Split (2)

train · 62M rows

text stringlengths 5 1.05M
If you’re a parent, you probably know how artistic our kids can be. They like to draw things anytime and anywhere. This includes your windows. Even if you monitor your kids very well, they’ll still find a way to place artwork on your windows. However, you should not worry. This issue is not as hopeless as you might imagine. Today, we are going to talk about a couple of window cleaning Fresno tips to get rid of marker and crayon off your windows: Before you go clean your windows, you have to ensure first that your windows are kid-proof. Falls are the most popular accidents to happen at home for kids. Window cleaning will not stop accidents. However, there are a couple of tips you can follow: - Window Stops This useful tool prevents your windows from opening too far. Almost every stop is simple to utilize and you’ve got control over how wide your window will open. - Cordless Shades You will not have to worry about your kids getting strangled by the cords and blinds if you use this useful tool on your window. You have to use screens together with other childproof tips such as locks or guards. - Window Guards This is grill-like protection. Your kids will have a hard time opening these guards. However, if there’s an emergency, adults can easily open them. - Special Childproof Window Locks This type of window lock is available for any form of windows. They stop your kids from opening the windows without the help of an adult. Getting Rid of Permanent Marker, Regular Marker, and Crayon There are a lot of ways to get rid of your child’s artwork from your windows. A couple of these methods simply require a cloth and others will need careful skill. If your kids used washable crayons or markers: - Use a glass cleaner and spray the affected area. - Wipe off the cleaner with the use of a paper towel or a dry and clean cloth. - Use another cloth towel, paper towel, or dry cloth to wipe the area again. It’s ideal to use a dry cloth. You can smear the marker or crayon if you use a wet one. A mixture of warm water and dish soap, or warm water and vinegar will work for all kinds of crayons. You might have to scrub. However, these solutions don’t contain chemicals. Also, you can use a nail polish remover. If the window is not tinted, you can also use rubbing alcohol with a sponge or cloth. - Window Writers You can provide your kids with these markers. They come in bright colors and you can easily get rid of them. - Washable Window Markers These markers are also ideal for mirrors, picture frames, and windows. They come in bright colors and they can easily be removed. - Crayola Window Crayons These crayons come in bright and bold colors that your kids will certainly love. They can be removed easily. So, you won’t have to worry anymore.
USGS WPhase Moment Solution NEAR EAST COAST OF HONSHU, JAPAN 11/03/11 5:46:23 Epicenter: 38.321 142.369 MW 9.0 USGS/WPHASE CENTROID MOMENT TENSOR 11/03/11 05:46:23.00 Centroid: 38.321 142.969 Depth 24 No. of sta:256 Moment Tensor; Scale 10*22 Nm Mrr= 1.82 Mtt=-0.13 Mpp=-1.69 Mrt= 1.34 Mrp= 3.17 Mtp=-0.56 Principal axes: T Val= 3.88 Plg=59 Azm=295 N = 0.03 2 201 P = -3.92 30 110 Best Double Couple:Mo=3.910**22 NP1:Strike=193 Dip=14 Slip= 81 NP2: 22 76 92 The figure above shows a visual representation of the style of faulting (focal mechanism) derived from the estimated moment tensor. Shaded areas show quadrants of the focal sphere in which the P-wave first-motions are away form the source, and unshaded areas show quadrants in which the P-wave first-motions are toward the source. The dots represent the axis of maximum compressional strain (in black, called the "P-axis") and the axis of maximum extensional strain (in white, called the "T-axis") resulting from the earthquake.
In GCSE History students will look at the history of the USA between 1840 and 1975. One period studied is the 1920s, and this is the second of three quizzes on that era. It concentrates on the apparently booming American economy of the time. The American economy seemed to be booming during the 1920s, but the appearance was deceptive. Half of all American citizens did not share in the general prosperity, and the half who did enjoyed a fragile wealth. Was the USA's economy really booming in the 1920s? Play this quiz and decide for yourself.
“The Quiz has gained respect as a valid measure of a person’s political leanings.” – The Washington Post The ORIGINAL and Acclaimed Internet Political Quiz! The world-famous World’s Smallest Political Quiz is a fast, fun and accurate assessment of a person’s overall political views. The Quiz is composed of two parts: a new political map that is far more accurate than the old “Left versus Right” line, and ten questions on specific political issues to help a Quiz taker find his place on that new political map. The Quiz political map is based on the “Nolan Chart” created in 1970 by David F. Nolan. In 1987 Advocates Founder Marshall Fritz created the World’s Smallest Political Quiz by adding ten questions to Nolan’s Chart, along with other refinements. The Quiz originally appeared in card form, and is still available in that form today. Millions of Quiz cards have been sold. The Quiz was the first political Quiz on the Internet (to our knowledge) and has been taken online millions of times. Today’s Quiz is the result of thousands of hours of work building on these key insights by Nolan and Fritz. The Quiz is renowned for its accuracy, insights and ease of use. It has been taken tens of millions of times, reprinted in newspapers, used in classrooms, and recommended by leading high school and college textbooks. Challenging the Simplistic “Left versus Right” Model of Politics The Quiz challenges the dominant “Left versus Right” political model. The Left versus Right model tries to categorize virtually all political opinion into either left and right. This model — still widely used today — is misleading and fatally flawed. It has no place for many millions of people who don’t fit neatly into some variant of liberal or conservative, lleft or right. In effect, it disenfranchises the tens of millions of Americans who don’t feel that “left,” “right,” “liberal,” “conservative,” etc. accurately describe their views. Thomas Jefferson, for example, wouldn’t fit comfortably on either left or right. Neither would Jesse Ventura or Ron Paul. America’s real political spectrum is more complex than the simplistic left versus right model allows. Nor does the Left versus Right model give any useful insight into the differences between the various political categories. It doesn’t tell us what the important differences are between liberals, conservatives, libertarians, independents, statists, and so on. In fact, it tells us nothing of the views of these and other groups. The Theory Behind the Quiz Model The Quiz model is far more inclusive and accurate. It is based on the idea that virtually all political issues can be divided into two broad categories: Economic and Personal. The Personal category includes what you do in relationships, in self-expression and in general what you do with your own body and mind. Examples of personal activities: marriage; choosing what books you read and movies you watch; what foods, medicines and drugs you choose to consume; sports; your religious choices; organizations you join; who you choose to associate with. The Economic category includes what you do as a producer and consumer — what you can buy, sell, produce. Where you work, who you hire, what you do with your money. Examples of economic activity: starting a business; buying a home; constructing a building; purchasing groceries; working in an office. Since most government activity occurs in these two major areas, political positions can be defined and compared by determining how much government control a person favors in these two areas. The central insight of the political model promoted by the Quiz is that the major difference between the various political philosophies, the real defining element in what a person believes politically, is the amount of government control over human action in both the personal and economic spheres. In other words, there’s not just a left-right axis, but an up-down one — DOWN toward authoritarianism and UP toward liberty! A Breakthrough Concept The World’s Smallest Political Quiz model is a breakthrough concept that instantly gives far more insight into politics. The Quiz chart more accurately places totalitarian or interventionist philosophies — fascism, communism, and so on — next to each other, instead of at opposite ends of a single line, as the inaccurate Left versus Right model does. The Quiz map is far more inclusive, with room for libertarians and others; indeed, virtually every political philosophy can be put onto that chart, unlike the one-dimensional Left versus Right line. The Quiz’s accuracy, inclusiveness, speed and sense of fun have led millions to greater understand their own political views and those of others. Today, the Quiz model of a multi-spectrum political map is rapidly replacing the old, inaccurate and exclusionary Left versus Right model.
Manifest is a project about power, desire, tremor and unknown. A bildungsroman, in which the character`s movement is transformed in ritual and the body becomes a thrill through the blend of skin, muscles and bones. It`s a carnal fight for survival and mesmerising in its own ego, won by the vulnerable entity. The exoskeleton leather structures point out, through their complex cuts, chapters of the line. Alexandra Abraham is a leather accessories designer based in Romania, with degrees in both Architecture and Fashion Design. The idea of equilibrium is an aim to be reached through her designs as she interprets the harness as an ally to the clothes that outline the feminine silhouette. The accessory has the main to empower the woman with strength and confidence when in loss through the lattice of self reinventing. Photography: Vlad Bîrdu Model: Irina Strungăreanu Text: Ovidiu Mihai Condrea Makeup&Hairstyle: Diana Ionescu Makeup&Hairstyle Assistant: Mirela Degeratu Post-Production: Ionuț Popescu
# How to calculate ballast weight displacement Written by will charpentier • Share • Tweet • Share • Email Calculating your boat's displacement related to ballast weight may surprise you in two respects. The first is that your boat's displacement is effected by the ballast weight on a pound-for-pound basis, since your boat's displacement is the weight of your boat, reckoned in terms of the weight of water it displaces to float. The second way it will surprise you is in how much weight you may have to add or remove just to lower or raise your boat in the water by one inch. Skill level: Moderately Challenging ### Things you need • Calculator • Owner's manual or documentation ## Instructions 1. 1 Calculate the number of cubic feet of water your vessel is currently displacing. Subtract the amount of current freeboard (how far your boat sticks out of the water, from the deck to the level of the water on the hull) from the moulded depth (available in your boat owner's manual or your boat's documentation) of the vessel. Multiply the result by the length of the vessel at the waterline (LWL) and the beam (width) of your vessel. This is the number of cubic feet of water your vessel is currently displacing. The formula for this calculation is (D-f)LWL x B, where D = moulded depth, f = freeboard, LWL = vessel length at waterline and B = beam of the vessel. 2. 2 Divide the amount of ballast to be added or removed by 64.1. Seawater weighs 29.1 Kilogram per cubic foot. The weight of the ballast equals the weight of the water it causes the vessel to displace. If you remove 291 Kilogram of ballast, then the vessel will displace 1 cubic foot of water less than it did before the 291 Kilogram of ballast was removed. If you add 291 Kilogram of ballast, your boat will displace 1 cubic foot more than it did before the ballast was added. 3. 3 Insert your vessel's dimensions in the formula to make the desired calculation. If your vessel's LWL is 20 feet long, with a moulded depth of 5 feet and 3 feetof freeboard and a beam of 8 feet, the formula becomes (5-3) x 20 x 8, or 2 x 20 x 8 = 320, and you learn that your vessel is displacing 320 cubic feet, or 9304 Kilogram of seawater. 4. 4 Calculate how much effect adding or removing 291 Kilogram of ballast has on your boat by dividing the weight of water your vessel is displacing by your draft--which equals the difference between your moulded depth and your freeboard. If your moulded depth is 5 feet and your freeboard 3 feet, your draft is 2 feet. If the weight of the water displaced (called deadweight tonnage of the vessel) is 9304 Kilogram, then each foot of draft is displacing 4652 Kilogram of seawater and each inch of draft (10,256 / 12) represents 388 Kilogram of your boat's deadweight tonnage, including the ballast. #### Tips and warnings • If you use your boat in fresh water, then the weight of the water is 283 Kilogram per cubic foot. ### Don't Miss #### Resources • All types • Articles • Slideshows • Videos ##### Sort: • Most relevant • Most popular • Most recent
What is heart disease and congestive heart failure? Congestive heart failure occurs as a result of progressive heart disease. Heart disease is when the heart starts to fail in its ability to pump blood properly, but in the early stages the body is still able to compensate and the blood and tissues still receives the oxygen they need. When the heart is unable to pump blood properly though your pet’s body and there is not enough oxygen getting around it causes an increase in pressure and fluid that eventually leaks out of the heart to the lungs, around the lungs or into the abdomen. This causes congestion of the lungs and the heart will begin to fail.More
Rulers According To Plato, Machiavelli And Aristotle Essay, Research Paper Political philosophy is part of the most influential and enduring texts in all of history. The Aristotelian tradition, following from the philosophy of Plato and continuing in the writings of other modern political philosophers such as Machiavelli, has formed the setting against which all succeeding political and moral philosophy has founded its orientation. The respective rights and duties of the citizens and the ruler as described in Plato’s Apology, Machiavelli’s Prince, and Aristotle’s Politics can be compared and contrasted in various ways. According to Socrates in Plato’s Apology, citizens have the right to philosophize in pursuit of truth and perfecting the soul. Socrates was charged with preaching this message to the youth of Athens (Jowett 4). Machiavelli, on the other hand, did not concentrate on the right of philosophizing but rather on the right of citizens becoming dependent on the prince. If citizens were dependent on the prince, then revolts were less likely to occur (Wooton 32). Aristotle’s reasoning of citizen rights dealt with participation in office. He believed that citizens had the right to participate in the affairs of the city only if their parents were both citizens as well (Reeve 65). Despite the fact that Socrates, Machiavelli and Aristotle have different beliefs about the rights of citizens, it can be inferred that they would all agree on the right of citizens to be ruled by a greater and wiser force. Along with the rights of citizens are the duties. Socrates believed that an important duty of citizens was to improve the state through self-knowledge. In Socrates’ view, the health and prosperity of the state would follow if every one of the citizens were wise and virtuous, but no set of laws can ensure such health and prosperity if the citizens act unjustly. Besides the citizens’ duty of obtaining virtue, Socrates feels it is his personal duty in to the God of the oracle to continue questioning men who think they are wise in order to show them that they are not (Jowett 15). Machiavelli also believed that citizens had a responsibility to obtain virtu. In Italian, the word virtu means strength, ability, courage, and vitality. Machiavelli suggested that the maintenance of liberty in a republic depends on the virtu of the citizens (Wooton 18). Aristotle believed that citizens had a duty, along with the right, to hold office and make decisions. He further explains the duties of citizens in chapter four in his book Politics’ with the examination of the virtue of a good man in comparison with that of a good citizen. Aristotle stated that a citizen is somewhat like a sailor, one among a number of partners on a ship, each with different tasks and functions. Although each has a specific virtue according to his capacity and duty on the ship, there is also a general virtue similar to them all, which is the preservation of the ship. In a similar way, the virtue of the citizen is with a view to the regime (Reeve 70). Despite the different interpretations, all three philosophers can agree that if citizens fulfill their duty of having virtue or virtu, the city will thrive. Citizens are not the only ones with rights. As indicated by Socrates, rulers have the right to question and clarify knowledge rather than to affirm it (Jowett 15). While Machiavelli takes a different approach and implies in chapter seventeen of his book, The Prince that a ruler has the right to be feared than to be loved. He believes that when forced to choose between being feared and being loved, rulers have the right to choose being feared because it is a safer way out, since he thinks men cannot be trusted (Wooton 52). Aristotle believed that the rights of ruler depended on the type of regime. For example, a mastery type of political rule had the right to rule with a view to the advantage of the master. Although Aristotle did not believe this should be the case, he did provide that right to mastery political rule (Reeve 72). Aristotle believed that successful political rule had the right to rule with a view to the advantage of the city as a whole. While Aristotle wanted to avoid rule by a single man because it was apolitical, he does not deny that if such an outstanding person or group of people existed, it would be irrational not to allow them to rule. Rulers can have different rights according to Socrates, Machiavelli and Aristotle, but one thing found in common among all three philosophers is that they all propose the rights of the rulers with respect to the citizens of the city, which can be further explained through the duties of citizens. Socrates believed that the supreme moral duty of philosophical life was to question people regarding their own supposed knowledge and to show them that their wisdom extends only as far as their acceptance of their ignorance. In this respect, Socrates believes he is helping people gain wisdom and overcome ignorance (Jowett 14). Machiavelli believed that the ruler had various duties. One obligation included that a ruler who intended to by successful must be prepared to do bad things on occasion, when political realities demand such actions. Machiavelli also believed that it was the duty of a ruler to have characteristics of both the lion and the fox. He thought that the bravery and strength of the lion would not be enough to enable the ruler to escape the traps set by his enemies and therefore the slyness of the fox would also be needed. Machiavelli offered Septimius Severus, who served as Roman emperor from 193-211A.D. as an example of a new prince who effectively used the techniques of both the lion and the fox to maintain himself in power (Wooton 55). In addition, Machiavelli believed that it was a ruler’s duty to achieve the art of war. He held that the cultivation of this art was the chief means of gaining and keeping power, and that the neglect of this art was the chief means of losing power (Wooton 43). Aristotle was not as complicated in that he believed the duty of a ruler was to rule for the sake of the common good. He believed that rulers with this obligation were from the correct regimes and the regimes that look to the advantage of the rulers are unjust (Reeve 73). The duties of rulers are diverse according to the three philosophers, but it can be assumed confidently that they all agree on the duty of rulers having knowledge in order to govern. While Socrates, Machiavelli and Aristotle all propose different views on the rights and duties of citizens and rulers, their ideas can be taken out of context to find that they do indeed share some similar ground. Personally, I think that Aristotle had the strongest ideas about the rights and duties of citizens, while Machiavelli had the most powerful ideas about the rights and duties of a ruler. Overall, all three philosophers have contributed to the foundation for all succeeding political and moral philosophy because whether based on similar or different views, they have set the ground rules for the rights and duties of citizens and rulers. Machiavelli’s The Prince
\|2020ok Directory of FREE Online Books and FREE eBooks\| The Creation Controversy And The Science Classroom by National Science Teachers Association (Respecting the intellectual property of others is utmost important to us, we make every effort to make sure we only link to legitimate sites, such as those sites owned by authors and publishers. If you have any questions about these links, please contact us.) Effective classroom strategies that respond to common creationism arguments. The Creation Controversy & The Science Classroom is a must-read for administrators and teachers alike. This important resource will provide readers with an understanding of the nature of science and the relationship between science and religion. Related Free eBooks
income = 1000 test_scores1 = 607.3 + 3.85income - 0.0423(incomeincome) print "Test scores:" + str(test_scores1) + " when income is: " + str(income) income = 11000 test_scores2 = 607.3 + 3.85income - 0.0423(incomeincome) print "Test scores:" + str(test_scores2) + " when income is: " + str(income) test_scores1 =test_scores1 * -1 test_scores2 =test_scores2 * -1 percent_diff = 100*(test_scores1 - test_scores2) / ((test_scores1 + test_scores2)/2) print "Percent Diff is: " + str(percent_diff)
Samsung Unveils World’s First Transparent Micro LED TV Lineup Samsung has introduced the world’s first transparent Micro LED TV lineup just ahead of CES 2024. These innovative TVs feature a transparent panel that allows viewers to see through the display, creating an immersive viewing experience that blurs the line between content and reality. The TV is available in four different sizes: 76-inch, 89-inch, 101-inch, and 114-inch. Features of Samsung MicroLED TVs The transparency of Samsung’s MicroLED TVs is achieved through precision manufacturing processes that print Micro LED chips on a piece of glass. This eliminates seams and refractions, giving the panel a glass-like appearance. Additionally, the TVs have an incredibly thin design, measuring about a centimeter in thickness, which enhances the illusion of a floating screen. The high pixel density of micro LEDs ensures that the images displayed are exceptionally sharp and clear. Superior Picture Quality with MicroLED Technology MicroLED is a display technology that utilizes millions of tiny LEDs to create an image. Each LED is self-illuminating, eliminating the need for a backlight like traditional LCD or OLED displays. This results in superior picture quality, with deeper blacks, brighter whites, and wider viewing angles. Modular Design for Flexibility Samsung’s Micro LED panels are not only transparent but also modular. This design allows users to combine multiple modules to create TVs of any desired aspect ratio, shape, or size. This flexibility is ideal for applications such as giant scoreboards in homes and stadiums, as well as innovative advertisements in commercial use cases. Advantages over Transparent OLED Panels Samsung’s transparent MicroLED displays offer several advantages over transparent OLED panels. One of the key advantages is their higher brightness, which makes them less affected by ambient light. This feature ensures that the content displayed on the screen remains clear and visible, regardless of the surrounding lighting conditions. Pricing and Availability While Samsung has not yet disclosed the pricing and availability details for their transparent Micro LED TVs, it is important to note that their non-transparent Micro LED TVs are currently priced at $150,000 for a 110-inch model. This suggests that the new transparent Micro LED displays may also come with a hefty price tag initially, making them a premium product that may not be immediately affordable for the average consumer. Additional TV Offerings In addition to the MicroLED TVs, Samsung has also unveiled their latest AI-based 4K and 8K 2024 Neo QLED TVs, S95D OLED TVs, and an updated Tizen OS. With the introduction of the world’s first transparent Micro LED TV lineup, Samsung continues to push the boundaries of display technology, offering consumers a unique and immersive viewing experience. While the pricing details are yet to be announced, these TVs are expected to be a premium product that showcases the cutting-edge innovation Samsung is known for.
English Circle Tutorial Circle Tutorial Circle Definition: A circle is the set of all points in a plane at a fixed distance, called the radius, from a given point, the center. Circle Formula: Area of Circle = πr² Diameter of Circle = 2r Circumference of Circle = 2 πr = πd Area of Sector = πr² θ/360) Case 1: Find the area, diameter and circumference of a circle with the given radius 3. Step 1: Find the area. Area = πr² = 3.14 * 3² = 3.14 * 9 = 28.26. Step 2: Find the diameter. Diameter = 2r = 2 * 3 = 6. Step 3: Find the circumference. Circumference = πd = 3.14 * 6 = 18.84. Case 2: Find the area of sector with the given radius 3 and theta 30. Step 1: Find the area. Area =πr² θ/360) = 3.14 * 3² * (30/360) = 3.14 * 9 * 0.083 = 2.35. The above example will clearly illustrates how to calculate the Area, Diameter and Circumference of a Circle, Area of Sector manually. Related Calculator: This tutorial will help you dynamically to find the Math area problems.
Writing Curriculum Intent At St Pius X it is our intention to provide pupils with a high-quality education in English that will develop pupils' ability to speak, read and write with great fluency, master the mechanics of both reading and writing and develop a love and a true interest for English so that they can communicate their thoughts, ideas and emotions effectively. Writing is an integral part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. It is our intention that pupils develop a clear understanding of the writing process in order to establish themselves as an author in their own right. In the earliest stages of writing children learn a range of stories off by heart through Talk 4 Writing as we understand that children need to develop their vocabulary to become competent, effective writers in the future. Through a range of book related activities, we foster pupils' interest in writing and offer a reason and context for writing which enables the children to write for write for a range of real-life audiences and purposes to help children see the place of writing in daily life. Pupils are taken on a writing journey which builds their knowledge of writing for context and purpose, allows the opportunities for the children to explore a variety of genres, planning, drafting and re-drafting their writing. In order to establish this, pupils will develop their knowledge of genre features, audience, language and effective composition. It is our intention to broaden our pupils' exposure to high level vocabulary to allow pupils to apply their understanding of vocabulary and grammatical features within and across the English curriculum. We intend that pupils learn how to understand the relationships between words, word meaning, implied meaning and figurative language within writing lessons, whilst ensuring that children are supported in their spelling strategies. We intend that pupils will be taught to control their speaking and writing consciously and to use correct Standard English. Writing will often link to our reading curriculum giving the children the opportunity to deepen their understanding of cultures, experiences and issues by expressing their own understanding through high quality writing. Cross-curricular writing linked to RE and PHSE will help children consider and express their emotions, while writing linked to history and geography will help children explore cultures, places and people both in the past and present.
An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2016 Origins Available: Dutch, German, Swedish The long and noble heritage behind the name of Steenkamp first began in medieval Austria. While the patronymic and metronymic surnames, which are derived from the name of the father and mother respectively, are the most common form of a hereditary surname in Germany, occupational surnames also emerged during the late Middle Ages. Many people, such as the Steenkamp family, adopted the name of their occupation as their surname. However, an occupational name did not become a hereditary surname until the office or type of employment became hereditary. The surname Steenkamp was an occupational name for a stone cutter. Further research revealed that the name is derived from the Old German word stein, meaning stone. In some cases the name may be topographical in nature and derive from the fact the original bearer lived near a prominent stone or rock. The surname Steenkamp was first found in Austria, in the cities of Berne and Neuchatel, where the name was anciently associated with the tribal conflicts of the area. They declared allegiances to many nobles and princes of early history, lending their influence in regional political struggles for power. They branched into many houses in Austria, and their contributions were sought by many leaders in their search for power. Many cultural groups lived in the German states in medieval times. Each had its own dialect and traditions, and unique variations of popular names. Low German, which is similar to contemporary Dutch, was spoken in Westphalia. German names are characterized by additions such as regional suffixes and phrases that tell something about the origin or background of its original bearer. Further contributing to the variation in German names was the fact that there were no spelling rules in medieval times: scribes recorded names according to their sound. The recorded spelling variations of Steenkamp include Steiner, Steinert, Steinertz, Steinerth, Steinere, Stein, Steine and many more. This web page shows only a small excerpt of our Steenkamp research. Another 265 words (19 lines of text) covering the years 1796, 1809, 1810, 1820, 1838, and 1863 are included under the topic Early Steenkamp History in all our PDF Extended History products. Another 43 words (3 lines of text) are included under the topic Early Steenkamp Notables in all our PDF Extended History products. After the First World War, Austria became a republic. The Treaty of Versailles broke up the empire in 1919 and many of the Sudeten Germans were incorporated into the new nation of Czechoslovakia. In the 20th century, many Austrians migrated to other parts of Germany or Europe, as well as to North America. In the United States, the majority of settlers landed in Philadelphia, and moved on to Ohio, Texas, Illinois, California, New York, and Maryland. Many German settlers also migrated to Canada, particularly Ontario and the Prairies. Amongst the settlers in North America with this distinguished name Steenkamp were Steenkamp Settlers in United States in the 19th Century The Steenkamp Family Crest was acquired from the Houseofnames.com archives. The Steenkamp Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname. This page was last modified on 13 January 2016 at 12:36.
# -- coding: utf-8 -- from __future__ import unicode_literals from django.db import migrations, models import datetime from django.utils.timezone import utc class Migration(migrations.Migration): dependencies = [ ('digikey', '0012_auto_20151124_1453'), ] operations = [ migrations.AddField( model_name='orders', name='date', field=models.DateField(default=datetime.datetime(2015, 11, 24, 16, 1, 56, 632441, tzinfo=utc)), preserve_default=False, ), ]
While La Poste provides anciliary services like banking and insurance, the primary function of the French postal service remains to distribute mail. Letters for destinations within France usually arrive the next day provided they are posted by the cut-off time posted on the mailbox. In many larger post offices – less likely in small village ones – you will find automatic stamp machines, telephone booths, pre-stamped envelopes and photocopiers. The cost of sending a letter depends on its weight and destination. For destinations within France it costs EUR 0.63 to send a letter weighing up to 20 grams. For countries outside the EEA, there are different prices for each geographical region. A letter weighing more than 20 grams must be marked Lettre (all post offices have weighing scales and label dispensers). Good to know: To give your mail the best chances of reaching its destination correctly, follow these tips from your postman: - Try to use envelopes with an address box for your handwritten letters. - Use 6 lines maximum to write your address. - Never put a comma, full stop, apostrophe, underline or dash after the street number. - Write the 5 numbers of the postcode very distinctly. If you are not sure what the postcode is then ask at your local post office or click here to find a postcode. - Write the last line, and if possible the whole of the address, in capitals. - Write your sender address on the back. - If you are writing to a company then don’t forget to write the PO box and CEDEX (it means Courrier d’Entreprise à Distribution Exceptionnelle and signals that the location is a business as opposed to a commune and is routed accordingly) indication in capitals. An essential part of all postal addresses in France is the five-digit postcode that identifies the commune. The postcode immediately precedes the name of the town or village, on the last line of the address for all mail within France. The first two digits of the postcode indicate the number of the département; and the last three digits identify the commune. For large cities with arrondissements (Paris, Lyon and Marseille), the last two digits of the postcode indicate the arrondissement; for example: 75006 PARIS means “Paris, 6ème arrondissement”. Never miss a letter: If you missed the postman with a registered letter you can call to reschedule the delivery for the next day or sign up online for a procuration so that someone else can accept and sign for you. For a handy explanation of their services in English visit: www.labanquepostale.fr/groupe/English La Poste also offers visitors a fascinating museum that takes you back through the history of the postal services and how they are interlinked with the history of France. It’s located across from the Montparnasse station in Paris, hosting a permanent collection as well as high-quality temporary art exhibitions. Photo: CC by lemezza via flickr
When you configure Business Transaction Management for the first time, we recommend that you use the browser-based Configuration Wizard. For users who want to later execute various configuration tasks from the command line, a command line interface (CLI) is provided. The CLI provides command-line equivalents to many configuration tasks. The CLI command relevant to this document is the configure command. This command provides an alternative to the wizard approach to configuration. You can find complete documentation for the configure command, as well as the entire CLI, in the Business Transaction Management online help. The configure command takes an XML configuration file as an argument. This configuration file specifies all the setup information for Business Transaction Management, including database type and connection information, deployment credentials, and so on. You can develop this configuration input file by using the generated configuration file that is output when you perform initial configuration of Business Transaction Management using the browser-based Configuration Wizard. The wizard produces a configuration file that contains all the configuration information (sphere URL, database connection information, performance server location, authentication credentials, and so on). You can edit this configuration file and use it as input to the configure command. The generated configuration file is named essentialConfiguration.xml. On WebLogic servers, essentialConfiguration.xml is located inside the WebLogic installation directory at: On WebSphere servers, essentialConfiguration.xml is located inside the WebSphere installation directory at: The CLI executable is located in the Install_Dir/tools directory—btmcli.bat for Windows and btmcli.sh for Unix-like systems. Command syntax for use with the configure command: btmcli configure -i inputFile -s sphereUrl -l username:password You can avoid placing the username and password on the command line by setting the AP_USER_LOGIN environment variable before executing the CLI, for example:
""" ABC is a right triangle, 90° at . Therefore, angle ABC=90°. Point M is the midpoint of hypotenuse AC. You are given the lengths AB and BC. Your task is to find angle MBC (angle 0° , as shown in the figure) in degrees. """ import math AB,BC = int(input()),int(input()) hypo = math.hypot(AB,BC) res = round(math.degrees(math.acos(BC/hypo))) degree = chr(176) print(res,degree,sep='')
PART 1 \| Hip-Hop’s Divided Nation: The Oppositional Nature of ‘White’ and ‘Black’ Responses to Hip-Hop in Australia PART 1 \| By Dr. Andrew "Configa" Laidlaw From the African-American ghetto to worldwide consumption, hip-hop has transcended a multitude of geographical as well as ethnic boundaries. Gliroy (1993) claims that the same forces that created the ‘black Atlantic’ (African diaspora) have “themselves developed and now articulate its myriad forms into a system of global communications constituted by flows” (Gilroy, 1993: 80). Hip-hop can therefore be seen as a black cultural expression that is “originally but no longer the exclusive property of blacks dispersed within the black Atlantic world” (ibid: 3). The commercial potential of rap music, married with its aesthetic malleability, has resulted in a vast growth in its popularity, spreading its seeds across the planet. When we speak of hip-hop culture “we are also referencing hip-hop specific language, body language, fashion, style, sensibility and worldview” whose emergence in a global information age “is a major variable that sets it apart, vastly increasing its capacity to reach beyond anything the world has ever seen” (Kitwana, 2005: xii). Condry (2006) draws attention to the ways in which hip-hop is continually made and re-made in specific locations through local dialects and for particular audiences, thus creating the localization of cultural forms and the relocation, re-interpretation, transformation and commodification of hip-hop. Chang (2006) sees that hip-hop has given a voice to local identities and resistances around the world, and as one of the noted originators, and first ambassador of hip-hop Afrika Bambaataa foresaw with his creation of the first global hip-hop institution, The Universal Zulu Nation, “hip-hop’s concerns with identity and pride of place travel very well” (Chang, 2006: 247). It is this at once local and global characteristic of hip-hop that has led commentators such as Roland Robertson (1995) to employ the term ‘glocal’ to designate the asymmetric forms of interaction between a specific location and wider, internationalized processes. In this case, the global processes of rap music are assimilated by Australian youth. By this, it is meant that rap’s core text is being reworked, it is “customised, souped up, or retrofitted into local relevance” (Schwartz, 1999: 362). Rap music, for the people involved, has thus become the soundtrack for their everyday lives. People adapt the genre to their own regional linguistic dialects and have turned the themes toward locally culturally relevant issues (Forman, 2002). This ‘glocality’ of hip-hop is central to the appropriations that I argue are prevalent amongst the youths that subscribe to a hip-hop lifestyle in Australia. Thus, collective identities defined by hip-hop are prevalent, due to the complex hybrid cultural and ethnic forms that are being created through this culture. The process of hip-hop appropriation, generally, is in equal parts local, multinational and transcultural. As discussed, it is the result of a musical form from the African diaspora becoming embedded in new, alien sites and infusing with the local culture. What is unique within this proposed research, and specific to Australia as a whole, is that there are two completely opposing appropriations of the same art-form occurring at one time. These are ‘white’ and ‘black’ responses to hip-hop which have entirely different dynamics behind each of them, with opposing views and ideologies, and varying underlying cultural practices (leading to much racial tension). Thus, collective identities defined and shaped by hip-hop are indeed formed, but not across Australia as a ‘hip-hop whole’, these identities are indeed only homogeneous within a ‘white’ or ‘black’ context. This disparity is undeniably influenced by Australia's overall racial dynamics and ‘white’ and ‘black’ responses of the same art-form co-exist (uncomfortably) within the same country. To sum up the above, hip-hop culture is mixing with local culture and the lifestyle surrounding the music has became localised, creating new identities, still specifically ‘hip-hop’, but inevitably reflecting their region and background. It is these new identities, and the accompanying ‘white’ and ‘black’ responses to hip-hop in Australia, and interactions with each other, that are my concern here, along with looking at the collective forces behind individual consumption. The racial divides within Australia are still clearly extreme."Australia has a profoundly racist history, and notwithstanding the happy face of cosmomulticulturalism presented, for example, at the opening ceremony of the 2000 Summer Olympics in Sydney, it is still plagued, if not defined, by unresolved racial tensions" (Maxwell, 2003: 10). He goes on to call an event like that a "quasi-official narrative of nation" (ibid: 11). His research addresses the white responses to hip-hop in Sydney (derived from his PhD ethnographic research in the mid '90s - thus an update is needed) which is interesting in itself as he relates that the Sydney hip-hop scene that he looked at was populated mostly by white, middle class young men who largely distanced themselves from Pacific Islander, Aboriginal (many of which are located in the Redfern suburb of Sydney - home to the 2004 Redfern Riots) and other ‘ethnic’ groups. Maxwell's findings are similar to my own recent PhD findings concerning white appropriation based on the other side of the world, in Newcastle, in the UK - the need for authenticity, empathy through a shared sense of hip-hop with black American kids, and that an 'ideology' of hip-hop has been created that transcends class and racial boundaries. Essentially, as Maxwell goes on to state, these middle class, white youth have came together to bridge insuperably radical historical, cultural and geographical discontinuities within the global imaginary of the ‘Hip Hop Nation’. The 'ideology' of being a hip-hopper within the Sydney scene being based on a more generalised sense of ‘otherness’ which is decontextualised from notions of race or class, as mentioned, but is instead conveniently built upon “other ways to be other” (ibid: 65), in particular being ‘true’ to the ideals of hip-hop whilst “predicating a community based on an effective identity, rather than on blood descent” (ibid: 97). Therefore, staying consistent with my PhD findings, white youth can claim to empathize with an African-American culture through a shared experience of hip-hop, a process which is de-essentialist in nature (not based on 'black', 'ethnic' or class resistance to hegemony). Ultimately it is an articulation through imagined linkages: “which are affected by social practice and negotiation: the labor or interpretation and the institution of interpretation within a specific social field by a community of investigators” (ibid: 12). “New York has long called out to a whole host of displaced ”tribes”, infusing the local culture with new ideas, social norms, and cultural practices...Rap lends itself as a motivational force and context in the promulgation of indigenous languages and group identity” (Veran, 2006: 278). From a more essentialist perspective to the white one already discussed, Mitchell (2001) found that Australian hip-hop has also took root in working-class and underprivileged areas of both urban and rural Australia, specifically those areas than be described as ‘Aboriginal’ or ‘ethnic’ (clearly this is in direct contrast to what Maxwell (2003) discussed within his white ethnography in Sydney). These youth "were attracted by the racially oppositional features of African-American hip-hop and adopted its signs and forms as markers of their own 'otherness". (Mitchell, 2001: 88). Iveson (1997) has addressed that mainstream Australian music did not come close to addressing their experiences of racism and disadvantage - many found that hip-hop attended to those needs: "In hip-hop they found a culture which has the means to fight back against the experiences of racism, and other elements of the culture like graffiti and hip-hop style provide the means to make cultural space in segregated Australian cities for cultural production" (Iveson, 1997:41). Veran (2006) sees that hip-hop has provided a fertile ground of discourse in which its seeds are “thriving, strengthening its voice and spreading native pride to the beat of a proverbial new drum” (Veran, 2006: 279). Sydney based Aboriginal rapper, Wire MC: I think the reason I’m attracted to hip hop is because I come from an oral culture. We tell stories, and that is how we pass on knowledge and wealth. So like, for me and mine, meaning my peoples and what we do, hip hop allows us to express story. Now there is no other musical art form that lets you say as much as hip hop does. Hip-hop just lets you talk about it, you know, hip hop lets you say what you want, when you want to say it. Hip-hop doesn’t place no limitations on you, and that’s what I think attracts me and my people to it. (Wire MC as quoted in Stavrias, 2005: 51) Grant Leigh Saunders, a long-time Aboriginal B-Boy and MC and now documentary maker (B.L.A.C.K.: An Aboriginal Song of Hip-Hop) reveals that hip-hop was quickly adopted by his people: In Australia, during the late ‘70’s and early ‘80’s, there was literally nothing on TV or radio representing Black Australian aesthetics. Hip-hop, with its brown faces and voices, came and really filled a void, this lack of visibility and representation we felt in the media. It was very empowering, even politicizing, to see, and it gave us a framework in which to express pride in our Blackness – not as African Americans, of course, but as Aboriginal Australians...At that time in particular, it was really all about identity politics for Aboriginal people (as quoted in Veran, 2006: 280-281). An Aboriginal rapper that I interviewed, by the name of Dara, also recounts that when hip-hop first arrived in Australia it was readily embraced by indigenous youth: I would say that hip-hop is easily the preferred music for most young Aborigines. We use hip-hop as a means to tell our story because we don’t have a voice in mainstream Australia. When hip-hop first came to Australia we identified with the themes and the messages and embraced it as our own. Although there were Aboriginal MC’s and groups from the start, unfortunately they were never really embraced by the mainstream Australian hip-hop media so a lot of the acts remained local and their music was not widely distributed or accessible. I actually think for years hip-hop was bigger amongst Aboriginal and ethnic minorities than it was amongst white-Australians, but Aboriginal hip-hop never gained recognition outside of Aboriginal media. It is important to note at this stage that white 'Anglo-Australian' boys, find 'black' indigenous takes on hip-hop (despite seemingly justifiable adoptions of black nationalist rhetoric in many of their lyrics) 'fake' as they interestingly rap in American accents, which is seen as a 'hip-hop faux pas', 'plastic', and 'fake' by the white scene – in addition, the white scene welcomes all four elements of hip-hop – MC’ing, DJ’ing, Graffiti and B-Boying (break dancing) whereas only MC’ing and B-Boying have made the transition in to Aboriginal responses (Graffiti and DJ’ing are not commonly found). Grant Leigh Saunders offers his opinion on the accent debate: Back in the ‘80s hip-hop was dominated here by brown kids, Aboriginal and migrants like the Greeks, Italians, Tukish, and Lebanese, who’ve all gone through similar things, as far as racism and marginalization in Australian society. Ever since Eminem came out, however, hip-hop has actually been considered a white thing in Australia, affirming White Power. There’s been a big, ongoing debate about this whole “accent” thing, in terms of Australian identity and hip-hop. White hip-hoppers are the gatekeepers, calling all the shots as far as hip-hop on a national level is concerned. They maintain that you gotta have that true “Ocker” accent, the whole “Ay, g’day, mate” kind of talk. Anyone here who doesn’t talk or rhyme like that gets classified as “inauthentic”. These white Australian groups like Hilltop Hoods or Buttafingaz...what they talk about doesn’t resonate with Aboriginal people; there’s no connection there. We relate a lot more to Black American issues, so we align ourselves more with American styles (as quoted in Veran, 2006: 289). McLeod (1999) argues that the concept of authenticity lies at the nexus of key cultural symbols that exist within hip-hop. Indeed, Hess (2005) suggests that authenticity is rooted in African-American rhetoric; its emphasis is on staying true to oneself having grown out of black rhetorical traditions such as testifying and bearing witness, in which the authority to speak is achieved through claims to knowledge gained through life experience. Irrespective of location, authenticity in hip-hop is a commonly invoked concept. “Within the world of music generally and rap music specifically, authenticity or ‘realness’ is a prime concern...in fact, realness is such a commodity that to be found lacking is, in a real sense, to lose not only your chance of success but also the success you have already gained” (Molden, 2005: 187). In Australia, the never ending quest for authenticity and acceptance rages between the ‘white’ and ‘black’ scenes, as mentioned. Dara refutes white takes on ‘authenticity’ and puts this white involvement down as another way to promote a homogenous Australian identity: While I would agree that the hip-hop scene is often promoted as being made up predominantly of middle class white Australians, that isn’t the only hip-hop scene, it is just the only one that is endorsed and supported by the mainstream magazines, websites and blogs. A lot of the ethnic minorities don’t get the same coverage. That doesn’t mean that hip-hop is not embraced by other ethnicities, just that the relationships between these groups and hip-hop is different from the relationships between white Australians and hip-hop. As these different groups embraced hip-hop independent of one another, the different scenes have developed independent of one another and sometimes conflict in what they feel is ‘authentic’. I think when hip-hop was embraced by white Australians, they took more of a liking to the technical aspects of hip-hop, Graffiti, Breaking, MC’ing, whereas ‘ethnic’ groups and minorities generally took to hip-hop more because we identified with these themes and the subject matter in the music such as police brutality, drugs in the community, systematic racism, histories of oppression and marginalisation. So where we embraced hip-hop as a way to express ourselves counter to the dominant Australian culture, white-Australian MC’s embraced it as a way to express themselves and to reaffirm Australian culture and promote a homogenous Australian identity. So these different reasons for embracing hip-hop lead to different opinions on what is important and authentic to Australian hip-hop, and as the media outlets generally supported the white-Australian MCs viewpoint in using hip-hop to reaffirm Australian culture, this became the only view promoted.
