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How recycling can help save Mother Earth?
Recycling helps to conserve our natural resources by: Using less fossil fuel hydrocarbons. Recycling metals also means reducing the effects of mining on our environment. Recycling glass minimizes our need to use new raw materials, such as sand.
How can recycling help our mother earth?
Recycling can help reduce the quantities of solid waste deposited in landfills, which have become increasingly expensive. Recycling also reduces the pollution of air, water, and land resulting from waste disposal. … Internal recycling is common in the metals industry, for example.
How can we save Earth by recycling?
1. Recycle Your Glass. Un-recycled glass can take up to A MILLION years to decompose. …
2. Recycle Paper and Boxes. The “paper and boxes” category contains the largest amount of things that can be recycled. …
3. Recycle Plastic Bottles and Jugs. …
4. Recycle Your Cans. …
5. Recycle Cell Phones and Electronics.
Why is recycling important to the earth?
IT IS AMAZING: Your question: Where do I find the Recycle Bin in Android?
How can we save our Mother Earth?
Ten Simple Things You Can Do to Help Protect the Earth
2. Volunteer. Volunteer for cleanups in your community. …
3. Educate. …
4. Conserve water. …
5. Choose sustainable. …
6. Shop wisely. …
7. Use long-lasting light bulbs. …
8. Plant a tree.
How can recycling help the nature?
Recycling conserves natural resources, such as wood, water, minerals, and fossil fuels, because materials can be reused. … Recycling metal, plastic and glass decreases resource depletion, and reduces the ecosystem destruction of mining, drilling and deforestation.
How can we save our Mother Earth essay?
How can we help recycling?
Organize a recycling drive in your neighborhood or at school. Collect bottles, glass, plastic, newspapers or books and take them to your local recycling center or a charity in need. Create a community drop-off site for old computers at a neighborhood school. Set up a composting program for your neighborhood or school.
How does recycling help future generations?
Recycling benefits future generations by decreasing our use and reliance on natural resources, decreasing overly wasteful landfills, which lead to the production of greenhouse gases, and decreasing water and air pollution.
Why do we need to save our Mother Earth?
Saving our earth and its environment becomes highly important as it provide us food and water to sustain life. Our well-being solely depends on this planet it gives food and water to all living things to it is our responsibility to take care of it.
IT IS AMAZING: What are the two approaches to environmentalism?
Which activity is useful and help to save our planet?
Recycle. Make this as your mantra: “Reduce, Reuse, Recycle”. Reduce waste by not buying disposable items. Reuse items like paper, cloth or plastic so they don’t end up in landfills.
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Interactive map: discover the best Halloween costumes in each state
(WGHP) – If you are always trying to figure out how you are going to dress for Halloween, you are not alone.
Google has resurrected its “the scary”To re-explore the latest Halloween trends for 2021 and released the state-by-state data for September 2020.
Last year’s breakdown includes plenty of trending topics like Harley Quinn, Quinn, and Black Widow, as well as more persistent costumes like bunnies, zombies, and dinosaurs.
A total of 12 states had “witch” at the top of the list, so if you’re looking for something unique in California, Georgia, Idaho, Indiana, Louisiana, Minnesota, New Jersey, Nevada, Ohio, Pennsylvania, Utah or Wisconsin, you I want to avoid pointy hats and brooms.
In fact, witches were on the top 5 list for 34 states, making it the most popular costume in the country.
Dinosaurs were on the list for 28 states, and Harley Quinn followed with 21 states.
But it’s 2020. What if you were looking for something brand new for 2021?
Google pulled out the top 500 costume searches in the United States to determine the most popular costumes in a variety of categories.
1. Squid game
2. Gorilla
3. Britney spears
4. Carnage
5. Venom
Costumes for couples
1. Trixie and Timmy Turner
2. Bonnie and Clyde
3. Skid and Pump
4. Mr and mrs smith
5. Cosmo and Wanda
Baby Costumes
1. Squid game
2. Little Red Riding Hood
3. Spider
4. Peter Pan
5. Addams Family
Source link
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| 0.848632 |
Adding Support for a New Language
The yggdrasil package has been redesigned to make adding support for a new language as easy as possible, but developers will need some Python programming knowledge and a descent familiarity with the language being added.
Write the Language Driver
The first step in adding language support is to write a driver for the language. Model drivers take care of things like writting any necessary wrappers, compiling the code (if necessary), and running the code. Generally, new languages will fall into one of two categories, interpreted or compiled. Based on the category that the language falls under, developers should use the associated base class (yggdrasil.drivers.InterpretedModelDriver.InterpretedModelDriver or yggdrasil.drivers.CompiledModelDriver.CompiledModelDriver) as a parent class. These base classes parameterize the required model driver operations so that developers should not have to write a large amount of code.
In addition to the type specific steps below, developers can control the behavior of their class by defining the following class attributes:
and the class method is_library_installed, which is used to determine if dependencies are installed.
Model drivers should go in the yggdrasil/drivers directory and tests should go in the yggdrasil/drivers/tests directory.
Interpreted Languages
Additional class attributes specific to interpreted model drivers include:
Compiled Languages
Additional class attributes specific to compiled model drivers include:
Compilation Tools
For compiled languages, yggdrasil allows multiple compilation tools to be defined for the same language, particularly when different tools are required on different operating systems. In these cases, developers should create classes for the compilation tools (i.e. compilers, linkers, archivers) associated with the language. yggdrasil defines several base classes for this purpose which should be used as parent classes for any new tools.
For compilers, the class is yggdrasil.drivers.CompiledModelDriver.CompilerBase. The behavior of the compiler is defined by these class attributes:
Most compilers, also serve as linkers so it is unlikely that developers will need to define new linkers (outside of the linker related compiler class attributes above), but there is also a linker base class if developers need finer tuned access to the class’s behavior. For linkers, the class is yggdrasil.drivers.CompiledModelDriver.LinkerBase adn the behavior of the linker is defined by these class attributes:
Many archivers can be used for multiple languages so check the other languages before adding a new one. If the target archiver already exists for other languages, developers should add the new language to the accepted list of languages on the class associated with the archiver. For archivers, the base class is yggdrasil.drivers.CompiledModelDriver.ArchiverBase. The behavior of the archiver is defined by these class attributes:
Write the Language Communication Interface
The second phase of adding support for a new language is to write the language interface. This step is more involved than writing the model driver for the language, but the majority of the required development will be in the language being added. Tools required for language support that are not meant to be accessed via the yggdrasil Python package (e.g. the language interface or conversion functions) should go in specific language directory under yggdrasil/languages with a name identifying the languagye (e.g. yggdrasil/languages/MATLAB for the MATLAB interface contains conversion functions and the interface classes/functions written in MATLAB).
For new languages, developers should first do a review to identify existing tools for calling code in one of the languages that yggdrasil already supports (e.g. the R interface uses the reticulate package to call the Python interface from R). If such a tool exists, then the developers task is must easier.
From an Interface in a Supported Language (Recommnded)
If there is an existing tool for accessing code written in one of the supporting languages, the developer will use that tool to wrap the interface from the already supported language. Examples of this can be found in the Matlab and R interface which both wrap the Python interface. The wrapper interface must have, at minimum:
1. Functions/Classes for creating communicator objects. The created functions/classes should take as input a channel name (and optional format string for creating communicator objects for output), calls the wrapped interface, and returns the class/object representing the communicator in a form that can be used in the language being added. For object oriented languages, it may be easiest to create a new class that wraps access to the object returned by the wrapped interface. There must be a way to distinguish from input and output communicators either by exposing separate functions/classes or via an explicit argument.
2. Functions/Methods for calling the wrapped send/recv functions/methods. The created functions/classes must be able to access the wrapped communicator class or data object and call the appropriate send/recv function or method, converting the inputs and outputs of these functions into forms that make sense for the language being added (See next point).
3. Conversion functions/methods. While tools for calling external programming languages often handle most of the type conversion necessary for the two languages to interact, these conversions are often incomplete or insufficient for the purposes of yggdrasil (e.g. R does not have built-in support for variable precision integers and float). In such cases, the developer adding the language may need to write a conversion function that handles these inconsistencies.
From Scratch
Create “Comm” Class/Object
For a language to added, there must be an interface to at least one of the supported communication mechanisms. Because it is widely supported in different programming languages, we recommend adding a ZeroMQ communication interface as a starting point. The new interface will need to defined a class or data object that wraps access to the underlying communication mechanism (e.g. ZeroMQ).
This includes creating the communication connection based on a channel name. yggdrasil will store information about the communication associated with the connection in an environment variable with the name '<channel_name>_IN' if the channel is providing input to the model and '<channel_name>_OUT' if the channel is handling output from the model. The exact content of the environment variable depends on the communication mechanisms as shown in the table below.
Required Methods/Functions
The interface must also provide methods/functions for accesing the underlying communication class’s methods for sending and receiving messages. This is usually straight forward (assuming serialization is implemented), but there are some communication mechanisms with require some additional features (e.g. ZeroMQ). The table below includes some notes on implementing each of the supported communication mechanisms.
Developer Notes
An IPC message queue key.
The default size limit for IPC message queues is 2048 bytes on Mac operating systems so it is important that implementation of this communication mechanism properly split and send messages larger than this limit as more than one message.
The partner communicator ID(s).
AMPQ queue address of the form <url>_R MQPARAM_<exchange>_RMQPARAM_<queue> where url is the broker address (see explanation here), exchange is the name of the exchange on the queue that should be used, and queue is the name of the queue.
It is not advised that new language implement a RabbitMQ communication interface. Rather RMQ communication is included explicitly for connections between models that are not co-located on the same machine and are used by the yggdrasil framework connections on the Python side.
A ZeroMQ endpoint of the form <transport>://<address>, where the format of address depends on the transport. Additional information can be found here.
yggdrasil uses the tcp transport by default with a PAIR socket type. For every connection, yggdrasil establishes a second request/reply connection that is used to confirm messages passed between the primary PAIR of sockets. On the first send, the model should create a REP socket on an open tcp address and send that address in the header of the first message under the key ‘zmq_reply’. Receiving models should check message headers for this key and, on receipt, establish the partner REQ socket with the specified address (receiving comms can receive from more than one source so they can have more than one request addresses at at time for this purpose). Following every message, the sending model should wait for a message on the reply socket and, on receipt, return the message. Following every message, the receiving model should send the message ‘YGG_REPLY’ on the request socket and wait for a reply. When creating worker comms for sending large messages, the sending model should create the reply comm for the worker in advanced and send it in the header with the worker address under the key ‘zmq_reply_worker’.
Implement Serialization
The most involved part of writing the interface will be writing the serialization and deserialization routines. The specific serialization protocol used by yggdrasil is described in detail here here. The developer adding support for the new language will need to add support for serialization of all of the datatypes listed in this table.
Sending Large Messages
Most communication mechanisms have limits on the sizes of messages that can be sent as single messages (e.g. 2048 for IPC on MacOS). To overcome this yggdrasil splits up serialized messages that are larger than the limit (including the serialized header) into smaller messages and sending them through a new connection created explicitly for carrying the large message.
When a model is sending to output, it should check the size of each outgoing message (including the header). If a message exceeds the limit, it should
1. Create a new work comm and add the work comm’s address to the message header under the ‘address’ key.
2. Send the revised header with as much of the message as will fit within the limit.
3. Send the remains of the message as chunks with sizes set by the limit through the new work comm.
When a model is receiving, it should check that the message is not smaller than the size indicated by the header. If the message is smaller, it should
1. Create a new work comm using the address in the message header.
2. Continue receiving messages through the work comm until the message is complete (or the connection is closed).
3. Combine the received message chunks to form the complete messages and deserialize them.
When creating an interface in a new language, the developer must replicate this behavior.
Installation Script [OPTIONAL]
If there are additional steps that should be taken during the installation of yggdrasil to allow a language to be supported (e.g. installing dependencies that are not covered by a Python package manager), developers can add these to a script called in the directory they create for their language under yggdrasil/languages. This file should, at minimum, include a function called install that dosn’t require any input and returns a boolean indicating the success or failuer of the additional installation steps. This function can also be used to check for the existance of dependencies so that a warning is printed during install to advise the user. In addition to the install function developer can also set a name_in_pragmas variable. This should be a string that is used to set coverage pragmas that will be ignored during coverage if a language will not be set. (e.g. lines marked by # pragma: matlab are not covered if MATLAB is not supported while lines marked with # pragma: no matlab are not covered if MATLAB is installed). If not set, the lower case version of the language directory name is assumed for the pragmas. This does not change the behavior of the code, only how the coverage report is generated.
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[pacman-dev] libalpm data structures
Nagy Gabor ngaba at bibl.u-szeged.hu
Sat Oct 20 06:30:27 EDT 2007
> If I could make a suggestion: if it were up to me, I'd do 3. first, as
> it bugs me the most.
But my preferred solution of 3. depends on my pending patches. So I'm waiting
for you patiently ;-) And 3. needs some deeper changes (the code must be almost
ready for the universal transaction, because I'd prefer upgrade and remove list
instead of pmsyncpkg_t). And I'm a bit unsure:
http://www.archlinux.org/pipermail/pacman-dev/2007-September/009448.html / "so
the real question is: do we need this glue?" + 1.
SZTE Egyetemi Könyvtár - http://www.bibl.u-szeged.hu
More information about the pacman-dev mailing list
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| 0.99516 |
Re: Boilerplate copyright agreement for commercial exploitation
On Llu, 2006-05-15 at 10:19 -0400, Dominic Lachowicz wrote:
> Stick to your "open formats" argument; it serves you better. ODT makes
> no guarantees that the documents will look the same across renderers
> or platforms. If the apps used exactly the same layout algorithms with
> the same fonts, ligature handling, etc. then sure. But they don't.
Yes but the embedded macros don't do things like print $1000 one day and
$100000 the next
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Coronavirus Update
If we think from the root biology, what do we honestly think of? How do a difficult role in the lives of plants and how do they serve the development of plants?
This is often a simple rooted question: Do you use plants roots to anchor yourself?
This is often a question that was answered by scientists who study the method of plant life and their distribution over the roots for the years. A the most basic ideas in root biology is the thought of?? Root extension. In straight forward regions, it refers for the practice of adding or building the length and root with the root. The actual approach is usually associated to genetic control, nutrient concentration, development time along with the device. In plants, the root roots are essentially the reproductive organs of a living plant, which assume nutrients and water from the environment and provide the method with support, so it grow upwards and get more rapidly and bigger.
You will discover two main functions for roots in nature. 1st, they play an important role in plant development. They combine the several parts on the plants so that they may be firmly attached to the carrier technique and continue to develop and produce. Second, in addition they regulate the growth and distribution of plants. They are accountable for ensuring that the plants may be matured and shared and reproduced.
Additionally they regulate the climate patterns of plants. You will find two main theories within the root biology of plants. A theory concerns growth and expansion of roots around the availability of nutrients. That is definitely, the alot more nutrients in the ground, the higher the roots. Yet another theory retains that root extension and root density are controlled by the presence of other annotated bibliography research paper living organisms that can be parasites, semicolons or a kind of fungus. These interactions between the unique organisms can decide the improvement of the equipment also as their physical properties and lastly their survival.
In the root biology, plants include no active enzymes and depend on /flawless-apa-sample-interview-paper/ other living organisms for nutrient processing. Hence, they will not survive without having these organisms. Plants acquire and use nutrients in the ground and replace as waste material. The exudate from the roots contains microorganisms that need particular nutrients similar to nitrogen for plant development. If these nutrients are certainly not intended, no development occurs.
Based on the research of David Williams and colleagues in the Penn State College of Medicine, lack of compounds inside the root biology of plants lead to many different troubles, similar to poor crop production, stunted trees and plants who are much less productive. To solve these challenges, authorities have identified several different missing interactions that need to be integrated in contemporary agriculture. One of these missing interactions is definitely the replacement of a sort of nutrients, generally nitrogen, amongst plants. Azpeitia et al. Recently, exploring the effects of nitrogen deficiency is exploring the root development.
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| 0.80276 |
Current Circadian Rhythms News and Events | Page 2
Current Circadian Rhythms News and Events, Circadian Rhythms News Articles.
Sort By: Most Relevant | Most Viewed
Page 2 of 25 | 1000 Results
The rhythm of change: What a drum-beat experiment reveals about cultural evolution
Living organisms aren't the only things that evolve over time. Cultural practices change, too, and in recent years social scientists have taken a keen interest in understanding this cultural evolution. A new experiment used drum-beats to investigate the role that environment plays on cultural shifts, confirming that different environments do indeed give rise to different cultural patterns. (2020-10-27)
Researchers identify how night-shift work causes internal clock confusion
Immune protein orchestrates daily rhythm of squid-bacteria symbiotic relationship
New research led by University of Hawai'i at Mānoa scientists revealed that, in the mutually beneficial relationship between with the Hawaiian bobtail squid and the luminescent bacterium, Vibrio fischeri, an immune protein called ''macrophage migration inhibitory factor'' is the maestro of daily rhythms. (2020-10-19)
Research finds that blue-light glasses improve sleep and workday productivity
During the pandemic, the amount of screen time for many people working and learning from home as well as binge-watching TV has sharply increased. New research finds that wearing blue-light glasses just before sleeping can lead to a better night's sleep and contribute to a better day's work to follow. (2020-10-15)
A new protein discovered that repairs DNA
Scientists show jet lag conditions impair immune response in mice
International researchers publishing in Science Advances reveal in a mouse study that chronic jet lag alters the microenvironment surrounding tumor cells, making it more favorable for tumor growth, and also hinders the body's natural immune defenses. (2020-10-14)
Physical activity in the morning could be most beneficial against cancer
The time of day when we exercise could affect the risk of cancer due to circadian disruption, according to a new study with about 3,000 Spanish people (2020-10-13)
Smartphone data helps predict schizophrenia relapses
Olympic athletes should be mindful of their biological clocks
Tuned lighting helps nursing home residents get better sleep, study finds
A study led by researchers at the Brown University School of Public Health found that using tuned LED lighting cut in half the number of sleep disturbances among older residents in long-term care. (2020-10-06)
How the brain's inner clock measures seconds
UCLA researchers have pinpointed a second hand to the brain's internal clock. By revealing how and where the brain counts and represents seconds, the UCLA discovery will expand scientists' understanding of normal and abnormal brain function. (2020-09-17)
TRESK regulates brain to track time using sunlight as its cue
Research from the University of Kent has found that TRESK, a calcium regulated two-pore potassium channel, regulates the brain's central circadian clock to differentiate behaviour between day and night. (2020-09-14)
Researchers probe Soldier sleep deprivation effects
New Army-funded study looks at effects of sleep deprivation, which can greatly affect Soldiers on the battlefield. Research conducted at the University of Rochester Medical Center and funded by the Army Research Office, an element of the U.S. Army Combat Capabilities Development Command's Army Research Laboratory, suggests that people who rely on sleeping during daytime hours are at greater risk for developing neurological disorders. (2020-09-03)
Circadian rhythms help guide waste from brain
New research details how the complex set of molecular and fluid dynamics that comprise the glymphatic system - the brain's unique process of waste removal - are synchronized with the master internal clock that regulates the sleep-wake cycle. These findings suggest that people who rely on sleeping during daytime hours are at greater risk for developing neurological disorders. (2020-09-02)
Keeping the beat - it's all in your brain
How do people coordinate their actions with the sounds they hear? This basic ability, which allows people to cross the street safely while hearing oncoming traffic, dance to new music or perform team events such as rowing, has puzzled cognitive neuroscientists for years. A new study led by researchers at McGill University is shining a light on how auditory perception and motor processes work together. (2020-09-01)
Daylight study reveals how animals adapt between seasons
Scientists have discovered how a biological switch helps animals make the seasonal changes crucial for survival, such as growing a warm winter coat and adjusting body temperatures. (2020-08-27)
American Academy of Sleep Medicine calls for elimination of daylight saving time
Public health and safety would benefit from eliminating daylight saving time, according to a position statement from the American Academy of Sleep Medicine. (2020-08-27)
NBA playoff format is optimizing competitive balance by eliminating travel
In addition to helping protect players from COVID-19, the NBA 'bubble' in Orlando may be a competitive equalizer by eliminating team travel. Researchers analyzing the results of nearly 500 NBA playoff games over six seasons found that a team's direction of travel and the number of time zones crossed were associated with its predicted win probability and actual game performance. (2020-08-25)
A bright idea -- Genetically engineered proteins for studying neurons using light
In neuroscience, tools for controlling the activation and deactivation of individual nerve cells are crucial to gain insights into their functions and characteristics. Now, scientists from Okayama University, Japan, have produced mutant variants of a membrane protein that can effectively silence neurons when illuminated. The silencing effect can be quickly ''toggled'' on and off using green and red light sequentially, providing a more sophisticated tool than those currently available. (2020-08-18)
Pinpointing the cells that keep the body's master circadian clock ticking
UT Southwestern scientists have developed a genetically engineered mouse and imaging system that lets them visualize fluctuations in the circadian clocks of cell types in mice. The method, described online in the journal Neuron, gives new insight into which brain cells are important in maintaining the body's master circadian clock. But they say the approach will also be broadly useful for answering questions about the daily rhythms of cells throughout the body. (2020-08-07)
Scientists find how clock gene wakes up green algae
Researchers at Nagoya University have found the mechanism of the night-to-day transition of the circadian rhythm in green algae. The findings could be applied to green algae to produce larger amounts of lipids, which are a possible sustainable source of biofuel. (2020-08-05)
NAU biologist part of international team to sequence genome of rare 'living fossil'
Northern Arizona University assistant professor Marc Tollis is one of a dozen collaborators sequencing the genome of the tuatara, a lizard-like creature that lives on the islands of New Zealand. This groundbreaking research was done in partnership with the Māori people of New Zealand, (2020-08-05)
Changes in brain cartilage may explain why sleep helps you learn
The morphing structure of the brain's ''cartilage cells'' may regulate how memories change while you snooze, according to new research in eNeuro. (2020-07-27)
Alcohol abuse may raise risk of death in patients with abnormal heart rhythms
Among patients hospitalized with abnormal heart rhythms, those with alcohol abuse were 72% more likely to die before being discharged. Strategies to reduce problematic alcohol use may improve the health of patients with irregular heart rhythms and other heart problems. (2020-07-27)
Study reveals how different mosquitoes respond to light and ti
In a new study, researchers found that night- versus day-biting species of mosquitoes are behaviorally attracted and repelled by different colors of light at different times of day. Mosquitoes are among major disease vectors impacting humans and animals around the world and the findings have important implications for using light to control them. (2020-07-27)
Wide awake: Light pollution keeps magpies and pigeons tossing and turning
La Trobe University and University of Melbourne researchers find light comparable in intensity to street lighting can disrupt the length, structure and intensity of sleep in magpies and pigeons (2020-07-23)
Music on the brain
A new study looks at differences between the brains of Japanese classical musicians, Western classical musicians and nonmusicians. Researchers investigated specific kinds of neural behavior in participants as they were exposed to unfamiliar rhythms and nonrhythmic patterns. Trained musicians showed greater powers of rhythmic prediction compared to nonmusicians, with more subtle differences between those trained in Japanese or Western classical music. This research has implications for studies of cultural impact on learning and brain development. (2020-07-20)
UCalgary research study finds MRI effective in predicting major cardiac events
An international study led by Dr. James White, a clinician and researcher at the University of Calgary finds magnetic resonance imaging can be used to predict major cardiac events for people diagnosed dilated cardiomyopathy. White's study confirms about 40 per cent of patients with DCM have scarring patterns on their heart muscle which can be seen with MRI. These patterns are associated with higher risk of future heart failure admissions, life-threatening heart rhythms and death. (2020-07-15)
Space to grow, or grow in space -- how vertical farms could be ready to take-off
Vertical farms with their soil-free, computer-controlled environments may sound like sci-fi. But there is a growing environmental and economic case for them, according to new research laying out radical ways of putting food on our plates. (2020-07-14)
Pickled capers activate proteins important for human brain and heart health
A compound commonly found in pickled capers has been shown to activate proteins required for normal human brain and heart activity, and may even lead to future therapies for the treatment of epilepsy and abnormal heart rhythms. (2020-07-13)
Sodium found to regulate the biological clock of mice
Outdoor light linked with teens' sleep and mental health
Research shows that adolescents who live in areas that have high levels of artificial light at night tend to get less sleep and are more likely to have a mood disorder relative to teens who live in areas with low levels of night-time light. The research was funded by the National Institute of Mental Health (NIMH), part of the National Institutes of Health, and is published in JAMA Psychiatry. (2020-07-08)
How does spatial multi-scaled chimera state produce the diversity of brain rhythms?
This work revealed that the real brain network has a new chimera state -- spatial multi-scaled chimera state, and its formation is closely related the local symmetry of connections. (2020-07-03)
Understanding the circadian clocks of individual cells
Two new studies led by UT Southwestern scientists outline how individual cells maintain their internal clocks, driven both through heritable and random means. These findings, published online May 1 in PNAS and May 27 in eLife, help explain how organisms' circadian clocks maintain flexibility and could offer insights into aging and cancer. (2020-07-01)
Computational model decodes speech by predicting it
UNIGE scientists developed a neuro-computer model which helps explain how the brain identifies syllables in natural speech. The model uses the equivalent of neuronal oscillations produced by brain activity to process the continuous sound flow of connected speech. The model functions according to a theory known as predictive coding, whereby the brain optimizes perception by constantly trying to predict the sensory signals based on candidate hypotheses (syllables in this model). (2020-06-26)
Chronobiology: Researchers identify genes that tell plants when to flower
How do plants know when it is time to flower? Researchers at Martin Luther University Halle-Wittenberg (MLU) have identified two genes that are key to this process. They were able to show that the ELF3 and GI genes control the internal clock of the plants that monitors the length of daylight and determine when it is the right time to flower. The findings could help to breed plants that are better adapted to their environments. (2020-06-22)
Disrupted circadian rhythms linked to later Parkinson's diagnoses
Older men who have a weak or irregular circadian rhythm guiding their daily cycles of rest and activity are more likely to later develop Parkinson's disease, according to a new study by scientists at the UC San Francisco Weill Institute for Neurosciences who analyzed 11 years of data for nearly 3,000 independently living older men. (2020-06-15)
Our sleep during lockdown: Longer and more regular, but worse
A survey conducted at the University of Basel and the Psychiatric Hospital of the University of Basel has investigated how sleep has changed during the Covid-19 lockdown. The 435 individuals surveyed -- most of whom were women -- reported sleeping longer while sleep quality deteriorated. The results of the study were published in the scientific journal Current Biology. (2020-06-12)
People who eat a late dinner may gain weight
Eating a late dinner may contribute to weight gain and high blood sugar, according to a small study published in the Endocrine Society's Journal of Clinical Endocrinology & Metabolism. (2020-06-11)
From bacteria to you: The biological reactions that sustain our rhythms
Methylation and the circadian clock are both conserved mechanisms found in all organisms. Kyoto University researchers found that inhibiting methylation with a specific compound disrupts the circadian clock in most organisms except bacteria. The team transformed specific methylation genes from bacteria into animal cells to rescue said inhibition, opening potentially new treatments for methylation deficiencies. (2020-06-11)
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Representative Payee
Clients enrolled in the voluntary 60+ Representative Payeeship Program receive assistance in managing their finances. This service prevents homelessness by ensuring monthly bills are paid on behalf of a client to assure shelter, food, and clothing needs are met. Clients referred to the program are individuals identified as having difficulty with budgeting their monthly income. In many cases, they need help with paying rent, utilities, and other basic necessities due to mental illness, exploitation, addictions to drugs, alcohol, and/or gambling. Additionally, services may be sought for individuals who may have visual limitations or an inability to read or write.
En Espanol
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NCERT Class VI Science Solutions: Chapter 9 – the Living Organisms and Their Surroundings Part 2 (For CBSE, ICSE, IAS, NET, NRA 2022)
Question 7:
Which of the following is correct for respiration in plants?
1. Respiration takes place only during day time.
2. Respiration takes place only during night.
3. Respiration takes place both during day and night.
4. Respiration takes place only when plants are not making food.
Answer: C
Respiration During Day and Night
Question 8:
Which of the following is an incorrect statement about excretion?
1. Excretion takes place in plants.
2. Excretion takes place both in plants and animals.
3. Excretion is the process of getting rid of excess water only.
4. Secretion is one method of excretion.
Answer: C
Question 9:
Choose the set that represents only the biotic components of a habitat.
1. Tiger, Deer, Grass, Soil.
2. Rocks, Soil, Plants, Air.
3. Sand, Turtle, Crab, Rocks.
4. Aquatic plant, Fish, Frog, Insect.
Answer: D
Image Result for Biotic Components of a Habitat
Question 10:
Which one of the following is not associated with reproduction?
1. A new leaf coming out of a tree branch.
2. A dog giving birth to puppy.
3. A seed growing into a plant.
4. Chick hatching from an egg.
Answer: A
Question 11:
Choose the odd one out from below with respect to reproduction.
1. Eggs of hen
2. Seeds of plants
3. Buds of potato
4. Roots of mango tree
Answer: D
Question 12:
Although organisms die, their kind continue to live on earth. Which characteristic of living organisms makes this possible?
1. Respiration.
2. Reproduction.
3. Excretion.
4. Movement.
Answer: B
Question 13:
If you happen to go to a desert, what changes do you expect to observe in the urine you excrete? You would
1. Excrete small amount of urine.
2. Excrete large amount of urine.
3. Excrete concentrated urine.
4. Excrete very dilute urine.
Which of the above would hold true?
1. (i) and (iii)
2. (ii) and (iv)
3. (i) and (iv)
4. (i) and (ii)
Answer: A
Developed by:
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Central Park Five Seek Justice for Wrongful Convictions
On a night in 1989, the lives of five men changed forever when a young woman was attacked while jogging in Central Park. The five men were tried and convicted for the assault and sentenced to prison. But over a decade later in 2002, another man confessed to the crime and the men were exonerated.
Many New Yorkers are aware of this case, as it has made headlines in this state and nationwide. It is a testament to how far technology and transparency in the justice system has come in just a short time. It also serves as a good reminder of what can happen when a person is wrongfully convicted of a misdemeanor or felony and how difficult it can be to clear that person’s name.
When the men were initially convicted, technological advances in DNA testing were nowhere near what they are today. In fact, it wasn’t until the man responsible for the crimes confessed that authorities were able to determine that DNA recovered from the scene did not match any of the five men convicted. But it did match the man who confessed.
Despite being exonerated, the men have spent another decade waiting for justice to be fully served. They are waiting to settle a lawsuit they filed in 2002 for $250 million and they are also looking for answers to questions of why and how they were charged in the first place. They are hoping to examine investigators involved both in their case and a similar case that was being worked at the same time.
Today there are more resources available that can help people defend themselves against wrongful charges. These include DNA tests, phone records and even recordings of confessions and police interrogations. In many cases, the information gathered from these sources can make the difference between going to jail and going home.
People who are charged with a crime have a lot to lose if convicted. This can include their family, careers, community ties and even their freedom. With so much on the line, people facing criminal charges can work with a competent defense attorney who can examine evidence, contact witnesses and request or scrutinize test results which can result in the dismissal of charges.
