Datasets:
text
string |
|---|
The Independent Jane
For all the love, romance and scandal in Jane Austen’s books, what they are really about is freedom and independence. Independence of thought and the freedom to choose.
Elizabeth’s refusal of Mr. Collins offer of marriage showed an independence seldom seen in heroines of the day. Her refusal of Mr. Darcy while triggered by anger showed a level of independence that left him shocked and stunned.
The freedom she exhibited in finally accepting him in direct defiance of Lady Catherine and knowing her father would disapprove was unusual even for Austen. In her last book Anne Elliot is persuaded to refuse Captain Wentworth at Lady Russel’s insistence.
Although Jane played by the rules of the day, all of her writing is infused with how she wanted life to be. She ‘screams’ her outrage at the limitations for women in Emma.
When accosted by Mrs. Elton, Jane Fairfax says,
“Excuse me, ma’am, but this is by no means my intention; I make no inquiry myself, and should be sorry to have any made by my friends. When I am quite determined as to the time, I am not at all afraid of being long unemployed. There are places in town, offices, where inquiry would soon produce something — offices for the sale, not quite of human flesh, but of human intellect.”
“Oh! my dear, human flesh! You quite shock me; if you mean a fling at the slave-trade, I assure you Mr. Suckling was always rather a friend to the abolition.”
“I did not mean, I was not thinking of the slave-trade,” replied Jane; “governess-trade, I assure you, was all that I had in view; widely different certainly, as to the guilt of those who carry it on; but as to the greater misery of the victims, I do not know where it lies.”
That same sentiment is emphasized in Emma’s shock when Mrs. Weston tells her of Frank Churchill’s secret engagement to Jane.
“Good God!” cried Emma, “Jane actually on the point of going as governess! What could he mean by such horrible indelicacy? To suffer her to engage herself — to suffer her even to think of such a measure!”
I find it interesting that at the moment of Austen’s birth or there about, John Adams left his farm in Massachusetts for the Continental Congress in Philadelphia. Doesn’t sound particularly interesting, I know but consider this.
John Adams left his home in mid-December 1775 to attend an unprecedented meeting of colonial representatives to consider severing ties with their mother country and her monarch; a decision that culminated in a document unlike any ever written. In the mother country, one day in that same cold December a baby girl was born at Steventon Rectory. Her cry was heard by only the people in the house but the years to come would see her pen create works unlike any the world had ever seen.
Comparing Austen’s words with Thomas Jefferson’s may seem a trivialization but I believe that Austen’s impact on the world is no less important than Jefferson’s. The effect of Jane’s writing maybe more subtle than that of the Virginian but it is no less influential.
Jefferson’s words instigated and promoted a revolution, a war of independence. Jane’s words had no such excessive consequence. Still in her own quiet, genteel yet powerful way she declared and promoted the same principles of freedom and self-regulated independence as our American forefathers. In all her novels Jane advocates independence of person and thought, the rights of all and acceptance of responsibility for those rights.
Jane may not have incited military action as Jefferson did but even as an avowed royalist, I doubt not that Jane Austen firmly believed in his declaration of the right to life, liberty and the pursuit of happiness.
|
#multiply 2 no.s
a=10
b=20
c=a*b
print("multiplication of 10 and 20",a,"*",b,"=", c)
|
Taking Play Seriously
By ROBIN MARANTZ HENIG
Published: February 17, 2008
On a drizzly Tuesday night in late January, 200 people came out to hear a psychiatrist talk rhapsodically about play -- not just the intense, joyous play of children, but play for all people, at all ages, at all times. (All species too; the lecture featured touching photos of a polar bear and a husky engaging playfully at a snowy outpost in northern Canada.) Stuart Brown, president of the National Institute for Play, was speaking at the New York Public Library's main branch on 42nd Street. He created the institute in 1996, after more than 20 years of psychiatric practice and research persuaded him of the dangerous long-term consequences of play deprivation. In a sold-out talk at the library, he and Krista Tippett, host of the public-radio program ''Speaking of Faith,'' discussed the biological and spiritual underpinnings of play. Brown called play part of the ''developmental sequencing of becoming a human primate. If you look at what produces learning and memory and well-being, play is as fundamental as any other aspect of life, including sleep and dreams.''
The message seemed to resonate with audience members, who asked anxious questions about what seemed to be the loss of play in their children's lives. Their concern came, no doubt, from the recent deluge of eulogies to play . Educators fret that school officials are hacking away at recess to make room for an increasingly crammed curriculum. Psychologists complain that overscheduled kids have no time left for the real business of childhood: idle, creative, unstructured free play. Public health officials link insufficient playtime to a rise in childhood obesity. Parents bemoan the fact that kids don't play the way they themselves did -- or think they did. And everyone seems to worry that without the chance to play stickball or hopscotch out on the street, to play with dolls on the kitchen floor or climb trees in the woods, today's children are missing out on something essential.
The success of ''The Dangerous Book for Boys'' -- which has been on the best-seller list for the last nine months -- and its step-by-step instructions for activities like folding paper airplanes is testament to the generalized longing for play's good old days. So were the questions after Stuart Brown's library talk; one woman asked how her children will learn trust, empathy and social skills when their most frequent playing is done online. Brown told her that while video games do have some play value, a true sense of ''interpersonal nuance'' can be achieved only by a child who is engaging all five senses by playing in the three-dimensional world.
This is part of a larger conversation Americans are having about play. Parents bobble between a nostalgia-infused yearning for their children to play and fear that time spent playing is time lost to more practical pursuits. Alarming headlines about U.S. students falling behind other countries in science and math, combined with the ever-more-intense competition to get kids into college, make parents rush to sign up their children for piano lessons and test-prep courses instead of just leaving them to improvise on their own; playtime versus r?m?uilding.
Discussions about play force us to reckon with our underlying ideas about childhood, sex differences, creativity and success. Do boys play differently than girls? Are children being damaged by staring at computer screens and video games? Are they missing something when fantasy play is populated with characters from Hollywood's imagination and not their own? Most of these issues are too vast to be addressed by a single field of study (let alone a magazine article). But the growing science of play does have much to add to the conversation. Armed with research grounded in evolutionary biology and experimental neuroscience, some scientists have shown themselves eager -- at times perhaps a little too eager -- to promote a scientific argument for play. They have spent the past few decades learning how and why play evolved in animals, generating insights that can inform our understanding of its evolution in humans too. They are studying, from an evolutionary perspective, to what extent play is a luxury that can be dispensed with when there are too many other competing claims on the growing brain, and to what extent it is central to how that brain grows in the first place.
Scientists who study play, in animals and humans alike, are developing a consensus view that play is something more than a way for restless kids to work off steam; more than a way for chubby kids to burn off calories; more than a frivolous luxury. Play, in their view, is a central part of neurological growth and development -- one important way that children build complex, skilled, responsive, socially adept and cognitively flexible brains.
Their work still leaves some questions unanswered, including questions about play's darker, more ambiguous side: is there really an evolutionary or developmental need for dangerous games, say, or for the meanness and hurt feelings that seem to attend so much child's play? Answering these and other questions could help us understand what might be lost if children play less.
|
# -*- coding: utf-8 -*-
"""
Created on Wed Sep 18 13:13:09 2019
Psudo :
1.Get a Dataset
2.arbitarily choose K centroids in random
3.Assign the closest data points by distance to a centroid/cluster
4.Compute mean of the datapoints in the clusters excluding the centroids
5.The mean would be the new centroid and repeat from step 3 until the centroid doesnt change.
@author: Ravi
"""
from copy import deepcopy
import numpy as np
import pandas as pd
from matplotlib import pyplot as plt
plt.rcParams['figure.figsize'] = (16, 9)
plt.style.use('ggplot')
# Importing the data sets
data = pd.read_csv('data.csv')
#print(data.shape)
data.head()
#Plotting the values
d1= data['Dset1'].values
d2= data['Dset2'].values
X=np.array(list(zip(d1,d2)))
print('x iss',X)
plt.scatter(d1, d2, c='blue', s=7)
#Distance
def dist(a, b, ax=1):
return np.linalg.norm(a-b, axis=ax)
#Picking centroids at random
k=4
C_x = np.random.randint(0, np.max(X)-20, size=k)
C_y = np.random.randint(0, np.max(X)-20, size=k)
C= np.array(list(zip(C_x, C_y)), dtype=np.float32)
print(C)
#plotting with cetroids
plt.scatter(d1,d2, c ='#050505', s=7)
plt.scatter(C_x, C_y, marker='*', s=200, c='g')
#Storing the value of centroids when it updates
C_old = np.zeros(C.shape)
#print(C_old)
clusters = np.zeros(len(X))
#distance between the new centroid and old centroid
Cdist = dist(C,C_old, None)
while Cdist != 0 :
for i in range(len(X)):
print( 'x i is',X[i])
distances = dist(X[i], C)
print(distances)
cluster = np.argmin(distances)
clusters[i] = cluster
#storing the old centroid
C_old = deepcopy(C)
#finding the new centroids by taking the average value
for i in range(k):
points = [X[j] for j in range(len(X)) if clusters[j] == i]
#print(points)
C[i] = np.mean(points, axis=0)
Cdist = dist(C, C_old, None)
colors = ['r','g','b','y','c','m']
fig, ax = plt.subplots()
for i in range(k):
points = np.array([X[j] for j in range(len(X))if clusters[j] == i])
ax.scatter(points[:, 0], points[:,1], s=7, c=colors[i])
ax.scatter(C[:,0], C[:, 1], marker='*', s=200, c='#050505')
|
n1=int(input('digite seu numero: '))
n2= n1*2
n3= n1*3
n4= n1**(1/2)
print(f'o dobro do seu numero e {n2} o triplo e {n3} a raiz quadrada dele e {n4}')
|
How do you get HIV?
HIV can be passed on when infected bodily fluid, such as blood or semen, is passed into an uninfected person. Semen is the liquid which is released from a man's penis during sex which carries sperm. It can be infected with HIV or AIDS when someone is HIV positive or is carrying the AIDS virus. This can happen during unprotected sex. For example when two people have sex without using a condom when one partner is already infected, or between drug users who inject and share needles.
It can't be transmitted by things like coughing, sneezing, kissing, sharing a toilet seat, swimming pools, sweat and tears.
|
import unittest
from problems.FibonacciGenerator import FibonacciGenerator
class TestFibonacciGenerator(unittest.TestCase):
def test_Fibonacci(self):
self.assertEqual(0, fibonacci(1))
self.assertEqual(1, fibonacci(2))
self.assertEqual(1, fibonacci(3))
self.assertEqual(2, fibonacci(4))
self.assertEqual(3, fibonacci(5))
self.assertEqual(5, fibonacci(6))
def test_nextFibonacci(self):
fg = FibonacciGenerator()
self.assertEqual(fibonacci(1), fg.next())
self.assertEqual(fibonacci(2), fg.next())
self.assertEqual(fibonacci(3), fg.next())
self.assertEqual(fibonacci(4), fg.next())
self.assertEqual(fibonacci(5), fg.next())
self.assertEqual(fibonacci(6), fg.next())
def test_fibonacciOverflow(self):
with self.assertRaises(OverflowError):
list(FibonacciGenerator())
def fibonacci(n):
if n <= 0:
print("Incorrect input")
# First Fibonacci number is 0
elif n == 1:
return 0
# Second Fibonacci number is 1
elif n == 2:
return 1
else:
return fibonacci(n - 1) + fibonacci(n - 2)
if __name__ == '__main__':
unittest.main()
|
import sys
import cProfile
def brute(arg):
return reduce(lambda x, y: x + int(y), str(2**arg), 0)
if __name__ == "__main__":
arg = int(sys.argv[1])
def main():
print brute(arg)
cProfile.run('main()')
|
CTComms sends on average 2 million emails monthly on behalf of over 125 different charities and not for profits.
Take the complexity of technology and stir in the complexity of the legal system and what do you get? Software licenses! If you've ever attempted to read one you know how true this is, but you have to know a little about software licensing even if you can't parse all of the fine print.
By: Chris Peters
March 10, 2009
A software license is an agreement between you and the owner of a program which lets you perform certain activities which would otherwise constitute an infringement under copyright law. The software license usually answers questions such as:
The price of the software and the licensing fees, if any, are sometimes discussed in the licensing agreement, but usually it's described elsewhere.
If you read the definitions below and you're still scratching your head, check out Categories of Free and Non-Free Software which includes a helpful diagram.
Free vs Proprietary:
When you hear the phrase "free software" or "free software license," "free" is referring to your rights and permissions ("free as in freedom" or "free as in free speech"). In other words, a free software license gives you more rights than a proprietary license. You can usually copy, modify, and redistribute free software without paying a fee or obtaining permission from the developers and distributors. In most cases "free software" won't cost you anything, but that's not always the case – in this instance the word free is making no assertion whatsoever about the price of the software. Proprietary software puts more restrictions and limits on your legal permission to copy, modify, and distribute the program.
Free, Open-Source or FOSS?
In everyday conversation, there's not much difference between "free software," "open source software," and "FOSS (Free and Open-Source Software)." In other words, you'll hear these terms used interchangeably, and the proponents of free software and the supporters of open-source software agree with one another on most issues. However, the official definition of free software differs somewhat from the official definition of open-source software, and the philosophies underlying those definitions differ as well. For a short description of the difference, read Live and Let License. For a longer discussion from the "free software" side, read Why Open Source Misses the Point of Free Software. For the "open-source" perspective, read Why Free Software is Too Ambiguous.
Public domain and copyleft.
These terms refer to different categories of free, unrestricted licensing. A copyleft license allows you all the freedoms of a free software license, but adds one restriction. Under a copyleft license, you have to release any modifications under the same terms as the original software. In effect, this blocks companies and developers who want to alter free software and then make their altered version proprietary. In practice, almost all free and open-source software is also copylefted. However, technically you can release "free software" that isn't copylefted. For example, if you developed software and released it under a "public domain" license, it would qualify as free software, but it isn't copyleft. In effect, when you release something into the public domain, you give up all copyrights and rights of ownership.
Shareware and freeware.
These terms don't really refer to licensing, and they're confusing in light of the discussion of free software above. Freeware refers to software (usually small utilities at sites such as Tucows.com) that you can download and install without paying. However, you don't have the right to view the source code, and you may not have the right to copy and redistribute the software. In other words, freeware is proprietary software. Shareware is even more restrictive. In effect, shareware is trial software. You can use it for a limited amount of time (usually 30 or 60 days) and then you're expected to pay to continue using it.
End User Licensing Agreement (EULA).
When you acquire software yourself, directly from a vendor or retailer, or directly from the vendor's Web site, you usually have to indicate by clicking a box that you accept the licensing terms. This "click-through" agreement that no one ever reads is commonly known as a EULA. If you negotiate a large purchase of software with a company, and you sign a contract to seal the agreement, that contract usually replaces or supersedes the EULA.
Most major vendors of proprietary software offer some type of bulk purchasing and volume licensing mechanism. The terms vary widely, but if you order enough software to qualify, the benefits in terms of cost and convenience are significant. Also, not-for-profits sometimes qualify for it with very small initial purchases.
Some of the benefits of volume licensing include:
Lower cost. As with most products, software costs less when you buy more of it.
Ease of installation. Without volume licenses, you usually have to enter a separate activation code (also known as a product key or license key) for each installed copy of the program. On the other hand, volume licenses provide you with a single, organisation-wide activation code, which makes it much easier to find when you need to reinstall the software.
Easier tracking of licenses. Keeping track of how many licenses you own, and how many copies you've actually installed, is a tedious, difficult task. Many volume licensing programs provide an online account which is automatically updated when you obtain or activate a copy of that company's software. These accounts can also coordinate licensing across multiple offices within your organisation.
To learn more about volume licensing from a particular vendor, check out some of the resources below:
Qualified not-for-profits and libraries can receive donated volume licenses for Microsoft products through TechSoup. For more information, check out our introduction to the Microsoft Software Donation Program, and the Microsoft Software Donation Program FAQ. For general information about the volume licensing of Microsoft software, see Volume Licensing Overview.
If you get Microsoft software from TechSoup or other software distributors who work with not-for-profits, you may need to go to the eOpen Web site to locate your Volume license keys. For more information, check out the TechSoup Donation Recipient's Guide to the Microsoft eOpen Web Site.
Always check TechSoup Stock first to see if there's a volume licensing donation program for the software you're interested in. If TechSoup doesn't offer that product or if you need more copies than you can find at TechSoup, search for "volume licensing not-for-profits software" or just "not-for-profits software." For example, when we have an inventory of Adobe products, qualifying and eligible not-for-profits can obtain four individual products or one copy of Creative Suite 4 through TechSoup. If we're out of stock, or you've used up your annual Adobe donation, you can also check TechSoup's special Adobe donation program and also Adobe Solutions for Nonprofits for other discounts available to not-for-profits. For more software-hunting tips, see A Quick Guide to Discounted Software Programs.
Pay close attention to the options and licensing requirements when you acquire server-based software. You might need two different types of license – one for the server software itself, and a set of licenses for all the "clients" accessing the software. Depending on the vendor and the licensing scenario, "client" can refer either to the end users themselves (for example, employees, contractors, clients, and anyone else who uses the software in question) or their computing devices (for example, laptops, desktop computers, smartphones, PDAs, etc.). We'll focus on Microsoft server products, but similar issues can arise with other server applications.
Over the years, Microsoft has released hundreds of server-based applications, and the licensing terms are slightly different for each one. Fortunately, there are common license types and licensing structures across different products. In other words, while a User CAL (Client Access License) for Windows Server is distinct from a User CAL for SharePoint Server, the underlying terms and rights are very similar. The TechSoup product pages for Microsoft software do a good job of describing the differences between products, so we'll focus on the common threads in this article.
Moreover, Microsoft often lets you license a single server application in more than one way, depending on the needs of your organisation. This allows you the flexibility to choose the licenses that best reflect your organisation's usage patterns and thereby cost you the least amount of money. For example, for Windows Server and other products you can acquire licenses on a per-user basis (for example, User CALs) or per-device basis (for example, Device CALs).