Early learning experiences including reading are a large part of children’s intellectual development. In fact, reading proficiency in third grade is a significant predictor of a child’s future success. KNOW THE FACTS - About 96 percent of students who read on grade level by the end of third grade will graduate high school on time. - Only about 58 percent of third graders in Charlotte-Mecklenburg Schools are reading on grade level. PREVENT THE SUMMER SLIDE Although school is out, reading is important for children to do throughout the summer months so they continue developing a strong foundation for success in school and life. With more opportunities to access books at an early age, children are likelier to develop good reading habits and avoid the summer slide – the tendency for students to lose or forget skills over the summer that they learned during the previous school year. 1. Engage in active reading Active reading refers to reading a book with a child instead of reading a book to a child. This approach positively impacts a child’s language skills as well as the ability to understand what he or she reads. The focus of active reading is the three ABC’s – asking questions, building vocabulary and connecting to the child’s world. This encourages a conversation so the child can develop an interest of reading and a love of reading. 2. Choose age-appropriate books Picture books are the best choice for children in kindergarten, first and second grades. These books are high-interest but also have some strong vocabulary words. An activity that adults can do with these books is picture walking, which involves the child looking at the book’s pictures and predicting the story based on those images. For additional vocabulary work mix in more complex books, like those with chapters, during reading time. Children have an easier time understanding complex words and sentence structures when they hear them read aloud. 3. Create a pattern of reading Select books to read with children after school or each night before bedtime. Not only will it help children wind down, but also create a daily reading habit and foster stronger literacy skills. 4. Check out local programs Summer Break is Charlotte Mecklenburg Library’s annual summer learning program that combines the recommended 20 minutes of reading per day with other activities. Educational yet fun programs like this one allow children to develop a love for reading and learning, even in the summer. Adults also can extend their learning by attending one of the library’s active reading trainings held throughout the year. 5. Find additional resources online Read Charlotte provides additional tips like summer reading lists, fun reading graphics and ways families can sign up for free books and reading advice. By working with schools, employers and various community organizations to boost summer learning, United Way ensures children have the tools they need to succeed. Learn more about United Way’s focus on education, including early childhood literacy.
Math 223D: General Course Outline Catalog Description Lecture, three hours. Requisites: courses 220A, 220B. Classical and effective results on Borel and projective sets; infinite games of perfect information and principle of determinacy; consequences of determinacy, including periodicity, structure theory of pointclasses, and partition properties. Topics vary from year to year. May be repeated for credit with consent of instructor. S/U or letter grading.
RIT is a treatment for painful degenerative connective tissue diathesis utilizing chemical or biologic agents. The concepts of regeneration and repair are not new and for some general public and medical practitioners a better known term is prolotherapy for the treatment of chronic pain while sclerotherapy is generally known as a treatment for varicose veins, neither of these terms describe the actual process or pathogenesis. The roots of RIT are traceable to 1830s, when injection treatment of hernias and varicose veins were invented. The scientific basis for RIT evolved in 1920’s -30’s. In 1936 Biegeleisen coined the term Sclerotherapy, and defined it as injection of sclerosing substances to stimulate production of fibrous connective tissue to obliterate pathologic spaces such as varicose veins, hydroceles or ruptures like in hernias. In 1956 Hackett stipulated that Sclerotherapy implied hardening, scar formation and fibrosis therefore he named this treatment “Prolotherapy” and defined it as “rehabilitation of an incompetent structure by generation of new cellular tissue”, via injection of irritating substances to stimulate proliferation of fibrous connective tissue. Hackett synthesized the work of many predecessors from different medical fields focusing on ligaments. He proposed a paradigm that any joint including spine is only as strong as its weakest ligament and stated that majority of chronic pain is caused by hypermobility or instability secondary to "ligament and tendon relaxation at the fibroosseous junctions". Most commonly such pain is accompanied by local tenderness, and the simplest reliable diagnostic test is pain relief after local anesthetic infiltration. Hackett knew that ligaments and tendons are well innervated therefore are a potential source of pain generation. Their poor healing ability he attributed to a relatively poor blood supply. Chronic pain arising from ligaments and tendons he explaining the by uninhibited reversible antidromic vasodilatation and neuritis. This however did not explain how the proliferation which is an integral part of degeneration and malignant hyperplasia cures the pain. Nonetheless the relative simplicity of this treatment attracted proponents from general practice and orthopedists who observed similar good results in their patients. During following decades, experimental and clinical studies demonstrated effectiveness of this treatment. Also developments in the basic and clinical sciences, not specifically addressing “prolotherapy”, provided a matrix for the contemporary understanding and explanation but with a different nomenclature. Degenerative changes with disorganized collagen were found in the supraspinous and interspinous ligaments where number of proteoglycan bonds was decreased and they appeared irregular. Cartilaginous tissue and calcium deposits were also present in these locations and coincided with degeneration of the intervertebral disk (IVD). A high correlation was found between gene defects of COL9A3 and IVD degeneration with dorsal annular tears accompanied with end plate changes. Degenerative changes found in tendons are similar to those found in the nodules of fibromyalgia. Detailed anatomic studies described innervation of the spinal joints, ligaments and tendons. Based on these anatomic descriptions, experimental studies on healthy volunteers produced new detailed pain maps arising from spinal synovial joints, intervertebral discs sacroiliac and hip joints. These maps significantly resembled those described by Kellgren, Hackett and Feinstein half a century earlier. The “Fortin finger test” to diagnose sacroiliac joint pain was independently described and scientifically validated, vindicating the same (but a less known) finger pressure test of Hackett. Similarly, other authors verified objectivity of tenderness upon pressure over posterior lumbar ligaments and tendons in the midline as a sign of their contribution to chronic pain. Deep structures that can not be accessed by finger are examined with an instrument; therefore, pressure discography or SIJ arthrography is a complex way to “elongate the finger” and apply pressure in order to elicit a response. It became clear that “ligament and tendon relaxation”, in reality is a connective tissue deficiency syndrome with seronegative, enthesopathies, tendinosis and ligamentosis affecting spine or extremities, and presenting clinically, in a variety of chronic painful symptoms, mimicking all of the described pain patterns. It also became clear that in a complex restorative process, the proliferative phase is relatively short in comparison to the regenerative / reparative phases, and does not explain the long lasting pain relief after injections. Conversely, basic anesthesiology studies demonstrated the neurolytic properties of hypo and hyperosmolar solutions, explaining the pain relief obtained after various concentrations of dextrose, glycerin and phenol containing injectates. Neurovascular ingrowth was found in degenerated IVD’s, knee menisci and various tendons. In tendons these findings coincided with hypoechoic findings on ultrasound. More so new research demonstrated that regression of the neurovascular ingrowths in tendons has lead to return of normal appearance of tendons, pain abolishment and restored function. These findings clearly support the name Regenerative Injection Therapy. The newest developments in the treatment of chronic painful musculoskeletal conditions are the use of Platelet Rich Plasma and Stem Cells. AAROM will keep you abreast with the new developments and historically important publications. Felix Linetsky MD
Drowning can occur at any time of year. In fact, every year 1/3 of all drownings in Manitoba occur during the colder months between October and April. Many of these drownings occur on ice and involve recreational snowmobiling. Share what you know! Download our Ice Smart Brochure and help your friends and family prepare to be safe in, on, and around ice. Winter Smart Ice Safety Clinics The Lifesaving Society – Manitoba Branch presents a Winter Smart Ice Safety clinic, which teaches participants how to be safe in, on, and around the ice. Topics include preparing for the unexpected and cold-related emergencies. If you’re interested in booking a Sledsmart presentation for your community group, please contact the Water Smart® Coordinator. The program can also be taught by any Lifesaving Instructor with the resources from the Branch office. Listen to our radio announcement about snowmobiling safety. Ice Safety Tips - Check the weather and avoid going on the ice on warm or stormy days - Have trained people test ice thickness. - Avoid vehicle travel on ice whenever possible. - Keep away from unfamiliar paths or unknown ice. - Never go onto the ice alone. - Before you leave shore, inform someone of your destination and expected time of return. - Wear a buoyant suit or lifejacket whenever you are on the ice. It could save your life. - Carry ice picks, ice poles, and rope. - Avoid going on ice at night. Ice Myths & Cold Realities Do you think thick ice is stronger than thin ice? You may be surprised to learn that even thick ice may be weak if it is “rotten” or contains layers of snow. Rotten ice has frozen and thawed repeatedly, making it potentially fragile even when it appears solid. Learn about other Ice Myths & Cold Realities! The 1/10/1 Principle University of Manitoba professor Gordon Giesbrecht developed the 1/10/1 Principle to explain the three stages of cold water immersion. - 1 minute of cold shock, which looks like gasping. Get your breathing back under control. - 10 minutes of meaningful movement before your body starts to lose effective use of fingers, arms, legs. - 1 hour before hypothermia causes unconsciousness. Wearing lifejackets and personal flotation devices (PFDs) can help reduce the effects of cold water immersion drastically and can keep you afloat while you control your breathing in the critical first stage of Cold Shock. It is important to stay calm so that you can focus on getting out of the water as soon as possible before you lose mobility and hypothermia eventually sets in. Learn more at Cold Water Bootcamp.
Bow Family History 14-Day Free Trial Bow Name Meaning English: metonymic occupational name for a maker or seller of bows, from Middle English bow (Old English boga, from bugan ‘to bend’). Before the invention of gunpowder, the bow was an important long-range weapon for shooting game as well as in warfare. Boga is also found as a personal name in Old English, and it is possible that this survived into Middle English and so may lie behind the surname in some instances. In other cases (for example, Richard atte Bowe, 1306), the name is topographic, from the same word in the transferred sense ‘arched bridge’, ‘river bend’, an allusion to their similarity in shape to a drawn bow. Irish: Anglicized form of Gaelic Ó Buadhaigh (see Bogue). Source: Dictionary of American Family Names ©2013, Oxford University Press Similar surnames: Box, Low, Brow, Bos, Boe, Bon, Dow, Rowe, Bo, Bone
You've probably experienced muscle twitches after working out at least once in your life. It could be a tic in your biceps, or maybe one of your calves starts jerking and trembling. Muscle twitches are typically more of an annoyance than anything, and they'll stop as abruptly as they started. Twitches can be set off by a workout, but they might also stem from other causes, like your diet. Muscle twitching is common after a workout. Although annoying, it often occurs when muscles become fatigued. Stress the Fibers When you use a muscle, during a workout for example, the muscle fibers take turns contracting, and when you exercise them intensely with a challenging workout, the trade-off between fibers can become irregular. This results in the muscles twitching until the fibers calm down and your system goes back to normal. Exercise is one of the direct causes of muscle twitching listed by Medline Plus. Probably No Need for Worry Usually if a muscle tic starts occasionally after a workout, it's nothing to worry about. It can be tedious and irritating, but benign muscle twitching can last a few minutes or even a few days, and in most cases it isn't necessary to contact your doctor. However, if the twitching doesn't stop on its own after three or more days, and if you feel tingling or weakness in the muscle that's twitching, those are symptoms that your doctor should be made aware of. Treat a Twitch There's nothing you can really do to stop a muscle from twitching once it starts. If you have a muscle twitch that began after exercise, relaxing may help since stressing the muscle is what caused the tic in the first place. A natural reaction may be to stretch the muscle, and although that won't hurt, it's a remedy that is better for treating muscle cramps, a condition that is different from muscle twitches. Writer Richard Rosen offers a treatment you can try in his article for "Yoga Journal" on muscle twitching. Press the twitching muscle against the bone underneath it as you stretch the muscle. This soothes the muscle fibers and encourages them to relax. Prevent Muscle Twitches You may experience quivering muscles after exercising, and it could be the workout that brought them on. However, other issues such as poor diet and stress can also cause muscle tics, too, and those may make it more likely that you'll experience exercise-induced twitching. There are preventative measures you can take to avoid muscle tics: eat a balanced diet that includes protein, whole grains, fruits and vegetables; keep your caffeine intake to a minimum; and avoid drinking caffeinated drinks during your workout. Stay hydrated by drinking plenty of water, especially while exercising, and avoid fatigue and stress by getting enough sleep. - Hemera Technologies/AbleStock.com/Getty Images
Maximum Likelihood Estimators and Examples A slecture by Lu Zhang Partially based on the ECE662 Spring 2014 lecture material of Prof. Mireille Boutin. # Outline of the slecture • Background and Introduction of ML estimator • Derivation for Maximum Likelihood Estimates (MLE) • Examples • Summary • References ## Background and Introduction of ML estimator Once we have decided on a model(Probability Distribution), our next step is often to estimate some information from the observed data. There are generally two parametric frameworks for estimating unknown information from data. We will refer to these two general frameworks as the Frequentist and Baysian approaches. One very widely used Frequentist estimator is known as the Maximum Likelihood estimator. In the frequentist approach, one treats the unknown quantity as a deterministic, but unknown parameter vector, $\theta \in \Omega$. So for example, after we observe the random vector $Y \in \mathbb{R}^{n}$, then our objective is to use $Y$ to estimate the unknown scalar or vector $\theta$. In order to formulate this problem, we will assume that the vector $Y$ has a probability density function given by $p_{\theta}(y)$ where $\theta$ parameterizes a family of density functions for $Y$. We may then use this family of distributions to determine a function, $T : \mathbb{R}^{n} \rightarrow \Omega$, that can be used to compute an estimate of the unknown parameter as $\hat{\theta} = T(Y)$ Notice, that since $T(Y)$ is a function of random vector $Y$, the estimate, $\hat{\theta}$, is a random vector. The mean of the estimator, $\bar{\theta}$, can be computed as $\bar{\theta} = E_{\theta}[\hat{\theta}] = \int_{\mathbb{R}^{n}} T(y)p_{\theta}(y)dy$ The difference between the mean of the estimator and the value of the parameter is known as the bias and is given by $bias_{\theta} = \bar{\theta} -\theta$ Similarly, the variance of the estimator is given by $var_{\theta} = E_{\theta}[(\hat{\theta} -\bar{\theta})^2]$ and it is easily shown that the mean squared error (MSE) of the estimate is then given by $MSE_{\theta} = E_{\theta}[(\hat{\theta}-\theta)^2] = var_{\theta} + (bias_{\theta})^2$ Since the bias, variance, and the MSE of the estimator will depend on the specific value of $\theta$, it is often unclear precisely how to compare the accuracy of different estimators. Even estimators that seem quite poor may produce small or zero error for certain values of $\theta$. For example, consider the estimator which is fixed to the value $\hat{\theta}=1$, independent of the data. This would seem to be a very poor estimator, but it has an MSE of 0 when $\theta=1$. An estimator is said to be consistent if for all $\theta \in \Omega$, the MSE of the estimator goes to zero as the number of independent data samples, n, goes to infinity. If an estimator is not consistent, this means that even with arbitrarily large quantities of data, the estimate will not approach the true value of the parameter. Consistency would seem to be the least we would expect of an estimator, but we will later see that even some very intuitive estimators are not always consistent. Ideally, it would be best if one could select an estimator which has uniformly low bias and variance for all values of $\theta$. This is not always possible, but when it is we have names for such estimators. For example, $\hat{\theta}$ is said to be an unbiased estimator if for all values of $\theta$ the bias is zero, i.e. $\theta = \bar{\theta}$. If in addition, for all values of $\theta$, the variance of an estimator is less than or equal to that of all other unbiased estimators, then we say that the estimator is uniformly minimum variance unbiased(UMVU) estimator. There are many excellent estimators that have been proposed through the years for many different types of problems. However, one very widely used Frequentist estimator is known as the maximum likelihood(ML) estimator given by $\hat{\theta} = \arg\max_{\theta \in \Omega} p_{\theta}(Y)$ $= \arg\max_{\theta \in \Omega} \log p_{\theta}(Y)$ where the notation "argmax" denotes the value of the argument that achieves the global maximum of the function. Notice that these formulas for the ML estimate actually use the random variable $Y$ as an argument to the density function $p_{\theta}(y)$. This implies that $\hat{\theta}$ is function of $Y$, which in turn means that $\hat{\theta}$ is a random variable. When the density function, $p_{\theta}(y)$, is a continuously differentiable function of $\theta$, then a necessary condition when computing the ML estimate is that the gradient of the likelihood is zero. $\bigtriangledown_{\theta} p_{\theta}(Y)\|_{\theta=\hat{\theta}} = 0$ While the ML estimate is generally not unbiased, it does have a number of desirable properties. It can be shown that under relatively mild technical conditions, the ML estimate is both consistent and asymptotically efficient. This means that the ML estimate attains the Cramer-Rao bound asymptotically as the number of independent data samples,n, goes to infinity. Since this Cramer-Rao bound is a lower bound on the variance of an unbiased estimator, this means that the ML estimate is about as good as any unbiased estimator can be. So if one has no idea what values of $\theta$ may occur, and needs to guarantee good performance for all cases, then the ML estimator is usually a good choice. # Example 1: 1D Gaussuan, $\theta$ unknown, $\sigma^2$ known Let $\{Y_k\}_{k=1}^n$ be i.i.d. random variables with Gaussian distribution $N(\theta,1)$ and unknown mean parameter $\theta$. For this case, the logarithm of the density function is given by: $\log p_{\theta}(Y) = -\frac{1}{2\sigma^2}\sum_{k=1}^{n}(Y_k-\theta)^2 - \frac{n}{2} \log (2\pi\sigma^2)$ Local max are where gradient is zero. Differentiating the log likelihood results in the following expression. $\bigtriangledown_{\theta} \log p_{\theta}(Y) = \frac{d\log p_{\theta}(Y)}{d\theta} \|_{\theta = \hat{\theta}} = \frac{1}{\sigma^2}\sum_{k=1}^{n}(Y_k - \hat{\theta}) = 0$ From this we obtain the ML estimate for $\theta$. So $\hat{\theta}=\frac{1}{n}\sum_{k=1}^{n} y_k$ Notice that, by the following argument, this particular ML estimate is unbiased. $E_{\theta}[\hat{\theta}] = E_{\theta}[\frac{1}{n}\sum_{k=1}^{n}Y_k] = \frac{1}{n}\sum_{k=1}^{n} E_{\theta}[Y_k] = \frac{1}{n} \sum_{k=1}^{n} \theta = \theta$ Moreover, for this special case, it can be shown that the ML estimator is also the UMVU estimator. # Example 2: 1D Gaussuan, $(\theta,\sigma^2)$ unknown Let $\{Y_k\}_{k=1}^n$ be i.i.d. random variables with Gaussian distribution $N(\theta,\sigma^2)$ and unknown mean parameter $\theta$. For this case, the density function is giving by: $p_{\theta}(Y) = (2\pi\sigma^2)^{-\frac{n}{2}} \exp(- \frac{1}{2\sigma^2}\sum_{k=1}^{n}(Y_k - \theta))$ The logarithm of the density function is given by: $\log p_{\theta}(Y) = -\frac{1}{2\sigma^2}\sum_{k=1}^{n}(Y_k-\theta)^2 - \frac{n}{2} \log (2\pi\sigma^2)$ Similarly, differentiating the log likelihood results in the following expressions. $\bigtriangledown_{\theta} \log p_{\theta}(Y) = \bigtriangledown_{\theta} (-\frac{n}{2}\log 2\pi-\frac{n}{2}\log \sigma^2 - \frac{1}{2\sigma^2} \sum_{k=1}^{n} (Y_k-\theta)^2)$ $= -\frac{1}{2\sigma^2}\cdot 2\cdot (-1) \sum_{k=1}^{n}(Y_k-\hat{\theta})$ $= \frac{1}{\sigma^2} \sum_{k=1}^{n}(Y_k-\hat{\theta})$ $= \frac{1}{\sigma^2}(\sum_{k=1}^{n}Y_k -\hat{\theta}n) = 0$ ## Alumni Liaison Ph.D. 2007, working on developing cool imaging technologies for digital cameras, camera phones, and video surveillance cameras.
भगत सिंह का क्षौभआँखोंसे बहती अश्रुधारा को केसे रोकूंआत्मा से उठती़ क्षौभः कीज्वाला को केसे रोकूखून के बदले मिली आजादी कीक्यों दुरगति बना डाली हैहर शहीद की आत्मा रोती हैहर जन की नजर सवाली हैक्या होगा मेरे देश का कौन इसे बचाएगाइन भ्रष्टाचारी नेताओं परं अंकुश कौन लगायेगादुख होता है जब मेरी प्रतिमा काइन से आवरण उठवाते होक्यों मेरी कुर्बानी का इन सेमजाक उडवाते होपूछो उन से क्या कभीदेश से प्यार किया हैक्या अपने बच्चों कोराष्ट्र्प्रेम का सँस्कार दिया हैया बस नोटों बोटों का ही व्यापार किया हैदेख शासकों के रंग ढ्गटूटे सपने काँच सरीखेकौन बचायेगा मेरे देश कोदेषद्रोहियों के वार हैं तीखेमेरे प्यारे देशवासियोअब और ना समय बरबाद करोदेश को केसे बचाना हैइस पर सोव विचार करोमुझ याचक क हृ्द्योदगारजन जन तक् पहुँचाओइस देश के बच्चे बच्चे कोदेषप्रेम का पाठ पढाओसच मानो जब हर घर मेंइक भगतसिंह हो जायेगविश्व गुरू कहलायेगाचाह्ते हो मेरा कर्ज चुकानातो कलम को शमशीर बनाओचीर दे सीना सब कासोये हुये जमीर जगाओलिखकर एक अमरगीतइन्कलाब की ज्वाला जलाओ बहुत ही ओजपूर्ण रचना . देश को भगत सिह जैसे लोगो की जरुरत है . आभार दिल से निकले उदगार ....... हर देश वासी यही सोचता है............ सिवाए इन चोर नेताओं के........ क्या होगा मेरे देश का कौन इसे बचाएगाइन भ्रष्टाचारी नेताओं परं अंकुश कौन लगायेगादुख होता है जब मेरी प्रतिमा काइन से आवरण उठवाते होक्यों मेरी कुर्बानी का इन सेमजाक उडवाते हो यही आज सब भारतीयो के दिल से निकली आवाज है यह ... कब तक चलेगा इन बेशरम नेताओ का यह खेल.धन्यवाद इस सुंदर भावो से भरी कविता के लिये इन घटिया नेताओं ने शहीदों के सपने चूर-चूर कर दिए हैं. बहुत ही सशक्त रचना है, वधाई. जीवन को संघर्श मान जो चल पडते हैं बाँ... जिन्दगी आदमी से सवाल करने लगी है नये दौर पे मलाल क... कविता उसके अहं में छिपा विष तू की अवहे... विस्फोटों की भरमार क्यों है भगत सिंह का क्षौभ आँखोंसे बहती अश्रुधारा को केसे ... पूर्व पर पश्चिम का लिबास कैसा विरोधाभास ?
Approaches to Forming Habits Buy custom Approaches to Forming Habits essay A habit refers to a behavior that a person adapts and performs repeatedly as part of his or her daily routine; the person exhibiting the specific habit does it unconsciously. A habit is uncontrollable and the person exhibiting it is unaware of the habit’s existence and exhibits it efficiently; though they are not aware they have the habit. A habit can either be negative or positive. Behaviors such as excessive smoking, alcoholism, spitting and removing mucus using hands are examples of bad habits while washing hands and closing the toilet’s door after use are examples of good habits. Bad habits are easily eliminated especially in children after noticing it. There are various ways in which a certain behavior is acquired; they are broadly classified into two classes: that is behavioral and social/cognitive approaches. It entails the process of learning experiences as a way of developing a personality. The surrounding environment has a major influence on the process of developing a personality. The environment consists of the people that surround one; as well as the non-living environment, for instance, the weather. Learning refers to processes that have a permanent impact on one’s behavior, knowledge and the way of thinking; it also comes about through experiences that an individual goes through. Behavioral approaches to learning include classical and operant conditioning. Classical conditioning, also known asPavlovian or respondent conditioning, Ivan Pavlov developed the approach. This is a form of habit-forming where a conditioned stimulus becomes associated to a significant stimulus and acquires the capacity to yield a similar response. For example, I urinate on myself when I see running water from a tap and at times on seeing a tap even before the water runs. Running water is not necessary to start urinating; rather seeing the tap alone is enough to give me the urge. In this case, the tap is the neutral stimulus; while running water is the significant stimulus making urination the unconditional stimulus. It is also referred to instrumental conditioning. This is a method in which an individual acquires and decides whether to continuously practice the habit or not based on the consequences of adopting the habit. A result can either be reinforcement or a punishment. Reinforcement is a consequence that increases the probability of a behavior occurring; while punishment reduces the chance of the behavior recurring. Reinforcement occurs in cases where the process of acquiring a new habit has a positive impact on the person acquired it; while a punishment is as a result of negative impact on the person. For instance, if the consequence of clubbing enables one to associate with the crowd that they have always wanted; the behavior, that is clubbing, is reinforced. But in case one loses the money, other valuables or gets attacked, he or she stops the habit of going to clubs. B.F. Skinner developed the Operant conditioning. Social/Cognitive Approaches to Forming Habits Bandura’s Social cognitive theory: the theory states that an individual’s behavior as well as the social factors are key elements in habit-forming. The theory postulates that people observe the way others behave and imitate them, this is called observational learning. For instance, I acquired my walking style by observing how my nursery school teacher walked. She was my role model when I was young; this is because she was always there for me when the older boys and girls bullied me. She always encouraged me to work hard and succeed like her when I grew up. I liked the way she walked with confidence and from my analysis I thought that her confident walking style acted as a protective weapon from bullying by both men and women. I adopted her walking style as a way of protecting myself. I have managed to maintain the walking style to this day and it has molded me into the confident person I am today. I have neither regretted adopting it nor tried to imitate another person after adapting her walking style. Based on the social cognitive theory: there are three factors that must be present in order for me to change my walking style. Environment. This entails the factors that are external to an individual's environment and provides opportunities and social support. In my case the environment involved was my teacher and the second reason was behavior. The fact that my teacher exhibited a unique walking style is what contributed to my decision to adapt this behavior. The third reason is the person. I must have been interested in imitating the new habit for me to adopt or acquire it. It was however important for my parents or guardian to help me to drop the acquired behavior - the walking style when I was still young. They should have talked to me or even punish me when necessary in order for me to drop the behavior. The impact of this consequence would have been the reduced frequency of occurrence of such behavior, and I would have eventually dropped the behavior to avoid the further punishment. This would have prompted me to have my walking style and not try to imitate someone else. Social/cognitive theory explains my personality better. I am who I am because I see and imitate other people’s behavior. I would never have known whether dressing in a certain way is decent; after the moment I saw a friend, a relative or a stranger’s mode of dressing. I am therefore a victim of adapting other people’s habits; this is sometimes intentional and other times unintentional. For a person to overcome this behavior, he or she has to face it and work on his or her personality to form his or her own character. Everybody has a habit, whether positive or negative; many people agree that they find it considerably difficult to stop these habits. People should therefore not be judged by their behavior, but rather they should be helped to overcome them. This is because once a person adapts a bad habit, it might become addictive and he or she may not manage to overcome it. Most people have noted that their habits are part of their lifestyle and they openly admit that they may not be willing to stop. This is because they are not sure what they would do if they dropped the habit. Buy custom Approaches to Forming Habits essay \|The HIPAA and Patients’ Rights in VA\|\|Steve Jobs\|
हो रहे हैं. पहला कि खेल से थोड़ा ब्रेक मिल रहा है और दूसरा मैदानी प्रदर्शन में निखार के लिये मैदान के बाहर की दोस्ती भी जरूरी है. भारतीय टीम इन बांडिंग सत्रों में बढ चढकर हिस्सा भी ले रही है. इसमें कोई मजेदार खेल या साथ में भोजन करना शामिल है. दूसरे टी20 के लिए रांची पहुंचे भारतन्यूजीलैंड के खिलाड़ी होटल से पवेलियन तक बना बायो बबल उन्होंने कहा कि प्रवासी बंगाली समुदाय बंगाल की वर्तमान स्थिति से उबराने में सहयोग देने के लिए आकांक्षी है. भाजपा भी बंगाल के विकास में इनका सहयोग लेगी और विकास की योजनाएं बना रही हैं. प्रवासी बंगालियों में कुछ शिक्षाविद् हैं, तो कुछ उद्योग से जुड़े हैं. इनसे भाजपा मागदर्शन लेगी. नयी शिक्षा नीति एवं औद्योगिक नीति बनाने तथा अगले 25 वर्षों में बंगाल कैसा होगा. इसको लेकर योजनाएं बनायेगी. डीजल चुराने वाले गिरोह के आतंक से दहशत में लोग परोपकार स्वाभाविक रूप से होता है, उसे जबरदस्ती नहीं किया जा सकता। दुर्भाग्यवश सरकार ने नए कंपनी विधेयक में सीएसआर प्रावधान के साथ वैसा ही करने की कोशिश की है। कारोबारियों को इसे झेलना ही होगा। अर्थव्यवस्था सुस्त वृद्घि की ओर बढ़ गई है। उपभोक्ताओं का खर्च घट गया है। कारोबारियों का</s>
दिल्ली सरकार देगी युवाओं को नौकरी, दो दिवसीय रोज़गार मेले की शुरुआत आम आदमी पार्टी मंगलवार से राजधानी दिल्ली में दिल्ली सरकार द्वारा आयोजित रोज़गार मेले की शुरुआत हुई। दो दिवसीय इस रोज़गार मेले का शुभारम्भ दिल्ली के मुख्यमंत्री अरविंद केजरीवाल ने किया जिसमें दिल्ली के श्रम मंत्री गोपाल राय व अन्य कई विधायक भी मौजूद रहे। दिल्ली के त्यागराज स्टेडियम में यह रोज़गार मेला ७ और ८ नवम्बर को चलेगा जिसमें ७0 से ज्यादा कम्पनियां युवाओं को नौकरी देंगी। दिल्ली के मुख्यमंत्री ने रोज़गार मेले का शुभारम्भ करते हुए कहा कि आज देश में अर्थव्यवस्था बड़े नाज़ुक दौर से गुज़र रही है और आज की तारीख़ में रोज़गार मिलना तो दूर जो लोग नौकरियां कर भी रहे हैं उनकी नौकरी भी जा रही है। नोटबंदी और जीएसटी ने जैसे पूरे बाज़ार की गति को रोक दिया है और काम-धंधे चौपट हो गए हैं। लेकिन इन सबके बीच दिल्ली सरकार है जो युवाओं को रोज़गार दिलाने का काम कर रही है। रोज़गार मेले का यह प्रयोग दो साल पहले भी एक बार किया गया था जिसमें २५ हज़ार युवाओं ने पंजीकरण कराया था जिसमें से १२ हज़ार युवाओं को रोज़गार मिला था, इस बार भी हमें उम्मीद है कि नौकरी मिलने वाले युवाओं का आंकड़ा पिछली बार से ज्यादा रहेगा। दिल्ली सरकार ने विवेक विहार में सिंगापुर सरकार की मदद से एक स्किल सेंटर खोला है जिसमें तकरीबन एक हज़ार युवा हर साल ट्रेनिंग लेकर निकलते हैं जिन्हें ३० से ४० हज़ार रुपए की नौकरी मिलती ही मिलती है, वहां ट्रेनिंग लेने वाले युवाओं का १०० प्रतिशत प्लेसमेंट होता है। हमारी कोशिश है कि अगले एक साल में ऐसे २५ और आने वाले सालों में ऐसे ८० स्किल सेंटर खोले जाएं ताकि दिल्ली के युवाओं को नौकरी मिलने में कोई दिक्कत ना आए।
होम गाज़ीपुर न्यूज खेल समाचार बाराचवर गाजीपुर: महिलाओं में आईआईटी बीएचयू और पुरुषों में शहीद क्लब शेरपुर बना विजेता गाजीपुर: महिलाओं में आईआईटी बीएचयू और पुरुषों में शहीद क्लब शेरपुर बना विजेता गाजीपुर न्यूज़ टीम, गाजीपुर बाराचवर पिहुली में रविवार को संपन्न हुई तीन दिवसीय दधिबल चौधरी राज्य स्तरीय वॉलीबॉल प्रतियोगिता में जहां महिला वर्ग में आईआईटी बीएचयू विजेता रहा वहीं पुरुषों में शहीद क्लब शेरपुर ने सबको पीछे छोड़ दिया। आईआईटी बीएचयू का फाइनल में मुकाबला केंद्रीय विद्यालय डीएलडब्ल्यू से हुआ। पहले राउंड में केंद्रीय विद्यालय की खिलाड़ियों ने शानदार प्रदर्शन कर निर्धारित समय मे १५अंक अर्जित किया जबकि आईआईटी बीएचयू मात्र नौ अंक ही बना पाया लेकिन दूसरे राउंड में आईआईटी बीएचयू ने बाजी पलटते हुए १५अंक बनाया और केंद्रीय विद्यालय आठ अंकों में ही सिमट गया। तीसरे राउंड का मुकाबला रोमांचक रहा। आईआईटी बीएचयू १५ अंक बटोरा तो केंद्रीय विद्यालय १२ अंक पर ही रुक गया। इसके साथ ही आईआईटी बीएचयू की टीम विजेता घोषित की गई। विजेता टीम उप विजेता टीम को कप तथा नकद राशि देकर पूर्व प्रधानाध्यापक विमला देवी ने पुरस्कृत किया। उधर पुरुष वर्ग के फाइनल में शहीद क्लब शेरपुर की भिड़ंत नेहरू क्लब आजमगढ़ से हुई। पहले राउंड में आजमगढ की टीम निर्धारित समय मे १५अंक अर्जित किया वहीं शेरपुर मात्र १२ अंक अर्जित कर पाया। दूसरे राउंड में शेरपुर के खिलाड़ियों ने अपना पूरा दमखम झोंक दिया और निर्धारित समय मे १५ अंक बटोरा। वहीं आजमगढ़ की टीम ११ अंकों में रह गई। तीसरा राउंड कांटे का रहा। शेरपुर निर्धारित समय मे १५ अंक अर्जित किया जबकि आजमगढ १३ अंक पर टिकट गया। लिहाजा शहीद क्लब शेरपुर को विजयी घोषित किया गया। फाइनल मैच का शुभारंभ पिहुली गांव के ग्राम प्रधान वेद प्रकाश यादव की माताश्री पूर्व प्रधानाध्यापक विमला देवी ने महिला टीम की खिलाडियों से परिचय प्राप्त किया और टास उछालने के बाद सर्विस कर किया। दोनों मैच के स्कोरर विनय और विपिन रहे तथा कमेंट्री राजदेव सिंह यादव मास्टर ने की। प्रतियोगिता के समापन समारोह में पूर्व विधायक उमाशंकर कुशवाहा, अखिल भारतीय पंचायत परिषद के जिलाध्यक्ष राजेश राय, ग्राम प्रधान हिमांशु राय, पूर्व प्रधान नेसार, शिवजी वर्मा, परमहंस राय, रामनिवास यादव, लालजी यादव, रवींद्र प्रताप यादव, ग्राम प्रधान अब्बास जावेद, नईम खां, सदरेआलम, युगुलकिशोर यादव, श्रीभगवान यादव, छेदी राजभर, डॉ.धर्मवीर यादव, एबीएसए अखिलेश झा, विजय यादव, सुधीर कुमार सिंह, राधामोहन सिंह यादव, जयनाथ सिंह यादव, संतोष यादव, दीनबंधु सिंह यादव, अरविंद सिंह, प्रभाकर सिंह, अजीत, उमेश, सुरेश, मनीष, गौरीशंकर राजभर, भरत सिंह, सुशील शर्मा, प्रशांत यादव, प्रमोद वर्मा आदि मौजूद रहे। अंत में प्रतियोगिता के आयोजक एवं ग्राम प्रधान संघ के ब्लाक अध्यक्ष वेद प्रकाश यादव ने आभार प्रकट किया।
EG. He is a really nice guy. ('He' is the subject of the sentence, controlling the verb and the complement. My dog attacked the burglar. ('My dog' is the subject, controlling the verb and the rest of the sentence.) Browse the following links to other content related to the term 'Subject' from the 'General' grammar category:
11 आवासों में 10 आवासों में तो उद्योग विभाग के कर्मचारी रह रहे हैं, लेकिन बाकी आवासों को नियम विरूद्ध पीआरडी, शिक्षा विभाग, न्याय विभाग के कार्मिकों को दिया गया है। सूचना के अधिकार में कर्मचारियों के भवन किराया काटे जाने को लेकर मांगी गई सूचना में उद्योग विभाग ने मात्र 11 कर्मचारियों का भवन किराया काटे जाने की सूचना दी है। शेष कर्मचारियों की सूचना धारित न होने की बात कही कर नहीं दी है। आवासों में पांच सेवानिवृत कर्मचारी भी कब्जा जमाये बैठे हैं। उद्योग विभाग के अधिकारियों के कहने के बाद भी आवास खाली नहीं किये जा रहे हैं। क्या कहते हैं अधिकारी जिला उद्योग केंद्र के महाप्रबंधक एसएस रावत का कहना है कि सभी आवास सरकारी कार्यों में लगे कर्मचारियों को आवंटित किये गये हैं। सेवानिवृतों से भवन खाली करवाने का काम किया जा रहा है। अधिकारियों के निर्देशों पर ही आवंटन हुआ है। आरटीआई कार्यकर्ता ने लगाया है अनियमितता का आरोप आरटीआई कार्यकर्ता राकेश चंद्र चमोला ने आवास आवंटन में भारी अनियमितता का आरोप लगाते हुये कहा कि आरटीआई से आवास आवंटन में सरकार विभागों की मनमानी सामने आई है। एक ईंट टुकड़े का एक हिस्सा। इम्फाल। यदि आप मणिपुर में किसी बस से यात्रा</s>
लालगंज। दोकटी थाना क्षेत्र के शिवपुर कपूर दियर ग्राम पंचायत के पूरवा लगनटोला में रास्ते के विवाद में घायल राजेन्द्र सिंह उर्फ लल्लू की इलाज के दौरान मौत के बाद सोमवार की देर शाम शव के गांव पहुंचते ही कोहराम मच गया। शव के साथ पुलिस फोर्स भी रही और गांव छावनी में तब्दील हो गया। शव के साथ आए क्षेत्राधिकारी बैरिया उमेश कुमार के साथ पांच थानों की फोर्स उनके दरवाजे पर पहुंची और देर रात में उनकी अंत्येष्टि होने तक गांव से गंगा घाट तक जमी रही। बता दें कि सोमवार की सुबह ज्यों ही लल्लू सिंह की मौत की खबर गांव पहुंची झगड़े में संलिप्त परिवार के लोग भयभीत होकर लड़के औरतें सभी घर द्वार छोड़ भाग निकले। किसी किसी घर में एक दो वृद्ध महिलाएं रह गईं और पूरी बस्ती वीरान सी हो गई। मारपीट के बाद एक की मौत को लेकर पुलिस प्रशासन चौकन्ना है। सीओ उमेश कुमार ने बताया कि आरोपियों की गिरफ्तारी के लिए दबिश दी जा रही है।
मामले को लेकर परिवार वालों की ओर से आरोपियों के खिलाफ कलियाचक थाने में प्राथमिकी दर्ज कराई गई है। पुलिस ने जांच शुरू कर दी है। दूसरी ओर घटना के बाद से आरोपी फरार है। मिथुन मिथुन राशि वाले अविवाहित जातक वैशाख पूर्णिमा पर सुबह किसी ब्राह्मण जोड़े को भोजन कराएं एवं उनका पूजन कर आशीर्वाद लें। फिर शाम को गंगा (देवी) की स्तुति करें। गठुला के तिराहे में पहले से सड़क पर खड़ी ट्रक को बस चालक ने ठोकर मार दी। हादसे में क्लीनर की ओर बैठे करीब आधा दर्जन यात्री घायल हो गए। जिसमें एक महिला को गंभीर चोट पहुंची। दुर्घटना की खबर के बाद 112 एंबुलेस से घायलो को राजनांदगांव मेडिकल कॉलेज अस्पताल पहुंचाया गया। अर्थात पंचसंवत्सरात्मक युगयुग के 5 भेद हैं नक्षत्र, युग, प्रमाण, लक्ष और शनि। युग के भी 5 भेद बताए गए हैं चन्द्र, चन्द्र, अभिवर्द्धित, चन्द्र और अभिवर्द्धित। आईएमएफ के अनुसार चीन की वृद्धि दर 2019 में 6.1 प्रतिशत, 2020 में 6.0 प्रतिशत और 2020 में 5.8 प्रतिशत रह सकती है. शादी के घर में भाग दौड़ और भीड़भाड़ के बीच एक बार को यह भूल ही जाते हैं कि कौन घर का सदस्य है और कौन बाहरी। ऐसे में कई बार नाक</s>
The aim of this conference is twofold: on the one hand, to analyse the role of the aesthetic in the writings of Marx and, on the other, to examine works of art and literature which are based on, or have been directly inspired by, Marx’s writings. At the core of this conference, then, is an attempt to think the immanent relation between the aesthetic and emancipatory conceptions of politics. Previous attempts to make sense of Marx and Engels in terms of aesthetics have either been Marxist in a very broad sense – writing as productive force, aesthetic autonomy as critique of the commodity form, the critique of aesthetic ideologies etc. – or Marxological in a naïve sense i.e., merely assembling in one volume the stray comments on art and literature that pepper Marx’s and Engels’ writings. The problem with the first attempt is that it simply assumes that there is a prominent lacuna with respect to the aesthetic in Marx himself and that, therefore, Marxian grammar and vocabulary were in need of radical transformation. The failure of the second approach (although these attempts call for reconsideration in their own right, since they are now all about 40 years old) was that it restricted the understanding of “aesthetics” to statements dealing explicitly with art and literature. Recent debates concerning the aesthetic (to be distinguished from aesthetics as a discipline), however, have allowed for a different understanding of the field. The aesthetic crosses disciplinary boundaries and cannot be restricted to specific subjects. The aesthetic is a form of thought in which a whole host of complex and interrelated issues are at stake: the orders of mind and matter, the disruptive dynamics of sense perception, expression and of metaphor, the logics of innovation and of “the event,” the indeterminate character of semiotic systems and so on. Aesthetics cannot, therefore, be restricted to art alone and does not even necessarily coincide with it. In other words, the aesthetic is in a constant state of “migration.” Authors like Nancy, Lacoue-Labarthe and Rancière, among others, have pointed out the way in which all radical attempts to theorize the political are profoundly dependent on figures of the aesthetic. The “aesthetico-political” has become a name for all aesthetic dynamics that cross (and confound) the hegemonic orders of reason and the established channels of perception. Against this backdrop, the entire history of radical political thought must be reconsidered. Socio-philosophical and strategically political claims, which were never originally considered as aesthetic, e.g. Sohn-Rethel’s notion that “Communism is the overcoming of the separation between intellectual and manual labor,” now appear in a new light. The texts of Marx himself have not yet been sufficiently interpreted and reconstructed in these terms. And yet in these writings innumerable figures of the aesthetic are, so to speak, at work. From notions of an “aesthetics of production” to the “poetry of the future”, from the radical modernism of bourgeois development to the very idea of “free association,” from references to Shakespeare and Dante in the original texts as well as in important translations, to the idea that bourgeois politics is nothing but a theatrical stage, the aesthetic has an undeniably prominent place in Marx’s thought. Conversely, Marx’s work has also become extremely rich “raw material” for artistic production. From theatre works on Capital to the Chinese attempt to stage this text as an opera, from Sergej Eisenstein’s and Alexander Kluge’s attempts to make a film of Capital to Rainer Ganahl’s reading seminars, from the work of Zachary Formwalt and Milena Bonilla to that of Phil Collins: these artists are producing Marx as an “aesthetic event.” In short, in Marx the aesthetic and the political are immanently related: this conference aims to explore how. Possible topics include, but are by no means limited to the following: - Aesthetic Production in the Early Writings - Marx and Engels as Historians of Literature - Modernism in the Manifesto - Aesthetico-Political Associationism - Aesthetic Form and Commodity Form - Marx’s Method and the “Aesthetic Regime of Art” - Revolutionary Shakespeare - Monsters and Ghosts - Eisenstein, Kluge and the Cinematography of Capital - Staging Capital (Opera, Theatre) - Brecht’s Communist Manifesto - Images of Marx in Painting and Sculpture - The Beauty of Communism
The A,B,C’s of Medical Malpractice Most people hear the term “medical malpractice” and think of a doctor doing something wrong to a patient that could have been avoided. Even many lawyers who do not handle medical malpractice cases hold to this understanding. However, this notion, although loosely accurate, does not explain what really goes into a medical malpractice lawsuit. To understand some of the complexities, I like to use the following equation: A + B = C C is an actual lawsuit in which an injured patient claims wrongdoing by the doctor. So how do medical malpractice lawyers ultimately get to C? Well, the first step is A. A is negligence – the doctor does something that she should not have done, or the reverse, fails to do something that should have been done. Most people understand this concept but are quick to think that if there is A alone, then we have C (the lawsuit). But what about B? Remember, it is A (negligence) and B that is needed for there to be a lawsuit. B stands for causation and damages. So now the equation translates to the following: for a doctor to be sued in court for medical malpractice, the doctor must have treated negligently and that negligence caused actual harm to the patient. Sounds simple, yes? Yes if the case has, for example, a surgeon performing an amputation on the wrong, healthy leg of a patient. In that case, we have A and B. The surgeon was negligent for performing surgery on the wrong leg and certainly the negligence caused harm – the loss of the patient’s good leg. Thus a lawsuit (C) ensues. But let’s change the facts a bit. Suppose a patient gets a CT scan of the lungs and a small nodule is found suspicious for lung cancer. The doctor reviews the report but does nothing – no follow up or biopsy. Three months go by and the patient has another lung CT scan which shows the nodule growing. This time, however, the doctor sees the report and has the patient undergo testing to confirm the malignancy. Does the patient have C, or a lawsuit? Let’s use the equation. Is there A? Well certainly, the doctor has a duty to read the first report and act on it. That failure fits the definition of negligence. But do we have B? The answer to that question rests in the answer to another question: Did the three month delay in treatment make any difference to either the outcome or treatment plan for the patient? If the size of the tumor under both CT scans demonstrate the tumor to be at Stage 1, then we do not have B. A Stage 1 lung cancer at the first CT scan which remains Stage 1 three months later would not change the treatment for the patient and would not change the patient’s chances of success or survivability rate. So under this scenario, the patient should not be able to file a meritorious lawsuit because the delay of three months causing a change to the patient’s ultimate outcome cannot be proven. But what if the Stage 1 tumor three months later is now a Stage III or IV tumor? A lung cancer patient’s treatment and chance of survival radically changes from Stage I to either Stage III or IV. Now, there is greater likelihood the patient can establish B – that the three month delay caused a worse outcome for the patient. I hope that this short primer on the A,B,C’s of medical malpractice has provided more insight as to how medical malpractice lawyers investigate and examine cases worthy of a lawsuit to be filed in court. July 11, 2018 What Can You or Your Agent Spend Your Money on When Anticipating the Need for Medicaid to Pay for Your Care Costs?July 2, 2018 June 28, 2018 Practice Area Topics - Employment Law - Estates & Trusts - Family Law - General News - Medical Marijuana - Personal Injury - Real Estate Law
The Impact of Childhood Trauma on Behavioral Health There has been a great deal of research on trauma that occurs early in life, and on the impact of Adverse Childhood Experiences (ACEs) such as abuse, household violence or substance misuse, separation of families, and other family problems that can occur. Research has demonstrated a strong relationship between the ACEs and negative health outcomes. One 2015 study on long-term physical health consequences of the ACEs found that factors such as experiencing early life abuse, parental divorce, witnessing domestic violence, and living with someone who was depressed, abused drugs or alcohol, or who had been incarcerated were associated with poor physical health outcomes such as diabetes and heart attack. However, these health outcomes could be effected by certain health behaviors, suggesting that stress-related coping behaviors may be crucial links between trauma in the childhood home and adult health. There is also a strong connection between childhood trauma and adolescent and adult substance use disorders, and behavioral problems. These ongoing, stressful events can disrupt a child’s neurodevelopment and result in impairment of their cognitive functioning or ability to cope with negative emotions. Over time, and often during adolescence, they can lead to negative coping mechanisms, such as substance use or self-harm. Eventually, these unhealthy coping mechanisms can contribute to disease, disability, and social problems, as well as premature mortality. But there is hope. It is true what they say – knowledge is power. Once our community begins to understand that our bodies and brains can be harmed by trauma, we can begin to take the necessary, science-based steps to remove the negative effects of this type of damaging stress. We can begin a journey to healing and health. Science tells us that our past does not have to control our future. ACEs can be damaging for a lifetime, but they don’t have to be. We can reboot our brains, even after decades or a lifetime of reactive behavior. We can respond to life’s inevitable stressors more appropriately. Today, researchers recognize a range of promising approaches to help create new neurons, and promote new patterns of thoughts and reactions. Writing, practicing mindfulness, exercise, talk therapy, medication therapy, strengthening peer connections, spiritual connections, and community connections can all help us heal from our past trauma and live a healthier life. Click here to take the ACEs quiz and learn more.