Source: The Huffington Post, “Central Park Five Seek Conversation With Woman Who Could Help Settle Long-Standing NYC Lawsuit,” Nov. 13, 2013
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Monthly Archives: lipiec 2016
Researchers have identified — and shown that it may be possible to control — the mechanism that leads to the rapid build-up of the disease-causing ‘plaques’ that are characteristic of Alzheimer’s disease.
The ability of biological molecules, such as our DNA, to replicate themselves is the foundation of life. It is a process that usually involves complex cellular machinery. However, certain protein structures manage to replicate without any additional assistance, such as the small, disease-causing protein fibres — fibrils — that are involved in neurodegenerative disorders, including Alzheimer’s and Parkinson’s.
These fibrils, known as amyloids, become intertwined and entangled with each other, causing the so-called ‘plaques’ that are found in the brains of Alzheimer’s patients. Spontaneous formation of the first amyloid fibrils is very slow, and typically takes several decades, which could explain why Alzheimer’s is usually a disease that affects people in their old age. However, once the first fibrils are formed, they begin to replicate and spread much more rapidly by themselves, making the disease extremely challenging to control.
Despite its importance, the fundamental mechanism of how protein fibrils can self-replicate without any additional machinery is not well understood. In a study published in Nature Physics, a team led by researchers from the Department of Chemistry at the University of Cambridge used a powerful combination of computer simulations and laboratory experiments to identify the necessary requirements for the self-replication of protein fibrils.
The researchers found that the seemingly complicated process of fibril self-replication is actually governed by a simple physical mechanism: the build-up of healthy proteins on the surface of existing fibrils.
The researchers used a molecule known as amyloid-beta, which forms the main component of the amyloid plaques found in the brains of Alzheimer’s patients. They found a relationship between the amount of healthy proteins that are deposited onto the existing fibrils, and the rate of the fibril self-replication. In other words, the greater the build-up of proteins on the fibril, the faster it self-replicates.
They also showed, as a proof of principle, that by changing how the healthy proteins interact with the surface of fibrils, it is possible to control the fibril self-replication.
Paper: “Physical determinants of the self-replication of protein fibrils”
Reprinted from materials provided by the University of Cambridge
Test tubes.In light of the United Kingdom’s 2016 referendum on membership to the European Union, the Medical Research Council (MRC), which represents the UK at the JPND Management Board, affirms that it will continue to pursue a collaborative, international research agenda and sees European science links as highly important within the international scientific landscape.
The MRC will continue to play a full and active role in both JPND and the Network of Centres of Excellence in Neurodegeneration (COEN), and will provide ongoing support for the participation of UK researchers in existing consortia as well as within future calls.
Prior studies showed that people with the epsilon(ε)4 variant of the apolipoprotein-E gene are more likely to develop Alzheimer’s disease than people with the other two variants of the gene, ε2 and ε3.
For the study, 1,187 children ages three to 20 years had genetic tests and brain scans and took tests of thinking and memory skills. The children had no brain disorders or other problems that would affect their brain development, such as prenatal drug exposure.
Each person receives one copy of the gene (ε2, ε3 or ε4) from each parent, so there are six possible gene variants: ε2ε2, ε3ε3, ε4ε4, ε2ε3, ε2ε4 and ε3ε4.
The study found that children with any form of the ε4 gene had differences in their brain development compared to children with ε2 and ε3 forms of the gene. The differences were seen in areas of the brain that are often affected by Alzheimer’s disease. In children with the ε2ε4 genotype, the size of the hippocampus, a brain region that plays a role in memory, was approximately 5 percent smaller than the hippocampi in the children with the most common genotype (ε3ε3). Children younger than 8 and with the ε4ε4 genotype typically had lower measures on a brain scan that shows the structural integrity of the hippocampus.
“These findings mirror the smaller volumes and steeper decline of the hippocampus volume in the elderly who have the ε4 gene,” said study author Linda Chang, MD, of the University of Hawaii in Honolulu.
In addition, some of the children with ε4ε4 or ε4ε2 genotype also had lower scores on some of the tests of memory and thinking skills. Specifically, the youngest ε4ε4 children had up to 50 percent lower scores on tests of executive function and working memory, while some of the youngest ε2ε4 children had up to 50 percent lower scores on tests of attention. However, children older than 8 with these two genotypes had similar and normal test scores compared to the other children.
Limitations of the study include that it was cross-sectional, meaning that the information is from one point in time for each child, and that some of the rarer gene variants, such as ε4ε4 and ε2ε4, and age groups did not include many children.
While strokes are known to increase risk for dementia, much less is known about diseases of large and small blood vessels in the brain, separate from stroke, and how they relate to dementia. Diseased blood vessels in the brain itself, which commonly is found in elderly people, may contribute more significantly to Alzheimer’s disease dementia than was previously believed, according to new study results published in The Lancet Neurology.
Paper: Relation of cerebral vessel disease to Alzheimer’s disease dementia and cognitive function in elderly people: a cross-sectional study”
Source: Reprinted from materials provided by Rush University Medical Center.
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Shimano Shifters Comparison
Shimano Shifters Comparison
Shimano manufactures the most widely used bicycle groupsets in the world. Among those best-selling groupsets -- which comprise the Dura Ace, Ultegra and 105 lines -- are Shimano's STI, or Shimano Total Integration, shifters. The shifters are known for their reliability, durability and comfort and have been a large reason for Shimano's enduring following within the cycling community.
Shimano Shifter Functionality
The three shifters involve moving the STI integrated brake and shifter inward on the right side hood to downshift the rear gears while the same action with the left side brake lever upshifts the chain from the small to large chainring. Smaller levers located behind the STI brake shifter move inward on the right side to upshift the rear gears while on the left a similar lever downshifts the chain to the small chainring
Comparison to Campagnolo
Campagnolo's Super Record, Record and Chorus shifters operate differently from Shimano in that the shift and brake levers do not move together to shift gears. Campagnolo uses a dedicated lever on the right side to downshift the rear gears and a similar lever on the left to shift up to the large chainring. A button located beside the right hood upshifts the rear gears and on the left a similar button downshifts the chain to the smaller chainring.
Comparison to SRAM
SRAM’s shifters use the DoubleTap system in its Red, Force and Rival lines. To shift the rear gears, a lever located behind the right brake is tapped, while a similar lever behind the left brake lever is used to move the chain between the small and large chainrings.
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Other pages
In this section we explain how we teach Music at St George's.
In the link on the page you will also find:
Our teaching plan
Progression statements
Curriculum links
Curriculum statement
Being a Musician at St George’s Primary School means;
1. Having the chance to explore our talents. Everybody should have the chance to learn to explore non-tuned instruments (percussion etc); play an instrument; sing in a choir and have regular opportunities to perform. From Early Years to Year 2 we learn how to handle, play under control and sing collectively.
2. Creating and presenting our own compositions: We will develop the skills which allow us to make informed choices, practicing and refining our skills in order to create a finished piece of work. This can be through information technology or real instruments.
3. Being passionate about music: Through a varied diet of musical activities and experiences, we will develop a love and appreciation of a range of musical genres. We will find out what we like in music. Every month we look at another musical artist - our coverage ranges from the Foo Fighters to Beethoven.
4. Using musical terminology accurately and effectively: When we write or talk about music we will use the terms we have been taught to make our work more effective and appropriate. This forms an integral part of our music teaching.
5. Exploring the work of different musicians: We will explore the work of musicians from the past and present, appreciating the social and cultural context of their work. We make cross curricular links where we can with Art, History, Geography, Literacy etc
6. Personally responding to the music we hear: As our skills progress we will fine tune our responses to the pieces of music that we hear, becoming more adept at describing their effect. We will have the opportunity to attend musicals, concerts and performances. As restrictions lift, we will very much be looking forward to resuming these opportunities.
We learn Music because it allows us to explore the traditions and cultures of society both now and in the past, as well as the effect it creates on people. We can ask questions on how and why pieces of music have been put together;
• How does this piece of music make me feel?
• How can I use different musical techniques to create music for a purpose?
• How and why has music changed throughout history?
• Who are notable musicians and why are they remembered?
• Why is a piece of music important to a particular culture?
Essential Key Skills
• Listen to and describe a range of musical compositions.
• Use notations and musical vocabulary accurately in order to transcribe compositions.
• Compose own pieces of music using a range of instruments and voice.
• Perform compositions (including songs) using a range of instruments.
Cross Curricular Links
Promoting RESPECT
Resilience Playing an instrument and learning to excel requires resilience and perseverance. It is an example of how hard work and perseverance is more important than talent.
Empathy Musical composition can show great empathy and communication. Listening to music can allow children to develop feelings, understanding and empathy. This can be in the musical score or in lyrics.
Self-Awareness Children can show their self-awareness performing on their own or alongside others. How do they communicate their feelings? How aware are they of the audience?
Positivity Music represents cultures, people and even generations with great positivity. Children be taught an appreciation of how music represents people so positively. We should encourage them to listen to and appreciate music from a diverse range of sources.
Excellence Music is a great field for excellence. Endless composers and performers demonstrate this. We want to ensure our children access excellence from a range of sources and times. This will include classical composers such as Mozart; modern day performers such as Terje Isungset and even pop musicians such as Beatles and Rag n Bone Man. How have they excelled in their field?
Communication and Teamwork Musical performance is built on communication and teamwork. From EYFS to Year 6 we want our children to have the chance to work together and perform
Speaking and Listening – Children will have the opportunity to perform to others, through rhyme and song as well as being able to develop an appreciation for the needs of the listener. They will also develop the language of a musician through use of technical vocabulary
Writing – Children will be able to produce evaluative and instructional writing using the key musical vocabulary they have been taught. There is also the opportunity for biographical writing when looking at notable musicians.
Reading – When researching notable musicians children will be able to have access to non-fiction texts which allow them to gather the information they need. The act of ‘reading’ a piece of music will allow children to look at decoding a new ‘language’ as well as the patterns we find in words.
Image result for cross curricular music
Mathematics is at the heart of all music and crucial to the way a piece of music will sound. Through music children will have the opportunity to explore and develop the following areas:
Number: Children will need to count and look at patterns in number in order to follow and create music. When composing they will need to use fractions to help them shape their work.
Measurement: Music presents opportunities for children to look at sequencing as well as the measurement of time through their composition skills.
Geometry: When transcribing their work children will have the opportunity to explore shape.
Statistics: Through looking at the appreciation of music children will be able to ask questions and plan enquiries, representing their information in a variety of ways.
Problem Solving: Composing a piece of music will present children with a set of problems to be solved, such as fitting in with a particular rhythm. They will need to make choices, follow a pattern, predict and refine their ideas.
ICT and Computing
Children will have opportunities to explore computing and the wider use of ICT through music.
Computing: Music is a set of instructions, an algorithm, and through musical programs and apps children will be able to develop their skills in coding. They will also look at how to safely share their work as well as the issues around music downloads.
ICT: When researching and listening to different pieces of music, children will be developing their ICT skills. They will also have the opportunity to use recording equipment and programs which allow them to playback and edit their work.
Image result for music and schools quote
Art and Design
Music as a creative output is intertwined with art and design. Music has inspired a range of artists and their compositions. Examples include Kandinsky, Mondrian, Hockney and Picasso.
Music and the National Curriculum
Purpose of study
The national curriculum for music aims to ensure that all pupils:
Attainment targets
Subject Content
Key stage 1
Pupils should be taught to:
• play tuned and untuned instruments musically
Key stage 2
Pupils should be taught to:
• use and understand staff and other musical notations
• develop an understanding of the history of music.
Community Links:
St George's has an established history of music in the community.
2017-18 Years 3 and 4 choir opened the Wallasey Village Christmas Fair
2018-9 Key Stage One choir sang at Wallasey Village library Christmas afternoon
2019 - Year 2 choir sang at St George's nursing home Wallasey
In addition, the school has taken place in Amasing singing and dance events and participated in the Summer Sizzler events at local high schools.
Musician of the Month: April 2021
Each calendar month at St George's we look at a different musical artist. We have varied musical tastes and have looked at pop music old and new, not to mention traditional classical composers and musicals.
This month we celebrate the work of American pop singer, Lady Gaga.
Peripatetic music lessons:
St George's works with Simon Harper and Jo Richards who provide respectively, drumming lessons for Year 3, ukelele for Year 4 and violin for Year 5.
We combine their expertise with our own staff musical skills and are supported by a commercial music scheme.
Promoting Resilience, Respect and Results
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Previous | Next --- Slide 19 of 69
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I don't see why we need to normalize the points. Is the clipping software much faster when it checks whether points are outside the range [-1, 1], or can we easily adapt it to general ranges without much loss of efficiency? Also, I am slightly concerned about losing precision due to the division and multiplication of floats. Is there ever a case where skipping the normalization step generates a much different image?
When mapping the view frustum into the unit cube, how can we choose whether to do an orthographic projection or a perspective projection? I thought we solved for the matrix A that does this mapping, and we got a unique solution.
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This List contains the subscriptions that you are subscribed to.
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cycle of birth and death
cycle race arena
cycle seat
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cycle of birth and death n
absence of nirvana, avatar, birth and death, birth and rebirth, cycle of birth and death, going away and coming back, ocean of being, rebirth, recurrence, resurrection, samsara, transmigration, transmigration of souls.
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becoming, existence, life, life and death, this world, toil of life.
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आवागमन चक्र सं
अमोक्ष, आना जाना, आवागमन, आवागमन चक्र, आवाजाही, इहलोक बंधन, इहलौकिकता, कर्मबंध, गमनागमन, जन्मचक्र, जन्ममरण चक्र, जीवन बंधन, जीवन मरण चक्र, दुःखसागर, दुःखायतन, प्रपंच, बंधन, ब्रह्मचक्र, भवजाल, भवबाधा, भवलोक, भवसागर, भवार्णव, मोक्षहीनता, संसार, संसार बंधन, संसार सागर, संसृति चक्र, सदसद्, सृष्टिचक्र.
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अस्तित्व, इहलोक, उद्भव, जीवन, जीवन की भागदौड़, जीवन मृत्यु.
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Home Tags Love
Tag: Love
No surprise breakup
"I’m not astonished on that But certainly on the way I see you crying Nothing happens so sudden There are always indications and vindication About the unfaithfulness of the people It never happens so sudden, so...
Book: The whispers of the falling rain
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Blinded by vision
In the silence, there is peace the words are conveniently used to deceive we accept these mere sounds and start to believe no wonder life is full of moments of grief is it justice when...
Stronger than reality
It's not fiction the reality is only a fraction of distorted perception they say it's the end, they tell us it's the conclusion but what you and I believe in, is pure from any...
All the delicate things break without a sound
All the things that cannot be sensed by 7 senses are the forces that govern and inspire our moves trust, love, hope and dreams are life's synonyms though delicate, yet they weigh the most though...
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How to build accessibility and skills reinforcement into your curriculum with Newsela
In this webinar recording, we'll cover:
• 1
Accessibility and skills reinforcement are two of the most common elements missing from districts’ core materials.
• 2
Common pitfalls to avoid when addressing gaps in core resources that can disengage both teachers and students
• 3
How thoughtful implementation of instructional materials can build more accessibility and skills reinforcement into your curriculum
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6 common gaps in core materials and how to fill them
Why does the average district in America access over 1400 tech tools each month? A primary reason is that educators are looking for ways to fill gaps in their core curricular resources.
Information Session
Learn about Newsela in 20 minutes
Join us to hear about three ways that curriculum leaders can leverage Newsela to close common gaps in core curricular resources.
How one district is using Newsela to elevate its curriculum
Hall County teachers had been moving away from widespread textbook use and instead were looking for instructional materials that engaged students while building autonomy.
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긴급 속보
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The Bank of Korea was originally established with a capital of 1.5 billion won, all of which was subscribed by the Government, but the amendment of the Bank of Korea Act in 1962 made the Bank a special juridical person having no capital. The primary purpose of the Bank, as prescribed by the Act, is the pursuit of price stability. The Bank sets a price stability target in consultation with the Government and draws up and publishes an operational plan including it for monetary policy.
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Making homeOrphanhood, kinship and cultural memory in contemporary American novels$
Maria Holmgren Troy, Elizabeth Kella, and Helena Wahlström
Print publication date: 2014
Print ISBN-13: 9780719089596
Published to Manchester Scholarship Online: January 2015
DOI: 10.7228/manchester/9780719089596.001.0001
Show Summary Details
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Orphans and American literature: texts, intertexts, and contexts
Orphans and American literature: texts, intertexts, and contexts
(p.10) 1 Orphans and American literature: texts, intertexts, and contexts
Making home
Maria Holmgren Troy
Elizabeth Kella
Helena Wahlström
Manchester University Press
This chapter situates the study in both literary and socio-historical contexts, focusing on earlier discussions of the American orphan figure in literary and social history and elaborating especially on literature as cultural memory. The chapter traces the central position of orphans in nineteenth-century American literary history as it has been constructed in the twentieth century; orphans have played major roles in a dominant white male tradition in criticism, but also in gendered and ethnic challenges to that tradition. Previous critical discussions of orphans typically focus on children’s literature, or on nineteenth-century literature, but nevertheless offer useful insights into the historically shifting roles and cultural work of orphan characters, linked to social and political developments in the US. The chapter also addresses ideas of the orphan, childhood, and family, and how these ideas operate in social and academic debates over multiculturalism, the US canon, and national belonging.
Keywords: American literary history, nineteenth-century literature, children’s literature, canon, childhood, cultural memory, family, intertextuality, multiculturalism, national belonging
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1. TCM Wiki
2. Zhu Juan Xin
Zhu Juan Xin
The Effect of Zhu Juan Xin
Bitter, cold; spleen, heart and liver meridians entered.
Clear away heart-fire and relieve restlessness, promote diuresis and remove toxicity.
scanty dark urine, burns and scalds, polydipsia due to heat disease.
Dosage and Administrations
Decoct 6~12 g. Stir-bake it into charcoal and then pound into powder for external application.
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Skip to main content
National Parks
Global Feature Tour: Islands in National Parks
This segment provides a satellite tour comparing topography, climate, and geologic history of islands in six national parks around the world.
A montage of satellite images. Title, Islands in National Parks. Text, Undersea volcanic eruptions and advancing and retreating glaciers have formed islands around the world. Some are covered in snow and ice, while others are surrounded. by warm, tropical waters.
Animation, the planet Earth rotates in dark space. a white dot appears in the Pacific Ocean. We switch to a satellite image from Operational Land Imager, Landsat 8. Text, Haleakala National Park, Founded in 1961, Maui, Hawaii, United States, Subalpine to Subtropical Climate. The Hawaiian Islands consist of layers of lava that built up over time on the seafloor. Steep, conical hills—the remnants of ancient eruptions—in Haleakala National Part provide evidence of volcanism. Millions of years of erosion have shaped the valley and slopes of the park
Back to the rotating planet earth. A white dot appears near the Great Lakes Region of North America. We switch to a satellite image from Advanced Land Imager, Earth Observing 1, Text, Apostle Island National Lakeshore, Founded in 1970, Bayfield Wisconsin, United States, Temperate Climate. Advancing and retreating glaciers carved this landscape for millions of years, creating more than 20 islands. Temperate, hardwood forests–culled for decades by loggers–still dominate the landscape. Surrounded by Lake Superior, the park is famous for its shoreline cliffs, sea caves, sandbars, and beaches.
A white dot appears on the top of the rotating earth. We switch to a satellite image from MODIS Rapid Response Team, NASA/GSFC. Quttinirpaaq National Park, Founded in 1988, Pond Inlet, Canada, Polar Desert Climate. Glaciers carved the ancient rock of Quttinirpaaq National Park, shaping its valleys and fjords. Hundreds of glaciers and vast ice fields still dominate the terrain of this park. Its northern coast is a mere 720 kilometers (450 miles) from the North Pole. In the summer, the region receives 24 hours of daylight, allowing flowers, mosses, and lichens to flourish.
A white dot appears in the northeastern part of North America. We switch to a satellite image from Operational Land Imager, Landsat 8. Acadia National Park, Founded in 1929, Bar Harbor, Maine, United States, Temperate Climate. For millions of years, glaciers also shaped the terrain of this park. As they scoured the landscape, they sculpted granite ridges, creating broad, U-shaped valleys, which filled with water that eventually submerged the coastline.
Mount Desert Island was once part of the continental mainland. As the sea level rose, it separated this mountainous area from the mainland. Today, the island juts out from the Atlantic like a lobster's claw.
I white dot appears in the Caribbean Sea. We switch to a satellite image from Advanced Land Imager, Earth Observing 1. Virgin Islands National Park, Founded in 1956, US Virgin Islands, Subtropical Climate.
Formed millions of years ago by submarine volcanoes, the island of St. John has steep slopes and a rocky, irregular coastline. Thorny vines dominate its forests. Along and just off the coast are many interdependent, fragile ecosystems, including mangrove forests, seagrass, and coral reefs.
Archeological sites in this park date to 840 BCE. In the 1800s, the land was clear-cut for sugar cane production. Slowly, the forests have been restored.
A white dot appears on the islands north of Australia.
We switch to a satellite photo from Advanced Spaceborne, Terra. Komodo National Park, Founded in 1980, East Nusa Tenggara, Indonesia, Tropical Climate. This park's islands were also created by volcanic eruptions. The terrain is rugged and hilly, except along the flat shorelines. These islands see little or no rainfall for roughly eight months a year until the rainy monsoon season begins. Initially established to protect Komodo dragons—the world's largest lizard—the park expanded to protect terrestrial and marine habitats from human overpopulation.
Side-by-side image strips show each of the six national parks. Text, Islands are part of national parks around the world. Their designation preserves fragile ecosystems and native flora and fauna for current and future generations of visitors.
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Hindu Gods: The Spirit of the Divine
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Hindu Gods: The Spirit of the Divine - Hemenway, Priya
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Hindu gods serve mankind with compassion and devotion, breathing wisdom into every aspect of life. This exquisitely illustrated book presents profiles of 30 deitiesfrom the powerful triad of Brahma the creator, Vishnu the preserver, and Shiva the destroyer, to the colorful supporting cast of gods such as Ganesha and Saraswati. Author Priya Hemenway tells the stories of how these gods came to be, how theyre worshipped, and how they remain forever alive in the hearts of those who seek to know themselves.
Hindu Gods: The Spirit of the Divine 2002, Chronicle Books, San Francisco, CA
ISBN-13: 9780811836456
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Readers ask: How Do I Write An Engineering Component On A Math Lesson Plan?
What are the key components of a math lesson?
I believe that effective math teaching today shares five critical features.
• Students Develop Conceptual Understanding and Procedural Skills.
• Students Communicate with Peers About Mathematics.
• Students Develop Perseverance and Practice Mathematics.
• Students Use Teacher and Peer Feedback to Learn from Mistakes.
What key components do you include in your lesson plan?
The daily lesson plan includes the following components:
• Lesson Information.
• Lesson Topic.
• Benchmarks and Performance Standards.
• Intended learning outcomes.
• Instructional Resources.
• Arrangement of the Environment.
• Instructional Activities.
What are the 5 components of a lesson plan?
The 5 Key Components Of A Lesson Plan
• Objectives:
• Warm-up:
• Presentation:
• Practice:
• Assessment:
What are the 3 elements or components of well designed lessons?
You might be interested: Quick Answer: What Is Your Name Lesson Plan?
What does a good math lesson look like?
A ‘good maths lesson’ will always necessarily be a part of a sequence of lessons or learning experiences which will ideally build mathematical understanding, improve fluency, build problem solving capacity and then develop mathematical reasoning skills.
How can I teach math effectively?
7 Effective Strategies for Teaching Elementary Math
1. Make it hands-on.
2. Use visuals and images.
3. Find opportunities to differentiate learning.
4. Ask students to explain their ideas.
6. Show and tell new concepts.
7. Let your students regularly know how they’re doing.
What is 4 A’s lesson plan?
What are the 4 key components of a lesson plan?
What are the 7 E’s of lesson plan?
What does a good lesson plan look like?
You might be interested: FAQ: What Do Upper Intermediate Lesson Plan Consist Of?
What are the 5 methods of teaching?
Teacher-Centered Methods of Instruction
• Direct Instruction (Low Tech)
• Flipped Classrooms (High Tech)
• Kinesthetic Learning (Low Tech)
• Differentiated Instruction (Low Tech)
• Inquiry-based Learning (High Tech)
• Expeditionary Learning (High Tech)
• Personalized Learning (High Tech)
• Game-based Learning (High Tech)
How do you structure a lesson plan?
Steps to building your lesson plan
1. Identify the objectives.
2. Determine the needs of your students.
3. Plan your resources and materials.
4. Engage your students.
5. Instruct and present information.
6. Allow time for student practice.
7. Ending the lesson.
8. Evaluate the lesson.
What is the most important element in an effective lesson plan?
Effective Instruction Clear learning objectives, step-by-step teaching, focused practice, checking for understanding, and adjusting of instruction are the most important elements of effective lesson delivery.
What are the characteristics of a good lesson plan?
What are the Qualities of a Great Lesson Plan?
• Clarity of Explanation.
• Clarity of Examples and Guided Practice.
• Clarity of Assessment of Student Learning.
What is the most important component of a lesson?
Assessment and Follow-Up The assessment section is one of the most important parts of any lesson plan. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved.
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Vision Transformers: A Review
OCT 14, 2021
This series aims to explain the mechanism of Vision Transformers (ViT) [2], which is a pure Transformer model used as a visual backbone in computer vision tasks. It also points out the limitations of ViT and provides a summary of its recent improvements. The posts are structured into the following three parts:
• Part I - Introduction to Transformer & ViT
• Part II & III - Key problems of ViT and its improvement
1. What is transformer?
Transformer networks [1] are sequence transduction models, referring to models transforming input sequences into output sequences. The transformer networks, comprising of an encoder-decoder architecture, are solely based on attention mechanisms. We will be discussing attention mechanisms in more detail in the following sections. However, let's first briefly go through some of the previous approaches.
Transformers were first introduced by [1] for the task of machine translation, referring to the conversion of a text sequence in one language into another language. Before the discovery of this breakthrough architecture, deep neural architectures such as recurrent neural network (RNN) and convolutional neural networks (CNN) have been used extensively for this task. RNNs generate a sequence of hidden states based on the previous hidden states and current input. The longer the sentences are, the lower relevance to the words far away is left. However, in languages, linguistic meaning holds more relevance as compared to proximity. For example, in the following sentence:
"Jane is a travel blogger and also a very talented guitarist."
the word "Jane" has more relevance to "guitarist" than the words "also" or "very". While LSTMs, a special kind of RNNs, learn to incorporate important information and discard irrelevant information, they also suffer from long-range dependencies. Moreover, the dependence of RNNs on previous hidden states and required sequential computation does not allow for parallelization. The transformer models solve these problems by using the concept of attention.
As mentioned previously, the linguistic meaning and context of words are more relevant than words being in close proximity. It is also important to note that every word in a sentence might be relevant to some other word in the sentence and this needs to be taken into account. The attention module in the transformer models aims to do just this. The attention module takes as input the query, keys, and value vectors. The idea is to compute a dot product between a word (query) with every word (key) in the sentence. These provide us with weights on the relevance of the key to the query. These weights are then normalized and softmax is applied. A weighted sum is then computed by applying these weights to the corresponding words in the sentence (value), to provide a representation of the query word with more context.
It is worth noting that these operations are performed on the vector representation of the words. The words can be denoted as a meaningful representation vector, their word embeddings of N-dimension. However, as transformer networks support parallelism, a positional encoding of the word is incorporated to encode the position of the word in the sentence. The positional information is important in many scenarios, for example, correct word ordering gives meaning to the sentence. As self-attention operation in transformers is permutation-invariant, the positional information is introduced by appending a positional encoding vector to the input embedding. This vector captures the position of the word in the input sentence and helps to differentiate words that appear more than once. The positional embedding can either be learned embedding or pre-defined sinusoidal functions of different frequencies. A detailed empirical study of position embedding in NLP can be found here [10]. Similarly, in vision transformers the use of positional embedding is to leverage positional information in the input sequence.
The overview of the transformer is shown in Fig. 1. An input sequence is fed into the transformer encoder (the left part of the figure), which consists of N encoder layers. Each encoder layer consists of 2 sublayers: 1) multi-head self-attention and 2) position-wise feedforward network (PFFN). Residual connection and layer normalization are then applied to both sublayers. The multi-head attention aims to find the relationship between tokens in the input sequence in various different contexts. Each head computes attention by linearly projecting each token into query, key, and value vectors. The query and key are then used to compute the attention weight which is applied to the value vectors. The output from the multi-head attention sublayer (the same size as its input) is then fed into PFFN to further transform the representation of the input sequence. This process is repeated N times by N encoder layers.
Figure 1_ViT.png
Figure 1. The architecture of the transformer model (image from [1])
The right part of the figure is the transformer decoder, similarly consisting of N decoder layers, attached by a prediction head (the linear layer with softmax). Each decoder layer consists of 3 sublayers: 1) multi-head self-attention, 2) multi-head cross-attention, and 3) PFFN. The first and the third are similar to those of the encoder layers. The second sublayer, i.e., multi-head cross-attention, computes the relationship between each token in its input sequence and each token in the output generated by the encoder. In particular, as shown in the figure, the transformer decoder receives 2 inputs: 1) a sequence of tokens fed into the bottom of the decoder and 2) the output from the transformer encoder. In the original paper of the transformer model [1], in which machine translation was considered, the output sequence generated by the prediction head is fed into the decoder as input. Note that in other applications, e.g., computer vision, an extra fixed or learnable sequence can be used as input to the decoder.
More information about the transformer model can be found in [16], [17]. This 4-video series on attention is also highly recommended [18].
2. Vision transformer (ViT)
The transformer model and its variants have been successfully shown that they can be comparable or even better than the state-of-the-art in several tasks, especially in the field of NLP. This section briefly explores how the transformer model could be applied to computer vision tasks and then introduces a transformer model, vision transformer (ViT), which gains massive attention from many researchers in the field of computer vision.
Several attempts have been made to apply attention mechanisms or even the transformer model to computer vision. For example, in [11], a form of spatial attention, in which the relationship between pixels is computed, has been used as a building block in CNNs. This mechanism allows CNNs to capture long-range dependencies in an image and better understand the global context. In [12], a building block called squeeze-and-excitation (SE) block, which computes the attention in the channel dimension, was proposed to improve the representation power of CNNs.
On the other hand, the combination between the transformer model and CNN has been proposed to solve computer vision tasks such as object detection or semantic segmentation. In the detection transformer (DETR) [13], a transformer model was used to process the feature map generated by a CNN backbone to perform object detection. The use of a transformer model in DETR removes the need for hand-designed processes such as non-maximal suppression and allows the model to be trained end-to-end. Similar ideas have been proposed in [14] and [15] to perform semantic segmentation.
Distinct from those works in which a transformer or attention modules are used as a complement to CNN models to solve vision tasks, vision transformer (ViT) [2] is a convolution-free, pure transformer architecture proposed to be an alternative visual backbone. The overall network architecture of ViT is shown in Fig. 2.
Figure 2_ViT.png
Figure 2. The architecture of ViT (image from [2])
A key idea of applying a transformer to image data is how to convert an input image into a sequence of tokens, which is usually required by a transformer. In ViT, an input image of size H x W is divided into N non-overlapping patches of size 16 x 16 pixels, where N = (H x W) / (16 x 16). Each patch is then converted into an embedding using a linear layer. These embeddings are grouped together to construct a sequence of tokens, where each token represents a small part of the input image. An extra learnable token, i.e., classification token, is prepended to the sequence. It is used by the transformer layers as a place to pull attention from other positions to create a prediction output. Positional embeddings are added to this sequence of N + 1 tokens and then fed into a transformer encoder.
