell cytoplasm.
Difference Between Giemsa Stain and Wright Stain
Figure 1: Papillary Thyroid Carcinoma Giemsa stain
Besides, Giemsa stain composes of a mixture of Azure B, Methylene blue, and Eosin dye. Of these, Azure B and eosin are acidic dyes while methylene blue is the basic dye. The acidic dyes stain basic components of the cell such as cytoplasm and cell granules in pale colors. Meanwhile, basic dyes stain acidic components of the cell such as the nucleus in dark purple or blue.
Moreover, concerning its applications, in histology, it is important for the routine examination of blood smear. Additionally, in cytogenetics, it is important in staining chromosomes and identifying chromosomal aberrations through G-banding (Giemsa-Banding).
What is Wright Stain
Wrist stain is another type of Romanowsky stain, named after James Homer Wright. It is important in staining peripheral blood smears, urine samples, and bone marrow aspirates. It is widely applicable in differential white blood cell counts as Wrist stain easily distinguishes between blood cells. Furthermore, the main components of the Wrist stain are methylene blue and eosin.
Main Difference - Giemsa Stain vs Wright Stain
Figure 2: Eosinophils in Peripheral Blood Smear
Moreover, another related form of Romanowsky stain is the buffered Wright stain or the Wright-Giemsa stain, which is a combination of Wright and Giemsa stains. Typically, the buffered Wright-Giemsa stain include eosin Y, azure B, and methylene blue. Thus, this stain increases the brightness of the "reddish-purple" color of the cytoplasmic granules.
Similarities Between Giemsa Stain and Wright Stain
 - Giemsa stain and Wright stain are two types of differential stains important in coloring different cell types.
 - They compose of eosin, an acidic dye, staining basic components of the cell and methylene blue, the basic dye, staining acidic components.
 - Further, both stains color basic components cytoplasm and granules in pale pink or blue and acidic components such as the nucleus in dark blue or purple. Also, they stain red blood cells in pink color.
 - The common types of cells stained using these stains are blood cells.
 - Apart from that, they are important in other applications of cytogenetics.
Difference Between Giemsa Stain and Wright Stain
Definition
Giemsa stain refers to a stain, named after a German scientist, Gustav Giemsa. It is important in cytogenetics and histopathological diagnosis of malaria and other parasites. Meanwhile, Wright stain refers to a hematologic stain, facilitating the differentiation of blood cell types.
Named after
Giemsa stain was named after Gustav Giemsa, while Wrist stain was named after James Homer Wrist.
Composes of
Giemsa stain composes of a mixture of Azure B, methylene blue, and eosin dye, while Wright stain composes of a mixture of eosin and methylene blue dyes.
Smears
Giemsa stain uses both thick and thin smears, but the Wright stain uses only thin smears.
Staining
Giemsa stain colors erythrocytes in pink, platelets in light pale pink, lymphocyte cytoplasm in sky blue, monocyte cytoplasm in pale blue, and leukocyte nuclear chromatin in magenta. In contrast, Wright stain colors erythrocytes in red to pink, neutrophils in dark purple nuclei, pale pink cytoplasm, reddish-lilac small granules, eosinophils in blue nuclei, pale pink cytoplasm, red to orange-red large granules, basophils purple to the dark blue nucleus, dark purple, almost black large granules, lymphocytes dark purple to deep bluish-purple nuclei, sky blue cytoplasm, platelets in violet to purple granules.
Importance
Giemsa stain is important in staining chromosomes to identify chromosome aberrations, while Wright stain is important to differentiate blood cell types.
Conclusion
Giemsa stain is a type of differential stain, especially important in identifying chromosome aberrations in cytogenetics. It was named after Gustav Giemsa, and it contains a mixture of Azure B, methylene blue, and eosin. Meanwhile, Wright stain is another type of differential stain, named after James Homer Wrist. But, this stain only contains a mixture of methylene blue and eosin. It is important for differentiating blood cells. Therefore, the main difference between the Giemsa stain and Wright stain is their components and importance.
References:
1. Rijal, Nisha. "Giemsa Stain: Principle, Procedure and Results." Learn Microbiology Online, 26 Aug. 2019, Available Here.
2. "Wright's Stain." HiMedia Laboratories. Available Here.
Image Courtesy:
1. "Eosinophils in Peripheral Blood Smear" By Ed Uthman (CC BY 2.0) via Flickr
2. "Papillary Thyroid Carcinoma, FNA, Giemsa stain" By Ed Uthman (CC BY 2.0) via Flickr
About the Author: Lakna
Lakna, a graduate in Molecular Biology and Biochemistry, is a Molecular Biologist and has a broad and keen interest in the discovery of nature related things. She has a keen interest in writing articles regarding science.
Leave a Reply


Microsurge Electrical Pollution (Dirty Electricity)
IBE 221.2
MEP is a ubiquitous problem in modern civilization. It is present everywhere, both inside and outside the home. Major polluters are utility power, switch mode power supplies (electronics), AMI meters (due to conducted high-frequency pulsed radiation), fluorescent lights (including CFLs), variable speed motors (many "smart" appliances), inverters (especially solar and cell antennas), and ground current (especially rural areas). It is a highly erratic electric field.
Topics include a brief history of micro surge electrical pollution (MEP), four distinct points of view, and microsurge electrical pollution's etiology, health effects, measurement methods, mitigation.
This course conveys 15 Building Biology Continuing Education Units (CEUs).
Tuition: $115.00
Download a free preview of this course.


version you're targeting.
 - The <framework>_OR_GREATER symbols are defined for the version you're targeting and all earlier versions. For example, if you're targeting .NET Framework 2.0, the following symbols are defined: NET20, NET20_OR_GREATER, NET11_OR_GREATER, and NET10_OR_GREATER.
 - The NETSTANDARD<x>_<y>_OR_GREATER symbols are only defined for .NET Standard targets, and not for targets that implement .NET Standard, such as .NET Core and .NET Framework.
 - These are different from the target framework monikers (TFMs) used by the MSBuild TargetFramework property and NuGet.
Note
For traditional, non-SDK-style projects, you have to manually configure the conditional compilation symbols for the different target frameworks in Visual Studio via the project's properties pages.
Other predefined symbols include the DEBUG and TRACE constants. You can override the values set for the project using #define. The DEBUG symbol, for example, is automatically set depending on your build configuration properties ("Debug" or "Release" mode).
The following example shows you how to define a MYTEST symbol on a file and then test the values of the MYTEST and DEBUG symbols. The output of this example depends on whether you built the project on Debug or Release configuration mode.
#define MYTEST
using System;
public class MyClass
{
 static void Main()
 {
#if (DEBUG && !MYTEST)
 Console.WriteLine("DEBUG is defined");
#elif (!DEBUG && MYTEST)
 Console.WriteLine("MYTEST is defined");
#elif (DEBUG && MYTEST)
 Console.WriteLine("DEBUG and MYTEST are defined");
#else
 Console.WriteLine("DEBUG and MYTEST are not defined");
#endif
 }
}
The following example shows you how to test for different target frameworks so you can use newer APIs when possible:
public class MyClass
{
 static void Main()
 {
#if NET40
 WebClient _client = new WebClient();
#else
 HttpClient _client = new HttpClient();
#endif
 }
 //...
}
Defining symbols
You use the following two preprocessor directives to define or undefine symbols for conditional compilation:
 - #define: Define a symbol.
 - #undef: Undefine a symbol.
You use #define to define a symbol. When you use the symbol as the expression that's passed to the #if directive, the expression will evaluate to true, as the following example shows:
#define VERBOSE
#if VERBOSE
 Console.WriteLine("Verbose output version");
#endif
Note
In C#, primitive constants should be defined using the const keyword. A const declaration creates a static member that can't be modified at runtime. The #define directive can't be used to declare constant values as is typically done in C and C++. If you have several such constants, consider creating a separate "Constants" class to hold them.
Symbols can be used to specify conditions for compilation. You can test for the symbol with either #if or #elif. You can also use the ConditionalAttribute to perform conditional compilation. You can define a symbol, but you can't assign a value to a symbol. The #define directive must appear in the file before you use any instructions that aren't also preprocessor directives. You can also define a symbol with the DefineConstants compiler option. You can undefine a symbol with #undef.
Defining regions
You can define regions of code that can be collapsed in an outline using the following two preprocessor directives:
 - #region: Start a region.
 - #endregion: End a region.
#region lets you specify a block of code that you can expand or collapse when using the outlining feature of the code editor. In longer code files, it's convenient to collapse or hide one or more regions so that you can focus on the part of the file that you're currently working on. The following example shows how to define a region:
#region MyClass definition
public class MyClass
{
 static void Main()
 {
 }
}
#endregion
A #region block must be terminated with an #endregion directive. A #region block can't overlap with an #if block. However, a #region block can be nested in an #if block, and an #if block can be nested in a #region block.
Error and warning information
You instruct the compiler to generate user-defined compiler errors and warnings, and control line information using the following directives:
 - #error: Generate a compiler error with a specified message.
 - #warning: Generate a compiler warning, with a specific message.
 - #line: Change the line number printed with compiler messages.
#error lets you generate a CS1029 user-defined error from a specific location in your code. For example:
#error Deprecated code in this method.
Note
The compiler treats #error version in a special way and reports a compiler error, CS8304, with a message containing the used compiler and language versions.
#warning lets you generate a CS1030 level one compiler warning from a specific location in your code. For example:
#warning Deprecated code in this method.
#line lets you modify the compiler's line numbering and (optionally) the file name output for errors and warnings.
The following example shows how to report two warnings associated with line numbers. The #line 200 directive forces the next line's number to be 200 (although the default is #6), and until the next #line directive, the filename will be reported as "Special". The #line default directive returns the line numbering to its default numbering, which counts the lines that were renumbered by the previous directive.
class MainClass
{
 static void Main()
 {
#line 200 "Special"
 int i;
 int j;
#line default
 char c;
 float f;
#line hidden // numbering not affected
 string s;
 double d;
 }
}
Compilation produces the following output:
Special(200,13): warning CS0168: The variable 'i' is declared but never used
Special(201,13): warning CS0168: The variable 'j' is declared but never used
MainClass.cs(9,14): warning CS0168: The variable 'c' is declared but never used
MainClass.cs(10,15): warning CS0168: The variable 'f' is declared but never used
MainClass.cs(12,16): warning CS0168: The variable 's' is declared but never used
MainClass.cs(13,16): warning CS0168: The variable 'd' is declared but never used
The #line directive might be used in an automated, intermediate step in the build process. For example, if lines were removed from the original source code file, but you still wanted the compiler to generate output based on the original line numbering in the file, you could remove lines and then simulate the original line numbering with #line.
The #line hidden directive hides the successive lines from the debugger, such that when the developer steps through the code, any lines between a #line hidden and the next #line directive (assuming that it isn't another #line hidden directive) will be stepped over. This option can also be used to allow ASP.NET to differentiate between user-defined and machine-generated code. Although ASP.NET is the primary consumer of this feature, it's likely that more source generators will make use of it.
A #line hidden directive doesn't affect file names or line numbers in error reporting. That is, if the compiler finds an error in a hidden block, the compiler will report the current file name and line number of the error.
The #line filename directive specifies the file name you want to appear in the compiler output. By default, the actual name of the source code file is used. The file name must be in double quotation marks ("") and must be preceded by a line number.
Beginning with C# 10, you can use a new form of the #line directive:
#line (1, 1) - (5, 60) 10 "partial-class.cs"
/*34567*/int b = 0;
The components of this form are:
 - (1, 1): The start line and column for the first character on the line that follows the directive. In this example, the next line would be reported as line 1, column 1.
 - (5, 60): The end line and column for the marked region.
 - 10: The column offset for the #line directive to take effect. In this example, the 10th column would be reported as column one. That's where the declaration int b = 0; begins. This field is optional. If omitted, the directive takes effect on the first column.
 - "partial-class.cs": The name of the output file.
The preceding example would generate the following warning:
partial-class.cs(1,5,1,6): warning CS0219: The variable 'b' is assigned but its value is never used
After remapping, the variable, b