The license required to install and run most server applications usually comes bundled with the software itself. So you can install and run most applications "out of the box," as long as you have the right number of client licenses (see the section below for more on that). However, when you're running certain server products on a computer with multiple processors, you may need to get additional licenses. For example, if you run Windows Server 2008 DataCenter edition on a server with two processors, you need a separate license for each processor. SQL Server 2008 works the same way. This type of license is referred to as a processor license. Generally you don't need client licenses for any application that's licensed this way.
Client Licenses for Internal Users
Many Microsoft products, including Windows Server 2003 and Windows Server 2008, require client access licenses for all authenticated internal users (for example, employees, contractors, volunteers, etc.). On the other hand, SQL Server 2008 and other products don't require any client licenses. Read the product description at CTXchange if you're looking for the details about licensing a particular application.
User CALs: User CALs allow each user access to all the instances of a particular server product in an organisation, no matter which device they use to gain access. In other words, if you run five copies of Windows Server 2008 on five separate servers, you only need one User CAL for each person in your organisation who access those servers (or any software installed on those servers), whether they access a single server, all five servers, or some number in between. Each user with a single CAL assigned to them can access the server software from as many devices as they want (for example, desktop computers, laptops, smartphones, etc.). User CALs are a popular licensing option.
Device CALs: Device CALs allow access to all instances of a particular server application from a single device (for example, a desktop computer, a laptop, etc.) in your organisation. Device CALs only make sense when multiple employees use the same computer. For example, in 24-hour call centres different employees on different shifts often use the same machine, so Device CALs make sense in this situation.
Choosing a licensing mode for your Windows Server CALs: With Windows Server 2003 and Windows Server 2008, you use a CAL (either a User CAL or a Device CAL) in one of two licensing modes: per seat or per server. You make this decision when you're installing your Windows Server products, not when you acquire the CALs. The CALs themselves don't have any mode designation, so you can use either a User CAL or a Device CAL in either mode. Per seat mode is the default mode, and the one used most frequently. The description of User CALs and Device CALs above describes the typical per seat mode. In "per server" mode, Windows treats each license as a "simultaneous connection." In other words, if you have 40 CALs, Windows will let 40 authenticated users have access. The 41st user will be denied access. However, in per server mode, each CAL is tied to a particular instance of Windows Server, and you have to acquire a new set of licenses for each new server you build that runs Windows. Therefore, per server mode works for some small organisations with one or two servers and limited access requirements.
You don't "install" client licenses the way you install software. There are ways to automate the tracking of software licenses indirectly, but the server software can't refuse access to a user or device on licensing grounds. The licenses don't leave any "digital footprint" that the server software can read. An exception to this occurs when you license Windows Server in per server mode. In this case, if you have 50 licenses, the 51st authenticated user will be denied access (though anonymous users can still access services).
Some key points to remember about client licensing:
The licensing scenarios described in this section arise less frequently, and are too complex to cover completely in this article, so they're described briefly below along with more comprehensive resources.
You don't need client licenses for anonymous, unauthenticated external users. In other words, if someone accesses your Web site, and that site runs on Internet Information Server (IIS), Microsoft's Web serving software, you don't need a client license for any of those anonymous users.
If you have any authenticated external users who access services on your Windows-based servers, you can obtain CALs to cover their licensing requirements. However, the External Connector License (ECL) is a second option in this scenario. The ECL covers all use by authenticated external users, but it's a lot more expensive than a CAL, so only get one if you'll have a lot of external users. For example, even if you get your licenses through the CTXchange donation program, an ECL for Windows Server 2008 has an £76 administrative fee, while a User CAL for Windows Server 2008 carries a £1 admin fee. If only a handful of external users access your Windows servers, you're better off acquiring User CALs. Also, an ECL only applies to external users and devices. In other words, if you have an ECL, you still have to get a CAL for all employees and contractors.
Even though Terminal Services (TS) is built into Windows Server 2003 and 2008, you need to get a separate TS CAL for each client (i.e. each user or each device) that will access Terminal Services in your organisation. This TS license is in addition to your Windows Server CALs.
Microsoft's System Centre products (a line of enterprise-level administrative software packages) use a special type of license known as a management license (ML). Applications that use this type of licensing include System Center Configuration Manager 2007 and System Center Operations Manager 2007. Any desktop or workstation managed by one of these applications needs a client management license. Any server managed by one of these applications requires a server management license, and there are two types of server management licenses – standard and enterprise. You need one or the other but not both. There are also special licensing requirements if you're managing virtual instances of Windows operating systems. For more information, see TechSoup's Guide to System Center Products and Licensing and Microsoft's white paper on Systems Center licensing.
Some Microsoft server products have two client licensing modes, standard and enterprise. As you might imagine, an Enterprise CAL grants access to more advanced features of a product. Furthermore, with some products, such as Microsoft Exchange, the licenses are additive. In other words, a user needs both a Standard CAL AND an Enterprise CAL in order to access the advanced features. See Exchange Server 2007 Editions and Client Access Licenses for more information.
With virtualisation technologies, multiple operating systems can run simultaneously on a single physical server. Every time you install a Microsoft application, whether on a physical hardware system or a virtual hardware system, you create an "instance" of that application. The number of "instances" of particular application that you can run using a single license varies from product to product. For more information see the Volume Licensing Briefs, Microsoft Licensing for Virtualization and the Windows Server Virtualization Calculator. For TechSoup Stock products, see the product description for more information.
There are a lot of nuances to Microsoft licensing, and also a lot of excellent resources to help you understand different scenarios.
About the Author:
Chris is a former technology writer and technology analyst for TechSoup for Libraries, which aims to provide IT management guidance to libraries. His previous experience includes working at Washington State Library as a technology consultant and technology trainer, and at the Bill and Melinda Gates Foundation as a technology trainer and tech support analyst. He received his M.L.S. from the University of Michigan in 1997.
Originally posted here.
Copyright © 2009 CompuMentor. This work is published under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
The latest version of Microsoft Office Professional Plus is an integrated collection of programs, servers, and services designed to work together to enable optimised information work.
|
Hold the salt: UCLA engineers develop revolutionary new desalination membrane
Process uses atmospheric pressure plasma to create filtering 'brush layer'
Desalination can become more economical and used as a viable alternate water resource.
By Wileen Wong Kromhout
Originally published in UCLA Newsroom
Researchers from the UCLA Henry Samueli School of Engineering and Applied Science have unveiled a new class of reverse-osmosis membranes for desalination that resist the clogging which typically occurs when seawater, brackish water and waste water are purified.
The highly permeable, surface-structured membrane can easily be incorporated into today's commercial production system, the researchers say, and could help to significantly reduce desalination operating costs. Their findings appear in the current issue of the Journal of Materials Chemistry.
Reverse-osmosis (RO) desalination uses high pressure to force polluted water through the pores of a membrane. While water molecules pass through the pores, mineral salt ions, bacteria and other impurities cannot. Over time, these particles build up on the membrane's surface, leading to clogging and membrane damage. This scaling and fouling places higher energy demands on the pumping system and necessitates costly cleanup and membrane replacement.
The new UCLA membrane's novel surface topography and chemistry allow it to avoid such drawbacks.
"Besides possessing high water permeability, the new membrane also shows high rejection characteristics and long-term stability," said Nancy H. Lin, a UCLA Engineering senior researcher and the study's lead author. "Structuring the membrane surface does not require a long reaction time, high reaction temperature or the use of a vacuum chamber. The anti-scaling property, which can increase membrane life and decrease operational costs, is superior to existing commercial membranes."
The new membrane was synthesized through a three-step process. First, researchers synthesized a polyamide thin-film composite membrane using conventional interfacial polymerization. Next, they activated the polyamide surface with atmospheric pressure plasma to create active sites on the surface. Finally, these active sites were used to initiate a graft polymerization reaction with a monomer solution to create a polymer "brush layer" on the polyamide surface. This graft polymerization is carried out for a specific period of time at a specific temperature in order to control the brush layer thickness and topography.
"In the early years, surface plasma treatment could only be accomplished in a vacuum chamber," said Yoram Cohen, UCLA professor of chemical and biomolecular engineering and a corresponding author of the study. "It wasn't practical for large-scale commercialization because thousands of meters of membranes could not be synthesized in a vacuum chamber. It's too costly. But now, with the advent of atmospheric pressure plasma, we don't even need to initiate the reaction chemically. It's as simple as brushing the surface with plasma, and it can be done for almost any surface."
In this new membrane, the polymer chains of the tethered brush layer are in constant motion. The chains are chemically anchored to the surface and are thus more thermally stable, relative to physically coated polymer films. Water flow also adds to the brush layer's movement, making it extremely difficult for bacteria and other colloidal matter to anchor to the surface of the membrane.
"If you've ever snorkeled, you'll know that sea kelp move back and forth with the current or water flow," Cohen said. "So imagine that you have this varied structure with continuous movement. Protein or bacteria need to be able to anchor to multiple spots on the membrane to attach themselves to the surface — a task which is extremely difficult to attain due to the constant motion of the brush layer. The polymer chains protect and screen the membrane surface underneath."
Another factor in preventing adhesion is the surface charge of the membrane. Cohen's team is able to choose the chemistry of the brush layer to impart the desired surface charge, enabling the membrane to repel molecules of an opposite charge.
The team's next step is to expand the membrane synthesis into a much larger, continuous process and to optimize the new membrane's performance for different water sources.
"We want to be able to narrow down and create a membrane selection system for different water sources that have different fouling tendencies," Lin said. "With such knowledge, one can optimize the membrane surface properties with different polymer brush layers to delay or prevent the onset of membrane fouling and scaling.
"The cost of desalination will therefore decrease when we reduce the cost of chemicals [used for membrane cleaning], as well as process operation [for membrane replacement]. Desalination can become more economical and used as a viable alternate water resource."
Cohen's team, in collaboration with the UCLA Water Technology Research (WaTeR) Center, is currently carrying out specific studies to test the performance of the new membrane's fouling properties under field conditions.
"We work directly with industry and water agencies on everything that we're doing here in water technology," Cohen said. "The reason for this is simple: If we are to accelerate the transfer of knowledge technology from the university to the real world, where those solutions are needed, we have to make sure we address the real issues. This also provides our students with a tremendous opportunity to work with industry, government and local agencies."
A paper providing a preliminary introduction to the new membrane also appeared in the Journal of Membrane Science last month.
Published: Thursday, April 08, 2010
|
Not Just for Kids
The Hunt for Falling Leaves...
Nature's Color on the Ground
by Mary Catherine Ball
Being a reporter, I am always looking for an adventure. Last week, I found one.
I left work to go on a simple journey, but it turned out to be much more.
First, I crossed a mud-ridden stream. Then, I came face to face with flying creatures, fighting to get near me. I even endured webmakers spinning my hair into a shiny maze.
Where did I go? Into the woods, of course. Why? I wanted to gather some fallen leaves.
My luck was good that day. I was able to spy lots of different kinds of leaves lying on the ground. Some were leaves I had never seen. Some were still green, while others were changing to their autumn colors.
Have you ever hunted for leaves? I wonder if you know the names of five of the trees that live in your neighborhood? I bet the answer is no.
Well, me neither. So I had five of the leaves analyzed. I had found the leaves from an oak, a beech, a sweet gum tree and more.
Now, I invite you to make this journey.
Narrow body with pointy edges
Narrow body with pointy edges
May grow berries
Good for sap & color
3 distinct leafs
May grow nuts
This is your task...
Travel to the deep, dark woods (in the daylight) to find these 5 leaves. Cut out the page and take it with you. Make sure you can match your discovery with mine. Happy leaf-hunting!
Stone Soup October 9 (11:30am)-Enjoy lunch and a show. After you eat peanut butter & jelly, watch Stone Soup, performed by the Lost Caravan. Lunch is at noon; show starts at 12:30. Chesapeake Music Hall, Off Rt. 50 approaching the Bay Bridge: 410/406-0306.
All Aboard October 9 & 10 (2pm)-Chug a chug to Zany Brainy for train fun. Listen to stories and sing railroad songs. Build your own trains. Ages 3+. Zany Brainy, Annap. Harb. Ctr.: 410/266-1447.
Tiny Tots Fall for Nature Tues. Oct 12 (10:30am-noon) Three- to five-year-olds (and their adult) hike into the woods to hear autumn stories, gather leaves and make a craft. Bring a bag lunch to enjoy w/apple cider @ King's Landing Park, Huntingtown. $3 rsvp: 800/735-2258.
Spooky Stories in the Woods Tues. Oct. 12 (10:30-noon)-Hike with a ranger to a clearing in the woods. Listen to autumn stories and drink warm apple cider. Gather leaves to make a craft. Bring a bag lunch. Kings Landing Park, Huntingtown: 410/535-5327.
Musical Minds Wed. Oct. 13 (4-4:45pm)-Music makes the world go round. So sing, listen to stories and play musical instruments. Ages 2-4. Chesapeake Children's Museum, Festival at Riva. $8.50; rsvp: 410/266-0677.
Nature Designs Deadline Oct. 15-Create your favorite nature scene out of clay or on paper to win prizes. Age categories are 3-5, 6-8 and 9-12 years. Place winners win nature books or statues. All art forms accepted. Take your masterpiece to Wild Bird Center, Annapolis Harbour Center: 410/573-0345.
Tiny Tots get in Touch with Mother Nature Sat. Oct 16 (10-10:30am)
Tiny tots (2-3 w/adult) learn nature by touch, feeling the many different
textures rough and soft in the world around us. @ Battle Creek Cypress Swamp,
Prince Frederick: 800/735-2258.
| Issue 40 |
Volume VII Number 40
October 7-13, 1999
New Bay Times
| Homepage |
| Back to Archives |
|
import find_min
def secondsmallestNumber(array):
v = find_min.findMin(array)
for i in array:
if v == i:
array.remove(i)
maxi = find_min.findMin(array)
return maxi
array = [3,1,6,9,3]
print(secondsmallestNumber(array))
|
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
By way of example,”2x + 3″ are multiplication by write a paper online three. In addition, we can add the values of 2 and 3 collectively. To add the worth, we’ll use”e”that I” (or”E”). With”I” means”include the worth of one to the worth of 2″.
To add the worth , we can certainly do this similar to that:”x – y” means”multiply x by y, making a worth equal to zero”. For”x”y”, we’ll use”t” (or”TE”) for the subtraction and we’ll use”x y y” to solve the equation.
You might feel that you are not supposed to utilize”e” in addition as”I” implies”subtract” however it’s perhaps not so easy. https://www.masterpapers.com For instance, to express”2 – 3″ approaches subtract from three.
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
To multiply the worth , we certainly can certainly do this like this:”2x + y” necessarily imply”multiply two integers by y, creating a price add up to two plus one”. You may know this is really just a multiplication equation when we use”x ray” to subtract one from 2. Or, it can be”x – y” to subtract from 2. Be aware that you can publish the equation using a decimal position and parentheses.
Now, let us take an example. Let’s say that we would like to multiply the value of”nine” by”5″ and we all have”x nine”y https://www.eurachem.org/images/stories/Guides/pdf/recovery.pdf twenty-five”. Then we’ll use”x – y” to subtract the price of one in the worth of two.
|
# An lexer for simple C Langrage
import lex
#from ply import *
reserved = (
# 'AUTO', 'BREAK', 'CASE', 'CHAR', 'CONST', 'CONTINUE', 'DEFAULT', 'DO', 'DOUBLE',
# 'ELSE', 'ENUM', 'EXTERN', 'FLOAT', 'FOR', 'GOTO', 'IF', 'INT', 'LONG', 'REGISTER',
# 'RETURN', 'SHORT', 'SIGNED', 'SIZEOF', 'STATIC', 'STRUCT', 'SWITCH', 'TYPEDEF',
# 'UNION', 'UNSIGNED', 'VOID', 'VOLATILE', 'WHILE',
# 'READ','PRINT','WRITE',
'TRUE','FALSE',
)
tokens = reserved + (
# Literals (identifier, integer constant, float constant, string constant, char const)
'ID', 'TYPEID', 'ICONST', 'FCONST', 'SCONST', 'CCONST',
# Operators (+,-,*,/,%,|,&,~,^,<<,>>, ||, &&, !, <, <=, >, >=, ==, !=)
'PLUS', 'MINUS', 'TIMES', 'DIVIDE', 'MOD',
'OR', 'AND', 'NOT', 'XOR', 'LSHIFT', 'RSHIFT',
'LOR', 'LAND', 'LNOT',
'LT', 'LE', 'GT', 'GE', 'EQ', 'NE',
# Assignment (=)
'EQUALS',
# Delimeters ( ) [ ] { } , . ; :
'LPAREN', 'RPAREN',
'LBRACKET', 'RBRACKET',
'LBRACE', 'RBRACE',
'COMMA', 'PERIOD', 'SEMI', 'COLON',
)
# Completely ignored characters
t_ignore = ' \t\x0c'
# Newlines
def t_NEWLINE(t):
r'\n+'
t.lexer.lineno += t.value.count("\n")
reserved_map = { }
for r in reserved:
reserved_map[r.lower()] = r
def t_ID(t):
r'[A-Za-z_][\w_]*'
t.type = reserved_map.get(t.value,"ID")
return t
# Integer literal
t_ICONST = r'\d+([uU]|[lL]|[uU][lL]|[lL][uU])?'
# Floating literal
t_FCONST = r'((\d+)(\.\d+)(e(\+|-)?(\d+))? | (\d+)e(\+|-)?(\d+))([lL]|[fF])?'