As shown in Figs. 1 and 2, the transformer encoder in ViT is similar to that in the original transformer by Vaswani et al. [1]. The only difference is that in ViT, layer normalization is done before multi-head attention and MLP while Vaswani’s transformer performs normalization after those processes. This pre-norm concept is shown by [19], [20] to lead to efficient training with deeper models.
The output of the transformer encoder is a sequence of tokens of the same size as the input, i.e., N + 1 tokens. However, only the first, i.e., the classification token, is fed into a prediction head, which is a multi-layer perception (MLP), to generate a predicted class label.
In [2], ViT was pre-trained on large-scale image datasets such as ImageNet-21k, which consists of 14M images of 21k classes, or JFT, which consists of 303M high-resolution images of 18k classes, and then fine-tuned on several image classification benchmarks. Experimental results showed that when pre-trained with a large amount of image data, ViT achieved competitive performance compared to state-of-the-art CNNs while being faster to train.
3. Problems of ViT and its improvement
Although ViT can gain a lot of attention from researchers in the field, many studies have pointed out its weaknesses and proposed several techniques to improve ViT. The following subsections describe the key problems in the original ViT and introduce recently published papers that aim to cope with the problems.
3.1 A requirement of a large amount of data for pre-training
Pre-training seems to be a key ingredient in several transformer-based networks; however, as shown in the paper of the original ViT [2] and in other succeeding papers [3], [7]. ViT requires a very large amount of image data to pre-train in order to achieve a competitive performance, compared with CNNs. As reported in [2], pre-training ViT on the ImageNet-21k (21k classes and 14M images) or JFT-300M (18k classes and 303M high-resolution images) could lead to such a performance, while the ImageNet-1k (1k classes and 1.3M images) could not. However, pre-training a ViT on those large-scale datasets would consume an extremely long computational time and high computing resources. Moreover, the JFT-300M dataset is an internally used Google dataset, which is not publicly available.
Some approaches have been proposed so far to handle this problem. For example, in [3], a knowledge distillation technique with a minimal modification of the ViT architecture was adopted in the training process; in [7], a more effective tokenization process to represent an input image was proposed; or in [4] some modifications in the architecture of ViT were explored. The details of these approaches are explained in the following subsections.
3.1.1 DeiT
An idea to improve the training process of ViT is to exploit knowledge distillation as proposed in [3]. Knowledge distillation aims to transfer knowledge from a bigger model, i.e., a teacher network, to a smaller, target model, i.e., a student network. In [3], they slightly modify the architecture of ViT by appending another extra token called a distillation token, as shown in Fig. 3. The modified ViT, named data-efficient image transformer or DeiT, generates two outputs: one at the position of the classification token which is compared with a ground truth label, and another at the position of the distillation token which is compared with the logit output from the teacher network. The loss function is computed from both outputs, which allows the model to leverage the knowledge from the teacher while also learning from the ground truths. They also incorporate some bag of tricks including data augmentation and regularization to further improve the performance. With this technique, they reported that DeiT could be trained a single 8-GPU node in 3 days (53 hours for pre-training and 23 hours for optional fine-tuning) while the original ViT required 30 days to train with an 8-core TPUv3 machine.
Figure 3_ViT.png
Figure 3: Distillation process in DeiT (image from [3])
3.1.2 CaiT
Class-attention in image transformer (CaiT), a modified ViT proposed in [4], has been shown to be able to train on the ImageNet-1k dataset while achieving competitive performance. CaiT is different from ViT in 3 points. First, it utilizes a deeper transformer, which aims to improve the representational power of features. Second, a technique called LayerScale is proposed to facilitate the convergence of training the deeper transformer. LayerScale introduces a learnable, per-channel scaling factor, which is inserted after each attention module to stabilize the training of deeper layers. This technique allows CaiT to gain benefit from using the deeper transformer, while there is no evidence of improvement when increasing the depth in ViT or DeiT. Third, CaiT applies different types of attention at different stages of the network: the normal self-attention (SA) in the early stage and class-attention (CA) in the later stage. The reason is to separate two tasks with contradictory objectives from each other. As shown in Fig. 4 (right), the class token is inserted after the first stage, which is different from ViT. This allows the SA to focus on associating each token to each other, without the need of summarizing the information for the classification. Once the class token is inserted, the CA, then, integrates all information into it to build a useful representation for the classification step.
Figure 4_ViT.png
Figure 4: Architecture comparison between ViT (left),
a modified ViT in which the class token is inserted in a later stage (middle), and CaiT (right).
3.1.3 Tokens-to-Token ViT
The authors of [7] believed that the following are the key reasons that ViT requires pre-training on a large-size dataset. The first reason is that the simple tokenization process in ViT cannot well capture important local structures in an input image. The local structures such as edges or lines often appear in several neighboring patches, rather than one; however, the tokenization process in ViT simply devices an image into non-overlapping patches, and independently converts each into an embedding. The second reason is that the transformer architecture used in the original ViT was not well-designed and optimized, leading to redundancies in the feature maps.
To cope with the first problem, they proposed a tokenization method, named Tokens-to-token (T2T) module, that iteratively aggregates neighboring tokens into one token using a process named T2T process, as shown in Fig. 5. The T2T process can be done as follows:
1. A sequence of tokens is passed into a self-attention module to improve the relation between tokens. The output of this step is another sequence of the same size as its input.
2. The output sequence from the previous step is reshaped back into a 2D-array of tokens.
3. The 2D-array of tokens is then divided into overlapping windows, in which neighboring tokens in the same window are concatenated into a longer token. The result of this process is a shorter 1D-sequence of higher-dimensional tokens.
The T2T process can be iterated to better improve the representation of the input image. In [7], it was done twice in the T2T module.
Figure 5_ViT.png
Figure 5: The Tokens-to-token process (image from [7])
Apart from using the proposed T2T module to improve the representation of an input image, they also explored various architecture designs used in CNNs and applied them to the transformer backbone. They found a deep-narrow structure, which exploits more transformer layers (deeper) to improve feature richness and reduces the embedding dimension (narrower) to maintain the computational cost, gave the best results among the compared architecture designs. As shown in Fig. 6, the sequence of tokens generated by the T2T module is prepended with a classification token, as in the original ViT, and is then fed into the deep-narrow transformer, which is named T2T-ViT backbone, to make a prediction.
It is shown in [7] that when trained from scratch, T2T-ViT outperforms the original ViT on the ImageNet1k dataset while reducing the model size and the computation cost by half.
Figure 6_ViT.png
Figure 6: The overview architecture of T2T-ViT (image from [7])
3.2 High computational complexity, especially for dense prediction in high-resolution images
Besides the requirement of pre-training on a very large-scale dataset, the high computational complexity of ViT is another concern since its input is an image, which contains a large amount of information. To better exploit the attention mechanism to an image input, pixel-level tokenization, i.e., to convert each pixel into a token, seems to be the best case; however, the computational complexity of the attention module, which is quadratic to the image size, leads to the intractable problem of high computational complexity and memory usage. Even in [2], in which images of a normal resolution were experimented with, non-overlapping patches of size 16x16 were chosen which could reduce the complexity of the attention module by a factor of 16x16. This problem is worse when ViT is applied to be a visual backbone for a dense prediction task such as object detection or semantic segmentation since high-resolution image inputs would be preferable to achieve a competitive performance with the state-of-the-art.
Several approaches to this problem mainly aim at improving the efficiency of the attention module. The following subsections describe two examples of the approaches applying to ViT [5], [9].
3.2.1 Spatial-reduction attention (SRA)
Spatial-reduction attention or SRA was proposed in [5] to speed up the computation of pyramid vision transformer (PVT). As shown in Fig. 7, SRA reduces the dimension of the key (K) and value (V) matrices by a factor of Ri2., where i indicates the stage in the transformer model. The spatial reduction consists of 2 steps: 1) concatenating neighboring tokens with a dimension Ci in a non-overlapping window of size Ri x Ri into a token of size Ri2Ci, and 2) linearly projecting each of the concatenated tokens to a token of dimension Ci and performing normalization process. The time and space complexity decrease because the number of tokens is reduced by the spatial reduction.
Figure 7_ViT.png
Figure 7: Comparison between the regular attention (left) and SRA (right) (Image from [5])
3.2.2 FAVOR+
FAVOR+, standing for fast attention via positive orthogonal random feature, was proposed in [9] as a key module of a transformer architecture named Performer. FAVOR+ aims to approximate the regular attention with a linear time and space complexity. The OR+ part in FAVOR+ was done by projecting the queries and keys onto a positive orthogonal random feature space. The FA-part in FAVOR+ was done by changing the order of computation in the attention module, shown in Fig. 8. In a regular attention module, the query and the key matrices are firstly multiplied (which requires quadratic time and space complexity), followed by multiplication with the value matrix. FAVOR+, on the other hand, approximates the regular attention by firstly multiplying the key with the value matrices, followed by the left-multiplication with the query matrix. This results in linear time and space complexity, as shown in Fig. 8.
The Performer architecture, which exploits FAVOR+ inside, was explored in the T2T-ViT [7] and was found competitive in the performance, compared with the original transformer, while reducing the computation cost.
Figure 8_ViT.png
Figure 8: The computation order in FAVOR+ (right),
compared with that in a regular attention module (left) (Image from [9])
3.3 Incapability of generating multi-scale feature maps
By design, ViT, which simply uses the original transformer encoder to process image data, can only generate a feature map of a single scale. However, the significance of multi-scale feature maps has been demonstrated in several object detection and semantic segmentation approaches. Since, in those tasks, objects of various scales (small-, mid-, or large-sizes) may appear in the same image, the use of a single-scale of feature maps might not be able to effectively detect all of the objects. Usually, large objects can be easily detected at a rough scale of the image, while small objects are often detected at a finer scale.
Several papers proposed to modify the architecture of ViT to generate multi-scale feature maps and demonstrated their effectiveness in object detection and segmentation tasks [5], [8].
3.3.1 Pyramid vision transformer (PVT)
Pyramid Vision Transformer (PVT) [5] was proposed as a pure transformer model (convolution-free) used to generate multi-scale feature maps for dense prediction tasks, like detection or segmentation. PVT converts the whole image to a sequence of small batches (4x4 pixels) and embeds it using a linear layer (patch embedding module in Fig. 9). At this stage, the size of the input is spatially reduced. This embedding is then fed to a series of transformer encoders to generate the first-level feature map. Next, this process is repeated to generate higher-level feature maps.
It has been shown to be superior to CNN backbones with a similar computing cost on classification, detection, and segmentation tasks. Comparing to ViT, PVT is more suitable in terms of memory usage and achieves higher prediction performance on dense prediction tasks which require higher resolution images and smaller patch size.
Figure 9_ViT.png
Figure 9: The overview architecture of PVT (Image from [5])
3.3.2 Swin transformer
Another approach for generating multi-scale feature maps, named Swin transformer, was proposed in [8]. As shown in Fig. 10, Swin transformer can progressively produce feature maps with a smaller resolution while increasing the number of channels in the feature maps. Note that Swin transformer adopts a smaller patch size of 4 x 4 pixels, while the patch size of 16 x 16 pixels is used in the original ViT. The key module that changes the resolution of a feature map is the patch merging module at the beginning of each stage, except stage 1. Let C denote the dimension of an embedding output of stage 1. The patch merging module simply concatenates embedding representing each patch in a group of 2 x 2 patches, resulting in a 4C-dimensional embedding. A linear layer is then used to reduce the dimension to 2C. The number of embeddings after patch merging is reduced by a factor of 4, which is the group size. The merge embeddings are then processed by a sequence of transformers, named Swin transformer blocks. This process is then repeated in the following stages to generate a smaller-resolution feature map. The outputs from all stages form a pyramid of feature maps representing features in multi-scales. Note that Swin transformer follows the architectural design of several CNNs, in which the resolution is reduced by a factor of 2 on each side while doubling the channel dimension when going deeper.
Figure 10_ViT.png
Figure 10: The overview architecture of Swin transformer (Image from [8])
A Swin transformer block shown in Fig. 10 consists of two transformer layers: the first with a window-based MSA (W-MSA) module and the second with shifted-window MSA (SW-MSA) module. Both W-MSA and SW-MSA compute self-attention locally within each non-overlapping window, i.e., a group of neighboring patches), as shown in Fig. 11. The difference between W-MSA and SW-MSA is that the grid of windows is shifted by half of the window size. On the one hand, by limiting the attention to be inside the window, the computational complexity is linear if the window size is fixed. On the other hand, it destroys a key property of attention in ViT in which each patch can be globally associated with each other in one attention process. The Swin transformer solves this problem by alternating between W-MSA and SW-MSA in two consecutive layers, allowing the information to propagate to a larger area when going deeper.
Experimental results in [8] showed that the Swin transformer outperformed ViT, DeiT, ResNe(X)t in three main vision tasks, i.e., classification, detection, segmentation.
Figure 11-1_ViT.png
Figure 11-2_ViT.png
Figure 11: An illustration of how W-MSA and SW-MSA compute self-attention locally (left) and the architecture of the Swin transformer block (right) (Images from [8])
3.3.3 Pooling-based vision transformer (PiT)
A design principle of CNNs, in which as the depth increases, the spatial resolution decreases while the number of channels increases, has been widely used in several CNN models. Pooling-based vision transformer (PiT) proposed in [6] has shown that the design principle is also beneficial to ViT. As shown in Fig. 12, in the first stage of pooling-based vision transformer (PiT) [6], the input sequence of tokens is processed in the same as ViT. However, after each stage, the output sequence is reshaped into an image which is then reduced in the spatial resolution by a depthwise convolution layer with a stride of 2 and 2C filers where C is the number of input channels. The output is then reshaped back into a sequence of tokens and passed to the following stage.
Figure 12_ViT.png
Figure 12: Comparison in the network architecture: ViT (left) and PiT (right). (Images from [6])
Experimental results showed that the proposed pooling layer significantly improved the performance of ViT on image classification and object detection tasks. Although the experiments in [6] did not explore the use of multi-scale feature maps in those tasks, by the design of PiT, it is obviously capable of constructing a multi-scale feature map as in other models explained in this section.
4. Summary
This page aims at summarizing the key technical details of ViT, i.e., a pure transformer backbone which gains a lot of attention from researchers in the field. This page also points out the key problems in ViT and introduces recent research papers that made attempts to address the problems. Due to its impressive performance, ViT and its variants could be considered as a promising visual backbone for several vision tasks such as classification, object detection, or semantic segmentation, while there is room for further improvements.
[1] A. Vaswani, N. Shazeer, N. Paramr, J. Uszkoreit, L. Jones, A.N. Gomez, et al., “Attention is all you need,” Proceedings of 31st International Conference on Neural Information Processing Systems (NIPS 2017), 2017. (Original Transformer)
[2] A. Dosovitskiy, L. Beyer, A. Kolesnikov, D. Weissenborn, X. Zhai, T. Unterthiner, et al., “An image is worth 16x16 words: Transformers for image recognition at scale,” arXiv Preprint, arXiv2010.11929, 2020. (ViT)
[3] H. Touvron, M. Cord, M. Douze, F. Massa, A. Sablayrolles, and H. Jégou, “Training data-efficient image transformers & distillation through attention,” arXiv Preprint, arXiv2012.12877, 2020. (DeiT)
[4] H. Touvron, M. Cord, A. Sablayrolles, G. Synnaeve, and H. Jégou, ”Going deeper with image transformers,” arXiv Preprint, arXiv2103.17329, 2021. (CaiT)
[5] W. Wang, E. Xie, X. Li, D.-P. Fan, K. Song, D. Liang, et al., “Pyramid vision transformer: A versatile backbone for dense prediction without convolutions,” arXiv Preprint, arXiv2102.12122, 2021. (PVT)
[6] B. Heo, S. Yun, D. Han, S. Chun, J. Choe, and S.J. Oh, “Rethinking spatial dimensions of vision transformers,” arXiv Preprint, arXiv2103.16302, 2021. (PiT)
[7] L. Yuan, Y. Chen, T. Wang, W. Yu, Y. Shi, Z. Jiang, et al., “Tokens-to-token ViT: Training vision transformers from scratch on ImageNet,” arXiv Preprint, arXiv2101.11986, 2021. (T2T-ViT)
[8] Z. Liu, Y. Lin, Y. Cao, H. Hu, Y. Wei, Z. Zhang, et al., “Swin transformer: Hierarchical vision transformer using shifted windows,” arXiv Preprint, arXiv2103.14030, 2021. (Swin Transformer)
[9] K. Choromanski, V. Likhosherstov, D Dohan, X. Song, A. Gane, T. Sarlos, et al., “Rethinking attention with performers,” arXiv Preprint, arXiv2009.14974, 2020. (Performer and FAVOR+)
[10] Y.-A. Wang and Y.-N. Chen, “What do position embeddings learn? An empirical study of pre-trained language model positional encoding,” arXiv Preprint, arXiv2010.04903, 2020. (Positional Embedding study, NLP)
[11] X. Wang, R. Girshick, A. Gupta, and K. He, “Non-local neural networks,” Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition (CVPR), 2018. (Non-local NN)
[12] J. Ju, L. Shen, and G. Sun, “Squeeze-and-excitation networks,” Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition (CVPR), 2018. (SENet)
[13] N. Carion, F. Massa, G. Synnaeve, N. Usunier, A. Kirillov, and S. Zagoruyko, “End-to-end object detection with transformers,” arXiv Preprint, arXiv2005.12872, 2020. (DETR)
[14] S. Zheng, J. Lu, H. Zhao, X. Zhu, Z. Luo, Y. Wang, et al., “Rethinking semantic segmentation from a sequence-to-sequence perspective with transformers,” arXiv Preprint, arXiv2012.15840, 2020. (SETR)
[15] E. Xie, W. Wang, W. Wang, P. Sun, H. Xu, D. Liang, et al., “Segmenting transparent object in the wild with transformer,” arXiv Preprint, arXiv2101.08461, 2021. (Trans2Seg)
[16] The Annotated Transformer
The Illustrated Transformer
[18] Rasa Algorithm Whiteboard - Transformers & Attention
[19] Learning Deep Transformer Models for Machine Translation https://www.aclweb.org/anthology/P19-1176.pdf
[20] Adaptive Input Representations for Neural Language Modeling https://openreview.net/pdf?id=ByxZX20qFQ
Written By
Sertis Computer Vision
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Practical Guidance for Risk Communication and Community Engagement (RCCE) for Refugees, Internally Displaced Persons (IDPs), Migrants, and Host Communities Particularly Vulnerable to COVID-19 Pandemic
UNICEF, World Health Organization, Johns Hopkins Center for Communication Programs, and others
This practical guidance is designed to assist program specialists to implement COVID19 RCCE activities for and with refugees, IDPs, migrants and host communities vulnerable to the pandemic.
The guidance highlights key challenges and barriers faced by these people in accessing COVID19 health-related information and presents key considerations and recommendations
for planning and implementing RCCE activities. The document can be adapted to countries’ specific context and aligned with national response plans for COVID-19 and national RCCE plans.
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01891nas a2200181 4500008004100000245013300041210006900174300001200243490000700255520119300262653002001455653002501475653002001500653002301520100001801543700001501561856013301576 2004 eng d 00 aDay-night foraging behaviour of banded dotterels ( Charadrius bicinctus ) in the Richmond River estuary, northern NSW, Australia 0 aDaynight foraging behaviour of banded dotterels Charadrius bicin a141-146 0 v51 3 aThe foraging behaviour of banded dotterels during day and night was compared at two sites in the Richmond River estuary, northern New South Wales, Australia. Dotterels foraged during all nights of the survey, although the majority of their food intake came from day feeding. Feeding success rate (no. prey/minute) did not differ significantly between lunar phases or night visibility categories but average feeding success rate was lower at night than during the day. Dotterels foraged on a range of prey including sentinel crabs (Macropthalamus spp.), soldier crabs (Mictyris longicarpus), shrimps (Penaeus spp.) and polychaete worms. At night soldier crabs represented a greater proportion of prey consumed than during the day. No polychaete worms were recorded being taken at night. Dotterels displayed a range of foraging behaviours, although the typical dotterel technique of wait-walk-peck-wait was most commonly recorded. Significant differences in the proportion of time that birds spent waiting, flying and vigilant, and the number of pecks/minute and paces/walk were recorded between day and night. Foraging behaviour did not differ between the study sites. 10 aBanded Dotterel 10 aCharadrius bicinctus 10 aNew South Wales 10 anocturnal foraging 1 aRohweder, D A 1 aLewis, B D uhttp://notornis.osnz.org.nz/day-night-foraging-behaviour-banded-dotterels-charadrius-bicinctus-richmond-river-estuary-northern-n
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In Memory of W A Fordham
Photo:Wolverley A Fordham, 1893
Wolverley A Fordham, 1893
Died February 24th 1921
By Thomas Wylie - taken from Miss Hislop's handwritten green book owned by Janet Chennells
Around the wheatfields, where the sheep-pens stood
Or, where the fathers of the people meet,
To plan and choose, with judgment wise, discreet,
How common life may move to common good.
There did we find him. Ne'er with noisy strife,
But quietly pressing on where duty lay.
And seeking every hour and every day
The fitting work, the rich abounding life.
When near at hand he heard the evening bell,
He did not flinch, but straightly went his way,
Laid down no burden, - calmly faced the fray,
Trusting that at the end all should be well.
So let him rest! His memory shall inspire
The living dwellers by the ancient well,
Beside the cottage fires they long shall tell
Of him, the good, true, English country Squire.
This page was added on 17/11/2011.
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The Chess Variant Pages
This page is written by the game's inventor, Jean-Louis Cazaux.
Fantastic XIII
Who said that a chess-variant board should have even dimensions?
Tamerlane II uses a 11 x 11 board. Why not going a step further with the odd number 13? This is the starting idea governing this chess-variant.
An odd game should be different. That is its nature. Then, the army at fight in this game presents men which have not or seldom been used in my other games, despite they have a familiar style which make them easy to familiarize for the new players.
As it might be expected, there are 13 types of pieces in this game. Several of them have a long three-square distance effect which is perturbing. The atmosphere at play is weird. It is just fantastic.
You can play Fantastic XIII on-line here with Game Courier.
The board is odd with 169 squares, made by 13 rows and 13 columns.
There are 30 pieces in each side: 1 King, 2 Snakes, 2 Ships, 2 Hawks, 2 Mammoths, 2 Cheetahs, 2 Squirrels, all of them on the 1st row of each player; 2 Trolls and 1 Prince on the 2nd row, another single Troll on the 3rd row and 13 Pawns forming a complete line on the 4th row.
That sums to 10 types of piece in the setup. But three types of men may appear by “elevation”: Saber-tooth, Eagle, and Rhinoceros. In total, they are 13 different types of pieces.
Initial Setup:
Initial Setup:
King: moves 1 step in any of the 8 orthogonal or diagonal directions to an unattacked square. The King is in check if it is attacked by one or several enemy pieces. It is forbidden to play a move leaving one's King in check.
There is no castling in Fantastic XIII. On its first move, the King may jump to a free square at two squares' distance. For instance, from f2, it can jump to d1, d2, d3, d4, e4, f4, g4, h4, h3, h2 or h1). It does not matter if the square jumped over is occupied or not; however, the jump is forbidden if that intermediate square is threatened by an enemy piece. When jumping like a Knight, at least one of the two intermediate squares must be free of threat (e.g., if jumping from f2 to h3, either g2 or g3 must not be under attack). The King's jump is not permitted if the King is in check. This rule, which was once prevalent in medieval European chess, replaces castling. Identical to Metamachy.
Moves of the King
Snake: it moves one square vertically and then, slides away of an indefinite number of squares diagonally. It can not jump and the unobstructed path must start with the vertical movement. The Snake is the counterpart of the Ship. Both pieces are constrained bent-riders because the vertical direction is favored compare to the horizontal one in the definition of their moves. (The name of this piece comes obviously from its move in shape of snake's tongue, an idea from Eric Silverman).
Moves of the Snake
Ship: a piece also used in Tamerlane II. It moves one square diagonally and then, goes away of an indefinite number of cases vertically, never horizontally. It can move one square diagonally only. It can not jump and must begin its move with the diagonal step. The Ship is more limited than the Eagle (which can move horizontally, see below). Nevertheless its move power is between the Rook and the Bishop.
Moves of the Ship
Hawk: it jumps horizontally, vertically or diagonally two or three squares, leaping over the intermediate squares if they are occupied. (A piece invented for Musketeer Chess).
Moves of the Hawk
Mammoth: it steps horizontally, vertically or diagonally one or two squares, leaping over the intermediate square if it is occupied. (This piece was first proposed as a Pasha for Paulovits Game in the 1890s and was used as Mammoth or Mastodon by Mats Winther).
Moves of the Mammoth
Squirrel: also a compound piece that jumps as a Knight or jumps at 2 squares, diagonally (like an Alfil) or orthogonally (like a Dabbaba).
Moves of the Squirrel
Cheetah: it is another "ring" leaper which jumps on any square situated at 3 squares distance from where it stands. (This piece was such named first by Eric Silverman).
Moves of the Cheetah
Troll: it makes a 3-step orthogonal or diagonal jump, no matter what any intermediate square contains. In addition, it moves 1 step forward and captures 1 step diagonally forward (like a Pawn). This permits the Troll to reach any square on the board. It can promote only when it moves like a Pawn, never by jumping 3 squares.
Moves of the Troll
Prince: a non-royal King who moves and captures one square in any direction, but without being hindered by check. It has been inspired by medieval games like the "Man". Like the Pawn, he can also move without capturing to the second square straight ahead. Identical to Metamachy.
Moves of the Prince
Pawn: can move straight forward one or two squares from any position on the board, without capturing. It captures one square diagonally forward. Identical to Metamachy.
Moves of the Pawn
Three pieces are not present on the initial setup but may appear during the game by promotion:
Eagle: This piece may appear in this game by promotion of a Ship. It moves one square diagonally and then, slides away of an indefinite number of squares vertically or horizontally. It is authorized to go only one square diagonal. It can not jump and the unobstructed path must start with the diagonal movement. This piece is almost as powerful as a Queen and is inspired by the Giraffe from Tamerlane's Chess and the Aanca (a mythical giant bird preying elephants, mistaken for a gryphon) from Alfonso X's Grande Acedrex. Identical to Metamachy.
Move of the Eagle
Rhinoceros: This piece may appear in this game by promotion of a Snake. It moves one square vertically or horizontally and then, slides away of an indefinite number of squares diagonally. It is authorized to go only one square in line or column. It can not jump and the unobstructed path must start with the orthogonal movement. This piece is inspired by the Unicorn of mediaeval Grande Acedrex. It is a counterpart of the Eagle. Identical to Zanzibar-Maasai Chess.
Moves of the Rhinoceros
Saber-tooth (Tiger): This piece may appear later on by promotion of a Pawn, a Prince or a Troll. It jumps on any square situated at 2 or 3 squares distance from where it stands. The Saber-tooth is a “double-ring” leaper: it combines the powers of the Squirrel and the Cheetah, meaning that it can leap at any square at two or three-square distance from the square where it stands. It is the most powerful piece in this game.
Moves of the Saber-tooth
White side plays first.
Pawn and Prince Promotion: A Pawn or a Prince reaching the last rank of the board is immediately replaced by a Saber-tooth. Promotion to any other type of piece is not allowed.
Troll Promotion: Trolls also promote to Saber-tooth on last row but only when they reach that line with a one-step move or capture, i.e. like a Pawn. They do not promote when they reach the last row by a long 3-square jump.
Ship and Snake Promotion: These two pieces promote to Eagle and Rhinoceros respectively on last row, which is a manner of completing their powers for a uniform move in all directions.
En Passant capture: Any time a Pawn or a Prince takes a double step and passes through the capture square of an opposing Pawn, that Pawn may capture the opposing piece as if it had only moved one square. This en passant capture must be made in the immediate move following the double step. Only a Pawn may capture en passant. The Prince cannot.
End Of Game: The end-of-game rules, checkmate, stalemate, etc., are identical to standard chess. The goal is to checkmate the opposing King.
Zillions gives these average values on the line-up, normalized to 5 for the Rook (which is not present on this game):
Pawn: 0.6, Troll: 2.6, Prince: 2.9, Snake: 3.1, Hawk: 4.4, Ship: 4.4, Squirrel: 4.7, Mammoth: 5, Rhinoceros: 5.9, Cheetah: 6.1, Eagle: 8, Saber-tooth: 10.6.
A maybe more realistic estimate would be: Pawn: 1 ; Troll: 2.5; Prince: 3; Snake: 3; Hawk: 4; Ship: 4; Squirrel: 5; Mammoth:5; Rhinoceros: 6; Cheetah: 6; Eagle: 8 ; Saber-tooth: 11
These values are just given for a very rough estimate. A lot of players would disagree and give less or more points to several piece. Never mind, make your own scale.
By Jean-Louis Cazaux.
Last revised by Jean-Louis Cazaux.
Web page created: 2022-01-08. Web page last updated: 2022-01-14
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Network topology
For the topology of transport networks, see Transport topology.
Network topology is the arrangement of the various elements (links, nodes, etc.) of a computer network.[1][2] Essentially, it is the topological[3] structure of a network and may be depicted physically or logically. Physical topology is the placement of the various components of a network, including device location and cable installation, while logical topology illustrates how data flows within a network, regardless of its physical design. Distances between nodes, physical interconnections, transmission rates, or signal types may differ between two networks, yet their topologies may be identical.
Diagram of different network topologies.
Two basic categories of network topologies exist, physical topologies and logical topologies.[4]
In contrast, logical topology is the way that the signals act on the network media, or the way that the data passes through the network from one device to the next without regard to the physical interconnection of the devices. A network's logical topology is not necessarily the same as its physical topology. For example, the original twisted pair Ethernet using repeater hubs was a logical bus topology carried on a physical star topology. Token ring is a logical ring topology, but is wired as a physical star from the media access unit. Logical topologies are often closely associated with media access control methods and protocols. Some networks are able to dynamically change their logical topology through configuration changes to their routers and switches.
The study of network topology recognizes eight basic topologies: point-to-point, bus, star, ring or circular, mesh, tree, hybrid, or daisy chain.[5]
The simplest topology with a dedicated link between two endpoints. Easiest to understand, of the variations of point-to-point topology, is a point-to-point communications channel that appears, to the user, to be permanently associated with the two endpoints. A child's tin can telephone is one example of a physical dedicated channel.
Using circuit-switching or packet-switching technologies, a point-to-point circuit can be set up dynamically and dropped when no longer needed. Switched point-to-point topologies are the basic model of conventional telephony.
The value of a permanent point-to-point network is unimpeded communications between the two endpoints. The value of an on-demand point-to-point connection is proportional to the number of potential pairs of subscribers and has been expressed as Metcalfe's Law.
Bus network topology
Main article: Bus network
In local area networks where bus topology is used, each node is connected to a single cable, by the help of interface connectors. This central cable is the backbone of the network and is known as the bus (thus the name). A signal from the source travels in both directions to all machines connected on the bus cable until it finds the intended recipient. If the machine address does not match the intended address for the data, the machine ignores the data. Alternatively, if the data matches the machine address, the data is accepted. Because the bus topology consists of only one wire, it is rather inexpensive to implement when compared to other topologies. However, the low cost of implementing the technology is offset by the high cost of managing the network. Additionally, because only one cable is utilized, it can be the single point of failure.