Definitions for natronobacterium
This page provides all possible meanings and translations of the word natronobacterium
Freebase
 1. Natronobacterium
 In taxonomy, Natronobacterium is a genus of the Halobacteriaceae. A member of the domain Archaea, it is both an extreme halophile and alkaliphile, thriving at an optimum saline concentration of 20% and optimum pH of 10.
U.S. National Library of Medicine
 1. Natronobacterium
 A genus of rod-shaped, extremely halophilic HALOBACTERIACEAE which grows in alkaline conditions. They are strictly aerobic and some strains are motile. Natronobacterium is found in soda lakes, alkaline salterns, and soda soils.
Numerology
 1. Chaldean Numerology
 The numerical value of natronobacterium in Chaldean Numerology is: 5
 2. Pythagorean Numerology
 The numerical value of natronobacterium in Pythagorean Numerology is: 9
Translation
Find a translation for the natronobacterium definition in other languages:
Select another language:
Discuss these natronobacterium definitions with the community:
Word of the Day
Would you like us to send you a FREE new word definition delivered to your inbox daily?
Please enter your email address:
Citation
Use the citation below to add this definition to your bibliography:
Style:MLAChicagoAPA
"natronobacterium." Definitions.net. STANDS4 LLC, 2016. Web. 25 Sep. 2016. <_URL_
Are we missing a good definition for natronobacterium? Don't keep it to yourself...
Nearby & related entries:
Alternative searches for natronobacterium:
Thanks for your vote! We truly appreciate your support.


Orthogonality of 2 lines
#include<bits/stdc++.h>
#define ll long long
// check whether 2 lines are orthogonal or not
// input: line 1 represented by 2 points (x1, y1) and (x2, y2)
// and line 2 represented by 2 points (x3, y3) and (x4, y4)
// output: true or false
template <typename T> bool checkOrtho(T x1, T y1, T x2, T y2,
 T x3, T y3, T x4, T y4) {

 T m1, m2;

 // Both lines have infinite slope
 if (x2 - x1 == 0 && x4 - x3 == 0)
 return false;

 // Only line 1 has infinite slope
 else if (x2 - x1 == 0) {

 m2 = (y4 - y3) / (x4 - x3);

 if (m2 == 0)
 return true;
 else
 return false;
 }

 // Only line 2 has infinite slope
 else if (x4 - x3 == 0) {

 m1 = (y2 - y1) / (x2 - x1);

 if (m1 == 0)
 return true;
 else
 return false;
 }

 else {
 // Find slopes of the lines
 m1 = (y2 - y1) / (x2 - x1);
 m2 = (y4 - y3) / (x4 - x3);

 // Check if their product is -1
 if (m1 * m2 == -1)
 return true;
 else
 return false;
 }
}
Leave a Reply


=HelloWorld
 -Drevision=1.0
Example 43-19 shows how to export runtime/metadata postdeployment updates.
Example 43-19 Exporting Runtime/Metadata Postdeployment Updates
ant -f ant-sca-deploy.xml exportUpdates -DserverURL=http://stabc:8001
 -DupdateType=runtime
 -DjarFile=/tmp/runtime-HelloWorld_rev1.0.jar -DcompositeName=HelloWorld
 -Drevision=1.0
43.7.5.2.8 Importing Postdeployment Changes of a Composite
Example 43-20 provides an example of importing postdeployment changes of a composite.
Example 43-20 Importing Postdeployment Changes of a Composite
ant -f ant-sca-deploy.xml importUpdates -DserverURL=server.url -DjarFile=jar.file
 -DcompositeName=composite.name -Drevision=revision -Duser=user
Note:
After specifying the user name, enter the password when prompted.
Table 43-18 describes the syntax.
Table 43-18 ant Postdeployment Import Commands
Argument Definition
serverURL
The URL of the server that hosts the SOA Infrastructure application (for example, http://stabc:8001).
jarFile
The absolute path of the JAR file that contains postdeployment changes.
compositeName
The name of the composite into which the postdeployment changes are imported.
revision
The revision of the composite to which the postdeployment changes are imported.
user
Optional. The user name for accessing the server when basic configuration is configured.
password
Optional. The password for accessing the server when basic configuration is configured.
Example 43-21 shows how to import postdeployment changes of a composite.
Example 43-21 Importing Postdeployment Changes of a Composite
ant -f ant-sca-deploy.xml importUpdates -DserverURL=http://stabc:8001
 -DjarFile=/tmp/prop-HelloWorld_rev1.0.jar -DcompositeName=HelloWorld
 -Drevision=1.0
43.7.5.2.9 Exporting Shared Data of a Given Pattern into a JAR File
Example 43-22 provides an example of exporting shared data of a given pattern into a JAR file.
Example 43-22 Exporting Shared Data of a Given Pattern into a JAR File
ant -f ant-sca-deploy.xml exportSharedData -DserverURL=server.url
 -DjarFile=jar.file -Dpattern=pattern -Duser=user
Note:
After specifying the user name, enter the password when prompted.
Table 43-19 describes the syntax.
Table 43-19 ant Shared Data Export Commands
Argument Definition
serverURL
The URL of the server that hosts the SOA Infrastructure application (for example, http://stabc:8001).
jarFile
The absolute path of the JAR file to be generated.
pattern
The file pattern supported by MDS transfer APIs. Use the semicolon delimiter (;) if multiple patterns are specified. Exclude the shared data namespace /apps in the pattern. For example:
/Project1/**;/Project2/**
This example exports all documents under /apps/Project1 and /apps/Project2.
user
Optional. The user name for accessing the server when basic configuration is configured.
password
The password for accessing the server when basic configuration is configured. This parameter is optional.
Example 43-23 shows how to export shared data of a given pattern into a JAR file.
Example 43-23 Exporting Shared Data of a Given Pattern into a JAR File
ant -f ant-sca-deploy.xml exportSharedData -DserverURL=http://stabc:8001
 -DjarFile=/tmp/MySharedData.jar
 -Dpattern="/Project1/**"
43.7.5.2.10 Removing a Top-level Shared Data Folder
Example 43-24 provides an example of removing a top-level shared data folder, even if there are composites deployed in the service engine.
Example 43-24 Removing a Top-level Shared Data Folder
ant -f ant-sca-deploy.xml removeSharedData -DserverURL=server.url
 -DfolderName=folder.name -Duser=user
Note:
After specifying the user name, enter the password when prompted.
Table 43-20 describes the syntax.
Table 43-20 ant Shared Data Folder Removal Commands
Argument Definition
serverURL
URL of the server that hosts the SOA Infrastructure application (for example, http://myhost10:8001).
foldername
The name of the top-level shared data folder to remove.
user
Optional. The user name for accessing the server when basic configuration is configured.
password
Optional. The password for accessing the server when basic configuration is configured.
Example 43-25 shows how to remove a top-level shared data folder named Project1.
Example 43-25 Removing a Top-level Shared Data Folder
ant -f ant-sca-deploy.xml removeSharedData -DserverURL=http://stabc:8001
 -DfolderName=Project1
43.7.5.2.11 Starting a SOA Composite Application
Example 43-26 provides an example of starting a SOA composite application.
Example 43-26 Starting an Application
ant -f ant-sca-mgmt.xml startComposite -Dhost=myhost -Dport=8001 -Duser=weblogic
 -DcompositeName=HelloWorld -Drevision=1.0 -Dpartition=partition.name
Note:
After specifying the user name, enter the password when prompted.
Table 43-21 describes the syntax.
Table 43-21 ant SOA Composite Application Startup Commands
Argument Definition
host
Hostname of the Oracle WebLogic Server (for example, myhost).
port
Port of the Oracle WebLogic Server (for example, 7001).
user
User name for connecting to the running server to get MBean information (for example, weblogic).
password
Password for the user name.
compositeName
Name of the SOA composite application.
revision
Revision of the SOA composite application.
label
Optional. Label of the SOA composite application. The label identifies the MDS artifacts associated with the application. If the label is not specified, the system finds the latest one.
partition
Optional. The name of the partition in which the SOA composite application is located. The default value is default. If you do not specify a partition, the default partition is searched for the SOA composite application. However, no other partitions are searched.
43.7.5.2.12 Stopping a SOA Composite Application
Example 43-27 provides an example of stopping a SOA composite application.
Example 43-27 Stopping an Application
ant -f ant-sca-mgmt.xml stopComposite -Dhost=myhost -Dport=8001 -Duser=weblogic
-DcompositeName=HelloWorld -Drevision=1.0 -Dpartition=partition.name
Note:
After specifying the user name, enter the password when prompted.
Table 43-22 describes the syntax.
Table 43-22 ant SOA Composite Application Stop Commands
Argument Definition
host
Hostname of the Oracle WebLogic Server (for example, myhost).
port
Port of the Oracle WebLogic Server (for example, 7001).
user
User name for connecting to the running server to get MBean information (for example, weblogic).
password
Password for the user name.
compositeName
Name of the SOA composite application.
revision
Revision of the SOA composite application.
label
Optional. Label of the SOA composite application. The label identifies the MDS artifacts associated with the application. If the label is not specified, the system finds the latest one.
partition
Optional. The name of the partition in which the SOA composite application is located. The default value is default. If you do not specify a partition, the default partition is searched for the SOA composite application. However, no other partitions are searched.
43.7.5.2.13 Activating a SOA Composite Application
Example 43-28 provides an example of activating a SOA composite application.
Example 43-28 Activating an Application
ant -f ant-sca-mgmt.xml activateComposite -Dhost=myhost -Dport=8001
-Duser=weblogic-DcompositeName=HelloWorld -Drevision=1.0 -Dpartition=partition.name
Note:
After specifying the user name, enter the password when prompted.
Table 43-23 describes the syntax.
Table 43-23 ant SOA Composite Application Activation Commands
Argument Definition
host
Hostname of the Oracle WebLogic Server (for example, myhost).
port
Port of the Oracle WebLogic Server (for example, 7001).
user
User name for connecting to the running server to get MBean information (for example, weblogic).
password
Password for the user name.
compositeName
Name of the SOA composite application.
revision
Revision of the SOA composite application.