This article is written for and published on SitePoint. In this part, we will have a look at how we make sure people don’t have multiple accounts after signing into our application through different means. If you allow users to sign up through different social networks and perhaps your own registration system, there is a good chance some users will have multiple accounts. How annoying can it be for a user who signed up through Facebook earlier, to come back later and log in through Twitter because he thought he used that one? The best thing we can do is try to avoid that our users have multiple accounts. We can prevent this by letting the user merge manually or try to use an automatic system to try and identify duplicated users. I suggest a setup of two database tables. The first table is the general user table, which contains all information about the user. CREATE TABLE IF NOT EXISTS `user` ( `id` int(11) NOT NULL AUTO_INCREMENT, `username` varchar(255) NOT NULL, `password` varchar(255) DEFAULT NULL, `firstname` varchar(50) NOT NULL, `lastname` varchar(50) NOT NULL, `emailaddress` varchar(50) NOT NULL, `city` varchar(50) NOT NULL, `birtdate` date NOT NULL, `gender` varchar(10) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=latin1 AUTO_INCREMENT=1 ; Note: As you can see, I used the fields that we also used in our SocialLoginInterface. You might need more or less fields depending on your application. You even could decide to split this table in a user_profile table if you wish. The second table contains all data regarding any third party logins the user used. CREATE TABLE IF NOT EXISTS `user_provider` ( `id` int(10) unsigned NOT NULL AUTO_INCREMENT, `user_id` int(11) COLLATE utf8_unicode_ci NOT NULL, `provider` varchar(50) COLLATE utf8_unicode_ci NOT NULL, `provider_uid` varchar(255) COLLATE utf8_unicode_ci NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8 COLLATE=utf8_unicode_ci AUTO_INCREMENT=1 ; provider, we save the name of the provider we used – for example Google+. In the provider_uid column, we save the actual user ID from the provider. Let’s imagine a user registered through Google+. Later on, he comes back and registers himself through your default registration system. After logging in, he suddenly remembers that he was already logged in once before with Google+. According to the above database scheme, there will be two records in the user table and one record in the user_provider table. The best way to merge these two accounts, is by letting the user connect other social networks to their account. You can do this by allowing users to “log in” with a social network, after already being authorized in your system. However, instead of “log in”, we are now going to call it “connect”. Just add a “connect” button to your application, which calls the log in URL from the social network as you probably did on the log in page. As soon as the callback URL is called, you check if the provided user id from the social network is already within your If so, it means you found a different account of the user. In that case, you can basically remove the duplicate account and connect the user_provider record with the current user. If not, then it just seems to be that this user was not logged in before with that social network. In that case, you can just add a record to user_provider for this user. Next time he logs in through this social network, he will be immediately recognized. note: Before merging the 2 accounts together, you could first ask the user if he actually wants to do this. Maybe there is a reason the user had two separated accounts. Next to that, don’t forget to also merge any content added by the duplicate user with the current user, so all data is connected with one account. There is, however, also a possibility that the user is logged in through Google+ and now wants to merge his account with an already existing account, which was registered through the default registration system. In that case, you could just ask the user to fill in a username and password. When filled in, you could check if there is actually a combination available in the user table, containing the provided username and password. Instead of letting the user merge accounts manually, we could also try to see if we can merge automatically. This can be achieved by checking the profile of the user we retrieved back from a social network with the already existing users, right at the moment after the connection with the social network. A good start is by checking the email address. The email address is a field which cannot be easily faked and is quite unique. So after you received back all data from the social network, you can check if the email address you retrieved already exists in the database. If that’s the case, you seem to have found a match. Instead of creating a whole new user, you could update that existing user. That’s it? I wish it was. However, not all social networks return an email address. Twitter, for example, does not return an email address and you cannot retrieve it any other way. Next to that, who says my Google+ email address is the same as I used in your application? In the end, there is no full guarantee yet that you merged all possible accounts. Since we cannot guarantee there was a actual merge, we can add a second level which checks the user profile. As you have seen in the previous article, we are collecting more data then just the email address. The next check we could perform is any combination between the other fields. Checking the birth date alone for example, will give you too many possibilities. However, how big is the chance that you find two people with the exact same last name and birth date? Or how big is the chance that you find two people with the same location, first name and gender? Basically, the combinations are endless. Just try to think reasonably and take into consideration that not all social networks are returning all data. In the previous article we saw for example that Google is not giving you back a birth date. So, can we actually merge, based on these details? No! You just opened up a potential security flaw if you did. Just imagine I am impersonating someone on Google+. By logging into your application, I would be able to take control of the account I am impersonating. To prevent this from happening, we need to add one more step in between the log in and the actual merge: Validation. Whenever the user logs in through Google+ and your system has found a possible match in your database, ask the user to validate. The simplest way is telling the user you found a potentially already existing account. Next, allow this user to verify it’s him by allowing him the original log in. So if the existing account was created through your default registration system, allow the user to fill in the password for this account. If the account was created by a different social log in, allow the user to log in again through that same method. If the user does so and you get a positive result on the verification, you know for sure you got the correct user. In the end, we still can have some duplicate accounts. However, we at least tried to keep it to a minimum and by trying, we also tried to improve the user experience. With this article, we reached the end of this serie. Hopefully, these articles taught you something about how to create framework agnostic packages, how you can set up a social log in with Google+ and how you can merge accounts together.
#!/usr/bin/python import time from ops_i2cbase import I2CBase # =========================================================================== # HTU21D Class # # Code only test with a HTU21D/F Sensor module on a Beaglebone Black. # It has been reported that an I2C address issue was seen on Pi. # =========================================================================== class HTU21D: i2c = None # HTU21D Address address = 0x40 # Commands TRIGGER_TEMP_MEASURE_HOLD = 0xE3 TRIGGER_HUMD_MEASURE_HOLD = 0xE5 READ_USER_REG = 0xE7 # Constructor def __init__(self): self.i2c = I2CBase(self.address) def readUserRegister(self): "Read the user register byte" return self.i2c.readU8(self.READ_USER_REG) def readTemperatureData(self): "Read 3 temperature bytes from the sensor" # value[0], value[1]: Raw temperature data # value[2]: CRC value = self.i2c.readList(self.TRIGGER_TEMP_MEASURE_HOLD, 3) # CRC Check if not self.crc8check(value): return -255 rawTempData = ( value[0] << 8 ) + value[1] # Clear the status bits rawTempData = rawTempData & 0xFFFC; # Calculate the actual temperature actualTemp = -46.85 + (175.72 * rawTempData / 65536) return actualTemp def readHumidityData(self): "Read 3 humidity bytes from the sensor" # value[0], value[1]: Raw relative humidity data # value[2]: CRC value = self.i2c.readList(self.TRIGGER_HUMD_MEASURE_HOLD, 3) # CRC Check if not self.crc8check(value): return -255 rawRHData = ( value[0] << 8 ) + value[1] # Clear the status bits rawRHData = rawRHData & 0xFFFC; # Calculate the actual RH actualRH = -6 + (125.0 * rawRHData / 65536) return actualRH def crc8check(self, value): "Calulate the CRC8 for the data received" try: # Ported from Sparkfun Arduino HTU21D Library: https://github.com/sparkfun/HTU21D_Breakout remainder = ( ( value[0] << 8 ) + value[1] ) << 8 remainder \|= value[2] except: print "HTU21D: Invlid CRC value" return False # POLYNOMIAL = 0x0131 = x^8 + x^5 + x^4 + 1 # divsor = 0x988000 is the 0x0131 polynomial shifted to farthest left of three bytes divsor = 0x988000 for i in range(0, 16): if( remainder & 1 << (23 - i) ): remainder ^= divsor divsor = divsor >> 1 if remainder == 0: return True else: return False
# The range of function $f\left(x\right)=\left[\left[x\right]-x\right]+{\mathrm{sin}}^{2}x$, where [.] denotes the greatest integer function, is. Video Solution \| Step by step video & image solution for The range of function f(x)=[[x]-x]+sin^(2)x, where [.] denotes the greatest integer function, is. by Maths experts to help you in doubts & scoring excellent marks in Class 12 exams. Updated on:21/07/2023 ### Knowledge Check • Question 1 - Select One ## The function f(x)=[x2]+[−x]2, where [.] denotes the greatest integer function, is Acontinuous and derivable at x=2 Bneither continuous nor derivable at x=2 Ccontinuous but not dervable at x=2 Dnone of these • Question 2 - Select One ## The range of the function f(x)=[sinx+cosx] (where [x] denotes the greatest integer function) is f(x)∈ : A[-2,1] B{-2,-1,0,1} C{-1,1} D{-2,0,-1} • Question 3 - Select One ## The range of the function f(x)=2+x−[x−3] is, (where [.] denotes greatest integer function): A[5,6] B[5,6) CR DI Doubtnut is No.1 Study App and Learning App with Instant Video Solutions for NCERT Class 6, Class 7, Class 8, Class 9, Class 10, Class 11 and Class 12, IIT JEE prep, NEET preparation and CBSE, UP Board, Bihar Board, Rajasthan Board, MP Board, Telangana Board etc NCERT solutions for CBSE and other state boards is a key requirement for students. Doubtnut helps with homework, doubts and solutions to all the questions. It has helped students get under AIR 100 in NEET & IIT JEE. Get PDF and video solutions of IIT-JEE Mains & Advanced previous year papers, NEET previous year papers, NCERT books for classes 6 to 12, CBSE, Pathfinder Publications, RD Sharma, RS Aggarwal, Manohar Ray, Cengage books for boards and competitive exams. Doubtnut is the perfect NEET and IIT JEE preparation App. Get solutions for NEET and IIT JEE previous years papers, along with chapter wise NEET MCQ solutions. Get all the study material in Hindi medium and English medium for IIT JEE and NEET preparation
July 13, 2009 Objections to the Causal Principle Dear Dr Craig, I am an agnostic/atheist who has recently been debating the merits of the Kalam Cosmological Argument (KCA) with an acolyte of yours on a forum. I think I have all my objections clear in my mind now and was hoping you could give some commentary on them. My objections concern the first premise, "Whatever begins to exist has a cause of its existence". Firstly I need to investigate a little your definition of "begins to exist". Do you consider this phrase synonymous with "has a finite past"? Here are a couple of premises: (a) Whatever has a finite past begins to exist. (b) Whatever begins to exist has a finite past. If you endorse these, which I expect you will, then it is a matter of logical necessity that you consider the two synonymous. If you reject one of them (likely (a)) then I would be interested in your definition of "begins to exist". Under most other definitions of "begins to exist" I am liable to reject the second premise (that the universe began to exist) rather than the first. If their synonymity is accepted, you can't have any objections to me modifying the first premise: 1´. Whatever has a finite past has a cause of its existence. Now a side note on your use of language. While I'm sure you are familiar with the argument that questions about what came before the Big Bang are meaningless (the usual analogy is "What is north of the North Pole?") you insist on using language which makes it appear that you have not understood this argument. For instance, I have seen you use language such as "creatio ex nihilo", "coming out of nothing", "springs spontaneously out of the void", all of which imply a transition from the state of nonexistence to the state of existence. The alternative to a caused universe is not a universe which "sprang into existence uncaused", but a universe which was never not in existence and hence for which there was no transition from nonexistence to existence. To say that the universe was in a state of nonexistence implies an external perspective on the universe, which implicitly rejects the idea that the universe is all there is. If the universe is all there is, there was no creation event, but simply an initial state of the universe. Another forum poster put it succinctly when he wrote: "There is nothing the universe came from" is not identical to "The universe came from nothing". Rather, the contention is that applying "came from" to the universe is a category error. This brings me to my first objection, which is that the modified premise 1´ has little of the intuitive force of the original. Here's the Stanford Encyclopedia of Philosophy on the consequences of the change: Whereas behind [the original premise 1] lays the ancient Parmenidean contention that out of nothing nothing comes, no principle directly connects finitude with causation. Critics contend that we have no reason to think that just because something is finite it must have a cause of its coming into existence. If you choose a definition of "begin to exist" which requires a transition from one state to another, as opposed to merely a finite past, I will reject the second premise instead. However, my sense is that such a position would not be tenable given what you have previously written on the KCA, for example: But, in any case, as I've argued elsewhere, viable non-singular models (like Stephen Hawking's model) still involve a merely finite past and therefore a beginning of time and the universe. My second (separate) objection is simply that it is unwise to extrapolate general metaphysical truths from everyday experience. "A thing cannot be in two opposing states at once" is a premise that might once have seemed an "ontologically necessary truth", "one which is constantly confirmed in our experience". However, when we ventured into the world of subatomic physics, we discovered that things there did not accord with our experiences in the macro world. You seem familiar with the example of uncaused virtual particle pair formation leading to Hawking radiation, which is currently thought to be uncaused. You object that: Now in fact particle pair production furnishes no analogy for this radical ex nihilo becoming, as Davies seems to imply. This quantum phenomenon, even if an exception to the principle that every event has a cause, provides no analogy to something's coming into being out of nothing. Though physicists speak of this as particle pair creation and annihilation, such terms are philosophically misleading, for all that actually occurs is conversion of energy into matter or vice versa. However, this is a double standard, since everyday examples of things which "begin to exist" also do not involve actual creation. Thus, you seek to disallow uncaused transitions as precedent for an uncaused beginning to the universe, while using causative transitions as the intuitive basis for a causative beginning. Either such events are similar to the beginning of the universe or they are not. (Note that as per objection 1 I don't agree that the universe "came into being out of nothing"; this is a separate objection). However, I don't want to spend too much time on this point, since even if I grant you that there is nothing uncaused in our experience, the inductive argument is still not valid. Here are a few inductive arguments similar to the KCA: 1. Every patch of land on the Earth is attached to a more northerly patch of land. 2. The North Pole is a patch of land on the Earth. 3. Therefore, the North Pole is attached to a more northerly patch of land. 1. Every positive integer has a positive integer which is one less than it. 2. One is a positive integer. 3. Therefore, there is a positive integer which is one less than one. 1. Everything of a finite size has one or more things surrounding it. 2. The universe is of a finite size. 3. Therefore, there are one or more things surrounding the universe. In each case, the argument is valid if the premises are valid. Also in each case, counterexamples to the first premise other than the ones mentioned in the second premise are unavailable. The only way to reject the arguments is to reject the first premise, something nobody has any difficulty doing. It is obvious to us that in an argument concerning size, the smallest positive integer cannot be treated the same as the rest. In an argument about the direction north, the most northerly point must be treated differently to other points. Similarly, in an argument about a series of states of the universe which cause each other, the initial state must be treated differently to all subsequent states. The fact that we don't observe any other beginning to a chain of causation is no more mysterious than the fact that there are not multiple smallest integers, or multiple most northerly points. I included the third "argument" above because it seems to me to most closely match the KCA. The idea that finite space implies something beyond that space is little different to the idea that finite time implies something beyond that time. Both are rejections of the idea that there could be finite boundaries to what exists. To summarise my objections: 1) To the extent that the premise is based on intuition, causation is intuitively associated with something moving from one state to another, not with a finite past. A metaphysics in which the universe is all that exists rejects the idea of a transition from nonexistence to existence, since there is nothing - not even a void - for the universe to have transitioned from. Language such as "sprang into existence uncaused" is an attempt to avoid dealing with this alternative. 2) To the extent that the premise is based on induction from everyday events: a) One cannot generalise from everyday events to the world of physics. ("Everything that happens around me appears to have a cause, therefore virtual particle creation must have a cause" would be an example of this kind of bad argument). b) Even if such arguments were valid, the specific example in the KCA is not, because in an inductive argument involving a linked sequence, the first and last items must be treated differently to all other items. I conclude the premise has little basis in either intuition or induction. Thanks for reading and I hope you have the time to write a response. I don't normally select questions that are as long as yours, Chris, (hint to would-be submitters!), but since you raise responsibly several common objections to the first premiss of the kalam cosmological argument as I have stated it, I decided to respond briefly to each of your objections. But before I do, it's worth noting first that what you offer are merely undercutting defeaters of premiss (1), not rebutting defeaters. That is to say, your objections attempt to diminish the warrant we have for believing the causal premiss but do nothing to falsify it. Your conclusion is that "the premise has little basis in either intuition or induction." That is not only consistent with its being true, but even with its being more plausible than its negation, which has, I should think, even less going for it by way of intuition or inductive evidence. In that case you should still believe the causal principle rather than its negation. But is the causal principle so bereft of warrant as you allege? Let's consider first its intuitive support. As you note, metaphysicians as far back as Parmenides have recognized the principle that Being can come only from Being, that something cannot come into being from non-being. I think you yourself recognize this, for your strategy in undercutting the causal premiss is to try to show that on atheism the universe does not, in fact, come into being out of nothing. In order to make your case, you focus on the expression "begins to exist" and propose to substitute for it the expression "has a finite past," in which case the modified premiss "has little of the intuitive force of the original." Therefore, the warrant for the original premiss allegedly evaporates. This objection is confused on a number of counts. First, it falsely assumes that if a statement A is logically equivalent to a statement B and B is not intuitively obvious, then the intuitive warrant for A is nullified. That is clearly wrong. Think of some complex mathematical equation which is equivalent to 2+1=3. The opacity of the former does nothing to undermine the intuitive warrant for the latter. In fact, one could quite plausibly argue that the direction of warrant runs the other way: in view of their logical equivalence, the intuitive obviousness of A goes to increase our confidence in the truth of the less obvious B! Similarly, I am inclined to agree that your 1´. Whatever has a finite past has a cause of its existence. is logically equivalent to my premiss (1) and is less obvious as well. But I think that in view of the obviousness of the causal premiss as I have stated it we have good reason to think that your equivalent statement is also true. My objection to your modifying the first premiss, then, is that it is obscurantist, like substituting "27+62/41 x ½" for "2" in "2+1=3." Second, you confuse a definition with an analysis. You aren't really looking for a definition of "begins to exist." These words are so simple that a junior high school student understands them. Synonyms would include "starts to exist" or "commences to be." What you're really looking for is a philosophical analysis of what it is to begin to exist. Whether there even is such an analysis is open to debate. It may well be that such a concept is primitive and cannot be analyzed in other terms. In my published work, I have tried to provide the following analysis of "begins to exist": A. x begins to exist at t iff x comes into being at t. B. x comes into being at t iff (i) x exists at t, and the actual world includes no state of affairs in which x exists timelessly, (ii) t is either the first time at which x exists or is separated from any t< t at which x existed by an interval during which x does not exist, and (iii) x's existing at t is a tensed fact. It would be obtuse for the argument's detractor to respond that if you substitute the above analysis for "begins to exist" in the original premiss, then the premiss loses its intuitive warrant. Analyses aren't supposed to capture the intuitive obviousness of the terms to be analyzed; on the contrary, they're typically much more complex than the notion being analyzed. What is important for a successful analysis is that the conditions laid down in the analysis do not themselves use the notion under analysis and that they are such that anything meeting just those conditions will, in this case, properly be said to begin to exist. Now the key clause in my analysis is (B) (iii). By presupposing a dynamic or tensed or (to appropriate McTaggart's convenient terminology) A-Theory of time, according to which temporal becoming is real, the proponent of the kalam cosmological argument justifiably assumes that the universe's existing at a first moment of time represents the moment at which the universe came into being. Only if you adopt a static or tenseless or so-called B-Theory of time, according to which temporal becoming is an illusion of human consciousness, will the first moment of the universe's existing not be the moment at which it comes into being. Thus, the real issue separating the proponent of the kalam cosmological argument and critics of the first premiss is the objectivity of tense and temporal becoming. Now your expression "has a finite past" is at best a purported analysis, not a synonym, of "begins to exist." Given a tensed theory of time, I'm inclined to accept your analysis. Anything that is finite in the past came into being at some time in the past. It doesn't matter that your analysis isn't as intuitively obvious as the original premiss. Analyses hardly ever are. As for your concerns about my use of phrases like "come into being out of nothing," I have in my published work stated explicitly that such expressions are not to be interpreted as the postulation of a state of nothingness prior to the existence of the universe. Rather they are expressions of the fact that the universe's beginning to exist is a tensed fact, as (B) (iii) states. As I wrote in the Blackwell Companion to Natural Theology, From start to finish, the kalam cosmological argument is predicated upon the A-Theory of time. On a B-Theory of time the universe does not in fact come into being or become actual at the Big Bang; it just exists tenselessly as a four-dimensional space-time block which is finitely extended in the earlier than direction. If time is tenseless, then the universe never really comes into being, and therefore the quest for a cause of its coming into being is misconceived. Although G. W. F. Leibniz's question, Why is there (tenselessly) something rather than nothing? should still rightly be asked, there would be no reason to look for a cause of the universe's beginning to exist, since on tenseless theories of time the universe did not begin to exist in virtue of its having a first event anymore than a meter stick begins to exist in virtue of having a first centimeter. . . . Thus, the real issue separating the proponent of the kalam cosmological argument and critics of the first premiss is the objectivity of tense and temporal becoming. I suspect that this is the issue that separates us as well. When you say, "If the universe is all there is, there was no creation event, but simply an initial state of the universe," you seem to be endorsing implicitly a B-Theory of time. I also note your assimilation of time to space in your comment, "The idea that finite space implies something beyond that space is little different to the idea that finite time implies something beyond that time." By contrast, a cosmologist like Alexander Vilenkin uses precisely the same sorts of expression I do when characterizing the beginning of the universe, speaking freely of the universe's being "spontaneously created out of nothing" and "popping out from nothing." He obviously doesn't think that there was a state of nothingness prior to the Big Bang. Rather the appropriateness of such expressions depends on your view of the reality of tense and temporal becoming. I have, again, with Thomas Aquinas, explicitly rejected the idea that creation is a type of change or transition (see my and Paul Copan's Creation out of Nothing [Baker, 2004]). The universe does not transition from non-being into being, since in creation there is no enduring subject but the absolute coming-to-be of that subject. Rather, the key notion here is again the reality of temporal becoming. Is temporal becoming real? If so, then in beginning to exist the universe came into being. Should you be interested in pursuing this debate over the A- vs. B-Theory of time, I commend to you my Time and Eternity (Crossway, 2001). As for your second objection, that "it is unwise to extrapolate general metaphysical truths from everyday experience," it seems to me wholly unobjectionable to say that the causal principle enjoys experiential support. Should we just ignore the uniform data of experience in support of premiss (1) and behave as if it were just as likely as its opposite? Talk about being blind to the evidence! I don't understand your misgivings about my response to the claim that virtual particles are uncaused. They're not. They are fluctuations of the energy in the vacuum. The quantum vacuum is not nothing. It is a roiling sea of energy. The German philosopher of science Bernulf Kanitscheider emphasizes that in so-called quantum creation events we're dealing with "a causal process leading from a primordial substratum with a rich physical structure to a materialized substratum of the vacuum. Admittedly this process is not deterministic, it includes that weak kind of causal dependence peculiar to every quantum mechanical process" (Bernulf Kanitscheider, "Does Physical Cosmology Transcend the Limits of Naturalistic Reasoning?" in Studies on Mario Bunge's "Treatise," ed. Weingartner and G. J. W. Doen [Amsterdam: Rodopi, 1990], pp. 346-74). It just occurred to me that perhaps your difficulty is that you have failed to differentiate between premiss (1) and 1. Every event has a cause. My argument does not commit us to (1*) and so is quite consistent with quantum events' being causally indeterminate. What I deny is that things, substances endowed with properties, can come into existence without a cause of any sort. As noted above, in quantum physics as in everyday experience there are always causal conditions of things' coming to be. So there's no double standard here, so far as I can see. What the first premiss requires is that anything that begins to exist has a cause of some sort, and that condition is fulfilled for virtual particles. We know of no exception to the causal principle. Why shouldn't we be impressed with this evidence? You give a few allegedly inductive arguments that fail. But, Chris, the arguments you give are all deductive arguments! And they each have a false premiss! These aren't at all analogous to the universal inductive evidence in support of the causal principle. I'd also caution you to be wary about attacking a particular inductive argument just because other inductive arguments are failures, lest you wind up rejecting induction altogether. Then you will be landed in absolute scepticism. The distinguishing feature of an inductive argument, as opposed to a deductive argument, is that the truth of its premises does not guarantee the truth of the conclusion. But inductive reasoning remains largely reliable and, moreover, is indispensable to rational behavior. But you insist that in this case we have good reason to think that the beginning of the universe is an exception to the causal principle. If you were right, that would indeed, undercut the inductive evidence in support of premiss (1). But what reason is there to think that the universe is an exception to the causal principle? You state, "in an argument about a series of states of the universe which cause each other, the initial state must be treated differently to all subsequent states." Why? I see no reason to treat such a state as an exception. Indeed, I should have thought that the uncaused arising of an absolutely first state is even more obviously impossible than the uncaused arising of a temporally embedded state. In any case, the burden is on you to justify this exception or it becomes an arbitrary dismissal of the causal principle. You add: "The fact that we don't observe any other beginning to a chain of causation is no more mysterious than the fact that there are not multiple smallest integers, or multiple most northerly points." This statement seems confused. The fact you mention is just neither here nor there so far as the inductive evidence for the causal principle is concerned. The inductive argument is not that it's mysterious that we don't see causal chains beginning abruptly without antecedents. It's rather that we have uniform empirical evidence that things which begin to exist do have causes—without exception. Besides, in the cases you mention it is logically impossible for there to be the postulated entities (multiple smallest integers or most northerly points), whereas no logical impossibility has even been suggested in the universe's having a cause of its beginning. I cannot help but suspect that it's the looming implication of theism that makes you sceptical of the otherwise impressive evidence for the causal principle.