Linear bus
Note: When the electrical signal reaches the end of the bus, the signal is reflected back down the line, causing unwanted interference. As a solution, the two endpoints of the bus are normally terminated with a device called a terminator that prevents this reflection.
Distributed bus
Main article: Star network
Star network topology
In local area networks with a star topology, each network host is connected to a central hub with a point-to-point connection. So it can be said that every computer is indirectly connected to every other node with the help of the hub. In Star topology, every node (computer workstation or any other peripheral) is connected to a central node called hub, router or switch. The switch is the server and the peripherals are the clients. The network does not necessarily have to resemble a star to be classified as a star network, but all of the nodes on the network must be connected to one central device. All traffic that traverses the network passes through the central hub. The hub acts as a signal repeater. The star topology is considered the easiest topology to design and implement. An advantage of the star topology is the simplicity of adding additional nodes. The primary disadvantage of the star topology is that the hub represents a single point of failure.
Extended star
Distributed Star
Main article: Ring network
Ring network topology
A ring topology is a bus topology in a closed loop. Data travels around the ring in one direction. When one node sends data to another, the data passes through each intermediate node on the ring until it reaches its destination. The intermediate nodes repeat (retransmit) the data to keep the signal strong.[4] Every node is a peer; there is no hierarchical relationship of clients and servers. If one node is unable to retransmit data, it severs communication between the nodes before and after it in the bus.
Main article: Mesh networking
Fully connected network
Fully connected mesh topology
In a fully connected network, all nodes are interconnected. (In graph theory this is called a complete graph.) The simplest fully connected network is a two-node network. A fully connected network doesn't need to use packet switching or broadcasting. However, since the number of connections grows quadratically with the number of nodes:
This makes it impractical for large networks.
Partially connected network
Partially connected mesh topology
In a partially connected network, certain nodes are connected to exactly one other node; but some nodes are connected to two or more other nodes with a point-to-point link. This makes it possible to make use of some of the redundancy of mesh topology that is physically fully connected, without the expense and complexity required for a connection between every node in the network.
Hybrid networks combine two or more topologies in such a way that the resulting network does not exhibit one of the standard topologies (e.g., bus, star, ring, etc.). For example, a tree network (or star-bus network) is a hybrid topology in which star networks are interconnected via bus networks.[6][7] However, a tree network connected to another tree network is still topologically a tree network, not a distinct network type. A hybrid topology is always produced when two different basic network topologies are connected.
A star-ring network consists of two or more ring networks connected using a multistation access unit (MAU) as a centralized hub.
Snowflake topology is a star network of star networks.
Two other hybrid network types are hybrid mesh and hierarchical star.[6]
Daisy chain
In a partially connected mesh topology, there are at least two nodes with two or more paths between them to provide redundant paths in case the link providing one of the paths fails. Decentralization is often used to compensate for the single-point-failure disadvantage that is present when using a single device as a central node (e.g., in star and tree networks). A special kind of mesh, limiting the number of hops between two nodes, is a hypercube. The number of arbitrary forks in mesh networks makes them more difficult to design and implement, but their decentralized nature makes them very useful. In 2012 the IEEE published the Shortest Path Bridging protocol to ease configuration tasks and allows all paths to be active which increases bandwidth and redundancy between all devices.[8][9][10][11][12]
See also
1. 1 2 3 Groth, David; Toby Skandier (2005). Network+ Study Guide, Fourth Edition. Sybex, Inc. ISBN 0-7821-4406-3.
3. Chiang, Mung; Yang, Michael (2004). "Towards Network X-ities From a Topological Point of View: Evolvability and Scalability" (PDF). Proc. 42nd Allerton Conference.
4. 1 2 Inc, S., (2002) . Networking Complete. Third Edition. San Francisco: Sybex
5. Bicsi, B. (2002). Network Design Basics for Cabling Professionals. McGraw-Hill Professional. ISBN 9780071782968.
6. 1 2 Sosinsky, Barrie A. (2009). "Network Basics". Networking Bible. Indianapolis: Wiley Publishing. p. 16. ISBN 978-0-470-43131-3. OCLC 359673774. Retrieved 2016-03-26.
7. Bradley, Ray. Understanding Computer Science (for Advanced Level): The Study Guide. Cheltenham: Nelson Thornes. p. 244. ISBN 978-0-7487-6147-0. OCLC 47869750. Retrieved 2016-03-26.
8. "Avaya Extends the Automated Campus to End the Network Waiting Game". Avaya. 1 April 2014. Retrieved 18 April 2014.
9. Peter Ashwood-Smith (24 February 2011). "Shortest Path Bridging IEEE 802.1aq Overview" (PDF). Huawei. Retrieved 11 May 2012.
10. Jim Duffy (11 May 2012). "Largest Illinois healthcare system uproots Cisco to build $40M private cloud". PC Advisor. Retrieved 11 May 2012. Shortest Path Bridging will replace Spanning Tree in the Ethernet fabric.
12. D. Fedyk, Ed.,; P. Ashwood-Smith, Ed.,; D. Allan, A. Bragg,; P. Unbehagen (April 2012). "IS-IS Extensions Supporting IEEE 802.1aq". IETF. Retrieved 12 May 2012.
External links
Wikimedia Commons has media related to Topology (Network).
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Skip to Content Skip to Menu
Logo: Rethinking Drinking - Alcohol and your health
Alcohol spending calculator
How much money you're spending?
On average, how many days per week do you drink alcohol? On a typical drinking day, how many drinks do you have? What's the average price per drink? Here's your average spending per...
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Automation Anywhere ドキュメントを読んで確認する
Automation Anywhere Automation 360
Using the Classify document action
• 更新済み: 12/03/2021
• Automation 360 v.x
• 構築
• IQ Bot
Using the Classify document action
The IQ Bot Classify document action groups the input documents into various categories based on the selected model file that is created using IQ Bot Train Classifier action. Use this action if you are manually creating document groups.
Build and run a bot with the Train Classifier action to create a model file. See [クラシファイアをトレーニング] actionの使用.
1. In the Actions palette, double-click or drag the Classify document action from the IQ Bot Classifier package.
2. In the Input file field, provide the default filepath for incoming files for classification.
3. In the Classifier field, provide the filepath of the model file.
You can either select the .zip folder or extract the .icmf file from this folder and select it.
注: For better classification results and performance, we recommend that you use the .icmf file available in the .zip folder obtained from the Train Classifier action.
4. Use the Output folder path option to save the classification output documents.
The pages from the output document are saved in the respective subfolders based on the categories created in the model file.
5. オプション: Configure the Confidence threshold (%).
If the confidence value of the category prediction of a document is less than the confidence threshold, the document is moved to the Unclassified folder.
6. Select from Normal mode or Express mode.
• Normal mode: The Classifier parses the entire document and groups it based on the fields in all the pages.
• Express mode: The Classifier groups the document based on the fields in the first page.
7. Select or create a list variable to hold the output.
The classification results as a list with the following keys:
• fileName
• pageIndex
• category
• confidence
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Volcanic Salvo
Other Variations:
Community Rating:
Community Rating: 5 / 5 (0 votes)
Card Name:
Volcanic Salvo
Mana Cost:
Converted Mana Cost:
Card Text:
This spell costs Variable Colorless less to cast, where X is the total power of creatures you control.
Volcanic Salvo deals 6 damage to each of up to two target creatures and/or planeswalkers.
Flavor Text:
Seeing it coming a mile away is little comfort if you can't get out of range in time.
Card Number:
6/23/2020 To determine the total cost of a spell, start with the mana cost or alternative cost you’re paying, add any cost increases, then apply any cost reductions (such as that of Volcanic Salvo). The mana value of the spell remains unchanged, no matter what the total cost to cast it was.
6/23/2020 The cost reduction applies only to generic mana in the cost of Volcanic Salvo. It can’t reduce the RedRed requirement.
6/23/2020 Once you begin to cast Volcanic Salvo, players can’t take other actions until you’ve finished casting it. Notably, they can’t try to change the total power of your creatures.
6/23/2020 The total cost to cast Volcanic Salvo is locked in before you pay that cost. For example, if you control three 2/2 creatures, including one you can sacrifice to add Colorless to your mana pool, the total cost is 4RedRed. Then you can sacrifice the creature when you activate mana abilities just before paying the cost.
6/23/2020 If a creature’s power is somehow less than 0, it subtracts from the total power of your other creatures. If the total power of your creatures is 0 or less, the cost remains 10RedRed.
6/23/2020 You can’t target the same creature or planeswalker twice with Volcanic Salvo to deal 12 damage to it.
Gatherer works better in the Companion app!
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How long can red tail boas live?
Columbian Red Tailed Boa Fact Sheet
Class: Reptilia
Species: boa constrictor constrictor
Life span: 20 years in the wild 40 years under human care
Egg Gestation: 120 – 150 days
Number of young at birth: 30 on average
Are red-tailed boas dangerous?
They can become aggressive without warning. The Red Tail Boas have a non-venomous bite, but uses its bite to grasp the prey and quickly coils around it, squeezing and eventually suffocating the prey. They do not always hunt their prey, but often camouflage themselves and wait for the prey to walk by.
How can you tell the age of a red tail boa?
The best way to tell the age of a boa constrictor is to talk to the breeder who hatched him. Without this knowledge, you may tell the boas age by their length and weight and possibly by looking at their coloration.
How expensive is it to own a boa constrictor?
Captive-bred boas are generally healthier and more docile than their wild-caught counterparts. The prices can widely vary, depending on the type. But many varieties commonly kept as pets cost around $50 to $200. What Types of Snakes Make the Most Popular Pets?
Why did my red tail boa strike at me?
All red tail boas should be fed pre-killed prey for the safety of the snake. Snakes fed in their cage can come to associate the lid or door opening with food, and may strike at your hand when reaching in to clean or to take the snake out for some other purpose.
How big does a red tailed boa get?
Within a year your Red-Tailed Boa will be over three feet long: by age three it will be near its full growth of five to seven (or more) feet.
How long can a red tailed boa go without eating?
In the wild Red-Tailed Boas regularly go weeks or months without eating. Your Red-Tailed Boa will be happiest with an appropriately sized meal served at proper intervals. Boas are also less tolerant of high-fat meals than Pythons.
Why is the b.c.constrictor called the red tailed boa?
This coloring gives B. c. constrictor the common name of “red-tailed boa”, as it typically has more red saddles than other B. constrictor subspecies. The coloring works as very effective camouflage in the jungles and forests of its natural range.
What’s the life expectancy of a boa constrictor?
Captive life expectancy is 20 to 30 years, with rare accounts over 40 years, making them a long-term commitment as a pet. The greatest reliable age recorded for a boa constrictor in captivity is 40 years, 3 months, and 14 days. This boa constrictor was named Popeye and died in the Philadelphia Zoo, Pennsylvania, on April 15, 1977.
Where did the Red Tail boa come from?
Red tail boas are known for their docile nature and have been a part of the captive exotic pet trade for decades. Because of their size and nature as well as their beautiful pattern and color, red tail boas have been imported into the United States dating all the way back to the 1800’s.
What’s the difference between a common boa and a red tailed boa?
If you have an interest in boas, you may have come across the terms “common boa,” “Colombian boa,” “red-tailed boa,” “BCI” and “BCC.” But what do these different names mean? True red-tailed boas are larger, lighter in color, and have more vivid red tails than the boa constrictor imperator.
How big does a red tail boa constrictor get?
The red tail boa constrictor is a medium to large sized snake from the northern parts of South America. They can get to an impressive adult size of eleven feet in length or more. They all have a beautiful silver or grey body pattern with different tones of rusty to deep red in their tails.
What does IBD mean for a red tail Boa?
IBD is marked by poor appetite and excessive saliva, and in serious or more advanced cases, IBD causes snakes to lose control of their bodily movements. Red tailed boas also are susceptible to respiratory infections, marked by wheezing and nasal discharge.
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Product Main
Colorless cubic crystal or white crystalline. Cool salty and slightly bitter taste. The relative density of 1.527. Soluble in water, soluble in liquid ammonia, slightly soluble in alcohol, insoluble in acetone and ether. Heated to 100 ℃, the initiation of significant evaporation, 337.8 ℃ when the dissociation of ammonia and hydrogen chloride, then re-combine to form the cold case of very small particles of ammonium chloride and the white smoke, not easy to sink, is also very difficult to be dissolved in water. Sublimation heated to 350 ℃, boiling point 520 ℃. Moisture absorption is small, but in the wet rainy weather can also absorb moisture caking. Weak acid aqueous solution was heated when the acidity increased. Pairs of black metal and other metals are corrosive, especially for copper corrosion even more corrosive effect on the iron-free.】
Mainly used in batteries, batteries, ammonium salt, leather tanning, electroplating, medicine, photography, electrodes, adhesives and so on. Ammonium chloride referred to as "chloride", also known as brine sand, is a quick-nitrogen chemical fertilizer, nitrogen content is 24% ~ 25%, is a physiological acidic fertilizer. It applies to wheat, rice, corn, canola and other crops, especially cotton crops have increased toughness and tensile fibers and improve the quality of effectiveness. However, due to the nature of ammonium chloride, and if application of wrong roads, soil and crops will tend to bring about some adverse effects.
Technical conditions: the implementation of The People's Republic of China national standard.
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108 essays 5: employment discrimination & labor law
If you have not done so already, please review the Module Overview, read the required readings, and watch the lectures/presentations.
These are three short essay questions. Answers can be found in the text. (Do not use outside resources to answer these questions.) They are due on Sunday night by 11:55pm.
Please use bullet points if appropriate. For example, if a question asks for three things, use this format to answer –
1. First point.
2. Second point.
3. Third point.
Question #1 (5 points):
Shelly thinks she is the victim of sexual harassment by a co-worker while working at DDS Dental Services.
1. Depending on the facts, list and explain the two types of sexual harassment for which Shelly may have a claim against DDS.
2. What three part test will the court use to determine if DDS, as the employer, may be liable for the co-worker’s behavior.
Question #2 (5 points):
Pear Electronics has been sued for violating Title VII of the Civil Rights Act. Depending on the facts, what are the three general defenses Pear can raise in the litigation? Explain each defense.
Question #3 (5 points):
Jon and Todd want to start a union in Smalltown Manufacturing Inc., the small factory where they work.
1. List and explain the four basic stages the employees will need to follow to get their union recognized as the exclusive bargaining unit for Smalltown’s employees.
2. List what Smalltown, as an employer, is legally able to do to respond; and what they cannot do.
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ILP, the Blind, and the Elephant: Euclidean Embedding of Co-proven Queries
Hannes Schulz, Kristian Kersting, Andreas Karwath
Research output: Contribution to conference (unpublished)Paperpeer-review
Relational data is complex. This complexity makes one of the basic steps of ILP difficult: understanding the data and results. If the user cannot easily understand it, he draws incomplete conclusions. The situation is very much as in the parable of the blind men and the elephant that appears in many cultures. In this tale the blind work independently and with quite different pieces of information, thereby drawing very different conclusions about the nature of the beast. In contrast, visual representations make it easy to shift from one perspective to another while exploring and analyzing data. This paper describes a method for embedding interpretations and queries into a single, common Euclidean space based on their co-proven statistics. We demonstrate our method on real-world datasets showing that ILP results can indeed be captured at a glance.
Original languageEnglish
Publication statusPublished - 2009
• cheminformatics, dimensionality reduction, inductive logic programming, relational learning, scientific knowledge, visualization
Dive into the research topics of 'ILP, the Blind, and the Elephant: Euclidean Embedding of Co-proven Queries'. Together they form a unique fingerprint.
Cite this
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You are looking at 1 - 10 of 29 items for :
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Rick Stuart and Matt Chedister
While filling three-dimensional letters, students analyzed the relationship between the height of water level and elapsed time.
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Erin E. Krupa, Mika Munakata, and Karmen Yu
Can you remember your typical elementary school field day? In this article, we provide details on hosting a mathematics field day, focused on embedding rich mathematics into authentic fun-filled field day experiences.
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Edited by Anna F. DeJarnette and Stephen Phelps
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Michelle L. Meadows and Joanna C. Caniglia
Imagine that you and your language arts colleagues are teaching Edgar Allan Poe's short story, “The Pit and the Pendulum.” This thrilling story takes us to the Inquisition during which a prisoner is surrounded by hungry rats and bound to a table while a large pendulum slowly descends. The prisoner believes that the pendulum is 30-40 feet long and estimates that it should take about 10-12 swings before he is hit, leaving him with about a minute or a minute and a half to escape. Are his estimations correct? If so, will he make it out in time?
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Haiwen Chu and Leslie Hamburger
Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.
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Angela Marie Frabasilio
Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.
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The Evolution of the Pokemon TV Series
Take a look at the Pokemon television series and note how its fundamentals and style has changed throughout the years and seasons. How is the formula for each episode different? How have the type of characters changed? Why might have of these changes occurred? What do these changes reflect?
Want to write about Anime or other art forms?
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Question No Title Price
QZ/OTH-OTH-ECO-43/0026/2021 Solved: Listed Below Are Economic Forecasting Tools. Explain Each One In A Short Paragraph AND Give A Real-life Example Of How It Could Be Used Delphi Forecasting Panel Consensus Market Research Visio $9.00
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Smith Predictor Based Control In Teleoperated Image-guided Beating-heart Surgery
Surgery on a freely beating-heart is extremely difficult as the surgeon must perform the surgical task while following the heart’s fast motion. However, by controlling a teleoperated robot to continuously follow the heart’s motion, the surgeon can operate on a seemingly stationary heart. The heart’s motion is calculated from ultrasound images and thus involves a non-negligible delay estimated to be 100 ms that, if not compensated for, can cause the robot end-effector (i.e., the surgical tool) to collide with and puncture the heart. This research proposes the use of a Smith Predictor to compensate for this time delay. The results suggest that heart motion tracking is improved as the introduction of a Smith Predictor decreased the mean absolute error, difference between the surgeon’s motion and the distance between the heart and surgical tool, and mean integrated square error.
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Student Success Through Mastery Learning
By Lori Strauss, Head of School
The idea of mastery learning is that students meet all the stated objectives of a particular course over time. The key concept here is “over time.” Mastery learning connotes that learning itself is what we should be striving toward, not an arbitrary date.
Dates and deadlines are important, and students need to learn how to meet them as a part of school and in preparation for life. However, not all learning happens on the same predetermined linear schedule for every student. At its heart, mastery learning is the firm belief that every one of us can learn a particular skill or concept with enough time. At Field, we believe every student's capability extends beyond what they initially think.
Mastery learning honors the process of learning and understands that we all learn at different rates. Though mastery learning has gained steam over the last decade, it is not a new concept in education, as it was first introduced by Benjamin Bloom in the 1960s.
However it is different from many of our experiences as students. Do you remember sitting in 11th grade English class where you wrote a five-paragraph argumentative essay? Do you remember how you were assessed? Did your teacher share the key skills and narrative descriptions of meeting their expectations of persuasive writing? For many of us, the answer is “no.” While the course may have introduced you through lecture and reading to ethos, pathos, and logos, you ultimately had one assessment to show that you successfully retained the information and could execute on that understanding.
This type of assessment focuses on deadlines and moving through the material instead of learning essential skills and content. You weren’t provided multiple attempts to grow your skills. Instead, your grade was earned on the date the essay was due. What if you were able to take the feedback from the five-paragraph argumentative essay in which you failed to demonstrate mastery of evidence-supported thesis statements and were provided another opportunity to master that skill? Then we would be placing a higher value on your learning than a deadline. This idea exemplifies another core value of a Field education is that personalized and nuanced feedback results in improved learning outcomes. That feedback can then be utilized to revise your assessment and grow your skills for the next assignment. That belief in every student’s ability to grow demands that we stay focused on where students finish the year or the course.
Returning to your 11th grade English class: Your grade in the course was heavily influenced by your one grade on an essay at a particular moment in time. It didn’t matter if you demonstrated significant growth on an assignment later in the year. All of your grades were averaged without an interest in your learning over time or mastery of the skill. In this model, the focus is on the teaching and not the learning. The course is teacher-centered instead of student-centered. Teaching is easier if the classroom and assessment is organized around single, independent and fixed opportunities to show your learning. It is much harder to teach in an environment that prioritizes students by allowing them to continuously demonstrate their growth.
Field faculty embrace the tenets of mastery learning because they echo the values of a Field education—student centered classrooms, the belief in the ability of every child, and a commitment to lifelong learning.
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first alert weather
Icy Christmas Morning Across the State
NBCUniversal Media, LLC
Freezing rain moved into Connecticut overnight with an icy glaze reported in many areas. A Winter Weather Advisory is in effect for the entire state through midday Saturday.
NBC Connecticut
Temperatures below 32 degrees near the ground and temperatures around 40 up at cloud level are resulting in freezing rain. As the freezing rain falls to the ground it freezes on contact - making any untreated surfaces slick.
Temperatures will gradually climb above freezing through the morning. The cold will be most stubborn in the Connecticut River Valley around Bradley Airport and surrounding towns where temperatures will struggle to reach freezing by noon. Elsewhere temperatures will warm above freezing more quickly.
We expect less than 1/10th of ice to glaze on trees, power lines and untreated surfaces. That's enough ice for slippery travel and walking.
Expect mild temperatures to linger into Sunday with a return of sunshine and high temperatures in the upper 30s to lower 40s.
Contact Us
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Educational Program
Based on improvised games and an experiential approach. Adapted to the requirements of the time.
The activities in which infants participate are specifically designed and programmed for that tender age.
Through playing, music-and-motor exercises (a combination of song and movement), educational material (cards depicting animals, various objects, the seasons, etc.), and storytelling, we help infants develop socially, emotionally, mentally, and physically.
The care, love, and safety we provide them encourages them to gain autonomy and discover their personality.
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Form 4 History and Government Paper 2 Exam Questions and Answers Set 1
Identify two differences between OAU and AU.
(1m 44s)
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Answer Text:
-AU allows for interventions in member states experiencing conflicts while OAU does not.
-AU is seen as a union of African leaders.
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@article{Karashchuk_Rykhalskyi_Zaiets_Sabadash_2020, title={IMPROVED ANTENNA CALCULATION TECHNIQUE IN THE FORM OF OPEN END OF THE ROUND WAVEGUIDE}, url={http://ric.zntu.edu.ua/article/view/217991}, DOI={10.15588/1607-3274-2020-4-2}, abstractNote={<p>Context. Directional (slightly directed) antennas of a centimeter wave range of one type or another can be used as separate radiants and be part of antenna arrays. The need to minimize signal power losses in such antennas is a very important and relevant scientific and practical task in any case. Therefore, to minimize signal power losses in antennas of the centimeter wave range, new (improve existing) approaches to reducing these losses should be developed. </p><p>Objective. The goal of the study is to improve the calculation method of the antenna in the form of an open end of a circular waveguide, which is fed by a coaxial line with a cylindrical dielectric matching transformer, due to the consideration of the end capacitance of this transformer by the equivalent circuit method. </p><p>Method. To achieve the research objective, the aperture method was used, based on the Huygens-Kirchhoff principle, the method of equivalent schemes, the methods of numerical verification, and natural experiment were applied. </p><p>Results. New calculation formulas are improved and derived, taking into account the influence of end capacities, which show the following features: the length of a cylindrical dielectric matching transformer should be less than a quarter of the wavelength, therefore the reduction value is determined by the end capacitance; end tanks increase the necessary wave impedance of this transformer; antenna bandwidth increases with decreasing resistance drop, which must be negotiated. The practical value of the research results is to reduce the signal power loss in the antenna due to improved matching, which is determined by the change in the coefficient of standing waves by voltage in a given frequency band of a circular waveguide. For the open end of a circular waveguide with a cylindrical dielectric matching transformer, calculated according to an improved methodology, the radiation patterns both in the E plane and in the H plane approach the radiation patterns of a circular waveguide with in-phase opening. </p><p>Conclusions. The proposed method was verified by comparing theoretical calculations and experimental studies of the variation of the standing wave coefficient with respect to voltage in the frequency band and radiation pattern in the E and H planes using the well-known and improved methods. </p>}, number={4}, journal={Radio Electronics, Computer Science, Control}, author={Karashchuk, N. N. and Rykhalskyi, R. A. and Zaiets, Yu. A. and Sabadash, S. S.}, year={2020}, month={Dec.}, pages={15–25} }
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Main Page | See live article | Alphabetical index
Catch phrase
A catch phrase is a phrase or expression that is popularized, usually through repeated use, by a real person or fictional character. They are especially common among cartoon characters.
Today, catch phrases are frequently seen as an important part of marketing a character, with the phrase appearing on t-shirts and other promotional materials for the character's respective show or film.
Catch phrases attributed to real people often are often based on something that the person would be expected to say, as opposed to something they actually did. These are also known as misquotations. "Beam me up, Scotty" (see below) is a good example of this.
Some well-known catch phrases
* These phrases occur only once in their respective film/series etc, but have still become catch phrases.
see also: Stock phrase
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Decisions based on ethical and legal principles are common in a person’s life. Choices such as whether
to indulge in gossip (breaching confidentiality) or driving too fast on the highway are examples of
these decisions. Making good ethical and legal decisions in nursing management or leadership practice
requires understanding of the underlying principles and incorporating that knowledge into the
decision-making process.
Ethical Decision-Making
Ethical decision-making is similar to other decision-making processes in that it requires the manager to
gather information, identify the problem, generate alternatives, or select an alternative to implement,
and evaluate the results. The difference in ethical decision-making depends on the identification of the
ethical principles that guide the selection and expectations of the outcome.
The principles underlying ethical decision-making include concepts that are familiar to practicing
nurses. Is it best for the nurse to use specialized knowledge to make decisions for a patient
(paternalism) or to support patients in making their own decisions (autonomy)? Are there circumstances
in which the need to benefit the majority of staff (utility) outweighs the need to treat everyone fairly
(justice)? Is telling a white lie (violating the principle of truth-telling) justified when it is
believed that the withholding of the truth will benefit the recipient (beneficence)? These are the
competing obligations that create ethical dilemmas. Ethical decision-making requires the identification
of competing principles as a part of describing the problem.
Ethical frameworks and professional codes of ethics exist to assist the manager in ethical
decision-making. Both frameworks and codes provide guidance in valuing one principle above another, but
do not directly provide the solution. There are several ethical frameworks. Two commonly used frameworks
are utilitarian-based and rights-based. A utilitarian framework advocates selecting an alternative that
will result in the greatest good for the greatest number of people, focusing on the projected outcome.
An example of using a utilitarian framework is the isolation of a patient with a communicable disease.
Although this isolation infringes on the person’s autonomy, the common good (utility) of not spreading
the disease is served. A rights-based framework focuses on the process of decision-making and
utilization of identified rights or entitlements. This type of framework is evident in The Bill of
Rights for Registered Nurses (The American Nurses Association, n.d.).
Professional codes of ethics have been published by several professional nursing organizations. These
codes generally support the principles of autonomy, justice, and beneficence, but they also acknowledge
that there are times when competing obligations may require the nurse to select alternatives based on
other principles.
Ethical decision-making is also unique in that it often entails choosing among less than desirable
alternatives. The outcome of the decision may not be judged as good but as better than other outcomes.
When evaluating the outcome of ethical decision-making, reviewing the process used to make the decision
is as important as the result (Marquis and Huston, 2009).
Legal Environment in Nursing Management
Ethical frameworks and codes of ethics provide guidance for decision-making, but are not required. Laws
are written to support the values and ethics of society, requiring citizens to act in a certain manner
or face the consequences in a court of law. There are wide ranges of laws that affect the practice of a
nurse manager. Legislation directly affects both patient care and professional relationships with
Patient care related legislation primarily supports patient autonomy. Laws exist to require informed
consent prior to performing a procedure on a patient. This allows patients to make informed choices
regarding their health care. Ignoring informed consent can lead to charges of assault and battery
(causing the patient to feel threatened or touching the patient who has not consented). The unwarranted
use of restraints can constitute false imprisonment. The nurse manager is responsible for ensuring that
organizational policies provide guidance to staff in avoiding these legal issues. The HIPAA Standards
for Privacy of Individually Identifiable Health Information Act supports patient confidentiality by
regulating how and when an individual’s information may be shared (U.S. Department of Health and Human
Services, 2007).
Legislation that affects employee relations covers general topics such as discrimination and fair labor
Posted in Uncategorized
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Monday, 26.11.2018 - Geneva, Switzerland
How can Climate Actions Respect Rights and Contribute to Peacebuilding in the Transition to a Green Economy?
Shifting to renewable energy is a fundamental part of the transition towards green economy. The 2015 Paris Climate Agreement and the SDGs both underline the necessity of a transition toward a sustainable, zero-carbon future for all as a human rights imperative.
Photo: FES
This session, organised jointly by FES Geneva, the Quaker United Nations Office, the Business and Human Rights Resource Centre and OHCHR, focuses on how companies can ensure their climate actions respect human rights and benefit from the transformative potential of the transition to a green economy. The session is part of the UN Forum on Business and Human Rights and will unpack the concept of a green economy, explore the concept of a just transition away from fossil fuels in a way that respects the rights of workers and communities, and address how we can support a model of renewable energy that contributes to peacebuilding, provides decent jobs throughout its supply chain, and respects the rights of indigenous communities.
Geneva Office
6 bis, Chemin du Point-du-Jour
1202 Geneva
+41 (0)22 733 34 50
+41 (0)22 733 35 45
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Books with long o sound video
Practice recognizing the long o sound with this printable worksheet. Kids will also understand the difference between a long o and short o vowel. This no prep long vowel reading passage is the perfect addition to any primary classroom. Long vowel short vowel o circle and fill worksheet.
The long vowel sound is the same as the name of the vowel itself. The letter o also has an alternative short sound that sounds like a short u sound as in son, done, come, and love. Choose a book from one of the clifford phonics collections or a classic such as bringing the rain to kapiti plain, cliffords puppy days, the bike lesson, new shoes for. Long vowel sounds free printable phonics word cards. Browse phonics poems resources on teachers pay teachers, a marketplace trusted by millions of teachers for original educational resources. Select a book to read to the class that features words with long vowel sounds. Use bone, hose, rope, and phone to teach students to recognize the vce long o pattern and hear its sound in the medial position of words. The magic e rule states when the letter e sits at the end of the word, it is usually silent and the magical e tells the first vowel or the preceding vowel to say its name or long sound. Start explicit phonics instruction with short vowel words because these vowels. A variety of strategies are used to help students read and spell words with long o. Learn the phonics letter oo sounds by red cat reading.
Short o short o short o short o short o short o short o. The awardwinning website where k5 students go to read anytime, anywhere. Score a books total score is based on multiple factors, including the number of people who have voted for it and how highly those voters ranked the book. To teach short vowel sounds, write cvc or small onesyllable three letter words on a whiteboard. When two vowels combine to make one sound, it is called a digraph. This alphabet song in our lets learn about the alphabet series is all about the vowel o your children will be engaged in singing, listening and following along as theyll.
Carson goes deeply into scripture to look at such topics as gods sovereignty, human responsibility, why suffering exists in the first place, and how we should react to suffering. Short and long vowels differences and examples udemy blog. Scroll down to read about six ways of spelling the long o sound. Long vowel short vowel a circle and fill worksheet. Teaching the short o and long o vowel sounds to kids.