From HEROsector01
Jump to: navigation, search
Parent Page: Characters
Affiliation Galactic Conspiracy
Occupation Scientist
Powers None
Tools None
Status Active
Dumacc is a former scientist and an unwitting part of a Galactic Conspiracy by several governments.
Dumacc was charged by planetary governments to work on Project Sunstorm, harnessing solar flares to turn them into a weapon. The first test of the Project caused an environmental disaster on Tranquis VII, where the Project was located. Dumacc, along with his associate Karter, began to continue Project Sunstorm development in a secret location built under Tranquis, the capital city of Tranquis VII.
When the Brains attacked the city, Dumacc and Karter were left unharmed and saw how the Brains were possessing the inhabitants, turning them into shambling robots as the previous radiation bombing from Project Sunstorm rendered them half-immune. Karter and Dumacc began working on creating a full immunity, but were very concerned about hiding Project Sunstorm from the Brains. After Karter brought Dunkan Bulk and William Furno into the lab, Dumacc had them imprisoned when they refused to stop fighting the Brains. When a security robot was infected, compromising the Project's location, Karter tried to convince Dumacc that they need to transfer the project to another location and sacrifice themselves to preserve it. Instead, Dumacc had Bulk and Furno freed so they could defend the location. Dumacc was then taken over by a Brain and began to activate Project Sunstorm but was defeated by Bulk.
Abilities and Traits
Dumacc was a good, honest scientist running Project Sunstorm, but was actually a pawn of the governments he worked for.
Fire Villains Fire Lord | Drilldozer | Jetbug | Nitroblast
Galactic Conspiracy Karter | Dumacc | Perjast


text:
This Thinking pathway card exercise draws on Cognitive Behavioural Theory (CBT) and has been designed as an interactive and engaging way to explore the participants' thinking pathways. The aim of the exercise is to get participants familiar with how what we believe affects how we think, and how we think affects how we feel, and together this influences our decisions and behaviour.
Card set features include:
- 12 x A4 cards
- Laminated (designed to be stood on)

source: openbmb/Ultra-FineWeb


New Orleans, LA weather in December 1955
Temperature for December 1955
In December 1955 the average high temperature in New Orleans, LA was 64.2°F, and this was 1.6°F cooler than the average of 65.7°F. The hottest day in December 1955 was 3 December when the temperature reached 80.1°F. Overnight the average temperature in December is 46.2°F and in 1955 the average overnight temperature was 3.1°F warmer at 49.3°F.
Precipitation for December 1955
In December the average monthly rainfall in New Orleans, LA is 3.19 inches with rain usually falling on 10 days. In December 1955 there was a total of 0.00 inches of rain, that fell on 9 days.


Knapsack Pro
StoryPlayer vs Needle comparison of testing frameworks
What are the differences between StoryPlayer and Needle?
StoryPlayer
_URL_
Needle
_URL_
Programming language
PHP
Java
Category
Unit testing, Functional Testing
Unit Testing
General info
Storyplayer is a full-stack testing framework
Storyplayer follows a TDD testing approach and makes it possible to write end-to-end tests for an entire platform. It has support for creating and destroying test environments on demand
Needle is a lightweight framework for testing Java EE components outside of the container in isolation
Needle reduces the test setup code by analysing dependencies and has automatic injection of mock objects by default. Therefore It will maximize the speed of development as well as the execution of unit tests
xUnit
Set of frameworks originating from SUnit (Smalltalk's testing framework). They share similar structure and functionality.
No
No
Client-side
Allows testing code execution on the client, such as a web browser
Yes
By running a 'user story' which is a simple statement that describes one action, and who can perform that action then record of the conversations about this action, this is how you would test front-end functionality and components
Yes
You can test front-end components and functionality by testing individual front-end classes and functions
Server-side
Allows testing the bahovior of a server-side code
Yes
By writing a 'service story' which is a 'userstory' except it describes the behaviour of your back-end systems
Yes
You can test back-end components and functionality.one of needles features is database testing via a JPA (Java Persistence API) like hibernate
Fixtures
Allows defining a fixed, specific states of data (fixtures) that are test-local. This ensures specific environment for a single test
Yes
Storyplayer has fixtures that can create and destroy test environments on demand
Yes
It has setUp() and tearDown() functions which are mostly used to execute database operations
Group fixtures
Allows defining a fixed, specific states of data for a group of tests (group-fixtures). This ensures specific environment for a given group of tests.
Yes
It supports group fixtures
Yes
The setUp() and tearDown functions can be used to define an environment for a group of tests
Generators
Supports data generators for tests. Data generators generate input data for test. The test is then run for each input data produced in this way.
Yes
foreach(hostWithRole()) is a generator allows you to easily perform actions against all hosts in your test environment without having to hard-code the host IDs or hostnames into your story.
N/A
Licence
Licence type governing the use and redistribution of the software
New BSD License
GNU Lesser General Public License v2.1
Mocks
Mocks are objects that simulate the behavior of real objects. Using mocks allows testing some part of the code in isolation (with other parts mocked when needed)
By using a library like mockery which intergrates well with storyplayer
Yes
One of needle's features is automatic injection of mock objects, it supports EasyMock and Mockito out of the box
Grouping
Allows organizing tests in groups
Yes
Storyplayer's job is to execute a suite of functional tests
N/A
Other
Other useful information about the testing framework


Download PNG image - Candles Png Picture
Candles Png Picture PNG Image
Candles Png Picture has a transparent background.
This PNG has a resolution of 256x256. You can download the PNG for free in the best resolution and use it for design and other purposes. Candles Png Picture just click on Download and save.
Candles or a candle is an object generally made of wax and sometimes is an ignitable wick embedded in wax or in any other flammable solid substance such as tallow, these substances are also chosen on the basis of the light they produce, and in some special cases, also on the basis of their fragrance. Some candles are used for the purpose of providing heat or keeping time as well. Chandler is traditionally a person who is known to make candles either professionally or for person interests. From ages, various devices an objects have been invented in order to keep candles, these have ranged from simple table top candlesticks which are also known as candle holders to elaborate forms of candelabra and chandeliers.
In order to burn a candle, there is a requirement of a heat source, commonly a naked flame from a matchstick or a lighter is used for the same, is used to light the candle's wick, which afterwards melts and vaporizes a small amount of fuel in the form of wax. Once the fuel or wax is vaporized, it combines with the oxygen present in air to ignite and form a constant flame and the flame provides heat and light.
Image Name: Candles Png Picture
Image category: Candles | Download Candles Zip
Parent category: Objects
Format: PNG image with alpha (transparent)
Resolution: 256x256
License: Creative Commons (CC BY-NC 4.0)
Size: 26.5KB
Rating: 4
Views: 1854
Author: Alexis Bailey
Date Added: 22-12-2016
PNG Downloads: 467
ICON Downloads: 176
Color Palette:
Similar PNG:


This event has ended.
Forces of Flight
Explainer with kid in How Things Fly
Monday, February 24
1:30 pm
How Things Fly
Museum in Washington, DC
How do lift, weight, drag, and thrust affect everything flying in Earth's atmosphere and space? Learn what a force is, test your strength against air pressure, explore Bernoulli's principle, and investigate different forms of propulsion. Discover how things fly while experimenting with the four forces of flight.
Directions to the Museum in Washington, DC
Museum Floorplan
Add to my Calendar
See February 2014 Calendar


text:
By measuring the mean shifts of hundreds of lines in solar occultation spectra obtained at satellite altitudes, relative wind speeds along the lines of sight of the rays can be obtained with precisions of 5 m/sec or better at altitudes up to 100 km. It is necessary to obtain more accurate line positions or to introduce a gas sample for frequency calibration if absolute wind speeds are to be obtained.
© 1985 Optical Society of America
Original Manuscript: February 4, 1985
Published: August 1, 1985
John H. Shaw, "Atmospheric winds from occultation spectra," Appl. Opt. 24, 2433-2436 (1985)

source: m-a-p/FineFineWeb


text:
The number of households with at least one person aged 16 to 64 in which no-one was in work was 3.7 million in 2012, down 153,000 on a year earlier
There were 5.02 million people aged 16 to 64 living in workless households and a further 1.75 million children aged 0 to 15
The main reason for worklessness was being disabled or sick. Around 1.45 million people gave this reason, accounting for 29 per cent of those in workless households. The second most common reason was unemployment, accounting for 1.03 million, or around 1 in every 5.
Around 45 per cent of council/housing association households were workless, compared with 4 per cent of households buying their home through a mortgage
The majority of children aged 0 to 15 in the UK lived with couples, 8.75 million of the estimated total of 11.64 million. However the majority of the 1.75 million children living in workless households lived with lone parents, 1.16 million, or 2 in every 3 children.
Source: Office for National Statistics
Details of the policy governing the release of new data are available by visiting _URL_ or from the Media Relations Office email: _EMAIL_
These National Statistics are produced to high professional standards and released according to the arrangements approved by the UK Statistics Authority.

source: HuggingFaceFW/fineweb-edu


Mushroom Man Day 1
5 teachers like this lesson
Print Lesson
SWBAT develop interpretive questions.
Big Idea
How are interpretive questions incorporated into shared inquiry discussions?
Introduction to Interpretive Questions
20 minutes
 The Mushroom Man, written by Ethel Pochocki, is a complicated lesson in friendship. It is a good selection for shared inquiry because it requires students to interpret the character's motives and inner thoughts. Its vivid prose captures students' attention as they continually inference, predict, and analyze the character's motives to gain understanding of the story. These are complex tasks students must practice in order to find the central message of this story, revolving around an eccentric, lonely man who works in a mushroom farm. He is an outcast of society who strives to find companionship.
 As I present the Shared Inquiry Flip Chart, I focus on three types of questions that students need to understand: factual, interpretive, and evaluative. Once we review the definitions and examples, students learn that shared inquiry uses interpretive questions to guide its discussions because it requires text based evidence. Students do not need background information or personal experiences to answer interpretive questions because it can be attained from the text.
 We also discuss that it is important to read for different purposes. For this lesson, we will have a first and second reading. When we read for different purposes, we peel the layers of the story and find its hidden meaning. I review the instructions for first and second readings that is on the flip chart after discussing the purpose of each.
First Reading
20 minutes
Because of the complexity of this text, I chose to read aloud to my students for the first reading. As I read aloud, I instruct students to write notes on their post its using symbols and phrases as follows:
+ anything important
? anything confusing
! anything that you feel strongly about
Students are informed to listen attentively because they will be sharing their notes at the end of this reading. I also tell them that there are hidden meanings in this story that requires them to become story detectives and find clues. Therefore, students are held accountable for Note Taking and writing their reactions to text and sticking their post its on that section of text that inspired these reactions.
Second Reading
20 minutes
 I partner students who are compatible together for the second reading. Students read the story together with their partner. They convert their notes from the first reading into Interpretive Questions during their second reading. Students also use a Partner Rubric to make sure they are contributing wholeheartedly to their partners. Again, the rubric gives ownership to the students because they are made accountable to their partners. Also, the rubric gives not just a numeric score, but descriptive details on the quality of partnership students are striving for.
 In order for the partner rubric to work effectively, I established a culture of learning that encourages students to support one another. This nourishing environment was not created in one day. I started introducing the Cooperative Groups norms, roles, rules the first day of school. Students had discussions, modeling, and role playing regarding behavior during partnering and group collaborating. Then, I introduce the assessment rubrics and explained to students that a rubric is a map towards a goal. We must help each other follow that map by looking after one another so no one gets lost along the way. Once students understand the purpose of rubrics, hurt feelings are alleviated because the focus is on the action or skill, not the person. I also encourage students to celebrate successes. Balancing strengths and weakness during rubric assessments is an effective way to rate someone's performance. Through the continuous practice of expected behavior, students develop interpersonal skills. Non-cognitive skills, such as social skills, needs to be taught and reinforced.
Sharing Out
20 minutes
 At the end of this lesson, students share their interpretive questions with the class. We analyze these questions and select one for Day 2 of this lesson. Day 2 will focus on the shared inquiry discussion session using the selected interpretive question to guide the discussion.
 Students complete the partner rubric and partners give feed back to each other. Students constructively communicate their performance as well as their partners, using the rubric to indicate strengths and weaknesses in specific performance.
 Interpretive questions have more than one answer. The frequency of the question that students ask during the note taking process indicates that students have a natural curiosity about this particular topic. That curiosity leads students to back to the text to find answers. I select the question that arises most frequently because it naturally motivates students to search for text evidence that supports their perspective. The class chose the interpretive question: " Why did the mole and the mushroom man become friends?"


making yoniso mean 'according to the origin'.
Richard Gombrich (What the Buddha Thought) suggests that the original intent here is something like directing the mind towards origins, i.e. paying attention to the conditions for the arising of something, especially consciousness. We could translate it as 'thinking about origins'. Of course it is wise to do this kind of reflecting since it can result in understanding (jñāṇa) the nature (dharma) of experience as becoming (yathābhūta).
Thanks to Dayamati (Prof Richard Hayes) for pointing out the Manasikara is a syntactical compound - see comments.
For another take on this word see: (yoniso) manasi karotha. on the Theravadin blog.
Pāramitā is a key Buddhist term. We probably know well enough what it means. However the derivation is complicated (though similar for Pāli and Sanskrit). The the verbal root is √pṛ which has two basic senses: 1. to bring over, to bring out (and therefore to deliver, rescue etc); and 2. to surpass, excel, the utmost. From this root we get the adjective para (also spelt pāra) meaning 'beyond, remote, other etc'. The superlative form of this is parama 'furthest, remotest etc'. The feminine abstract noun from parama is pāramī 'perfect, complete' - it's not clear in my sources why parabecomes pāraat this point, though my sources seem certain about the route of derivation, and pārama is not in the dictionary. Then pāramita is the abstract noun derived from pāramī (with the suffix -ta), and the feminine gender form is pāramitā and means 'a state of perfection' or 'completeness' - hence we say that prajñāpāramitā means 'perfection of wisdom' meaning a state in which wisdom is perfect or complete. In Pāli pāramī and pāramitā are synonyms. A folk etymology exists which derives pāramitā from pāraṃ 'beyond' + itā 'gone' giving 'gone beyond' (in the feminine gender also) with -ṃ + i- > mi. Conze uses this etymology in his book Buddhist Wisdom Books (p.78) perhaps because it is the standard Tibetan etymology.
Yes, even the word etymology has an etymology. It comes from Greek etymon 'true sense' and logos'something said, topic of discourse, reasoning' so means the 'true sense of what is being said'. Of course the meaning of words, what they refer to, can change drastically over time: 'terrific' was not a good thing originally because it's original sense was 'terrifying'. And the idea of there being an absolutely 'true' meaning of a word is inconsistent with how words are actually used (in every language). But often the etymology combined with contextual information can help us to unravel what an unfamiliar word means.
When ancient Indians were presented with unfamiliar words - as is quite likely to happen when studying the Vedas for instance - they did not have dictionaries to consult and so if their knowledge of words and grammar failed them, they resorted to comparing the unfamiliar word with roots that sounded alike - being aware that the phenomenon of 'clustering' makes words with the same initial phoneme likely to be related in meaning. This procedure was formalised in India ca. 4th century BCE by Yaska in his work Nirukta. Plato was also aware of this phenomena (see his Cratylus dialogue) and in contemporary times the study of phonosemantics investigates it. A further interesting little fact is that the Japanese word for mantra - shingon 真言means true (shin) words (gon).
See also
12 February 2010
Buddhism and God(s)
It is axiomatic for Buddhists that (so-called) Buddhism is an atheistic religion, though many academics will point out that the actions and attitudes of some Buddhists are practically indistinguishable from theism. Buddhism is an English term coined in the 19th century for people who follow the Buddha. The original followers called themselves savaka (the hearers) sakkaputta (Children of the Śakyan - the Buddha being a Śakyan by birth). The modern Indian term would be Bauddha, a collective noun along the lines of Śaiva (a follower of Śiva) and Jaina (a follower of the Jina).
The Buddhist relationship with gods is in fact quite complex. Throughout the Pāli canon gods of various sorts appear and at times are major players. Where would Buddhists be for instance is the Vedic creator god Brahmā (in the form of Brahmāsahampati) had not begged the Buddha to pass on what he learned under the Bodhi Tree? Indra is another Vedic god who plays important roles in many suttas and jātaka stories - though usually under his alias Sakka (Sanskrit Śakra).[1]
Early Buddhism was also cognisant of local deities. Hardly a page of the canon goes by without mention of yakkhas (Sankrit yakṣa) or nāgas for instance. Yakṣas are local chthonic deities who were worshipped in the villages by the ordinary people - such people were sometimes referred to by the Buddha as superstitious (maṅgalika). Then there are the Four Great Kings (Cattāro Mahārājāno) who also appear regularly. Some of them share names with the legendary figures, there is a king Dhṛtarāṣṭra in the Mahābhārata for instance.
All of these gods are shown as paying obeisance to the Buddha, and even his disciples. One of my favourite episodes from the Pāli canon is when Sāriputta goes home to see his orthodox Brahmin mother Sārī (Sāriputta means son of Sārī). She is scathing of him, his lifestyle and his friends and heaps abuse on them. (Nyanaponiika and Hecker, p.34) Later when he is very ill he visits her again and during the night he is visited by the Four Kings, Sakka and Mahābrahmā in turn, all of them wishing to wait on Sāriputta. Sāri is stunned to think that her son is being waited on by the gods she worships. Now she is receptive, Sāriputta gives her a Dhamma lesson and she attains to stream-entry (a state almost always reached by through hearing a dhamma lesson in the Canon [2]).
Sakka goes on to play a prominent role in the Aṣṭasāhasrikā Prajñāpāramitā Sūtra (the 8000 Line Perfection of Wisdom Discourse) where he is also portrayed as a disciple of the Buddha. The Four Kings similarly retain their role and even become important figures in their own right - especially Vaiśravaṇa, king of the north. The Golden Light Sutra (Suvarṇabhāṣottama Sūtra) features a number of other deities who offer dhāraṇī for the protection of the Buddha's followers. Sarasvati an important Vedic goddess appears, as does Lakṣmi who may be related to the goddess of luck Sirī that appears in some Jātaka stories, and who is not mentioned in the Vedas. [3]
The Kāraṇḍavyūha Sūtra introduces a new theme - the conversion of deities. Previously the gods just naturally seemed to pay obeisance to the Buddha, but in this text (from ca. 4th century CE) the god Śiva is converted to Buddhism by Avalokiteśvara. As far as I know there is no definite mention of Śiva in the Pāli texts. Studholme's tentative dating is supported by the appearance of Śiva on the scene since it coincides with the earlier dates suggested for the dominance of the Indian pantheon by Śiva. It is perhaps no coincidence that around this time Avalokiteśvara begins to assimilate Śiva's iconography and his name changes to be more like Śiva as well: from Avalokitasvara to Avalokiteśvara: ie from Avalokita + svara (Regarder of cries); to Avalokita + īśvara (Lord who looks down). Īśvara is an important epithet of Śiva. I have noted before how the former name (Kwan Yin in Chinese) tends to be retained in China because it was quite firmly established in Kumarajīva's translation of the White Lotus Sūtra (Sadharmapuṇḍarikasūtra) in the 4th cent.
However this conversion seems not to have stuck because in the late 7th century the Tantric text Sarvatathāgata-tattvasaṅgraha features a violent confrontation between Vajrapāṇi and Śiva - who here is called Maheśvara (mahā + īśvara; Great Lord). Śiva in this case refuses to submit, and in the end Vajrapāṇi slays him with a mantra, then