You won’t hear a provincial leader speak about education without mentioning the importance of “preparing students for the future” or “preparing students for the workforce”. Education, and post-secondary education more specifically, is increasingly viewed by political leaders, policy makers, higher education stakeholders, and even students themselves, as a prerequisite for employment — a bridge to the workforce. At the same time, there continues to be a disconnect between the skills students learn in general arts and science degree programs and the ability to translate these skills into employment. Last month, Statistics Canada released Maximum insights on minimum wage workers: 20 years of data, a research paper that revealed that, not only has the proportion of employees earning minimum wage doubled since 1998, but the proportion of employees earning minimum wage who have a post-secondary degree has also grown significantly. This is concerning for a number of reasons, particularly given that minimum wage in Ontario ($14.00) falls way under what is considered a living wage in all regions of the province (ranging anywhere between $15.53 and $21.75) and those workers with post-secondary degrees often have the additional financial burden of having to repay student loans. On top of that, minimum wage earners “are also less likely to receive non-wage benefits such as a pension plan, supplementary health benefits or paid sick leave.” If earning a university degree is a bridge to the workforce, why are graduates crossing that bridge only to be faced with poverty and precarious work? While the Statistics Canada paper does not speak to the reasons for the growth in minimum wage earners with post-secondary degrees, there is something to be said for the fact that students have been concerned about a lack of work-integrated learning opportunities for students in general arts and science programs and about the lack of support offered to help them articulate skills learned in the classroom to potential employers. Both concerns speak to how universities are not adequately preparing students for the future promised by a university degree. For anyone who’s sat in a lecture hall, it is obvious that classroom learning, while important to building a foundation of knowledge, cannot adequately foster all the skills that students need to succeed after graduation. “Communication, critical thinking, and teamwork skills have become increasingly important in the workforce and are often not taught in traditional, lecture-style teaching methods.” For students, preparing for the workforce requires a broader approach to learning, one that gives them opportunities to develop skills both in and out of the classroom. This is echoed by employers who recognize that “we need to build stronger bridges between workplaces and lecture halls.” One way to do this that is popular in business, engineering, and STEM programs is through work-integrated learning opportunities. Work-integrated learning is a mutually beneficial model that provides students with the experience necessary to take foundational knowledge learned in the classroom and engage in real-world, practical applications. Work-integrated learning opportunities have been shown to help students feel better prepared for the workplace by fostering industry-specific knowledge. But for students who are in general arts and science-based programs, work-integrated learning opportunities are limited. The 2017 Ontario Post-Secondary Student Survey suggests that more than half of students attending OUSA’s member schools are enrolled in general arts and science-based programs, and forthcoming results reveal that only one-third of respondents had a work-integrated learning opportunity. Almost half of all students in a 2016 survey by Abacus Data said there were not enough work-integrated learning opportunities, and 89% of graduates supported more work-integrated learning opportunities in post-secondary programs. One of the barriers to increasing work-integrated learning opportunities for students in general arts and science-based programs is a lack of financial incentives for employers. In order to provide work-integrated learning opportunities, employers need to be on board; and if they do not see the inherent value that students bring to the table or do not have the infrastructure to support student placements, they will be hesitant to create these opportunities. But with financial support, it is easy to make the case for hiring students and supervising work-integrated learning opportunities. OUSA recommends that investments be made in the Career Ready Fund to incentivize employers to increase such opportunities, an investment that benefits students, employers, and society. Students benefit by gaining experience and feeling better prepared for the workforce, having a more enjoyable post-secondary experience, and setting themselves up to earn higher salaries post-graduation. Employers benefit by having unique perspectives in the workplace and by fostering a pool of potential future employees to train and recruit from. Society benefits from the strength of the skills students bring to their work and their ability to engage in work across sectors, including in municipal development. Expanding the approach to learning by incorporating effective work-integrated learning opportunities for all students will be ineffective if students are not adequately prepared to articulate the skills they are learning to potential employers. Important skills, like communication, critical thinking, and teamwork, can be difficult to quantify, and if students are not taught how to demonstrate these skills to potential employers and employers are not prepared to ask and look for these skills, prepared and experienced graduates may be unable to find work in their field and struggle as minimum wage earners trying to pay off sometimes debilitating student debts. There’s an opportunity for the Ministry of Colleges and Universities to support universities in their efforts to prepare students to articulate the academic, oral, practical, and writing skills they acquire in the classroom and in work-integrated learning opportunities, building on the work done for the Experiential Learning Toolkit and learning from Co-operative Education and Work-Integrated Learning Canada’s Work-Integrated Learning Resource Hub. Building a best practice model to support students and employers to better articulate and understand these skills would contribute to a more seamless transition for students into the workforce. There are endless opportunities to enhance student experiences with work-integrated learning and to strengthen the bridge from university to the workforce that not only benefit students, but contribute to a more prosperous society. If we want students to be prepared for the future — a shared priority for OUSA and the provincial government — we have to continue to move forward and support students as they build the skills and experiences necessary to succeed. OUSA’s Student Entrepreneurship, Employment, & Employability policy paper offers a number of student-written recommendations on this issue.
from collections import namedtuple from unittest.mock import patch from skoolkittest import SkoolKitTestCase from skoolkit import components from skoolkit.disassembler import Disassembler Config = namedtuple('Config', 'asm_hex asm_lower defb_size defm_size defw_size wrap') ASM = { '000000': ('NOP', 'NOP', 'NOP'), '010000': ('LD BC,0',), '020000': ('LD (BC),A', 'NOP', 'NOP'), '030000': ('INC BC', 'NOP', 'NOP'), '040000': ('INC B', 'NOP', 'NOP'), '050000': ('DEC B', 'NOP', 'NOP'), '060000': ('LD B,0', 'NOP'), '070000': ('RLCA', 'NOP', 'NOP'), '080000': ("EX AF,AF'", 'NOP', 'NOP'), '090000': ('ADD HL,BC', 'NOP', 'NOP'), '0A0000': ('LD A,(BC)', 'NOP', 'NOP'), '0B0000': ('DEC BC', 'NOP', 'NOP'), '0C0000': ('INC C', 'NOP', 'NOP'), '0D0000': ('DEC C', 'NOP', 'NOP'), '0E0000': ('LD C,0', 'NOP'), '0F0000': ('RRCA', 'NOP', 'NOP'), '100000': ('DJNZ 16386', 'NOP'), '110000': ('LD DE,0',), '120000': ('LD (DE),A', 'NOP', 'NOP'), '130000': ('INC DE', 'NOP', 'NOP'), '140000': ('INC D', 'NOP', 'NOP'), '150000': ('DEC D', 'NOP', 'NOP'), '160000': ('LD D,0', 'NOP'), '170000': ('RLA', 'NOP', 'NOP'), '180000': ('JR 16386', 'NOP'), '190000': ('ADD HL,DE', 'NOP', 'NOP'), '1A0000': ('LD A,(DE)', 'NOP', 'NOP'), '1B0000': ('DEC DE', 'NOP', 'NOP'), '1C0000': ('INC E', 'NOP', 'NOP'), '1D0000': ('DEC E', 'NOP', 'NOP'), '1E0000': ('LD E,0', 'NOP'), '1F0000': ('RRA', 'NOP', 'NOP'), '200000': ('JR NZ,16386', 'NOP'), '210000': ('LD HL,0',), '220000': ('LD (0),HL',), '230000': ('INC HL', 'NOP', 'NOP'), '240000': ('INC H', 'NOP', 'NOP'), '250000': ('DEC H', 'NOP', 'NOP'), '260000': ('LD H,0', 'NOP'), '270000': ('DAA', 'NOP', 'NOP'), '280000': ('JR Z,16386', 'NOP'), '290000': ('ADD HL,HL', 'NOP', 'NOP'), '2A0000': ('LD HL,(0)',), '2B0000': ('DEC HL', 'NOP', 'NOP'), '2C0000': ('INC L', 'NOP', 'NOP'), '2D0000': ('DEC L', 'NOP', 'NOP'), '2E0000': ('LD L,0', 'NOP'), '2F0000': ('CPL', 'NOP', 'NOP'), '300000': ('JR NC,16386', 'NOP'), '310000': ('LD SP,0',), '320000': ('LD (0),A',), '330000': ('INC SP', 'NOP', 'NOP'), '340000': ('INC (HL)', 'NOP', 'NOP'), '350000': ('DEC (HL)', 'NOP', 'NOP'), '360000': ('LD (HL),0', 'NOP'), '370000': ('SCF', 'NOP', 'NOP'), '380000': ('JR C,16386', 'NOP'), '390000': ('ADD HL,SP', 'NOP', 'NOP'), '3A0000': ('LD A,(0)',), '3B0000': ('DEC SP', 'NOP', 'NOP'), '3C0000': ('INC A', 'NOP', 'NOP'), '3D0000': ('DEC A', 'NOP', 'NOP'), '3E0000': ('LD A,0', 'NOP'), '3F0000': ('CCF', 'NOP', 'NOP'), '400000': ('LD B,B', 'NOP', 'NOP'), '410000': ('LD B,C', 'NOP', 'NOP'), '420000': ('LD B,D', 'NOP', 'NOP'), '430000': ('LD B,E', 'NOP', 'NOP'), '440000': ('LD B,H', 'NOP', 'NOP'), '450000': ('LD B,L', 'NOP', 'NOP'), '460000': ('LD B,(HL)', 'NOP', 'NOP'), '470000': ('LD B,A', 'NOP', 'NOP'), '480000': ('LD C,B', 'NOP', 'NOP'), '490000': ('LD C,C', 'NOP', 'NOP'), '4A0000': ('LD C,D', 'NOP', 'NOP'), '4B0000': ('LD C,E', 'NOP', 'NOP'), '4C0000': ('LD C,H', 'NOP', 'NOP'), '4D0000': ('LD C,L', 'NOP', 'NOP'), '4E0000': ('LD C,(HL)', 'NOP', 'NOP'), '4F0000': ('LD C,A', 'NOP', 'NOP'), '500000': ('LD D,B', 'NOP', 'NOP'), '510000': ('LD D,C', 'NOP', 'NOP'), '520000': ('LD D,D', 'NOP', 'NOP'), '530000': ('LD D,E', 'NOP', 'NOP'), '540000': ('LD D,H', 'NOP', 'NOP'), '550000': ('LD D,L', 'NOP', 'NOP'), '560000': ('LD D,(HL)', 'NOP', 'NOP'), '570000': ('LD D,A', 'NOP', 'NOP'), '580000': ('LD E,B', 'NOP', 'NOP'), '590000': ('LD E,C', 'NOP', 'NOP'), '5A0000': ('LD E,D', 'NOP', 'NOP'), '5B0000': ('LD E,E', 'NOP', 'NOP'), '5C0000': ('LD E,H', 'NOP', 'NOP'), '5D0000': ('LD E,L', 'NOP', 'NOP'), '5E0000': ('LD E,(HL)', 'NOP', 'NOP'), '5F0000': ('LD E,A', 'NOP', 'NOP'), '600000': ('LD H,B', 'NOP', 'NOP'), '610000': ('LD H,C', 'NOP', 'NOP'), '620000': ('LD H,D', 'NOP', 'NOP'), '630000': ('LD H,E', 'NOP', 'NOP'), '640000': ('LD H,H', 'NOP', 'NOP'), '650000': ('LD H,L', 'NOP', 'NOP'), '660000': ('LD H,(HL)', 'NOP', 'NOP'), '670000': ('LD H,A', 'NOP', 'NOP'), '680000': ('LD L,B', 'NOP', 'NOP'), '690000': ('LD L,C', 'NOP', 'NOP'), '6A0000': ('LD L,D', 'NOP', 'NOP'), '6B0000': ('LD L,E', 'NOP', 'NOP'), '6C0000': ('LD L,H', 'NOP', 'NOP'), '6D0000': ('LD L,L', 'NOP', 'NOP'), '6E0000': ('LD L,(HL)', 'NOP', 'NOP'), '6F0000': ('LD L,A', 'NOP', 'NOP'), '700000': ('LD (HL),B', 'NOP', 'NOP'), '710000': ('LD (HL),C', 'NOP', 'NOP'), '720000': ('LD (HL),D', 'NOP', 'NOP'), '730000': ('LD (HL),E', 'NOP', 'NOP'), '740000': ('LD (HL),H', 'NOP', 'NOP'), '750000': ('LD (HL),L', 'NOP', 'NOP'), '760000': ('HALT', 'NOP', 'NOP'), '770000': ('LD (HL),A', 'NOP', 'NOP'), '780000': ('LD A,B', 'NOP', 'NOP'), '790000': ('LD A,C', 'NOP', 'NOP'), '7A0000': ('LD A,D', 'NOP', 'NOP'), '7B0000': ('LD A,E', 'NOP', 'NOP'), '7C0000': ('LD A,H', 'NOP', 'NOP'), '7D0000': ('LD A,L', 'NOP', 'NOP'), '7E0000': ('LD A,(HL)', 'NOP', 'NOP'), '7F0000': ('LD A,A', 'NOP', 'NOP'), '800000': ('ADD A,B', 'NOP', 'NOP'), '810000': ('ADD A,C', 'NOP', 'NOP'), '820000': ('ADD A,D', 'NOP', 'NOP'), '830000': ('ADD A,E', 'NOP', 'NOP'), '840000': ('ADD A,H', 'NOP', 'NOP'), '850000': ('ADD A,L', 'NOP', 'NOP'), '860000': ('ADD A,(HL)', 'NOP', 'NOP'), '870000': ('ADD A,A', 'NOP', 'NOP'), '880000': ('ADC A,B', 'NOP', 'NOP'), '890000': ('ADC A,C', 'NOP', 'NOP'), '8A0000': ('ADC A,D', 'NOP', 'NOP'), '8B0000': ('ADC A,E', 'NOP', 'NOP'), '8C0000': ('ADC A,H', 'NOP', 'NOP'), '8D0000': ('ADC A,L', 'NOP', 'NOP'), '8E0000': ('ADC A,(HL)', 'NOP', 'NOP'), '8F0000': ('ADC A,A', 'NOP', 'NOP'), '900000': ('SUB B', 'NOP', 'NOP'), '910000': ('SUB C', 'NOP', 'NOP'), '920000': ('SUB D', 'NOP', 'NOP'), '930000': ('SUB E', 'NOP', 'NOP'), '940000': ('SUB H', 'NOP', 'NOP'), '950000': ('SUB L', 'NOP', 'NOP'), '960000': ('SUB (HL)', 'NOP', 'NOP'), '970000': ('SUB A', 'NOP', 'NOP'), '980000': ('SBC A,B', 'NOP', 'NOP'), '990000': ('SBC A,C', 'NOP', 'NOP'), '9A0000': ('SBC A,D', 'NOP', 'NOP'), '9B0000': ('SBC A,E', 'NOP', 'NOP'), '9C0000': ('SBC A,H', 'NOP', 'NOP'), '9D0000': ('SBC A,L', 'NOP', 'NOP'), '9E0000': ('SBC A,(HL)', 'NOP', 'NOP'), '9F0000': ('SBC A,A', 'NOP', 'NOP'), 'A00000': ('AND B', 'NOP', 'NOP'), 'A10000': ('AND C', 'NOP', 'NOP'), 'A20000': ('AND D', 'NOP', 'NOP'), 'A30000': ('AND E', 'NOP', 'NOP'), 'A40000': ('AND H', 'NOP', 'NOP'), 'A50000': ('AND L', 'NOP', 'NOP'), 'A60000': ('AND (HL)', 'NOP', 'NOP'), 'A70000': ('AND A', 'NOP', 'NOP'), 'A80000': ('XOR B', 'NOP', 'NOP'), 'A90000': ('XOR C', 'NOP', 'NOP'), 'AA0000': ('XOR D', 'NOP', 'NOP'), 'AB0000': ('XOR E', 'NOP', 'NOP'), 'AC0000': ('XOR H', 'NOP', 'NOP'), 'AD0000': ('XOR L', 'NOP', 'NOP'), 'AE0000': ('XOR (HL)', 'NOP', 'NOP'), 'AF0000': ('XOR A', 'NOP', 'NOP'), 'B00000': ('OR B', 'NOP', 'NOP'), 'B10000': ('OR C', 'NOP', 'NOP'), 'B20000': ('OR D', 'NOP', 'NOP'), 'B30000': ('OR E', 'NOP', 'NOP'), 'B40000': ('OR H', 'NOP', 'NOP'), 'B50000': ('OR L', 'NOP', 'NOP'), 'B60000': ('OR (HL)', 'NOP', 'NOP'), 'B70000': ('OR A', 'NOP', 'NOP'), 'B80000': ('CP B', 'NOP', 'NOP'), 'B90000': ('CP C', 'NOP', 'NOP'), 'BA0000': ('CP D', 'NOP', 'NOP'), 'BB0000': ('CP E', 'NOP', 'NOP'), 'BC0000': ('CP H', 'NOP', 'NOP'), 'BD0000': ('CP L', 'NOP', 'NOP'), 'BE0000': ('CP (HL)', 'NOP', 'NOP'), 'BF0000': ('CP A', 'NOP', 'NOP'), 'C00000': ('RET NZ', 'NOP', 'NOP'), 'C10000': ('POP BC', 'NOP', 'NOP'), 'C20000': ('JP NZ,0',), 'C30000': ('JP 0',), 'C40000': ('CALL NZ,0',), 'C50000': ('PUSH BC', 'NOP', 'NOP'), 'C60000': ('ADD A,0', 'NOP'), 'C70000': ('RST 0', 'NOP', 'NOP'), 'C80000': ('RET Z', 'NOP', 'NOP'), 'C90000': ('RET', 'NOP', 'NOP'), 'CA0000': ('JP Z,0',), 'CB0000': ('RLC B', 'NOP'), 'CC0000': ('CALL Z,0',), 'CD0000': ('CALL 0',), 'CE0000': ('ADC A,0', 'NOP'), 'CF0000': ('RST 8', 'NOP', 'NOP'), 'D00000': ('RET NC', 'NOP', 'NOP'), 'D10000': ('POP DE', 'NOP', 'NOP'), 'D20000': ('JP NC,0',), 'D30000': ('OUT (0),A', 'NOP'), 'D40000': ('CALL NC,0',), 'D50000': ('PUSH DE', 'NOP', 'NOP'), 'D60000': ('SUB 0', 'NOP'), 'D70000': ('RST 16', 'NOP', 'NOP'), 'D80000': ('RET C', 'NOP', 'NOP'), 'D90000': ('EXX', 'NOP', 'NOP'), 'DA0000': ('JP C,0',), 'DB0000': ('IN A,(0)', 'NOP'), 'DC0000': ('CALL C,0',), 'DD0000': ('DEFB 221', 'NOP', 'NOP'), 'DE0000': ('SBC A,0', 'NOP'), 'DF0000': ('RST 24', 'NOP', 'NOP'), 'E00000': ('RET PO', 'NOP', 'NOP'), 'E10000': ('POP HL', 'NOP', 'NOP'), 'E20000': ('JP PO,0',), 'E30000': ('EX (SP),HL', 'NOP', 'NOP'), 'E40000': ('CALL PO,0',), 'E50000': ('PUSH HL', 'NOP', 'NOP'), 'E60000': ('AND 0', 'NOP'), 'E70000': ('RST 32', 'NOP', 'NOP'), 'E80000': ('RET PE', 'NOP', 'NOP'), 'E90000': ('JP (HL)', 'NOP', 'NOP'), 'EA0000': ('JP PE,0',), 'EB0000': ('EX DE,HL', 'NOP', 'NOP'), 'EC0000': ('CALL PE,0',), 'ED0000': ('DEFB 237,0', 'NOP'), 'EE0000': ('XOR 0', 'NOP'), 'EF0000': ('RST 40', 'NOP', 'NOP'), 'F00000': ('RET P', 'NOP', 'NOP'), 'F10000': ('POP AF', 'NOP', 'NOP'), 'F20000': ('JP P,0',), 'F30000': ('DI', 'NOP', 'NOP'), 'F40000': ('CALL P,0',), 'F50000': ('PUSH AF', 'NOP', 'NOP'), 'F60000': ('OR 0', 'NOP'), 'F70000': ('RST 48', 'NOP', 'NOP'), 'F80000': ('RET M', 'NOP', 'NOP'), 'F90000': ('LD SP,HL', 'NOP', 'NOP'), 'FA0000': ('JP M,0',), 'FB0000': ('EI', 'NOP', 'NOP'), 'FC0000': ('CALL M,0',), 'FD0000': ('DEFB 253', 'NOP', 'NOP'), 'FE0000': ('CP 0', 'NOP'), 'FF0000': ('RST 56', 'NOP', 'NOP'), 'CB00': ('RLC B',), 'CB01': ('RLC C',), 'CB02': ('RLC D',), 'CB03': ('RLC E',), 'CB04': ('RLC H',), 'CB05': ('RLC L',), 'CB06': ('RLC (HL)',), 'CB07': ('RLC A',), 'CB08': ('RRC B',), 'CB09': ('RRC C',), 'CB0A': ('RRC D',), 'CB0B': ('RRC E',), 'CB0C': ('RRC H',), 'CB0D': ('RRC L',), 'CB0E': ('RRC (HL)',), 'CB0F': ('RRC A',), 'CB10': ('RL B',), 'CB11': ('RL C',), 'CB12': ('RL D',), 'CB13': ('RL E',), 'CB14': ('RL H',), 'CB15': ('RL L',), 'CB16': ('RL (HL)',), 'CB17': ('RL A',), 'CB18': ('RR B',), 'CB19': ('RR C',), 'CB1A': ('RR D',), 'CB1B': ('RR E',), 'CB1C': ('RR H',), 'CB1D': ('RR L',), 'CB1E': ('RR (HL)',), 'CB1F': ('RR A',), 'CB20': ('SLA B',), 'CB21': ('SLA C',), 'CB22': ('SLA D',), 'CB23': ('SLA E',), 'CB24': ('SLA H',), 'CB25': ('SLA L',), 'CB26': ('SLA (HL)',), 'CB27': ('SLA A',), 'CB28': ('SRA B',), 'CB29': ('SRA C',), 'CB2A': ('SRA D',), 'CB2B': ('SRA E',), 'CB2C': ('SRA H',), 'CB2D': ('SRA L',), 'CB2E': ('SRA (HL)',), 'CB2F': ('SRA A',), 'CB30': ('SLL B',), 'CB31': ('SLL C',), 'CB32': ('SLL D',), 'CB33': ('SLL E',), 'CB34': ('SLL H',), 'CB35': ('SLL L',), 'CB36': ('SLL (HL)',), 'CB37': ('SLL A',), 'CB38': ('SRL B',), 'CB39': ('SRL C',), 'CB3A': ('SRL D',), 'CB3B': ('SRL E',), 'CB3C': ('SRL H',), 'CB3D': ('SRL L',), 'CB3E': ('SRL (HL)',), 'CB3F': ('SRL A',), 'CB40': ('BIT 0,B',), 'CB41': ('BIT 0,C',), 'CB42': ('BIT 0,D',), 'CB43': ('BIT 0,E',), 'CB44': ('BIT 0,H',), 'CB45': ('BIT 0,L',), 'CB46': ('BIT 0,(HL)',), 'CB47': ('BIT 0,A',), 'CB48': ('BIT 1,B',), 'CB49': ('BIT 1,C',), 'CB4A': ('BIT 1,D',), 'CB4B': ('BIT 1,E',), 'CB4C': ('BIT 1,H',), 'CB4D': ('BIT 1,L',), 'CB4E': ('BIT 1,(HL)',), 'CB4F': ('BIT 1,A',), 'CB50': ('BIT 2,B',), 'CB51': ('BIT 2,C',), 'CB52': ('BIT 2,D',), 'CB53': ('BIT 2,E',), 'CB54': ('BIT 2,H',), 'CB55': ('BIT 2,L',), 'CB56': ('BIT 2,(HL)',), 'CB57': ('BIT 2,A',), 'CB58': ('BIT 3,B',), 'CB59': ('BIT 3,C',), 'CB5A': ('BIT 3,D',), 'CB5B': ('BIT 3,E',), 'CB5C': ('BIT 3,H',), 'CB5D': ('BIT 3,L',), 'CB5E': ('BIT 3,(HL)',), 'CB5F': ('BIT 3,A',), 'CB60': ('BIT 4,B',), 'CB61': ('BIT 4,C',), 'CB62': ('BIT 4,D',), 'CB63': ('BIT 4,E',), 'CB64': ('BIT 4,H',), 'CB65': ('BIT 4,L',), 'CB66': ('BIT 4,(HL)',), 'CB67': ('BIT 4,A',), 'CB68': ('BIT 5,B',), 'CB69': ('BIT 5,C',), 'CB6A': ('BIT 5,D',), 'CB6B': ('BIT 5,E',), 'CB6C': ('BIT 5,H',), 'CB6D': ('BIT 5,L',), 'CB6E': ('BIT 5,(HL)',), 'CB6F': ('BIT 5,A',), 'CB70': ('BIT 6,B',), 'CB71': ('BIT 6,C',), 'CB72': ('BIT 6,D',), 'CB73': ('BIT 6,E',), 'CB74': ('BIT 6,H',), 'CB75': ('BIT 6,L',), 'CB76': ('BIT 6,(HL)',), 'CB77': ('BIT 6,A',), 'CB78': ('BIT 7,B',), 'CB79': ('BIT 7,C',), 'CB7A': ('BIT 7,D',), 'CB7B': ('BIT 7,E',), 'CB7C': ('BIT 7,H',), 'CB7D': ('BIT 7,L',), 'CB7E': ('BIT 7,(HL)',), 'CB7F': ('BIT 7,A',), 'CB80': ('RES 0,B',), 'CB81': ('RES 0,C',), 'CB82': ('RES 0,D',), 'CB83': ('RES 0,E',), 'CB84': ('RES 0,H',), 'CB85': ('RES 0,L',), 'CB86': ('RES 0,(HL)',), 'CB87': ('RES 0,A',), 'CB88': ('RES 1,B',), 'CB89': ('RES 1,C',), 'CB8A': ('RES 1,D',), 'CB8B': ('RES 1,E',), 'CB8C': ('RES 1,H',), 'CB8D': ('RES 1,L',), 'CB8E': ('RES 1,(HL)',), 'CB8F': ('RES 1,A',), 'CB90': ('RES 2,B',), 'CB91': ('RES 2,C',), 'CB92': ('RES 2,D',), 'CB93': ('RES 2,E',), 'CB94': ('RES 2,H',), 'CB95': ('RES 2,L',), 'CB96': ('RES 2,(HL)',), 'CB97': ('RES 2,A',), 'CB98': ('RES 3,B',), 'CB99': ('RES 3,C',), 'CB9A': ('RES 3,D',), 'CB9B': ('RES 3,E',), 'CB9C': ('RES 3,H',), 'CB9D': ('RES 3,L',), 'CB9E': ('RES 3,(HL)',), 'CB9F': ('RES 3,A',), 'CBA0': ('RES 4,B',), 'CBA1': ('RES 4,C',), 'CBA2': ('RES 4,D',), 'CBA3': ('RES 4,E',), 'CBA4': ('RES 4,H',), 'CBA5': ('RES 4,L',), 'CBA6': ('RES 4,(HL)',), 'CBA7': ('RES 4,A',), 'CBA8': ('RES 5,B',), 'CBA9': ('RES 5,C',), 'CBAA': ('RES 5,D',), 'CBAB': ('RES 5,E',), 'CBAC': ('RES 5,H',), 'CBAD': ('RES 5,L',), 'CBAE': ('RES 5,(HL)',), 'CBAF': ('RES 5,A',), 'CBB0': ('RES 6,B',), 'CBB1': ('RES 6,C',), 'CBB2': ('RES 6,D',), 'CBB3': ('RES 6,E',), 'CBB4': ('RES 6,H',), 'CBB5': ('RES 6,L',), 'CBB6': ('RES 6,(HL)',), 'CBB7': ('RES 6,A',), 'CBB8': ('RES 7,B',), 'CBB9': ('RES 7,C',), 'CBBA': ('RES 7,D',), 'CBBB': ('RES 7,E',), 'CBBC': ('RES 7,H',), 'CBBD': ('RES 7,L',), 'CBBE': ('RES 7,(HL)',), 'CBBF': ('RES 7,A',), 'CBC0': ('SET 0,B',), 'CBC1': ('SET 0,C',), 'CBC2': ('SET 0,D',), 'CBC3': ('SET 0,E',), 'CBC4': ('SET 0,H',), 'CBC5': ('SET 0,L',), 'CBC6': ('SET 0,(HL)',), 'CBC7': ('SET 0,A',), 'CBC8': ('SET 1,B',), 'CBC9': ('SET 1,C',), 'CBCA': ('SET 1,D',), 'CBCB': ('SET 1,E',), 'CBCC': ('SET 1,H',), 'CBCD': ('SET 1,L',), 'CBCE': ('SET 1,(HL)',), 'CBCF': ('SET 1,A',), 'CBD0': ('SET 2,B',), 'CBD1': ('SET 2,C',), 'CBD2': ('SET 2,D',), 'CBD3': ('SET 2,E',), 'CBD4': ('SET 2,H',), 'CBD5': ('SET 2,L',), 'CBD6': ('SET 2,(HL)',), 'CBD7': ('SET 2,A',), 'CBD8': ('SET 3,B',), 'CBD9': ('SET 3,C',), 'CBDA': ('SET 3,D',), 'CBDB': ('SET 3,E',), 'CBDC': ('SET 3,H',), 'CBDD': ('SET 3,L',), 'CBDE': ('SET 3,(HL)',), 'CBDF': ('SET 3,A',), 'CBE0': ('SET 4,B',), 'CBE1': ('SET 4,C',), 'CBE2': ('SET 4,D',), 'CBE3': ('SET 4,E',), 'CBE4': ('SET 4,H',), 'CBE5': ('SET 4,L',), 'CBE6': ('SET 4,(HL)',), 'CBE7': ('SET 4,A',), 'CBE8': ('SET 5,B',), 'CBE9': ('SET 5,C',), 'CBEA': ('SET 5,D',), 'CBEB': ('SET 5,E',), 'CBEC': ('SET 5,H',), 'CBED': ('SET 5,L',), 'CBEE': ('SET 5,(HL)',), 'CBEF': ('SET 5,A',), 'CBF0': ('SET 6,B',), 'CBF1': ('SET 6,C',), 'CBF2': ('SET 6,D',), 'CBF3': ('SET 6,E',), 'CBF4': ('SET 6,H',), 'CBF5': ('SET 6,L',), 'CBF6': ('SET 6,(HL)',), 'CBF7': ('SET 6,A',), 'CBF8': ('SET 7,B',), 'CBF9': ('SET 7,C',), 'CBFA': ('SET 7,D',), 'CBFB': ('SET 7,E',), 'CBFC': ('SET 7,H',), 'CBFD': ('SET 7,L',), 'CBFE': ('SET 7,(HL)',), 'CBFF': ('SET 7,A',), 'ED000000': ('DEFB 237,0', 'NOP', 'NOP'), 'ED010000': ('DEFB 237,1', 'NOP', 'NOP'), 'ED020000': ('DEFB 237,2', 'NOP', 'NOP'), 'ED030000': ('DEFB 237,3', 'NOP', 'NOP'), 'ED040000': ('DEFB 237,4', 'NOP', 'NOP'), 'ED050000': ('DEFB 237,5', 'NOP', 'NOP'), 'ED060000': ('DEFB 237,6', 'NOP', 'NOP'), 'ED070000': ('DEFB 237,7', 'NOP', 'NOP'), 'ED080000': ('DEFB 237,8', 'NOP', 'NOP'), 'ED090000': ('DEFB 237,9', 'NOP', 'NOP'), 'ED0A0000': ('DEFB 237,10', 'NOP', 'NOP'), 'ED0B0000': ('DEFB 237,11', 'NOP', 'NOP'), 'ED0C0000': ('DEFB 237,12', 'NOP', 'NOP'), 'ED0D0000': ('DEFB 237,13', 'NOP', 'NOP'), 'ED0E0000': ('DEFB 237,14', 'NOP', 'NOP'), 'ED0F0000': ('DEFB 237,15', 'NOP', 'NOP'), 'ED100000': ('DEFB 237,16', 'NOP', 'NOP'), 'ED110000': ('DEFB 237,17', 'NOP', 'NOP'), 'ED120000': ('DEFB 237,18', 'NOP', 'NOP'), 'ED130000': ('DEFB 237,19', 'NOP', 'NOP'), 'ED140000': ('DEFB 237,20', 'NOP', 'NOP'), 'ED150000': ('DEFB 237,21', 'NOP', 'NOP'), 'ED160000': ('DEFB 237,22', 'NOP', 'NOP'), 'ED170000': ('DEFB 237,23', 'NOP', 'NOP'), 'ED180000': ('DEFB 237,24', 'NOP', 'NOP'), 'ED190000': ('DEFB 237,25', 'NOP', 'NOP'), 'ED1A0000': ('DEFB 237,26', 'NOP', 'NOP'), 'ED1B0000': ('DEFB 237,27', 'NOP', 'NOP'), 'ED1C0000': ('DEFB 237,28', 'NOP', 'NOP'), 'ED1D0000': ('DEFB 237,29', 'NOP', 'NOP'), 'ED1E0000': ('DEFB 237,30', 'NOP', 'NOP'), 'ED1F0000': ('DEFB 237,31', 'NOP', 'NOP'), 'ED200000': ('DEFB 237,32', 'NOP', 'NOP'), 'ED210000': ('DEFB 237,33', 'NOP', 'NOP'), 'ED220000': ('DEFB 237,34', 'NOP', 'NOP'), 'ED230000': ('DEFB 237,35', 'NOP', 'NOP'), 'ED240000': ('DEFB 237,36', 'NOP', 'NOP'), 'ED250000': ('DEFB 237,37', 'NOP', 'NOP'), 'ED260000': ('DEFB 237,38', 'NOP', 'NOP'), 'ED270000': ('DEFB 237,39', 'NOP', 'NOP'), 'ED280000': ('DEFB 237,40', 'NOP', 'NOP'), 'ED290000': ('DEFB 237,41', 'NOP', 'NOP'), 'ED2A0000': ('DEFB 237,42', 'NOP', 'NOP'), 'ED2B0000': ('DEFB 237,43', 'NOP', 'NOP'), 'ED2C0000': ('DEFB 237,44', 'NOP', 'NOP'), 'ED2D0000': ('DEFB 237,45', 'NOP', 'NOP'), 'ED2E0000': ('DEFB 237,46', 'NOP', 'NOP'), 'ED2F0000': ('DEFB 237,47', 'NOP', 'NOP'), 'ED300000': ('DEFB 237,48', 'NOP', 'NOP'), 'ED310000': ('DEFB 237,49', 'NOP', 'NOP'), 'ED320000': ('DEFB 237,50', 'NOP', 'NOP'), 'ED330000': ('DEFB 237,51', 'NOP', 'NOP'), 'ED340000': ('DEFB 237,52', 'NOP', 'NOP'), 'ED350000': ('DEFB 237,53', 'NOP', 'NOP'), 'ED360000': ('DEFB 237,54', 'NOP', 'NOP'), 'ED370000': ('DEFB 237,55', 'NOP', 'NOP'), 'ED380000': ('DEFB 237,56', 'NOP', 'NOP'), 'ED390000': ('DEFB 237,57', 'NOP', 'NOP'), 'ED3A0000': ('DEFB 237,58', 'NOP', 'NOP'), 'ED3B0000': ('DEFB 237,59', 'NOP', 'NOP'), 'ED3C0000': ('DEFB 237,60', 'NOP', 'NOP'), 'ED3D0000': ('DEFB 237,61', 'NOP', 'NOP'), 'ED3E0000': ('DEFB 237,62', 'NOP', 'NOP'), 'ED3F0000': ('DEFB 237,63', 'NOP', 'NOP'), 'ED400000': ('IN B,(C)', 'NOP', 'NOP'), 'ED410000': ('OUT (C),B', 'NOP', 'NOP'), 'ED420000': ('SBC HL,BC', 'NOP', 'NOP'), 'ED430000': ('LD (0),BC',), 'ED440000': ('NEG', 'NOP', 'NOP'), 'ED450000': ('RETN', 'NOP', 'NOP'), 'ED460000': ('IM 0', 'NOP', 'NOP'), 'ED470000': ('LD I,A', 'NOP', 'NOP'), 'ED480000': ('IN C,(C)', 'NOP', 'NOP'), 'ED490000': ('OUT (C),C', 'NOP', 'NOP'), 'ED4A0000': ('ADC HL,BC', 'NOP', 'NOP'), 'ED4B0000': ('LD BC,(0)',), 'ED4C0000': ('DEFB 237,76', 'NOP', 'NOP'), 'ED4D0000': ('RETI', 'NOP', 'NOP'), 'ED4E0000': ('DEFB 237,78', 'NOP', 'NOP'), 'ED4F0000': ('LD R,A', 'NOP', 'NOP'), 'ED500000': ('IN D,(C)', 'NOP', 'NOP'), 'ED510000': ('OUT (C),D', 'NOP', 'NOP'), 'ED520000': ('SBC HL,DE', 'NOP', 'NOP'), 'ED530000': ('LD (0),DE',), 'ED540000': ('DEFB 237,84', 'NOP', 'NOP'), 'ED550000': ('DEFB 237,85', 'NOP', 'NOP'), 'ED560000': ('IM 1', 'NOP', 'NOP'), 'ED570000': ('LD A,I', 'NOP', 'NOP'), 'ED580000': ('IN E,(C)', 'NOP', 'NOP'), 'ED590000': ('OUT (C),E', 'NOP', 'NOP'), 'ED5A0000': ('ADC HL,DE', 'NOP', 'NOP'), 'ED5B0000': ('LD DE,(0)',), 'ED5C0000': ('DEFB 237,92', 'NOP', 'NOP'), 'ED5D0000': ('DEFB 237,93', 'NOP', 'NOP'), 'ED5E0000': ('IM 2', 'NOP', 'NOP'), 'ED5F0000': ('LD A,R', 'NOP', 'NOP'), 'ED600000': ('IN H,(C)', 'NOP', 'NOP'), 'ED610000': ('OUT (C),H', 'NOP', 'NOP'), 'ED620000': ('SBC HL,HL', 'NOP', 'NOP'), 'ED630000': ('DEFB 237,99,0,0',), 'ED640000': ('DEFB 237,100', 'NOP', 'NOP'), 'ED650000': ('DEFB 237,101', 'NOP', 'NOP'), 'ED660000': ('DEFB 237,102', 'NOP', 'NOP'), 'ED670000': ('RRD', 'NOP', 'NOP'), 'ED680000': ('IN L,(C)', 'NOP', 'NOP'), 'ED690000': ('OUT (C),L', 'NOP', 'NOP'), 'ED6A0000': ('ADC HL,HL', 'NOP', 'NOP'), 'ED6B0000': ('DEFB 237,107,0,0',), 'ED6C0000': ('DEFB 237,108', 'NOP', 'NOP'), 'ED6D0000': ('DEFB 237,109', 'NOP', 'NOP'), 'ED6E0000': ('DEFB 237,110', 'NOP', 'NOP'), 'ED6F0000': ('RLD', 'NOP', 'NOP'), 'ED700000': ('DEFB 237,112', 'NOP', 'NOP'), 'ED710000': ('DEFB 237,113', 'NOP', 'NOP'), 'ED720000': ('SBC HL,SP', 'NOP', 'NOP'), 'ED730000': ('LD (0),SP',), 'ED740000': ('DEFB 237,116', 'NOP', 'NOP'), 'ED750000': ('DEFB 237,117', 'NOP', 'NOP'), 'ED760000': ('DEFB 237,118', 'NOP', 'NOP'), 'ED770000': ('DEFB 237,119', 'NOP', 'NOP'), 'ED780000': ('IN A,(C)', 'NOP', 'NOP'), 'ED790000': ('OUT (C),A', 'NOP', 'NOP'), 'ED7A0000': ('ADC HL,SP', 'NOP', 'NOP'), 'ED7B0000': ('LD SP,(0)',), 'ED7C0000': ('DEFB 237,124', 'NOP', 'NOP'), 'ED7D0000': ('DEFB 237,125', 'NOP', 'NOP'), 'ED7E0000': ('DEFB 237,126', 'NOP', 'NOP'), 'ED7F0000': ('DEFB 237,127', 'NOP', 'NOP'), 'ED800000': ('DEFB 237,128', 'NOP', 'NOP'), 'ED810000': ('DEFB 237,129', 'NOP', 'NOP'), 'ED820000': ('DEFB 237,130', 'NOP', 'NOP'), 'ED830000': ('DEFB 237,131', 'NOP', 'NOP'), 'ED840000': ('DEFB 237,132', 'NOP', 'NOP'), 'ED850000': ('DEFB 237,133', 'NOP', 'NOP'), 'ED860000': ('DEFB 237,134', 'NOP', 'NOP'), 'ED870000': ('DEFB 237,135', 'NOP', 'NOP'), 'ED880000': ('DEFB 237,136', 'NOP', 'NOP'), 'ED890000': ('DEFB 237,137', 'NOP', 'NOP'), 'ED8A0000': ('DEFB 237,138', 'NOP', 'NOP'), 'ED8B0000': ('DEFB 237,139', 'NOP', 'NOP'), 'ED8C0000': ('DEFB 237,140', 'NOP', 'NOP'), 'ED8D0000': ('DEFB 237,141', 'NOP', 'NOP'), 'ED8E0000': ('DEFB 237,142', 'NOP', 'NOP'), 'ED8F0000': ('DEFB 237,143', 'NOP', 'NOP'), 'ED900000': ('DEFB 237,144', 'NOP', 'NOP'), 'ED910000': ('DEFB 237,145', 'NOP', 'NOP'), 'ED920000': ('DEFB 237,146', 'NOP', 'NOP'), 'ED930000': ('DEFB 237,147', 'NOP', 'NOP'), 'ED940000': ('DEFB 237,148', 'NOP', 'NOP'), 'ED950000': ('DEFB 237,149', 'NOP', 'NOP'), 'ED960000': ('DEFB 237,150', 'NOP', 'NOP'), 'ED970000': ('DEFB 237,151', 'NOP', 'NOP'), 'ED980000': ('DEFB 237,152', 'NOP', 'NOP'), 'ED990000': ('DEFB 237,153', 'NOP', 'NOP'), 'ED9A0000': ('DEFB 237,154', 'NOP', 'NOP'), 'ED9B0000': ('DEFB 237,155', 'NOP', 'NOP'), 'ED9C0000': ('DEFB 237,156', 'NOP', 'NOP'), 'ED9D0000': ('DEFB 237,157', 'NOP', 'NOP'), 'ED9E0000': ('DEFB 237,158', 'NOP', 'NOP'), 'ED9F0000': ('DEFB 237,159', 'NOP', 'NOP'), 'EDA00000': ('LDI', 'NOP', 'NOP'), 'EDA10000': ('CPI', 'NOP', 'NOP'), 'EDA20000': ('INI', 'NOP', 'NOP'), 'EDA30000': ('OUTI', 