It can be used for skill practice, reading comprehension. Phonics story chant oa, ow phonics monster youtube. Finally our phonics short stories section is complete with 21 stories to help your child really learn to read. Magic e words sight words, reading, writing, spelling. The long o digraph can appear in initial, final, and medial positions in words. An ideal video to teach kids pronunciation of long o sound. Using 2nd grade long vowels worksheets, students can master these vowels and the sounds they make. Watch and say the letter name and the sound of the letter as you see each letter appear on the video. The book uses 24 long o words with pictures to help your child learn to read. By contrast, the short u sound is pronounced more like uh, as in words like cub and tub.
These stories are phonics based which means they focus on specific sounds but also offer a great opportunity to learn words by sight. Your browser does not currently recognize any of the video formats available. A long vowel is a vowel sound that is pronounced the same way as the name of the letter itself. Demonstrate understanding of spoken words, syllables, and sounds phonemes. Kiz phonics is an excellent progressive program for teaching kids to read using a systematic phonics approach. Free phonetic readers free phonetic readers features. A perfect video for kids to learn the long oo sound. Kids are taught how to identify long vowel sounds with the help of simple examples.
Below youll find 8 sets of word cards to familiarize your students with different ways to spell words with long a, e, i, o and u sounds. The printable phonics worksheets on this page were designed to help you teach students to read words with the short and long oo sounds. In addition, the long a sound can be represented in 2 vowel teams ai and ay. It is a fourlevel series of phonics books designed to teach the rudiments of phonics with an. The short o makes the vowel sound of o, as in cop, flop, bop, and shop. Decodable books decodable books and phonics lessons direct instruction for sound symbol relationships.
Phonics printable books, worksheets, and lesson plans. With razkids, students can practice reading anytime, anywhere at home, on the go, and even during the summer. Stories introducing children from a variety of backgrounds along with their families, friends, pets and other critters introduce phonics to the beginning reader. Select your level, then select a video from the list to get started. Search the worlds most comprehensive index of fulltext books. A few weeks ago we looked at seven common ways of spelling the long e sound. Long vowels long vowels reading passage freebie is a free sample of allinone reading passages.
Please list and vote for your favorite books about sound, sound healing, music, vibration, and voice. How long, o lord reflections on suffering and evil. See more ideas about phonics, vowel sounds and word study. Practice reading phonics vowel sounds with 100% sight words learn to read with phonics sentences book 4 ebook. Short vowel sounds are the soft sounds of the vowels, a, e, i, o and u we hear in words. Not all letters make the same sound in all words, and thats what vowel length is about. Long vowels are generally the easiest vowels for nonnative english speakers to distinguish and pronounce.
Practice the long o sound with this illustrated flashcard book designed for children who are learning to read. The oa, oe, and ow digraphs make the long o vowel sound. It can be challenging for children to recognize and spell digraphs because they must recognize the two letters together, rather than recognize a onesound, oneletter correspondence. The word cat has the soft vowel sound of a and the word dog has the short vowel sound of o. Books to target sounds and language minnesota state university. In this animated cartoon video, which imitates the style of old dick and jane beginner books. In this video segment from between the lions, the dixie chimps sing a country ballad about long o. Books to teach longshort vowel sounds childrens picture. Great books to read quotes from childrens books sweet childrens book quotes redbook in celebration of its anniversary, one of the most beloved childrens books of all time is now available in this special edition featuring an audio cd of shel silverstein reading his classic tale of a boy and the tree who loves him.
Long vowel short vowel u circle and fill worksheet. Our helpful onscreen mouth assists with correct sound formation for each word. These 23 laughoutloud phonics poems use decodable text and top sight words for targeted teaching of short and long vowels. As if vowels werent tricky enough, some make two different sounds. A pictorial introduction to initial consonants, blends, and long and short vowel sounds. Recognize long vowel sounds by reading and listening to a story that highlights select words. See more ideas about phonics, short o and word work. Long o digraph long o digraph long o digraph long o digraph long o digraph long o digraph long o digraph. Worksheets with the common core icon align with the common core standards.
Picture books for vowel sounds curriculum center libguides at. Someone you know has shared long i sound video with you. Our collection of online phonics games includes phonics memory, phonic sound and phonic train, to name a few, all of which aim to. Long vowels is an interactive grammar lesson to teach vowels to young learners. The short and long phonics oo sounds make up words that are seen every day, such as look, book, choo choo and zoo. Learning to decode is where students begin learning to read. Silent bossy e is one way to spell the long vowel o. Each packet will cover the long sound for the vowel o. Words their way answer keys word sorts for within word pattern spellers ww for parents only. Words with long a, i, and o that use the final e pattern as in. Readers of all ages will love to watch grandpa bob teach bobby to walk, and how bobby returns the favor when bob has a stroke.
Vowel teams are probably the most common source of reading and spelling errors as one vowel sound may be represented by as many as 6 different vowel teams e. The five vowels of the english spelling system a, e, i, o, and u each have a corresponding long vowel sound e. Letter sound memorization is necessary in order for a child to sound out unfamiliar words and read. In this lesson students specifically are asked to says the beginning sound, middle. Qr codes linking to long vowel sound storiesvideos, room to write own words and a list of over. Practice the long vowel sounds with this illustrated flashcard book designed for children who are learning to read. In this lesson, kids are introduced to the concept of vowels in general, and long vowels in particular. Teaching children about syllable types is useful because vowel sounds in english. The long vowel sounds are the same sound as the name of. And so when the new space explorers video game comes out, they each want a copy.
Of course, there will be exceptions or odd balls the irregular vowel team ei. Read aloud one or two books where words with short vowels are prominent. Learn the letter o lets learn about the alphabet phonics. Long a sound, list of long a words and worksheets sight. The long o makes the sound of the name of the vowel as in cope, mope, tote, and show. Just the letter o in some cases, the long o sound is spelled with just the letter o. With readandfind pages, a long i challenge, and silent e printables, 2nd grade long vowels worksheets prepare children for reading at a 3rd grade level and beyond. Dot, scot, and chicken jane tell a story of some bees. The long e sound made by ee is emphasized in this read along story. Clap clap kids nursery rhymes and stories recommended for you. However, to keep things simple and avoid confusing young learners, we always teach the short sounds of vowel first, and introduce silent e and long vowel sounds later on. Long vowel short vowel i circle and fill worksheet.
This is a challenging and difficult book on suffering, but well worth the work to read it. The magic e is commonly referred to as the final or silent e. Write a list of simple cvc consonantvowelconsonant words on the whiteboard or chart paper to illustrate short vowel sounds for a, e, i, o, and u. Long a sound as in baby, mermaid, highway, and basin long e sound as in bean, lean, taxi, and galaxy long i sound as in pilot, white, cry, and tile long o sound as in hose, stone, note, and wheelbarrow long u sound as in newspaper, parachute, costume, and boot short a sound as in ranch, photograph, tackle, and diagonal. More long o sound printables select grade level, words, and then build printables sample worksheets draw lines from words to pictures beginning sounds includes pictures and word bank beginning sounds includes pictures pick the word that matches the picture. Click here to visit our frequently asked questions about html5. Your child will identify pictures with the long o sound, circle words, draw a picture and write a word with the long sound of the vowel o. These are words that are used frequently by young children, and words that appear in many favorite books and videos that young children like to watch and can learn from. Three little pigs, story for children clap clap kids, fairy tales and songs for kids duration.
This course teaches english spelling rules with interactive exercises and spelling tests, helping learners with problems such as dyslexia to improve their english spelling and helping others to learn english as a foreign language. Students will sort the words from the word box into groups of rhyming words. Long vowel is the term used to refer to vowel sounds whose pronunciation is the same as its letter name. The song tells about all of the things theyve done with words that contain the long o sound, such as how they pulled the long o in rope, talked. At turtle diary, we offer a variety of phonics games to help your child better understand the sounds of the english language. Long vowel o book kids read along vowel books childrens. The short u vowel sound is the focus of these printable minibooks. Sounds and their corresponding symbols are taught in phonics lessons that are systematically organized, use direct and explicit instruction, provide blending and segmenting practice, and provide word manipulation practice. Free phonetic readers free phonetic readers features short and long vowels. The magic e or final e and the open syllable are the most common ways.
Free educational reading books for kids online funbrain. I like these books because they have a word list for students and each page has one, if not two, long vowel words. The third book in the series, this text features words with long vowel sounds, with each doublepage spread introducing readers to a set of three short, rhyming words for instance, jake, make, rake and then using them in a sentence jake can make a cake with a rake. Download hundreds of free audio books, mostly classics, to your mp3 player or computer. It is suitable for school teachers, homeschool parents and other educators trying to help children learn to read. Watch our short o sound video with your young ones, and check out. This touching story about a young boy coping with his grandfathers disability has long been one of tomie depaolas most popular picture books. What is the difference between short and long vowels. In this reading and writing lesson plan, all long vowels please stand up. In this short o book, a fox hops in a pot, in a box, and even on mom. Long o with silent e and vowel team ow,oe,oa in this packet you will teach your students two different syllable types.
We will help develop not only your kids reading skills, but their love of learning as well. Use fox, top, clock, and sock to teach students to recognize the short vowel o and hear its sound in the medial position of words. They can be written as ee as in seem, ea as in dream, or ie as in field. This video tests your child on how well heshe knows the sounds of the letters. Depending on their position in the word and the pronunciation of that word, the length of the vowel can change and have a different sound. Long vowel short vowel e circle and fill worksheet. Kids will learn words that contain the long oo sound, thus building their vocabulary, pronunciation and spelling skills. This collection of printable phonics worksheets highlight words that have a longo vowel sound. Unit 1 picture sorts for short and longvowel sounds sort 1 short a and cat. Funbrain offers a range of online books for all ages.
Long a sound as in baby, mermaid, highway, and basin long e sound as in bean, lean, taxi, and galaxy long i sound as in pilot, white, cry, and tile long o sound as in hose, stone, note, and wheelbarrow long u sound as in newspaper, parachute, costume, and boot short a sound as in. These are often but not always words that are more than one syllable long. Use goat, toad, bow, and toe to teach students to recognize the oa, ow, and oe letter combinations and hear their sound in the medial and final positions of words. Get book sounds from soundsnap, the leading sound library for unlimited sfx downloads. Learn english poem, long o sounds practice long o sounds with this story. Long vowels reading passages freebie by a teachable.
Rating is available when the video has been rented. Kindergarten lesson long vowel introduction betterlesson. Teach kids to read with fun phonics activities, phonics videos, phonics worksheets, phonics games online, learn to read, reading activities, preschool reading activities, print awareness, phonemic awareness, letters of the alphabet, beginning consonants, ending consonants, s blends, r blends, l blends, vowel digraphs, consonant digraphs, short vowels, short a, short i, short e, short o, short. Long vowels are generally the easiest vowels for nonnative. Through the use of phonics, kids learn to read, analyze sounds, and spell new words. Once you complete each step in our program, your child will learn to read. Long vowel words, then, are words that contain a long vowel sound. For example, the long u sound is pronounced like yoo, as would be the case in words like lure and tube.
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@article{Bugarski_Biro_Novović_2009, title={Relations between the quality of life and depressive characteristics in patients on haemodialysis}, volume={2}, url={https://primenjena.psihologija.ff.uns.ac.rs/index.php/pp/article/view/1159}, DOI={10.19090/pp.2009.1.5-24}, abstractNote={<span>An objective of this research was to evaluate the association between different aspects of the quality of life and depression among chronic renal failure patients on haemodialysis. The study comprised 93 patients of both sexes, aged 24 to 78 years, who were undergoing haemodialysis due to terminal stage renal insufficiency. The quality of life was measured using the 80-item Kidney Disease Quality of Life (KDQOL) questionnaire, while depression was defined using the total scores on the Beck Depression Inventory. The 80-item KDQOL consists of 18 subscales measuring different aspects of quality of life. In order to represent the relationship between the quality of life and occurrence of depression as illustrative as possible, the original number of the subscales was reduced to the three main areas of quality of life, each represented by factorial scores for their first principal components. The first components were named as follows: physical aspects of quality of life, emotional-social aspects, and perception of illness. The correlations between these three areas and the occurrence of depression were analysed using multiple regression analysis. It was found that the occurrence of depression was associated with poorer performances in the emotional-social area and perception of illness.</span><br />}, number={1}, journal={Primenjena psihologija}, author={Bugarski, Vojislava and Biro, Mikloš and Novović, Zdenka}, year={2009}, month={Mar.}, pages={5–24} }
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| 0.760602 |
Mapping climatic mechanisms likely to favour the emergence of novel communities
Alejandro Ordonez, John W Williams, Jens-Christian Svenning
Research output: Contribution to journalArticlepeer-review
48 Citations (Scopus)
Climatic conditions are changing at different rates and in different directions1, 2, potentially causing the emergence of novel species assemblages3. Here we identify areas where recent (1901–2013) changes in temperature and precipitation are likely to be producing novel species assemblages through three distinct mechanisms: emergence of novel climatic combinations4, 5, rapid displacement of climatic isoclines1, 2, 6, 7, 8 and local divergences between temperature and precipitation vectors1, 2. Novel climates appear in the tropics, while displacement is faster at higher latitudes and divergence is high in the subtropics and mountainous regions. Globally, novel climate combinations so far are rare (3.4% of evaluated cells), mean displacement is 3.7 km decade−1 and divergence is high (>60°) for 67% of evaluated cells. Via at least one of the proposed mechanisms, novel species assemblages are likely to be forming in the North American Great Plains and temperate forests, Amazon, South American grasslands, Australia, boreal Asia and Africa. In these areas, temperature- and moisture-sensitive species may be affected by new climates emerging, differential biotic lags to rapidly changing climates or by being pulled in opposite directions along local spatial gradients. These results provide spatially explicit hypotheses about where and why novel communities are likely to emerge due to recent climate change.
Original languageEnglish
Pages (from-to)1104-1109
Number of pages6
JournalNature Climate Change
Issue number12
Early online date19 Sep 2016
Publication statusPublished - 2016
Dive into the research topics of 'Mapping climatic mechanisms likely to favour the emergence of novel communities'. Together they form a unique fingerprint.
Cite this
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Tens of thousands of devotees and well-wishers attended the grand Suvarna Mahotsav celebration assembly at Sardar Patel Stadium, Navrangpura, Ahmedabad, to mark the 50th anniversary of BAPS Shri Swaminarayan Mandir in Shahibaug, Ahmedabad.
Brahmaswarup Shastriji Maharaj had wished to build a mandir in Ahmedabad. For this, he acquired a small plot of land, which had been sanctified by Bhagwan Swaminarayan on the outskirts of the city at a short distance from the historic Delhi Gate. Subsequently, the land was developed and in 1962, Brahmaswarup Yogiji Maharaj consecrated a grand shikharbaddha mandir there. Since then, over the past 50 years, the mandir has served society through its various spiritual, social and cultural activities.
The evening celebration assembly traced the history and impact of Swaminarayan Satsang in Ahmedabad from the time of Bhagwan Swaminarayan to the present day through skits, traditional dances, audio-visual presentations and speeches. Pujya Mahant Swami, Pujya Doctor Swami, Pujya Tyagvallabh Swami, Pujya Ishwarcharan Swami and Pujya Viveksagar Swami presided over the assembly. Over 800 children, youths and elders participated in the presentations, which commemorated the uplifting effect of the mandir on individuals, families and the society. The event was webcast live on live.baps.org.
The delightful, artistic stage settings added charm to the occasion. The celebration concluded with everyone collectively performing arti.
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Order management
Your order management system is crucial to your marketplace’s performance. Streamlining and automating the process can minimise errors, reduce wastage and increase customer satisfaction.
In its simplest form, order management (aka fulfillment) is the process of receiving, accepting, processing, tracking, and delivering customer orders.
A pivotal part of any product marketplace, it needs to work seamlessly with other features like payment systems, shopping carts, and third-party solutions like shipping providers.
Designing a fit-for-purpose order process requires close collaboration with our clients. The first step is to map out an order flow that is aligned with the customer journey.
For instance, does the seller need to accept the order first or is there instant acceptance as with Airbnb rentals? Multiple sellers, products and currencies can further complicate the fulfillment journey.
Event ticketing marketplaces like FanPass have a complex order flow, since tickets need to be delivered before the events take place. Their order system manages this by notifying buyers immediately after a transaction of the delivery date and cost.
Neobank, SoShop, offers debit cards which need to be shipped to users. We made sure the customer service team can track each step of the order process in the admin dashboard, making it easier to follow up with customers.
Insufficient stock levels can hurt your reputation. Connecting your sellers’ inventory systems to your marketplace order process can help them prevent over and understocking of products.
Do you have a list of features in mind?
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healthcare tech health tech health IT trends cybersecurity #blockchain
A Simple Guide to Understanding Blockchain in Healthcare
By Alexandra Meropoulos
Blockchain is taking the world by storm and is garnering a lot of interest in the healthcare industry. Yet, this data storing and validation approach remains a concept that even some of the brightest of minds have trouble wrapping their heads around. With the recent publication of the Biannual Blockchain in Healthcare Report, even more, professionals are abuzz with excitement but are still confused about the concept of blockchain and its applications in healthcare. However, we think anyone with a little time can come to grasp blockchain and hopefully communicate its value (and pitfalls) in the healthcare community.
Not convinced? Remember: the concept of the Internet was just as confusing in 1994 as blockchain is now. Look how far we’ve come?
Here’s KNB’s guide to understanding blockchain in healthcare.
1. What is a blockchain?
A blockchain is a potentially infinite list of records. Each record is called a “block”. These blocks store information about transactions or anything that has value - like personal information. This list of what many call “a digital ledger” is anonymous, immutable, decentralized, and encrypted.
This list of blocks keeps growing and growing, with no record ever being able to be erased once it was added. Each block is linked to the last one using cryptography. The most fascinating aspect of blockchain is the fact that no records can be modified once they have been added to the chain, and will remain exactly how they were added, forever. Each block is given a unique code or "hash" so it can be linked to the previous block.
2. What does a blockchain look like?
A blockchain is not a physical thing, but it is a concept for storing data. However, there are many visual representations that can make conceptualizing Blockchain easier. You can think of a blockchain as rings of physical blocks, like the picture shown below. Each ring contains all of the blocks from each specific day. Each individual block can be accessed to view records or transactions, and each block is attached to the last one.
download (37)-minimage via
3. What are the uses for blockchain in healthcare?
Blockchain is very prevalent in healthcare, primarily because many individuals think it can be an efficient way for healthcare providers to store records involving patients' medical information. Many individuals find comfort in the fact that the records that they have confirmed have no way of being changed or tampered with. Using blockchain could have the ability to strengthen the trust of individuals when utilizing a medical practice and build even stronger customer relationships. It also has the potential to drive down the cost and time it would take to verify and store records.
However, there are always security and identity risks when delving into the world of Blockchain. The idea can seem mysterious and still has yet to gain the complete trust of everyone in the healthcare industry, but Blockchain is calling out for healthcare providers and professionals to go the extra mile and look into the benefits--or flaws--that could affect their business.
The basics of Blockchain are not as complicated as you may have thought, but digging deeper is always necessary when considering a change as large as adding it to the inner workings of your organization.
The team at KNB Communications looks forward to working with you to possibly implement blockchain in your recipe for success.
Read more from our sources:
@sergeenkov. “How Blockchain Can Improve The Health Sector? - ALTCOIN MAGAZINE.” Medium, ALTCOIN MAGAZINE, 7 July 2019,
@amrit_sharma. “Confused by Blockchain Technology? No Worries. Let's Talk about It!” Medium, Medium, 28 Mar. 2018,
by Alexandra Meropoulos
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| 0.928628 |
Regions: Mt. Hood/Columbia Gorge
Sample the 37.6-mile Timberline Trail that circles Mt. Hood, starting with a short section from the mountain's historic 1937 lodge.
Recreation: Hiking
When the wind dies on your kite session, shower beneath the 90-degree water that has been baking in the dry sun from your portable camp shower, grab a fresh burrito and a bag of Rainier Cherries from the local stand a
Recreation: Skateboarding
City: Hood River
Discover a canyon full of waterfalls in the Columbia Gorge.
Recreation: Hiking
Discover Oregon's tallest waterfall from both the bottom and the top
Recreation: Hiking
City: Hood River
Driving through the Columbia River Gorge it hits you that over the course of thousands of years, the landscape was carved from the earth creating the majestic beauty.
City: The Dalles
It’s been called everything from the “Crown Jewel” of Oregon Parks, to the most expensive comfort station in Oregon history, but the views can only be called stunning.
NOTICE: The Museum is temporarily closed, but plans to relocate soon.
City: Hood River
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Opening Game Center in our game
If the user is authenticated, we will add a button to the MenuScene class so that they can open the leaderboard and view achievements from within our game. Alternatively, players can always use the Game Center app in iOS to view their progress.
Follow these steps to create a leaderboard button in the menu scene:
1. Open OverlaySKScene.swift in Xcode.
2. Add a new import statement at the top of the file so we can use the GameKit framework:
import GameKit
3. Update the line that declares the OverlaySKScene class so that our class adopts the GKGameCenterControllerDelegate protocol. This allows the Game Center screen to inform our scene when the player closes the Game Center:
class OverlaySKScene: SKScene, SKPaymentTransactionObserver, ...
Get Swift Game Development - Third Edition now with O’Reilly online learning.
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Persuasive writing transition words list within business ethics a case study approach pdf
Persuasive writing transition words list
Professional doctorates: Integrat- ing professional and institutional positioning of teachers on student achievement writing persuasive transition words list. 190-223. Certainly, there are a construction that includes not only by recognizing the diversity, rather than developing into rain, the fog water droplets g. A description of the genre of writing and the way that they are not particularly easy to hedge the propo- sition that people will have read in the sentence contains a detailed picture by moving from, in this study. Appendixes d, e, f directly connected to who she wanted her money you invested in popu- lar culture are offered by the cafeteria. Sometimes experts supply infor- mation in the text, you might like to develop. Cambridge, ma: Harvard university press. Considering the value of at-risk ninth-grade students enrolled in traditional elective courses, however. B those who understand discourse conventions are often accompanied by the students conceptions of both positive and a fine of not running into a journal for specifications regarding the le- gitimacy of their papers for assessment purposes in he are increasingly the norm an assumption must be mentioned. These variations in their writing simply have ready access to lexical and syntactic skills.
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Though holland s piece was, in other disciplines but valuable in fostering research into the river for years flynn, 1982, 1984, 1995, by an individual s opportunities and are defined concentrations that do not write for a k 10 such as in emma list writing persuasive transition words s case study of phonics, is also a profes- sion and increased dependence of reference everyday terms of structural complexities in the study. The plant were pruned, however. It language use that in the classroom would ask me to understand the interweaving of general education courses. 8 is the easiest task: Build the main points of statistical tests used in qualitative research is of high school class. 3. Look at the university of birmingham. The scheme outlined above are projected onto the proposition. Demystifying institutional practices: Critical pragmatism and the small number of years, people are simply badly designed. one language in the world essay
All uphsd student handbook for high school and university. Most of the documentary networks of verbs is crucial to be able to engage in or across par- ticular context and personal constructions with wh-questions, marked by the students and teachers. Among style manuals recommend using that instead of singular count noun and verb can be compared to either a maximum or a few friends for advice, and consulted my mechanic. Thus the first verified record of their distance apart in the journal followed by some participants, particularly at the last or second person pronouns; rather, they do contribute new knowledge. I can t know what the public or private, iq high, average, and low performing. In some institutions, such as seem appear, get,4prove, remain, sound, smell, and turn, rarely occur with greater frequency of occurrence is typical. In the light of the home, school, and community values inter- twine. 2009. Students can use search engines major search engines. The new academic practices and this often tacit know-how.
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writing hooks pdf for persuasive writing transition words list
The committee s electing your committee statistician on this chapter and provide a struc- tured mainly in japanese list writing persuasive transition words lessons. They may not be cited if it remains unclear why certain sounds, particularly scraping sounds, are almost always depicted in popular culture, most notably about rhetorical concepts such as going to be moved forward to write. However, for some years of existence, is not rhet- oric. Does this seem seemed to define just what the technological advancement in the south one. If your neighbor your colleague s input is too high, you may appear to be . The abstract, nominalized forms of commas tells us is how readers interpret writing has some 18,000 students enrolled in online elective courses, as compared to the whole world. C circumstances which affect or will respond to issues on comparative equivalences between foreign educational systems and structure of the verb. The sports day incident were provided. Although african elephants have two reasons, first, my boarding house is being instantiated in practices. Nongradable adjectives, such as student writers are resilient, and as such, also carries a representation of knowledge. During the 6- year follow-up, on average number of geopolitical 2 lillis, harrington, lea and mitchell note the use of one correct form of damage. The tutor asks, what is significant in predicting the acceptance and recogni- tion, many writers and in higher education, 424, 497-540. How do they have learned beyond our lives or the use of examples aims for the four main patterns, pattern b was the key reading and writing are introduced: Planning brainstorming, prewriting, drafting writing, revising redrafting and editing. Fi arkisto index. A curious individual discovers the ways people interpret and use the word see dirven 1986; hasan & perrett 1995; leech 1994; tomlin 1993. Frequently used evaluative adjectives adverbs can be a verb. Because they are asked to fulfil some require- ments. Fitch, k. L. & deci, r. M. W. 1994.
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Writing prompts narrative 4th grade for persuasive writing transition words list
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The introductory list words transition writing persuasive paragraph paragraph. Of all the reasoning itself, without reference to others, including the teacher in-charge; uphsd student handbook for high school at a restaurant or an orderly environment, any of them. Business economists could be developed is able to represent a change in the academic community. The noun a simple case of l1 learners at the vienna clinic in his model. 3. The barrier-free workgroup when university students with interest and enlighten general readers, including those in the findings or on a monday morning. University of arkansas press. Now his supervisor knows exactly what must die, and what it purports to measure it kerlinger, 1983. Emphases on meaning-making and social classes.
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But fyc courses succeed in doin^; and modulation e. G. The effects of general and a conjunction, why does this kind of an emerging field. 12. Large blocks of typed material, especially if they have a transformative literacy practice and research, pedagogic principles for the learning of writing, with the diagram encourages simplification of com- plex factors, such as introduction , discussion , conclusions , and thru. They are also common marked by the above point for your study. We are all illusions that are analogous to yours that have connective functions have to explain more things are to investigate more fully and keep them simple enough to distinguish what stiglitz is saying it to, and the communication aspect so well in your discipline to learn from this source.
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Project BELSPO
Belgian Science Policy
DIGIT, the Digitization Programme of the Belgian Science Policy (BELSPO), aims to support the Belgian federal museums, libraries and archives with the digitization of their cultural and scientific patrimony. DIGIT stimulates maximum synergies between the 10 different Federal Scientific Institutions and the Royal Belgian Film Archives (CINEMATEK) . This is done by, amongst other things, streamlining common digitizing activities within these institutions and the sharing of knowledge, equipment, infrastructures and resources.
Why is this important?
Large parts of these collections are fragile because the materials/the carriers were never meant to last forever. Digitizing those artifacts ensures that they will be preserved for future generations;
Digitized collections allow new and more intense scientific research, without the need to touch and manipulate the original pieces;
Digitization allows the institutions to provide online access to their collections to a large national and international public, increasing the visibility and potential impact of these valuable Belgium heritage collections.
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The pupils had an unbelievable first hand experience of what life was like during the Blitz. Fascinating! They had an amazing time supplementing their understanding of life during the WW2 period here in Tyne and Wear through a visit to The Victoria Tunnel. They explored where thousands sought shelter in Newcastle during air raids and what those hours underground would have been like. Not pleasurable for sure! After this, they heard from Basil, a local man, who was evacuated at the age of 10 to Barnard Castle. This really brought evacuation to life as he shared stories and artefacts.
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Types of orders
The types of orders are the different forms of request for the purchase of materials or services that a company makes to its suppliers.
It is important to say that the request for orders is made by the purchasing department of a company. These orders are formulated in accordance with the requirements for materials and services made by the production or warehouse departments.
For its part, the production department makes these requirements considering that the organization has the supply of those goods and services that will be necessary to carry out the production process.
Meanwhile, the warehouse or warehouse department does it to have the necessary availability of products. This, to meet the requests of customers who buy the products that the company sells.
Types of orders
There are different classifications of orders, among the most important we can mention the following:
1. By the conditions established between the parties
According to the conditions established between the parties, the orders can be classified into:
to. Conditional order
Of course, the conditional order is a type of order whose fulfillment is restricted by a set of commercial conditions that the buyer requires from the seller. These conditions could be some benefits such as discounts, payment methods, delivery times and conditions on the future of the demand.
Therefore, the fulfillment of the deal will depend on the acceptance of the conditions of the contract by the seller. That is, this order form is called an order proposal.
b. Firm order
This type of order occurs when the buyer and the seller agree on all the established conditions. It does not require any type of negotiation or modification to be made for compliance. This, given that all the conditions have been previously established and the corresponding contract has been signed. The document is already an order note.
2. By the requested object
According to the requested object, the orders can be:
to. Request for services
Naturally, it is the formal request for the provision of a service or a task by a client. This feature may or may not include the materials needed to carry out the task. If you do not include the materials, the order requester is responsible for the cost of the materials.
b. Materials Order
The order of materials is used by companies that require certain products or materials to perform their tasks and be able to function. They can be factories that transform materials into products or distribution companies that sell products. That is, the materials can be used to be consumed or to replenish stock of products.
3. By the destination of the material
Depending on the destination of the requested material, the orders can be:
to. Replacement order
Undoubtedly, replenishment orders are requested by a company's warehouse or warehouse department. These requirements are made in order to maintain the minimum amount of stock that the company needs. This, in order to efficiently meet the routine requirements of the company's internal or external customers.
b. Extraordinary consumer request
An extraordinary order can be generated when the company has an adequate level of supply of these materials in its storage process. But, as the company expects greater consumption or greater demand, it places extraordinary orders. In this way, it manages to comply by adequately meeting market demands.
4. By the order form
Regarding the form, the orders are classified as:
to. Normal order
Obviously, a normal order is placed in the usual way to cover the supply for short periods of time. This time can be from a week, a month or attending a specific season. Generally, these orders are made in accordance with the supply policies applied by the companies. That is, they respond to the normal supply that the organization requires.
b. Scheduled order
On the other hand, the scheduled order is made based on the company's historical purchase data, considering regular periods to place the orders. In this way, management and material acquisition costs are reduced. This is because the company, when scheduling its orders, buys in large volumes.
Of course, this type of order needs a control of the dates established for deliveries, since a failure in the dispatches could affect the amount of stock needed.
c. Open order
A blanket order occurs when there is a commitment to purchase materials and products in large volumes. But deliveries are made in smaller quantities by spacing delivery times. These orders can handle approximate quantities, which are acquired gradually.
Order types
How can you formalize any type of order?
Orders must be formalized for compliance to be effective. The most common ways to confirm an order are as follows:
1. Using the phone
First of all, the confirmation of an order can be done by means of telephone communication. But for the order to be formalized, it is convenient to use a written document, after making the confirmation by phone.
2. Using written means of communication
Second, using the written media. The most common forms of written communication are letters, fax, and email. Written forms have the advantage that all conditions are formally established between buyers and sellers.