# String literal
t_SCONST = r'\"([^\\\n]|(\\.))*?\"'
# Character constant 'c' or L'c'
t_CCONST = r'(L)?\'([^\\\n]|(\\.))*?\''
# # String literal
# t_STRING = r'\"([^\\\n]|(\\.))*?\"'
# #t_STRING = r'\".*?\"'
# Operators
t_PLUS = r'\+'
t_MINUS = r'-'
t_TIMES = r'\*'
t_DIVIDE = r'/'
t_MOD = r'%'
t_OR = r'\|'
t_AND = r'&'
t_NOT = r'~'
t_XOR = r'\^'
t_LSHIFT = r'<<'
t_RSHIFT = r'>>'
t_LOR = r'\|\|'
t_LAND = r'&&'
t_LNOT = r'!'
t_LT = r'<'
t_GT = r'>'
t_LE = r'<='
t_GE = r'>='
t_EQ = r'=='
t_NE = r'!='
# Assignment operators
t_EQUALS = r'='
# Delimeters
t_LPAREN = r'\('
t_RPAREN = r'\)'
t_LBRACKET = r'\['
t_RBRACKET = r'\]'
t_LBRACE = r'\{'
t_RBRACE = r'\}'
t_COMMA = r','
t_PERIOD = r'\.'
t_SEMI = r';'
t_COLON = r':'
# # Comments
# def t_comment(t):
# r'/\*(.|\n)*?\*/'
# t.lexer.lineno += t.value.count('\n')
def t_error(t):
print "Illegal character", t.value[0]
t.lexer.skip(1)
lex.lex()
|
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
Correspondence to 3A and 3B
For your reference, the following topics in our curriculum correspond to Singapore Math practice Grade 3 in levels 3A and 3B:
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
Singapore Math 3b
Understanding fractions, time, volume, mass, representing and interpreting data, area and perimeter, and attributes of two-dimensional shapes.
Student prior knowledge
Prior to starting third grade Singapore Math, students should already know how to relate three-digit numbers to place value, use place-value charts to form a number and compare three-digit numbers. The initial lessons in the Singapore Math 3rd Grade are both a review and an extension of content covered in the prior grade that include mental addition of 1-digit number to a 2-digit number and counting by 2s, 5s, and 10s.
3rd Grade Singapore Math Scope and Sequence
• Multiplication And Division
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
This unit covers multiplying by 2 using skip-counting, multiplying by 2 using dot paper, multiplying by 5 using skip-counting, multiplying by 5 using dot paper, multiplying by 10 using skip-counting, dividing using related multiplication facts of 2, 5, or 10. Students will learn building multiplication tables of 2, 5, and 10 to formalize their understanding of multiplication and division for facts 2, 5, and 10. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 6, 7, 8, And 9
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Solving Problems Involving Multiplication And Division
This unit covers solving one- and two-step word problems involving multiplication and division. Students will use a part-whole and comparison models to solve word problems involving multiplication and division.
• Mental Computation And Estimation
This unit covers learning mental math strategies to solve multiplication and division problems. Students will use place value to round whole numbers.
• Understanding Fractions
This unit covers parts and wholes, fractions and number lines, comparing unit fractions, equivalence of fractions, and comparing like fractions. Students will learn fractional notation that include the terms “numerator” and “denominator.” Students will understand that a common fraction is composed of unit fractions and they will learn to compare unit fractions.
• Time
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
• Volume
This unit covers understanding of volume, comparing volume, measuring and estimating volume, and word problems involving volume.
• Mass
This unit covers measuring mass in kilograms, comparing mass in kilograms, measuring mass in grams, comparing mass in grams, and word problems involving mass.
• Representing And Interpreting Data
This unit covers scaled picture graphs and scaled bar graphs, reading and interpreting bar graphs, and line plots. Students will learn to sort data into groups and categories and use numerical data to interpret bar graphs and line plots.
• Area And Perimeter
This unit covers understanding of area, measuring area using square centimeters and square inches, measuring area using square meters and square feet, area and perimeter, solving problems involving area and perimeter. Students will learn to find and measure area of figures in square units that include square centimeters, square inches, square meters and square feet.
• Attributes Of Two-Dimensional Shapes
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area.
|
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
The "Twist"? - ALL these examples are written out IN WORDS to make your students THINK a little more. They must first READ the fractions correctly, then WRITE them correctly and then SOLVE them correctly (hopefully!) to lowest terms;
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
Worksheet 2 - SUBTRACTION OF FRACTIONS; all types of subtraction of fractions examples with and without borrowing; 18 examples plus 4 EXTRA bonus questions;
Worksheet 3 - MULTIPLICATION OF FRACTIONS; these 16 examples involve cancelling when possible plus 2 EXTRA fraction questions;
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
A HUGE packet of worksheets involving ALL OPERATIONS of fractions!
The thumbnails only give you 4 items to look at. The download preview gives you more. Take a look!
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
- FRACTIONS POWERPOINT FUN QUIZ - 60 slides in all! This Powerpoint program starts over again EACH time students get even one answer wrong! Challenging, fun and SELF-CORRECTING! Great activity with great graphics will keep students engaged. NOT for the beginner! Did I say it was self-correcting?
- NUMBER LINE POWERPOINT LESSON - 50 slide Powerpoint LESSON dealing with the number line and positive and negative numbers. Designed as a whole-class lesson getting students actively involved in the answers. 5 different sections including less than and greater than. Great graphics and animation will hold their attention. Different and effective lesson! The Number Line!
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00
|
The Solar and Heliospheric Observatory (SOHO) spacecraft is expected to discover its 1,000TH comet this summer.
The SOHO spacecraft is a joint effort between NASA and the European Space Agency. It has accounted for approximately one-half of all comet discoveries with computed orbits in the history of astronomy.
"Before SOHO was launched, only 16 sun grazing comets had been discovered by space observatories. Based on that experience, who could have predicted SOHO would discover more than 60 times that number, and in only nine years," said Dr. Chris St. Cyr. He is senior project scientist for NASA's Living With a Star program at the agency's Goddard Space Flight Center, Greenbelt, Md. "This is truly a remarkable achievement!"
About 85 percent of the comets SOHO discovered belongs to the Kreutz group of sun grazing comets, so named because their orbits take them very close to Earth's star. The Kreutz sun grazers pass within 500,000 miles of the star's visible surface. Mercury, the planet closest to the sun, is about 36 million miles from the solar surface.
SOHO has also been used to discover three other well-populated comet groups: the Meyer, with at least 55 members; Marsden, with at least 21 members; and the Kracht, with 24 members. These groups are named after the astronomers who suggested the comets are related, because they have similar orbits.
Many comet discoveries were made by amateurs using SOHO images on the Internet. SOHO comet hunters come from all over the world. The United States, United Kingdom, China, Japan, Taiwan, Russia, Ukraine, France, Germany, and Lithuania are among the many countries whose citizens have used SOHO to chase comets.
Almost all of SOHO's comets are discovered using images from its Large Angle and Spectrometric Coronagraph (LASCO) instrument. LASCO is used to observe the faint, multimillion-degree outer atmosphere of the sun, called the corona. A disk in the instrument is used to make an artificial eclipse, blocking direct light from the sun, so the much fainter corona can be seen. Sun grazing comets are discovered when they enter LASCO's field of view as they pass close by the star.
"Building coronagraphs like LASCO is still more art than science, because the light we are trying to detect is very faint," said Dr. Joe Gurman, U.S. project scientist for SOHO at Goddard. "Any imperfections in the optics or dust in the instrument will scatter the light, making the images too noisy to be useful. Discovering almost 1,000 comets since SOHO's launch on December 2, 1995 is a testament to the skill of the LASCO team."
SOHO successfully completed its primary mission in April 1998. It has enough fuel to remain on station to keep hunting comets for decades if the LASCO continues to function.
For information about SOHO on the Internet, visit:
Explore further: Long-term warming, short-term variability: Why climate change is still an issue
|
Bolivia: Coca-chewing protest outside US embassy
Indigenous activists in Bolivia have been holding a mass coca-chewing protest as part of campaign to end an international ban on the practice.
Hundreds of people chewed the leaf outside the US embassy in La Paz and in other cities across the country.
Bolivia wants to amend a UN drugs treaty that bans chewing coca, which is an ancient tradition in the Andes.
But the US has said it will veto the amendment because coca is also the raw material for making cocaine.
The protesters outside the US embassy also displayed products made from coca, including soft drinks, toothpaste, sweets and ointments.
They were supporting a Bolivian government campaign to amend the 1961 UN Single Convention on Narcotic Drugs to remove language that bans the chewing of coca leaf.
The convention stipulates that coca-chewing be eliminated within 25 years of the convention coming into effect in 1964.
Bolivia says that is discriminatory, given that coca use is so deeply rooted in the indigenous culture of the Andes.Eradication
The US is opposed to changing the UN convention because it says it would weaken the fight against cocaine production.
In a statement, the US embassy said Washington recognised coca-chewing as a "traditional custom" of Bolivia's indigenous peoples but could not support the amendment.
"The position of the US government in not supporting the amendment is based on the importance of maintaining the integrity of the UN convention, which is an important tool in the fight against drug-trafficking," it said.
The US is the world's largest consumer of cocaine and has been leading efforts to eradicate coca production in the Andes for decades.
Bolivia is the world's first biggest producer of cocaine after Peru and Colombia, and much of its coca crop is used to make the illegal drug.
Bolivian President Evo Morales has long advocated the recognition of coca as a plant of great medicinal, cultural and religious importance that is distinct from cocaine.
As well as being Bolivia's first indigenous head of state, Mr Morales is also a former coca-grower and leader of a coca-growers trade union.
The Bolivian amendment would come into effect on 31 January only if there were no objections.
|
# Height of the room
Given the floor area of a room as 24 feet by 48 feet and space diagonal of a room as 56 feet. Can you find the height of the room?
Correct result:
c = 16 ft
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
We encourage you to watch this tutorial video on this math problem:
## Next similar math problems:
• Diagonal
Determine the dimensions of the cuboid, if diagonal long 53 dm has an angle with one edge 42° and with another edge 64°.
• Cuboidal room
Length of cuboidal room is 2m breadth of cuboidal room is 3m and height is 6m find the length of the longest rod that can be fitted in the room
• Ratio of edges
The dimensions of the cuboid are in a ratio 3: 1: 2. The body diagonal has a length of 28 cm. Find the volume of a cuboid.
• Four sided prism
Calculate the volume and surface area of a regular quadrangular prism whose height is 28.6cm and the body diagonal forms a 50-degree angle with the base plane.
• Cuboid diagonals
The cuboid has dimensions of 15, 20 and 40 cm. Calculate its volume and surface, the length of the body diagonal and the lengths of all three wall diagonals.
• Space diagonal angles
Calculate the angle between the body diagonal and the side edge c of the block with dimensions: a = 28cm, b = 45cm and c = 73cm. Then, find the angle between the body diagonal and the plane of the base ABCD.
• The room
The room has a cuboid shape with dimensions: length 50m and width 60dm and height 300cm. Calculate how much this room will cost paint (floor is not painted) if the window and door area is 15% of the total area and 1m2 cost 15 euro.
• Jared's room painting
Jared wants to paint his room. The dimensions of the room are 12 feet by 15 feet, and the walls are 9 feet high. There are two windows that measure 6 feet by 5 feet each. There are two doors, whose dimensions are 30 inches by 6 feet each. If a gallon of p
• Solid cuboid
A solid cuboid has a volume of 40 cm3. The cuboid has a total surface area of 100 cm squared. One edge of the cuboid has a length of 2 cm. Find the length of a diagonal of the cuboid. Give your answer correct to 3 sig. Fig.
• Find diagonal
Find the length of the diagonal of a cuboid with length=20m width=25m height=150m
|
# Python Unittest
# unittest.mock � mock object library
# unittest.mock is a library for testing in Python.
# It allows you to replace parts of your system under test with mock objects and make assertions about how they have been used.
# unittest.mock provides a core Mock class removing the need to create a host of stubs throughout your test suite.
# After performing an action, you can make assertions about which methods / attributes were used and arguments they were called with.
# You can also specify return values and set needed attributes in the normal way.
#
# Additionally, mock provides a patch() decorator that handles patching module and class level attributes within the scope of a test, along with sentinel
# for creating unique objects.
#
# Mock is very easy to use and is designed for use with unittest. Mock is based on the �action -> assertion� pattern instead of �record -> replay� used by
# many mocking frameworks.
#
#
# patch methods: start and stop.
# All the patchers have start() and stop() methods.
# These make it simpler to do patching in setUp methods or where you want to do multiple patches without nesting decorators or with statements.
# To use them call patch(), patch.object() or patch.dict() as normal and keep a reference to the returned patcher object.
# You can then call start() to put the patch in place and stop() to undo it.
# If you are using patch() to create a mock for you then it will be returned by the call to patcher.start.
#
patcher _ patch('package.module.ClassName')
____ package ______ module
original _ module.ClassName
new_mock _ patcher.start()
a.. module.ClassName __ no. original
a.. module.ClassName __ new_mock
patcher.stop()
a.. module.ClassName __ original
a.. module.ClassName __ no. new_mock
#
# A typical use case for this might be for doing multiple patches in the setUp method of a TestCase:
#
c_ MyTest(T..
___ setUp
patcher1 _ patch('package.module.Class1')
patcher2 _ patch('package.module.Class2')
MockClass1 _ patcher1.start()
MockClass2 _ patcher2.start()
___ tearDown
patcher1.stop()
patcher2.stop()
___ test_something
a.. package.module.Class1 __ MockClass1
a.. package.module.Class2 __ MockClass2
MyTest('test_something').run()
#
# Caution:
# If you use this technique you must ensure that the patching is �undone� by calling stop.
# This can be fiddlier than you might think, because if an exception is raised in the setUp then tearDown is not called.
# unittest.TestCase.addCleanup() makes this easier:
#
c_ MyTest(T..
___ setUp
patcher _ patch('package.module.Class')
MockClass _ patcher.start()
addCleanup(patcher.stop)
___ test_something
a.. package.module.Class __ MockClass
|
Breaking the COX code
Using the team approach
Editor’s Note: This story, first published in 2004, has been updated.
Prostaglandins, which were first isolated from the prostate gland in 1936, are very rapidly metabolized, or broken down, making measurement in the blood difficult. Researchers at Vanderbilt led by John Oates, M.D., developed methods for measuring levels of prostaglandin metabolites (breakdown products) in the urine using mass spectrometry.
Using this technique, the research team—which by the late 1970s included L. Jackson Roberts, M.D.—identified prostaglandin D2 as a product of the human mast cell and demonstrated its release during allergic asthma.
With colleagues including Garret A. FitzGerald, M.D., now chair of Pharmacology at the University of Pennsylvania, Oates and Roberts showed that low doses of aspirin blocked the production of thromboxane, a prostaglandin made by platelets that causes blood clotting and constriction of blood vessels. Their findings supported the use of low dose aspirin to prevent heart attacks.
In the early 1990s, Vanderbilt researchers led by Ray DuBois, M.D., Ph.D., discovered a link between the COX-2 enzyme and colon cancer. That work helped lead to current tests of COX-2 inhibitors as a potential way to prevent cancer.
In 2004 another group led by the late Jason Morrow, M.D., and David H. Johnson, M.D., director of the Hematology-Oncology division at Vanderbilt, reported that urine levels of a prostaglandin metabolite called PGE-M could predict the effectiveness of a COX-2 inhibitor in patients with non-small cell lung cancer. This suggests, Morrow said in 2004, “that the measurement of these inflammatory ‘mediators’ and their suppression may be useful in the treatment of lung cancer.”
COX enzymes also may play a role in Alzheimer’s disease. In addition to prostaglandins, the COX pathway can lead to the production of highly reactive molecular compounds called levuglandins, which, in turn, can form “adducts,” or irreversible attachments to proteins that may be toxic to nerve cells.
Also in 2004, Oates and his colleagues at Vanderbilt and Johns Hopkins University reported that they found a 12-fold increase in the level of adducts in the brains of patients who had Alzheimer’s disease compared to age-matched control brains.
“These are the first clear data showing that COX products are elevated in the brains of patients with Alzheimer’s disease,” says Oates, Thomas F. Frist Professor of Medicine and professor of Pharmacology.
Vanderbilt currently is participating in a national trial to see if long-term use of COX inhibitors will reduce the incidence of the disease.
|
math
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
Similar Questions
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
solve by using subsitution: 4x+y=2 3y+2x=-1
6. math
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
use subsitution system to solve 4x+5y=21 Y=3x-11
8. agebra 2 honors
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
-w-z=-2 and 4w+5z=16 im trying to solve this equation by using subsitution
More Similar Questions
|
Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
2012 June 23
Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer solstice. From that location below the arctic circle it settled slowly behind the northern horizon. During the sunset's final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash. Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients.
Authors & editors:
Jerry Bonnell (UMCP)
NASA Official: Phillip Newman Specific rights apply.
A service of: ASD at NASA / GSFC
& Michigan Tech. U.
|
Network With Us
Join us on Facebook to get the latest news and updates.
Lauren Boulden's Story
Using Think-Alouds to Get Inside Langston Hughes' Head
Over my past few years of teaching, there have been multiple occasions where I have been stumped on how to present a particular concept to my students. I've always been able to turn to ReadWriteThink.org for hands-on, engaging lessons. For example, I knew I wanted my students to develop their skills when it came to interacting with text, particularly with poetry. While searching through the myriad options on ReadWriteThink, I came upon "Building Reading Comprehension Through Think-Alouds."
At first, I planned to use the lesson exactly as written: Read Langston Hughes's poem "Dream Variation" and model a think-aloud with students; then have the students try their hand at some think-alouds using other poetry. After working out all of the details, I realized I could develop some additional skills, which would fit perfectly into the scope and sequence of my class. After completing the think-aloud to "Dream Variation," I broke students into selected groups. Each group was given a different Langston Hughes poem and asked to complete a think-aloud. The next day, the students were put into a new jigsaw group where they were solely responsible for sharing what their Langston Hughes poem conveyed. Based on the meanings behind their group mates' poems, along with using the knowledge of both their poem and "Dream Variation," students were asked to figure out who Langston Hughes was as a man. What did he stand for? What were his beliefs? What did he want out of life? Students used clues from the various poems to fill in a head-shaped graphic organizer to depict their understanding of who Hughes could be. This simple lesson of working with poems and think-alouds turned into a few days of group communication, text deciphering, inferences, and even an author study!
Without great lessons available on ReadWriteThink.org, such as "Building Reading Comprehension Through Think-Alouds," my students would never have been able to tackle so many key reading strategies in such a short amount of time.
Grades 6 – 8 | Lesson Plan | Standard Lesson
Students learn components of think-alouds and type-of-text interactions through teacher modeling. In the process, students develop the ability to use think-alouds to aid in reading comprehension tasks.