'NOP', 'NOP'), 'EDA40000': ('DEFB 237,164', 'NOP', 'NOP'), 'EDA50000': ('DEFB 237,165', 'NOP', 'NOP'), 'EDA60000': ('DEFB 237,166', 'NOP', 'NOP'), 'EDA70000': ('DEFB 237,167', 'NOP', 'NOP'), 'EDA80000': ('LDD', 'NOP', 'NOP'), 'EDA90000': ('CPD', 'NOP', 'NOP'), 'EDAA0000': ('IND', 'NOP', 'NOP'), 'EDAB0000': ('OUTD', 'NOP', 'NOP'), 'EDAC0000': ('DEFB 237,172', 'NOP', 'NOP'), 'EDAD0000': ('DEFB 237,173', 'NOP', 'NOP'), 'EDAE0000': ('DEFB 237,174', 'NOP', 'NOP'), 'EDAF0000': ('DEFB 237,175', 'NOP', 'NOP'), 'EDB00000': ('LDIR', 'NOP', 'NOP'), 'EDB10000': ('CPIR', 'NOP', 'NOP'), 'EDB20000': ('INIR', 'NOP', 'NOP'), 'EDB30000': ('OTIR', 'NOP', 'NOP'), 'EDB40000': ('DEFB 237,180', 'NOP', 'NOP'), 'EDB50000': ('DEFB 237,181', 'NOP', 'NOP'), 'EDB60000': ('DEFB 237,182', 'NOP', 'NOP'), 'EDB70000': ('DEFB 237,183', 'NOP', 'NOP'), 'EDB80000': ('LDDR', 'NOP', 'NOP'), 'EDB90000': ('CPDR', 'NOP', 'NOP'), 'EDBA0000': ('INDR', 'NOP', 'NOP'), 'EDBB0000': ('OTDR', 'NOP', 'NOP'), 'EDBC0000': ('DEFB 237,188', 'NOP', 'NOP'), 'EDBD0000': ('DEFB 237,189', 'NOP', 'NOP'), 'EDBE0000': ('DEFB 237,190', 'NOP', 'NOP'), 'EDBF0000': ('DEFB 237,191', 'NOP', 'NOP'), 'EDC00000': ('DEFB 237,192', 'NOP', 'NOP'), 'EDC10000': ('DEFB 237,193', 'NOP', 'NOP'), 'EDC20000': ('DEFB 237,194', 'NOP', 'NOP'), 'EDC30000': ('DEFB 237,195', 'NOP', 'NOP'), 'EDC40000': ('DEFB 237,196', 'NOP', 'NOP'), 'EDC50000': ('DEFB 237,197', 'NOP', 'NOP'), 'EDC60000': ('DEFB 237,198', 'NOP', 'NOP'), 'EDC70000': ('DEFB 237,199', 'NOP', 'NOP'), 'EDC80000': ('DEFB 237,200', 'NOP', 'NOP'), 'EDC90000': ('DEFB 237,201', 'NOP', 'NOP'), 'EDCA0000': ('DEFB 237,202', 'NOP', 'NOP'), 'EDCB0000': ('DEFB 237,203', 'NOP', 'NOP'), 'EDCC0000': ('DEFB 237,204', 'NOP', 'NOP'), 'EDCD0000': ('DEFB 237,205', 'NOP', 'NOP'), 'EDCE0000': ('DEFB 237,206', 'NOP', 'NOP'), 'EDCF0000': ('DEFB 237,207', 'NOP', 'NOP'), 'EDD00000': ('DEFB 237,208', 'NOP', 'NOP'), 'EDD10000': ('DEFB 237,209', 'NOP', 'NOP'), 'EDD20000': ('DEFB 237,210', 'NOP', 'NOP'), 'EDD30000': ('DEFB 237,211', 'NOP', 'NOP'), 'EDD40000': ('DEFB 237,212', 'NOP', 'NOP'), 'EDD50000': ('DEFB 237,213', 'NOP', 'NOP'), 'EDD60000': ('DEFB 237,214', 'NOP', 'NOP'), 'EDD70000': ('DEFB 237,215', 'NOP', 'NOP'), 'EDD80000': ('DEFB 237,216', 'NOP', 'NOP'), 'EDD90000': ('DEFB 237,217', 'NOP', 'NOP'), 'EDDA0000': ('DEFB 237,218', 'NOP', 'NOP'), 'EDDB0000': ('DEFB 237,219', 'NOP', 'NOP'), 'EDDC0000': ('DEFB 237,220', 'NOP', 'NOP'), 'EDDD0000': ('DEFB 237,221', 'NOP', 'NOP'), 'EDDE0000': ('DEFB 237,222', 'NOP', 'NOP'), 'EDDF0000': ('DEFB 237,223', 'NOP', 'NOP'), 'EDE00000': ('DEFB 237,224', 'NOP', 'NOP'), 'EDE10000': ('DEFB 237,225', 'NOP', 'NOP'), 'EDE20000': ('DEFB 237,226', 'NOP', 'NOP'), 'EDE30000': ('DEFB 237,227', 'NOP', 'NOP'), 'EDE40000': ('DEFB 237,228', 'NOP', 'NOP'), 'EDE50000': ('DEFB 237,229', 'NOP', 'NOP'), 'EDE60000': ('DEFB 237,230', 'NOP', 'NOP'), 'EDE70000': ('DEFB 237,231', 'NOP', 'NOP'), 'EDE80000': ('DEFB 237,232', 'NOP', 'NOP'), 'EDE90000': ('DEFB 237,233', 'NOP', 'NOP'), 'EDEA0000': ('DEFB 237,234', 'NOP', 'NOP'), 'EDEB0000': ('DEFB 237,235', 'NOP', 'NOP'), 'EDEC0000': ('DEFB 237,236', 'NOP', 'NOP'), 'EDED0000': ('DEFB 237,237', 'NOP', 'NOP'), 'EDEE0000': ('DEFB 237,238', 'NOP', 'NOP'), 'EDEF0000': ('DEFB 237,239', 'NOP', 'NOP'), 'EDF00000': ('DEFB 237,240', 'NOP', 'NOP'), 'EDF10000': ('DEFB 237,241', 'NOP', 'NOP'), 'EDF20000': ('DEFB 237,242', 'NOP', 'NOP'), 'EDF30000': ('DEFB 237,243', 'NOP', 'NOP'), 'EDF40000': ('DEFB 237,244', 'NOP', 'NOP'), 'EDF50000': ('DEFB 237,245', 'NOP', 'NOP'), 'EDF60000': ('DEFB 237,246', 'NOP', 'NOP'), 'EDF70000': ('DEFB 237,247', 'NOP', 'NOP'), 'EDF80000': ('DEFB 237,248', 'NOP', 'NOP'), 'EDF90000': ('DEFB 237,249', 'NOP', 'NOP'), 'EDFA0000': ('DEFB 237,250', 'NOP', 'NOP'), 'EDFB0000': ('DEFB 237,251', 'NOP', 'NOP'), 'EDFC0000': ('DEFB 237,252', 'NOP', 'NOP'), 'EDFD0000': ('DEFB 237,253', 'NOP', 'NOP'), 'EDFE0000': ('DEFB 237,254', 'NOP', 'NOP'), 'EDFF0000': ('DEFB 237,255', 'NOP', 'NOP'), 'DD000000': ('DEFB 221', 'NOP', 'NOP', 'NOP'), 'DD010000': ('DEFB 221', 'LD BC,0'), 'DD020000': ('DEFB 221', 'LD (BC),A', 'NOP', 'NOP'), 'DD030000': ('DEFB 221', 'INC BC', 'NOP', 'NOP'), 'DD040000': ('DEFB 221', 'INC B', 'NOP', 'NOP'), 'DD050000': ('DEFB 221', 'DEC B', 'NOP', 'NOP'), 'DD060000': ('DEFB 221', 'LD B,0', 'NOP'), 'DD070000': ('DEFB 221', 'RLCA', 'NOP', 'NOP'), 'DD080000': ('DEFB 221', "EX AF,AF'", 'NOP', 'NOP'), 'DD090000': ('ADD IX,BC', 'NOP', 'NOP'), 'DD0A0000': ('DEFB 221', 'LD A,(BC)', 'NOP', 'NOP'), 'DD0B0000': ('DEFB 221', 'DEC BC', 'NOP', 'NOP'), 'DD0C0000': ('DEFB 221', 'INC C', 'NOP', 'NOP'), 'DD0D0000': ('DEFB 221', 'DEC C', 'NOP', 'NOP'), 'DD0E0000': ('DEFB 221', 'LD C,0', 'NOP'), 'DD0F0000': ('DEFB 221', 'RRCA', 'NOP', 'NOP'), 'DD100000': ('DEFB 221', 'DJNZ 16387', 'NOP'), 'DD110000': ('DEFB 221', 'LD DE,0'), 'DD120000': ('DEFB 221', 'LD (DE),A', 'NOP', 'NOP'), 'DD130000': ('DEFB 221', 'INC DE', 'NOP', 'NOP'), 'DD140000': ('DEFB 221', 'INC D', 'NOP', 'NOP'), 'DD150000': ('DEFB 221', 'DEC D', 'NOP', 'NOP'), 'DD160000': ('DEFB 221', 'LD D,0', 'NOP'), 'DD170000': ('DEFB 221', 'RLA', 'NOP', 'NOP'), 'DD180000': ('DEFB 221', 'JR 16387', 'NOP'), 'DD190000': ('ADD IX,DE', 'NOP', 'NOP'), 'DD1A0000': ('DEFB 221', 'LD A,(DE)', 'NOP', 'NOP'), 'DD1B0000': ('DEFB 221', 'DEC DE', 'NOP', 'NOP'), 'DD1C0000': ('DEFB 221', 'INC E', 'NOP', 'NOP'), 'DD1D0000': ('DEFB 221', 'DEC E', 'NOP', 'NOP'), 'DD1E0000': ('DEFB 221', 'LD E,0', 'NOP'), 'DD1F0000': ('DEFB 221', 'RRA', 'NOP', 'NOP'), 'DD200000': ('DEFB 221', 'JR NZ,16387', 'NOP'), 'DD210000': ('LD IX,0',), 'DD220000': ('LD (0),IX',), 'DD230000': ('INC IX', 'NOP', 'NOP'), 'DD240000': ('INC IXh', 'NOP', 'NOP'), 'DD250000': ('DEC IXh', 'NOP', 'NOP'), 'DD260000': ('LD IXh,0', 'NOP'), 'DD270000': ('DEFB 221', 'DAA', 'NOP', 'NOP'), 'DD280000': ('DEFB 221', 'JR Z,16387', 'NOP'), 'DD290000': ('ADD IX,IX', 'NOP', 'NOP'), 'DD2A0000': ('LD IX,(0)',), 'DD2B0000': ('DEC IX', 'NOP', 'NOP'), 'DD2C0000': ('INC IXl', 'NOP', 'NOP'), 'DD2D0000': ('DEC IXl', 'NOP', 'NOP'), 'DD2E0000': ('LD IXl,0', 'NOP'), 'DD2F0000': ('DEFB 221', 'CPL', 'NOP', 'NOP'), 'DD300000': ('DEFB 221', 'JR NC,16387', 'NOP'), 'DD310000': ('DEFB 221', 'LD SP,0'), 'DD320000': ('DEFB 221', 'LD (0),A'), 'DD330000': ('DEFB 221', 'INC SP', 'NOP', 'NOP'), 'DD340000': ('INC (IX+0)', 'NOP'), 'DD350000': ('DEC (IX+0)', 'NOP'), 'DD360A14': ('LD (IX+10),20',), 'DD370000': ('DEFB 221', 'SCF', 'NOP', 'NOP'), 'DD380000': ('DEFB 221', 'JR C,16387', 'NOP'), 'DD390000': ('ADD IX,SP', 'NOP', 'NOP'), 'DD3A0000': ('DEFB 221', 'LD A,(0)'), 'DD3B0000': ('DEFB 221', 'DEC SP', 'NOP', 'NOP'), 'DD3C0000': ('DEFB 221', 'INC A', 'NOP', 'NOP'), 'DD3D0000': ('DEFB 221', 'DEC A', 'NOP', 'NOP'), 'DD3E0000': ('DEFB 221', 'LD A,0', 'NOP'), 'DD3F0000': ('DEFB 221', 'CCF', 'NOP', 'NOP'), 'DD400000': ('DEFB 221', 'LD B,B', 'NOP', 'NOP'), 'DD410000': ('DEFB 221', 'LD B,C', 'NOP', 'NOP'), 'DD420000': ('DEFB 221', 'LD B,D', 'NOP', 'NOP'), 'DD430000': ('DEFB 221', 'LD B,E', 'NOP', 'NOP'), 'DD440000': ('LD B,IXh', 'NOP', 'NOP'), 'DD450000': ('LD B,IXl', 'NOP', 'NOP'), 'DD460000': ('LD B,(IX+0)', 'NOP'), 'DD470000': ('DEFB 221', 'LD B,A', 'NOP', 'NOP'), 'DD480000': ('DEFB 221', 'LD C,B', 'NOP', 'NOP'), 'DD490000': ('DEFB 221', 'LD C,C', 'NOP', 'NOP'), 'DD4A0000': ('DEFB 221', 'LD C,D', 'NOP', 'NOP'), 'DD4B0000': ('DEFB 221', 'LD C,E', 'NOP', 'NOP'), 'DD4C0000': ('LD C,IXh', 'NOP', 'NOP'), 'DD4D0000': ('LD C,IXl', 'NOP', 'NOP'), 'DD4E0000': ('LD C,(IX+0)', 'NOP'), 'DD4F0000': ('DEFB 221', 'LD C,A', 'NOP', 'NOP'), 'DD500000': ('DEFB 221', 'LD D,B', 'NOP', 'NOP'), 'DD510000': ('DEFB 221', 'LD D,C', 'NOP', 'NOP'), 'DD520000': ('DEFB 221', 'LD D,D', 'NOP', 'NOP'), 'DD530000': ('DEFB 221', 'LD D,E', 'NOP', 'NOP'), 'DD540000': ('LD D,IXh', 'NOP', 'NOP'), 'DD550000': ('LD D,IXl', 'NOP', 'NOP'), 'DD560000': ('LD D,(IX+0)', 'NOP'), 'DD570000': ('DEFB 221', 'LD D,A', 'NOP', 'NOP'), 'DD580000': ('DEFB 221', 'LD E,B', 'NOP', 'NOP'), 'DD590000': ('DEFB 221', 'LD E,C', 'NOP', 'NOP'), 'DD5A0000': ('DEFB 221', 'LD E,D', 'NOP', 'NOP'), 'DD5B0000': ('DEFB 221', 'LD E,E', 'NOP', 'NOP'), 'DD5C0000': ('LD E,IXh', 'NOP', 'NOP'), 'DD5D0000': ('LD E,IXl', 'NOP', 'NOP'), 'DD5E0000': ('LD E,(IX+0)', 'NOP'), 'DD5F0000': ('DEFB 221', 'LD E,A', 'NOP', 'NOP'), 'DD600000': ('LD IXh,B', 'NOP', 'NOP'), 'DD610000': ('LD IXh,C', 'NOP', 'NOP'), 'DD620000': ('LD IXh,D', 'NOP', 'NOP'), 'DD630000': ('LD IXh,E', 'NOP', 'NOP'), 'DD640000': ('LD IXh,IXh', 'NOP', 'NOP'), 'DD650000': ('LD IXh,IXl', 'NOP', 'NOP'), 'DD660000': ('LD H,(IX+0)', 'NOP'), 'DD670000': ('LD IXh,A', 'NOP', 'NOP'), 'DD680000': ('LD IXl,B', 'NOP', 'NOP'), 'DD690000': ('LD IXl,C', 'NOP', 'NOP'), 'DD6A0000': ('LD IXl,D', 'NOP', 'NOP'), 'DD6B0000': ('LD IXl,E', 'NOP', 'NOP'), 'DD6C0000': ('LD IXl,IXh', 'NOP', 'NOP'), 'DD6D0000': ('LD IXl,IXl', 'NOP', 'NOP'), 'DD6E0000': ('LD L,(IX+0)', 'NOP'), 'DD6F0000': ('LD IXl,A', 'NOP', 'NOP'), 'DD700000': ('LD (IX+0),B', 'NOP'), 'DD710000': ('LD (IX+0),C', 'NOP'), 'DD720000': ('LD (IX+0),D', 'NOP'), 'DD730000': ('LD (IX+0),E', 'NOP'), 'DD740000': ('LD (IX+0),H', 'NOP'), 'DD750000': ('LD (IX+0),L', 'NOP'), 'DD760000': ('DEFB 221', 'HALT', 'NOP', 'NOP'), 'DD770000': ('LD (IX+0),A', 'NOP'), 'DD780000': ('DEFB 221', 'LD A,B', 'NOP', 'NOP'), 'DD790000': ('DEFB 221', 'LD A,C', 'NOP', 'NOP'), 'DD7A0000': ('DEFB 221', 'LD A,D', 'NOP', 'NOP'), 'DD7B0000': ('DEFB 221', 'LD A,E', 'NOP', 'NOP'), 'DD7C0000': ('LD A,IXh', 'NOP', 'NOP'), 'DD7D0000': ('LD A,IXl', 'NOP', 'NOP'), 'DD7E0000': ('LD A,(IX+0)', 'NOP'), 'DD7F0000': ('DEFB 221', 'LD A,A', 'NOP', 'NOP'), 'DD800000': ('DEFB 221', 'ADD A,B', 'NOP', 'NOP'), 'DD810000': ('DEFB 221', 'ADD A,C', 'NOP', 'NOP'), 'DD820000': ('DEFB 221', 'ADD A,D', 'NOP', 'NOP'), 'DD830000': ('DEFB 221', 'ADD A,E', 'NOP', 'NOP'), 'DD840000': ('ADD A,IXh', 'NOP', 'NOP'), 'DD850000': ('ADD A,IXl', 'NOP', 'NOP'), 'DD860000': ('ADD A,(IX+0)', 'NOP'), 'DD870000': ('DEFB 221', 'ADD A,A', 'NOP', 'NOP'), 'DD880000': ('DEFB 221', 'ADC A,B', 'NOP', 'NOP'), 'DD890000': ('DEFB 221', 'ADC A,C', 'NOP', 'NOP'), 'DD8A0000': ('DEFB 221', 'ADC A,D', 'NOP', 'NOP'), 'DD8B0000': ('DEFB 221', 'ADC A,E', 'NOP', 'NOP'), 'DD8C0000': ('ADC A,IXh', 'NOP', 'NOP'), 'DD8D0000': ('ADC A,IXl', 'NOP', 'NOP'), 'DD8E0000': ('ADC A,(IX+0)', 'NOP'), 'DD8F0000': ('DEFB 221', 'ADC A,A', 'NOP', 'NOP'), 'DD900000': ('DEFB 221', 'SUB B', 'NOP', 'NOP'), 'DD910000': ('DEFB 221', 'SUB C', 'NOP', 'NOP'), 'DD920000': ('DEFB 221', 'SUB D', 'NOP', 'NOP'), 'DD930000': ('DEFB 221', 'SUB E', 'NOP', 'NOP'), 'DD940000': ('SUB IXh', 'NOP', 'NOP'), 'DD950000': ('SUB IXl', 'NOP', 'NOP'), 'DD960000': ('SUB (IX+0)', 'NOP'), 'DD970000': ('DEFB 221', 'SUB A', 'NOP', 'NOP'), 'DD980000': ('DEFB 221', 'SBC A,B', 'NOP', 'NOP'), 'DD990000': ('DEFB 221', 'SBC A,C', 'NOP', 'NOP'), 'DD9A0000': ('DEFB 221', 'SBC A,D', 'NOP', 'NOP'), 'DD9B0000': ('DEFB 221', 'SBC A,E', 'NOP', 'NOP'), 'DD9C0000': ('SBC A,IXh', 'NOP', 'NOP'), 'DD9D0000': ('SBC A,IXl', 'NOP', 'NOP'), 'DD9E0000': ('SBC A,(IX+0)', 'NOP'), 'DD9F0000': ('DEFB 221', 'SBC A,A', 'NOP', 'NOP'), 'DDA00000': ('DEFB 221', 'AND B', 'NOP', 'NOP'), 'DDA10000': ('DEFB 221', 'AND C', 'NOP', 'NOP'), 'DDA20000': ('DEFB 221', 'AND D', 'NOP', 'NOP'), 'DDA30000': ('DEFB 221', 'AND E', 'NOP', 'NOP'), 'DDA40000': ('AND IXh', 'NOP', 'NOP'), 'DDA50000': ('AND IXl', 'NOP', 'NOP'), 'DDA60000': ('AND (IX+0)', 'NOP'), 'DDA70000': ('DEFB 221', 'AND A', 'NOP', 'NOP'), 'DDA80000': ('DEFB 221', 'XOR B', 'NOP', 'NOP'), 'DDA90000': ('DEFB 221', 'XOR C', 'NOP', 'NOP'), 'DDAA0000': ('DEFB 221', 'XOR D', 'NOP', 'NOP'), 'DDAB0000': ('DEFB 221', 'XOR E', 'NOP', 'NOP'), 'DDAC0000': ('XOR IXh', 'NOP', 'NOP'), 'DDAD0000': ('XOR IXl', 'NOP', 'NOP'), 'DDAE0000': ('XOR (IX+0)', 'NOP'), 'DDAF0000': ('DEFB 221', 'XOR A', 'NOP', 'NOP'), 'DDB00000': ('DEFB 221', 'OR B', 'NOP', 'NOP'), 'DDB10000': ('DEFB 221', 'OR C', 'NOP', 'NOP'), 'DDB20000': ('DEFB 221', 'OR D', 'NOP', 'NOP'), 'DDB30000': ('DEFB 221', 'OR E', 'NOP', 'NOP'), 'DDB40000': ('OR IXh', 'NOP', 'NOP'), 'DDB50000': ('OR IXl', 'NOP', 'NOP'), 'DDB60000': ('OR (IX+0)', 'NOP'), 'DDB70000': ('DEFB 221', 'OR A', 'NOP', 'NOP'), 'DDB80000': ('DEFB 221', 'CP B', 'NOP', 'NOP'), 'DDB90000': ('DEFB 221', 'CP C', 'NOP', 'NOP'), 'DDBA0000': ('DEFB 221', 'CP D', 'NOP', 'NOP'), 'DDBB0000': ('DEFB 221', 'CP E', 'NOP', 'NOP'), 'DDBC0000': ('CP IXh', 'NOP', 'NOP'), 'DDBD0000': ('CP IXl', 'NOP', 'NOP'), 'DDBE0000': ('CP (IX+0)', 'NOP'), 'DDBF0000': ('DEFB 221', 'CP A', 'NOP', 'NOP'), 'DDC00000': ('DEFB 221', 'RET NZ', 'NOP', 'NOP'), 'DDC10000': ('DEFB 221', 'POP BC', 'NOP', 'NOP'), 'DDC20000': ('DEFB 221', 'JP NZ,0'), 'DDC30000': ('DEFB 221', 'JP 0'), 'DDC40000': ('DEFB 221', 'CALL NZ,0'), 'DDC50000': ('DEFB 221', 'PUSH BC', 'NOP', 'NOP'), 'DDC60000': ('DEFB 221', 'ADD A,0', 'NOP'), 'DDC70000': ('DEFB 221', 'RST 0', 'NOP', 'NOP'), 'DDC80000': ('DEFB 221', 'RET Z', 'NOP', 'NOP'), 'DDC90000': ('DEFB 221', 'RET', 'NOP', 'NOP'), 'DDCA0000': ('DEFB 221', 'JP Z,0'), 'DDCB0000': ('DEFB 221,203,0,0',), 'DDCC0000': ('DEFB 221', 'CALL Z,0'), 'DDCD0000': ('DEFB 221', 'CALL 0'), 'DDCE0000': ('DEFB 221', 'ADC A,0', 'NOP'), 'DDCF0000': ('DEFB 221', 'RST 8', 'NOP', 'NOP'), 'DDD00000': ('DEFB 221', 'RET NC', 'NOP', 'NOP'), 'DDD10000': ('DEFB 221', 'POP DE', 'NOP', 'NOP'), 'DDD20000': ('DEFB 221', 'JP NC,0'), 'DDD30000': ('DEFB 221', 'OUT (0),A', 'NOP'), 'DDD40000': ('DEFB 221', 'CALL NC,0'), 'DDD50000': ('DEFB 221', 'PUSH DE', 'NOP', 'NOP'), 'DDD60000': ('DEFB 221', 'SUB 0', 'NOP'), 'DDD70000': ('DEFB 221', 'RST 16', 'NOP', 'NOP'), 'DDD80000': ('DEFB 221', 'RET C', 'NOP', 'NOP'), 'DDD90000': ('DEFB 221', 'EXX', 'NOP', 'NOP'), 'DDDA0000': ('DEFB 221', 'JP C,0'), 'DDDB0000': ('DEFB 221', 'IN A,(0)', 'NOP'), 'DDDC0000': ('DEFB 221', 'CALL C,0'), 'DDDD0000': ('DEFB 221', 'DEFB 221', 'NOP', 'NOP'), 'DDDE0000': ('DEFB 221', 'SBC A,0', 'NOP'), 'DDDF0000': ('DEFB 221', 'RST 24', 'NOP', 'NOP'), 'DDE00000': ('DEFB 221', 'RET PO', 'NOP', 'NOP'), 'DDE10000': ('POP IX', 'NOP', 'NOP'), 'DDE20000': ('DEFB 221', 'JP PO,0'), 'DDE30000': ('EX (SP),IX', 'NOP', 'NOP'), 'DDE40000': ('DEFB 221', 'CALL PO,0'), 'DDE50000': ('PUSH IX', 'NOP', 'NOP'), 'DDE60000': ('DEFB 221', 'AND 0', 'NOP'), 'DDE70000': ('DEFB 221', 'RST 32', 'NOP', 'NOP'), 'DDE80000': ('DEFB 221', 'RET PE', 'NOP', 'NOP'), 'DDE90000': ('JP (IX)', 'NOP', 'NOP'), 'DDEA0000': ('DEFB 221', 'JP PE,0'), 'DDEB0000': ('DEFB 221', 'EX DE,HL', 'NOP', 'NOP'), 'DDEC0000': ('DEFB 221', 'CALL PE,0'), 'DDED0000': ('DEFB 221', 'DEFB 237,0', 'NOP'), 'DDEE0000': ('DEFB 221', 'XOR 0', 'NOP'), 'DDEF0000': ('DEFB 221', 'RST 40', 'NOP', 'NOP'), 'DDF00000': ('DEFB 221', 'RET P', 'NOP', 'NOP'), 'DDF10000': ('DEFB 221', 'POP AF', 'NOP', 'NOP'), 'DDF20000': ('DEFB 221', 'JP P,0'), 'DDF30000': ('DEFB 221', 'DI', 'NOP', 'NOP'), 'DDF40000': ('DEFB 221', 'CALL P,0'), 'DDF50000': ('DEFB 221', 'PUSH AF', 'NOP', 'NOP'), 'DDF60000': ('DEFB 221', 'OR 0', 'NOP'), 'DDF70000': ('DEFB 221', 'RST 48', 'NOP', 'NOP'), 'DDF80000': ('DEFB 221', 'RET M', 'NOP', 'NOP'), 'DDF90000': ('LD SP,IX', 'NOP', 'NOP'), 'DDFA0000': ('DEFB 221', 'JP M,0'), 'DDFB0000': ('DEFB 221', 'EI', 'NOP', 'NOP'), 'DDFC0000': ('DEFB 221', 'CALL M,0'), 'DDFD0000': ('DEFB 221', 'DEFB 253', 'NOP', 'NOP'), 'DDFE0000': ('DEFB 221', 'CP 0', 'NOP'), 'DDFF0000': ('DEFB 221', 'RST 56', 'NOP', 'NOP'), 'FD000000': ('DEFB 253', 'NOP', 'NOP', 'NOP'), 'FD010000': ('DEFB 253', 'LD BC,0'), 'FD020000': ('DEFB 253', 'LD (BC),A', 'NOP', 'NOP'), 'FD030000': ('DEFB 253', 'INC BC', 'NOP', 'NOP'), 'FD040000': ('DEFB 253', 'INC B', 'NOP', 'NOP'), 'FD050000': ('DEFB 253', 'DEC B', 'NOP', 'NOP'), 'FD060000': ('DEFB 253', 'LD B,0', 'NOP'), 'FD070000': ('DEFB 253', 'RLCA', 'NOP', 'NOP'), 'FD080000': ('DEFB 253', "EX AF,AF'", 'NOP', 'NOP'), 'FD090000': ('ADD IY,BC', 'NOP', 'NOP'), 'FD0A0000': ('DEFB 253', 'LD A,(BC)', 'NOP', 'NOP'), 'FD0B0000': ('DEFB 253', 'DEC BC', 'NOP', 'NOP'), 'FD0C0000': ('DEFB 253', 'INC C', 'NOP', 'NOP'), 'FD0D0000': ('DEFB 253', 'DEC C', 'NOP', 'NOP'), 'FD0E0000': ('DEFB 253', 'LD C,0', 'NOP'), 'FD0F0000': ('DEFB 253', 'RRCA', 'NOP', 'NOP'), 'FD100000': ('DEFB 253', 'DJNZ 16387', 'NOP'), 'FD110000': ('DEFB 253', 'LD DE,0'), 'FD120000': ('DEFB 253', 'LD (DE),A', 'NOP', 'NOP'), 'FD130000': ('DEFB 253', 'INC DE', 'NOP', 'NOP'), 'FD140000': ('DEFB 253', 'INC D', 'NOP', 'NOP'), 'FD150000': ('DEFB 253', 'DEC D', 'NOP', 'NOP'), 'FD160000': ('DEFB 253', 'LD D,0', 'NOP'), 'FD170000': ('DEFB 253', 'RLA', 'NOP', 'NOP'), 'FD180000': ('DEFB 253', 'JR 16387', 'NOP'), 'FD190000': ('ADD IY,DE', 'NOP', 'NOP'), 'FD1A0000': ('DEFB 253', 'LD A,(DE)', 'NOP', 'NOP'), 'FD1B0000': ('DEFB 253', 'DEC DE', 'NOP', 'NOP'), 'FD1C0000': ('DEFB 253', 'INC E', 'NOP', 'NOP'), 'FD1D0000': ('DEFB 253', 'DEC E', 'NOP', 'NOP'), 'FD1E0000': ('DEFB 253', 'LD E,0', 'NOP'), 'FD1F0000': ('DEFB 253', 'RRA', 'NOP', 'NOP'), 'FD200000': ('DEFB 253', 'JR NZ,16387', 'NOP'), 'FD210000': ('LD IY,0',), 'FD220000': ('LD (0),IY',), 'FD230000': ('INC IY', 'NOP', 'NOP'), 'FD240000': ('INC IYh', 'NOP', 'NOP'), 'FD250000': ('DEC IYh', 'NOP', 'NOP'), 'FD260000': ('LD IYh,0', 'NOP'), 'FD270000': ('DEFB 253', 'DAA', 'NOP', 'NOP'), 'FD280000': ('DEFB 253', 'JR Z,16387', 'NOP'), 'FD290000': ('ADD IY,IY', 'NOP', 'NOP'), 'FD2A0000': ('LD IY,(0)',), 'FD2B0000': ('DEC IY', 'NOP', 'NOP'), 'FD2C0000': ('INC IYl', 'NOP', 'NOP'), 'FD2D0000': ('DEC IYl', 'NOP', 'NOP'), 'FD2E0000': ('LD IYl,0', 'NOP'), 'FD2F0000': ('DEFB 253', 'CPL', 'NOP', 'NOP'), 'FD300000': ('DEFB 253', 'JR NC,16387', 'NOP'), 'FD310000': ('DEFB 253', 'LD SP,0'), 'FD320000': ('DEFB 253', 'LD (0),A'), 'FD330000': ('DEFB 253', 'INC SP', 'NOP', 'NOP'), 'FD340000': ('INC (IY+0)', 'NOP'), 'FD350000': ('DEC (IY+0)', 'NOP'), 'FD360000': ('LD (IY+0),0',), 'FD370000': ('DEFB 253', 'SCF', 'NOP', 'NOP'), 'FD380000': ('DEFB 253', 'JR C,16387', 'NOP'), 'FD390000': ('ADD IY,SP', 'NOP', 'NOP'), 'FD3A0000': ('DEFB 253', 'LD A,(0)'), 'FD3B0000': ('DEFB 253', 'DEC SP', 'NOP', 'NOP'), 'FD3C0000': ('DEFB 253', 'INC A', 'NOP', 'NOP'), 'FD3D0000': ('DEFB 253', 'DEC A', 'NOP', 'NOP'), 'FD3E0000': ('DEFB 253', 'LD A,0', 'NOP'), 'FD3F0000': ('DEFB 253', 'CCF', 'NOP', 'NOP'), 'FD400000': ('DEFB 253', 'LD B,B', 'NOP', 'NOP'), 'FD410000': ('DEFB 253', 'LD B,C', 'NOP', 'NOP'), 'FD420000': ('DEFB 253', 'LD B,D', 'NOP', 'NOP'), 'FD430000': ('DEFB 253', 'LD B,E', 'NOP', 'NOP'), 'FD440000': ('LD B,IYh', 'NOP', 'NOP'), 'FD450000': ('LD B,IYl', 'NOP', 'NOP'), 'FD460000': ('LD B,(IY+0)', 'NOP'), 'FD470000': ('DEFB 253', 'LD B,A', 'NOP', 'NOP'), 'FD480000': ('DEFB 253', 'LD C,B', 'NOP', 'NOP'), 'FD490000': ('DEFB 253', 'LD C,C', 'NOP', 'NOP'), 'FD4A0000': ('DEFB 253', 'LD C,D', 'NOP', 'NOP'), 'FD4B0000': ('DEFB 253', 'LD C,E', 'NOP', 'NOP'), 'FD4C0000': ('LD C,IYh', 'NOP', 'NOP'), 'FD4D0000': ('LD C,IYl', 'NOP', 'NOP'), 'FD4E0000': ('LD C,(IY+0)', 'NOP'), 'FD4F0000': ('DEFB 253', 'LD C,A', 'NOP', 'NOP'), 'FD500000': ('DEFB 253', 'LD D,B', 'NOP', 'NOP'), 'FD510000': ('DEFB 253', 'LD D,C', 'NOP', 'NOP'), 'FD520000': ('DEFB 253', 'LD D,D', 'NOP', 'NOP'), 'FD530000': ('DEFB 253', 'LD D,E', 'NOP', 'NOP'), 'FD540000': ('LD D,IYh', 'NOP', 'NOP'), 'FD550000': ('LD D,IYl', 'NOP', 'NOP'), 'FD560000': ('LD D,(IY+0)', 'NOP'), 'FD570000': ('DEFB 253', 'LD D,A', 'NOP', 'NOP'), 'FD580000': ('DEFB 253', 'LD E,B', 'NOP', 'NOP'), 'FD590000': ('DEFB 253', 'LD E,C', 'NOP', 'NOP'), 'FD5A0000': ('DEFB 253', 'LD E,D', 'NOP', 'NOP'), 'FD5B0000': ('DEFB 253', 'LD E,E', 'NOP', 'NOP'), 'FD5C0000': ('LD E,IYh', 'NOP', 'NOP'), 'FD5D0000': ('LD E,IYl', 'NOP', 'NOP'), 'FD5E0000': ('LD E,(IY+0)', 'NOP'), 'FD5F0000': ('DEFB 253', 'LD E,A', 'NOP', 'NOP'), 'FD600000': ('LD IYh,B', 'NOP', 'NOP'), 'FD610000': ('LD IYh,C', 'NOP', 'NOP'), 'FD620000': ('LD IYh,D', 'NOP', 'NOP'), 'FD630000': ('LD IYh,E', 'NOP', 'NOP'), 'FD640000': ('LD IYh,IYh', 'NOP', 'NOP'), 'FD650000': ('LD IYh,IYl', 'NOP', 'NOP'), 'FD660000': ('LD H,(IY+0)', 'NOP'), 'FD670000': ('LD IYh,A', 'NOP', 'NOP'), 'FD680000': ('LD IYl,B', 'NOP', 'NOP'), 'FD690000': ('LD IYl,C', 'NOP', 'NOP'), 'FD6A0000': ('LD IYl,D', 'NOP', 'NOP'), 'FD6B0000': ('LD IYl,E', 'NOP', 'NOP'), 'FD6C0000': ('LD IYl,IYh', 'NOP', 'NOP'), 'FD6D0000': ('LD IYl,IYl', 'NOP', 'NOP'), 'FD6E0000': ('LD L,(IY+0)', 'NOP'), 'FD6F0000': ('LD IYl,A', 'NOP', 'NOP'), 'FD700000': ('LD (IY+0),B', 'NOP'), 'FD710000': ('LD (IY+0),C', 'NOP'), 'FD720000': ('LD (IY+0),D', 'NOP'), 'FD730000': ('LD (IY+0),E', 'NOP'), 'FD740000': ('LD (IY+0),H', 'NOP'), 'FD750000': ('LD (IY+0),L', 'NOP'), 'FD760000': ('DEFB 253', 'HALT', 'NOP', 'NOP'), 'FD770000': ('LD (IY+0),A', 'NOP'), 'FD780000': ('DEFB 253', 'LD A,B', 'NOP', 'NOP'), 'FD790000': ('DEFB 253', 'LD A,C', 'NOP', 'NOP'), 'FD7A0000': ('DEFB 253', 'LD A,D', 'NOP', 'NOP'), 'FD7B0000': ('DEFB 253', 'LD A,E', 'NOP', 'NOP'), 'FD7C0000': ('LD A,IYh', 'NOP', 'NOP'), 'FD7D0000': ('LD A,IYl', 'NOP', 'NOP'), 'FD7E0000': ('LD A,(IY+0)', 'NOP'), 'FD7F0000': ('DEFB 253', 'LD A,A', 'NOP', 'NOP'), 'FD800000': ('DEFB 253', 'ADD A,B', 'NOP', 'NOP'), 'FD810000': ('DEFB 253', 'ADD A,C', 'NOP', 'NOP'), 'FD820000': ('DEFB 253', 'ADD A,D', 'NOP', 'NOP'), 'FD830000': ('DEFB 253', 'ADD A,E', 'NOP', 'NOP'), 'FD840000': ('ADD A,IYh', 'NOP', 'NOP'), 'FD850000': ('ADD A,IYl', 'NOP', 'NOP'), 'FD860000': ('ADD A,(IY+0)', 'NOP'), 'FD870000': ('DEFB 253', 'ADD A,A', 'NOP', 'NOP'), 'FD880000': ('DEFB 253', 'ADC A,B', 'NOP', 'NOP'), 'FD890000': ('DEFB 253', 'ADC A,C', 'NOP', 'NOP'), 'FD8A0000': ('DEFB 253', 'ADC A,D', 'NOP', 'NOP'), 'FD8B0000': ('DEFB 253', 'ADC A,E', 'NOP', 'NOP'), 'FD8C0000': ('ADC A,IYh', 'NOP', 'NOP'), 'FD8D0000': ('ADC A,IYl', 'NOP', 'NOP'), 'FD8E0000': ('ADC A,(IY+0)', 'NOP'), 'FD8F0000': ('DEFB 253', 'ADC A,A', 'NOP', 'NOP'), 'FD900000': ('DEFB 253', 'SUB B', 'NOP', 'NOP'), 'FD910000': ('DEFB 253', 'SUB C', 'NOP', 'NOP'), 'FD920000': ('DEFB 253', 'SUB D', 'NOP', 'NOP'), 'FD930000': ('DEFB 253', 'SUB E', 'NOP', 'NOP'), 'FD940000': ('SUB IYh', 'NOP', 'NOP'), 'FD950000': ('SUB IYl', 'NOP', 'NOP'), 'FD960000': ('SUB (IY+0)', 'NOP'), 'FD970000': ('DEFB 253', 'SUB A', 'NOP', 'NOP'), 'FD980000': ('DEFB 253', 'SBC A,B', 'NOP', 'NOP'), 'FD990000': ('DEFB 253', 'SBC A,C', 'NOP', 'NOP'), 'FD9A0000': ('DEFB 253', 'SBC A,D', 'NOP', 'NOP'), 'FD9B0000': ('DEFB 253', 'SBC A,E', 'NOP', 'NOP'), 'FD9C0000': ('SBC A,IYh', 'NOP', 'NOP'), 'FD9D0000': ('SBC A,IYl', 'NOP', 'NOP'), 'FD9E0000': ('SBC A,(IY+0)', 'NOP'), 'FD9F0000': ('DEFB 253', 'SBC A,A', 'NOP', 'NOP'), 'FDA00000': ('DEFB 253', 'AND B', 'NOP', 'NOP'), 'FDA10000': ('DEFB 253', 'AND C', 'NOP', 'NOP'), 'FDA20000': ('DEFB 253', 'AND D', 'NOP', 'NOP'), 'FDA30000': ('DEFB 253', 'AND E', 'NOP', 'NOP'), 'FDA40000': ('AND IYh', 'NOP', 'NOP'), 'FDA50000': ('AND IYl', 'NOP', 'NOP'), 'FDA60000': ('AND (IY+0)', 'NOP'), 'FDA70000': ('DEFB 253', 'AND A', 'NOP', 'NOP'), 'FDA80000': ('DEFB 253', 'XOR B', 'NOP', 'NOP'), 'FDA90000': ('DEFB 253', 'XOR C', 'NOP', 'NOP'), 'FDAA0000': ('DEFB 253', 'XOR D', 'NOP', 'NOP'), 'FDAB0000': ('DEFB 253', 'XOR E', 'NOP', 'NOP'), 'FDAC0000': ('XOR IYh', 'NOP', 'NOP'), 'FDAD0000': ('XOR IYl', 'NOP', 'NOP'), 'FDAE0000': ('XOR (IY+0)', 'NOP'), 'FDAF0000': ('DEFB 253', 'XOR A', 'NOP', 'NOP'), 'FDB00000': ('DEFB 253', 'OR B', 'NOP', 'NOP'), 'FDB10000': ('DEFB 253', 'OR C', 'NOP', 'NOP'), 'FDB20000': ('DEFB 253', 'OR D', 'NOP', 'NOP'), 'FDB30000': ('DEFB 253', 'OR E', 'NOP', 'NOP'), 'FDB40000': ('OR IYh', 'NOP', 'NOP'), 'FDB50000': ('OR IYl', 'NOP', 'NOP'), 'FDB60000': ('OR (IY+0)', 'NOP'), 'FDB70000': ('DEFB 253', 'OR A', 'NOP', 'NOP'), 'FDB80000': ('DEFB 253', 'CP B', 'NOP', 'NOP'), 'FDB90000': ('DEFB 253', 'CP C', 'NOP', 'NOP'), 'FDBA0000': ('DEFB 253', 'CP D', 'NOP', 'NOP'), 'FDBB0000': ('DEFB 253', 'CP E', 'NOP', 'NOP'), 'FDBC0000': ('CP IYh', 'NOP', 'NOP'), 'FDBD0000': ('CP IYl', 'NOP', 'NOP'), 'FDBE0000': ('CP (IY+0)', 'NOP'), 'FDBF0000': ('DEFB 253', 'CP A', 'NOP', 'NOP'), 'FDC00000': ('DEFB 253', 'RET NZ', 'NOP', 'NOP'), 'FDC10000': ('DEFB 253', 'POP BC', 'NOP', 'NOP'), 'FDC20000': ('DEFB 253', 'JP NZ,0'), 'FDC30000': ('DEFB 253', 'JP 0'), 'FDC40000': ('DEFB 253', 'CALL NZ,0'), 'FDC50000': ('DEFB 253', 'PUSH BC', 'NOP', 'NOP'), 'FDC60000': ('DEFB 253', 'ADD A,0', 'NOP'), 'FDC70000': ('DEFB 253', 'RST 0', 'NOP', 'NOP'), 'FDC80000': ('DEFB 253', 'RET Z', 'NOP', 'NOP'), 'FDC90000': ('DEFB 253', 'RET', 'NOP', 'NOP'), 'FDCA0000': ('DEFB 253', 'JP Z,0'), 'FDCB0000': ('DEFB 253,203,0,0',), 'FDCC0000': ('DEFB 253', 'CALL Z,0'), 'FDCD0000': ('DEFB 253', 'CALL 0'), 'FDCE0000': ('DEFB 253', 'ADC A,0', 'NOP'), 'FDCF0000': ('DEFB 253', 'RST 8', 'NOP', 'NOP'), 'FDD00000': ('DEFB 253', 'RET NC', 'NOP', 'NOP'), 'FDD10000': ('DEFB 253', 'POP DE', 'NOP', 'NOP'), 'FDD20000': ('DEFB 253', 'JP NC,0'), 'FDD30000': ('DEFB 253', 'OUT (0),A', 'NOP'), 'FDD40000': ('DEFB 253', 'CALL NC,0'), 'FDD50000': ('DEFB 253', 'PUSH DE', 'NOP', 'NOP'), 'FDD60000': ('DEFB 253', 'SUB 0', 'NOP'), 'FDD70000': ('DEFB 253', 'RST 16', 'NOP', 'NOP'), 'FDD80000': ('DEFB 253', 'RET C', 'NOP', 'NOP'), 'FDD90000': ('DEFB 253', 'EXX', 'NOP', 'NOP'), 'FDDA0000': ('DEFB 253', 'JP C,0'), 'FDDB0000': ('DEFB 253', 'IN A,(0)', 'NOP'), 'FDDC0000': ('DEFB 253', 'CALL C,0'), 'FDDD0000': ('DEFB 253', 'DEFB 221', 'NOP', 'NOP'), 'FDDE0000': ('DEFB 253', 'SBC A,0', 'NOP'), 'FDDF0000': ('DEFB 253', 'RST 24', 'NOP', 'NOP'), 'FDE00000': ('DEFB 253', 'RET PO', 'NOP', 'NOP'), 'FDE10000': ('POP IY', 'NOP', 'NOP'), 'FDE20000': ('DEFB 253', 'JP PO,0'), 'FDE30000': ('EX (SP),IY', 'NOP', 'NOP'), 'FDE40000': ('DEFB 253', 'CALL PO,0'), 'FDE50000': ('PUSH IY', 'NOP', 'NOP'), 'FDE60000': ('DEFB 253', 'AND 0', 'NOP'), 'FDE70000': ('DEFB 253', 'RST 32', 'NOP', 'NOP'), 'FDE80000': ('DEFB 253', 'RET PE', 'NOP', 'NOP'), 'FDE90000': ('JP (IY)', 'NOP', 'NOP'), 'FDEA0000': ('DEFB 253', 'JP PE,0'), 'FDEB0000': ('DEFB 253', 'EX DE,HL', 'NOP', 'NOP'), 'FDEC0000': ('DEFB 253', 'CALL PE,0'), 'FDED0000': ('DEFB 253', 'DEFB 237,0', 'NOP'), 'FDEE0000': ('DEFB 253', 'XOR 0', 'NOP'), 'FDEF0000': ('DEFB 253', 'RST 40', 'NOP', 'NOP'), 'FDF00000': ('DEFB 253', 'RET P', 'NOP', 'NOP'), 'FDF10000': ('DEFB 253', 'POP AF', 'NOP', 'NOP'), 'FDF20000': ('DEFB 253', 'JP P,0'), 'FDF30000': ('DEFB 253', 'DI', 'NOP', 'NOP'), 'FDF40000': ('DEFB 253', 'CALL P,0'), 'FDF50000': ('DEFB 253', 'PUSH AF', 'NOP', 'NOP'), 'FDF60000': ('DEFB 253', 'OR 0', 'NOP'), 'FDF70000': ('DEFB 253', 'RST 48', 'NOP', 'NOP'), 'FDF80000': ('DEFB 253', 'RET M', 'NOP', 'NOP'), 'FDF90000': ('LD SP,IY', 'NOP', 'NOP'), 'FDFA0000': ('DEFB 253', 'JP M,0'), 'FDFB0000': ('DEFB 253', 'EI', 'NOP', 'NOP'), 'FDFC0000': ('DEFB 253', 'CALL M,0'), 'FDFD0000': ('DEFB 253', 'DEFB 253', 'NOP', 'NOP'), 'FDFE0000': ('DEFB 253', 'CP 0', 'NOP'), 'FDFF0000': ('DEFB 253', 'RST 56', 'NOP', 'NOP'), 'DDCB0100': ('DEFB 221,203,1,0',), 'DDCB0101': ('DEFB 221,203,1,1',), 'DDCB0102': ('DEFB 221,203,1,2',), 'DDCB0103': ('DEFB 221,203,1,3',), 'DDCB0104': ('DEFB 221,203,1,4',), 'DDCB0105': ('DEFB 221,203,1,5',), 'DDCBFF06': ('RLC (IX-1)',), 'DDCB0107': ('DEFB 221,203,1,7',), 'DDCB0108': ('DEFB 221,203,1,8',), 'DDCB0109': ('DEFB 221,203,1,9',), 'DDCB010A': ('DEFB 221,203,1,10',), 'DDCB010B': ('DEFB 221,203,1,11',), 'DDCB010C': ('DEFB 221,203,1,12',), 'DDCB010D': ('DEFB 221,203,1,13',), 'DDCBFF0E': ('RRC (IX-1)',), 'DDCB010F': ('DEFB 221,203,1,15',), 'DDCB0110': ('DEFB 221,203,1,16',), 'DDCB0111': ('DEFB 221,203,1,17',), 'DDCB0112': ('DEFB 221,203,1,18',), 'DDCB0113': ('DEFB 221,203,1,19',), 'DDCB0114': ('DEFB 221,203,1,20',), 'DDCB0115': ('DEFB 221,203,1,21',), 'DDCB0116': ('RL (IX+1)',), 'DDCB0117': ('DEFB 221,203,1,23',), 'DDCB0118': ('DEFB 221,203,1,24',), 'DDCB0119': ('DEFB 221,203,1,25',), 'DDCB011A': ('DEFB 221,203,1,26',), 'DDCB011B': ('DEFB 221,203,1,27',), 'DDCB011C': ('DEFB 221,203,1,28',), 'DDCB011D': ('DEFB 221,203,1,29',), 'DDCB011E': ('RR (IX+1)',), 'DDCB011F': ('DEFB 221,203,1,31',), 'DDCB0120': ('DEFB 221,203,1,32',), 'DDCB0121': ('DEFB 221,203,1,33',), 'DDCB0122': ('DEFB 221,203,1,34',), 'DDCB0123': ('DEFB 221,203,1,35',), 'DDCB0124': ('DEFB 221,203,1,36',), 'DDCB0125': ('DEFB 221,203,1,37',), 'DDCB0126': ('SLA (IX+1)',), 'DDCB0127': ('DEFB 221,203,1,39',), 'DDCB0128': ('DEFB 221,203,1,40',), 'DDCB0129': ('DEFB 221,203,1,41',), 'DDCB012A': ('DEFB 221,203,1,42',), 'DDCB012B': ('DEFB 221,203,1,43',), 'DDCB012C': ('DEFB 221,203,1,44',), 'DDCB012D': ('DEFB 221,203,1,45',), 'DDCB012E': ('SRA (IX+1)',), 'DDCB012F': ('DEFB 221,203,1,47',), 'DDCB0130': ('DEFB 221,203,1,48',), 'DDCB0131': ('DEFB 221,203,1,49',), 'DDCB0132': ('DEFB 221,203,1,50',), 'DDCB0133': ('DEFB 221,203,1,51',), 'DDCB0134': ('DEFB 221,203,1,52',), 'DDCB0135': ('DEFB 221,203,1,53',), 'DDCB0136': ('SLL (IX+1)',), 'DDCB0137': ('DEFB 221,203,1,55',), 'DDCB0138': ('DEFB 221,203,1,56',), 'DDCB0139': ('DEFB 221,203,1,57',), 'DDCB013A': ('DEFB 221,203,1,58',), 'DDCB013B': ('DEFB 221,203,1,59',), 