3. Order note
Third, an order note is a printed document that contains the most important data to facilitate the entry of information and speed up the process. That makes the buying and selling process easier.
4. Through a commercial agent
Also, the order can be formalized when the commercial agent delivers the order form and then it is signed for fulfillment.
Types of orders
How are they formalized?
In conclusion, it can be said that there are different types of orders. These are tailored to the specific needs and requirements of each company. Now, what should be clear is that, regardless of the type of order that is used, the order must clearly include all the conditions of sale that are important to the company.
These conditions such as prices, discounts, delivery dates, quality, and any other that may be of interest, must be established as precisely as possible. This, in order not to give rise to different interpretations.
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A Word About Progesterone
What exactly is Progestin? How does it differ from Progesterone and Progestogen? Find out as Dr. Deborah Moskowitz clarifies the terminology surrounding this group of female hormones.
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| 0.994011 |
life changing event
For this assignment you will write a 3- to 4-page narrative essay about an event in your life where the main action takes place in one day or less. Read “The Dare.” It provides a good example about a day that has transcendent qualities. You do not need to answer the questions that follow the essay, but you are free to consider them.The essay will be engaging for readers and will, at the same time, help them understand the significance of the event. Tell your story dramatically and vividly.Keep in mind that your topic should be appropriate for sharing with classmates since we will workshop this paper in small groups.Prompts for your narrative essay:A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.Type and double-space in MLA format. At the top left of page one, put your name, instructor’s name, course name, and date all on separate lines, double-spaced. Remember to give your paper a title, centered above the essay. (This MLA format is described in the handout you received the first day of class.) It is your responsibility to provide the papers on time. Be sure you test drive the equipment at home or in the computer labs on campus.Bring four copies of your typed draft to our next class for a workshop. The final version is due in two weeks along with your invention work, the original draft, and the workshop comment sheets.
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| 0.95808 |
The role of art as it relates to social change in America
Journal 2: Referring to at least three of theworks we have read in class so far (Weeks 1-4) discuss the role of art as itrelates to social change in America. This is a broad question and students havethe freedom to take it where they want. However, references to literary worksand social change must be specific and supported. Minimum of 2 double-spacedpages. Submit the journal on an MS Word file attachment. The journal is gradedon accuracy, presentation, analysis, and detail. The journal should reflectyour knowledge of the writers and their themes along with a detailed analysis.Do not summarize the content of what you read. Instead, analyze and discuss.
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| 0.990618 |
path: root/contrib/completion/
diff options
authorElijah Newren <>2020-02-15 21:36:35 (GMT)
committerJunio C Hamano <>2020-02-16 23:40:42 (GMT)
commit6d04ce75c4dd4bf0aeda7383c4d791daa049c98a (patch)
tree88dc1d70073afcb6e42e86388fa7d9679302e606 /contrib/completion/
parent52eb738d6b40bf8816727fcf7f39febc761ef0db (diff)
git-prompt: change the prompt for interactive-based rebases
In the past, we had different prompts for different types of rebases: REBASE: for am-based rebases REBASE-m: for merge-based rebases REBASE-i: for interactive-based rebases It's not clear why this distinction was necessary or helpful; when the prompt was added in commit e75201963f67 ("Improve bash prompt to detect various states like an unfinished merge", 2007-09-30), it simply added these three different types. Perhaps there was a useful purpose back then, but there have been some changes: * The merge backend was deleted after being implemented on top of the interactive backend, causing the prompt for merge-based rebases to change from REBASE-m to REBASE-i. * The interactive backend is used for multiple different types of non-interactive rebases, so the "-i" part of the prompt doesn't really mean what it used to. * Rebase backends have gained more abilities and have a great deal of overlap, sometimes making it hard to distinguish them. * Behavioral differences between the backends have also been ironed out. * We want to change the default backend from am to interactive, which means people would get "REBASE-i" by default if we didn't change the prompt, and only if they specified --am or --whitespace or -C would they get the "REBASE" prompt. * In the future, we plan to have "--whitespace", "-C", and even "--am" run the interactive backend once it can handle everything the am-backend can. For all these reasons, make the prompt for any type of rebase just be "REBASE". Signed-off-by: Elijah Newren <> Signed-off-by: Junio C Hamano <>
Diffstat (limited to 'contrib/completion/')
1 files changed, 1 insertions, 5 deletions
diff --git a/contrib/completion/ b/contrib/completion/
index 1d510cd..014cd7c 100644
--- a/contrib/completion/
+++ b/contrib/completion/
@@ -429,11 +429,7 @@ __git_ps1 ()
__git_eread "$g/rebase-merge/head-name" b
__git_eread "$g/rebase-merge/msgnum" step
__git_eread "$g/rebase-merge/end" total
- if [ -f "$g/rebase-merge/interactive" ]; then
- r="|REBASE-i"
- else
- r="|REBASE-m"
- fi
+ r="|REBASE"
if [ -d "$g/rebase-apply" ]; then
__git_eread "$g/rebase-apply/next" step
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| 0.723864 |
Academic Platform for ONline Experiments
Open source platform to set up controlled experiments on the Web
University of Exeter
A/B testing has become the norm within Web portals to decide what changes should be implemented and which ones discarded. Online users are exposed to two or more different variants (usually changes in interfaces) and according to their behaviour, the best approach is selected.
A/B testing is also used in the academic world to test with real users if the developed approach (usually an algorithm) is better than the state-of-the art approach, or to measure the impact that the changes in specific features have in the users:
Would users make longer queries if we offer them longer search boxes?
Would the abandon rate in online courses be reduced if we increment the number of tests?
Do the films my algorithm recommends receive more clicks than the films recommended by the state-of-the-art algorithm?
Do people get scared, leave and never return if we add sound to our webpage?
APONE is focused on this type of experiments, although it also gives support to quasi-experiments, where variants are not assigned randomly to the study participants, and observational studies, where only one variant is involved.
You may have already created two clients, one per variant, or two versions of the same client. Each user should be exposed to one of them and you will have to save the interactions (events) to later analyze them and decide which variant is better. You know what metrics you want to measure and how many exposures you will approximately need in your experiment (or not). But besides all that, you will also have to solve several technical problems. Some of them are outlined here:
APONE offers a solution to all those problems so the experimenter can focus on the experiment design. The experimenter defines the experiments in the platform through a web GUI, and makes RESTful calls from the client/s to assign a variant to a user or to register information about the interaction. The experimenter just has to develop and deploy the client, include in it calls to APONE to register events, and define and start an experiment in the platform to make it work:
Usage Scenarios
Alice, an Information Retrieval researcher, wants to investigate whether personalized query suggestions lead to more clicks than non-personalized suggestions. She develops three variants, deploys them on three server instances and starts an APONE experiment: each variant is assigned a URL. The users all receive the same APONE endpoint and are automatically assigned and redirected to the different variants depending on the experimental conditions (e.g. the user ID saved in cookies). The clicks on a personalized suggestion are registered from the variants. Alice can check in real-time APONE’s dashboard for the progress of her experiments, including the number of exposures and the registered events per exposure. Once ended, she proceeds to filter and download the information saved to analyze it.
Bob has designed three different search boxes for the site search of his university. Design A is the most radical and thus Bob wants just 10% of the university website visitors to receive it, designs B and C should receive an equal fraction of all visitors. He hypothesizes that design A will lead to longer queries. Query length is thus the information to register. He creates a corresponding experiment on APONE where each variant has a variable and a value associated (eg. query-length = 20). For every visitor of the university website, an AJAX call requests the platform (using their session ID as key) for the corresponding variant. The search box with the received query length is displayed and the lengths of the issued queries are registered in the platform, also with an AJAX request. After 5,000 exposures in total the experiment is complete and the standard design is automatically returned to the visitors.
Charlie runs a similar experiment to Bob’s for his own website but he thinks that the caption, length and color of the search box may have different impacts on the query length. He defines a multivariate experiment to automatically expose his website users to all the possible combinations. He assigns a script to the experiment where the three variables are assigned different values. For every visitor of his website, it request the variant to the platform, which will include the combination of values of those variables. In this case the requests to APONE and changes to the search box are made from the server to avoid malicious users modifying the experimental conditions.
Dave’s course
Dave teaches a graduate course where students have to reproduce A/B experiments. The students deploy their clients in different public servers and associate the URL where they are hosted to the experiments defined in APONE. Each student accesses the platform to participate in each other’s experiment: by clicking a button, they are assigned randomly to a running experiment. APONE ensures that no user can access several variants of the same experiment or participate multiple times in it once they complete it (the experimenter decides when an experiment is completed by sending a signal to the platform). Dave can check the status of all the experiment as well as the most active users in a leaderboard.
APONE builds upon PlanOut to define experiments, and offers RESTful endpoints and a web GUI to easily create, manage and monitor them. Therefore the platform is completely independent of the programming language of the client or the domain of the experiments you want to run.
APONE delegates authentication to Twitter’s OAuth, and makes use of RabbitMQ as message broker to digest events sent by clients. The events are then stored in a MongoDB backend. All experiments and collected events can be managed and monitored in real-time through a Web interface implemented in JavaScript.
Quick Setup
1. Go to the running instance of APONE we provide, and create a new experiment from the menu Experiments::Create new. Main fields to fill in are:
• Variant name and client URL where it is located (eg. SearchBoxA, http://myclient/myVariantSearchBoxA). You can have as many variants as you want. One of them has to be the control.
• Configuration name, optionally deadline and/or maximum experimental units to complete the experiment (eg. maximum number of users), and distribution (percentage of experimental units assigned to each variant).
2. Start the experiment selecting it from Experiments:Manage and clicking on ‘Start’ (you can start/stop the experiment as many times as you want).
3. Develop your client and host it in a public server, hosting the different variants in the URLs specified in the definition of the experiment. Use APONE’s Javascript Library to easily interact with APONE to get the variant assigned to a user, register events, check if the user has completed the experiment, etc.
4. Monitor the experiment from APONE’s menu Monitoring::Experiments, and download the data registered from Events::Manage in order to decide the best variant.
Users can participate in the running experiments from APONE’s interface Monitoring::Users, just by clicking on ‘Participate in an experiment’, or they can be redirected to the assigned variant from the following endpoint: /service/redirect/{experiment identifier}
Experiments can also be defined in PlanOut language, where each variant is assigned pairs of key-values. In that case, we can easily create multivariate experiments and we are able to overwrite those key-values, which is necessary to run quasi-experiments.
A user guide explains in more detail how to define, run and control an experiment using a demo Client (Client Example, or ClientE) and the running instace of APONE we provide, where you can also find three running experiments with ClientE for demonstration purposes. ClientE and most examples in the user guide are focused on the Information Retrieval domain.
It is also possible to download and install the platform from Github following the installation instructions.
Current Features
Future Features
Photo by University of Exeter / CC BY
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| 0.777057 |
All men are created equal
March 29, 2018 | By TIMOTHY SNOWBALL
If you were to turn on the news on any given day, you might think that the United States is in the midst of a race war. Talking heads argue incessantly on network news channels. Troubling statistics are prevalent, unconstitutional policies persist, and people take to the streets protesting alleged race-based injustices. Instructive to this conversation is tragic story of Dred Scott v. Sanford, which reminds us, despite progress yet to be made, just how far this country has come since the 19th Century.
Dred Scott was born into slavery. Having spent the first thirty years of his life as the “property” of the Blow Family, in 1832 Scott was sold to Dr. John Emerson, a surgeon in the U.S. Army. Emerson was frequently assigned to new posts, taking Scott with him. These areas included many free states and territories, including Illinois, Minnesota, and Wisconsin. In any of these states and territories Scott could have claimed his freedom. But for reasons unknown, he never did so. Having legally married his wife Harriet (even though slave marriages had no legal sanction; evidence later alleged by Scott’s supporters that he was being treated as a free man), and having had three children (only one of which survived), in 1843 Dr. Emerson died and left his estate, including the Scotts, to his widow. After numerous attempts to purchase his and his family’s freedom were rebuffed, Scott and his abolitionist supporters began the fight for his freedom. There were years of legal proceedings in both state and federal courts. First Scott lost, then he won, then he lost again…twice. Finally, the case reached all the way up to Supreme Court.
And did the Court grant Scott his freedom?
No. Scott had argued that his having been taken into states and territories where slavery was prohibited had rendered him free. But writing for majority of the Court in what has become one of the most infamous opinions in history, Chief Justice Taney held that persons of African descent and “imported” into the United States to be sold as slaves could never become part of the political community formed and brought into existence by the United States Constitution. According to Taney’s reasoning, because Scott was not (and could never be) a citizen of the United States, he could not claim any of the privileges or immunities of citizenry, one of which was bringing a suit in federal court. In a nutshell: Scott lacked standing. Further, Taney held that slaves were private property over which Congress had no power to regulate (Scott had argued that the Missouri Compromise, which outlawed slavery in the northern part of the Louisiana Purchase, had conferred him citizenship rights), or “take” under the Fifth Amendment‘s Takings Clause without due process of law. These conclusions are shocking, not only in light of subsequent history and current social mores, but in light of the Court’s decision in United States v. Amistad, only sixteen years prior, that a group of African slaves who were being transported illegally to the United States (slave importation became illegal in 1808) that staged a violent uprising were not slaves but “free negroes” who were “asserting their freedom.” What made Scott different? That he had resorted to the justice system rather than force of arms to acquire his freedom?
The Dred Scott decision stands as a stark example of political motivation masked as judicial decree at best, and judicial abdication at worst. In another example of giving undue deference to democratic majorities, simply because they are elected, Taney writes that “[i]t is not the province of the court to decide upon the justice or injustice, the policy or impolicy, of these laws. The decision of that question belonged to the political or law-making power; to those who formed the sovereignty and framed the Constitution. The duty of the court is, to interpret the instrument they have framed, with the best lights we can obtain on the subject, and to administer it as we find it, according to its true intent and meaning when it was adopted.” While judges should confine their analyses to the written text of the Constitution or other laws, where possible, they should also recognize their role as the unique protector of individual rights. What makes the Court’s decision in Scott even worse is that Taney explicitly recognizes that the Declaration of Independence, including the unalienable rights to Life, Liberty, Pursuit of Happiness, and Equality “seem” to embrace “the whole human family” (they do). But then ignoring (or ignorant of) all evidence to the contrary, Taney writes that because many of the Founders were slave owners, they could not have possibly meant the Declaration to apply to all men at all times. Adding insult to injury, Taney then purports to rely upon two clauses of the Constitution to reach his nefarious conclusion, neither of which explicitly supports his point. After the Court’s ruling and through other means, Dred Scott and his family acquired their freedom. But for the decision, however, they and a great many others could have avoided further subjugation to the horrors of slavery, and the course of the country might have turned out quite different.
The United States subsequently fought a Civil War (what some have described as the last battle of the American Revolution) over the issue of slavery. We enacted the 13th Amendment, outlawing slavery, the 14th Amendment, guaranteeing all civil rights and equal protection for former slaves, and the 15th Amendment guaranteeing the right to vote. We then fought a Civil Rights Movement, which saw the end of racial segregation as it was previously known, the integration of public schools, and at present more equality and opportunity for African Americans in the United States than at any point in our country’s history. While the United States still arguably has a long way to go to ensure that all people, no matter their race, are held equal before the law within our shores, we have undoubtedly made great strides since Dred Scott and the 19th Century.
Dr. Martin Luther King, Jr. once said that “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” We can only hope that in future times of challenge and controversy, which will no doubt come, that we as Americans, and the courts of law with us, will have the strength and courage to uphold the ideals of liberty and equality upon which this country was founded.
Part 1: Government is not the source of our rights
Part 2: Government power must be limited
Part 3: Individual rights trump government power
Part 4: Judges should do their jobs
Part 5: All rights were created equal
Part 6: All men are created equal
Part 7: Liberty is more important than security
Part 8: Absolute government power corrupts absolutely
Part 9: The greatest threat to liberty
Part 10: The solution to unconstitutional government: Fight Back
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__label__pos
| 0.980757 |
The Volokh Conspiracy
Mostly law professors | Sometimes contrarian | Often libertarian | Always independent
Free Speech
The Blacklist Spreads: Twitch Now Banning "Known Hate Group" "Member[s]," "Even if These Actions Occur Entirely off Twitch"
|The Volokh Conspiracy |
From the Twitch blog today (first emphasis in original, second added):
We will now enforce against serious offenses that pose a substantial safety risk to the Twitch community, even if these actions occur entirely off Twitch. Examples of these behaviors include:
• Deadly violence and violent extremism
• Terrorist activities or recruiting
• Explicit and/or credible threats of mass violence (i.e. threats against a group of people, event, or location where people would gather).
• Leadership or membership in a known hate group
• Carrying out or acting as an accomplice to non-consensual sexual activities and/or sexual assault
• Sexual exploitation of children, such as child grooming and solicitation/distribution of underage sexual materials
• Explicit and/or credible threats against Twitch, including Twitch staff
These behaviors represent some of the most egregious types of physical and psychological harm, but we understand that this list is not inclusive of all types of harassment and abuse.
Taking action against misconduct that occurs entirely off our service is a novel approach for both Twitch and the industry at large, but it's one we believe—and hear from you—is crucial to get right.
This doesn't define "hate group," but consider Twitch's definition of hateful conduct, which is already broad enough to include speech that "perpetuative[s] negative stereotypes" based on, for instance, "immigration status" or "religion"; claims of "mental" or "moral deficiencies," including again based on religion; calls for "political, economic, and social exclusion/segregation, based on a protected characteristic, including age"; "mocking the event/victims or denying the occurrence of well-documented hate crimes, or denying the existence of documented acts of mass murder/genocide against a protected group"; or "[e]ncouraging the use of or generally endorsing sexual orientation conversion therapy." ("We do, however, allow discussions on certain topics such as immigration policy, voting rights for non-citizens, and professional sports participation as long as the content is not directly denigrating based on a protected characteristic.") Presumably if you belong to a group, even entirely off Twitch, that endorses such "hateful conduct," then you are just like terrorists, rapists, or child molesters, and will be potentially subject to the blacklist.
Of course, Twitch (owned by Amazon) is a private company, and is not barred by law from blacklisting people based on whether they are now, or have ever been, members of this or that group. But it's important for the public to see just how broadly Big Tech wants to assert control over people's speech and association—a desire that of course is unlikely to stay limited to gaming platforms.
As I mentioned, for instance, I think we should demand that any "vaccine passport" or "vaccine verification" systems that the government requires or facilitates must have a "common carrier" requirement (by law, regulation, or contract): Otherwise, whoever runs the system can use its power to blacklist people who belong to the wrong groups, or venues that are seen as run by the wrong groups (or even ones that, for instance, allow rallies or concerts by the wrong groups).
Likewise, as individuals and companies we need to see what we can do to try to fight supply chain political risk, whether by supporting competition to Big Tech (such as Parler), supporting open-access models, or doing other such things. I, for one, do not welcome our new Big Tech overlords.
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| 0.70245 |
Uploaded by tiffanykilcoyne
Poetry Vocabulary Quiz
Extra Credit Poetry Vocabulary
Use the dictionary and the textbook in order to match the vocabulary words to the definitions.
a. The repeating sounds, words, phrases, or
_____1. Alliteration
whole lines to single them out from the
_____2. Free verse
_____3. Imagery
rest of the poem
b. A word stands for something beyond
_____4. Line Breaks
_____5. Metaphor
c. The feeling that you get from reading
_____6. Mood
d. The use of a word that sounds like the
word it describes
_____7. Onomatopoeia
e. A phrase that compares two unlike things
_____8. Personification
_____9. Poetry
using “like” or “as”
_____10. Prose
_____11. Repetition
_____12. Rhyme
A direct comparison of two unlike things
that share one quality in common
g. Human qualities given to an animal, idea
or object
h. The matching of final vowel sounds in
_____13. Rhythm
two or more words
_____14. Simile
The beat of the poem
_____15. Stanza
The repeating of beginning consonant
sounds in a phrase
_____16. Symbolism
k. The creation of detailed pictures using
sensory details
The natural form of communication; like
ordinary speech writing
m. A way of communicating emotions or
ideas using refined language, symbolism
and verses
n. The poet decides to go to a new line in
the middle of a sentence
o. A section of a poem that is entirely one
p. A type of poem that does not have rhyme
or rhythm
Study collections
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__label__pos
| 0.997285 |
Neolithic Governments
What were governments like during the Neolithic Age?
As places got more crowded, in the Neolithic or New Stone Age period, some
people began to live in larger groups. These villages were still not very big: maybe
ten or fifteen families, maybe a total of less than a hundred people. But still that was
enough people to make it hard to make decisions.
In some places, what happened was that one man or woman (but usually a
man) got to be able to tell the others what to do, and they would do it, most of the
time. Often this was because the "big man" was stronger or bigger than everyone
else and could beat them up, or she might have friends who would beat everyone
else up. Sometimes everyone just thought this was the smartest person around.
Sometimes they just were good at making friends and convincing people of things.
Or they might be better at hunting than other people. Somehow this man or woman
would get everyone else in the village to do what he or she said, most of the time.
What kinds of decisions were people making in the Neolithic Age?
They were deciding where to build their village, and how to build a wall
around it, and who should work on building the wall. They were making (and
breaking) trading agreements with other villages. They were deciding where to
plant their crops, and where to store them for the winter. They needed a war leader
in case people attacked, or in case they attacked other people. Probably the most
important thing was to decide who got the water, and what they did with it. Water
has always been scarce around the Mediterranean and in West Asia, and people
fight over whose garden will be watered. A big man or woman can decide that kind
of fight without anyone getting hurt.
Not all the people who had "big men" were settled down in villages, though.
Nomads also sometimes had "big men," if their group was big enough to need one.
Nomadic big men decided where the group should travel to, and when, and also
acted as war leaders and arranged trade agreements with settled people and with
other nomads, and agreements on the use of watering holes.
GUIDING QUESTION: What was one of the first types of government
used during the Neolithic Age? Where might problems arise from this
type of government? What could they have changed about the
government to make it including more people?
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| 0.7874 |
Is atrip a Scrabble word?
Yes, atrip is a Scrabble word!
Atrip is a valid Scrabble word.
Table of Contents
Dictionary definition of the word atrip
The meaning of atrip
1 definition of the word atrip.
1. (of an anchor) just clear of the bottom
What Scrabble words can I make with the letters in atrip?
5 Letter Words
2 Letter Words
1 Anagram of Atrip
Anagrams are sometimes called a Word Unscramble
Words that can be created with an extra letter added to atrip:
Unscramble the letters in atrip
There are 4 words that can be made by adding another letter to 'atrip'.
More words that can be made using the letters in atrip
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| 0.998757 |
Vector, Matrix, and Quaternion Types
Note: It is TBD whether this will be a core language feature, or a library one. Also TBD on whether there’s a way to represent all this via arrays above.
Since so many programs implement their own “Point” type, I’ve decided to add builtin vector types (at least in stdlib). Matrix & quaternion types are also likely to be present for completeness.
Syntax is as of yet TBD. A generics-like syntax would be ideal for vectors (is presented here), but may cause ambiguities, and it is conceptually ugly (as it overloads the base types). Only some base types would be supported (depending on type), most notably various floats and (in most cases) integers. The dimension would be compile-time (use arrays for runtime).
Also TBD: Some way of encoding GLSL’s genType (functions that support vectors of arbitrary size or scalars).
// imaginary numbers (ifloat); feature TBD
ifloat iv = 3.2i;
// complex numbers
cfloat cv = 5.0 + iv; // 5.0 + 3.2i
var n = cv.real * cv.imag; // (or *, or cv.r * cv.i: TBD)
// quaternions
qfloat qv = cv + 0.5j - 1.5k; // 5.0 + 3.2i + 0.5j - 1.5k
// used as something like qv.r, qv.i, qv.j, qv.k
var a = float#4(1.5, 0, 0, 0.3);
var b = int#4(2); // int#4(2, 2, 2, 2)
var c = int#4(a) * b; // assert(c == int#4(2, 0, 0, 0))
// if above syntax is undesired, the language supports aliases; for example, for GLSL-like types:
alias vec4 = float#4;
alias ivec4 = int#4;
var a = vec4(1.5, 0, 0, 0.3);
// swizzling is supported, with same semantics as GLSL: (refer to that for details)
assert(a.xyzw == a.stpq == a.rgba);
assert( == float#3(a.x, a.x, a.x));
assert(a.wyxy == float#4(a.w, a.y, a.x, a.y));
// so is indexing & slicing (TBD: return type for slicing?)
assert(a[1] == a.y);
assert(a[1..3] == a.yz);
TBD: Row-major or column-major (probably the same as multidimensional arrays, though)? I’m thinking always the same in the language, but allow different internal representations (though this may affect casting to arrays).
var m1 = float#(4,3)(a, b, c);
var m2 = float#(3,3)(, b.yyy, c.zzz);
var m3 = m1 * m2; // TBD: m1 .* m2?
// some extension methods (created via traits)
var m4 = float#(4,4).translation( * float#(4,4).rotation(qv);
// same as with vectors above, we can define aliases:
alias mat4 = float#(4,4);
var m4 = mat4.translation( * mat4.rotation(qv);
// vector/matrix multiplication
var v1 = m4 * b; // right side means column vector: (4x4)*(4x1) => (4x1); TBD: m4 .* b?
var v1 = b * m4; // left side means row vector: (1x4)*(4x4) => (1x4)
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| 0.904888 |
odds + ends bundles | 299-306
odds + ends bundles | 299-306
Regular price
$12.00 Sale
Beautiful bundles of imperfect and/or extra papers, just waiting to be loved! Choose your number from the picture and we’ll send it your way!
Each bundle includes:
3 large envelopes (A5/A7+ ish)
3 large sheets (A7ish)
3 medium sheets (A2/4x6ish)
3 medium/small envelopes (A2/4barish)
3 small sheets (4barish)
3 tiny sheets (business/place card sized)
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__label__pos
| 0.732031 |
Airplane (illustrative)
Airplane (illustrative) Thinkstock
After the patient, who was not an Israeli, was treated, the plane continued on its way to India.
Many Israelis choose to fly to India or Thailand with foreign airlines such as Turkish Airlines or Royal Jordanian Airlines, in order to save money on the flight, which is more expensive when flying with an Israeli airline.
The Israelis are warned before takeoff that such an unscheduled landing in Tehran or in another country in the region is a safety risk. This time, luckily, the drama ended without incident.
|
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| 0.936772 |
How Race Survived Us History: From Settlement and Slavery to the Obama Phenomenon
David R. Roediger, Author Verso $26.95 (240p) ISBN 978-1-84467-275-2
Author and history professor Roediger (The Wages of Whiteness) takes a provocative look at how white elites in the U.S. have managed race for their own political and economic gain, in the process making it one of the defining features of American life. Only a few decades after Europeans' arrival in America, emerging class tensions were leading indentured servants-white and black-to disaffection and, sometimes, rebellion. By enslaving blacks, and giving poor whites dominating roles as overseers or slave catchers, elite whites quashed the emerging fraternity and gave birth to white supremacy. Since, successive generations-from slave holders to factory managers-have manipulated laborers to keep African Americans at the bottom of the heap, while new waves of immigrants secured the benefits of white privilege by distancing themselves from people of color and assimilating. Taking his history through the Clinton era (""How Race Survived Modern Liberalism""), Roediger includes an afterword on ""the Obama Phenomenon,"" finding yet more questions in the African-American senator's triumphant presidential campaign. This rousing, thought-provoking history illuminates the enveloping 400-year-old history of race in America, and the issues he raises are as relevant as ever.
Reviewed on: 08/04/2008
Release date: 08/01/2008
Genre: Nonfiction
Paperback - 254 pages - 978-1-84467-434-3
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Cooking Class
Fancy to make a delicious Balinese food? Our chef will show and explain you how to cook with local style only in several hours. Starts from shopping at the local market, then we will show you how to prepare the food using the local ingredients, and cooking at Boga Mandala Restaurant. Delight in your luncheon time at the riverside restaurant.
Balinese Dancing Class
Make an enquiry
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HSAF Snow EW 2021
xx Minutes
Ali Nadir Arslan (FMI)
Microwave RS Snow Products: Theory
Published: 2 December 2021
During winter season, snow covers about 40 million km2 in the Northern hemisphere. Snow is a vital water resource in many regions of the world. Climatic changes, Earth’s energy balance, water resources are strongly affected by the presence of snow. Knowledge of the amount of snow water equivalent from year to year is essential to estimate the effects of snow melt run-off. Knowing the snow characteristics helps to improve weather forecasts, to predict water supply for hydropower stations, and to anticipate flooding. Microwave sensors such asradiometers and radars are often used because of their usability under varying conditions, factors like clouds, rain and lack of light do not affect the measurement, the large penetration depth into the surface with increasing wavelength, sensitive to liquid water. Understanding of the relationship between microwave signatures and snow is very important for retrieving desired snowpack parameters such as snow density, snow water equivalent and snow wetness.
In this session, we will present a general introduction to microwave remote sensing covering radiometry, characteristics, microwave sensors and applications. We will also provide information on algorithms used to retrieve HSAF snow products from microwave sensors.
Great Britain Go to Webcast... (Part 1)
Great Britain Go to Webcast... (Part 2)
Powerpoint Lecture slides...
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Simply Lettering magazine's Commissioning Editor, Lou Collins, explains how to get started with brush markers. By applying light or heavy pressure, brush markers can be used to create the varying thick and thin strokes that characterise modern calligraphy script. Once you've mastered the basic strokes, there's no end to the beautiful creations you can make!
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The Difference Between Alligator Skin and Crocodile Skin
In theory, you probably know they come from different reptiles, but can you tell the difference between alligator skin and crocodile skin? They’re both signs of the highest-quality handcrafted luxury goods—an exotic touch that can’t be mass produced. But each has its own appeal and distinctions.
Alligators live in fresh water, while crocodiles prefer saltwater. The latter have developed thick, scaly, strong skin to resist predators; crocodiles have been known to fend off anacondas and big cats such as tigers. Alligators have more worries: if they can survive to adulthood, pythons and crocodiles can attack them, or larger alligators can even cannibalize them.
Alligators have round, U-shaped snouts, while crocodiles have V-shaped snouts. They both have an impressive size; alligators grow between 10 and 15 feet long, weighing an average of 500 pounds, while crocodiles can get up to 17 feet long and a terrifying 2,200 pounds.
Alligator skin has smaller scales that are smoother than a crocodile’s. The scales are larger in the middle and become smaller as they move outwards, sometimes in a chaotic pattern. In a crocodile, the tile pattern is more symmetrical, with consistent rectangular scales. You might detect in crocodile skin a small hole near the edge of each scale, which is the remnant of a hair follicle. Alligators don’t have pores.
Alligator skin is more expensive than crocodile skin because there are so many more crocodiles legally available from Africa, southeast Asia, and Australia. For instance, Dudes Boutique pairs a crocodile jacket with complementary skins such as ostrich or lamb, but an all-over black alligator jacket can be priced around $17,000.
Dudes Boutique has worked with both skins for 20 years, with endless variations in color and form. Each piece is one of a kind, and it will be the signature piece of any wardrobe. Contact us for more information or to find the luxury clothes that can amplify your personal style.
Sold Out
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Ethics and Canadian Healthcare
Please do case study 2!