Lauren describes how she used ReadWriteThink in her classroom.
I have been teaching seventh- and eighth-grade language arts in Delaware for the past five years. I grew up in Long Island, New York, but have called Delaware my home since completing my undergraduate and master’s work at the University of Delaware. Teaching and learning have become my prime passions in life, which is why my days are spent teaching English, directing plays, organizing the school newspaper, and teaching yoga in the evenings.
|
King James II of England (who was also James VII of Scotland) inherited the throne in 1685 upon the death of his brother, Charles II. James II was unpopular because of his attempts to increase the power of the monarchy and restore the Catholic faith. Deposed in the "Glorious Revolution" of 1688-89, he fled to France. His daughter and son-in-law succeeded him as Queen Mary II and King William III. James II died in 1701.
Unless otherwise noted, these books are for sale at Amazon.com. Your purchase through these links will help to support the continued operation and improvement of the Royalty.nu site.
James II by John Miller. Biography from the Yale English Monarchs series.
James II: The Triumph and the Tragedy by John Callow. Charts James' life using little-known material from the UK National Archives. Includes James' own description of the Battle of Edgehill, his reasons for his conversion to Catholicism, and his correspondence with William of Orange.
A Court in Exile: The Stuarts in France, 1689-1718 by Edward Corp. After James II was deposed, he established his court in France. The book describes his court and the close relationships between the British and French royal families.
King in Exile: James II: Warrior, King and Saint by John Callow. Reassesses James's strategy for dealing with his downfall and exile, presenting a portrait of a man who planned for great political rewards and popular acclaim.
James II and the Trial of the Seven Bishops by William Gibson. The trial of seven bishops in 1688 was a prelude to the Glorious Revolution, as popular support for the bishops led to widespread welcome for William of Orange's invasion.
The Making of King James II by John Callow is about the formative years of the fallen king. Out of print, but sometimes available from Alibris.
The Countess and the King: A Novel of the Countess of Dorchester and King James II by Susan Holloway Scott. Novel about Katherine Sedley, a royal mistress forced to make the most perilous of choices: to remain loyal to the king, or to England.
The Crown for a Lie by Jane Lane. Novel about how James II lost his throne. Out of print, but sometimes available from Alibris.
|
RWJF Priority: Use pricing strategies—both incentives and disincentives—to promote the purchase of healthier foods
Prices can significantly affect family food choices and are emerging as an important strategy in the movement to reverse the childhood obesity epidemic. For example, when healthy foods like fruits and vegetables are more affordable, children are less likely to gain excess weight. And leading health authorities, including the Institute of Medicine, recommend new policies to reduce overconsumption of sugar-sweetened beverages, which are one of the top sources of calories in the American diet.
The resources below, from RWJF grantees and partners, explore the possible health and economic impacts of using pricing strategies to promote consumption of healthy foods and beverages and discourage consumption of unhealthy products.
|
This section provides primary sources that document how Indian and European men and one English and one Indian woman have described the practice of sati, or the self-immolation of Hindu widows.
Although they are all critical of self-immolation, Francois Bernier, Fanny Parks, Lord William Bentinck, and Rev. England present four different European perspectives on the practice of sati and what it represents about Indian culture in general, and the Hindu religion and Hindu women in particular. They also indicate increasing negativism in European attitudes toward India and the Hindu religion in general. It would be useful to compare the attitudes of Bentinck and England as representing the secular and sacred aspects of British criticism of sati. A comparison of Bentinck’s minute with the subsequent legislation also reveals differences in tone between private and public documents of colonial officials. Finally, a comparison between the Fanny Parks and the three men should raise discussion on whether or not the gender and social status of the writer made any difference in his or her appraisal of the practice of self-immolation.
The three sources by Indian men and one by an Indian woman illustrate the diversity of their attitudes toward sati. The Marathi source illuminates the material concerns of relatives of the Hindu widow who is urged to adopt a son, so as to keep a potentially lucrative office within the extended family. These men are willing to undertake intense and delicate negotiations to secure a suitably related male child who could be adopted. This letter also documents that adoption was a legitimate practice among Hindus, and that Hindu women as well as men could adopt an heir. Ram Mohan Roy’s argument illustrates a rationalist effort to reform Hindu customs with the assistance of British legislation. Roy illustrates one of the many ways in which Indians collaborate with British political power in order to secure change within Indian society. He also enabled the British to counter the arguments of orthodox Hindus about the scriptural basis for the legitimacy of self-immolation of Hindu widows. The petition of the orthodox Hindu community in Calcutta, the capital of the Company’s territories in India, documents an early effort of Indians to keep the British colonial power from legislating on matters pertaining to the private sphere of Indian family life. Finally, Pandita Ramabai reflects the ways in which ancient Hindu scriptures and their interpretation continued to dominate debate. Students should consider how Ramabai’s effort to raise funds for her future work among child widows in India might have influenced her discussion of sati.
Two key issues should be emphasized. First, both Indian supporters and European and Indian opponents of the practice of self-immolation argue their positions on the bodies of Hindu women, and all the men involved appeal to Hindu scriptures to legitimate their support or opposition. Second, the voices of Indian women were filtered through the sieve of Indian and European men and a very few British women until the late 19th century.
- How do the written and visual sources portray the Hindu women who commit self-immolation? Possible aspects range from physical appearance and age, motivation, evidence of physical pain (that even the most devoted woman must suffer while burning to death), to any evidence of the agency or autonomy of the Hindu widow in deciding to commit sati. Are any differences discernible, and if so, do they seem related to gender or nationality of the observer or time period in which they were observed?
- How are the brahman priests who preside at the self-immolation portrayed in Indian and European sources? What might account for any similarities and differences?
- What reasons are used to deter Hindu widows from committing sati? What do these reasons reveal about the nature of family life in India and the relationships between men and women?
- What do the reasons that orthodox Hindus provide to European observers and to Indian reformers reveal about the significance of sati for the practice of the Hindu religion? What do their arguments reveal about orthodox Hindu attitudes toward women and the family?
- How are Hindu scriptures used in various ways in the debates before and after the prohibition of sati?
- What is the tone of the petition from 800 Hindus to their British governor? Whom do they claim to represent? What is their justification for the ritual of self-immolation? What is their attitude toward the Mughal empire whose Muslim rulers had preceded the British? What is their characterization of the petitioners toward those Hindus who support the prohibition on sati? How do the petitioners envision the proper relationship between the state and the practice of religion among its subjects?
- Who or what factors do European observers, British officials, and Indian opponents of sati hold to be responsible for the continuance of the practice of sati?
- What were the reasons that widows gave for committing sati? Were they religious, social or material motives? What is the evidence that the widows were voluntarily committing sati before 1829? What reasons did the opponents of sati give for the decisions of widows to commit self-immolation? What reasons did opponents give for widows who tried to escape from their husbands’ pyres?
- What are the reasons that Lord Bentinck and his Executive Council cite for their decision to declare the practice of sati illegal? Are the arguments similar to or different from his arguments in his minute a month earlier? What do these reasons reveal about British attitudes toward their role or mission in India? Do they use any of the arguments cited by Ram Mohan Roy or Pandita Ramabai?
- What do these sources, both those who oppose sati and those who advocate it, reveal about their attitudes to the Hindu religion in particular and Indian culture in general?
|
March 30, 2012
CDC Releases New Report on Autism Prevalence in U.S.
Researchers at the Johns Hopkins Bloomberg School of Public Health contributed to a new Centers for Disease Control and Prevention (CDC) report that estimates the prevalence of Autism Spectrum Disorders (ASD) as affecting 1 in 88 U.S. children overall, and 1 in 54 boys.
This is the third such report by the CDC’s Autism and Developmental Disabilities Monitoring Network (ADDM), which has used the same surveillance methods for more than a decade. Previous ADDM reports estimated the rate of ASDs at 1 in 110 children in the 2009 report that looked at data from 2006, and 1 in 150 children in the 2007 report, which covered data from 2002. The current prevalence estimate, which analyzed data from 2008, represents a 78 percent increase since 2002, and a 23 percent increase since 2006.
ASDs include diagnoses of autistic disorder, Asperger disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). ASDs encompass a wide spectrum of conditions, all of which affect communication, social and behavioral skills. The causes of these developmental disorders are not completely understood, although studies show that both environment and genetics play an important and complex role. There is no known cure for ASDs, but studies have shown that behavioral interventions, particularly those begun early in a child’s life, can greatly improve learning and skills.
The latest CDC report, “Prevalence of Autism Spectrum Disorders – Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008,” provides autism prevalence estimates from different areas of the United States, including Maryland. The purpose of the report is to provide high-quality data on the extent and distribution of ASDs in the U.S. population, to promote better planning for health and educational services, and to inform the further development of research on the causes, progression, and treatments.
“We continue observing increases in prevalence since the inception of the project in 2000,” said Li-Ching Lee, PhD, a psychiatric epidemiologist with the Bloomberg School"s Departments of Epidemiology and Mental Health and the principal investigator for the prevalence project’s Maryland site. “In Maryland, we found 27 percent of children with ASDs were never diagnosed by professionals. So, we know there are more children out there and we may see the increase continue in coming years.”
The new report, which focuses on 8-year-olds because that is an age where most children with ASD have been identified, shows that the number of those affected varies widely among the 14 participating states, with Utah having the the highest overall rate (1 in 47) and Alabama the lowest (1 in 210). Across all sites, nearly five times as many boys as girls are affected. Additionally, growing numbers of minority children are being diagnosed, with a 91 percent increase among black non-Hispanic children and a 110 percent increase for Hispanic children. Researchers say better screening and diagnosis may contribute to those increases among minority children.
The overall rate in Maryland is 1 in 80 children; 1 in 49 boys and 1 in 256 girls. In Maryland, the prevalence has increased 85 percent from 2002 to 2008. The increase was 41 percent between 2004 and 2008, and 35 percent between 2006 and 2008.
The data were gathered through collaboration with the Maryland State Department of Education and participating schools in Anne Arundel, Baltimore, Carroll, Cecil, Harford and Howard counties, as well as clinical sources such as Kennedy Krieger Institute, Mt. Washington Pediatric Hospital, and University of Maryland Medical System.
While the report focuses on the numbers, its authors acknowledge that the reasons for the increase are not completely understood and that more research is needed. They note that the increase is likely due in part to a broadened definition of ASDs, greater awareness among the public and professionals, and the way children receive services in their local communities. “It’s very difficult, if not impossible, to tease these factors apart to quantify how much each of these factors contributed to the increase,” Dr. Lee said.
But whatever the cause, “This report paints a picture of the magnitude of the condition across our country and helps us understand how communities identify children with autism. One thing the data tell us with certainty – there are more children and families that need help,” said CDC Director Thomas Frieden, MD, MPH.
Researchers also identified the median age of ASD diagnosis, documented in records. In Maryland, that age was 5 years and 6 months, compared with 4 years, 6 months nationally. Across all sites, children who have autistic disorder tend to be identified earlier, while those with Asperger Disorder tend to be diagnosed later. Given the importance of early intervention, ADDM researchers carefully track at what age children receive an ASD diagnosis.
“Unfortunately, most children still are not diagnosed until after they reach age 4. We’ve heard from too many parents that they were concerned long before their child was diagnosed. We are working hard to change that,” said Coleen Boyle, PhD, MSHyg, director of CDC’s National Center on Birth Defects and Developmental Disabilities.
To see the full report: http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm?s_cid=ss6103a1_w
To the Community Report with state statistics: http://www.cdc.gov/ncbddd/autism/documents/ADDM-2012-Community-Report.pdf
Media contact for Johns Hopkins Bloomberg School of Public Health: Natalie Wood-Wright at 410-614-6029 or email@example.com
|
- Yes, this is a good time to plant native grass seed in the ground. You may have to supplement with irrigation if the rains stop before the seeds have germinated and made good root growth.
- Which grasses should I plant? The wonderful thing about California is that we have so many different ecosystems; the challenging thing about California is that we have so many different ecosystems. It’s impossible for us to know definitively which particular bunchgrasses used to grow or may still grow at your particular site, but to make the best guesses possible, we recommend the following:
- Bestcase scenario is to have bunchgrasses already on the site that you can augment through proper mowing or grazing techniques.
- Next best is to have a nearby site with native bunchgrasses and similar elevation, aspect, and soils, that you can use as a model.
- After that, go to sources such as our pamphlet Distribution of Native Grasses of California, by Alan Beetle, $7.50.
- Also reference local floras of your area, available through the California Native Plant Society.
Container growing: We grow seedlings in pots throughout the season, but ideal planning for growing your own plants in pots is to sow six months before you want to put them in the ground. Though restorationists frequently use plugs and liners (long narrow containers), and they may be required for large areas, we prefer growing them the horticultural way: first in flats, then transplanting into 4" pots, and when they are sturdy little plants, into the ground. Our thinking is that since they are not tap-rooted but fibrous-rooted (one of their main advantages as far as deep erosion control is concerned) square 4" pots suit them, and so far our experiences have borne this out.
In future newsletters, we will be reporting on the experiences and opinions of Marin ranchers Peggy Rathmann and John Wick, who are working with UC Berkeley researcher Wendy Silver on a study of carbon sequestration and bunchgrasses. So far, it’s very promising. But more on that later. For now, I’ll end with a quote from Peggy, who grows, eats, nurtures, lives, and sleeps bunchgrasses, for the health of their land and the benefit of their cows.
“It takes a while. But it’s so worth it.”
|
I’m struggling a bit to teach my children to pack for themselves. I want them to learn how to be self-reliant, but I also want to make sure they have everything they need for the day. If I don’t triple check every detail, they’re likely to be fully prepared for snack time but missing important papers or sports equipment. What’s the right thing to do?
Your desire to raise self-reliant children is fantastic. But there’s no doubt that passing the baton can be tough. The first question has to be: how old are your children? A good general rule of thumb is, if they’re old enough to read, they’re old enough to pack their own bags. Assuming your little ones are old enough, the most effective thing to do is give them some time frame to take complete responsibility for getting themselves ready, ask questions to help prompt them if you think they aren’t paying attention to something crucial, and most importantly, when things aren’t crucial (e.g. do they have the right uniform packed), letting them fail. Nothing teaches quite like experience. As you let go of the reigns a bit, here are some more ideas to guide you.
• Planning Starts the Night Before. Mornings are not the right time to teach your children how to pack themselves. You’re rushed, and they’re often bleary-eyed and grumpy. The ideal time to sit down with them, explain what you are trying to accomplish, and get them to start preparing for the next day is after homework but before TV time. That way you have time to ask them questions and offer un-stressed help in the initial stages. This is a process that will take time and spending time in the evenings helping them learn how to become responsible for themselves is time well spent.
• Explain as You Go. You need to develop a checklist with them and then go through the items. Don’t criticize or watch over the task being done. Accept that the task will not be done exactly the way you would do it but recognize that as long as it is accomplished and done on time, that it is okay. In the beginning, be prepared to patiently ask and answer a lot of questions! Why do emergency numbers need to be in the backpacks? Because you might need to call someone. Why does lunch have to be prepared? So that mom knows they are eating healthy and, besides, too much sugar will make them feel bad, Why do you keep asking about permission slips or projects that need to go with them? Because it’s important they do not miss out on something the rest of the class is doing. This is just a primer but you get the idea.
• Provide Feedback. Once the task has been completed, give constructive feedback to the person. As a guideline, tell your son or daughter five great things about the job for every one criticism. If after some time you notice they are consistently sloppy or forgetful, be patient but firm and make sure there are consequences for actions.