'DDCB013C': ('DEFB 221,203,1,60',), 'DDCB013D': ('DEFB 221,203,1,61',), 'DDCB013E': ('SRL (IX+1)',), 'DDCB013F': ('DEFB 221,203,1,63',), 'DDCB0140': ('DEFB 221,203,1,64',), 'DDCB0141': ('DEFB 221,203,1,65',), 'DDCB0142': ('DEFB 221,203,1,66',), 'DDCB0143': ('DEFB 221,203,1,67',), 'DDCB0144': ('DEFB 221,203,1,68',), 'DDCB0145': ('DEFB 221,203,1,69',), 'DDCB0146': ('BIT 0,(IX+1)',), 'DDCB0147': ('DEFB 221,203,1,71',), 'DDCB0148': ('DEFB 221,203,1,72',), 'DDCB0149': ('DEFB 221,203,1,73',), 'DDCB014A': ('DEFB 221,203,1,74',), 'DDCB014B': ('DEFB 221,203,1,75',), 'DDCB014C': ('DEFB 221,203,1,76',), 'DDCB014D': ('DEFB 221,203,1,77',), 'DDCB014E': ('BIT 1,(IX+1)',), 'DDCB014F': ('DEFB 221,203,1,79',), 'DDCB0150': ('DEFB 221,203,1,80',), 'DDCB0151': ('DEFB 221,203,1,81',), 'DDCB0152': ('DEFB 221,203,1,82',), 'DDCB0153': ('DEFB 221,203,1,83',), 'DDCB0154': ('DEFB 221,203,1,84',), 'DDCB0155': ('DEFB 221,203,1,85',), 'DDCB0156': ('BIT 2,(IX+1)',), 'DDCB0157': ('DEFB 221,203,1,87',), 'DDCB0158': ('DEFB 221,203,1,88',), 'DDCB0159': ('DEFB 221,203,1,89',), 'DDCB015A': ('DEFB 221,203,1,90',), 'DDCB015B': ('DEFB 221,203,1,91',), 'DDCB015C': ('DEFB 221,203,1,92',), 'DDCB015D': ('DEFB 221,203,1,93',), 'DDCB015E': ('BIT 3,(IX+1)',), 'DDCB015F': ('DEFB 221,203,1,95',), 'DDCB0160': ('DEFB 221,203,1,96',), 'DDCB0161': ('DEFB 221,203,1,97',), 'DDCB0162': ('DEFB 221,203,1,98',), 'DDCB0163': ('DEFB 221,203,1,99',), 'DDCB0164': ('DEFB 221,203,1,100',), 'DDCB0165': ('DEFB 221,203,1,101',), 'DDCB0166': ('BIT 4,(IX+1)',), 'DDCB0167': ('DEFB 221,203,1,103',), 'DDCB0168': ('DEFB 221,203,1,104',), 'DDCB0169': ('DEFB 221,203,1,105',), 'DDCB016A': ('DEFB 221,203,1,106',), 'DDCB016B': ('DEFB 221,203,1,107',), 'DDCB016C': ('DEFB 221,203,1,108',), 'DDCB016D': ('DEFB 221,203,1,109',), 'DDCB016E': ('BIT 5,(IX+1)',), 'DDCB016F': ('DEFB 221,203,1,111',), 'DDCB0170': ('DEFB 221,203,1,112',), 'DDCB0171': ('DEFB 221,203,1,113',), 'DDCB0172': ('DEFB 221,203,1,114',), 'DDCB0173': ('DEFB 221,203,1,115',), 'DDCB0174': ('DEFB 221,203,1,116',), 'DDCB0175': ('DEFB 221,203,1,117',), 'DDCB0176': ('BIT 6,(IX+1)',), 'DDCB0177': ('DEFB 221,203,1,119',), 'DDCB0178': ('DEFB 221,203,1,120',), 'DDCB0179': ('DEFB 221,203,1,121',), 'DDCB017A': ('DEFB 221,203,1,122',), 'DDCB017B': ('DEFB 221,203,1,123',), 'DDCB017C': ('DEFB 221,203,1,124',), 'DDCB017D': ('DEFB 221,203,1,125',), 'DDCB017E': ('BIT 7,(IX+1)',), 'DDCB017F': ('DEFB 221,203,1,127',), 'DDCB0180': ('DEFB 221,203,1,128',), 'DDCB0181': ('DEFB 221,203,1,129',), 'DDCB0182': ('DEFB 221,203,1,130',), 'DDCB0183': ('DEFB 221,203,1,131',), 'DDCB0184': ('DEFB 221,203,1,132',), 'DDCB0185': ('DEFB 221,203,1,133',), 'DDCB0186': ('RES 0,(IX+1)',), 'DDCB0187': ('DEFB 221,203,1,135',), 'DDCB0188': ('DEFB 221,203,1,136',), 'DDCB0189': ('DEFB 221,203,1,137',), 'DDCB018A': ('DEFB 221,203,1,138',), 'DDCB018B': ('DEFB 221,203,1,139',), 'DDCB018C': ('DEFB 221,203,1,140',), 'DDCB018D': ('DEFB 221,203,1,141',), 'DDCB018E': ('RES 1,(IX+1)',), 'DDCB018F': ('DEFB 221,203,1,143',), 'DDCB0190': ('DEFB 221,203,1,144',), 'DDCB0191': ('DEFB 221,203,1,145',), 'DDCB0192': ('DEFB 221,203,1,146',), 'DDCB0193': ('DEFB 221,203,1,147',), 'DDCB0194': ('DEFB 221,203,1,148',), 'DDCB0195': ('DEFB 221,203,1,149',), 'DDCB0196': ('RES 2,(IX+1)',), 'DDCB0197': ('DEFB 221,203,1,151',), 'DDCB0198': ('DEFB 221,203,1,152',), 'DDCB0199': ('DEFB 221,203,1,153',), 'DDCB019A': ('DEFB 221,203,1,154',), 'DDCB019B': ('DEFB 221,203,1,155',), 'DDCB019C': ('DEFB 221,203,1,156',), 'DDCB019D': ('DEFB 221,203,1,157',), 'DDCB019E': ('RES 3,(IX+1)',), 'DDCB019F': ('DEFB 221,203,1,159',), 'DDCB01A0': ('DEFB 221,203,1,160',), 'DDCB01A1': ('DEFB 221,203,1,161',), 'DDCB01A2': ('DEFB 221,203,1,162',), 'DDCB01A3': ('DEFB 221,203,1,163',), 'DDCB01A4': ('DEFB 221,203,1,164',), 'DDCB01A5': ('DEFB 221,203,1,165',), 'DDCB01A6': ('RES 4,(IX+1)',), 'DDCB01A7': ('DEFB 221,203,1,167',), 'DDCB01A8': ('DEFB 221,203,1,168',), 'DDCB01A9': ('DEFB 221,203,1,169',), 'DDCB01AA': ('DEFB 221,203,1,170',), 'DDCB01AB': ('DEFB 221,203,1,171',), 'DDCB01AC': ('DEFB 221,203,1,172',), 'DDCB01AD': ('DEFB 221,203,1,173',), 'DDCB01AE': ('RES 5,(IX+1)',), 'DDCB01AF': ('DEFB 221,203,1,175',), 'DDCB01B0': ('DEFB 221,203,1,176',), 'DDCB01B1': ('DEFB 221,203,1,177',), 'DDCB01B2': ('DEFB 221,203,1,178',), 'DDCB01B3': ('DEFB 221,203,1,179',), 'DDCB01B4': ('DEFB 221,203,1,180',), 'DDCB01B5': ('DEFB 221,203,1,181',), 'DDCB01B6': ('RES 6,(IX+1)',), 'DDCB01B7': ('DEFB 221,203,1,183',), 'DDCB01B8': ('DEFB 221,203,1,184',), 'DDCB01B9': ('DEFB 221,203,1,185',), 'DDCB01BA': ('DEFB 221,203,1,186',), 'DDCB01BB': ('DEFB 221,203,1,187',), 'DDCB01BC': ('DEFB 221,203,1,188',), 'DDCB01BD': ('DEFB 221,203,1,189',), 'DDCB01BE': ('RES 7,(IX+1)',), 'DDCB01BF': ('DEFB 221,203,1,191',), 'DDCB01C0': ('DEFB 221,203,1,192',), 'DDCB01C1': ('DEFB 221,203,1,193',), 'DDCB01C2': ('DEFB 221,203,1,194',), 'DDCB01C3': ('DEFB 221,203,1,195',), 'DDCB01C4': ('DEFB 221,203,1,196',), 'DDCB01C5': ('DEFB 221,203,1,197',), 'DDCB01C6': ('SET 0,(IX+1)',), 'DDCB01C7': ('DEFB 221,203,1,199',), 'DDCB01C8': ('DEFB 221,203,1,200',), 'DDCB01C9': ('DEFB 221,203,1,201',), 'DDCB01CA': ('DEFB 221,203,1,202',), 'DDCB01CB': ('DEFB 221,203,1,203',), 'DDCB01CC': ('DEFB 221,203,1,204',), 'DDCB01CD': ('DEFB 221,203,1,205',), 'DDCB01CE': ('SET 1,(IX+1)',), 'DDCB01CF': ('DEFB 221,203,1,207',), 'DDCB01D0': ('DEFB 221,203,1,208',), 'DDCB01D1': ('DEFB 221,203,1,209',), 'DDCB01D2': ('DEFB 221,203,1,210',), 'DDCB01D3': ('DEFB 221,203,1,211',), 'DDCB01D4': ('DEFB 221,203,1,212',), 'DDCB01D5': ('DEFB 221,203,1,213',), 'DDCB01D6': ('SET 2,(IX+1)',), 'DDCB01D7': ('DEFB 221,203,1,215',), 'DDCB01D8': ('DEFB 221,203,1,216',), 'DDCB01D9': ('DEFB 221,203,1,217',), 'DDCB01DA': ('DEFB 221,203,1,218',), 'DDCB01DB': ('DEFB 221,203,1,219',), 'DDCB01DC': ('DEFB 221,203,1,220',), 'DDCB01DD': ('DEFB 221,203,1,221',), 'DDCB01DE': ('SET 3,(IX+1)',), 'DDCB01DF': ('DEFB 221,203,1,223',), 'DDCB01E0': ('DEFB 221,203,1,224',), 'DDCB01E1': ('DEFB 221,203,1,225',), 'DDCB01E2': ('DEFB 221,203,1,226',), 'DDCB01E3': ('DEFB 221,203,1,227',), 'DDCB01E4': ('DEFB 221,203,1,228',), 'DDCB01E5': ('DEFB 221,203,1,229',), 'DDCB01E6': ('SET 4,(IX+1)',), 'DDCB01E7': ('DEFB 221,203,1,231',), 'DDCB01E8': ('DEFB 221,203,1,232',), 'DDCB01E9': ('DEFB 221,203,1,233',), 'DDCB01EA': ('DEFB 221,203,1,234',), 'DDCB01EB': ('DEFB 221,203,1,235',), 'DDCB01EC': ('DEFB 221,203,1,236',), 'DDCB01ED': ('DEFB 221,203,1,237',), 'DDCB01EE': ('SET 5,(IX+1)',), 'DDCB01EF': ('DEFB 221,203,1,239',), 'DDCB01F0': ('DEFB 221,203,1,240',), 'DDCB01F1': ('DEFB 221,203,1,241',), 'DDCB01F2': ('DEFB 221,203,1,242',), 'DDCB01F3': ('DEFB 221,203,1,243',), 'DDCB01F4': ('DEFB 221,203,1,244',), 'DDCB01F5': ('DEFB 221,203,1,245',), 'DDCB01F6': ('SET 6,(IX+1)',), 'DDCB01F7': ('DEFB 221,203,1,247',), 'DDCB01F8': ('DEFB 221,203,1,248',), 'DDCB01F9': ('DEFB 221,203,1,249',), 'DDCB01FA': ('DEFB 221,203,1,250',), 'DDCB01FB': ('DEFB 221,203,1,251',), 'DDCB01FC': ('DEFB 221,203,1,252',), 'DDCB01FD': ('DEFB 221,203,1,253',), 'DDCB01FE': ('SET 7,(IX+1)',), 'DDCB01FF': ('DEFB 221,203,1,255',), 'FDCB0100': ('DEFB 253,203,1,0',), 'FDCB0101': ('DEFB 253,203,1,1',), 'FDCB0102': ('DEFB 253,203,1,2',), 'FDCB0103': ('DEFB 253,203,1,3',), 'FDCB0104': ('DEFB 253,203,1,4',), 'FDCB0105': ('DEFB 253,203,1,5',), 'FDCBFF06': ('RLC (IY-1)',), 'FDCB0107': ('DEFB 253,203,1,7',), 'FDCB0108': ('DEFB 253,203,1,8',), 'FDCB0109': ('DEFB 253,203,1,9',), 'FDCB010A': ('DEFB 253,203,1,10',), 'FDCB010B': ('DEFB 253,203,1,11',), 'FDCB010C': ('DEFB 253,203,1,12',), 'FDCB010D': ('DEFB 253,203,1,13',), 'FDCBFF0E': ('RRC (IY-1)',), 'FDCB010F': ('DEFB 253,203,1,15',), 'FDCB0110': ('DEFB 253,203,1,16',), 'FDCB0111': ('DEFB 253,203,1,17',), 'FDCB0112': ('DEFB 253,203,1,18',), 'FDCB0113': ('DEFB 253,203,1,19',), 'FDCB0114': ('DEFB 253,203,1,20',), 'FDCB0115': ('DEFB 253,203,1,21',), 'FDCB0116': ('RL (IY+1)',), 'FDCB0117': ('DEFB 253,203,1,23',), 'FDCB0118': ('DEFB 253,203,1,24',), 'FDCB0119': ('DEFB 253,203,1,25',), 'FDCB011A': ('DEFB 253,203,1,26',), 'FDCB011B': ('DEFB 253,203,1,27',), 'FDCB011C': ('DEFB 253,203,1,28',), 'FDCB011D': ('DEFB 253,203,1,29',), 'FDCB011E': ('RR (IY+1)',), 'FDCB011F': ('DEFB 253,203,1,31',), 'FDCB0120': ('DEFB 253,203,1,32',), 'FDCB0121': ('DEFB 253,203,1,33',), 'FDCB0122': ('DEFB 253,203,1,34',), 'FDCB0123': ('DEFB 253,203,1,35',), 'FDCB0124': ('DEFB 253,203,1,36',), 'FDCB0125': ('DEFB 253,203,1,37',), 'FDCB0126': ('SLA (IY+1)',), 'FDCB0127': ('DEFB 253,203,1,39',), 'FDCB0128': ('DEFB 253,203,1,40',), 'FDCB0129': ('DEFB 253,203,1,41',), 'FDCB012A': ('DEFB 253,203,1,42',), 'FDCB012B': ('DEFB 253,203,1,43',), 'FDCB012C': ('DEFB 253,203,1,44',), 'FDCB012D': ('DEFB 253,203,1,45',), 'FDCB012E': ('SRA (IY+1)',), 'FDCB012F': ('DEFB 253,203,1,47',), 'FDCB0130': ('DEFB 253,203,1,48',), 'FDCB0131': ('DEFB 253,203,1,49',), 'FDCB0132': ('DEFB 253,203,1,50',), 'FDCB0133': ('DEFB 253,203,1,51',), 'FDCB0134': ('DEFB 253,203,1,52',), 'FDCB0135': ('DEFB 253,203,1,53',), 'FDCB0136': ('SLL (IY+1)',), 'FDCB0137': ('DEFB 253,203,1,55',), 'FDCB0138': ('DEFB 253,203,1,56',), 'FDCB0139': ('DEFB 253,203,1,57',), 'FDCB013A': ('DEFB 253,203,1,58',), 'FDCB013B': ('DEFB 253,203,1,59',), 'FDCB013C': ('DEFB 253,203,1,60',), 'FDCB013D': ('DEFB 253,203,1,61',), 'FDCB013E': ('SRL (IY+1)',), 'FDCB013F': ('DEFB 253,203,1,63',), 'FDCB0140': ('DEFB 253,203,1,64',), 'FDCB0141': ('DEFB 253,203,1,65',), 'FDCB0142': ('DEFB 253,203,1,66',), 'FDCB0143': ('DEFB 253,203,1,67',), 'FDCB0144': ('DEFB 253,203,1,68',), 'FDCB0145': ('DEFB 253,203,1,69',), 'FDCB0146': ('BIT 0,(IY+1)',), 'FDCB0147': ('DEFB 253,203,1,71',), 'FDCB0148': ('DEFB 253,203,1,72',), 'FDCB0149': ('DEFB 253,203,1,73',), 'FDCB014A': ('DEFB 253,203,1,74',), 'FDCB014B': ('DEFB 253,203,1,75',), 'FDCB014C': ('DEFB 253,203,1,76',), 'FDCB014D': ('DEFB 253,203,1,77',), 'FDCB014E': ('BIT 1,(IY+1)',), 'FDCB014F': ('DEFB 253,203,1,79',), 'FDCB0150': ('DEFB 253,203,1,80',), 'FDCB0151': ('DEFB 253,203,1,81',), 'FDCB0152': ('DEFB 253,203,1,82',), 'FDCB0153': ('DEFB 253,203,1,83',), 'FDCB0154': ('DEFB 253,203,1,84',), 'FDCB0155': ('DEFB 253,203,1,85',), 'FDCB0156': ('BIT 2,(IY+1)',), 'FDCB0157': ('DEFB 253,203,1,87',), 'FDCB0158': ('DEFB 253,203,1,88',), 'FDCB0159': ('DEFB 253,203,1,89',), 'FDCB015A': ('DEFB 253,203,1,90',), 'FDCB015B': ('DEFB 253,203,1,91',), 'FDCB015C': ('DEFB 253,203,1,92',), 'FDCB015D': ('DEFB 253,203,1,93',), 'FDCB015E': ('BIT 3,(IY+1)',), 'FDCB015F': ('DEFB 253,203,1,95',), 'FDCB0160': ('DEFB 253,203,1,96',), 'FDCB0161': ('DEFB 253,203,1,97',), 'FDCB0162': ('DEFB 253,203,1,98',), 'FDCB0163': ('DEFB 253,203,1,99',), 'FDCB0164': ('DEFB 253,203,1,100',), 'FDCB0165': ('DEFB 253,203,1,101',), 'FDCB0166': ('BIT 4,(IY+1)',), 'FDCB0167': ('DEFB 253,203,1,103',), 'FDCB0168': ('DEFB 253,203,1,104',), 'FDCB0169': ('DEFB 253,203,1,105',), 'FDCB016A': ('DEFB 253,203,1,106',), 'FDCB016B': ('DEFB 253,203,1,107',), 'FDCB016C': ('DEFB 253,203,1,108',), 'FDCB016D': ('DEFB 253,203,1,109',), 'FDCB016E': ('BIT 5,(IY+1)',), 'FDCB016F': ('DEFB 253,203,1,111',), 'FDCB0170': ('DEFB 253,203,1,112',), 'FDCB0171': ('DEFB 253,203,1,113',), 'FDCB0172': ('DEFB 253,203,1,114',), 'FDCB0173': ('DEFB 253,203,1,115',), 'FDCB0174': ('DEFB 253,203,1,116',), 'FDCB0175': ('DEFB 253,203,1,117',), 'FDCB0176': ('BIT 6,(IY+1)',), 'FDCB0177': ('DEFB 253,203,1,119',), 'FDCB0178': ('DEFB 253,203,1,120',), 'FDCB0179': ('DEFB 253,203,1,121',), 'FDCB017A': ('DEFB 253,203,1,122',), 'FDCB017B': ('DEFB 253,203,1,123',), 'FDCB017C': ('DEFB 253,203,1,124',), 'FDCB017D': ('DEFB 253,203,1,125',), 'FDCB017E': ('BIT 7,(IY+1)',), 'FDCB017F': ('DEFB 253,203,1,127',), 'FDCB0180': ('DEFB 253,203,1,128',), 'FDCB0181': ('DEFB 253,203,1,129',), 'FDCB0182': ('DEFB 253,203,1,130',), 'FDCB0183': ('DEFB 253,203,1,131',), 'FDCB0184': ('DEFB 253,203,1,132',), 'FDCB0185': ('DEFB 253,203,1,133',), 'FDCB0186': ('RES 0,(IY+1)',), 'FDCB0187': ('DEFB 253,203,1,135',), 'FDCB0188': ('DEFB 253,203,1,136',), 'FDCB0189': ('DEFB 253,203,1,137',), 'FDCB018A': ('DEFB 253,203,1,138',), 'FDCB018B': ('DEFB 253,203,1,139',), 'FDCB018C': ('DEFB 253,203,1,140',), 'FDCB018D': ('DEFB 253,203,1,141',), 'FDCB018E': ('RES 1,(IY+1)',), 'FDCB018F': ('DEFB 253,203,1,143',), 'FDCB0190': ('DEFB 253,203,1,144',), 'FDCB0191': ('DEFB 253,203,1,145',), 'FDCB0192': ('DEFB 253,203,1,146',), 'FDCB0193': ('DEFB 253,203,1,147',), 'FDCB0194': ('DEFB 253,203,1,148',), 'FDCB0195': ('DEFB 253,203,1,149',), 'FDCB0196': ('RES 2,(IY+1)',), 'FDCB0197': ('DEFB 253,203,1,151',), 'FDCB0198': ('DEFB 253,203,1,152',), 'FDCB0199': ('DEFB 253,203,1,153',), 'FDCB019A': ('DEFB 253,203,1,154',), 'FDCB019B': ('DEFB 253,203,1,155',), 'FDCB019C': ('DEFB 253,203,1,156',), 'FDCB019D': ('DEFB 253,203,1,157',), 'FDCB019E': ('RES 3,(IY+1)',), 'FDCB019F': ('DEFB 253,203,1,159',), 'FDCB01A0': ('DEFB 253,203,1,160',), 'FDCB01A1': ('DEFB 253,203,1,161',), 'FDCB01A2': ('DEFB 253,203,1,162',), 'FDCB01A3': ('DEFB 253,203,1,163',), 'FDCB01A4': ('DEFB 253,203,1,164',), 'FDCB01A5': ('DEFB 253,203,1,165',), 'FDCB01A6': ('RES 4,(IY+1)',), 'FDCB01A7': ('DEFB 253,203,1,167',), 'FDCB01A8': ('DEFB 253,203,1,168',), 'FDCB01A9': ('DEFB 253,203,1,169',), 'FDCB01AA': ('DEFB 253,203,1,170',), 'FDCB01AB': ('DEFB 253,203,1,171',), 'FDCB01AC': ('DEFB 253,203,1,172',), 'FDCB01AD': ('DEFB 253,203,1,173',), 'FDCB01AE': ('RES 5,(IY+1)',), 'FDCB01AF': ('DEFB 253,203,1,175',), 'FDCB01B0': ('DEFB 253,203,1,176',), 'FDCB01B1': ('DEFB 253,203,1,177',), 'FDCB01B2': ('DEFB 253,203,1,178',), 'FDCB01B3': ('DEFB 253,203,1,179',), 'FDCB01B4': ('DEFB 253,203,1,180',), 'FDCB01B5': ('DEFB 253,203,1,181',), 'FDCB01B6': ('RES 6,(IY+1)',), 'FDCB01B7': ('DEFB 253,203,1,183',), 'FDCB01B8': ('DEFB 253,203,1,184',), 'FDCB01B9': ('DEFB 253,203,1,185',), 'FDCB01BA': ('DEFB 253,203,1,186',), 'FDCB01BB': ('DEFB 253,203,1,187',), 'FDCB01BC': ('DEFB 253,203,1,188',), 'FDCB01BD': ('DEFB 253,203,1,189',), 'FDCB01BE': ('RES 7,(IY+1)',), 'FDCB01BF': ('DEFB 253,203,1,191',), 'FDCB01C0': ('DEFB 253,203,1,192',), 'FDCB01C1': ('DEFB 253,203,1,193',), 'FDCB01C2': ('DEFB 253,203,1,194',), 'FDCB01C3': ('DEFB 253,203,1,195',), 'FDCB01C4': ('DEFB 253,203,1,196',), 'FDCB01C5': ('DEFB 253,203,1,197',), 'FDCB01C6': ('SET 0,(IY+1)',), 'FDCB01C7': ('DEFB 253,203,1,199',), 'FDCB01C8': ('DEFB 253,203,1,200',), 'FDCB01C9': ('DEFB 253,203,1,201',), 'FDCB01CA': ('DEFB 253,203,1,202',), 'FDCB01CB': ('DEFB 253,203,1,203',), 'FDCB01CC': ('DEFB 253,203,1,204',), 'FDCB01CD': ('DEFB 253,203,1,205',), 'FDCB01CE': ('SET 1,(IY+1)',), 'FDCB01CF': ('DEFB 253,203,1,207',), 'FDCB01D0': ('DEFB 253,203,1,208',), 'FDCB01D1': ('DEFB 253,203,1,209',), 'FDCB01D2': ('DEFB 253,203,1,210',), 'FDCB01D3': ('DEFB 253,203,1,211',), 'FDCB01D4': ('DEFB 253,203,1,212',), 'FDCB01D5': ('DEFB 253,203,1,213',), 'FDCB01D6': ('SET 2,(IY+1)',), 'FDCB01D7': ('DEFB 253,203,1,215',), 'FDCB01D8': ('DEFB 253,203,1,216',), 'FDCB01D9': ('DEFB 253,203,1,217',), 'FDCB01DA': ('DEFB 253,203,1,218',), 'FDCB01DB': ('DEFB 253,203,1,219',), 'FDCB01DC': ('DEFB 253,203,1,220',), 'FDCB01DD': ('DEFB 253,203,1,221',), 'FDCB01DE': ('SET 3,(IY+1)',), 'FDCB01DF': ('DEFB 253,203,1,223',), 'FDCB01E0': ('DEFB 253,203,1,224',), 'FDCB01E1': ('DEFB 253,203,1,225',), 'FDCB01E2': ('DEFB 253,203,1,226',), 'FDCB01E3': ('DEFB 253,203,1,227',), 'FDCB01E4': ('DEFB 253,203,1,228',), 'FDCB01E5': ('DEFB 253,203,1,229',), 'FDCB01E6': ('SET 4,(IY+1)',), 'FDCB01E7': ('DEFB 253,203,1,231',), 'FDCB01E8': ('DEFB 253,203,1,232',), 'FDCB01E9': ('DEFB 253,203,1,233',), 'FDCB01EA': ('DEFB 253,203,1,234',), 'FDCB01EB': ('DEFB 253,203,1,235',), 'FDCB01EC': ('DEFB 253,203,1,236',), 'FDCB01ED': ('DEFB 253,203,1,237',), 'FDCB01EE': ('SET 5,(IY+1)',), 'FDCB01EF': ('DEFB 253,203,1,239',), 'FDCB01F0': ('DEFB 253,203,1,240',), 'FDCB01F1': ('DEFB 253,203,1,241',), 'FDCB01F2': ('DEFB 253,203,1,242',), 'FDCB01F3': ('DEFB 253,203,1,243',), 'FDCB01F4': ('DEFB 253,203,1,244',), 'FDCB01F5': ('DEFB 253,203,1,245',), 'FDCB01F6': ('SET 6,(IY+1)',), 'FDCB01F7': ('DEFB 253,203,1,247',), 'FDCB01F8': ('DEFB 253,203,1,248',), 'FDCB01F9': ('DEFB 253,203,1,249',), 'FDCB01FA': ('DEFB 253,203,1,250',), 'FDCB01FB': ('DEFB 253,203,1,251',), 'FDCB01FC': ('DEFB 253,203,1,252',), 'FDCB01FD': ('DEFB 253,203,1,253',), 'FDCB01FE': ('SET 7,(IY+1)',), 'FDCB01FF': ('DEFB 253,203,1,255',), } BOUNDARY_ASM = ( (65535, [62, 1], 'LD A,1'), (65535, [1, 1, 1], 'LD BC,257'), (65534, [1, 1, 1], 'LD BC,257'), (65535, [24, 1], 'DEFB 24'), (65534, [24, 1], 'DEFB 24,1'), (65535, [24, 254], 'JR 65535'), (65535, [195, 1, 1], 'JP 257'), (65534, [195, 1, 1], 'JP 257'), (65535, [205, 1, 1], 'CALL 257'), (65534, [205, 1, 1], 'CALL 257'), (65535, [203, 1], 'RLC C'), (65535, [237, 0], 'DEFB 237'), (65535, [237, 64], 'IN B,(C)'), (65535, [237, 67, 1, 1], 'LD (257),BC'), (65534, [237, 67, 2, 2], 'LD (514),BC'), (65533, [237, 67, 3, 3], 'LD (771),BC'), (65535, [221, 0], 'DEFB 221'), (65535, [221, 9], 'ADD IX,BC'), (65535, [221, 119, 1], 'LD (IX+1),A'), (65534, [221, 119, 2], 'LD (IX+2),A'), (65535, [221, 54, 1, 4], 'LD (IX+1),4'), (65534, [221, 54, 2, 5], 'LD (IX+2),5'), (65533, [221, 54, 3, 6], 'LD (IX+3),6'), (65535, [221, 203, 0], 'DEFB 221'), (65534, [221, 203, 0], 'DEFB 221,203'), (65533, [221, 203, 6, 0], 'DEFB 221,203,6'), (65535, [221, 203, 1, 6], 'RLC (IX+1)'), (65534, [221, 203, 2, 6], 'RLC (IX+2)'), (65533, [221, 203, 3, 6], 'RLC (IX+3)'), (65535, [253, 0], 'DEFB 253'), (65535, [253, 9], 'ADD IY,BC'), (65535, [253, 119, 1], 'LD (IY+1),A'), (65534, [253, 119, 2], 'LD (IY+2),A'), (65535, [253, 54, 1, 4], 'LD (IY+1),4'), (65534, [253, 54, 2, 5], 'LD (IY+2),5'), (65533, [253, 54, 3, 6], 'LD (IY+3),6'), (65535, [253, 203, 0], 'DEFB 253'), (65534, [253, 203, 0], 'DEFB 253,203'), (65533, [253, 203, 6, 0], 'DEFB 253,203,6'), (65535, [253, 203, 1, 6], 'RLC (IY+1)'), (65534, [253, 203, 2, 6], 'RLC (IY+2)'), (65533, [253, 203, 3, 6], 'RLC (IY+3)') ) class DisassemblerTest(SkoolKitTestCase): def _get_disassembler(self, snapshot=(), asm_hex=False, asm_lower=False, defw_size=1, wrap=False): config = Config(asm_hex, asm_lower, 8, 66, defw_size, wrap) return Disassembler(snapshot, config) def _get_snapshot(self, start, data): snapshot = [0] * 65536 end = start + len(data) if end <= 65536: snapshot[start:start + len(data)] = list(data) else: chunk_len = len(data) - end + 65536 snapshot[start:] = list(data[:chunk_len]) snapshot[:end - 65536] = list(data[chunk_len:]) self.assertEqual(len(snapshot), 65536) return snapshot def _get_instructions(self, start, data, kwargs): snapshot = self._get_snapshot(start, data) disassembler = self._get_disassembler(snapshot, kwargs) return disassembler.disassemble(start, 65536, 'n') def test_all_instructions(self): sna_prefix = [0] * 16384 for hex_bytes, ops in ASM.items(): snapshot = sna_prefix + [int(hex_bytes[i:i + 2], 16) for i in range(0, len(hex_bytes), 2)] disassembler = self._get_disassembler(snapshot) instructions = disassembler.disassemble(len(sna_prefix), len(snapshot), 'n') operations = tuple([inst[1] for inst in instructions]) self.assertEqual(operations, ops) def test_boundary_asm(self): for start, data, op in BOUNDARY_ASM: instructions = self._get_instructions(start, data) self.assertEqual(len(instructions), 1) exp_data = data[:65536 - start] exp_op = 'DEFB {}'.format(','.join([str(b) for b in exp_data])) self.assertEqual(instructions[0][1], exp_op) self.assertEqual(instructions[0][2], exp_data) def test_boundary_asm_wrap(self): for start, data, exp_op in BOUNDARY_ASM: instructions = self._get_instructions(start, data, wrap=True) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], exp_op) if exp_op.startswith('DEFB'): self.assertEqual(instructions[0][2], data[:exp_op.count(',') + 1]) else: self.assertEqual(instructions[0][2], data) def test_dded1(self): # 65534 DDED # This disassembles to two instructions: the disassembler knows that ED # is unaffected by a DD prefix, but when it sees DD, it doesn't know # that there will be no suffix after ED instructions = self._get_instructions(65534, [221, 237]) self.assertEqual(len(instructions), 2) self.assertEqual(instructions[0][1], 'DEFB 221') self.assertEqual(instructions[1][1], 'DEFB 237') def test_dded1_wrap(self): # 65534 DDED instructions = self._get_instructions(65534, [221, 237, 64], wrap=True) self.assertEqual(len(instructions), 2) self.assertEqual(instructions[0][1], 'DEFB 221') self.assertEqual(instructions[1][1], 'IN B,(C)') def test_dded2(self): # 65532 DDED4300 # This disassembles to two instructions: the disassembler knows that ED # is unaffected by a DD prefix, but when it sees DD, it doesn't know # that there will be no room for the 2-byte suffix after ED43 instructions = self._get_instructions(65532, [221, 237, 67, 0, 1]) self.assertEqual(len(instructions), 2) self.assertEqual(instructions[0][1], 'DEFB 221') self.assertEqual(instructions[1][1], 'DEFB 237,67,0') def test_dded2_wrap(self): # 65532 DDED4300 instructions = self._get_instructions(65532, [221, 237, 67, 0, 1], wrap=True) self.assertEqual(len(instructions), 2) self.assertEqual(instructions[0][1], 'DEFB 221') self.assertEqual(instructions[1][1], 'LD (256),BC') def test_defb_range(self): snapshot = self._get_snapshot(32768, (97, 98, 99, 94, 96, 65, 66, 67, 127)) disassembler = self._get_disassembler(snapshot) sublengths = ((0, 'n'),) instructions = disassembler.defb_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 2) operations = [i[1] for i in instructions] self.assertEqual(operations, ['DEFB 97,98,99,94,96,65,66,67', 'DEFB 127']) sublengths = [(3, 'c'), (2, 'n'), (3, 'c'), (1, 'n')] instructions = disassembler.defb_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFB "abc",94,96,"ABC",127') sublengths = [(3, 'c'), (2, 'n'), (3, 'c'), (1, 'n')] instructions = disassembler.defb_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFB "abc",94,96,"ABC",127') def test_defm_range(self): snapshot = self._get_snapshot(32768, (97, 98, 99, 94, 96, 65, 66, 67, 127)) disassembler = self._get_disassembler(snapshot) sublengths = ((0, 'c'),) instructions = disassembler.defm_range(32768, 32771, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFM "abc"') instructions = disassembler.defm_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFM "abc",94,96,"ABC",127') sublengths = [(3, 'c'), (2, 'n'), (3, 'c'), (1, 'n')] instructions = disassembler.defm_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFM "abc",94,96,"ABC",127') sublengths = [(3, 'c'), (2, 'n'), (3, 'c'), (1, 'h')] instructions = disassembler.defm_range(32768, 32777, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'DEFM "abc",94,96,"ABC",$7F') def test_defm_with_escaped_characters(self): snapshot = self._get_snapshot(30000, (34, 72, 101, 108, 108, 111, 34, 67, 58, 92, 84, 69, 77, 80)) disassembler = self._get_disassembler(snapshot) instruction = disassembler.defm_range(30000, 30007, ((0, 'c'),))[0] self.assertEqual(instruction[1], r'DEFM "\"Hello\""') instruction = disassembler.defm_range(30007, 30014, ((0, 'c'),))[0] self.assertEqual(instruction[1], r'DEFM "C:\\TEMP"') def test_defw_range(self): start = 32768 data = [1, 0, 1, 1, 2, 2, 3, 255] snapshot = self._get_snapshot(start, data) disassembler = self._get_disassembler(snapshot) sublengths = ((0, 'n'),) instructions = disassembler.defw_range(start, start + len(data), sublengths) self.assertEqual(len(instructions), 4) i = 0 for address in range(start, start + len(data), 2): defw = instructions[i] defw_data = data[i * 2:i * 2 + 2] self.assertEqual(defw[0], address) self.assertEqual(defw[1], 'DEFW {}'.format(defw_data[0] + 256 * defw_data[1])) self.assertEqual(defw[2], defw_data) i += 1 sublengths = ((8, 'n'),) instructions = disassembler.defw_range(start, start + len(data), sublengths) self.assertEqual(len(instructions), 1) defw = instructions[0] self.assertEqual(defw[0], start) self.assertEqual(defw[1], 'DEFW 1,257,514,65283') self.assertEqual(defw[2], data) def test_defw_range_with_custom_defw_size(self): snapshot = self._get_snapshot(30000, [1, 0, 1, 1, 2, 2]) disassembler = self._get_disassembler(snapshot, defw_size=2) exp_instructions = [ (30000, 'DEFW 1,257', [1, 0, 1, 1]), (30004, 'DEFW 514', [2, 2]) ] instructions = disassembler.defw_range(30000, 30006, ((0, 'n'),)) self.assertEqual(exp_instructions, instructions) def test_defw_range_at_64k_boundary(self): snapshot = self._get_snapshot(65535, [1]) disassembler = self._get_disassembler(snapshot) instructions = disassembler.defw_range(65535, 65536, ((0, 'n'),)) self.assertEqual([(65535, 'DEFB 1', [1])], instructions) def test_defw_range_with_custom_defw_size_at_64k_boundary(self): snapshot = self._get_snapshot(65529, [1, 0, 1, 1, 2, 2, 3]) disassembler = self._get_disassembler(snapshot, defw_size=2) exp_instructions = [ (65529, 'DEFW 1,257', [1, 0, 1, 1]), (65533, 'DEFW 514', [2, 2]), (65535, 'DEFB 3', [3]) ] instructions = disassembler.defw_range(65529, 65536, ((0, 'n'),)) self.assertEqual(exp_instructions, instructions) def test_lower_case_conversion(self): snapshot = [ 0, # 00000 NOP 199, # 00001 RST 0 203, 0, # 00002 RLC B 221, 9, # 00004 ADD IX,BC 253, 9, # 00006 ADD IY,BC 237, 64, # 00008 IN B,(C) 221, 203, 0, 6, # 00010 RLC (IX+0) 253, 203, 0, 6 # 00014 RLC (IY+0) ] exp_instructions = ( (0, 'nop'), (1, 'rst 0'), (2, 'rlc b'), (4, 'add ix,bc'), (6, 'add iy,bc'), (8, 'in b,(c)'), (10, 'rlc (ix+0)'), (14, 'rlc (iy+0)'), ) disassembler = self._get_disassembler(snapshot, asm_lower=True) instructions = disassembler.disassemble(0, 18, 'n') self.assertEqual(len(instructions), len(exp_instructions)) for instruction, (address, operation) in zip(instructions, exp_instructions): self.assertEqual(instruction[0], address) self.assertEqual(instruction[1], operation) def test_lower_case_conversion_with_character_operands(self): snapshot = [ 62, 65, # 00000 LD A,"A" 221, 70, 66, # 00002 LD B,(IX+"B") 253, 113, 67, # 00005 LD (IY+"C"),C 221, 54, 34, 68, # 00008 LD (IX+"\""),"D" ] exp_instructions = ( (0, 'ld a,"A"'), (2, 'ld b,(ix+"B")'), (5, 'ld (iy+"C"),c'), (8, 'ld (ix+"\\""),"D"'), ) disassembler = self._get_disassembler(snapshot, asm_lower=True) instructions = disassembler.disassemble(0, 12, 'c') self.assertEqual(len(instructions), len(exp_instructions)) for instruction, (address, operation) in zip(instructions, exp_instructions): self.assertEqual(instruction[0], address) self.assertEqual(instruction[1], operation) def test_lower_case_conversion_of_defb_statement(self): snapshot = [65, 255] disassembler = self._get_disassembler(snapshot, asm_lower=True) sublengths = ((1, 'c'), (1, 'h')) instructions = disassembler.defb_range(0, 2, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'defb "A",$ff') def test_lower_case_conversion_of_defm_statement(self): snapshot = [34, 65, 34, 255] disassembler = self._get_disassembler(snapshot, asm_lower=True) sublengths = ((3, 'c'), (1, 'h')) instructions = disassembler.defm_range(0, 4, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], r'defm "\"A\"",$ff') def test_lower_case_conversion_of_defm_statement_no_sublengths(self): snapshot = [65, 66] disassembler = self._get_disassembler(snapshot, asm_lower=True) sublengths = ((0, 'c'),) instructions = disassembler.defm_range(0, 2, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'defm "AB"') def test_lower_case_conversion_of_defs_statement(self): snapshot = [15] * 10 disassembler = self._get_disassembler(snapshot, asm_lower=True) sublengths = ((0, 'h'), (0, 'h')) instructions = disassembler.defs_range(0, 10, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'defs $0a,$0f') def test_lower_case_conversion_of_defw_statement(self): snapshot = [255, 255] disassembler = self._get_disassembler(snapshot, asm_lower=True) sublengths = ((0, 'h'),) instructions = disassembler.defw_range(0, 2, sublengths) self.assertEqual(len(instructions), 1) self.assertEqual(instructions[0][1], 'defw $ffff') @patch.object(components, 'SK_CONFIG', None) def test_custom_operand_formatter(self): custom_formatter = """ class CustomFormatter: def __init__(self, config): pass def format_byte(self, value, base): return '@{:o}'.format(value) def format_word(self, value, base): return '{:04X}h'.format(value) def is_char(self, value): return value == ord('A') """ self.write_component_config('OperandFormatter', '.CustomFormatter', custom_formatter) snapshot = [65, 66] disassembler = self._get_disassembler(snapshot) instructions = disassembler.defb_range(0, 2, ((0, 'n'),)) self.assertEqual([(0, 'DEFB @101,@102', [65, 66])], instructions) instructions = disassembler.defw_range(0, 2, ((0, 'n'),)) self.assertEqual([(0, 'DEFW 4241h', [65, 66])], instructions) instructions = disassembler.defm_range(0, 2, ((0, 'c'),)) self.assertEqual([(0, 'DEFM "A",@102', [65, 66])], instructions) @patch.object(components, 'SK_CONFIG', None) def test_custom_operand_formatter_api(self): custom_formatter = """ class CustomFormatter: def __init__(self, config): assert config.asm_hex assert config.asm_lower is False def format_byte(self, value, base): assert value == 65 assert base == 'c' return "'A'" def format_word(self, value, base): assert value == 16961 assert base == 'h' return '0' def is_char(self, value): assert value == 65 return True """ self.write_component_config('OperandFormatter', '.CustomFormatter', custom_formatter) snapshot = [65, 66] disassembler = self._get_disassembler(snapshot, asm_hex=True) instructions = disassembler.defw_range(0, 2, ((0, 'h'),)) self.assertEqual([(0, 'DEFW 0', [65, 66])], instructions) instructions = disassembler.defm_range(0, 1, ((0, 'c'),)) self.assertEqual([(0, "DEFM 'A'", [65])], instructions)