Education by ellen g white
What does Ellen G White?
Ellen Gould White (née Ellen Gould Harmon; November 26, 1827 – July 16, 1915) was an author and co-founder of the Seventh-day Adventist Church. White is considered a leading figure in American vegetarian history. The Smithsonian magazine named Ellen G. White among the "100 Most Significant Americans of All Time.
What does Ellen G White say about music?
In her book Education, White writes about the use of music for the uplift of souls. She writes that music "is one of the most effective means of impressing the heart with spiritual truth.... As a part of religious service, singing is as much an act of worship as is prayer.
How did Ellen G White die?
Feb. 13, 1915, she fell, and sustained an intracapsular fracture of the left femur. This doubtless served to hasten her death, which occurred at her home, "Elmshaven," near St.
Who is the author of true education?
Эллен Уайт
Why is Ellen G White important?
Ellen Gould Harmon White, née Ellen Gould Harmon, (born Nov. 26, 1827, Gorham, Maine, U.S.—died July 16, 1915, St. Helena, Calif.), American religious leader who was one of the founders of the Seventh-day Adventist Church and whose prophecies and other guidance were central to that denomination's early growth. 7 дней назад
How old is Ellen White footballer?
31 years (May 9, 1989)
What does Ellen White say about worship?
Believing that earthly worship is preparation for the heavenly, Ellen White argued that one's attitude in the place of worship should be carefully guarded. When entering the place of worship, people should do so with decorum, going quietly to their seats.
You might be interested: Why bilingual education should be mandatory
How does music help you in communicating and appreciating God?
What defines music?
an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. any sweet, pleasing, or harmonious sounds or sound: the music of the waves.
Is Ellen White alive?
Deceased (1827–1915)
How old was Ellen G White when she died?
87 years (1827–1915)
Where is Ellen G White buried?
August 26, 1915


text:
This technical brief presents a study on the effectiveness of the bottom insulation of a salinity gradient solar pond (SGSP) in Melbourne, Australia. Insulation is applied at the bottom of a SGSP in order to minimize the heat loss from the SGSP to the ground underneath. But selection of optimum thickness of the insulation to extract the best thermal performance of an SGSP is a challenge as insulation involves significant investment. Hence, modeling heat loss from SGSP to the ground before and after applying the insulation is thus very essential. In this study, a layer of polystyrene is used as insulation at the bottom of SGSP. The temperature distribution in the SGSP and ground below it, the efficiency of the SGSP and the heat removal from SGSP are estimated for the SGSP without insulation and with insulation of different thicknesses. The results show that the insulation definitely reduces the heat loss from the SGSP to the ground, but to a certain extent. Insulation beyond a certain thickness is proved to be ineffective in increasing the efficiency or reducing the heat loss to ground and thus unable to enhance the thermal performance of the SGSP.
Effectiveness of Bottom Insulation of a Salinity Gradient Solar Pond
Contributed by the Solar Energy Division of ASME for publication in the JOURNAL OF SOLAR ENERGY ENGINEERING: INCLUDING WIND ENERGY AND BUILDING ENERGY CONSERVATION. Manuscript received December 21, 2017; final manuscript received February 8, 2018; published online March 13, 2018. Assoc. Editor: M. Keith Sharp.
- Views Icon Views
- Share Icon Share
- Cite Icon Cite
- Search Site
Ganguly, S., Date, A., and Akbarzadeh, A. (March 13, 2018). "Effectiveness of Bottom Insulation of a Salinity Gradient Solar Pond." ASME. J. Sol. Energy Eng. August 2018; 140(4): 044502. _URL_
Download citation file:
- Ris (Zotero)
- Reference Manager


Browse Publications Technical Papers 2015-01-0744
2015-04-14
The Impact of Cooled EGR on Peak Cylinder Pressure in a Turbocharged, Spark Ignited Engine 2015-01-0744
The use of cooled EGR as a knock suppression tool is gaining more acceptance worldwide. As cooled EGR become more prevalent, some challenges are presented for engine designers. In this study, the impact of cooled EGR on peak cylinder pressure was evaluated. A 1.6 L, 4-cylinder engine was operated with and without cooled EGR at several operating conditions. The impact of adding cooled EGR to the engine on peak cylinder pressure was then evaluated with an attempt to separate the effect due to advanced combustion phasing from the effect of increased manifold pressure. The results show that cooled EGR's impact on peak cylinder pressure is primarily due to the knock suppression effect, with the result that an EGR rate of 25% leads to an almost 50% increase in peak cylinder pressure at a mid-load condition if the combustion phasing is advanced to Knock Limited Spark Advance (KLSA). When combustion phasing was held constant, increasing the EGR rate had almost no effect on PCP. In addition, since EGR enables higher compression ratio operation, some data was taken at elevated compression ratios to establish the impact of EGR at a constant load with increased compression ratio.
SAE MOBILUS
Subscribers can view annotate, and download all of SAE's content. Learn More »
Access SAE MOBILUS »
Members save up to 40% off list price.
Login to see discount.
Special Offer: With TechSelect, you decide what SAE Technical Papers you need, when you need them, and how much you want to pay.
X


Table of Contents
Editing the text rules that contain the source CSS for login screens
Only available versions of this content are shown in the dropdown
Make the branding of your site more consistent by editing the source CSS of your login screens. For example, you can customize the screens so that their appearance fits the site's color scheme and typography.
When you edit the source CSS, ensure that you follow Pega guardrails and understand potential security risks of your custom structure. For more information about guardrails, see Application Guardrails landing page.
The following CSS rules contain the source CSS for your login screens:
CSS for the pyForgotPassword HTML.
CSS for the Web-Login, Web-login-LDAP, and pyDisplayAuthScreenSelector HTML.
CSS for the authentication IDP buttons in the pyDisplayAuthScreenSelector HTML.
 2. Expand the Technical category and click Text File.
 3. In the File Name column, click the Filter icon, and then find the rule name of the login screen or IDP button that you want to edit.
 4. Click the CSS rule form name that you want to open.
 5. On the Main tab, enter your customized login screen CSS or upload a new CSS file.
 To change the background color of the login screen, enter the following code:body { background-color: ; }
 6. Click Save.
 The customized CSS of your login screen is built into your application instance.
 7. Save the changes by clicking Check-in.
 8. Optional:
 To verify how the login screen reflects your customized CSS, in the Actions list, select Preview.
Have a question? Get answers now.