|
#!/usr/bin/env python3
from socket import AF_INET, SOCK_STREAM, socket
from threading import Thread
from os import remove
def receive_server():
with socket(AF_INET, SOCK_STREAM) as sock:
sock.bind(('', 60124))
sock.listen(5)
while True:
connection, address = sock.accept()
file_to_receive = connection.recv(4096).decode('utf-8', 'replace')
while '\n' not in file_to_receive:
file_to_receive += connection.recv(4096).decode('utf-8',
'replace')
file_to_receive = file_to_receive.split('\n')[0]
connection.close()
connection, address = sock.accept()
with open(file_to_receive, 'wb') as file_to_receive:
data = connection.recv(4096)
while data:
file_to_receive.write(data)
data = connection.recv(4096)
connection.close()
def send_server():
with socket(AF_INET, SOCK_STREAM) as sock:
sock.bind(('', 60123))
sock.listen(5)
while True:
connection, address = sock.accept()
file_to_send = connection.recv(4096).decode('utf-8', 'replace')
while '\n' not in file_to_send:
file_to_send += connection.recv(4096).decode('utf-8', 'replace')
file_to_send = file_to_send.split('\n')[0]
if ' ' in file_to_send:
args = file_to_send.split(' ')
file_to_send = args[0]
delete = args[1] == '-r'
else:
delete = False
try:
with open(file_to_send, 'rb') as data:
connection.sendall(data.read())
except:
print('socket_file_server.py: could not open file:',
file_to_send)
else:
try:
if delete:
remove(file_to_send)
print('socket_file_server.py: deleted file:',
file_to_send)
except:
print('socket_file_server.py: could not delete file:',
file_to_send)
finally:
connection.close()
Thread(target=receive_server).start()
Thread(target=send_server).start()
|
# coding:utf-8
# python3
# original: u"杨仕航"
# modified: @kevinqqnj
import logging
import numpy as np
from queue import Queue, LifoQueue
import time
import copy
# DEBUG INFO WARNING ERROR CRITICAL
logging.basicConfig(level=logging.WARN,
format='%(asctime)s %(levelname)s %(message)s')
# format='%(asctime)s %(filename)s[line:%(lineno)d] %(levelname)-7s %(message)s')
logger = logging.getLogger(__name__)
class Record:
point = None # 进行猜测的点
point_index = 0 # 猜测候选列表使用的值的索引
value = None # 回溯记录的值
class Sudo:
def __init__(self, _data):
# 数据初始化(二维的object数组)
self.value = np.array([[0] * 9] * 9, dtype=object) # 数独的值，包括未解决和已解决的
self.new_points = Queue() # 先进先出，新解（已解决值）的坐标
self.record_queue = LifoQueue() # 先进后出，回溯器
self.guess_times = 0 # 猜测次数
self.time_cost = '0' # 猜测time
self.time_start = time.time()
self.guess_record = [] # 记录猜测，用于回放
# 九宫格的基准列表
self.base_points = [[0, 0], [0, 3], [0, 6], [3, 0], [3, 3], [3, 6], [6, 0], [6, 3], [6, 6]]
# 整理数据
self.puzzle = np.array(_data).reshape(9, -1)
for r in range(0, 9):
for c in range(0, 9):
if self.puzzle[r, c]: # if not Zero
# numpy default is int32, convert to int
self.value[r, c] = int(self.puzzle[r, c])
# 新的确认的值添加到列表中，以便遍历
self.new_points.put((r, c))
# logger.debug(f'init: answer={self.value[r, c]} at {(r, c)}')
else: # if Zero, guess no. is 1-9
self.value[r, c] = [1, 2, 3, 4, 5, 6, 7, 8, 9]
# self.guess_record.append({'value':eval(f'{self.value.tolist()}'),'desc':f'载入数据'})
# 剔除数字
def _cut_num(self, point):
r, c = point
val = self.value[r, c]
remove_r = remove_c = remove_b = False
value_snap = eval(f'{self.value.tolist()}')
point_snap = value_snap[r][c]
# 行
for i, item in enumerate(self.value[r]):
if isinstance(item, list):
if item.count(val):
item.remove(val)
remove_r = True
# 判断移除后，是否剩下一个元素
if len(item) == 1:
self.new_points.put((r, i)) # 添加坐标到“已解决”列表
logger.debug(f'only one in row: answer={self.value[r, i]} at {(r, i)}')
self.value[r, i] = item[0]
# if remove_r: self.guess_record.append({'value':self.value.tolist(),'desc':'排除同一行已有的数字'})
# 列
for i, item in enumerate(self.value[:, c]):
if isinstance(item, list):
if item.count(val):
item.remove(val)
remove_c = True
# 判断移除后，是否剩下一个元素
if len(item) == 1:
self.new_points.put((i, c))
logger.debug(f'only one in col: answer={self.value[i, c]} at {(i, c)}')
self.value[i, c] = item[0]
# if remove_c: self.guess_record.append({'value':self.value.tolist(),'desc':'排除同一列已有的数字'})
# 所在九宫格(3x3的数组)
b_r, b_c = map(lambda x: x // 3 * 3, point) # 九宫格基准点
for m_r, row in enumerate(self.value[b_r:b_r + 3, b_c:b_c + 3]):
for m_c, item in enumerate(row):
if isinstance(item, list):
if item.count(val):
item.remove(val)
remove_b = True
# 判断移除后，是否剩下一个元素
if len(item) == 1:
r = b_r + m_r
c = b_c + m_c
self.new_points.put((r, c))
logger.debug(f'only one in block: answer={self.value[r, c]} at {(r, c)}')
self.value[r, c] = item[0]
if remove_b or remove_c or remove_r:
self.guess_record.append({
'value': value_snap,
'desc':f'排除同一行、列、九宫格: {point_snap}',
'highlight': point})
# 同一行、列或九宫格中, List里，可能性只有一个的情况
def _check_one_possbile(self):
# 同一行只有一个数字的情况
for r in range(0, 9):
# 只取出是这一行是List的格子
values = list(filter(lambda x: isinstance(x, list), self.value[r]))
for c, item in enumerate(self.value[r]):
if isinstance(item, list):
for value in item:
if sum(map(lambda x: x.count(value), values)) == 1:
self.value[r, c] = value
self.new_points.put((r, c))
logger.debug(f'list val is only one in row: answer={self.value[r, c]} at {(r, c)}')
return True
# 同一列只有一个数字的情况
for c in range(0, 9):
values = list(filter(lambda x: isinstance(x, list), self.value[:, c]))
for r, item in enumerate(self.value[:, c]):
if isinstance(item, list):
for value in item:
if sum(map(lambda x: x.count(value), values)) == 1:
self.value[r, c] = value
self.new_points.put((r, c))
logger.debug(f'list val is only one in col: answer={self.value[r, c]} at {(r, c)}')
return True
# 九宫格内的单元格只有一个数字的情况
for r, c in self.base_points:
# reshape: 3x3 改为1维数组
values = list(filter(lambda x: isinstance(x, list), self.value[r:r + 3, c:c + 3].reshape(1, -1)[0]))
for m_r, row in enumerate(self.value[r:r + 3, c:c + 3]):
for m_c, item in enumerate(row):
if isinstance(item, list):
for value in item:
if sum(map(lambda x: x.count(value), values)) == 1:
self.value[r + m_r, c + m_c] = value
self.new_points.put((r + m_r, c + m_c))
logger.debug(f'list val is only one in block: answer={self.value[r + m_r, c +m_c]} at '
f'{(r + m_r, c +m_c)}')
return True
# 同一个九宫格内数字在同一行或同一列处理(同行列隐性排除)
def _check_implicit(self):
for b_r, b_c in self.base_points:
block = self.value[b_r:b_r + 3, b_c:b_c + 3]
# 判断数字1~9在该九宫格的分布情况
_data = block.reshape(1, -1)[0]
for i in range(1, 10):
result = map(lambda x: 0 if not isinstance(x[1], list) else x[0] + 1 if x[1].count(i) else 0,
enumerate(_data))
result = list(filter(lambda x: x > 0, result))
r_count = len(result)
if r_count in [2, 3]:
# 2或3个元素才有可能同一行或同一列
rows = list(map(lambda x: (x - 1) // 3, result))
cols = list(map(lambda x: (x - 1) % 3, result))
if len(set(rows)) == 1:
# 同一行，去掉其他行的数字
result = list(map(lambda x: b_c + (x - 1) % 3, result))
row = b_r + rows[0]
for col in range(0, 9):
if col not in result:
item = self.value[row, col]
if isinstance(item, list):
if item.count(i):
item.remove(i)
# 判断移除后，是否剩下一个元素
if len(item) == 1:
self.new_points.put((row, col))
logger.debug(
f'block compare row: answer={self.value[row, col]} at {(row, col)}')
self.guess_record.append({
'value':eval(f'{self.value.tolist()}'),
'desc':f'九宫格隐性排除row: {i}',
'highlight': (row, col)})
self.value[row, col] = item[0]
return True
elif len(set(cols)) == 1:
# 同一列
result = list(map(lambda x: b_r + (x - 1) // 3, result))
col = b_c + cols[0]
for row in range(0, 9):
if row not in result:
item = self.value[row, col]
if isinstance(item, list):
if item.count(i):
item.remove(i)
# 判断移除后，是否剩下一个元素
if len(item) == 1:
self.new_points.put((row, col))
logger.debug(
f'block compare col: answer={self.value[row, col]} at {(row, col)}')
self.guess_record.append({
'value':eval(f'{self.value.tolist()}'),
'desc':f'九宫格隐性排除col: {i}',
'highlight': (row, col)})
self.value[row, col] = item[0]
return True
# 排除法解题
def sudo_exclude(self):
implicit_exist = True
new_point_exist = True
while implicit_exist:
while new_point_exist:
# 剔除数字
while not self.new_points.empty():
point = self.new_points.get() # 先进先出
self._cut_num(point)
# 检查List里值为单个数字的情况，如有新answer则加入new_points Queue，立即_cut_num
new_point_exist = self._check_one_possbile()
# 检查同行或列的情况
implicit_exist = self._check_implicit()
new_point_exist = True
# 得到有多少个确定的数字
def get_num_count(self):
return sum(map(lambda x: 1 if isinstance(x, int) else 0, self.value.reshape(1, -1)[0]))
# 评分，找到最佳的猜测坐标
def get_best_point(self):
best_score = 0
best_point = (0, 0)
for r, row in enumerate(self.value):
for c, item in enumerate(row):
point_score = self._get_point_score((r, c))
if best_score < point_score:
best_score = point_score
best_point = (r, c)
return best_point
# 计算某坐标的评分
def _get_point_score(self, point):
# 评分标准 (10-候选个数) + 同行确定数字个数 + 同列确定数字个数
r, c = point
item = self.value[r, c]
if isinstance(item, list):
score = 10 - len(item)
score += sum(map(lambda x: 1 if isinstance(x, int) else 0, self.value[r]))
score += sum(map(lambda x: 1 if isinstance(x, int) else 0, self.value[:, c]))
return score
else:
return 0
# 验证有没错误
def verify_value(self):
# 行
r = 0
for row in self.value:
nums = []
lists = []
for item in row:
(lists if isinstance(item, list) else nums).append(item)
if len(set(nums)) != len(nums):
# logger.error(f'verify failed. dup in row {r}')
logger.debug(f'verify failed. dup in row {r}')
self.guess_record.append({
'value':eval(f'{self.value.tolist()}'),
'desc':f'验证错误 in row: {r+1}'
})
return False # 数字要不重复
if len(list(filter(lambda x: len(x) == 0, lists))):
return False # 候选列表不能为空集
r += 1
# 列
for c in range(0, 9):
nums = []
lists = []
col = self.value[:, c]
for item in col:
(lists if isinstance(item, list) else nums).append(item)
if len(set(nums)) != len(nums):
logger.debug(f'verify failed. dup in col {c}')
self.guess_record.append({
'value':eval(f'{self.value.tolist()}'),
'desc':f'验证错误 in col: {c+1}'
})
return False # 数字要不重复
if len(list(filter(lambda x: len(x) == 0, lists))):
return False # 候选列表不能为空集
# 九宫格
for b_r, b_c in self.base_points:
nums = []
lists = []
block = self.value[b_r:b_r + 3, b_c:b_c + 3].reshape(1, -1)[0]
for item in block:
(lists if isinstance(item, list) else nums).append(item)
if len(set(nums)) != len(nums):
logger.debug(f'verify failed. dup in block {b_r, b_c}')
self.guess_record.append({
'value':eval(f'{self.value.tolist()}'),
'desc':f'验证错误 in block: {b_r+1, b_c+1}'
})
return False # 数字要不重复
if len(list(filter(lambda x: len(x) == 0, lists))):
return False # 候选列表不能为空集
return True
def add_to_queue(self, point, index):
record = Record()
record.point = point
record.point_index = index
# recorder.value = self.value.copy() #numpy的copy不行
record.value = copy.deepcopy(self.value)
self.record_queue.put(record)
items = self.value[point]
self.value[point] = items[index]
self.new_points.put(point)
return items
def sudo_solve_iter(self):
# 排除法解题
self.sudo_exclude()
# logger.debug(f'excluded, current result:\n{self.value}')
if self.verify_value():
if self.get_num_count() == 81:
# solve success
self.time_cost = f'{time.time() - self.time_start:.3f}'
self.guess_record.append({
'value':self.value.tolist(),
'desc':f'恭喜你，solved!'
})
return
else:
logger.info(f'current no. of fixed answers: {self.get_num_count()}')
point = self.get_best_point()
index = 0
items = self.add_to_queue(point, index)
logger.info(f'add to LIFO queue and guessing {items[index]}/{items}: '
f'{[x.point for x in self.record_queue.queue]}')
self.guess_times += 1
self.guess_record.append({
'value':self.value.tolist(),
'desc':f'第{self.guess_times}次猜测, 从{items}里选 {items[index]}',
'highlight': point,
'highlight_type': 'assume',
'type': 'assume',
})
return self.sudo_solve_iter()
while True:
if self.record_queue.empty():
# raise Exception('Sudo is wrong, no answer!')
self.time_cost = f'{time.time() - self.time_start:.3f}'
logger.error(f'Guessed {self.guess_times} times. Sudo is wrong, no answer!')
exit()
# check value ERROR, need to try next index or rollback
record = self.record_queue.get()
point = record.point
index = record.point_index + 1
items = record.value[point]
self.value = record.value
logger.info(f'Recall! Pop previous point, {items} @{point}')
# 判断索引是否超出范围
# if not exceed，则再回溯一次
if index < len(items):
items = self.add_to_queue(point, index)
logger.info(f'guessing next index: answer={items[index]}/{items} @{point}')
self.guess_times += 1
self.guess_record.append({
'value':self.value.tolist(),
'desc':f'回溯, 第{self.guess_times}次猜测, 从{items}里选 {items[index]}',
'highlight': point,
'highlight_type': 'assume',
'type': 'assume',
})
return self.sudo_solve_iter()
if __name__ == '__main__':
# 数独题目 http://cn.sudokupuzzle.org/
# data[0]: 号称最难的数独
data = [[8, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 3, 6, 0, 0, 0, 0, 0,
0, 7, 0, 0, 9, 0, 2, 0, 0,
0, 5, 0, 0, 0, 7, 0, 0, 0,
0, 0, 0, 0, 4, 5, 7, 0, 0,
0, 0, 0, 1, 0, 0, 0, 3, 0,
0, 0, 1, 0, 0, 0, 0, 6, 8,
0, 0, 8, 5, 0, 0, 0, 1, 0,
0, 9, 0, 0, 0, 0, 4, 0, 0],
[0, 0, 0, 0, 5, 0, 2, 0, 0,
0, 9, 0, 0, 0, 0, 0, 4, 0,
0, 0, 0, 0, 1, 0, 0, 0, 0,
0, 0, 0, 4, 0, 6, 0, 8, 0,
0, 0, 7, 0, 0, 0, 1, 0, 0,
0, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 0, 0, 0, 8, 0, 9, 4,
2, 0, 1, 0, 7, 0, 0, 0, 0,
0, 0, 5, 0, 0, 0, 0, 0, 0]]
# try:
t1 = time.time()
puzzle = data[0]
sudo = Sudo(puzzle)
sudo.sudo_solve_iter()
logger.warning(f'Done! guessed {sudo.guess_times} times, in {sudo.time_cost}sec')
logger.warning(f'Puzzle:\n{sudo.puzzle}\nAnswer:\n{sudo.value}')
# except:
# logger.error(f'ERROR: {sudo.value}', exc_info=True)
|
Newegg.com - A great place to buy computers, computer parts, electronics, software, accessories, and DVDs online. With great prices, fast shipping, and top-rated customer service - once you know, you Newegg.
If you are reading this message, Please click this link to reload this page.(Do not use your browser's "Refresh" button). Please email us if you're running the latest version of your browser and you still see this message.
Table of contents
Bluetooth is an industrial specification for wireless data transfer. Bluetooth connectivity is often found in high-end keyboards and mice. Bluetooth generally provide an operating range of up to 30 feet and is less prone to interference in comparison to RF technology.
DPI and FPS
DPI (dots per inch) and FPS (frames per second) are the number of counts in an inch of movement and the number of times the sensor reads the surface in a second respectively. These figures are measures of the amount of information recorded by the mouse's sensor. The greater the amount of information that is gathered, the more accurately and precisely the surface can be tracked. To detect movement, optical and laser mice use sensors to read beams of light as they are reflected from the tracking surface.
Currently 400 and 800 DPI optical mice as well as 800 DPI laser mice are very popular, but some high-end models are capable of 1000, 1600 or even 2000 DPI tracking speeds.
The Personal System/2 or PS/2 was the designation for IBM's second generation of personal computers. The PS/2 keyboard and mouse ports were introduced with it. PS/2 ports connect the keyboard and mouse to a computer and are usually color-coded on today's systems - purple for keyboards and green for mice. Most desktop motherboards still provide PS/2 ports, but an increasing number of keyboards and mice are using USB ports.
Radio Frequency (RF) is a wireless communication technology. Using RF technology allows keyboards and mice to computers without annoying cables.
The USB (Universal Serial Bus) port is a popular I/O interface used for connecting computers and peripherals or other devices. It is capable of supporting up to 127 daisy-chained peripheral devices simultaneously. The latest USB 2.0 specification can deliver 480Mbps data transfer bandwidth. In addition, USB provides plug-and-play capabilities to allow device changes while the computer is powered on. Today, many keyboard and mice use the USB interface.
|
exactly located (exactlyLocated)
The actual, minimal location of an
Object. This is a subrelation of the more general Predicate
SUMO / BASE-ONTOLOGY
Related WordNet synsets
- the precise location of something; a spatially limited location; "she walked to a point where she could survey the whole street"
Agar obj is partly located in region, to yah kuch subobj nahin, ki subobj is a part of obj aur subobj is exactly located in region.
(partlyLocated ?OBJ ?REGION)
(part ?SUBOBJ ?OBJ)
(exactlyLocated ?SUBOBJ ?REGION))))
Agar obj is exactly located in region, to yah kuch otherobj nahin, ki otherobj is exactly located in region aur otherobj is not equal to obj.
(exactlyLocated ?OBJ ?REGION)
(exactlyLocated ?OTHEROBJ ?REGION)
(equal ?OTHEROBJ ?OBJ))))))
"thing ki jagah time tha" is equal to region agar hai thing is exactly located in region during time.
(WhereFn ?THING ?TIME)
(exactlyLocated ?THING ?REGION)))
|
Reishiki - the external expression of respect
In Iaido dojo you will practice with a wooden sword (Bokken), or a training sword (Iaito), or even a real Japanese sword with a cutting blade (Katana). There will be numerous people practicing, all in one room. Following the rules of etiquette ensures that no one gets injured. Also, following the rules of etiquette enhances practice in other ways. The teacher can more quickly determine skill levels when students line up in the order of rank. The ceremonial bowing serves as a concentration and focusing point; when bowing, practitioners shows respect for others. Maintaining observant silence allows students to focus their attention and practice reading body language. Cleaning the dojo after practice leaves it ready for the next group.
Always remember, reishiki comes from the heart and without sincere respect it will be only an empty gestures.
- Be on time.
- Do not make class wait.
- Finger and toe nails must be cut short and all jewelry removed.
- Remove shoes before entering.
- A sword should be untied and held in the right hand.
- Step directly in to the dojo.
- Do not block doorway.
- Stop and bow to Shinzen.
- Avoid drawing or pointing a sword toward Shinzen.
- Before practice, be sure your sword is in proper shape.
- Check the Mekugi.
- Place it at Shimoza (opposite side of room from shinzen) with the Ha to the wall.