Thursday, January 6, 2011 Unconditional love does not mean being a doormat for other people ~ unconditional love begins with loving ourselves enough to protect ourselves from the people we love if that is necessary Codependence: The Dance of Wounded Souls According to the dictionary, enabling means to make possible, to empower, to allow or permit. In the field of alcohol/drug abuse the term enabling has acquired a negative meaning. No one dies from alcohol without the help of at least one well-meaning person. Individuals suffering from the disease of alcoholism are typically surrounded by very caring, concerned people who unknowingly, unwillingly and unintentionally help to keep the alcoholic sick. The enabling individual uses an elaborate system of ideas, feelings, attitudes and behaviors when dealing with the addict. This system blocks consequences of the addiction; therefore, the addict cannot see and is not aware that changes need to be made and help needs to be sought. This system is called ENABLING, and when examined closely it promotes illness not health. Enabling is denial, rationalization, minimization and avoidance. An enabler often suffers emotional, physical and spiritual bankruptcy. Helping is doing something for someone that they are not capable of doing themselves. Enabling is doing for someone things that they could, and should be doing themselves. From Enabling: Sometimes Helping Doesn't Help at All No one knowlingly encourages the continued use of drug/alcohol. Enabling usually happens because people think they are doing the appropriate thing to help the individual or the current situation. In understanding enabling and what to do about it, family members must realize that addiction is a disease. It isn't something that anyone who uses chooses fully and freely. Most people who struggle with enabling believe that their actions are helping or supporting someone. An enabler is a person who reacts to an addict in such a way as to protect him from the consequences of his behavior. An enabler struggles with denial as much as the addict does. Examples include a spouse calls the addict's office to explain that the addict is home ill rather than addressing the fact that the problem is a hangover. The enabler tells others that the addict uses alcohol to unwind or to calm the addict's nerves. Family members take on responsibilities of the addict. Rather than addressing the behavior for what it is, the enabler looks to soothe the individual with the lowest level of conflict. The enabler is often acting out of fear. He is often concerned how the problems surrounding the addict will affect the family, so they try to shield the family from the consequences. Enablers lacking alternative skills will continue to act based on this misguided kindness and sympathy. The enabler often falls prey to the use of rationalizing ~ excusing the behavior as unusual, but still normal. As the disease progresses and the addict continues in his self-destructive behaviors, the enabler progresses in his codependent behaviors. As feelings of decreasing self-worth increase, the enabler becomes more compulsive in reaction to the addict. The addict's use becomes a symbol of the enabler's internal guilt and sense of inadequency. The more the addict uses, the more the enabler feels responsible, guilty and inadequate. The enabler begins to believe that the only way to feel any positive self-worth is to make sure the addict's use doesn't get out of control. As this relationship progresses it becomes increasingly obvious that the enabler's entire reference for his life is dependent upon the actions of the addict. The enabler ends up trying to control the situation by adopting reactive behavior such as cancelling social events where substances may be possible or calling home at midday to determine whether the addict is sober. This relationship continues in a vicious cycle as both the addict and the enabler become increasingly alienated and dysfunctional. Enablers tend to struggle with issues of codependency caregiving ~ think and feel responsible for other people and their feelings, thoughts, actions, choices, wants, needs, and well being; feel anxiety, pity and guilt when other people have problems; feel angry when their help isn't effective; anticipate other people's needs; find themselves saying yes when they mean no; doing things they don't want to do; overcommit themselves; believe other people are making them crazy low self-worth ~ blame themselves for everything; get angry, defensive, self-righteous and indignant when others blame and criticize them; wonder why they can't get anything done to their satisfaction; take things personally; feel like victims; have a lot of shoulds; reject compliments or praise obsession ~ feel terribly anxious about problems and people; think and talk a lot about other people; check on people; try to catch people in acts of misbehavior; feel unable to quit talking, thinking and worrying about other people or problems; abandon their routine because they are so upset about someone controlling ~ have lived through events and with people that were out of control, causing them sorrow and disappointment; become afraid to let other people be who they are and to allow events to happen naturally; don't see or deal with their fear and loss of control; try to control events and people through helplessness, guilt, coercion, threats, advice-giving, manipulation or domination; feel controlled by events and people denial ~ ignore problems or pretend they aren't happening; pretend circumstances aren't as bad as they are; tell themselves things will get better tomorrow; stay busy so they don't have to think about things; get confused weak boundaries ~ keep letting people hurt them; regularly say they won't tolerate certain behaviors from other people; increase their tolerance, gradually, until they can tolerate and do things they said they never would; become totally intolerant anger ~ afraid to make other people feel anger; place guilt and shame on themselves for feeling angry; feel controlled by other people's anger; feel very scared, hurt and angry; feel increasing amounts of anger, resentment and bitterness miscellaneous ~ tend to be extremely responsible; become martyrs, sacrificing their happiness and that of others for causes that don't require sacrifice; find it difficult to have fun and be spontaneous; laugh when they feel like crying; cover up and lie to protect the problem Enabling must be stopped. It sounds crazy, but every time you take away harmful consequences from a chemically dependent person, you are depriving him of an opportunity to see the problem. In the end you are keeping them sick. Family members are encouraged to develop their own support network and focus on recovery for themselves. Just as the addict is encouraged to attend AA/NA, family members are encouraged to attend Families Anonymous or Al-Anon. These are both 12-step based programs that focus on family members accepting that they are powerless over the addict, the disease and events. The focus is on helping family members detach from the addict with love. This will allow family members to be supportive individuals in the addict's life without feeling a need to rescue/save the addict from himself. Educate yourself and give yourself time to break from enabling habits. Detach. Common roles played by those close to an addict the chief enabler ~ the spouse or parent who takes on the responsibilities of the family and covers up for the addict the family hero ~ the hero tries to make things better for the family; he often becomes a perfectionist and has a hard time owing up to mistakes the scapegoat ~ the scapegoat pulls away from the family and looks elsewhere for a sense of belonging; he draws a lot of attention to himself and away from the addict through negative behaviors the lost child ~ lost children learn that it is safest not to draw attention to themselves; they suffer loneliness and pain the family mascot ~ mascots are often fun to be around and use humor to survive; people assume that the mascot is fine, but he is often unable to deal with stress and become addicts themselves Enabling an individual with an addiction is like buying the person his next drink. The individual does not experience the consequences of his actions and has no real incentive to comply to treatment. Dr. Rev. Bill Lenters, Chaplain, Rosecrance To care is healthy, to enable is not xo
File storage, also called file-level or file-based storage, stores data in a hierarchical structure. The data is saved in files and folders, and presented to both the system storing it and the system retrieving it in the same format. Data can be accessed using the Network File System (NFS) protocol for Unix or Linux, or the Server Message Block (SMB) protocol for Microsoft Windows. NFS, originally developed by Sun Microsystems, allows a client to store and view files on a server as if they were on the client computer. All or part of the file system can be mounted on a server, where it is accessible by clients with assigned privileges to a file. SMB uses data packets sent by a client to a server, which responds to the request. Most network-attached storage (NAS) systems support NFS and SMB, which was formally known as the Common Internet File System. File vs. block storage While block-level storage systems write and retrieve data to and from certain blocks, file-level storage requests data through user-level data representation interfaces. This client-server method of communication occurs when the client uses the data's file name, directory location, URL and other information. With block-level storage, the server receives the filing request, looks up the data storage locations where the data is stored and retrieves it using storage-level functions. The server does not send the file to the client as blocks, but as bytes of the file. File-level protocols cannot understand block commands, and block protocols cannot convey file access requests and responses. Unified storage, also known as multiprotocol storage, offers Fibre Channel and iSCSI block-level access found in storage area network (SAN) systems and NAS file-level access in one box. Unified storage was first used around 2002, and is now a common storage architecture. Individual NAS and SAN enterprise file storage products may also offer advanced data management features, such as data deduplication and thin provisioning, which can provide greater value with virtual infrastructures. Growth of file storage systems In recent years, data center trends, such as big data analytics and cloud storage technologies, have fostered the rapid growth of computer file storage. The number of applications using strictly file-based access, rather than database access, has been another contributing factor. NAS filers are generally the most effective way to deal with file data growth. But too many filers can lead to isolation, as users may lack a global namespace across the multiple platforms. This causes administrators to run multiple systems simultaneously. While adding NAS systems is the right approach to dealing with the explosion in computer file storage, the preferred method is to use a scale-out NAS system, clustered NAS system or NAS file virtualization to run them concurrently. See also: network-attached storage (NAS)
Go to the main menu Skip to content Go to bottom REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS > Journal Vol & Issue Journal of Korean Institute of Industrial Engineers Journal Basic Information Journal DOI : Korean Institute of Industrial Engineers Editor in Chief : Volume & Issues Volume 14, Issue 2 - Dec 1988 Volume 14, Issue 1 - Jun 1988 Selecting the target year An Evaluation of Error Performance Estimation Schemes for DS1 Transmission Systems Carrying Live Traffic Eu, J.H. ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 1~15 DS1 transmission systems use framing bit errors, bipolar violations and code-detected errors to estimate the bit error rate when determining errored and severely errored seconds. Using the coefficient of variation under the memoryless binary symmetric channel assumption, a basic framework to evaluate these estimation schemes is proposed to provide a practical guideline in determining errored and severely errored seconds which are fundamental in monitoring the real-ime error performance of DS1 transmission systems carrying live traffic. To evaluate the performance of the cyclic redundancy check code (CRC), a computer simulation model is used. Several drawbacks of the superframe format in association with real time error performance monitoring are discussed. A few recommendations are suggested in measuring errored and severely errored seconds, and determining service limit alarms through the use of the superframe format. Furthermore, we propose a new robust scheme for determining service limit alarms which take into consideration the limitations of some estimation schemes for the time interval of one second. Analysis of a Queueing System with Two Types of Arrival Patterns Lee, Hwa-Gi ; Yun, Eun-Sang ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 17~30 The aim of this project is to analyze the queueing model with the two types of customers which either can wait unrestrictedly or wait restrictively in the system depending on the condition of service facility unless they may be served immediately. This model consists of the three-dimensional state space and then quasi birth-death process is formulated. The steady-state probabilities and measures of performance of this system are derived by using Matrix Geometric method. A Study on Class-based Turnover Assignment in Automated Storage/Retrieval Systems with Continuous Rectangular Rack Face in Time Hwang, Hark ; Koh, Sie-Gheun ; Jang, Gil-Sang ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 31~42 This paper studies class-based turnover assignment rule in terms of the expected travel time in automated storage/retrieval systems (AS/RS). With the rack face not necessarily in square in time, travel time models of two and three-class systems are developed, from which class partition values are determined for single command cycle. Also, the effects of the system parameters such as the rack shape factor and the skewness of the ABC curve are evaluated on the travel time through example problems. Sensitivity Analysis of Matrix Game by using Linear Programming Seong, Gi-Seok ; Park, Sun-Dal ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 43~49 The purpose of this paper is to study the sensitivity analysis of matrix game by means of linear programming. The relations between matrix game and linear programming is well known. In this paper we first transform matrix game into linear programming. The sensitivity analysis of matrix game is performed by that of linear programming. The use of spectral analysis in choosing time series and forecasting models Jeon, Deok-Bin ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 51~56 A spectrum analysis method is presented with an example as an aid to Box and Jerkins' model identification procedure, where the theoretical spectrum of ARMA model and its confidence intervals derived by chi-square distribution are compared. An APL (A Programming Language) program for the method is developed for the 16-bit personal computer. Evaluation by Fuzzy Checklist Kim, Kuk ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 57~71 Checklist method is rapid and comprehensive to evaluate in practice. Check items are commonly rated by subjective utility function; i.e., evaluator's significant judgment. Since human judgment includes fuzziness (vagueness) inherently in spite of its significance, fuzzy set theory is useful in this case. The paper illustrates a evaluation method using fuzzy checklist where check items are rated as fuzzy numbers. Pairwise comparison data is used to determine the weights of check items, since it has comparative advantage for human's fuzzy judgment. Sample of BASIC program is provided for microcomputer. When uncertainty is due to subjectivity or imprecision of data, this method can be applied to practical problems widely. A Scheduling Heuristic Alogorithm for Flexible Manufacturing Systems No, In-Gyu ; Choe, Jeong-Sang ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 73~82 This research is concerned with production scheduling for FMS (Flexible Manufacturing System) which consists of machine centers served by cycle conveyor. The objective of the research is to develop and evaluate scheduling procedures to minimize the mean flow time. An optimal algorithm called SCTF (Shortest Circle Time First) is proposed when the conveyor runs at minimum possible speed (CS=1) and a heuristic algorithm called SCTJMF (Shortest Cycle Time and Job Matching Algorithm) is suggested when the conveyor runs at double speed (CS=2). The evaluation of the heuristic algorithm was implemented by comparison with the optimal algorithm for 112 experimentations for CS=1 and random schedule. The results showed that the proposed heuristic algorithm provides better solution that can be regarded noticeable when compared with SCTF algorithm and random scheduling. Optimal Screening Procedures with Dichotomous Performance and Continuous Screening Variables Bae, Do-Seon ; Kim, Sang-Bok ; An, Sang-Sik ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 83~89 Optimal screening procedures with dichotomous performance variable T and continuous screening variable X are presented for assuring with a specified degree of confidence that at least out of m items found acceptable in screening inspection are conforming. It is assumed that T is a Bernoulli random variable and that the conditional distribution of X given T=t is normal. When m is also to be determined, optimal m and cut-off value of X minimizing the total expected cost are obtained. Cases of known and unknown parameters are considered and for unknown parameter cases, Bayesian approaches are used to find the optimal screening procedures. Break-even Analysis with Learning Effect Under Inflation Kim, Ji-Soo ; Kim, Jin-Wook ; Rim, Jeong-Mook ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 91~101 Break-even analysis is a simple and useful tool in decisions and planning activities though its use is somewhat limited to short-term analysis. The subject is discussed in the fields of engineering economics, production management, cost and managerial accounting, finance, marketing, and so on. Conventional break-even analysis suits the case of stable price and low interest rate. In this paper, we try to overcome the limit by considering following factors, namely, time value of money, depreciation, tax, and capital gains. Also, considering learning effect, we increase applicability to a new project which raises certain changes such as a replacement of production process, an employee turnover, etc. Thus, we suggest a model which has a dynamic break-even quantity per period for the project. Furthermore, we examine the effect of inflation in break-even analysis. Generalized Replacement Demand Forecasting to Complement Diffusion Models Chung, Kyu-Suk ; Park, Sung-Joo ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 103~117 Replacement demand plays an important role to forecast the total demand of durable goods, while most of the diffusion models deal with only adoption data, namely initial purchase demand. This paper presents replacement demand forecasting models incorporating repurchase rate, multi-ownership, and dynamic product life to complement the existing diffusion models. The performance of replacement demand forecasting models are analyzed and practical guidelines for the application of the models are suggested when life distribution data or adoption data are not available. The Solution of Vehicle Scheduling Problems with Multiple Objectives in a Probabilistic Environment Park, Yang-Byung ; Journal of Korean Institute of Industrial Engineers, volume 14, issue 1, 1988, Pages 119~131 Vehicle Scheduling Problem (VSP) is a generic name given to a whole class of problems involving the visiting of "stations" by "vehicles," where a time is associated with each activity. The studies performed to date have the common feature of a single objective while satisfying a set of restrictions and known customer supplies or demands. However, VSPs may involve relevant multiple objectives and probabilistic supplies or demands at stations, creating multicriteria stochastic VSPs. This paper proposes a heuristic algorithm based on goal programming approach to schedule the most satisfactory vehicle routes of a bicriteria VSP with probabilistic supplies at stations. The two relevant objectives are the minimization of the expected travel distance of vehicles and the minimization of the due time violation for collection service at stations by vehicles. The algorithm developed consists of three major stages. In the first stage, an artificial capacity of vehicle is determined, on the basis of decision maker's subjective estimates. The second one clusters a set of stations into subsets by applying an efficient cluster method developed. In the third one, the stations in each subset are scheduled by applying an iterative goal programming heuristic procedure to each cluster.
रन से हराया फोटो 13 हरदा। न्यूज हरदा। भारत सरकार के विज्ञान एवं प्रौद्योगिकी संचार परिषद एवं साइंस सेंटर ग्वालियर द्वारा प्रतिवर्ष 10 से 17 वर्ष की आयु के बधाों के लिए बाल विज्ञान कांग्रेस का आयोजन किया जाता है। इस वर्ष का जिला स्तरीय कार्यक्रम उत्कृष्ट विद्यालय हरदा में हुआ। जिसका विषय था, स्वच्छ, स्वस्थ और हरित राष्ट्र के लिए विज्ञानतकनीक और नवाचार। जिले से 30 बस, इसके बाद तो अपनी छोटी छोटी बातों को मनवाने के लिए बच्चों को चीखने चिल्लाने का नया तरीका इस्तेमाल करना सबसे आसान लगने लगता है। माता पिता को लगता है कि उनका बच्चा बेहद जिद्दी हो गया है लेकिन वह इस बात पर जरा भी ध्यान नहीं दे पाते कि यह तरीका बच्चे ने सीखा तो उन्हीं से है। अशिष्टता की पहली सीढ़ी बच्चे का जिद्दी और बदतमीज होना ही होता है। इस तरह यह माना जा सकता हे कि बच्चों में बढ़ती अशिष्टता के लिए कहीं न कहीं घर का बिगड़ता माहौल भी जिम्मेदार है। ऐसा होने के अन्य कारणों पर गौर करें तो आत्मकेंद्रित होते जाने की प्रवृत्ति भी कहीं न कहीं बच्चों में अन्य लोगों का सम्मान करने ही भावना और समझ को खत्म करती जा रही है। बच्चों</s>
protection as described below, power system survivability following real-power imbalances is quite probable. System frequency excursions are typically limited to 1 to 2 percent of 60 Hz. One continuing concern, however, is unnecessary tripping of generation during frequency excursions because of boiler upsets and other problems. Prioritized control and protection improvements and modernization would reduce tripping and improve system survivability following events with load-generation imbalance. There are, however, relatively simple and low-cost practices that greatly improve reliability. However, these practices are not always followed—the August 14, 2003, cascading failure providing a prime example (Nedwick et al., 1995; U.S.-Canada Power System Outage Task Force, 2004). Best practices for voltage reactive power require modern excitation equipment at generators. Replacement of very old equipment with modern thyristor exciters and digital voltage regulators will improve generator reliability. Generator voltage regulator controls including limiter circuits should be coordinated with protective relaying. A lack of coordination has contributed to the severity of blackouts. Automatic voltage regulator line drop compensation or automatic transmission-side voltage control should be considered for better regulation of the transmission network voltage profile. Techniques for Maintaining Proper Transmission Network Voltage Profiles Voltage should be near the maximum of the allowed voltage range and should be fairly uniform at all locations. This high, flat voltage profile reduces losses that cause heating and sagging into trees. Extensive use of relatively low cost shunt capacitor banks in both transmission and distribution systems allow a high and flat voltage profile, with substantial reactive power reserves at generators for emergencies. Voltage and reactive power are more complicated with separate ownership of generation and transmission systems. Rigorous standards with performance monitoring are required. Overly complex payments for reactive power or reactive power markets should be avoided. The section titled “Examples of Voltage/Reactive Power Practice” below in this appendix describes how poor voltage/reactive power practice played a critical role in the August 14, 2003, blackout (U.S.-Canada Power System Outage Task Force, 2004). Primary Automatic Controls to Prevent Cascading Instability Primary automatic controls, which are located mainly at power plants, include automatic voltage regulators and prime mover controls such as speed governors. Automatic voltage regulators include functions such as power system stabilizers, excitation limiters, and possibly connection of line-drop compensation. Prime mover controls include speed and power regulation. Modern controls are digital, allowing a wide variety of sophisticated features, such as deadbands and control mode shifting. Transmission-level Power Electronic Devices and Mechanical Devices Transmission-level power electronic devices such as static volt-ampere reactive (var) compensators are employed to provide continuous voltage control, similar to a generator voltage regulator, and/or other functions. Mechanically controlled shunt capacitor/reactor banks are switched by local voltage relays, by SCADA operators, and sometimes by emergency controls. With digital technology, there is room for more sophisticated control similar to that possible with power electronic devices. Local Load-shedding Practices and Techniques Local underfrequency load shedding is commonly employed at bulk power delivery substations. Underfrequency load shedding generally requires islanding of a portion of the interconnection with large generation-load imbalance. In a growing number of power companies, local undervoltage load shedding is also employed (Taylor, 2007). Also, to avoid possible blackouts during lightning storms or other transient events, automatic reclosing or single-pole switching is employed. Since most terrorist actions are likely to cause permanent outages, however, automatic reclosing will likely be unsuccessful. Special Protection Systems or Remedial Action Schemes Another widely used class of controls is termed special protection systems (SPSs) or remedial action schemes (Taylor, 2007). These are emergency controls that initiate powerful discontinuous actions, such as controlled separation/ islanding, load tripping, or generator tripping at the sending end of an inter-tie. Other possible actions are steam-turbine fast valving, capacitor/reactor bank switching, HVDC fast power changes, and dynamic braking. At present, most of these controls directly detect single or multiple outages and then make logic decisions about whether to initiate feedforward action. The event-based controls are often implemented to prevent cascading for multiple outages, but are sometimes implemented even for N-1 outages. Many SPSs are wide area with outage detection at several sites, binary transfer trip signals to logic computers perhaps at control center(s), and then transfer trip signals to power plants and substations for control action. Reliability for the mission-critical actions must be at least as high as primary protective relaying, requiring as a minimum redundancy so that no single component failure will cause overall control system failure. A large-scale SPS implementation is described below in this appendix.