Elizabeth and Michael
by Donald Bogle (Author)
unlimited loans, 2 years, One at a time
Discover the unique, profound, and unlikely yet enduring friendship between two of the most prominent and beloved celebrities of all time?Elizabeth Taylor and Michael Jackson?in this?exhaustively researched?consistently absorbing? (Kirkus Reviews, starred review) biography.
From the moment Elizabeth Taylor and Michael Jackson met, they were fascinated by one another. He peered into her violet eyes and was transfixed; she, in turn, was dazzled by his talent, intrigued by his sweet-tempered childlike personality, and moved by the stories she had already heard about his troubled early life. Soon a deep friendship blossomed, unlike anything either had ever experienced. Through their various emotional upheavals, the peaks and valleys of their careers, their personal traumas and heartaches, their countless health issues and extreme physical pain, and the glare of the often merciless public spotlight, their love for each other endured.
Award-winning biographer Donald Bogle skillfully re-creates the moving narrative of?these two forces of nature, and digs into the extraordinary histories that made them uniquely suited to understanding each other? (Alan Light, author of Let?s Go Crazy). Through the recollections of friends and acquaintances of the two stars, as well as credited and anonymous sources, Elizabeth and Michael emerges as a tender, intimate look at this famous?odd couple??and a treasure to their millions of fans.
Book Details
Publication Date
August 30, 2016
Page count
Paper ISBN
File size
34 MB


text:
This Policy Framework from the Ministry of Justice sets out the minimum mandatory requirements required to provide education and library services in adult prisons in England. It is primarily aimed at governors and their staff and describes the policy requirements and legal duties expected of them to be able to deliver education services in their prisons. There are separate policy frameworks for prisons in Wales, Immigration Removal Centres and youth custody estates.
Those expected to adhere to this framework includes governors, heads of groups, the women's estate, public sector prisons and over 18s young offender institutions and contracted prisons in England. This framework replaces document 'PSI 20/2000 Education Key Performance Indicator: Measuring basic skills attainment'.
The framework can help with the implementation of reforms that give governors more control over education delivered in their prisons. It also allows them to provide an effective strategy for their prison's education programme. The outcomes of using this resource are as follows:
- Prisons will be able to offer education that is aligned with the needs and interests of its prisoners, and relative to the employment markets that prisoners enter upon their release.
- Prisoners will be engaged in the learning process and able to achieve personal, employment and learning goals and sustain employment following their release.
- Prisoners will feel encouraged to build life skills and develop their own sense of wellbeing, social capital and employability, as well as reduce the risk of reoffending.
- Prisoners will have access to well-stocked libraries and use the materials within them to support their learning journey.
- Prisoners will have the opportunity to read for pleasure and improve their literacy skills.
The Prison Education & Library Services for adult prisons in England Policy Framework also contains links to other useful supporting documents and provides details about materials supplied on the HMPPS intranet.


Kōrero: Salvation Army
Whārangi 1. The Salvation Army's early days
Ngā whakaahua me ngā rauemi katoa o tēnei kōrero
Origins of the Salvation Army
In the mid-19th century an English minister, William Booth, left the Methodist church to become a travelling preacher, concentrating on slum areas. In 1865 he and his followers formed the Christian Mission. Renamed the Salvation Army in 1878, this was a noisy and unconventional church, dedicated equally to saving souls and relieving poverty.
Military structure
War was constantly in the news in Britain at the time, and Booth's church was run on strictly military lines. Its 'officers' held ranks such as captain and lieutenant, and wore uniforms, beat drums and waved flags. Morning prayers were known as 'knee drill', donations were 'cartridges', and starting work in a new district was called 'opening fire'. The Salvation Army's magazine was (and still is) titled the War Cry. The new movement spread rapidly across Britain and overseas.
Arrival in New Zealand
In 1882 a devout Dunedin woman named Arabella Valpy wrote to 'General' William Booth, enclosing £200 (around $34,600 in 2018 terms) and asking him to send someone 'to the rescue of perishing souls in this respectable and highly favoured city'1. Early in 1883 two young officers, George Pollard and Edward Wright, arrived in Dunedin with three helpers they had recruited on the voyage. The first Salvation Army meeting in New Zealand was held in Dunedin on 1 April 1883.
New Zealand was then in the grip of economic depression. Unemployment, crime, poverty and prostitution were widespread, especially in the cities, and the Salvation Army's colourful and welcoming meetings proved hugely popular. As the band blared and young officers sang and banged tambourines, 'unsaved' people were invited to 'surrender', or kneel at a bench called the penitent form or mercy seat and ask God to forgive their sins. By 1886 the Army had more than 5,000 members in about 40 corps (local groups).
Waging war
The early Salvation Army meetings were disrupted by groups of larrikins (disorderly young men), who shouted, threw stones and attacked the Salvationists during their services. In Auckland larrikins organised an alternative 'skeleton army', waving its own skull-and-crossbones flag. However the Army thrived on opposition. It set up local corps with militant nicknames such as the Wellington Warriors, Christchurch Conquerors, Invercargill Invincibles and Dunedin Dragoons.
Role of women
Inspired by his wife, Catherine, Booth insisted that women play an equal role with men in the Army's activities. That policy was very appealing in New Zealand, where feminist activism was strong and women gained the vote in 1893. Dressed in distinctive maroon uniforms with 'coal-scuttle' bonnets, women officers were in the forefront of the Army's expansion. By 1892 they made up more than half of its full-time officers and headed its five largest corps. Despite theoretical equality, men have usually held the very highest positions. By 2019, only three of the 21 Generals (international leaders) had been women. An active officer could only be married to another officer, since they served together as a pair.
Work with Māori
Unlike larger churches such as the Anglicans and Catholics, the Salvation Army did not start its work in New Zealand with Māori but in settler communities. However, individual Māori such as Joe Solomon in Kaiapoi and Maraea Morris in Gisborne were recruited in the church's early years.
In 1888 Ernest Holdaway and his wife began a mission to Māori on the Whanganui River. They converted the chief Tamatea Aurunui of Jerusalem, who donated a canoe to help with transport in the roadless region. The mission was named Te Ope Whakaora (the group of lifegivers), and formed concert parties that toured New Zealand and overseas to raise funds. However, in other regions, especially those which had suffered in the land wars, Māori reacted suspiciously to the Army. Holdaway's mission closed after 10 years. Localised missions in Bay of Plenty (to 1928) and East Coast (1933–92) were replaced by a national strategy in the 1990s.
Kupu tāpiri
 1. Quoted in Barbara Sampson, Women of spirit: life-stories of New Zealand Salvation Army women from the last 100 years. Wellington: Salvation Army, 1993, p. 11. Back
Me pēnei te tohu i te whārangi:
Mark Derby, 'Salvation Army - The Salvation Army's early days', Te Ara - the Encyclopedia of New Zealand, _URL_ (accessed 31 July 2021)
He kōrero nā Mark Derby, i tāngia i te 5 May 2011, reviewed & revised 20 Apr 2018


text:
This study addresses the application of MR (magnetorheological) isolators to vibration isolation of precision payloads for aerial vehicles. To this end, a precision payload in an aerial vehicle is modeled as a six-degree-of-freedom (DOF) lumped parameter model of a sensor assembly. An MR isolator is modeled as a 3-DOF passive spring-damping element and a 3-DOF semi-active yield force due to the yield stress of an MR fluid. Three MR isolators are configured with equal installation angles between the precision payload and the base structure in the aerial vehicle. The governing equations of motion for the MR vibration isolation system of the precision payload for the aerial vehicle are derived and then key parameters of the MR isolators, such as stiffness, damping, and isolator orientation, are determined via a global optimization method. The simulated response of the passive MR vibration isolation system with no magnetic field control input and constant magnetic field control input are presented and analyzed under different excitation conditions. To improve the passive MR vibration isolation performance, a linear quadratic Gaussian (LQG) control algorithm is designed. Finally, simulated responses of the semi-active MR vibration isolation performance using LQG control are evaluated and compared with those of passive (zero or constant field) MR vibration isolation systems.
- Design Engineering Division and Computers and Information in Engineering Division
Vibration Isolation of Precision Payloads for Aerial Vehicles Using Magnetorheological Isolators
- Views Icon Views
- Share Icon Share
- Search Site
Choi, Y, Brigley, M, & Wereley, NM. "Vibration Isolation of Precision Payloads for Aerial Vehicles Using Magnetorheological Isolators." Proceedings of the ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. Volume 1: 20th Biennial Conference on Mechanical Vibration and Noise, Parts A, B, and C. Long Beach, California, USA. September 24–28, 2005. pp. 2365-2373. ASME. _URL_
Download citation file:


text:
Yes. The frightened condition and the damage caused by the spell are separate.
I read the (amended) spell description as follows:
You tap into the nightmares of a creature you can see within range and create an illusory manifestation of its deepest fears, visible only to that creature.
- The target must make a Wisdom saving throw. On a failed save, the target becomes frightened for the duration.
- At the end of each of the target's turns before the spell ends, the target must succeed on a Wisdom saving throw
or take 4d10 psychic damage. On a successful save, the spell ends.
Crucially, successful save in the last sentence refers only to the Wisdom saving throw mentioned in the previous sentence; it's describing the corresponding outcome for success to the clause describing failure in the preceding sentence.
Thus, nothing in the spell description makes the psychic damage or the spell duration conditional upon the target being susceptible to the frightened condition. Likewise, if the target was immune to psychic damage but not to the frightened condition, they would still be frightened for the spell's duration.
Since the ongoing psychic damage is independent of the frightened condition, that part of the spell continues to apply if the target is frightened and later becomes immune to being frightened, or has that condition removed.
Contrast this with the description of Fear: (PHB, p. 239)
Each creature in a 30-foot cone must succeed on a Wisdom saving throw or... become frightened for the duration.
While frightened by this spell, a creature must take the Dash action and move away from you by the safest available route on each of its turns, unless there is nowhere to move. If the creature ends its turn in a location where it doesn't have line of sight to you, the creature can make a Wisdom saving throw. On a successful save, the spell ends for that creature.
Fear is similar to Phantasmal Killer in that it initially imposes a condition on the target(s), and then has additional effects on each of the targets' turns. But, unlike Phantasmal Killer, Fear makes it clear that the ongoing effects are conditional on the initial condition by using the conditional phrase "While frightened by this spell... ". There is no such condition applied to the ongoing damage effect of Phantasmal Killer, so it doesn't seem reasonable to read the spell as having the first saving throw mitigate all of the further described effects.
Thus, the target of Phantasmal Killer makes a save when the spell is cast, and is frightened if it fails, and they make a save on each of their turns while the spell is in effect. As soon as they succeed on any of the second kind of saves, the spell ends (and it will also end if the caster loses concentration, or one minute passes).