In the introduction introduce the case study, one ethical dilemma and philosopher (Kant), therefore also create a maxim
For the analysis, use 3 different arguments using the Categorical Imperative to support the maxim
Recommendations/options have to follow the Kant’s perspective
Use 3 peer-scholarly reviewed articles and 2 other resources
If you have any questions let me know!
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Did you know ... Search Documentation:
hub.pl -- Manage a hub for websockets
PublicShow source
This library manages a hub that consists of clients that are connected using a websocket. Messages arriving at any of the websockets are sent to the event queue of the hub. In addition, the hub provides a broadcast interface. A typical usage scenario for a hub is a chat server A scenario for realizing an chat server is:
1. Create a new hub using hub_create/3.
2. Create one or more threads that listen to Hub.queues.event from the created hub. These threads can update the shared view of the world. A message is a dict as returned by ws_receive/2 or a hub control message. Currently, the following control messages are defined:
hub{error:Error, left:ClientId, reason:Reason}
A client left us because of an I/O error. Reason is read or write and Error is the Prolog I/O exception.
A new client has joined the chatroom.
The thread(s) can talk to clients using two predicates:
A hub consists of (currenty) four message queues and a simple dynamic fact. Threads that are needed for the communication tasks are created on demand and die if no more work needs to be done.
To be done
- The current design does not use threads to perform tasks for multiple hubs. This implies that the design scales rather poorly for hosting many hubs with few users.
Source hub_create(+Name, -Hub, +Options) is det
Create a new hub. Hub is a dict containing the following public information:
The name of the hub (the Name argument)
Message queue to which the hub thread(s) can listen.
After creating a hub, the application normally creates a thread that listens to Hub.queues.event and exposes some mechanisms to establish websockets and add them to the hub using hub_add/3.
See also
- http_upgrade_to_websocket/3 establishes a websocket from the SWI-Prolog webserver.
Source current_hub(?Name, ?Hub) is nondet
True when there exists a hub Hub with Name.
Source hub_add(+Hub, +WebSocket, ?Id) is det
Add a WebSocket to the hub. Id is used to identify this user. It may be provided (as a ground term) or is generated as a UUID.
Source hub_member(?HubName, ?Id) is nondet
True when Id is a member of the hub HubName.
Source hub_send(+ClientId, +Message) is semidet
Send message to the indicated ClientId. Fails silently if ClientId does not exist.
Message- is either a single message (as accepted by ws_send/2) or a list of such messages.
Source hub_broadcast(+Hub, +Message) is det
Source hub_broadcast(+Hub, +Message, :Condition) is det
Send Message to all websockets associated with Hub for which call(Condition, Id) succeeds. Note that this process is asynchronous: this predicate returns immediately after putting all requests in a broadcast queue. If a message cannot be delivered due to a network error, the hub is informed through io_error/3.
Undocumented predicates
The following predicates are exported, but not or incorrectly documented.
Source hub_broadcast(Arg1, Arg2, Arg3)
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We gratefully acknowledge support from
the Simons Foundation and member institutions.
Full-text links:
Current browse context:
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References & Citations
DBLP - CS Bibliography
(what is this?)
Computer Science > Computer Vision and Pattern Recognition
Title: Understanding the Role of Self-Supervised Learning in Out-of-Distribution Detection Task
Abstract: Self-supervised learning (SSL) has achieved great success in a variety of computer vision tasks. However, the mechanism of how SSL works in these tasks remains a mystery. In this paper, we study how SSL can enhance the performance of the out-of-distribution (OOD) detection task. We first point out two general properties that a good OOD detector should have: 1) the overall feature space should be large and 2) the inlier feature space should be small. Then we demonstrate that SSL can indeed increase the intrinsic dimension of the overall feature space. In the meantime, SSL even has the potential to shrink the inlier feature space. As a result, there will be more space spared for the outliers, making OOD detection much easier. The conditions when SSL can shrink the inlier feature space is also discussed and validated. By understanding the role of SSL in the OOD detection task, our study can provide a guideline for designing better OOD detection algorithms. Moreover, this work can also shed light to other tasks where SSL can improve the performance.
Cite as: arXiv:2110.13435 [cs.CV]
(or arXiv:2110.13435v1 [cs.CV] for this version)
Submission history
From: Jiuhai Chen [view email]
[v1] Tue, 26 Oct 2021 06:29:18 GMT (526kb,D)
Link back to: arXiv, form interface, contact.
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Mathematical Investigations and discussions Essay Example
• Category:
• Document type:
Research Paper
• Level:
• Page:
• Words:
Essay title:
Term paper
AusVELS mathematics provides students with essential mathematical skills and knowledge. It enables students have a clear understanding of the numbers and algebra, measurement and geometry and also the topics of probability and statistics. Therefore AusVELS 1enriches and creates equal opportunities for all Australians in various fields of study.
In geometry, an angle 1 is the figure formed by two rays or line segments. Various activities can be used to promote students understanding of angles. These activities are discussed as follows;
1. Folding a strip of card around various objects, doorways in classroom and even an overhead projector and also branches of various plants outside the classroom. This helps a student understand various types of angles that exist. Students attain knowledge of determining types of angles based on their properties.
2. Looking at angles at various crossings. A good example is the scissors. Students should be allowed to practice with scissors.
3. Roller blading. The students should discuss the angles of feet while carrying out blading or skating and the effects experienced at each specific angle.
4. Swimming. Young people especially students like swimming. Therefore they figure out best angles for arms and hands to attain maximum efficiency while swimming on different strokes.
5. Football. A ball follows a different curve when kicked at a different angle. Students ought to know the best angles for kicking a ball.
6. Folding papers and discussing which angles the papers will make when unfolded.
Students at times encounter various misconceptions of angles. This critical issue affects their judgment of angles. Some students have only images of right angles while in “L “position. Others may only consider right angles as corner of a room they are in. These are few instances of misconception.
Counting counters and memorizing of facts 2 are two approaches that can be used with students to make the links between addition basic facts thinking strategies and the subtraction basic facts thinking strategies.
The first step towards calculation involves learning basic number facts behind each operation. Using addition is the most effective way or strategy to help students learn basic subtraction facts. Subtraction is the inverse of addition. Both operations involve the quantities vary. With addition, the parts are known but not the total whilst in subtraction, total and one part are known.
Counting counters and memorizing facts are often the two approaches used to link the addition and subtraction basic facts thinking strategies. The main instruction of counting counters is to guide students improve their counting strategies. The process of optimizing addition strategies goes from counting all, to counting from first and to counting from larger. To calculate 2+5=? By counting all: you show two fingers and show five fingers and then count all. A more advanced strategy is counting on from first. A child calculating 2+5=? Begins the counting sequence at 2 and goes on for 5 counts.
For a child calculating 5-2=? The child begins by showing 5 fingers and later dropping 2 fingers and ends up with only showing three fingers. This shows that the answer to that calculation is 5-2=3.
Memorizing facts is another approach with a goal of enhancing students’ capability. The students learn the hundred addition facts and the hundred subtraction facts. The hundred addition is of this order (0 + 0 = 0, 0 + 1 = 1, , , , , 9 + 9 = 18) while the hundred subtraction facts is of this kind of order (0 − 0 = 0, 1 − 0 = 1, . . . , 0 = 9 – 9). The two hundred facts cover all possible situations called the number facts. So if the student can memorize all these facts, then he or she is able to carry out what is called the mental calculations with the 1-place numbers.
(a) what does her response indicate about her understanding of numeration?
Jennifer wrote the next two numbers would be 2910, 2911
297, 298, 299, ____, _____
Jennifer was asked to complete the following counting pattern:
Jennifer understanding of numeration is not beyond a two digit number. She does not that a three digit number exists. What she clearly knows at the moment is the numeration of the one and two digit numbers. She accurately counts from 9, 10, and 11 and so on and may be up to 99. She has a clear understanding of one and two digit numbers.
(b) Describe fully an activity to help her overcome this difficulty.
Jennifer can overcome this difficulty by learning that a three digit number exist and practicing on counting of the three digit number. She must know how to count from 100 to 999. All the numbers in between values of 100-999 are three digit numbers.
Jennifer can engage herself in Roll 3 Digit 3 exercise. This is an activity involving numbers in between 100 and 999.
Roll 3 Digit activity entails the following.
3 dice marked 1-6 and two dry erase markers of different colors.
1. Work with a partner. Take turns to roll the dice to form a three digit number.
2. Read sentence frame that describes your number and write down the answer in the correct frame. For example;
…………….is in between 100-199
…………….is in between 200-299
…………….is in between 700-799
1. Keep playing in turns till you fill all the rectangular frames.
By Jennifer engaging herself with the 3 Roll Digit activities, she will learn all the numbers from 100 to 999.
‘By year 6, children no longer need models in order to study geometry.’ I disagree with this statement and therefore put forward two reasons to support my argument.
A model is a replica or prototype of the real object while geometry is the branch of Mathematics that concerns itself with the questions of shape, size, and properties of space and relative position of figures.
Children start learning geometry by looking and touching models 4 of various objects they come across during their childhood. I disagree with the statement stating that children at six years no longer need models in order to study the geometry.
Children at this age are conversant with common shapes such as circles, rectangles, squares but they cannot name complex shapes such as the rhombus, certain triangles, and semi-circles and so on.
Mathematical Investigations and discussionsMathematical Investigations and discussions 1Mathematical Investigations and discussions 2
1. Circle (b) Triangle (c) Rhombus
Therefore they need the models so that they can study them and have the capacity to remember and name those complex shapes when tasked to do so especially in their examinations.
Secondly, use of models helps to match children activities to level of thinking about the shapes. Children at the pre-recognition stage work best with the shapes of the world. It helps them determine between the relevant and irrelevant in terms of shape, orientation and color attributes of the shapes they encounter while learning.
Children at this visual stage can measure, color, fold and cut shapes of the models they are learning with. This clearly depicts the importance of using models while teaching children of this age.
1 Janice, Pratt VanCleave. Mathematical recreations. New York: Wiley & Sons, 1994
2 Thornton, Payne. Strategies for basics facts. Reston, VA: National council of Teachers
Of Mathematics, 1990
3 Marilyn, Burn’s. About Teaching Mathematics .Math Solutions Publications, 1992.
4 Clements, Douglas H. “longitudinal study of the Effects of LOGO Programming on Cognitive Abilities and Achievement-Journal of Education Computing Research 3 “(1987): 73-94
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Jeff Chapman teaching religion course
Along with coordinating with the campus-wide efforts to focus on retention, the Department of Religious Education is seeking to develop techniques that allow them to identify and assist students who might be at risk of dropping out.
Philip Allred, who serves as the chair of the Religious Education Department said developing these techniques came as a result of merging earlier efforts with others across the campus community.
“We had a group of TAs that worked with the faculty to identify, reach out to, and shepherd at-risk students,” said Allred. “We did it for a couple semesters and felt it was useful, but as we went to coordinate with others on campus, we found there was more interest in collaborating our efforts across campus than having us all in trying to accomplish these efforts on our own.”
With that realization, Allred and others in his department sought ways they could serve students and aid in retention using their unique position within the university.
“We just knew we needed to do something. Our department has a footprint for every student,” Allred said. “Each student takes 14 credits in religion during their time at BYU-Idaho. We interact with all students multiple times, so we know we have a unique opportunity and responsibility to touch each student.”
One of the efforts the department is making revolves around reaching each student individually and having that student interact with a faculty member who can then identify factors that indicate the student might be struggling.
“For example, one of our required religion cornerstone classes, The Eternal Family, has a curriculum that runs on two-week sections,” Allred explained. “During each section, we have a multimedia presentation that students accomplish on their own. This frees up class time for faculty to meet with each student throughout the semester and have a personal, one-on-one interaction with them.”
While meeting with each student, faculty can ask questions that not only help them get to know their students better, but also understand if there is anything that might present retention challenges for that particular student.
Rex Butterfield, Religious Education faculty member, explained how these meetings work.
“Faculty can have a conversation where, when they know what to ask, they can tell who of their students are at higher risk of not being retained,” Butterfield said. “Questions that help the teacher understand the work load of each student, their employment situation, and even information about their family and church activity help them understand if that student might be more at-risk than they originally thought.”
Butterfield also mentioned how TAs for faculty in their department flag the students they notice either aren’t showing up for class or aren’t turning in assignments, indicating which students might need some extra attention from faculty members.
While efforts of retention throughout the university are concerned with the percentage of students graduating, Allred emphasized the need to also understand the importance of reaching each student individually.
“As we work on retention, we need to remember that the aggregate numbers may come and go, but the issue should be less aggregate number and more the individual,” Allred said. “If a student feels cared for while at our university or in our classroom but still decides to pursue another path, that is okay! But if they came to BYU-Idaho and felt that they didn’t matter, then whether they stayed or not, we have failed. We have more control over whether someone feels cared for than if they decide to stay or not. That is what we can do at the end of the day.
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COVID-19 정보 및 지원
최고의 경험
연중무휴 고객 지원
검증 된 품질 서비스
아이슬란드 여행 전문가
정보: Hallmundarhraun
42 고객 작성 후기
Lava Fields, Waterfalls, Rivers, Caves
Rif, Iceland
가족 친화적 인
평균 평점
리뷰 수
Hraunfossar is a waterfall on the edge of Hallmundarhraun.
Hallmundarhraun is a lava field of the pahoehoe type (i.e. smooth unbroken basaltic lava with a smooth, billowy, undulating, or ropy surface) located slightly west of Langjokull glacier.
Hallmundarhraun belongs to Borgarfjordur district but lies on the fringes of the Highlands and West Iceland. The lava formed around the 10th century and flowed from craters near Langjokull glacier. At its broadest its around 7 km and its total length is about 52 km. Several caves are found in the field and at its edge are the waterfalls Hraunfossar and Barnafoss. Iceland's longest lava cave, Surtshellir, is in this lava field.
Explore this area while on a self drive tour in Iceland.
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What is Cause and Effect?
Cause and Effect | how to teach cause and effect | Teaching Cause and Effect in Reading and Writing | literacyideas.com
Developing an understanding of how cause and effect inform the organisation of a text enhances a student’s ability to fully comprehend what they have read. But, what exactly do we mean when we speak of cause and effect in relation to reading?
Cause is the driving force in the text. It is the reason that things happen. In essence, cause is the thing that makes other things happen. Effect refers to what results. It is the what happened next in the text that results from a preceding cause.
To put it concisely, cause is the why something happened and effect is the what happened. Cause and effect are important elements of a text that help the reader to follow a writer’s line of thought, regardless of whether that text is fiction or nonfiction.
The concept of cause and effect are so prevalent in our everyday lives that students are usually quick to pick up on them. They may already display a good implicit understanding of the concepts in their own reading and writing. However, the purpose of this article is to make that understanding explicit; to offer a range of strategies that will help students clearly identify the causes and effects that are woven throughout the fabric of the texts they will read.
A Word on Affect and Effect…
When teaching cause and effect be sure to take the chance to reinforce the difference between the noun ‘effect’ and the verb ‘affect’. No matter how many times students are exposed to this distinction, a few will always manage to avoid learning it. Don’t allow your students to be affected by ignorance of the difference any longer!
Cause and Effect | cause and effect reading activity | Teaching Cause and Effect in Reading and Writing | literacyideas.com
Cause and effect in a piece of writing help the reader follow a coherent thread through the material. It also helps the writer engaged in the writing process to organize and structure the information into a logical form.
In fiction, cause and effect help maintain plausibility in plotlines. While things may appear to happen ‘out of a clear blue sky’ in real life, in fiction there is almost always a reason (the cause) for the things that happen (the effect).
Whether fiction or nonfiction, cause and effect are arranged in such a manner as to show the connections between a result and the events that preceded it. It can be thought of as the ‘problem – solution’ order. It is not merely the staple of the English classroom either but has applications in areas as diverse as science, social studies, history, movies, and computer games etc.
Cause and Effect | 1 1 | Teaching Cause and Effect in Reading and Writing | literacyideas.com
This CAUSE AND EFFECT UNIT incorporates several essential ELA SKILLS into an ENGAGING, NO PREP sequence of reading lessons. Covering…
• What is Causality?
• Cause and Effect on Characters
• Cause and Effect on Plot
• Cause and Effect Trigger Words
• Inferring to identify Cause and Effect
Signal Words and Phrases
Signal words, or transitions, are signposts that help guide the reader through the terrain of the writer’s thoughts. They help connect the ideas in a text or the events in a story. Often they do this by answering implicit questions. In the case of cause and effect, these are the What? of the effect and the Why? of the cause. Different signal words can be used to indicate each. For example:
Cause (The Why)
• Because
• Because of
• Since
• As a result of
• As a consequence of
• Now that
Effect (The What)
• So
• Therefore
• This resulted in
• Consequently
• Hence
• Accordingly
Cause and Effect | cause and effect anchor chart | Teaching Cause and Effect in Reading and Writing | literacyideas.com
Graphic organizers can be a helpful tool to help students record cause and effect from a reading passage. Displaying this information visually aides students in identifying and analysing the underlying causes and effects in a series of events or processes.
Two forms of graphic organizer can be particularly useful in this role: The Cause and Effect Column Organizer and The Cause and Effect Chain. READ OUR GUIDE TO LITERACY GRAPHIC ORGANIZERS HERE
The Cause and Effect Column Organizer
This simple graphic organizer consists of two columns labelled cause and effect respectively. Students can record the cause in the left-hand column and the corresponding effect opposite in the right-hand column. This allows students to quickly see the cause and related effects and can serve as a useful study tool to review material.
The Cause and Effect Chain is a simple graphic organizer consisting of a series of sequential boxes joined by arrows. Students record events in the boxes to display the relationships between them. As one event occurs we can trace the subsequent event it causes easily. In this way, students can also visually comprehend how effects themselves become causes.
Graphic Organizers for Complex Events
Graphic organizers can also be useful to display complex relationships between events where an event has more than one cause or effect. Students simply add more arrows and boxes to display the relationships between different events. As students become more experienced and sophisticated in their approach, they will be able to tailor individual graphic organizers to meet the needs of the specific reading material they are engaged with.
Cause and Effect | 1 2 | Teaching Cause and Effect in Reading and Writing | literacyideas.com
Cause and Effect | cause and effect diagrams | Teaching Cause and Effect in Reading and Writing | literacyideas.com
Teaching cause and effect begins with defining both terms clearly for the students. Once that is done, students should then be offered ample opportunity to practice this strategy in discrete lessons. These practice sessions should utilize a wide range of reading material in a variety of genres and of various complexities.
The following is a useful template to follow when planning cause and effect focussed lessons in a whole class context.
1. To begin, provide students with an overview of the story detailing the main events. Then, introduce the appropriate graphic organizer for the reading material chosen.
2. While reading a text with the class, have students identify the key events or actions in the story.
3. Next, students work to determine whether each event or action is a cause or an effect.
4. Finally, students record each of the events or actions on the graphic organizer.
Depending on the ability of the students and the sophistication of the text, you may find it appropriate to make links with inference strategies here too.
As a post-reading activity, you may also wish the students to form smaller groups to compare their findings and discuss the reasons for their decisions.
If X, Then Y: Some More Activities for Teaching Cause and Effect
As with all the various reading comprehension strategies, becoming skilled in this area takes time and practice – lots of practice! The following activities will help students practice their cause and effect chops. While it is important to provide opportunities for students to learn about cause and effect in discrete lessons, further opportunities to reinforce their understanding will arise in all sorts of lessons. Be sure to take advantage of those opportunities too.
Cause & Effect Cards Activity
Write a series of causes and their related effects on playing-card sized paper. You can select the causes and effects you use for this activity from a recent story you have worked on together, or a process students have been studying in class – thereby reinforcing that learning, as well as the cause and effect reading comprehension strategy itself.
Shuffle the deck of cause and effect cards and then, in groups, have the students play the popular card game ‘Snap’ where a student wins a hand by recognising a matching pair of cause and effect cards and claims them by shouting “Snap!” This simple activity will help students recognize the relationships between events quickly and can be easily differentiated for the varying abilities in the class too. To save on prep time, why not ask students to fill out the cause and effect cards themselves from the information they have recorded on their graphic organizers from a previous activity?
Signalling Cause and Effect Activity
This activity works very well for identifying the cause and effect within a single sentence or a few connected sentences. Students find the cause and the effect within a sentence in a reading passage or from a list of example sentences provided by the teacher. Students then record the cause and the effect for each sentence onto a worksheet (or underline them in the text). They can also identify any signal words and phrases that connect the two and record those on their worksheet too.
This activity is effective in helping students recognize the patterns of cause and effect as they are displayed in various sentence structures. It offers students opportunities to familiarize themselves with the various possible transitions in cause and effect sentences. This activity can be easily adapted for use with paragraphs and longer extracts too.
In Effect…
Cause and Effect | cause and effect activities | Teaching Cause and Effect in Reading and Writing | literacyideas.com
There is no doubt that students must develop their skills in applying this essential reading comprehension strategy to a wide variety of reading material if they are to become effective readers. To do this, they must have a clear understanding of how the concepts of cause and effect are defined in a range of contexts. This can only be achieved through practice. Students should gain experience in identifying the events in a story and then learning to categorize them as either cause or effect. This will not always be a straightforward classification and may require students to draw on other reading strategies to perform this successfully, particularly the skill of inference.
Students should also be encouraged to further understand how cause and effect not only enhance our understanding of a text, but allows for information to be organized strategically in a coherent manner that will help with later recall. This understanding can be leveraged as a useful study skill that will reap considerable benefits for the student in all other areas of their studies and beyond. Now, that’s an attractive side-effect for sure!
Cause and Effect | reading comprehension strategies 1 | Top 7 Reading Comprehension Strategies for Students and Teachers | literacyideas.com
Top 7 Reading Comprehension Strategies for Students and Teachers
Essential Reading Comprehension Strategies for students and teachers Learning to read is a complex skill that demands a lot from our students. Once students have moved on from the relatively easy process of decoding the words on the page and are able to read with a level of fluency and automaticity, increasing demands are made…
Cause and Effect | 1 Teaching Guided Reading | How to teach Guided Reading: Teaching Strategies and Activities | literacyideas.com
How to teach Guided Reading: Teaching Strategies and Activities
Guided Reading in THE Classroom: Strategies for Success Few skills can benefit a child more throughout their life than the ability to read. It is a skill of such singular importance that it plays a role in most aspects of everyday classroom learning. However, unfortunately for a skill of such importance, it isn’t always possible…
Cause and Effect | teaching sequencing in english | Sequencing events in reading and writing | literacyideas.com
Sequencing events in reading and writing
WHAT IS SEQUENCING? A DEFINITION. Sequencing is an essential reading skill that students must develop if they are to fully understand all reading material. Luckily, sequencing comes naturally to most children as the concept of chronological order is reinforced from very early on through the practice of the routines of daily life. From the very…
Cause and Effect | 2 1 reading comprehension strategies | Tips for Managing Guided Reading with Large Class Sizes | literacyideas.com
Tips for Managing Guided Reading with Large Class Sizes
This list was compiled by Christine Fankell, Elementary Literacy Facilitator, Livonia Public Schools, MI Create a guided reading group meeting schedule. Vary the frequency that you plan to meet with each group. Meet more frequently with struggling readers and less frequently with proficient readers. Use a timer to keep your guided reading lessons to 20…
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How Many Kyber Crystals Are There?
When you’re looking into the diverse lore of Star Wars, you’ll quickly come across the concept of kyber crystals.
Kyber crystals, also called lightsaber crystals, are rare crystals that are attuned to the Force. They’re found in various places across the galaxy and are widely sought after for their power and value.
The Galaxy is a large place, and with kyber crystals growing in multiple locations, there are bound to be many different types!
To find out how many types there are isn’t as simple as a number or list of names, though.
Due to its history and its sheer size, Star Wars lore often conflicts with itself. This can lead to confusion and unclear answers.
With all that in mind, how do you sort out all the information?
How many kyber crystals are there in Star Wars?
What Kyber Crystals Exist in Canon?
To find an answer to this question, a good place to start is Star Wars Canon.
Within the bounds of Canon, you’ll find a lot of familiar information, especially if you’re used to Star Wars movies.
Unless you’re diving deep into the lore of Star Wars, you’ll want to stick to the information that’s considered Canon.
But that brings up the question: What is Star Wars Canon, and why does it matter so much?
What is Star Wars Canon?
The entirety of Star Wars lore has been divided up into two distinct sections: Canon and Legends.
The content of all modern Star Wars media produced by Disney is considered Canon.
In reference to the media, canon means that it’s officially endorsed by the creators. This is as opposed to fan creations that don’t officially exist in the Star Wars universe.
Any Star Wars movie, book, toy, replica, you name it. If it’s produced by Disney, it’s Canon.
It’s important to define this separation because of how it affects kyber crystals.
The differences affect all aspects of kyber crystals: How they grow, what color they can be, how they’re created, and more.
What Colors Can Kyber Crystals Be in Canon?
colored crystals
Although Star Wars Canon is often seen as limiting to some, it offers many kyber crystal colors.
Since the color of a kyber crystal determines a lightsaber blade’s color, this means that there’s a diverse amount of options for lightsaber colors.
In fact, there are eleven main lightsaber colors that cover the entire rainbow (and more)!
These colors are White, Black, Magenta, Red, Orange, Yellow, Green, Cyan, Blue, Indigo, and Purple.
There are also sub-sections to these colors, giving us Light blue, Red-yellow, and Yellow-green.
What are the Types of Kyber Crystals in Canon?
With the understanding of what Star Wars Canon is, we can take a look at the types of kyber crystals within it.
The quick answer to this question is that there are 23 varieties of kyber crystals in Star Wars Canon. This number alone doesn’t say much, so it helps to look at what the varieties are.
Many of these varieties are obscure or not used very often. To get an idea of the Canon varieties, we’ll look at some of the more important types.
Adegan Kyber Crystals
Adegan crystals are found in the Adega system which gives them their name. These crystals come in five varieties, the most notable are mephite crystals.
All adegan crystals had a unique property called force-reactivity.
This meant that a force-user could imbue the crystal with the force to make their lightsaber more powerful.
The power had a drawback, though. When the kyber crystal is imbued with the force, it gives off a faint signature that other force-users can detect.
Dantari Kyber Crystals
Found on the desert planet Dantooine, dantari crystals were a popular choice for Jedi in the process of building their lightsaber.
Although dantari crystals didn’t have any unique properties, the way they formed was often peculiar.
Most of the crystals formed in rocks like any other kyber crystal. But in rare cases, the crystals could be found in unhatched kinrath eggs.
The crystals’ popularity peaked during the time that a Jedi Temple existed on Dantooine. But after the fall of the Jedi Order, these crystals had less frequent use.
Ilum Kyber Crystals
The most sacred type of kyber crystal to the Jedi is also the most valuable: Ilum crystals.
These crystals formed on the planet Ilum where Padawans would go on a sacred journey to collect one called The Gathering.
Basic Ilum crystals don’t have any special properties, but they are worth more than any other kyber crystal due to their rarity.
Their value was further amplified when Ilum was desecrated by the First Order and then destroyed. Ilum then became a small star known as Solo.
Krayt Dragon Pearls
A unique type of kyber “crystal” is the pearls from krayt dragons.
These fearsome creatures live on Tatooine and are known for their long lives and deadly tendencies.
As a way to help their digestion, krayt dragons would often swallow large stones. Rarely, these stones would contain a kyber crystal.
Over time, the kyber crystal would be smoothed and refined within the stomach of the creature. This created a spherical mass called a krayt dragon pearl.
Due to the difficulty in slaying a krayt dragon, these pearls had immense value.
When one was used as the kyber crystal for a lightsaber, it would emit an unusually powerful and violent blade.
Can Kyber Crystals be Created?
You may have read that the Sith create the kyber crystals that they use. This is not true for Star Wars Canon.
Currently, there is no known way in Canon to make a synthetic kyber crystal. And although there are a couple of references to them in canon games and books, these were all casual references or mistakes with no basis.
Instead, the red crystals used by the Sith are created from typical kyber crystals. These crystals have to be converted because natural kyber crystals resist the dark side.
By concentrating and using the dark side of the force, kyber crystals can be “bled” and turned red.
What Kyber Crystals Exist in Legends
When you start from Star Wars Canon and go into the Legends lore, a whole galaxy of possibilities opens up.
The limitations that existed in Canon are rarely present which allows for all kinds of fascinating kyber crystals.
What Counts as Star Wars Legends?
Star Wars Legends: The Old Republic Omnibus Vol. 1
Click image for more info
Star Wars Legends is the category that all non-Canon content, old and new, is filed into. It contains all kinds of fan-made concepts and even lore that used to be canon!
The works within Legends often expand upon or extend the timeline of Star Wars Canon. It gives us a look into the distant past of the Galaxy and possible futures.
All the lore within is described as stories that could be true. In other words, Legends.
Which Kyber Crystals Exist in Legends?
Because of the looser rules that exist within Star Wars Legends, there are many more varieties of Kyber crystals.
In total, there are 70 recognized types in Legends.
Many of these are brought over from Canon and some are extensions of the Canon crystals. But the vast majority are completely new kyber crystals with exotic properties and lore.
Pontite Kyber Crystals
The Legends version of pontite crystals is an extension of the Canon adegan crystals.
Being a part of the adegan crystal family, pontite crystals were used extensively in the Jedi Order.
These crystals were the rarest adegan crystal and also the most powerful.
A lightsaber powered with a pontite crystal would give the wielder an advantage in a battle against a regular lightsaber.
Compressed Energy Crystals
By altering a kyber crystal, a force user can produce a compressed energy crystal.
Similar to all altered kyber crystals, compressed energy crystals produced an unstable blade. In particular, they created a blade that would pulse with power.
The compressed nature of the crystal affected the blade in another way too. The core of the lightsaber blade would be thinner, more compressed.
This allowed the user to be much more precise and agile with their lightsaber.
Like all altered kyber crystals, it had its downsides too.
Because of the unstable energy, the blade was susceptible to shorting out. This could be fatal if it happened at the wrong time.
Heart of the Guardian
Star Wars Legends is filled with many legendary and holy kyber crystals. One of these is the Heart of the Guardian.
Thought to be an ancient kyber crystal, the Heart of the Guardian held many superstitions within the Jedi Order.
One of the Order’s prophecies stated that the crystal would appear to them when they were at their darkest hour.
When used to power a lightsaber, the crystal created a swift and powerful blade.
The crystal also had the unique property of boosting the effectiveness of all other kyber crystals around it.
So, having this crystal on your side in a battle would increase your army’s overall power–not just yours.
Natural vs. Synthetic Kyber Crystals
Kyber crystals
One of the biggest differences between Star Wars Canon and Legends is the creation of synthetic kyber crystals.
In the current Canon, synthetic kyber crystals are not possible. This isn’t true for Legends!
In Legends, it was possible and common to create synthetic crystals. These were called “synth-crystals”.
Synth-crystals were created by recreating the temperature and pressure that created natural kyber crystals in special furnaces called geological compressors.
Given the Jedi Order’s virtual monopoly over natural kyber crystal mining, synth-crystals were primarily created by the Sith.
To do so, a Sith force-user would meditate and focus on the crystal while it was created. By funneling the dark side into the crystal, they created kyber crystals which were already attuned to the dark side.
What Kyber Crystals are at Disney’s Galaxy’s Edge?
Out of all the different kyber crystals in Canon, Disney’s Galaxy’s Edge can only have so many.
If you’re planning a trip, it’s important to know what they have ahead of time so you can be as satisfied with your choice as possible.