- Never touch a sword without the owner's permission.
- Do not knock or step over any sword.
- The floor must be cleared and swept.
- Leave the Dojo ready for those who practice after you.
- Eating, drinking, and smoking are not allowed on the Dojo floor.
- When on the practice floor do not have private conversations other than iaido related subjects.
- Tell the teacher of any injuries or problems, or of having to leave early.
- Do not leave without permission.
- Do not speak when teacher is speaking.
- Thank the teacher.
- Show respect to other iaidoka (students)
- Do not draw directly towards others.
- Do not do anything that may distract or injure a fellow practitioner or spectator.
|
- Enter a word for the dictionary definition.
From The Collaborative International Dictionary of English v.0.48:
Nectarine \Nec`tar*ine"\ (n[e^]k`t[~e]r*[=e]n"), n. [Cf. F. nectarine. See Nectar.] (Bot.) A smooth-skinned variety of peach. [1913 Webster] Spanish nectarine, the plumlike fruit of the West Indian tree Chrysobalanus Icaco; -- also called cocoa plum. It is made into a sweet conserve which is largely exported from Cuba. [1913 Webster]
|
Throughout life there are many times when outside influences change or influence decision-making. The young child has inner motivation to learn and explore, but as he matures, finds outside sources to be a motivating force for development, as well. Along with being a beneficial influence, there are moments when peer pressure can overwhelm a child and lead him down a challenging path. And, peer pressure is a real thing – it is not only observable, but changes the way the brain behaves.
As a young adult, observational learning plays a part in development through observing and then doing. A child sees another child playing a game in a certain way and having success, so the observing child tries the same behavior. Albert Bandura was a leading researcher in this area. His famous bobo doll studies found that the young child is greatly influenced by observing other’s actions. When a child sees something that catches his attention, he retains the information, attempts to reproduce it, and then feels motivated to continue the behavior if it is met with success.
Observational learning and peer pressure are two different things – one being the observing of behaviors and then the child attempting to reproduce them based on a child’s own free will. Peer pressure is the act of one child coercing another to follow suit. Often the behavior being pressured is questionable or taboo, such as smoking cigarettes or drinking alcohol.
Peer Pressure and the Brain
Recent studies find that peer pressure influences the way our brains behave, which leads to better understanding about the impact of peer pressure and the developing child. According to studies from Temple University, peer pressure has an effect on brain signals involved in risk and reward department, especially when the teen’s friends are around. Compared to adults in the study, teenagers were much more likely to take risks they would not normally take on their own when with friends. Brain signals were more activated in the reward center of the brain, firing greatest during at risk behaviors.
Peer pressure can be difficult for young adults to deal with, and learning ways to say “no” or avoid pressure-filled situations can become overwhelming. Resisting peer pressure is not just about saying “no,” but how the brain functions. Children that have stronger connections among regions in their frontal lobes, along with other areas of the brain, are better equipped to resist peer pressure. During adolescence, the frontal lobes of the brain develop rapidly, causing axioms in the region to have a coating of fatty myelin, which insulates them and causes the frontal lobes to more effectively communicate with other brain regions. This helps the young adult to develop judgment and self-control needed to resist peer pressure.
Along with the frontal lobes contributing to the brain and peer pressure, other studies find that the prefrontal cortex plays a role in how teens respond to peer pressure. Just as with the previous study, children that were not exposed to peer pressure had greater connectivity within the brain as well as abilities to resist peer pressure.
Working through Peer Pressure
The teenage years are exciting years. The young adult is often going through physical changes due to puberty, adjusting to new friends and educational environments, and learning how to make decisions for themselves. Adults can offer a helping and supportive hand to young adults when dealing with peer pressure by considering the following:
Separation: Understanding that this is a time for the child to separate and learn how to be his own individual is important. It is hard to let go and allow the child to make mistakes for himself, especially when you want to offer input or change plans and actions, but allowing the child to go down his own path is important. As an adult, offering a helping hand if things go awry and being there to offer support is beneficial.
Talk it Out: As an adult, take a firm stand on rules and regulations with your child. Although you cannot control whom your child selects as friends, you can take a stand on your control of your child. Setting specific goals, rules, and limits encourages respect and trust, which must be earned in response. Do not be afraid to start talking with your child early about ways to resist peer pressure. Focus on how it will build your child’s confidence when he learns to say “no” at the right time and reassure him that it can be accomplished without feeling guilty or losing self-confidence.
Stay Involved: Keep family dinner as a priority, make time each week for a family meeting or game time, and plan family outings and vacations regularly. Spending quality time with kids models positive behavior and offers lots of opportunities for discussions about what is happening at school and with friends.
If at any time there are concerns a child is becoming involved in questionable behavior due to peer pressure, ask for help. Understand that involving others in helping a child cope with peer pressure, such as a family doctor, youth advisor, or other trusted friend, does not mean that the adult is not equipped to properly help the child, but that including others in assisting a child, that may be on the brink of heading down the wrong path, is beneficial.
By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.
Read More →
|
Ptosis Correction Surgery:
Ptosis Correction Surgery India offers information on Ptosis Correction Surgery in India, Ptosis Correction Surgery cost India, Ptosis Correction Surgery hospital in India, Delhi, Mumbai, Chennai, Hyderabad & Bangalore, Ptosis Correction Surgeon in India.
Ptosis is the medical term for drooping of the upper eyelid, a condition that may affect one or botheyes.
The ptosis may be mild - in which the lid partially covers the pupil; or severe - in which the lid completely covers the pupil.
When does Ptosis occur?
Ptosis can occur at any age. When present since birth it is called congenital ptosis. When present in the elderly it is called acquired ptosis.
What causes Ptosis?
While the cause of congenital ptosis is often unclear, the most common reason is improper development of the levator muscle. The levator muscle is the major muscle responsible for elevating the upper eyelid. In adults ptosis is generally due to weakening / dehiscence of the levator muscle. It may also occur following injury to the muscle as after lid injuries and eye surgeries. Rarely it may be due to myasthenia gravis ( a condition where there is progressive weakness of muscles).
Why should Ptosis be treated?
Children with significant ptosis may need to tilt their head back into a chin-up position, lift their eyelid with a finger, or raise their eyebrows in an effort to see from under their drooping eyelid. Children with congenital ptosis may also have amblyopia ("lazy eye"), strabismus or squint (eyes that are not properly aligned or straight), refractive errors, astigmatism, or blurred vision. In addition, drooping of the eyelid may result in an undesired facial appearance and difficult social life. In moderate ptosis there is a loss of the upper field of vision by the drooping upper lid.
How is Ptosis treated?
The eye condition Ptosis is trated by a specified sugery called ptosis surgery.
Ptosis is treated surgically, with the specific operation based on the severity of the ptosis and the strength of the levator muscle. If the ptosis is not severe, surgery is generally performed when the child is between 3 and 5 years of age (the "pre-school" years). However, when the ptosis interferes with the child's vision, surgery is performed at an earlier age to allow proper visual development. Ptosis repair is usually completed under general anesthesia in infants and young children and under local anesthesia in adults.
What to expect after surgery ?
Most patients will tolerate the procedure very well and have a rapid recovery. Cold packs may need to be applied to the operated eyelid for the first 48 hours following surgery. Antibiotic ointments applied to the incision are sometimes recommended. The elevation of the eyelid will often be immediately noticeable, though in some cases bruising and swelling will obscure this finding. Most patients will have sutures that need removing about a week following surgery. In children, absorbable sutures are often used.
The bruising and swelling associated with the surgery will usually resolve in two to three weeks. Some patients may need adjustment of the sutures to better align the lid height. This may or may not require additional anaesthesia or a trip to the operating room.
India Surgery Ptosis,Ptosis Correction, India Cost Price Ptosis, Ptosis Correction Surgery, Ptosis Correction, India Ptosis Correction Surgery, India Cost Ptosis Correction Surgery, Low Cost Mechanical Ptosis Correction Mumbai,, India Low Cost Ptosis Correction Surgery Hospital, Affordable Ptosis Correction Hospital Mumbai, Health Care, Ptosis Corrective Surgery, Eyelid Surgery, Drooping, Treatment On Ptosis Correction Surgery, India Ptosis Correction Surgery Surgeons, Ptosis Correction Surgery Doctors
Call: + 91 9029304141 (10 am. To 8 pm. IST)
Email : email@example.com (Preferred)
(Only for international patients seeking treatment in India)
|
Vol. 17 Issue 6
One-Legged (Single Limb) Stance Test
The One-Legged Stance Test (OLST)1,2 is a simple, easy and effective method to screen for balance impairments in the older adult population.
You may be asking yourself, "how can standing on one leg provide you with any information about balance, after all, we do not go around for extended periods of time standing on one leg?"
True, as a rule we are a dynamic people, always moving, our world always in motion, but there are instances were we do need to maintain single limb support. The most obvious times are when we are performing our everyday functional activities.
Stepping into a bath tub or up onto a curb would be difficult, if not impossible to do without the ability to maintain single limb support for a given amount of time. The ability to switch from two- to one-leg standing is required to perform turns, climb stairs and dress.
As we know, the gait cycle requires a certain amount of single limb support in order to be able to progress ourselves along in a normal pattern. When the dynamics of the cycle are disrupted, loss of balance leading to falls may occur.
This is especially true in older individuals whose gait cycle is altered due to normal and potentially abnormal changes that occur as a result of aging.
The One-Legged Stance Test measures postural stability (i.e., balance) and is more difficult to perform due to the narrow base of support required to do the test. Along with five other tests of balance and mobility, reliability of the One-Legged Stance Test was examined for 45 healthy females 55 to 71 years old and found to have "good" intraclass correlations coefficients (ICC range = .95 to .099). Within raters ICC ranged from 0.73 to 0.93.3
To perform the test, the patient is instructed to stand on one leg without support of the upper extremities or bracing of the unweighted leg against the stance leg. The patient begins the test with the eyes open, practicing once or twice on each side with his gaze fixed straight ahead.
The patient is then instructed to close his eyes and maintain balance for up to 30 seconds.1
The number of seconds that the patient/client is able to maintain this position is recorded. Termination or a fail test is recorded if 1) the foot touches the support leg; 2) hopping occurs; 3) the foot touches the floor, or 4) the arms touch something for support.
Normal ranges with eyes open are: 60-69 yrs/22.5 ± 8.6s, 70-79 yrs/14.2 ± 9.3s. Normal ranges for eyes closed are: 60-69 yrs/10.2 ± 8.6s, 70-79 yrs/4.3 ± 3.0s.4 Briggs and colleagues reported balance times on the One-Legged Stance Test in females age 60 to 86 years for dominant and nondominant legs.
Given the results of this data, there appears to be some difference in whether individuals use their dominant versus their nondominant leg in the youngest and oldest age groups.
When using this test, having patients choose what leg they would like to stand on would be appropriate as you want to record their "best" performance.
It has been reported in the literature that individuals increase their chances of sustaining an injury due to a fall by two times if they are unable to perform a One-Legged Stance Test for five seconds.5 Other studies utilizing the One-Legged Stance Test have been conducted in older adults to assess static balance after strength training,6 performance of activities of daily living and platform sway tests.7
Interestingly, subscales of other balance measures such as the Tinetti Performance Oriented Mobility Assessment8 and Berg Balance Scale9 utilize unsupported single limb stance times of 10 seconds and 5 seconds respectively, for older individuals to be considered to have "normal" balance.
Thirty percent to 60 percent of community-dwelling elderly individuals fall each year, with many experiencing multiple falls.10 Because falls are the leading cause of injury-related deaths in older adults and a significant cause of disability in this population, prevention of falls and subsequent injuries is a worthwhile endeavor.11
The One-Legged Stance Test can be used as a quick, reliable and easy way for clinicians to screen their patients/clients for fall risks and is easily incorporated into a comprehensive functional evaluation for older adults.
1. Briggs, R., Gossman, M., Birch, R., Drews, J., & Shaddeau, S. (1989). Balance performance among noninstitutionalized elderly women. Physical Therapy, 69(9), 748-756.
2. Anemaet, W., & Moffa-Trotter, M. (1999). Functional tools for assessing balance and gait impairments. Topics in Geriatric Rehab, 15(1), 66-83.
3. Franchignoni, F., Tesio, L., Martino, M., & Ricupero, C. (1998). Reliability of four simple, quantitative tests of balance and mobility in healthy elderly females. Aging (Milan), 10(1), 26-31.
4. Bohannon, R., Larkin, P., Cook, A., & Singer, J. (1984). Decrease in timed balance test scores with aging. Physical Therapy, 64, 1067-1070.
5. Vellas, B., Wayne, S., Romero, L., Baumgartner, R., et al. (1997). One-leg balance is an important predictor of injurious falls in older persons. Journal of the American Geriatric Society, 45, 735-738.
6. Schlicht, J., Camaione, D., & Owen, S. (2001). Effect of intense strength training on standing balance, walking speed, and sit-to-stand performance in older adults. Journal of Gerontological Medicine and Science, 56A(5), M281-M286.
7. Frandin, K., Sonn, U., Svantesson, U., & Grimby, G. (1996). Functional balance tests in 76-year-olds in relation to performance, activities of daily living and platform tests. Scandinavian Journal of Rehabilitative Medicine, 27(4), 231-241.
8. Tinetti, M., Williams, T., & Mayewski, R. (1986). Fall risk index for elderly patients based on number of chronic disabilities. American Journal of Medicine, 80, 429-434.
9. Berg, K., et al. (1989). Measuring balance in the elderly: Preliminary development of an instrument. Physio Therapy Canada, 41(6), 304-311.
10. Rubenstein, L., & Josephson, K. (2002). The epidemiology of falls and syncope. Clinical Geriatric Medicine, 18, 141-158.
11. National Safety Council. (2004). Injury Facts. Itasca, IL: Author.
Dr. Lewis is a physical therapist in private practice and president of Premier Physical Therapy of Washington, DC. She lectures exclusively for GREAT Seminars and Books, Inc. Dr. Lewis is also the author of numerous textbooks. Her Website address is www.greatseminarsandbooks.com. Dr. Shaw is an assistant professor in the physical therapy program at the University of South Florida dedicated to the area of geriatric rehabilitation. She lectures exclusively for GREAT Seminars and Books in the area of geriatric function.
APTA Encouraged by Cap Exceptions
New process grants automatic exceptions to beneficiaries needing care the most
Calling it "a good first step toward ensuring that Medicare beneficiaries continue to have coverage for the physical therapy they need," Ben F Massey, Jr, PT, MA, president of the American Physical Therapy Association (APTA), expressed optimism that the new exceptions process will allow a significant number of Medicare patients to receive services exceeding the $1,740 annual financial cap on Medicare therapy coverage. The new procedure, authorized by Congress in the recently enacted Deficit Reduction Act (PL 109-171), will be available to Medicare beneficiaries on March 13 under rules released this week by the Centers for Medicare and Medicaid Services (CMS).
"APTA is encouraged by the new therapy cap exceptions process," Massey said. "CMS has made a good effort to ensure that Medicare beneficiaries who need the most care are not harmed by an arbitrary cap."
As APTA recommended, the process includes automatic exceptions and also grants exceptions to beneficiaries who are receiving both physical therapy and speech language pathology (the services are currently combined under one $1,740 cap).
"We have yet to see how well Medicare contractors will be able to implement and apply this process. Even if it works well, Congress only authorized this new process through 2006. Congress must address this issue again this year, and we are confident that this experience will demonstrate to legislators that they must completely repeal the caps and provide a more permanent solution for Medicare beneficiaries needing physical therapy," Massey continued.
The therapy caps went into effect on Jan. 1, 2006, limiting Medicare coverage on outpatient rehabilitation services to $1,740 for physical therapy and speech therapy combined and $1,740 for occupational therapy.
The American Physical Therapy Association is a national professional organization representing more than 65,000 members. Its goal is to foster advancements in physical therapy practice, research and education.
New Mouthwash Helps With Pain
Doctors in Italy are studying whether a new type of mouthwash will help alleviate pain for patients suffering from head and neck cancer who were treated with radiation therapy, according to a new study (International Journal of Radiation Oncology*Biology*Physics, Feb. 1, 2006).
Fifty patients, suffering from various forms of head and neck cancer and who received radiation therapy, were observed during the course of their radiation treatment. Mucositis, or inflammation of the mucous membrane in the mouth, is the most common side effect yet no additional therapy has been identified that successfully reduces the pain.
This study sought to discover if a mouthwash made from the local anesthetic tetracaine was able to alleviate the discomfort associated with head and neck cancer and if there would be any negative side effects of the mouthwash. The doctors chose to concoct a tetracaine-based mouthwash instead of a lidocaine-based version because it was found to be four times more effective, worked faster and produced a prolonged relief.
The tetracaine was administered by a mouthwash approximately 30 minutes before and after meals, or roughly six times a day. Relief of oral pain was reported in 48 of the 50 patients. Sixteen patients reported that the mouthwash had an unpleasant taste or altered the taste of their food.
|
Hypertension is often diagnosed during a visit to your doctor. Blood pressure is measured using a cuff around your arm and a device called a sphygmomanometer. Your doctor may ask you to sit quietly for five minutes before checking your blood pressure.
If your blood pressure reading is high, you will probably be asked to come back for repeat blood pressure checks. If you have three visits with readings over 140/90 mmHG, you will be diagnosed with high blood pressure.
Some people’s blood pressure goes up when they are at the doctor’s office. If your doctor suspects that may be occurring, he or she may ask you to get some blood pressure readings at home. In some cases, he or she may recommend that you wear an ambulatory blood pressure monitor. This device measures your blood pressure regularly throughout the day as you go about your activities. It is usually worn for 24 hours, even while sleeping.
- Reviewer: Michael J. Fucci, DO
- Review Date: 09/2012 -
- Update Date: 00/91/2012 -
|
Engineer your first step to a four-year degree at Edmonds Community College
Engineers Make a Difference
Engineering is the art of applying scientific and mathematical principles, experience, judgment, and common sense to make things that benefit people. Engineers solve problems. They improve and develop products to meet consumer and societal needs. They find ways for existing products to work better, last longer, operate more safely and cost less.