text:
Research Article: 2019 Vol: 18 Issue: 6
The Impact of Organizational Factors towards Safety Management System Performance of the Royal Malaysian Air Force
Safety management systems (SMS) are now being implemented throughout the aviation industry. This research was designed to investigate some of the organizational factors affecting the SMS performance in a military organization, specifically the Royal Malaysian Airforce (RMAF). The factors identified from existing organizational design literature were modeled and tested. The study population consisted of pilots and engineers from different air bases throughout the country. A survey was employed as the means of primary data collection using a cluster sampling techniques combined with secondary data obtained from published reports and statistical data from authorized agencies. The results indicate that Organizational Identity and Organizational Behaviour to have a significant impact on the RMAF Safety Management System performance with Safety Culture playing a significant mediating effect. The research findings will benefit towards improving the safety culture where organizational factors play an important role to the performance of SMS. Continuous improvement in flight safety will lead to a high-performance culture enabling the RMAF to perform its mandate more effectively.


text:
practice problem 1
- the total distance of the entire trip
- the total displacement of the entire trip
- the average speed of the entire trip
- the average velocity of the entire trip
- the average acceleration of the entire trip
- Distance? No problem. First I walked 6.0 km and then I walked 10 km. Thus, I walked 16 km. Distance is a scalar quantity and so the individual distances add just like regular numbers to yield the overall distance…
- Displacement is a bit more challenging, but not by much. Displacement is a vector and vectors have direction, so it's best to diagram this problem (a procedure that's remarkably useful in general). The resultant displacement is the vector sum of the two displacements experienced during the trip. Since they're at right angles to one another, their magnitude can be found using Pythagorean theorem and their direction can be found using tangent…
r = √[(6.0 km)2 + (10 km)2] r = 11.6619… km tan θ = 10 km 6.0 km θ = 59°
r = 11.7 km
at 59° west of north
- The speed was 6.0 km/h for the first 6.0 km and 5 km/h for the last 10 km. The naive solution is to average the speeds using the add-and-divide method taught in junior high school. This method is wrong, not because the method itself is wrong, but because it doesn't apply to this situation.
6.0 km/h + 5.0 km/h = 5.5 km/h 2 The method of averaging
The weight of the two segments is not equal. The second segment lasted twice as long as the first (as you will soon see).
Go back to the definition to solve this problem. Average speed is the total distance (which we've already found) divided by the total time (which we need to find). Since time is a scalar, all we need to do is find the time for each leg of the journey and add them…
Δt1 = Δs1 v̅1 Δt1 = 6.0 km 6.0 km/h Δt1 = 1.0h Δt2 = Δs2 v̅2 Δt2 = 10 km 5.0 km/h Δt2 = 2.0h Δt = Δt1 + Δt2 Δt = 1.0 h + 2.0 h Δt = 3.0 h
Thus the average speed is…
v̅ = Δs Δt v̅ = 16 km 3.0 h v̅ = 5.3 km/h
- The velocity was 6.0 km/h north over the first 6.0 km and 5 km/h west over the last 10 km. Average velocity is the total displacement divided by the total time. Both of these quantities have already been determined.
v̅ = Δr Δt v̅ = 11.6619… km 3.0 h v̅ = 3.8873… km/h v̅ = 3.9 km/h 59° W of N
- Acceleration in this context is relatively meaningless. It would be better to illustrate acceleration in two dimensions with a different problem (like the one below).
practice problem 2
- the speed of the current
- the magnitude of the swimmer's resultant velocity
- the direction of the swimmer's resultant velocity
- the time it takes the swimmer to cross the river
Since distance and velocity are directly proportional, this begins as a similar triangles problem.
- Since speed and distance are directly proportional, the ratio of the downstream distance to the width of the river is the same as the ratio of the current speed to the swimmer's speed.
x = vx y vy 40 m = vcurrent 80 m 1.6 m/s vcurrent = 0.8 m/s
- Determining the resultant velocity is a simple application of Pythagorean theorem.
v2 = vx2 + vy2 v = √[(0.8 m/s)2 + (1.6 m/s)2] 0v = 1.8 m/s
- Direction angles are often best determined using the tangent function. This problem is no exception. The only thing open to discussion is our choice of angle. I suggest using the angle between the resultant velocity and the displacement vector that points directly across the river, but this is just my preference. Be sure to indicate that the resultant lies on a particular side of this vector for clarity.
tan θ = x = vx y vy tan θ = 40 m = 0.8 m/s 80 m 1.6 m/s tan θ = 0.5 θ = 27° downstream
- This is where it gets interesting. By now you should understood that time is the ratio of displacement to velocity. This is a vector problem, so direction matters. This is why we should probably use the words displacement and velocity instead of distance and speed. The only question is which distance and which speed should we use? The simple answer is pick the pair you like the best, just be sure they point in the same direction. It works along either of the component directions…
t = x = y vx vy t = 40 m = 80 m 0.8 m/s 1.6 m/s t = 50 s
It also works along the resultant direction…
t = r v t = √[(40 m)2 + (80 m)2] √[(0.8 m/s)2 + (1.6 m/s)2] t = 50 s
There's an interesting sideline to this question that astute readers might have noticed when looking at the first ratio in the chain of three shown above. The time it takes to cross a river by a swimmer swimming straight across is independent of the speed of the river. The only factors that matter are the speed of the swimmer and the width of the river. This swimmer will always cross the river in 50 s regardless of the speed of the river. 1 m/s, 10 m/s, 100 m/s, it doesn't matter. This example is a perfect illustration of an idea to be presented in the next section of this book. Motion in two dimensions can be thoroughly described with two independent one-dimensional equations. This idea is central to the field of analytical geometry.
practice problem 3
Finding the change in velocity is complicated in this problem by the change in direction. A diagram is indispensable. Let's assume that the initial direction of the car is 0° (to the right in standard position) and that the final velocity will be 90° (toward the top of the page in standard position). The difference of two vectors drawn this way would then connect the the head of the initial vector to the head of the final vector. Use Pythagorean Theorem for magnitude and tangent for direction as usual. Only after we have done all of this can we then plug numbers into the definition.
|Δv =||√((20 m/s)2 + (15 m/s)2) = 25 m/s|
|a̅ =||Δv||=||25 m/s||= 20 m/s2|
|tan θ =||15 m/s|
|θ = 143°|
a̅ = 20 m/s2 at 143°
practice problem 4
Start with a diagram.
Strip it down to its essence.
Two sides of this triangle are given (vasteroid and vimpact). None of the angles are known. The third side (vearth) can be determined from basic knowledge. The average speed of the Earth is the distance covered in one orbit (the circumference) divided by the time it takes to complete that orbit (one year). We could do this on a hand held calculator…
or use an online calculator (which knows the average earth-sun distance with more precision)…
We now have three sides of a triangle and can find the desired angle using the law of cosines.
a2 = b2 + c2 − 2bc cos A
|a =||impact velocity (16.9436 km/s)|
|b =||earth's velocity (29.7853 km/s)|
|c =||asteroid's velocity (16.9401 km/s)|
|A =||impact angle (our goal)|
Solve algebraically, substitute numerical values, and compute the answer.
|cos A =||a2 − b2 − c2|
|cos A =||(16.9 km/s)2 − (29.8 km/s)2
|− 2 (29.8 km/s) (16.9 km/s)|
|A = 28.5°|


text:
People stop feeling young at 40 years, 8 months and 2 weeks
It's been said that life begins at 40, but it might be more accurate to say that mid-life begins at 40.
A British Government poll has revealed that the age at which we should stop calling ourselves young is 40 years, eight months and two weeks.
More surprisingly, the Britons surveyed believe that old age begins at 59 years, two months and two weeks, the Daily Mail reported.
The poll, for the Department for Work and Pensions, spoke to 2,171 people aged 16 or over and uncovered stark variations in the views of men and women and different age groups.
Men say being young stops at 38 and a half. For women the cut-off is delayed until 42 years, nine months and three months.
Old age, according to women, begins at 60 years, four months and two weeks. But for men, it is much earlier - at 58.
The gap may be down to men placing more emphasis on diminishing strength as a mark of ageing, or because women tend to live longer.
As many might expect, the definition of old age goes back in later life. Under-50s said it begins at 46 years and nine months. For those age 50-plus, old age starts at 62 years, seven months and two weeks.
While 16- to 24-year-olds said being young ends at 32, for those aged 80-plus the answer was 52.
This is not far short of when the youngest group said old age begins - 54.
The Department for Work and Pensions said 'the disparity in perceptions' showed 'the potential for age stereotypes to be applied in very inconsistent ways'.
Class and income may also be factors, as unemployed said being young ends nine years earlier than those with full time jobs.
People who lived in council houses tended to believe old age started five years earlier than those who owned their home outright.