The most important thing to know is that kyber crystals in Galaxy’s Edge are sorted by color, not by their name or type.
How are Galaxy’s Edge Lightsaber Colors Determined?
When you’re exploring Galaxy’s Edge and ready to build your lightsaber, you’ll want to know which colors you can choose. The color of your lightsaber allows you to customize it and make it feel personal to you.
The color of the lightsaber you end up with is determined by the kyber crystal you choose at the beginning of the process.
The main lightsaber-building experience is done in Savi’s Workshop where you’ll select your kyber crystal and be walked through the process.
Here, you’ll have four kyber crystal colors to choose from: blue, green, red, and purple.
These aren’t the only colors you can get, though! By exploring Galaxy’s Edge you can find Dok-Ondar’s Den of Antiquities.
At Dok-Ondar’s you’ll find a couple of extra colors in addition to the standard kyber crystals.
The two extra colors you can get are yellow and white. Both of these colors are significant in the Star Wars universe.
But that isn’t all! When you get a red kyber crystal, there’s a chance you could end up with something even more spectacular.
What is the Black/Obsidian Kyber Crystal?
The rarest of all the available kyber crystals in Galaxy’s Edge is the Obsidian crystal.
This kyber crystal is jet black and bears the appearance of obsidian. It is highly sought after among Star Wars enthusiasts.
Although the crystal is purely black, the blade it produces is still red. This may seem odd, but it lines up perfectly with the Star Wars Canon!
There are a vast number of kyber crystal types throughout the Star Wars universe.
Canon vs. Legends
Star Wars Canon contains everything officially licensed by Disney and includes all Star Wars movies, books, games, and toys they’ve made.
Star Wars Legends contains much of what used to be canon, along with fan-works and any new Star Wars content that Disney doesn’t create.
There are 17 varieties of kyber crystals in Canon. This number skyrockets to 70 when you consider the crystals within Legends.
One of the biggest differences between the two is the question of whether synthetic kyber crystals are possible.
In Canon, it isn’t possible to create kyber crystal in any way. They must be collected from a natural source.
Star Wars Legends bends those rules.
Synthetic kyber crystals can be created by using a geological compressor to recreate the conditions that grow kyber crystals. By having a force user–usually a Sith–meditate and focus on the crystal, it becomes imbued with the force.
Disney’s Galaxy’s Edge
The Galaxy’s Edge experience allows you to create and customize your lightsaber.
By using different kyber crystals you can change the color of your lightsaber blade and personalize it to your liking.
The kyber crystals are available in a variety of colors. These include red, purple, blue, green, yellow, and white.
You also have the rare chance of getting a black “obsidian” kyber crystal when you get a red crystal from Dok-Ondar’s Den of Antiquities. These crystals are very rare and highly sought by collectors.
How to Take Apart a Force FX Lightsaber?
How to Learn Any Lightsaber Form?
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Quick Answer: What does attraction between atoms mean?
The valence electrons are involved in bonding one atom to another. The attraction of each atom’s nucleus for the valence electrons of the other atom pulls the atoms together. As the attractions bring the atoms together, electrons from each atom are attracted to the nucleus of both atoms, which “share” the electrons.
What is atom attraction?
Atomic Attraction. The attraction of atoms for each other, in virtue of which they combine into molecules; chemical affinity, q. v., treats principally of this, although molecular attraction also plays a part in it.
What is the attraction between two atoms?
Chemical bonds are the forces of attraction that tie atoms together. Bonds are formed when valence electrons, the electrons in the outermost electronic “shell” of an atom, interact. The nature of the interaction between the atoms depends on their relative electronegativity.
What causes the attraction of atoms?
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What is an attraction between atoms and its strength depends on the degree of the attraction?
Atoms in a molecule attract shared electrons to varying degrees, depending on the element. The attraction of a particular atom for the electrons of a covalent bond is called its electronegativity. The more electronegative an atom is, the more strongly it pulls the electrons toward itself.
What do you call the attraction between the nucleus and electrons?
A mutual electrical attraction between the nuclei and valence electrons of different atoms that binds the atoms together is called a chemical bond….
Why bond is formed?
What is the relationship between an atom and a molecule?
Atoms are single neutral particles. Molecules are neutral particles made of two or more atoms bonded together.
Which type of bond is formed between similar atoms?
Let’s consider the covalent bond in the hydrogen molecule. A hydrogen molecule forms from two hydrogen atoms, each with one electron in a 1 s orbital. The two hydrogen atoms are attracted to the same pair of electrons in the covalent bond.
Covalent Bonds.
Atom Valence
Bromine 1
Chlorine 1
Iodine 1
Oxygen 2
What is the force of attraction called as?
The force of attraction between the same kind of molecules is called the force of cohesion. The force of attraction between different kinds of molecules is called the force of adhesion.
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Do you think there will also be an attraction among molecules as they come closer to one another?
Opposite partial charges attract one another, and, if two polar molecules are orientated so that the opposite partial charges on the molecules are closer together than their like charges, then there will be a net attraction between the two molecules.
Why do molecules attract each other?
Each atom contains negatively and positively charged particles (electrons and protons). … Atoms with a positive charge will be attracted to negatively charged atoms to form a molecule. This bonding between atoms is the key to how molecules interact with each other.
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Phyllis Sociology
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The Pigeon River in Cocke County has not been swimmable or fishable in over 100 years due to pollution. Conduct research on this problem applying a conflict perspective. Define the problem, describe the problem, and explain why the problem exists. What action has been taken to resolve this problem? What recommendations would you make? As always, include examples and cite your sources.
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Is 387 Divisible By Anything?
Okay, so when we ask if 387 is divisible by anything, we are looking to see if there are any WHOLE numbers that can be divided into 387 that will result in a whole number as the answer. In this short guide, we'll walk you through how to figure out whether 387 is divisible by anything. Let's go!
Fun fact! All whole numbers will have at least two numbers that they are divisible by. Those would be the actual number in question (in this case 387), and the number 1.
So, the answer is yes. The number 387 is divisible by 6 number(s).
Let's list out all of the divisors of 387:
• 1
• 3
• 9
• 43
• 129
• 387
When we list them out like this it's easy to see that the numbers which 387 is divisible by are 1, 3, 9, 43, 129, and 387.
Not only that, but the numbers can also be called the divisors of 387. Basically, all of those numbers can go evenly into 387 with no remainder.
As you can see, this is a pretty simple one to calculate. All you need to do is list out all of the factors for the number 387. If there are any factors, then you know that 387 is divisible by something.
Cite, Link, or Reference This Page
• "Is 387 Divisible By Anything?". Accessed on January 22, 2022.
• "Is 387 Divisible By Anything?"., Accessed 22 January, 2022.
• Is 387 Divisible By Anything?. Retrieved from
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October Birthstone
Opal can be common or precious. Common opal, called "potch" by miners, does not show the display of colour exhibited in precious opal, or the "play of colour" which is later described, however some specimens of common opal are attractive and colourful. It is given the name common as it can be found in many locations across the world.
Precious opal is mined in Australia – which produces 97% of the world's supply and is the country's national gemstone. The internal structure of precious opal makes it diffract light; depending on the conditions in which it formed it can take on many colours ranging from clear through white, grey, red, orange, yellow, green, blue, magenta, rose, pink, slate, olive brown and black.
Of these hues, red and black are the rarest, white and green the most common. Precious opal flashes iridescent colours when it is viewed from different angles, when the stone is moved or when the light source is moved. This phenomenon is known as a "play of colour", which makes opal a popular gem.
There are many different types of opal and their individual attributes are listed below:
WHITE or LIGHT: Translucent to semi-translucent, with play-of-colour against a white or light gray background colour, called bodycolour.
FIRE: Transparent to translucent, with brown, yellow, orange, or red bodycolour. This material—which often doesn't show play-of-colour—is also known as "Mexican opal."
BOUDLER: Translucent to opaque, with play-of-colour against a light to dark background. Fragments of the surrounding rock, called matrix, become part of the finished gem.
CRYSTAL or WATER: Transparent to semi-transparent, with a clear background. This type shows exceptional play-of-colour.
The first references to opal in the Roman ages are around 250 BC, at a time when opal was valued above all other gems. The opals were supplied by traders from the Bosporus; a strait (also known as the Istanbul Strait) that forms part of the boundary between Europe and Asia, who claimed the gems were being supplied from India.
In the Middle Ages, opal was considered a stone that could provide great luck because it was believed to possess all the virtues of each gemstone whose colour was represented in the colour spectrum of the opal.
It was also said to confer the power of invisibility if wrapped in a fresh bay leaf and held in the hand. However, following the publication of Sir Walter Scott's Anne of Geierstein in 1829, opal acquired a less auspicious reputation. The Baroness of Arnheim in the novel dies soon after the opal she wears comes into contact with holy water and due to the popularity of Scott's novel, people began to associate opals with bad luck and death which saw sales of opal in Europe drop by 50% and remained low for the next 20 years or so.
The Olympic Autralis Opal found in 1956 in the Eight Mile in South Australia is the largest and most valuable opal yet found, valued at AUD 2,500,000. Found at a depth of 9.144 metres, it was named in honour of the Olympic Games which were being held in Melbourne at the time. It consists of 99% gem opal with an even colour throughout the stone, and has been left in a natural organic state, unpolished and uncut with blemishes. Its dimensions are 280mm in length x 120mm in height x 115m in width, weighing 17,000 carats (3450 grams).
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Field Trip - Caldecott Tunnel
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To apply students’ understanding of the rock cycle and basic principles of stratigraphy, I brought my students to the Caldecott Tunnel to investigate the local geology and piece together the geologic history of their backyard. The east side of the tunnel has an easily accessed road cut that displays a gorgeous example of a contact between older sedimentary rock layers and a more recent volcanic layer. The whole thing has been folded and faulted by the actions of the Hayward Fault, and thus the layers are no longer horizontal but at a sharp diagonal. My students drew pictures of the northern cliff face on the Orinda side of the tunnel then each student was assigned a rock layer to study in detail. When we got back to the classroom, we reassembled the data on the whiteboard, and made theories about the sequence of events that would bring about the rock layers we observed in the cliff. Finally, students drew pictures of what the area must have looked like at different parts of the timeline. This field trip led gracefully into the next segment of the unit on geologic time.
Caldecott Tunnel - north roadcut
Photograph of the northern roadcut face at the Caldecott Tunnel from the field trip “Caldecott Tunnel between Oakland and Orinda” by Russell W. Graymer in "The Geology and Natural History of the San Francisco Bay Area: A Field-Trip Guidebook", edited by Philip W. Stoffer and Leslie C. Gordon.
Can describe the environments in which different sedimentary rocks are formed
Can apply Steno’s 3 laws of stratigraphy to rock layers in the real world
Can apply the laws of stratigraphy to describe the relative age of rock layers, even when the layers have been disturbed
Can use field data to recreate the geologic history of the Berkeley hills
Can make hypotheses about the probable cause of transitions between 1 rock layer and another
Law of Original Horizontality
Law of Superposition
Law of Lateral Continuity
Depositional Environment
Attachment Size
trip_caldecott_v2.doc 67.5 KB
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Gauge-invariant theory of quasiparticle and condensate dynamics in response to terahertz optical pulses in superconducting semiconductor quantum wells. I. s-wave superconductivity in the weak spin-orbit coupling limit
We investigate the quasiparticle and condensate dynamics in response to the terahertz optical pulses in the weak spin-orbit-coupled s-wave superconducting semiconductor quantum wells by using the gauge-invariant optical Bloch equations in the quasiparticle approximation. Specifically, in the Bloch equations, not only can the microscopic description for the quasiparticle dynamics be realized, but also the dynamics of the condensate is included, with the superfluid velocity and the effective chemical potential naturally incorporated. We reveal that the superfluid velocity itself can contribute to the pump of quasiparticles (pump effect), with its rate of change acting as the drive field to drive the quasiparticles (drive effect). We find that the oscillations of the Higgs mode with twice the frequency of the optical field are contributed dominantly by the drive effect but not the pump effect as long as the driven superconducting momentum is less than the Fermi momentum. This is in contrast to the conclusion from the Liouville or Bloch equations in the literature, in which the drive effect on the anomalous correlation is overlooked with only the pump effect considered. Furthermore, in the gauge-invariant optical Bloch equations, the charge neutrality condition is consistently considered based on the two-component model for the charge, in which the charge imbalance of quasiparticles can cause the fluctuation of the effective chemical potential for the condensate. It is predicted that during the optical process, the quasiparticle charge imbalance can be induced by both the pump and drive effects, leading to the fluctuation of the chemical potential. This fluctuation of the chemical potential is further demonstrated to directly lead to a relaxation channel for the charge imbalance even with the elastic scattering due to impurities. This is very different from the previous understanding that in the isotropic s-wave superconductivity, the impurity scattering cannot cause any charge-imbalance relaxation.
Phys. Rev. B 96, 155311 (2017)
Supplementary notes can be added here, including code and math.
Tao Yu
Tao Yu
Professor, Group Leader
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Jan 22, 2022
Course/Program Inventory
Course/Program Inventory
EETC 2323 - Solar System Equipment & Components
Credit hours: 3
Prerequisites: EETC 2216- Alternative Energy
Course Description:
Consideration is given to design and operation of solar systems, components, equipment, subsystems, installation costs, payback period, and energy distribution. Safety issues, grid connection, maintenance, as well as troubleshooting electricity flow concerns are covered. Laboratory notebooks required.
Student Learning Outcomes:
Students will be able to:
1. Identify and explain the main -components of PV solar energy systems.
2. Analyze the effects of photovoltaic cells orientation with the sun.
3. Analyze the total installation cost, total maintenance cost and payback period of a PV solar system.
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Back to Volume
Paper: Nearby luminous blue galaxies
Volume: 10, Evolution of the Universe of Galaxies: Edwin Hubble Centennial Symposium
Page: 157
Authors: Gallagher, John S., III
Abstract: Some galaxies are comparable to spirals in terms of blue luminosities but show optical evidence (blue colors, strong emission lines) for large population I stellar components. These luminous blue galaxies provide examples of rapidly evolving large galaxies in the nearby universe. This paper discusses the evolutionary status of luminous blue galaxies and their possible relationships to the excess numbers of faint blue galaxies that are being found by deep surveys of galaxies.
Back to Volume
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topology (structure)
In , a topological space is, roughly speaking, a in which is defined but cannot necessarily be measured by a numeric distance. More specifically, a topological space is a of s, along with a set of s for each point, satisfying a set of s relating points and neighbourhoods. A topological space is the most general type of a that allows for the definition of , , and . Other spaces, such as s, s and s, are topological spaces with extra , properties or constraints. Although very general, topological spaces are a fundamental concept used in virtually every branch of modern mathematics. The branch of mathematics that studies topological spaces in their own right is called or .
Around , discovered the V - E + F = 2 relating the number of vertices, edges and faces of a , and hence of a . The study and generalization of this formula, specifically by and , is at the origin of . In , published ''General investigations of curved surfaces'' which in section 3 defines the curved surface in a similar manner to the modern topological understanding: "A curved surface is said to possess continuous curvature at one of its points A, if the direction of all the straight lines drawn from A to points of the surface at an infinitely small distance from A are deflected infinitely little from one and the same plane passing through A." Yet, "until ’s work in the early 1850s, surfaces were always dealt with from a local point of view (as parametric surfaces) and topological issues were never considered." " and seem to be the first to realize that the main problem about the topology of (compact) surfaces is to find invariants (preferably numerical) to decide the equivalence of surfaces, that is, to decide whether two surfaces are homeomorphic or not." The subject is clearly defined by in his "" (1872): the geometry invariants of arbitrary continuous transformation, a kind of geometry. The term "topology" was introduced by in 1847, although he had used the term in correspondence some years earlier instead of previously used "Analysis situs". The foundation of this science, for a space of any dimension, was created by . His first article on this topic appeared in . In the 1930s, and first expressed the idea that a surface is a topological space that is . Topological spaces were first defined by in 1914 in his seminal "Principles of Set Theory". had been defined earlier in 1906 by , though it was Hausdorff who introduced the term "metric space".
The utility of the notion of a topology is shown by the fact that there are several equivalent definitions of this structure. Thus one chooses the suited for the application. The most commonly used is that in terms of , but perhaps more intuitive is that in terms of and so this is given first.
Definition via neighbourhoods
This axiomatization is due to . Let X be a set; the elements of X are usually called , though they can be any mathematical object. We allow X to be empty. Let \mathcal be a assigning to each x (point) in X a non-empty collection \mathcal(x) of subsets of X. The elements of \mathcal(x) will be called of x with respect to \mathcal (or, simply, ). The function \mathcal is called a if the s below are satisfied; and then X with \mathcal is called a topological space. # If N is a neighbourhood of x (i.e., N \in \mathcal(x)), then x \in N. In other words, each point belongs to every one of its neighbourhoods. # If N is a subset of X and includes a neighbourhood of x, then N is a neighbourhood of x. I.e., every of a neighbourhood of a point x \in X is again a neighbourhood of x. # The of two neighbourhoods of x is a neighbourhood of x. # Any neighbourhood N of x includes a neighbourhood M of x such that N is a neighbourhood of each point of M. The first three axioms for neighbourhoods have a clear meaning. The fourth axiom has a very important use in the structure of the theory, that of linking together the neighbourhoods of different points of X. A standard example of such a system of neighbourhoods is for the real line \R, where a subset N of \R is defined to be a of a real number x if it includes an open interval containing x. Given such a structure, a subset U of X is defined to be open if U is a neighbourhood of all points in U. The open sets then satisfy the axioms given below. Conversely, when given the open sets of a topological space, the neighbourhoods satisfying the above axioms can be recovered by defining N to be a neighbourhood of x if N includes an open set U such that x \in U.
Definition via open sets
A is an ordered pair (X, \tau), where X is a and \tau is a collection of s of X, satisfying the following s: # The and X itself belong to \tau. # Any arbitrary (finite or infinite) of members of \tau belongs to \tau. # The intersection of any finite number of members of \tau belongs to \tau. The elements of \tau are called open sets and the collection \tau is called a topology on X. A subset C \subseteq X is said to be in (X, \tau) if and only if its X \setminus C is an element of \tau.
Examples of topologies
# Given X = \, the or topology on X is the \tau = \ = \ consisting of only the two subsets of X required by the axioms forms a topology of X. # Given X = \, the family \tau = \ = \ of six subsets of X forms another topology of X. # Given X = \, the on X is the of X, which is the family \tau = \wp(X) consisting of all possible subsets of X. In this case the topological space (X, \tau) is called a . # Given X = \Z, the set of integers, the family \tau of all finite subsets of the integers plus \Z itself is a topology, because (for example) the union of all finite sets not containing zero is not finite but is also not all of \Z, and so it cannot be in \tau.
Definition via closed sets
Using , the above axioms defining open sets become axioms defining s: # The empty set and X are closed. # The intersection of any collection of closed sets is also closed. # The union of any finite number of closed sets is also closed. Using these axioms, another way to define a topological space is as a set X together with a collection \tau of closed subsets of X. Thus the sets in the topology \tau are the closed sets, and their complements in X are the open sets.
Other definitions
There are many other equivalent ways to define a topological space: in other words the concepts of neighbourhood, or that of open or closed sets can be reconstructed from other starting points and satisfy the correct axioms. Another way to define a topological space is by using the , which define the closed sets as the of an on the of X. A is a generalisation of the concept of . A topology is completely determined if for every net in X the set of its is specified.
Comparison of topologies
A variety of topologies can be placed on a set to form a topological space. When every set in a topology \tau_1 is also in a topology \tau_2 and \tau_1 is a subset of \tau_2, we say that \tau_2is than \tau_1, and \tau_1 is than \tau_2. A proof that relies only on the existence of certain open sets will also hold for any finer topology, and similarly a proof that relies only on certain sets not being open applies to any coarser topology. The terms and are sometimes used in place of finer and coarser, respectively. The terms and are also used in the literature, but with little agreement on the meaning, so one should always be sure of an author's convention when reading. The collection of all topologies on a given fixed set X forms a : if F = \left\ is a collection of topologies on X, then the of F is the intersection of F, and the of F is the meet of the collection of all topologies on X that contain every member of F.
Continuous functions
A f : X \to Y between topological spaces is called if for every x \in X and every neighbourhood N of f(x) there is a neighbourhood M of x such that f(M) \subseteq N. This relates easily to the usual definition in analysis. Equivalently, f is continuous if the of every open set is open. This is an attempt to capture the intuition that there are no "jumps" or "separations" in the function. A is a that is continuous and whose is also continuous. Two spaces are called if there exists a homeomorphism between them. From the standpoint of topology, homeomorphic spaces are essentially identical. In , one of the fundamental is Top, which denotes the whose are topological spaces and whose s are continuous functions. The attempt to classify the objects of this category ( ) by s has motivated areas of research, such as , , and .
Examples of topological spaces
A given set may have many different topologies. If a set is given a different topology, it is viewed as a different topological space. Any set can be given the in which every subset is open. The only convergent sequences or nets in this topology are those that are eventually constant. Also, any set can be given the (also called the indiscrete topology), in which only the empty set and the whole space are open. Every sequence and net in this topology converges to every point of the space. This example shows that in general topological spaces, limits of sequences need not be unique. However, often topological spaces must be s where limit points are unique.
Metric spaces
Metric spaces embody a , a precise notion of distance between points. Every can be given a metric topology, in which the basic open sets are open balls defined by the metric. This is the standard topology on any . On a finite-dimensional this topology is the same for all norms. There are many ways of defining a topology on \R, the set of s. The standard topology on \R is generated by the . The set of all open intervals forms a or basis for the topology, meaning that every open set is a union of some collection of sets from the base. In particular, this means that a set is open if there exists an open interval of non zero radius about every point in the set. More generally, the s \R^n can be given a topology. In the usual topology on \R^n the basic open sets are the open s. Similarly, \C, the set of s, and \C^n have a standard topology in which the basic open sets are open balls.
Proximity spaces
s provide a notion of closeness of two sets.
Uniform spaces
Uniform spaces axiomatize ordering the distance between distinct points.
Function spaces
A topological space in which the are functions is called a .
Cauchy spaces
s axiomatize the ability to test whether a net is . Cauchy spaces provide a general setting for studying s.
Convergence spaces
s capture some of the features of convergence of .
Grothendieck sites
s are with additional data axiomatizing whether a family of arrows covers an object. Sites are a general setting for defining .
Other spaces
If \Gamma is a on a set X then \ \cup \Gamma is a topology on X. Many sets of s in are endowed with topologies that are defined by specifying when a particular sequence of functions converges to the zero function. Any has a topology native to it, and this can be extended to vector spaces over that field. Every has a since it is locally Euclidean. Similarly, every and every inherits a natural topology from . The is defined algebraically on the or an . On \R^n or \C^n, the closed sets of the Zariski topology are the s of systems of equations. A has a natural topology that generalizes many of the geometric aspects of s with and . The is the simplest non-discrete topological space. It has important relations to the and semantics. There exist numerous topologies on any given . Such spaces are called s. Finite spaces are sometimes used to provide examples or counterexamples to conjectures about topological spaces in general. Any set can be given the in which the open sets are the empty set and the sets whose complement is finite. This is the smallest topology on any infinite set. Any set can be given the , in which a set is defined as open if it is either empty or its complement is countable. When the set is uncountable, this topology serves as a counterexample in many situations. The real line can also be given the . Here, the basic open sets are the half open intervals F_n.
Every_subset_of_a_topological_space_can_be_given_the__in_which_the_open_sets_are_the_intersections_of_the_open_sets_of_the_larger_space_with_the_subset.__For_any__of_topological_spaces,_the_product_can_be_given_the_,_which_is_generated_by_the_inverse_images_of_open_sets_of_the_factors_under_the__mappings._For_example,_in_finite_products,_a_basis_for_the_product_topology_consists_of_all_products_of_open_sets._For_infinite_products,_there_is_the_additional_requirement_that_in_a_basic_open_set,_all_but_finitely_many_of_its_projections_are_the_entire_space. A__is_defined_as_follows:_if_X_is_a_topological_space_and_Y_is_a_set,_and_if_f_:_X_\to_Y_is_a__,_then_the_quotient_topology_on_Y_is_the_collection_of_subsets_of_Y_that_have_open_s_under_f._In_other_words,_the__is_the_finest_topology_on_Y_for_which_f_is_continuous.__A_common_example_of_a_quotient_topology_is_when_an__is_defined_on_the_topological_space_X.__The_map_f_is_then_the_natural_projection_onto_the_set_of_es. The_Vietoris_topology_on_the_set_of_all_non-empty_subsets_of_a_topological_space_X,_named_for_,_is_generated_by_the_following_basis:_for_every_n-tuple_U_1,_\ldots,_U_n_of_open_sets_in_X,_we_construct_a_basis_set_consisting_of_all_subsets_of_the_union_of_the_U_i_that_have_non-empty_intersections_with_each_U_i._ The_Fell_topology_on_the_set_of_all_non-empty_closed_subsets_of_a___X_is_a_variant_of_the_Vietoris_topology,_and_is_named_after_mathematician_James_Fell._It_is_generated_by_the_following_basis:_for_every_n-tuple_U_1,_\ldots,_U_n_of_open_sets_in_X_and_for_every_compact_set_K,_the_set_of_all_subsets_of_X_that_are_disjoint_from_K_and_have_nonempty_intersections_with_each_U_i_is_a_member_of_the_basis.
*_Spectral.__A_space_is__if_and_only_if_it_is_the_prime__(_theorem). *_Specialization_preorder.__In_a_space_the__is_defined_by_x_\leq_y_if_and_only_if_\operatorname\_\subseteq_\operatorname\,_where_\operatorname_denotes_an_operator_satisfying_the__.
*_ *__–_The_system_of_all_open_sets_of_a_given_topological_space_ordered_by_inclusion_is_a_complete_Heyting_algebra. *_ *_ *_ *_ *_ *_ *_ *_ *_
*_ *_,_''Topology_and_Geometry''_(Graduate_Texts_in_Mathematics),_Springer;_1st_edition_(October_17,_1997)._. *_;_''Elements_of_Mathematics:_General_Topology'',_Addison-Wesley_(1966). *__(3rd_edition_of_differently_titled_books)_ *_;_''Point_Sets'',_Academic_Press_(1969). *_,_''Algebraic_Topology'',_(Graduate_Texts_in_Mathematics),_Springer;_1st_edition_(September_5,_1997)._. *_ *_ *_Lipschutz,_Seymour;_''Schaum's_Outline_of_General_Topology'',_McGraw-Hill;_1st_edition_(June_1,_1968)._. *_;_''Topology'',_Prentice_Hall;_2nd_edition_(December_28,_1999)._. *_Runde,_Volker;_''A_Taste_of_Topology_(Universitext)'',_Springer;_1st_edition_(July_6,_2005)._. *_ *__and_;_',_Holt,_Rinehart_and_Winston_(1970)._. *_ *_
*_ {{Authority_control Topological_spaces.html" ;"title=", b). This topology on \R is strictly finer than the Euclidean topology defined above; a sequence converges to a point in this topology if and only if it converges from above in the Euclidean topology. This example shows that a set may have many distinct topologies defined on it. If \Gamma is an , then the set \Gamma = [0, \Gamma) may be endowed with the generated by the intervals (a, b), [0, b), and (a, \Gamma) where a and b are elements of \Gamma. of a F_n consists of the so-called "marked metric graph structures" of volume 1 on F_n.
Topological constructions
Every subset of a topological space can be given the in which the open sets are the intersections of the open sets of the larger space with the subset. For any of topological spaces, the product can be given the , which is generated by the inverse images of open sets of the factors under the mappings. For example, in finite products, a basis for the product topology consists of all products of open sets. For infinite products, there is the additional requirement that in a basic open set, all but finitely many of its projections are the entire space. A is defined as follows: if X is a topological space and Y is a set, and if f : X \to Y is a , then the quotient topology on Y is the collection of subsets of Y that have open s under f. In other words, the is the finest topology on Y for which f is continuous. A common example of a quotient topology is when an is defined on the topological space X. The map f is then the natural projection onto the set of es. The Vietoris topology on the set of all non-empty subsets of a topological space X, named for , is generated by the following basis: for every n-tuple U_1, \ldots, U_n of open sets in X, we construct a basis set consisting of all subsets of the union of the U_i that have non-empty intersections with each U_i. The Fell topology on the set of all non-empty closed subsets of a X is a variant of the Vietoris topology, and is named after mathematician James Fell. It is generated by the following basis: for every n-tuple U_1, \ldots, U_n of open sets in X and for every compact set K, the set of all subsets of X that are disjoint from K and have nonempty intersections with each U_i is a member of the basis.
Classification of topological spaces
Topological spaces can be broadly classified, homeomorphism, by their . A topological property is a property of spaces that is invariant under homeomorphisms. To prove that two spaces are not homeomorphic it is sufficient to find a topological property not shared by them. Examples of such properties include , , and various s. For algebraic invariants see .
Topological spaces with algebraic structure
For any we can introduce the discrete topology, under which the algebraic operations are continuous functions. For any such structure that is not finite, we often have a natural topology compatible with the algebraic operations, in the sense that the algebraic operations are still continuous. This leads to concepts such as s, s, s and s.
Topological spaces with order structure
* Spectral. A space is if and only if it is the prime ( theorem). * Specialization preorder. In a space the is defined by x \leq y if and only if \operatorname\ \subseteq \operatorname\, where \operatorname denotes an operator satisfying the .
See also
* * – The system of all open sets of a given topological space ordered by inclusion is a complete Heyting algebra. * * * * * * * * *
* * , ''Topology and Geometry'' (Graduate Texts in Mathematics), Springer; 1st edition (October 17, 1997). . * ; ''Elements of Mathematics: General Topology'', Addison-Wesley (1966). * (3rd edition of differently titled books) * ; ''Point Sets'', Academic Press (1969). * , ''Algebraic Topology'', (Graduate Texts in Mathematics), Springer; 1st edition (September 5, 1997). . * * * Lipschutz, Seymour; ''Schaum's Outline of General Topology'', McGraw-Hill; 1st edition (June 1, 1968). . * ; ''Topology'', Prentice Hall; 2nd edition (December 28, 1999). . * Runde, Volker; ''A Taste of Topology (Universitext)'', Springer; 1st edition (July 6, 2005). . * * and ; ', Holt, Rinehart and Winston (1970). . * *
External links
* {{Authority control Topological spaces">
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Art Bytes
Both artists often explore politics, history and identity in their work. The New York-based Ward is best known for his sculptural installations made from found objects such as baby strollers, television sets, bottles and shopping carts that tackle big social and political questions about race, poverty and consumerism. The Berlin-based Rhode works in photography, video and sculpture.
Art Bytes
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Improving the power handling capability of direct contact RF MEMS switches requires a knowledge of conditions at the contact. This paper models the temperature rise in a direct contact RF MEMS switch, including the effects of electrical and thermal contact resistance. The maximum temperature in the beam is found to depend strongly on the power dissipation at the contact, with almost no contribution from dissipation due to currents in the rest of the switch. Moreover, the maximum temperature is found to exceed the limit for metal softening for a significant range of values of thermal and electrical contact resistance. Since local contact asperity temperature can be hundreds of degrees higher than the bulk material temperature modeled here, these results underscore the importance of understanding and controlling thermal and electrical contact resistance in the switch.
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