They also look for innovative solutions to global problems. Engineers design bridges and important medical equipment as well as processes for cleaning up toxic spills and systems for mass transit.
It's a Fact
Engineering professions requiring a four-year degree are among the highest paying jobs in Washington State according to the office of Labor Market and Economic Analysis. Source: www.workforceexplorer.com
|
class Track():
"""creates the tracks for all of the cars"""
# makes sure pixel resolution is high
def __init__(self, rows, cols, width, height, timeStep):
self.rows = rows # number of horizontal lanes
self.cols = cols # number of vertical lanes
self.width = width # pixels wides
self.height = height # pixels high
#######################################################
# returns the number of horizontal lanes on the track
def getRows(self):
return self.rows
# returns the number of vertical lanes on the track
def getCols(self):
return self.cols
# returns the width of the track in pixels
def getWidth(self):
return self.width
# returns the height of the track in pixels
def getHeight(self):
return self.height
# returns the number of pixels between each row
def getRowSpacing(self):
rowSpacing = (self.height-self.rows)/(self.rows+1)
return rowSpacing
# returns the number of pixels between each column
def getColSpacing(self):
colSpacing = (self.width-self.cols)/(self.cols+1)
return colSpacing
# returns a list of tuples, with the x and y coordinate of each intersection contained in the tuple
def getIntersections(self):
intersections = []
for i in range(self.rows):
for j in range(self.cols):
# account fot the width of each lane
# determine the coordinate of each intersection
x_intersect = (j+1)*self.getColSpacing() + i
y_intersect = (i+1)*self.getRowSpacing() + j
intersection = [(x_intersect, y_intersect)]
intersections += intersection
return intersections
|
Information for Students
Welcome to the Flint Regional Science Fair! We look forward to seeing you at the Fair in March.
Taking part in a science fair is fun, educational, and rewarding. This part of our web site provides information and links that can help you get started, conduct your research and enter the Flint Regional Science Fair.
The FASF is held every Spring. This means you should begin planning in the Fall and Winter prior to the Fair to ensure you pick a good research topic, and have plenty of time to do a good job and present a quality project.
Parents, teachers, and mentors are important helpers to identify projects, collect the resources required for your project, and track your progress. Ask your parents and your teachers for assistance. They are your best bet for one-on-one direction and support in your Science Fair experience.
Elementary Division and Junior Division projects follow simpler rules than Senior Division projects.
More Web Student Science Resources
Questions? Email firstname.lastname@example.org.
|
Linn, Amy. Illuminating News: What You Don't Know About Lightning Might
Come As Shock. Providence Sunday Journal. August 21, 1988.
Abstract: This article explains some common misconceptions about
lightning. For example, one misconception is that lightning never strikes
the same place twice. This is untrue. Once lightning discovers an easy target
it will likely strike again. The article also provides important safety
precautions. The safest place during a thunderstorm is inside a house away
from windows or inside a closed car.
|
Problems of Philosophy
Chapter 5 - Knowledge by Acquaintance and Knowledge by Description
After distinguishing two types of knowledge, knowledge of things and knowledge of truths, Russell devotes this fifth chapter to an elucidation of knowledge of things. He further distinguishes two types of knowledge of things, knowledge by acquaintance and knowledge by description. We have knowledge by acquaintance when we are directly aware of a thing, without any inference. We are immediately conscious and acquainted with a color or hardness of a table before us, our sense-data. Since acquaintance with things is logically independent from any knowledge of truths, we can be acquainted with something immediately without knowing any truth about it. I can know the color of a table "perfectly and completely when I see it" and not know any truth about the color in itself. The other type of knowledge of things is called knowledge by description. When we say we have knowledge of the table itself, a physical object, we refer to a kind of knowledge other than immediate, direct knowledge. "The physical object which causes such-and-such sense-data" is a phrase that describes the table by way of sense-data. We only have a description of the table. Knowledge by description is predicated on something with which we are acquainted, sense-data, and some knowledge of truths, like knowing that "such- and-such sense-data are caused by the physical object." Thus, knowledge by description allows us to infer knowledge about the actual world via the things that can be known to us, things with which we have direct acquaintance (our subjective sense-data).
According to this outline, knowledge by acquaintance forms the bedrock for all of our other knowledge. Sense-data is not the only instance of things with which we can be immediately acquainted. For how would we recall the past, Russell argues, if we could only know what was immediately present to our senses. Beyond sense-data, we also have "acquaintance by memory." Remembering what we were immediately aware of makes it so that we are still immediately aware of that past, perceived thing. We may therefore access many past things with the same requisite immediacy. Beyond sense-data and memories, we possess "acquaintance by introspection." When we are aware of an awareness, like in the case of hunger, "my desiring food" becomes an object of acquaintance. Introspective acquaintance is a kind of acquaintance with our own minds that may be understood as self-consciousness. However, this self-consciousness is really more like a consciousness of a feeling or a particular thought; the awareness rarely includes the explicit use of "I," which would identify the Self as a subject. Russell abandons this strand of knowledge, knowledge of the Self, as a probable but unclear dimension of acquaintance.
Russell summarizes our acquaintance with things as follows: "We have acquaintance in sensation with the data of the outer senses, and in introspection with the data of what may be called the inner sense—thoughts, feelings, desires, etc.; we have acquaintance in memory with things which have been data either of the outer senses or of the inner sense. Further, it is probable, though not certain, that we have acquaintance with Self, as that which is aware of things or has desires towards things." All these objects of acquaintance are particulars, concrete, existing things. Russell cautions that we can also have acquaintance with abstract, general ideas called universals. He addresses universals more fully later in chapter 9.
Russell allocates the rest of the chapter to explaining how the complicated theory of knowledge by description actually works. The most conspicuous things that are known to us by description are physical objects and other people's minds. We approach a case of having knowledge by description when we know "that there is an object answering to a definite description, though we are not acquainted with any such object." Russell offers several illustrations in the service of understanding knowledge by description. He claims that it is important to understand this kind of knowledge because our language uses depends so heavily on it. When we say common words or proper names, we are really relying on the meanings implicit in descriptive knowledge. The thought connoted by the use of a proper name can only really be explicitly expressed through a description or proposition.
Bismarck, or "the first Chancellor of the German Empire," is Russell's most cogent example. Imagine that there is a proposition, or statement, made about Bismarck. If Bismarck is the speaker, admitting that he has a kind of direct acquaintance with his own self, Bismarck might have voiced his name in order to make a self-referential judgment, of which his name is a constituent. In this simplest case, the "proper name has the direct use which it always wishes to have, as simply standing for a certain object, and not for a description of the object." If one of Bismarck's friends who knew him directly was the speaker of the statement, then we would say that the speaker had knowledge by description. The speaker is acquainted with sense-data which he infers corresponds with Bismarck's body. The body or physical object representing the mind is "only known as the body and the mind connected with these sense-data," which is the vital description. Since the sense-data corresponding to Bismarck change from moment to moment and with perspective, the speaker knows which various descriptions are valid.
Still more removed from direct acquaintance, imagine that someone like you or I comes along and makes a statement about Bismarck that is a description based on a "more or less vague mass of historical knowledge." We say that Bismarck was the "first Chancellor of the German Empire." In order to make a valid description applicable to the physical object, Bismarck's body, we must find a relation between some particular with which we have acquaintance and the physical object, the particular with which we wish to have an indirect acquaintance. We must make such a reference in order to secure a meaningful description.
To usefully distinguish particulars from universals, Russell posits the example of "the most long-lived of men," a description which wholly consists of universals. We assume that the description must apply to some man, but we have no way of inferring any judgment about him. Russell remarks, "all knowledge of truths, as we shall show, demands acquaintance with things which are of an essentially different character from sense-data, the things which are sometimes called 'abstract ideas', but which we shall call 'universals'." The description composed only of universals gives no knowledge by acquaintance with which we might anchor an inference about the longest-lived man. A further statement about Bismarck, like "The first Chancellor of the German Empire was an astute diplomatist," is a statement that contains particulars and asserts a judgment that we can only make in virtue of some acquaintance (like something heard or read).
Statements about things known by description function in our language as statements about the "actual thing described;" that is, we intend to refer to that thing. We intend to say something with the direct authority that only Bismarck himself could have when he makes a statement about himself, something with which he has direct acquaintance. Yet, there is a spectrum of removal from acquaintance with the relevant particulars: from Bismarck himself, "there is Bismarck to people who knew him; Bismarck to those who only know of him through history" and at a far end of the spectrum "the longest lived of men." At the latter end, we can only make propositions that are logically deducible from universals, and at the former end, we come as close as possible to direct acquaintance and can make many propositions identifying the actual object. It is now clear how knowledge gained by description is reducible to knowledge by acquaintance. Russell calls this observation his fundamental principle in the study of "propositions containing descriptions": "Every proposition which we can understand must be composed wholly of constituents with which we are acquainted."
Indirect knowledge of some particulars seems necessary if we are to expressively attach meanings to the words we commonly use. When we say something referring to Julius Caesar, we clearly have no direct acquaintance with the man. Rather, we are thinking of such descriptions as "the man who was assassinated on the Ides of March" or "the founder of the Roman Empire." Since we have no way of being directly acquainted with Julius Caesar, our knowledge by description allows us to gain knowledge of "things which we have never experienced." It allows us to overstep the boundaries of our private, immediate experiences and engage a public knowledge and public language.
This knowledge by acquaintance and knowledge by description theory was a famous epistemological problem-solver for Russell. Its innovative character allowed him to shift to his moderate realism, a realism ruled by a more definite categorization of objects. It is a theory of knowledge that considers our practice of language to be meaningful and worthy of detailed analysis. Russell contemplates how we construct a sense of meaning about objects remote from our experience. The realm of acquaintance offers the most secure references for our understanding of the world. Knowledge by description allows us to draw inferences from our realm of acquaintance but leaves us in a more vulnerable position. Since knowledge by description also depends on truths, we are prone to error about our descriptive knowledge if we are somehow mistaken about a proposition that we have taken to be true.
Critics of this theory have held that Russell's hypothesis of knowledge by description is confusing. His comments when defining sense-data, that the physical world is unknowable to us, contradict his theory of knowledge by descriptions. He implies that "knowledge by description" is not really a form of knowledge since we can only know those things with which we are acquainted and we cannot be acquainted with physical objects. Russell's theory amounts to the proposition that our acquaintance with mental objects appears related in a distant way to physical objects and renders us obliquely acquainted with the physical world. Sense-data are our subjective representations of the external world, and they negotiate this indirect contact.
While innovative, Russell's theory of knowledge by description is not an attractive theory of knowledge. It is clearly unappealing because our impressions of the real world, on his view, are commensurate with muddy representations of reality. Though we have direct access to these representations, it seems impossible to have any kind of direct experience of reality. Reality, rather, consists in unconscious, inferential pieces of reasoning.
Readers' Notes allow users to add their own analysis and insights to our SparkNotes—and to discuss those ideas with one another. Have a novel take or think we left something out? Add a Readers' Note!
|
# Tuples are immutable
print("============ tuples ============")
print()
tuples = (12345, 54321, 'hello!')
print(tuples)
u = tuples, (1, 2, 3, 4, 5)
print(u)
# The statement t = 12345, 54321, 'hello!' is an example of tuple packing:
# the values 12345, 54321 and 'hello!'
# are packed together in a tuple. The reverse operation is also possible
x, y, z = tuples
print(x, y, z)
|
#coding=utf-8
from util.read_ini import ReadIni
class FindElement():
def __init__(self,driver):
self.driver = driver
def get_element(self,key):
read_ini = ReadIni()
data_ini = read_ini.get_value(key)
by = data_ini.split('>')[0]
value = data_ini.split('>')[1]
try:
if by =='id':
return self.driver.find_element_by_id(value)
elif by=='name':
return self.driver.find_element_by_name(value)
elif by=='className':
return self.driver.find_element_by_class_name(value)
else:
return self.driver.find_element_by_xpath(value)
except:
self.driver.save_screenshot(r"G:\unittets_lfj\seleium3\Image\%s.png"%value)
return None
|
What are managed lanes?
Highway facilities or a set of lanes where operational strategies are proactively implemented and managed in response to changing conditions.
Transportation agencies are faced with growing challenges of congestion and a limited ability to expand freeway capacity due to construction costs, right-of-way constraints, and environmental and societal impacts. Transportation officials are taking advantage of opportunities to address mobility needs and provide travel options through a combination of limited capacity expansion coupled with operational strategies that seek to manage travel demand and improve transit and other forms of ridesharing. The managed lanes concept is gaining interest around the country as an approach that combines these elements to make the most effective and efficient use of a freeway facility.
The distinction between managed lanes and other traditional forms of freeway lane management is the operating philosophy of "active management." Under this philosophy, the operating agency proactively manages demand and available capacity on the facility by applying new strategies or modifying existing strategies. The agency defines from the outset the operating objectives for the managed lanes and the kinds of actions that will be taken once pre-defined performance thresholds are met.
You will need the Adobe Acrobat Reader to view the PDFs on this page.
United States Department of Transportation - Federal Highway Administration
|
class Solution(object):
def intersectionSizeTwo(self, intervals):
"""
:type intervals: List[List[int]]
:rtype: int
"""
intervals.sort()
filtered_intervals=[]
#print intervals
for interval in intervals:
while filtered_intervals and filtered_intervals[-1][1]>=interval[1]:
filtered_intervals.pop()
filtered_intervals.append(interval)
result=0
p1,p2=float('-inf'),float('-inf')
#print filtered_intervals
for interval in filtered_intervals:
condition1=interval[0]<=p1<=interval[1]
condition2=interval[0]<=p2<=interval[1]
if condition1 and condition2:
continue
elif condition1:
p2=interval[1]
result+=1
elif condition2:
p1=interval[1]
result+=1
else:
p2=interval[1]
p1=p2-1
result+=2
return result
s=Solution()
print s.intersectionSizeTwo([[1, 3], [1, 4], [2, 5], [3, 5]])
print s.intersectionSizeTwo([[1, 2], [2, 3], [2, 4], [4, 5]])
print s.intersectionSizeTwo([[1,24],[10,16],[14,25],[0,18],[16,17]])
|
Dengue Fever in India
04 March 2013
Dengue fever is a growing concern in India. In 2012, 247 deaths were recorded as a result of dengue fever nationwide.
Latest data on disease prevalence released by the Health Ministry shows a significant rise in the incidence of dengue fever from 18 860 cases in 2011, to 49 606 in year 2012.
Around 1700 dengue cases were reported from Delhi in 2012.
Advice for Travellers
India is a popular tourist destination and travellers should be aware of the risk of dengue fever. Avoidance of mosquito bites, particularly during daylight hours, by covering up with clothing, the use of bite avoidance measures such as repellent and bed nets is advised. Elimination of breeding sites around hotel rooms/houses is advised for longer term stays.
|
import json
import os
from common.yaml_RW import YamlRW
from config.logConfig import LogCustom,logging
from common.parse_excel import ParseExcel
def testCaseSelect(file,file_type='excel',
testcase_matching=None,
sheet_names=None,
isFuzzy=False,
isAll=False):
"""
:param file: 用例所在的路径
:param file_type: 用例所属文件类型，可以是yaml,excel
:param testcase_matching:list 用例匹配关键字列表，isFuzzy为True时，根据列表中关键字模糊匹配用例，isFuzzy为False时，该参数为用例列表
:param isFuzzy: 是否根据关键字列表进行模糊匹配
:param isAll: 为True时执行所有用例
"""
print('开始创建用例执行列表')
ym = YamlRW('../source/testCaseDriver.yaml')
if isAll == False:
if isFuzzy == False:
ym.wightYaml(testcase_matching)
else:
temp_list = []
if file_type.lower() == 'yaml':
for _ in os.listdir('../testCase/yamls'):
__: str
for __ in testcase_matching:
if __ in _:
temp_list.append(_)
elif file_type.lower() == 'excel':
excel = ParseExcel(file)
excel.get_excel_new()
if sheet_names != None:
if type(sheet_names) == list:
for sheet_name in sheet_names:
for _ in excel.excel_data[sheet_name][1].keys:
temp_list.append((sheet_name,_))
else:
for _ in excel.excel_data[sheet_names][1].keys:
temp_list.append((sheet_names, _))
else:
for sheet_name in testcase_matching.keys():
for __ in excel.excel_data[sheet_name][1].keys:
for _ in testcase_matching[sheet_name]:
if __ in _:
temp_list.append((sheet_name, _))
else:
LogCustom().logger().error('文件类型非yaml、excel，创建用例执行列表失败')
ym.wightYaml(temp_list)
else:
if file_type.lower() == 'yaml':
ym.wightYaml(os.listdir('../testCase/yamls'))
elif file_type.lower() == 'excel':
temp_list = []
excel = ParseExcel(file)
excel.get_excel_new()
i = 0
A = excel.excel_data.keys()
for _ in A:
i += 1
j = 0
B = excel.excel_data[_][1].keys()
for __ in B:
j += 1
temp_list.append([_,__])
print(f'总共{len(A)}个接口,当前为第{i}个接口，总共包含{len(B)}条用例,选择至第{j}条用例，数据{(_,__)}')
ym.wightYaml(temp_list)
# if __name__ == '__main__':
# testCaseSelect(FILE,isAll=True)
# with open('../source/testCaseDriver.json', mode='r', encoding='utf-8') as a:
# print(a.read())
|
Intellectual knowledge appears to be innate and privy to the few, but in fact, access to information, development of intellectual work skills, time investment, and the maintenance of intellectual appearances are key to being perceived as an intellectual.
To make education more equitable, professors must go beyond knowledge transmission and instruct students in the concrete skills of knowledge acquisition and knowledge presentation. Instruction in intellectual skills-acquisition implies the breakdown of the traditional professor-student relationship and of the academic intellectual hierarchy and professors must learn to cope with the consequences of adopting new pedagogies. If we wish to share the secrets of our professions, how do we prepare our students for such a democratic approach and at the same time maintain our professional status?