10 Famous Landmarks in Europe
Europe is extremely famous for its remarkable landmarks. Tourists from all over the world came to watch these landmarks. The well known and attractive tourists spots are constructed centuries ago, and still, they are present and some are even used today. In this article, explore the real beauty of these historical landmarks. Following are the 10 famous landmarks in Europe.
10. Charles Bridge
Charles Bridge has a great history and is located in Prague, Czech Republic. Its name is quite unique and was actually chosen because it was beautifully constructed under the auspices of King Charles IV. Its construction was started in 1357 and is fully completed in the early 1400s. In Prague, it is the oldest bridge and along the bridge different statues of saints are present. Interestingly, these statues were put up between 1683 and 1928. A huge number of tourist came to see this exciting place.
9. Sagrada Familia
Authorities receive the request for its construction but actually, they did not respond to it until 137 years later. The request for construction was initially submitted in 1885. The beautiful parts of the cathedral had been amazingly constructed without the permits. Antonio Gaudi is the man behind this amazing project. He is a well-known architect but unfortunately died before he could complete it. Now new architects are working on this project and they estimate that it will be fully completed in 2026.
8. Big Ben
Big Ben is also known as the Great Bell. This amazing place is located at the northern end of the Palace of Westminister, London. It is extremely famous for its large size and accuracy. Big Ben has four clock faces and is mostly illuminated at night. That scene is so mind-blowing and eye-pleasing that people came from miles away see this spectacular scene. There is a special light above the clock which turn's on when parliament is in session. The interesting fact about this special light is that its hardly ever stopped since its construction. It comes at number 8 in the list of famous landmarks in Europe.
7. Brandenburg Gate
This historical landmark was amazingly constructed between 1788 and 1791 in Germany. Brandenburg Gate was actually a key entry point to the city of Berlin. However, by the 20 century, it literally symbolizes the division between East and West Germany. The more interesting thing is that after the Cold War, amazingly it was now truly recognized as a clear symbol of unity and peace in Europe. Tourists came to see this peaceful destination. Brandenburg Gate is among the most popular landmarks in Europe. Million's of people come on New Year's eve for its pleasing and famous party.
6. Church of Our Saviour on Blood
Church of our savior on blood is located, Saint Petersburg. This popular five-domed dazzler is the most elaborate church existence. Its name is actually a reference to the assassination attempt of Tsar Alexander II. It actually happened in the building in 1881. The design of the church is very beautiful but at the same time, it is so complicated that it literally took 24 24 years to complete construction. This landmark building was actually neglected for most of the Soviet era. But now it is among the main sights in Saint Petersburg, Russia.
5. Acropolis
The Acropolis of Athens has a great history. It is an ancient citadel that basically holds the remains of buildings that have special historical and architectural significance. Parthenon is the most well known among these buildings. Most of the buildings were badly damaged in 1687 when actually gun powder in the Parthenon was hit by a cannonball. But still its the most complete and attractive representation of ancient Greek architecture.
4. St. Peter's Basilica
st peter's-basilica-vatican-city
St. Peters Basilica has significant importance and is one of the most famous churches in the world. The pope mostly uses it as his major church. A large number of people come to visit the spectacular scenes of Basilica at night. The whole architecture of this tremendous building is amazing. But the main reason behind so much popularity of this church is that it is the final resting place of St. Peter, one of Jesus' disciples.
3. The Leaning Tower of Pisa
The Leaning Tower of Pisa is among the most famous and architectural landmarks from Medieval Europe. The slightly curved tower is actually a part of the landmark structures that beautifully make up the cathedral complex in Pisa. Its construction was started in 1173. It took almost 200 years to complete this historical building. The leaning tower of Pisa was constructed by highly experienced architectures. The building itself is a piece of art and the whole design is mind-blowing.
2. The Colosseum
The Colosseum comes at number 2 in the list of Famous Landmarks in Europe. It is basically a highly admired large stone amphitheater that was beautifully constructed in Rome before the first century AD. Although the structure got damaged due to earthquakes, fires, and other natural disasters, it creates a strong and powerful impression of its original form. For the unbeatable and ideal experience at the Colosseum, you should join a guided tour. In this tour you will be able to explore some hidden and interesting facts and your guide will be able to reveal crucial facts on the amphitheater.
1. Eiffel Tower
Eiffel Tower is at top of the list of famous landmarks in Europe. It is so much famous that millions of people visit this amazing tower every year. From the top, you can see the most eye-pleasing and spectacular views of Paris. Paris is known as the city of lights. Whenever someone takes Paris name the first thing that clicked our mind is Eiffel Tower. It is the most iconic place that you have ever seen.
Read also:
Top 10 Largest Churches
10 Extremely Famous Grand Palaces In India
7 Wonderful Pyramids that exist in Mexico
12 Amazing Caves with surprising facts
10 Dangerous Cities to visit


Play and meaty food reduce hunting by cats
Play and meaty food reduce hunting by cats
Minnie the cat was part of the study. Credit: Lisa George
Domestic cats hunt wildlife less if owners play with them daily and feed them a meat-rich food, new research shows.
Hunting by cats is a conservation and welfare concern, but methods to reduce this are controversial and often rely on restricting cat behavior in ways many owners find unacceptable.
The new study—by the University of Exeter—found that introducing a premium commercial food where proteins came from meat reduced the number of prey animals cats brought home by 36%, and also that five to ten minutes of daily play with an owner resulted in a 25% reduction.
"Previous research in this area has focussed on inhibiting cats' ability to hunt, either by keeping them indoors or fitting them with collars, devices and deterrents," said Professor Robbie McDonald, of Exeter's Environment and Sustainability Institute.
"While keeping cats indoors is the only sure-fire way to prevent, some owners are worried about the welfare implications of restricting their cat's outdoor access.
"Our study shows that—using entirely non-invasive, non-restrictive methods—owners can change what the cats themselves want to do.
"By playing with cats and changing their diets, owners can reduce their impact on wildlife without restricting their freedom."
Play in the study involved owners simulating hunting by moving a feather toy on a string and wand so cats could stalk, chase and pounce. Owners also gave cats a toy mouse to play with after each "hunt", mimicking a real kill.
It is not clear what elements of the meaty food led to the reduction in hunting.
"Some cat foods contain protein from plant sources such as soy, and it is possible that despite forming a 'complete diet' these foods leave some cats deficient in one or more micronutrients -prompting them to hunt," said Martina Cecchetti, the Ph.D. student who conducted the experiments.
"However, meat production raises clear climate and environmental issues, so one of our next steps is to find out whether specific micronutrients could be added to cat foods to reduce hunting.
"We also plan to investigate whether different kinds of play have different effects, and whether combining strategies can reduce hunting even further."
The study—based on a 12-week trial of 355 cats in 219 households in south-west England—also examined the effect of existing devices used to limit hunting by cats.
Colorful "Birdsbesafe" collar covers reduced numbers of birds captured and brought home by 42%, but had no effect on hunting of mammals.
Cat bells had no discernible overall effect—although the researchers say the impact on individual cats varied widely, suggesting some cats learn to hunt successfully despite wearing a bell.
Lisa George, from Helston in Cornwall, who looks after Minnie, a three-year-old tabby cat who took part in the trial, said: "Minnie loves to hunt. More often than not, she will bring her prey home and let it go in the house. We've had birds in the bedroom, rats in the waste paper bin (which took us three days to catch), rabbits in the utility room.
"On changing Minnie's food (previously supermarket own-brand), to Lily's Kitchen, I found she hardly hunted at all. This continued the whole time she was on this food. I can honestly say I couldn't believe the difference as regards her hunting behavior."
George Bradley, from project sponsors SongBird Survival, said: "This latest study we have funded is excellent news for birds.
"The data show that cat owners (like me) can make a few small and easy steps to really improve the health and happiness of our pets as well as make a really big difference for all our wildlife, especially our beloved songbirds.
"Making these easy-to-implement changes will be a win-win for birds, cats and cat owners."
Dr. Sarah Ellis, Head of Cat Advocacy at iCatCare, which is part of the advisory group for this research project, said: "We are really encouraged by the findings of this study.
"While many cat owners are wildlife lovers and find the killing and injuring of wild animals by their cats upsetting, many owners also feel that keeping their cats indoors or restricting their outdoor access would impact negatively on their cats' quality of life.
"At iCatCare, we are particularly excited about the positive effects of play—this is an activity that owners can easily introduce at no or little cost, takes little time and is very cat-friendly.
"The mental and physical stimulation of predatory-like play are likely to help keep a cat in tip top condition and provide an appropriate behavioral outlet for its predatory behaviors."
Dr. Adam Grogan, Head of Wildlife at the RSPCA, welcomed the results of the study.
"The RSPCA cares for both and wild animals and we want to provide advice to cat owners that will benefit both cat and wild animal welfare," he said.
"This project provides us with alternatives for cat owners that are simple and effective and so easy to adopt."
Explore further
Researchers identify five types of cat owner
More information: Current Biology, Cecchetti et al.: "Provision of high-meat-content food and object play reduce predation of wild animals by domestic cats Felis catus" _URL_ … 0960-9822(20)31896-0, DOI: 10.1016/j.cub.2020.12.044
Journal information: Current Biology
Citation: Play and meaty food reduce hunting by cats (2021, February 11) retrieved 3 March 2021 from _URL_
Feedback to editors
User comments


text:
Con Ed to Get the Lead Out
The project will remove about 2,400 tons of underground lead sheathing through 2009 as part its membership in the U.S. Environmental Protection Agency's National Partnership for Environmental Priorities Program. The voluntary program aims to reduce or eliminate chemicals that can linger for decades when released into the environment. The private-public program has targeted 31 priority chemicals, such as lead and PCBs.
Con Edison plans to replace 2,400 sections of underground lead-clad electric feeder cables this year with solid dielectric cables made of copper conductors encased in synthetic rubber. The new cables are easier to splice and better for electricity distribution.
In 2009, the company will continue replacing an additional 2,400 sections, each of which is estimated to have about 1,000 pounds of encased lead sheathing that will be recycled nearby.
Eventually the company wants to replace all lead-clad cables -- about 20 percent of the company's underground network -- by 2020, which could account for as much as 15,000 tons of reclaimed lead sheathing.
Faced with a tide of post-consumer plastic trash, organizations are thinking up innovative ways to profitably harness this potentially vast revenue stream. Read more
The sixth annual edition of research has been expanded to include data on 1,600 companies worldwide, as well as on the U.S.-based S&P 500. Find out where the world of sustainable business is headed -- and the leading indicators of future progress.
Read the stories and download the report.
Simran Sethi shares how our psychology and geography shape the ways we engage and share with each other. See our entire video collection