The author, a professor of Spanish language and literature, presents strategies for democratizing education and demystifying intellectual work through the application of skills-based pedagogical methodologies to the teaching of literature. The implications that these strategies have for a new type of learning and the impact that they have on social stratification will also be discussed.
|Keywords:||Democratizing Education, Demystifying Intellectual Work, Knowledge Acquisition Skills, Interpretative Skills, Teaching Literature, Skills Based Teaching|
Assistant Professor of Spanish, Department of Literature and Languages, Roosevelt University, Chicago, Illinois, USA
There are currently no reviews of this product.Write a Review
|
(Phys.org)—Controlling "mixing" between acceptor and donor layers, or domains, in polymer-based solar cells could increase their efficiency, according to a team of researchers that included physicists from North Carolina State University. Their findings shed light on the inner workings of these solar cells, and could lead to further improvements in efficiency.
Polymer-based solar cells consist of two domains, known as the acceptor and the donor layers. Excitons, the energy particles created by solar cells, must be able to travel quickly to the interface of the donor and acceptor domains in order to be harnessed as an energy source. Researchers had believed that keeping the donor and acceptor layers as pure as possible was the best way to ensure that the excitons could travel unimpeded, so that solar cells could capture the maximum amount of energy.
NC State physicist Harald Ade and his group worked with teams of scientists from the United Kingdom, Australia and China to examine the physical structure and improve the production of polymer-based solar cells. In findings published in two separate papers appearing this month online in Advanced Energy Materials and Advanced Materials, the researchers show that some mixing of the two domains may not be a bad thing. In fact, if the morphology, or structure, of the mixed domains is small, the solar cell can still be quite efficient.
According to Ade, "We had previously found that the domains in these solar cells weren't pure. So we looked at how additives affected the production of these cells. When you manufacture the cell, the relative rate of evaporation of the solvents and additives determines how the active layer forms and the donor and acceptor mix. Ideally, you want the solvent to evaporate slowly enough so that the materials have time to separate – otherwise the layers 'gum up' and lower the cell's efficiency. We utilized an additive that slowed evaporation. This controlled the mixing and domain size of the active layer, and the portions that mixed were small."
The efficiency of those mixed layers was excellent, leading to speculation that perhaps some mixing of the donor and acceptor isn't a problem, as long as the domains are small.
"We're looking for the perfect mix here, both in terms of the solvents and additives we might use in order to manufacture polymer-based solar cells, and in terms of the physical mixing of the domains and how that may affect efficiency," Ade says.
Explore further: Femtosecond 'snapshots' reveal a dramatic bond tightening in photo-excited gold complexes
More information: "From Binary to Ternary Solvent: Morphology Fine-tuning of D/A Blend in PDPP3T-based Polymer Solar Cells", Advanced Materials, 2012.
In the past decade, great success has been achieved in bulk hetero-junction (BHJ) polymer solar cells (PSCs) in which donor/acceptor (D/A) bi-continuous interpenetrating networks can be formed and in some recent reports, power conversion efficiency (PCE) even approach 8%. In addition to the intrinsic properties of active layer materials, such as band gaps and molecular energy levels, morphological properties of the D/A blends including crystallinity of polymers, domain size, materials miscibility, hierarchical structures, and molecular orientation, are also of great importance for photovoltaic performance of the devices. Therefore, several strategies including slow growth, solvent annealing, thermal annealing, selection of solvent or mixed solvent have been applied to modify or control of the morphology of the D/A blends. Among these, binary solvent mixtures have been successfully used in morphology control. For example, the dichlorobenzene (DCB) or chlorobenzene (CB)/1, 8-diiodooctane (DIO) binary solvent system has been widely applied in PSC device fabrication process. By mixing a few volume percent of DIO with the host solvent (DCB or CB), efficiencies of many kinds of polymers can be improved dramatically. Besides DIO, other solvents, like 1, 8-octanedithiol (OT), N-methyl-2-pyrrolidone (NMP), 1-chloronaphthalene (CN), chloroform (CF), can also be used. According to these works, it can be concluded that crystallinity, as well as domain size in the blends can be tuned effectively by using binary solvent mixtures, and thus binary solvent mixtures play a very important role in high performance PSCs.
|
[OK] Privacy Policy - Terms & Conditions - See DetailsWe use cookies to personalise content and ads, to provide social media features and to analyse our traffic. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information you've provided to them or they've collected from your use of their services.
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
Being bored one day, I decided to count the animals and found there were exactly 150 feet and 50 heads in total, and there were twice as many cockroaches as mice.
How many of each animal were there?
[Ref: ZVYU] © Kevin Stone
Answer: 10 cockroaches, 5 mice and 35 birds.
Cockroaches have 6 feet, mice have 4 and birds have 2.
For every mouse there are two cockroaches, so every mouse is worth 3 heads and 16 feet (4 + 6 + 6).
We can now write down an expression for the heads and the feet (calling birds B and mice M):
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
If we double (1) we get:
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
10M = 50
M = 5
So we have 5 mice (and 10 cockroaches). We can use M = 5 in (1) to give:
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel?
|
Heel Bursitis is another type of heel pain. The sufferer of this kind of heel pain experiences pain at the back of the heel when the patient moves his joint of the ankle. In the heel bursitis type of heel pain there is swelling on the sides of the Achilles’ tendon. In this condition the sufferer may experience pain in the heel when his feet hit the ground. Heel bruises are also referred as heel bumps they are usually caused by improper shoes. The constant rubbing of the shoes against the heel.
What is bursitis?
Bursitis is the inflammation of a bursa. Normally, the bursa provides a slippery surface that has almost no friction. A problem arises when a bursa becomes inflamed. The bursa loses its gliding capabilities, and becomes more and more irritated when it is moved.
When the condition called bursitis occurs, the normally slippery bursa becomes swollen and inflamed. The added bulk of the swollen bursa causes more friction within an already confined space. Also, the smooth gliding bursa becomes gritty and rough. Movement of an inflamed bursa is painful and irritating.
“Itis” usually refers to the inflammation of a certain part of the body, therefore Bursitis refers to the constant irritation of the natural cushion that supports the heel of the foot (the bursa). Bursitis is often associated with Plantar Fasciitis, which affects the arch and heel of the foot.
What causes bursitis?
- Bursitis and Plantar Fasciitis can occur when a person increases their levels of physical activity or when the heel’s fat pad becomes thinner, providing less protection to the foot.
- Ill fitting shoes.
- Biomechanical problems (e.g. mal-alignment of the foot, including over-pronation).
- Rheumatoid arthritis.
Bursitis usually results from a repetitive movement or due to prolonged and excessive pressure. Patients who rest on their elbows for long periods or those who bend their elbows frequently and repetitively (for example, a custodian using a vacuum for hours at a time) can develop elbow bursitis, also called olecranon bursitis. Similarly in other parts of the body, repetitive use or frequent pressure can irritate a bursa and cause inflammation.
Another cause of bursitis is a traumatic injury. Following trauma, such as a car accident or fall, a patient may develop bursitis. Usually a contusion causes swelling within the bursa. The bursa, which had functioned normally up until that point, now begins to develop inflammation, and bursitis results. Once the bursa is inflamed, normal movements and activities can become painful.
Systemic inflammatory conditions, such as rheumatoid arthritis, may also lead to bursitis. These types of conditions can make patients susceptible to developing bursitis.
- Cold presses or ice packs.
- Anti-inflammatory tablets.
- Cushioning products.
- Massaging the foot / muscle stimulation.
- Stretching exercises.
- Insoles or orthotics.
|
EVEN a material 10 billion times as strong as steel has a breaking point. It seems neutron stars may shatter under extreme forces, explaining puzzling X-ray flares.
Neutron stars are dense remnants of stars gone supernova, packing the mass of the sun into a sphere the size of a city. Their cores may be fluid, but their outer surfaces are solid and extremely tough - making graphene, the strongest material on Earth, look like tissue paper by comparison.
These shells may shatter, though, in the final few seconds before a pair of neutron stars merges to form a black hole - a union thought to generate explosions known as short gamma-ray bursts.
David Tsang of the California Institute of Technology in Pasadena and colleagues have calculated how the mutual gravitational pull of such stars will distort their shape, creating moving tidal bulges. As the stars spiral towards each other, orbiting ever faster, they squeeze and stretch each other ever faster too.
A few seconds before the stars merge, the frequency of this squeezing and stretching matches the frequency at which one of the stars vibrates most easily. This creates a resonance that boosts the vibrations dramatically, causing the star's crust to crack in many places - just as a wine glass may shatter when a certain note is sung, the team says (Physical Review Letters, DOI: 10.1103/physrevlett.108.011102).
The star's gravity is too powerful to let the pieces fly away, but the sudden movement can disturb its magnetic field, accelerating electrons and leading to a powerful X-ray flare. That could explain observations by NASA's Swift satellite in which a blast of X-rays preceded some short gamma-ray bursts by a few seconds.
Combining observations of X-ray flares with those of gravitational waves emitted by the stars as they spiral together could fix the exact frequency at which the shattering occurs, which would reveal more about the stars' mysterious interiors, says Tsang.
If you would like to reuse any content from New Scientist, either in print or online, please contact the syndication department first for permission. New Scientist does not own rights to photos, but there are a variety of licensing options available for use of articles and graphics we own the copyright to.
Have your say
Only subscribers may leave comments on this article. Please log in.
Only personal subscribers may leave comments on this article
|
"""
Ejercicio 4.1: Debugger
Ingresá y corré el siguiente código en tu IDE:
def invertir_lista(lista):
'''Recibe una lista L y la develve invertida.'''
invertida = []
i=len(lista)
while i > 0: # tomo el último elemento
i=i-1
invertida.append (lista.pop(i)) #
return invertida
l = [1, 2, 3, 4, 5]
m = invertir_lista(l)
print(f'Entrada {l}, Salida: {m}')
Deberías observar que la función modifica el valor de la lista de entrada. Eso no debería ocurrir: una función nunca debería modificar los parámetros salvo que sea lo esperado. Usá el debugger y el explorador de variables para determinar cuál es el primer paso clave en el que se modifica el valor de esta variable.
"""
def invertir_lista(lista):
'''Recibe una lista L y la develve invertida.'''
invertida = []
i=len(lista)
while i > 0: # tomo el último elemento
i=i-1
invertida.append(lista[i]) # la función pop quita
return invertida
l = [1, 2, 3, 4, 5]
m = invertir_lista(l)
print(f'Entrada {l}, Salida: {m}')
|
When he shot President Lincoln, John Wilkes Booth was 26 years old, and one of the nation’s most famous actors. (Charles DeForest Fredericks/National Portrait Gallery)
John Wilkes Booth, a Maryland native, spent the war performing in theatrical productions. But the conflict was never far from his mind. In a letter to his mother, he expressed chagrin that he hadn’t joined the Confederate army, writing, “I have … begun to deem myself a coward, and to despise my own existence.” He was outraged by the reelection of Lincoln, whom he viewed as the instigator of all the country’s woes. The month after the inauguration, Booth learned that Lincoln would be attending a performance at Ford’s Theatre on April 14. That night, he crept into Lincoln’s theater box and shot him in the back of the head. It was the first time a president had been murdered. “Wanted” posters were issued for Booth, and on April 26, he was cornered in a tobacco barn and shot by a federal sergeant, acting against orders to bring him in alive.
Several months later, Charles Creighton Hazewell, a frequent contributor, sought to make sense of the assassination—speculating that the plot may have been hatched in Canada (where a number of secessionist schemes had originated) and hinting at evidence that the plan had been endorsed at the highest levels of the Confederate government.—Sage Stossel
The assassination of President Lincoln threw a whole nation into mourning … Of all our Presidents since Washington, Mr. Lincoln had excited the smallest amount of that feeling which places its object in personal danger. He was a man who made a singularly favorable impression on those who approached him, resembling in that respect President Jackson, who often made warm friends of bitter foes, when circumstances had forced them to seek his presence; and it is probable, that, if he and the honest chiefs of the Rebels could have been brought face to face, there never would have been civil war,—at least, any contest of grand proportions; for he would not have failed to convince them that all that they had any right to claim, and therefore all that they could expect their fellow-citizens to fight for, would be more secure under his government than it had been under the governments of such men as Pierce and Buchanan, who made use of sectionalism and slavery to promote the selfish interests of themselves and their party … Ignorance was the parent of the civil war, as it has been the parent of many other evils,—ignorance of the character and purpose of the man who was chosen President in 1860–61, and who entered upon official life with less animosity toward his opponents than ever before or since had been felt by a man elected to a great place after a bitter and exciting contest …
That one of the most insignificant of [the secessionists’] number should have murdered the man whose election they declared to be cause for war is nothing strange, being in perfect keeping with their whole course. The wretch who shot the chief magistrate of the Republic is of hardly more account than was the weapon which he used. The real murderers of Mr. Lincoln are the men whose action brought about the civil war. Booth’s deed was a logical proceeding, following strictly from the principles avowed by the Rebels, and in harmony with their course during the last five years. The fall of a public man by the hand of an assassin always affects the mind more strongly than it is affected by the fall of thousands of men in battle; but in strictness, Booth, vile as his deed was, can be held to have been no worse, morally, than was that old gentleman who insisted upon being allowed the privilege of firing the first shot at Fort Sumter. Ruffin’s act is not so disgusting as Booth’s; but of the two men, Booth exhibited the greater courage,—courage of the basest kind, indeed, but sure to be attended with the heaviest risks, as the hand of every man would be directed against its exhibitor. Had the Rebels succeeded, Ruffin would have been honored by his fellows; but even a successful Southern Confederacy would have been too hot a country for the abode of a wilful murderer. Such a man would have been no more pleasantly situated even in South Carolina than was Benedict Arnold in England. And as he chose to become an assassin after the event of the war had been decided, and when his victim was bent upon sparing Southern feeling so far as it could be spared without injustice being done to the country, Booth must have expected to find his act condemned by every rational Southern man as a worse than useless crime, as a blunder of the very first magnitude. Had he succeeded in getting abroad, Secession exiles would have shunned him, and have treated him as one who had brought an ineffaceable stain on their cause, and also had rendered their restoration to their homes impossible. The pistol-shot of Sergeant Corbett saved him from the gallows, and it saved him also from the denunciations of the men whom he thought to serve. He exhibited, therefore, a species of courage that is by no means common; for he not only risked his life, and rendered it impossible for honorable men to sympathize with him, but he ran the hazard of being denounced and cast off by his own party … All Secessionists who retain any self-respect must rejoice that one whose doings brought additional ignominy on a cause that could not well bear it has passed away and gone to his account. It would have been more satisfactory to loyal men, if he had been reserved for the gallows; but even they must admit that it is a terrible trial to any people who get possession of an odious criminal, because they may be led so to act as to disgrace themselves, and to turn sympathy in the direction of the evil-doer … Therefore the shot of Sergeant Corbett is not to be regretted, save that it gave too honorable a form of death to one who had earned all that there is of disgraceful in that mode of dying to which a peculiar stigma is attached by the common consent of mankind.
Whether Booth was the agent of a band of conspirators, or was one of a few vile men who sought an odious immortality, it is impossible to say. We have the authority of a high Government official for the statement that “the President’s murder was organized in Canada and approved at Richmond”; but the evidence in support of this extraordinary announcement is, doubtless for the best of reasons, withheld at the time we write. There is nothing improbable in the supposition that the assassination plot was formed in Canada, as some of the vilest miscreants of the Secession side have been allowed to live in that country … But it is not probable that British subjects had anything to do with any conspiracy of this kind. The Canadian error was in allowing the scum of Secession to abuse the “right of hospitality” through the pursuit of hostile action against us from the territory of a neutral …
That a plan to murder President Lincoln should have been approved at Richmond is nothing strange; and though such approval would have been supremely foolish, what but supreme folly is the chief characteristic of the whole Southern movement? If the seal of Richmond’s approval was placed on a plan formed in Canada, something more than the murder of Mr. Lincoln was intended. It must have been meant to kill every man who could legally take his place, either as President or as President pro tempore. The only persons who had any title to step into the Presidency on Mr. Lincoln’s death were Mr. Johnson, who became President on the 15th of April, and Mr. Foster, one of the Connecticut Senators, who is President of the Senate … It does not appear that any attempt was made on the life of Mr. Foster, though Mr. Johnson was on the list of those doomed by the assassins; and the savage attack made on Mr. Seward shows what those assassins were capable of. But had all the members of the Administration been struck down at the same time, it is not at all probable that “anarchy” would have been the effect, though to produce that must have been the object aimed at by the conspirators. Anarchy is not so easily brought about as persons of an anarchical turn of mind suppose. The training we have gone through since the close of 1860 has fitted us to bear many rude assaults on order without our becoming disorderly. Our conviction is, that, if every man who held high office at Washington had been killed on the 14th of April, things would have gone pretty much as we have seen them go, and that thus the American people would have vindicated their right to be considered a self-governing race. It would not be a very flattering thought, that the peace of the country is at the command of any dozen of hardened ruffians who should have the capacity to form an assassination plot, the discretion to keep silent respecting their purpose, and the boldness and the skill requisite to carry it out to its most minute details: for the neglect of one of those details might be fatal to the whole project. Society does not exist in such peril as that.
john wilkes booth, a Maryland native, spent the war performing in theatrical productions. But the conflict was never far from his mind. In a letter to his mother, he expressed chagrin that he hadn’t joined the Confederate army, writing, “I have … begun to deem myself a coward, and to despise my own existence.” He was outraged by the reelection of Lincoln, whom he viewed as the instigator of all the country’s woes.
The month after the inauguration, Booth learned that Lincoln would be attending a performance at Ford’s Theatre on April 14. That night, he crept into Lincoln’s theater box and shot him in the back of the head. It was the first time a president had been murdered. “Wanted” posters were issued for Booth, and on April 26, he was cornered in a tobacco barn and shot by a federal sergeant, who acted against orders to bring him in alive.
Several months later, Charles Creighton Hazewell, a frequent Atlantic contributor, sought to make sense of the assassination—speculating that the plot may have been hatched in Canada (where a number of secessionist schemes had originated) and hinting at evidence that the plan had been endorsed at the highest levels of the Confederate government.
Read the full text of this article here.
This article available online at:
|
End of preview. Expand
in Data Studio
- Downloads last month
- 56