0% 0% # Robot Positioning Module In this project I will try to develop a positioning system for a robot. I will start with explaining the mathematical basics. Similar projects worth following 935 views Knowing the position of a robot in my opinion is one of the interesting aspects during the development of robots. As I like to play with mathematics, electronics, optics and 3D printers I thought a combined effort in these areas would be interesting.This project is based on an old article by Richard T. Vannoy in Seattle Robotics' Encoder (http://www.seattlerobotics.org/encoder/200109/lasernav.htm). I already tried to program this approach in Visual Basic just for fun in 2004, but in the meantime a lot of interesting new developments like Arduino's have entered the market, so now it's about time to try this in real life! The starting point of this positioning module is that we have three Infrared emitters located on three edges of a rectangle: Our robot is located somewhere in this rectangle: On the top of the robot a IR sensor rotates 360 degrees and detects the angle between the three IR transmitters: Please realize that Angle 3 will not be used in the calculation, but will disturb an easy positioning, I will come to that in a later stage when I start programming the Arduino! To calculate the position of the robot one must realize that the robot has to be on the interception of two circles (on one circle there is the robot and the IR emitter at (0,0) and one other IR emitter, on the second circle is also the robot and the (0,0) emitter and the remaining IR emitter): Now it's time to do some mathematics! To calculate the center of the right circle we first calculate it's radius: R1=(XL/sin(Angle2))/2; where XL is the distance between the IR sources on the horizontal axis. It will be obvious that the X position of the circles' centre will be halfway the bottom two IR emitters: X1=XL/2 Now the Y position of the centre can be calculated using Pythagoras: (R^2=X^2+Y^2 --> Y^2=R^2-X^2 -->) Y1=sqrt(R1^2-X1^2) The same can be done for the other circle: R2=(YL/sin(Angle1))/2 Y2=YL/2 X2=sqrt(R2^2-Y2^2) OK, now we know the centres of the two circles, how to find the intersection of them? In fact that is simple; we have to find the equation of the line connecting both centres (Y=MX+N): M=(Y2-Y1)/(X2-X1) N=Y1+((Y1-Y2)X1)/(X2-X1) The robot will be at a line from (0,0) perpendicular to this line: The directional coefficient of this new line will be: DC=-1/M The second line does not have a Y offset as it goes through (0,0), so it's function is Y=DCX We now make the two functions equal to each other to find the X value of the intersection of the two lines: MX+N=DCX --> Xintercept=-N/(M-DC) The X position of the robot will be at twice the X position of the intercept: So XRobot=2XIntercept and the using this X position in the function of the last line gives: YRobot=DCXRobot ### 20180428_171517.mp4 Rotating IR sensor prototype MPEG-4 Video - 12.61 MB - 05/03/2018 at 12:46 • ### Problem with sequences... To check the approach, I wrote a small program that performs the calculations and detected a serious problem with my approach. While the IR sensor scans the area, the program cannot differentiate between the three transmitters. This means that Transmitter 1, 2 and 3 might be found in that sequence, but also in the sequence 2, 3, 1 or 3, 1, 2 as can be seen in the picture below. Luckily not all angles result in valid robotpositions; the angle between transmitter 1 and 2 cannot be smaller than 45 degrees and it cannot be larger than 180 degrees. The same for the angle between transmitter 2 and 3, and the angle between transmitter 3 and 1 must be 360 - Angle1 - Angle2, and can never be smaller than 90 or larger than 270 degrees. Alas, quite a lot of combinations prove to result in valid robot positions.. As an example, suppose the first angle the module finds is 108 degrees, the second angle is 135 and the third angle is 117. This would result in a robot position at (15,23). If the angles were found in the sequence Angle2, Angle3, Angle1 however, the sequence would become 135, 117 and 108, which would result in a position of (15,12). The same holds for the sequence 117, 108 and 135 which would position the robot at (30,27). A couple of solutions for this problem can be used, but I still have to decide what would be the most promising..... I am thinking of using a magnetometer to find the orientation of the robot, or any trick that ensures the scanning always starts at IR transmitter 1. Not sure yet.... • ### Rotating IR sensor The first thing to do is to find/develop/build a rotating IR sensor. As I want to have a frequent update of the position of my robot, I prefer to have a sensor that continuously rotates, and not a system that scans 360 degrees, then turns 360 degrees the other direction and starts all over again, which should be necessary due to the twisting of the cables. I could not find an easy, affordable rotating connector, so I had to find another solution. One approach could be a 180 degrees video camera connected to a Raspberry Pi, and using some qiute complicated image analysis finding the IR emitters and calculate the angle between them. This can be done, but has the drawback of being complex, energy consuming and relatively expensive. For this reason I designed an IR sensor that is facing upwards towards a rotating mirror that is under an angle of 45 degrees. A modified servo is used to rotate the mirror. In this way the sensor has an undisturbed view over the surrounding area, undisturbed by cables etcetera. During one rotation of the mirror the sensor should "see" my three IR emitters, and based on time differences the angle between them can be calculated. Share ## Similar Projects Project Owner Contributor ### Making a Modular Differential Drive Robot evive toolkit Project Owner Contributor ### Balancing Robot krzysiek96pl Project Owner Contributor ### Obstacle Avoiding Robot with evive evive toolkit Project Owner Contributor pets3018 # Does this project spark your interest? Become a member to follow this project and never miss any updates
Cognitive Behavioral Therapy (CBT) is an umbrella-term for psychotherapeutic systems that deal with cognitions, interpretations, beliefs and responses, with the aim of influencing problematic emotions and behaviors. CBT can be seen as an general term for many different therapies that share some common elements and theoretical underpinnings. CBT is widely accepted as an evidence- and empiricism-based, cost-effective psychotherapy for many disorders and psychological problems. It is often used with groups of people as well as individuals, and the techniques are also commonly adapted for self-help manuals and, increasingly, for self-help software packages. One of the objectives of CBT typically is to identify and monitor thoughts, assumptions, beliefs and behaviors that are related and accompanied to debilitating negative emotions and to identify those which are dysfunctional, inaccurate, or simply unhelpful. This is done in an effort to replace or transcend them with more realistic and useful ones. CBT that was primarily developed out of Behavior Modification, Cognitive Therapy and Rational Emotive Behavior Therapy and has become widely used to treat various kinds of psychopathology, including mood disorders and anxiety disorders and has many clinical and non-clinical applications. Concurrently with the pioneering contributions of Ellis and Beck, starting in the late 1950s and continuing through the 1970s, Arnold A. Lazarus developed what was arguably the first form of "Broad-Spectrum" Cognitive-Behavior Therapy. Indeed, in 1958, Arnold Lazarus was the first person to introduce the terms "behavior therapy" and "behavior therapist" into the professional literature (i.e., Lazarus, A. A. "New methods in psychotherapy: a case study". South African Medical Journal, 1958, 32, 660-664). He later broadened the focus of behavioral treatment to incorporate cognitive aspects (e.g., see Arnold Lazarus' 1971 landmark book Behavior Therapy and Beyond, perhaps the first clinical text on CBT). When it became clear that optimizing therapy's effectiveness and effecting durable treatment outcomes often required transcending more narrowly focused cognitive and behavioral methods, Arnold Lazarus expanded the scope of CBT to include physical sensations (as distinct from emotional states), visual images (as distinct from language-based thinking), interpersonal relationships, and biological factors. The final product of Arnold Lazarus' approach to psychotherapy is called Multimodal Therapy and is, perhaps, the most comprehensive form of CBT in addition to REBT that also shares many of the same assumptions and theorizing. Other types of Cognitive Behavioral Therapy include Dialectical Behavior Therapy, Acceptance and Commitment Therapy, Self-Instructional Training, Schema-Focused Therapy and many others. Cognitive Behavioral Group Therapy (CBGT) is also a similar approach in treating clinical conditions, based on the protocol by Richard Heimberg. One etiological theory of depression is the Aaron Beck cognitive theory of depression. His theory is regarded as the most verified psychological theory of depression. His theory states that depressed people think the way they do because their thinking is biased towards negative interpretations. According to this theory, depressed people acquire a negative schema of the world in childhood and adolescence. (Children and adolescents who suffer from depression acquire this negative schema earlier.) Depressed people acquire such schemas through a loss of a parent, rejection of peers, criticism from teachers or parents, the depressive attitude of a parent and other negative events. When the person with such schemas encounters a situation that resembles in some way, even remotely, the conditions in which the original schema was learned, the negative schemas of the person are activated. Beck also included a negative triad in his theory. A negative triad is made up of the negative schemas and cognitive biases of the person; Beck theorized that depressed individuals make negative evaluations of themselves, the world, and the future. Depressed people, according to this theory, have views such as “I never do a good job,” and "things will never get better." A negative schema helps give rise to the cognitive bias, and the cognitive bias helps fuel the negative schema. This is the negative triad. Also, Beck proposed that depressed people often have the following cognitive biases: arbitrary inference, selective abstraction, overgeneralization, magnification and minimization. These cognitive biases are quick to make negative, generalized, and personal inferences of the self, thus fueling the negative schema. Some proposed diatheses are attributing negative events to stable and global factors, low self-esteem, and a tendency to believe that negative life events will have severe negative consequences. Such diatheses increase the possibility that a person will experience hopelessness depression. In 1989, this theory was challenged by Hopelessness Theory. This theory emphasized attributions to global and stable factors, rather than, as in the original model, internal attributions. Hopelessness Theory also emphasizes that beliefs about the consequences of events, and rated importance of events, may be at least as important as causal attributions in understanding why some people react to negative events with clinical depression. CBT is also used as a treatment modality for children who have experienced Complex Post Traumatic Stress Disorder, chronic maltreatment, and Post Traumatic Stress Disorder. It would be one component of treatment for children with C-PTSD, along with a variety of other components, which are discussed in the Complex Post Traumatic Stress Disorder article. The particular therapeutic techniques vary within the different approaches of CBT according to the particular kind of problem issues, but commonly may include keeping a diary of significant events and associated feelings, thoughts and behaviors; questioning and testing cognitions, assumptions, evaluations and beliefs that might be unhelpful and unrealistic; gradually facing activities which may have been avoided; and trying out new ways of behaving and reacting. Relaxation, mindfulness and distraction techniques are also commonly included. Cognitive behavioral therapy is often used in conjunction with mood stabilizing medications to treat conditions like bipolar disorder. Its application in treating schizophrenia along with medication and family therapy is recognized by the NICE guidelines (see below) within the British NHS. Cognitive behavioral therapy generally is not an overnight process. Even after patients have learned to recognize when and where their mental processes go awry, it can take months of effort to replace a dysfunctional cognitive-affective-behavioral process or habit with a more reasonable and adaptive one. For example, Gina is upset because she fails an important math test. The activating event, A then is that she failed her test and infers that she will not be able to get her degree. The evaluative belief, B about A, is that she believes in her heart and head that she absolutely always must have good grades and succeed or else it is the end of the world. The Consequence, C, is that Gina tends to feel depressed, thinking it may be no use to continue school. In the example above, a therapist may help Gina realize that it is self-defeating and does not make sense to believe, and there is no evidence for believing, that she absolutely always must pass her tests and succeed, and that failure to do so is an absolute horror; although she normally may want and strongly prefer to pass her tests and succeed, she has alternatives, that not doing it would not be the end of the world. If she realizes that not passing her tests or having trouble getting her degree is highly unfortunate and sad, but not awful and horrible, she will tend to feel sad or frustrated, but not depressed and helpless. The sadness and frustration are then healthy negative emotions because they are more likely to make her study more effectively or deal with her problems as a response. Randomized controlled trials have proven its effectiveness, and in February 2006 the UK's National Institute of Health and Clinical Excellence (NICE) recommended that CCBT be made available for use within the NHS across England and Wales, for patients presenting with mild/moderate depression, rather than immediately opting for antidepressant medication. A new UK government initiative for tackling Mental Health issues has recently been launched by the Care Services Improvement Partnership. This confirms Primary Care Trust (PCT) responsibilities in delivering the NICE Technology Appraisal on CCBT. National Director for Mental Health, Professor Louis Appleby CBE has confirmed that by 31 March 2007 PCTs should have ST Solutions' "FearFighter" and Ultrasis' "Beating the Blues" CCBT products in place and the NICE Guidelines should be met. Some areas have developed, or are trialing, other CCBT products notably Outreach-online developed in-house by the NHS and currently being trialed in North Wales (UK). In the United States, Chicago-based Prevail Health Solutions is leading the development of computerized Cognitive-Behavioral Therapy. Their products are not yet offered to the general population, but currently they are engaged in ongoing efforts to determine efficacy in the treatment of several mental health disorders. There are also Interactive computerized interventions available that provide measurable outcomes. For example, The Challenge Software Program is an interactive online program designed to help children struggling with Self-regulation and Social Skills. The program is based on Fundamental Cognitive-Behavioral principles and teaches children how to challenge unhealthy thinking patterns. Cognitive Behavioral Therapy most closely allies with the Scientist-Practitioner Model of Clinical Psychology in which clinical practice and research is informed by: a scientific perspective; clear operationalization of the "problem" or "issue"; an emphasis on measurement (and measurable changes in cognition and behavior); and measurable goal-attainment. For more general results confirming that CBT alone can provide lower but nonetheless valuable levels of relief from depression, and result in increased ability for the patient to remain in employment, see The Depression Report, which states: 1000 people attend up to sixteen weekly sessions one-on-one lasting one hour each, some will drop out but within four months 50 people will have lost their psychiatric symptoms over and above those who would have done so anyway. After recovery, people who suffered from anxiety are unlikely to relapse. . . . So how much depression can a course of CBT relieve, and how much more work will result? One course of CBT is likely to produce 12 extra months free of depression. This means nearly two months more of work. The American Psychiatric Association Practice Guidelines (April 2000) indicated that among psychotherapeutic approaches, cognitive behavioral therapy and interpersonal psychotherapy had the best-documented efficacy for treatment of major depressive disorder, although they noted that rigorous evaluative studies had not been published. Hypnotic drugs are of poor value for the management of chronic insomnia. It is widely accepted that hypnotic drug usage beyond 4 weeks is undesirable for all age groups of patients. Many continuous sedative hypnotic users exhibit disturbed sleep as a consequence of tolerance but experience worsening rebound or withdrawal insomnia when the dose is reduced too quickly, which compounds the problem of chronic hypnotic drug use. No formal withdrawal programs for benzodiazepines exist with local providers in the United Kingdom. CBT has been found to be more effective for the long-term management of insomnia than sedative hypnotic drugs. A meta-analysis of published data on psychological treatments for insomnia shows a success rate between 70 and 80%. A large-scale trial utilising cognitive behavioural therapy in chronic users of sedative hypnotics including nitrazepam, temazepam and zopiclone found CBT to be a more effective long-term treatment for chronic insomnia. Persisting improvements in sleep quality, sleep latency, and increased total sleep, as well as improvements in sleep efficiency and significant improvements in vitality and physical and mental health at 3-, 6- and 12-month follow-ups were found in those receiving cognitive behavioural therapy. A marked reduction in total sedative hypnotic drug use was found in those receiving CBT, with 33% reporting no hypnotic drug use. Age has been found not to be a barrier to successful outcome of CBT. It was concluded that CBT for the management of chronic insomnia is a flexible, practical, and cost-effective treatment for the treatment of insomnia and that CBT leads to a reduction of benzodiazepine drug intake in a significant number of patients.
# Ex 1060 Números positivos. cont = 1 positivo = 0 while cont <= 6: valor = float(input()) if valor > 0: positivo = positivo + 1 cont = cont + 1 print('{} valores positivos'.format(positivo))
पहली बार कांग्रेस ने बाहरी प्रत्याशी के रूप में मो. सलीम इकबाल शेरवानी को उतारा। नया चेहरा रहे शेरवानी ने कांग्रेस को विजय दिलाई। इस बार फिर से कांग्रेस ने सलीम शेरवानी पर दांव लगाया है। लव मैरिज के बाद ही डिसाइड कर लिया था फैमिली प्लान 20 मिनट अधिकतम लगेगा जांच और परामर्श में एसआईपी की परिभाषा तो यही कहती है कि यह एक निश्चित अवधि तक नियमित अंतराल (मान लीजिए हर महीने) तक तय धनराशि निवेश करने का जरिया है। ऐसी सूरत में निवेशक को उस समय योजना के अधिक यूनिट मिल जाते हैं, जब भाव नीचे रहता है। जब भाव चढ़ता है तो कम यूनिट हासिल होते हैं। कुल मिलाकर अच्छी औसत कीमत निवेश के हाथ लग जाती है। इसी से उसे दीर्घावधि में आकर्षक दर से प्रतिफल हासिल करने में मदद मिलती है। यही वजह है कि दीर्घावधि का नजरिया अपनाना एसआईपी निवेशकों के लिए बेहद महत्त्वपूर्ण है। वेयर हाउस की दीवार के नीचे दबने से 6 साल की मासूम की मौत छात्र को कान पकड़कर पूरे कॉलेज में घुमाया चुनाव आयोग की आज प्रेस कॉफ्रेंस, तैयारियों के बारे में दी जाएगी जानकारी अक्षय कुमार की फिल्म केसरी की तरह माधुरी दीक्षित, आलिया भट्ट और वरुण</s>
# Vibrating membrane tension per unit length I have been working on the problem of a vibrating membrane, with all the assumptions to make it ideal, but I still can't figure out why the tension per unit length multiply like that: if $$T$$ is the tension per unit length, why in the image on the right it is not multiplied by the length $$\Delta x$$, but by $$\Delta y$$ instead. Think back to the 1D example of tension in a string, and look at the tensions at the ends of a small slice of length $$\Delta x$$. This is essentially the right-hand figure in your question, replacing $$T\Delta y$$ with the usual tension $$T$$. Now, imagine stretching that string out along the $$y$$-axis a small distance $$\Delta y$$ to get an equivalent of your small membrane element. There is now a tension per unit length, and the total force is acting along this new length $$\Delta y$$. This means the tension force along the $$x$$-direction is given by $$T\Delta y$$. A similar argument holds for the tension force in the $$y$$-direction. Lets look at the equations for $$~u(x,y)=u(x)$$ Newton second low in transversal direction $$dm\,\frac{dv}{dt}=F\sin(\beta)-F\sin(\alpha)\tag 1$$ with $$\quad(~\alpha\ll~\beta\ll)$$ $$dm=\mu\,ds\\ \tan(\alpha)=\frac{du}{dx}\quad,\alpha=\frac{du}{dx}\\ ds^2=dx^2+du^2\quad\Rightarrow\quad ds=\sqrt{1+\left(\frac{du}{dx}\right)^2}\,dx\approx dx\\ v=\frac{ds}{dt}=\frac{d x}{dt}$$ and $$\sin(\beta)-\sin(\alpha)\approx\alpha+d\alpha-\alpha=d\alpha=\frac{d^2u}{dx^2}\,dx$$ thus equation (1) $$\mu\,dx\,\frac{d^2 x}{dt^2}=F\,\frac{d^2u(x)}{dx^2}\,dx$$ thus it should be $$~T\,dx~$$ • Sorry, I think you concluded wrong. The force should be $T\Delta y$ not $T\Delta x$ Oct 22, 2022 at 21:21
English Furniture by John Bly Paperback cover book A colourful and informative introduction to the history of English furniture. The story of English furniture really begins in the sixteenth century, when crude medieval tables and stools gave way to more sophisticated, jointed designs. This Tudor furniture is the earliest to survive in any quantity, and it is where John Bly begins his history of English furniture. Changing fashions, influences, materials, and manufacturing techniques have all had an impact on English furniture, causing it to change over the decades, sometimes quite suddenly. Each of these changes is fully explained, as oak gives way to walnut, and then mahogany; as furniture becomes finer and more formal and the great names – Chippendale, Sheraton and Hepplewhite – emerge. This seminal work concludes with a masterclass in detecting the alterations and fakery that can significantly affect the value of a piece of furniture.
Today, September 14, 2011, is the vernal equinox for the northern hemisphere of Mars! If you want to be technical, it’s the time when the axis of Martian rotation is perpendicular to the direction of the Sun, and the northern hemisphere is headed into summer (making it the autumnal equinox for the southern hemisphere). When this happens here on Earth, it’s called the first day of spring (here in the US at least, in other countries it’s considered the middle of the season — a tradition with which I agree). Mars, like Earth, is tilted with respect to its orbit around the Sun; Earth is canted at an angle of roughly 23°, while Mars is at 25°. That’s why we (and Mars) have seasons! Over the course of the year, the angle of sunlight hitting the surface of the planet changes, heating it more efficiently in the summer and less in the winter. Boom! Seasons. On Earth, that’s most dramatically seen as polar ice shrinks and grows over the year. Same with Mars! The picture above is from the European Space Agency’s Mars Express orbiter, and shows the northern polar cap in May 2010, during the last summer. The north pole of Mars is icy, but it’s actually two kinds of ice: water, and frozen carbon dioxide. CO2 turns directly from a solid into a gas (a process called sublimation), and does so at much lower temperature than water ice melts. This means the CO2 goes away first as temperatures rise in the northern hemisphere, leaving the water ice behind. In that picture, the ice is essentially all water. In other words: the north pole of Mars is sublime. Where does the CO2 go? Into the atmosphere! So much of it adds to the air there that the atmospheric pressure on the planet increases measurably, by about 30%. That much extra carbon dioxide adds a small but significant greenhouse effect to the planet as well, warming the surface. Estimates vary, but I’ve seen quotes of a few degrees Celsius for the effect. The change of seasons also kicks up winds on Mars, and that can cause everything from dust devils which leave incredibly beautiful scrollwork on the surface to planet-wide dust storms. I’ll note that the year on Mars is about twice the length of an Earth year, so all the seasons are about twice as long as well. May 2010 is when summer started on Mars (in the northern hemisphere), and here we are 17 months later with the start of spring. The Planetary Society has a page listing the next few seasonal dates on Mars if you’re curious. So anyway, happy first day of spring, Martians! Don’t forget to try to stand up malagor eggs today. Image credits: Earth/Mars tilts: from Calvin J. Hamilton’s fantastic Solar views website; Mars polar cap: ESA/DLR/FU Berlin (G. Neukum.) Hahahahahaha! Man, that’s funny. Also, <McBain>ice to see you.</McBain>
import matplotlib.pyplot as pl import numpy as np pl.figure(figsize=(8,6), dpi=80) pl.subplot(1,1,1) # A es un vector que hace referencia a 'a' y 'b' A = np.linspace(0, 3.0, 50, endpoint=True) # Funciones X1 = (AA)* 3 X2 = (A*3)(A**3) pl.plot(A,X1,"bo") pl.plot(A,X2,"r-") # Incluir un titulo pl.title('Identidades') # Leyenda pl.legend((r'$ab^3$',r'$a^3 b^3$'), 'upper left', numpoints=2) # Poner etiquetas en los ejes pl.xlabel('x') pl.ylabel('y') # mostrar por la consola el resultado pl.show()
Could you use a keyboard at age 6, make multimedia presentations at age 10, or create PowerPoint documents at age 8? Our kids do and our kids can. Our talented Media Lab instructor, Michael Benson, brings us more than 11 years of technology experience and is in his 6th year of teaching at Carpenter. He teaches our children how to utilize computer technology as an expressive medium, allowing students to apply creativity to projects while also learning practical computing skills. Collaborating closely with teachers, Mr. Benson helps create projects on a class by class basis or facilitate implementation of projects in the Media Lab. Projects are created based upon each grade level's curriculum and cover areas such as history, science, art and language. "Technology is changing the way we work, learn and live", says Mike Benson. "I believe, learning how to operate and integrate computer technology into our daily lives is endlessly beneficial. Doing so at such a young age gives the students of Carpenter the tools necessary to succeed in today's society and tomorrows professional landscape. I feel honored to be able to give these kids this rich knowledge at such a young age." Here is an inside view of just some of what your child might be learning in Media Lab: - Kindergarten: Starfall.com, a phonetic-based reading program; Kidpix, a drawing program that allows the students to draw, type, control the mouse and keyboard, save, and print documents. - First grade: Continue to build on Kidpix skills, now on a weekly basis, applying concepts from what they are studying in their unit to create their pictures. Many students completely master the program by the end of the year. - Second grade: MS Word basics and saving; introduction to the Internet and how to use it as a resource for their work; Kidpix slideshow functionality; Type To Learn, a touch key typing program. - Third grade: Deeper learning of MS Word; how to create PowerPoint presentations from start to finish, from basic design to animating the finished product; more in-depth Internet use through web quests; Type to Learn; Accelerated Reader to test reading comprehension. - Fourth grade: Advanced operations in MS Office suite and at this point, most students demonstrate a solid understanding of the MacOS. - Fifth grade: Thorough understanding of all MacOS applications and operations; learn GarageBand and Photoshop; can create their own music using prerecorded loops; taught how to use midi and internal microphone to create melodies and record their voices; learn Photoshop skills and use creative applications to make rich multimedia presentations. "Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important," says Bill Gates. "I'm a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they're interested in." At Carpenter, our mission is to educate the whole-child, and through superb enrichment classes such as our Media Lab program, we give our children the best education possible. \|< Prev\|\|Next >\|
\|This text on the electrical, optical, magnetic, and thermal properties of materials stresses concepts rather than mathematical formalism. Suitable for advanced undergraduates, it is intended for materials and electrical engineers who want to gain a fundamental understanding of alloys, semiconductor devices, lasers, magnetic materials, and so forth. The book is organized to be used in a one-semester course; to that end each section of applications, after the introduction to the fundamentals of electron theory, can be read independently of the others. Many examples from engineering practice serve to provide an understanding of common devices and methods. Among the modern applications covered are: high-temperature superconductors, optoelectronic materials, semiconductor device fabrication, xerography, magneto-optic memories, and amorphous ferromagnetics. The fourth edition has been revised and updated with an emphasis on the applications sections, which now cover devices of the next generation of electronics.
# check if a QtApplication is already running, otherwise create one here # todo: maybe this should go to the guis __init__ file... from PyQt4 import QtGui if QtGui.QApplication.instance() is None: import sys QtGui.QApplication(sys.argv) from .gui.samuroiwindow import SamuROIWindow from .samuroidata import SamuROIData
The toxic cane toad introduced to Australia in the 1930s is causing ripples through the ecosystem in ways rarely seen when invasive species spread. We know that toads poison their predators, but this seems to allow other prey species to bounce back. It is a rare piece of solid evidence for an invasive species causing what is called a “trophic cascade” in the wild, researchers say, where killing off top predators has unexpected effects throughout an ecosystem. The toads arrived in 1935 from the Amazon as an experiment to control a beetle that devastated sugar cane crops. It didn’t work. But the initial 102 young toads quickly multiplied until there were hundreds of millions, stretching from coast-to-coast. In places, they form seething masses of up to 2000 toads per hectare. They have even evolved to become better invaders by growing longer legs and being more aggressive, driving some species to extinction in local areas. Simon Clulow from the University of Newcastle in Australia and his colleagues tracked the toad population as they conquered new territory in Western Australia. This was a unique opportunity to track the initial effects on other animals in the area. They measured the populations of three species of predatory water monitors that eat the toads, and the crimson finch Neochmia phaeton, which are prey for the monitors. The toads wiped out about half of the water monitor population within five years. That had a knock-on effect on crimson finches: the proportion of surviving fledglings jumped from 55 per cent to 81 per cent. Clulow says this shows that invasive species can cause a trophic cascade throughout an ecosystem. Humans – perhaps the most successful invader of all – are masters of the trophic cascades. For example, when American settlers wiped out wolves in Yellowstone National Park, this caused an increase in herbivores, which in turn led to a decrease in plants, which then caused a loss of birds. “To have this happen in Australia at the hands of invasive species is, as far as I’m aware, quite unique,” says Clulow. “The study highlights how cane toads can not only impact individual species but also the broader communities to which they belong,” says Sean Doody from the University of Tennessee, who led the study. “Who would have thought that invasive cane toads would affect a granivorous bird? Our study can reveal that the cane toad invasion has exposed previously unknown trophic links, thereby underscoring our ignorance of the complex interactions in animal communities.” To demonstrate further effects through the food chain would require a larger and longer study, but Clulow says the higher number of birds could affect plants that the birds feed on, as well as other animals that eat those plants and so on. “The point is that the loss of top-down regulation due to loss of keystone reptilian predators is throwing the whole ecosystem out of balance,” he says. “Toads are causing ripples throughout the Australian tropical ecosystem through the process of trophic cascades that is potentially far-reaching and currently not well understood.” “It’s a cautionary tale of how difficult it can be to predict the effects of even a single simple change, like the arrival of an invasive species,” says Rick Shine from the University of Sydney. “The native wildlife are intimately connected via food webs, so any change to one species is likely to reverberate through to other species that ate, or were eaten by, the animals that are directly affected by toads.” Journal reference: Ecology, DOI: 10.1890/14-1332.1 More on these topics:
Philosophical Principles of Taekwondo The philosophy of Taekwondo is very special, but what makes it so special? If we learn philosophy from books, we tend to forget it as soon as we leave them, because it is not related to our actual lives. But since Taekwondo is connected with our lives like every movement of ours is, we can never forget its philosophy. That is, the philosophy is one of actions that can be learned from other actions, and our everyday activities. Taekwondo philosophy represents the principles of the changes and movements in human beings. It also represents the principles of our lives, since life consists of our movements. Therefore, we can say Taekwondo is a philosophy in itself. We can understand the philosophy of Taekwondo by doing Taekwondo, and this understanding should lead to better understanding and enhancement of our life. The principles of Taekwondo can be explained in several ways but here we will explain it simply with the principle of "Sam Jae" [Three Elements] and that of "Eum" [the Negative or Darkness] and "Yang" [the Positive or the Brightness]. "Sam Jae" refers to "Cheon" [the Heaven], "Ji" [the Earth], and "In" [the Man] and the principles concerning them. In oriental countries, it has been recognized as the central principle that explains the changes of everything in the world. "Sam Jae" and the changes of "Eum" and "Yang" constitute the "Eight Trigrams for Divination" in the "Book of Changes." The principle of Sam Jae has been emphasized in oriental countries, especially in Korea. If you understand Taekwondo's principle, you could understand all the skills and spiritual depth of Taekwondo. The principle of Eum and Yang has also been emphasized in oriental countries as the central principle of life. It maintains that everything has an opposite side. This principle explains various forms of changes, but it comes from "Taegeuk" [the Great Absolute], which represents the ultimate claim that Eum and Yang was the one and the same thing. If we understand Taekwondo according to this principle, we will find a solution, and by continuously changing skills, we will never get stuck, in any situation. After we understand these philosophical principles of Taekwondo, we can find proper ways to understand and develop our lives. The Historical Development of Taekwondo Philosophy What is the philosophy of Taekwondo? Taekwondo contains thoughts that Han [Korean] people had developed through history. Its philosophy is easily explained with Hongik-Ingan, Jaese-Ihwa, or Hwarangdo spirit. Hongik-Ingan and Jaese-Ihwa were not only ideologies of Tangun Chosun's foundation, but also a fundamental thought of Han people. With time, these ideas developed into the Hwarangdo spirit and the Taekwondo philosophy today. Now, let's look at the principles contents of the philosophy. Hongik-Ingan" means universal welfare of mankind. It was the idea of the national foundation by Tangun, and the Taekwondo spirit too has inherited the idea of Hongik-Ingan. It is easily confirmed from the fact that the word of Taekwondo, itself means to suppress fighting and induce peace. On one hand, Jaese-Ihwa means that the world is educated in accordance with the reason of heaven. Taekwondo is a principle, not a simple connection with movements. It is the Korean traditional martial art characterized by the trinity of body, mind and life. Thus, the principle is the reason of all creation, and so it refers to the reason of heaven in Jaese-Ihwa. Therefore, human beings can be educated in accordance with the reason of heaven through correct training of Taekwondo. That's the very meaning of Jaese-Ihwa. Hongik-Ingan and Jaese-Ihwa appear clearly in the myth of the Korean foundation. According to it, "In the early age, Hwan-Wung, the son of Heaven established a nation called Baedal [earliest name of Korea]. He then announced the purpose of the national foundation as Jaese-Ihwa [educate with the reason of heaven] and Hongik-Ingan [universal welfare of mankind].
# Solubility in different pressure conditions I am working on my scholarship exam practice. I believe this exam assumes high school + first year university knowledge. And I'm not quite sure what I did wrong. Could you please have a look? The solubility of oxygen in 1.0 L water is 28 mL at 25 °C and 1.0 atm. How much oxygen can be dissolved in 1.0 L of water at 25 °C and 4.0 atm? The answer remains 28 mL but IMO I thought when pressure goes up 4 times while other factors are constant, the solubility would do that as well. Please help on where I missed and what topics I should focus on specifically. As noted by Wikipedia, "Henry's Law is a gas law that states that the amount of dissolved gas in a liquid is proportional to its partial pressure above the liquid." So you are absolutely right. 4 times the pressure of oxygen should result in 4 times as much oxygen being dissolved. The answer key for the problem must be wrong. User Delta_G made an interesting observation/correction. The problem is asking about the volume of gas that dissolves, not the concentration of oxygen in the water. So 28 ml at 4 atm of oxygen gas contains four times as much oxygen as 28 ml at 1 atm of the gas. So in either case 28 ml of the gas phase dissolves into the water. • Do we need to think about Boyle's law too? In the problem as written it gives the amount of oxygen in mL. At 4 times the pressure, the same volume of oxygen contains a lot more oxygen. May 12, 2019 at 17:57 • @Delta_G - ah ha! I half-read the problem and was just thinking about the fact that the water would contain four times as much oxygen. But you are absolutely right. If at 1 atm of oxygen 28 ml of oxygen gas dissolves, then when you increase the pressure to 4 atm, then 28 ml of the 4 atm oxygen gas will dissolve too. So 4 times as much oxygen in the water, but only 28 ml of the gas phase dissolves in either case. // Thank you for the correction! – MaxW May 12, 2019 at 18:14 • Let me reiterate your point again. If we increase the pressure, the solubility as in grams or moles would increase but not for volume. Please correct me if I am not on the right track. How does this link to Boyle's law though? Since Boyle's law state that pressure is inversely proportional to the volume, providing that other variables are constant. This means volume would decrease if we increase the pressure. May 12, 2019 at 18:49 • @TreyAnupong - That's the point. If 18 ml oxygen gas at 1 atm contains X grams of gas, then 18 ml of gas at 4 atm contains 4X grams of gas. So 4 times as much pressure, 4 times as much mass per volume in the gas. – MaxW May 12, 2019 at 18:58 • Sorry if my question is amateur, why would we only set the volume constant though? If we keep the mass of gas constant, the volume would now decrease. For example, if 28 mL oxygen gas at 1 atm contains X grams of gas, then for the same amount (X g) 7 mL of gas at 4 atm could be dissolved in water. May 12, 2019 at 19:08 This is a confusing question because, while solubilities can be reported in mL/L, there can be ambiguity when choosing a pressure during conversion to this unit, for instance using the following equation to convert from molarity $$c$$ to volume/volume units: $$\rho = \frac{cRT}{p}$$ In this online data page, for instance , in some columns the solubility is reported in mL/L, converted to this unit using throughout a pressure of $$\pu{1 atm}$$ (the source of the data cannot be verified), even as the partial pressure of oxygen $$p_{O_2}$$ is increased above $$\pu{1 atm}$$. In the OP the volume refers presumably to an equivalent volume of oxygen gas at the (partial) pressure of the gas above the liquid. Using the numbers from the OP, assuming the gas is ideal, then $$c=\frac{101325\times28\times 10^{-6}}{8.3145\times298.15} \pu{M} =\pu{ 1.1 \times 10^{-3}M}$$ when $$p = \pu{1 atm}$$. On the other hand, if $$p = \pu{4 atm}$$ $$c=\frac{4\times101325\times28\times 10^{-6}}{8.3145\times298.15} \pu{M} =\pu{ 4.6\times 10^{-3} M}$$ so the solubility is the same ($$\pu{28 mL/L}$$) if described in terms of volume at the given pressure, but $$\times 4$$ greater when regarded as a molar concentration. Note by the way that according to a number of sources the solubility at $$\pu{25 ^\circ C}$$ is $$\pu{258 \mu M}$$ (~$$\pu{8.2 mm Hg}$$) at $$p_{O_2}=\pu{1 atm}$$, and $$\pu{1.0 mM}$$ at $$p_{O_2}=\pu{4 atm}$$.
भाजपा-शिवसेना: ३० साल पुरानी हिंदुत्व जोड़ी की दोस्ती टूटी होम भाजपा-शिवसेना: ३० साल पुरानी हिंदुत्व जोड़ी की दोस्ती टूटी हिन्दुत्व की विचाराधारा से बंधा भाजपा..शिवसेना का तीन दशक से अधिक पुराना गठबंधन महाराष्ट्र में मुख्यमंत्री पद के मुद्दे पर टूट गया। महाराष्ट्र में सरकार गठन को लेकर जारी राजनीतिक घटनाक्रम के बीच, केंद्र में भारी उद्योग मंत्री एवं शिवसेना नेता अरविंद सावंत ने सोमवार को राष्ट्रीय जनतांत्रिक गठबंधन सरकार से इस्तीफा दे दिया और भाजपा पर सत्ता में हिस्सेदारी के तय फार्मूले से मुकरने का आरोप लगाया। सावंत ने दिल्ली में संवाददाताओं से कहा कि कुछ चीजों पर सहमति बनी थी जिसमें मुख्यमंत्री पद सहित सीटों के ५०-५० के अनुपात में बंटवारे का फार्मूला तय हुआ था लेकिन भाजपा अब इससे इंकार कर रही है। उन्होंने प्रधानमंत्री नरेन्द्र मोदी को अपना इस्तीफा भेज दिया है। इससे पहले, शरद पवार की राकांपा ने शर्त लगायी थी कि वह शिवसेना के राजग से अलग होने के बाद ही सहयोग पर विचार करेगी और सरकार के लिये साझा न्यूनतम कार्यक्रम तय होगा। इसके बाद ही केंद्र में शिवसेना के कोटे से मंत्री सावंत ने इस्तीफा दिया। भाजपा का हालांकि कहना है कि इसमें आधे..आधे समय के लिये मुख्यमंत्री पद का बंटवारा करने की कोई बात तय नहीं हुई थी। शिवसेना राजग की सबसे बड़ी घटक दल रही है जिसके लोकसभा में १८ सदस्य हैं। ५४३ सदस्यीय लोकसभा में भाजपा के ३०३ सदस्य हैं। शिवसेना महाराष्ट्र में २८८ सदस्यीय सदन में दूसरी सबसे बड़ी पार्टी है जिसके ५६ विधायक हैं। भाजपा के १०५ विधायक हैं। कांग्रेस और राष्ट्रवादी कांग्रेस पार्टी के क्रमश: ४४ और ५४ विधायक है। शिवसेना को सरकार बनाने का दावा करने के लिए सोमवार की शाम साढ़े सात बजे तक का समय दिया गया था।रविवार को भाजपा ने स्पष्ट किया था कि उसके पास सरकार बनाने के लिये संख्या बल नहीं है और इसलिये वह विपक्ष में बैठेगी। महाराष्ट्र में संख्या बल की कमी का हवाला देते हुए सरकार बनाने से इन्कार करने के एक दिन बाद भाजपा सोमवार को राज्य में हुई राजनीतिक गतिविधियों पर नजर बनाए हुए है। दोनों दलों के ९८ विधायक हैं और सरकार बनाने के लिए १४५ सीटों की आवश्यकता है। शिवसेना, राकांपा और कांग्रेस को मिलाकर यह संख्या पूरी हो जाती है। भाजपा के एक वरिष्ठ नेता ने बताया कि भाजपा और शिवसेना के बीच सबसे पहले 1९८4 में गठबंधन हुआ था जब दोनों दलों ने लोकसभा चुनाव साथ साथ लड़ा था और तब शिवसेना के तीन उम्मीदवार भाजपा के चुनाव चिन्ह पर चुनाव लड़े थे। भाजपा और शिवसेना 1९८9 का विधानसभा चुनाव मिलकर लड़ी थीं और दोनों दलों ने पहली बार १९९५ से २००० तक गठबंधन सरकार बनाई थी। तीन दशक से अधिक पुराने भाजपा..शिवसेना गठबंधन में कई ऐसे मौके आए जिसमें दोनों दलों में खींचतान दिखाई दी लेकिन गठबंधन पूरी तरह से नहीं टूटा। शिवसेना संस्थापक बाल ठाकरे के निधन के बाद २०१४ में हुए विधानसभा चुनाव में भाजपा और शिवसेना के बीच गठबंधन नहीं हो पाया था और दोनों दल अलग अलग मैदान में उतरे थे। लेकिन चुनाव के बाद दोनों दलों की गठबंधन की सरकार बनी और इसने कार्यकाल पूरा किया। इस चुनाव में भाजपा को १२२ सीट और शिवसेना को ६३ सीट मिली थी और भाजपा के देवेन्द्र फडणवीस मुख्यमंत्री बने । दोनों दलों ने २०१९ का लोकसभा चुनाव साथ साथ लड़ा था। हालांकि इसी साल विधानसभा चुनाव से पहले दोनों दलों में मनमुटाव दिखाई देने लगा। भाजपा अध्यक्ष अमित शाह के हस्तक्षेप के बाद दोनों दलों ने साथ साथ चुनाव लड़ा था। इससे पहले हाल के समय में भाजपा से कई सहयोगी दल अलग हुए हैं जिसमें आंध्रप्रदेश में उसकी सहयोगी चंद्रबाबू नायडू के नेतृत्व वाली तेलुगू देशम पार्टी :तेदेपा: शामिल है। तेदेपा २०१९ के लोकसभा एवं विधानसभा चुनाव से पहले राजग से अलग हुई थी। पूर्ववर्ती जम्मू कश्मीर में पीडीपी की गठबंधन सरकार से भाजपा अलग हो गई बिहार में भी २०१३ में सहयोगी नीतीश कुमार की जदयू भाजपा से अलग हो गई थी लेकिन २०१६ में जदयू और भाजपा साथ आ गई थी। राजस्थान राजनीतिक संकट! सोग के नोटिस से पायलट खेमा नाराज, कहा- अब सारी हदें पार राजस्थान सरकार में सत्ता के लिये जारी रस्साकशी के बीच पार्टी के नेता सचिन पायलट के करीबी सूत्रों ने रविवार को कहा कि अपनी ही सरकार को अस्थिर करने की कथित कोशिश की जांच में पूछताछ के लिये पेश होने का उप मुख्यमंत्री को प कांग्रेस अध्यक्ष का ऐलान, प्रियंका गांधी के नेतृत्व में लड़ा जाएगा उत्तर प्रदेश का आगामी विधानसभा चुनाव त्तर प्रदेश कांग्रेस अध्यक्ष अजय कुमार लल्लू ने रविवार को कहा कि उत्तर प्रदेश में २०२२ के विधानसभा चुनाव में कांग्रेस महासचिव प्रियंका गांधी वाड्रा पार्टी का चेहरा होंगी और यह चुनाव उन्हीं के नेतृत्व में लड़ा जाएगा। ल राजस्थान के राजनीतिक संकट को लेकर चिंता में कपिल सिब्बल, कहा- कांग्रेस को लेकर चिंतित हूं राजस्थान के मुख्यमंत्री अशोक गहलोत द्वारा भाजपा पर अपनी सरकार गिराने की कोशिश करने का आरोप लगाने के बाद कांग्रेस के वरिष्ठ नेता कपिल सिब्बल ने रविवार को कहा कि वह पार्टी को लेकर चिंतित हैं। सिब्बल ने इस संकट से तुर योगी सरकार का बड़ा फैसला, यूपी में हर शनिवार और रविवार को रहेगा संपूर्ण लॉकडाउन उत्तर प्रदेश में योगी आदित्यनाथ सरकार ने कोरोना वायरस संक्रमण पर प्रभावी नियंत्रण के लिए सप्ताह के अंतिम दो दिन यानी हर शनिवार और रविवार को लॉकडाउन लगाने का फैसला किया है। अपर मुख्य सचिव (गृह एवं सूचना) अवनीश कुमार भाजपा पर निशाना साधते हुए राष्ट्रवादी कांग्रेस पार्टी (नप) के अध्यक्ष शरद पवार ने कहा कि राजनेताओं को मतदाताओं को हल्के में नहीं लेना चाहिए। इंदिरा गांधी और अटल बिहारी वाजपेयी जैसे शक्तिशाली नेताओं को भी चुनाव में हर दिग्विजय सिंह ने कहा- जो राहुल- प्रियंका के आक्रामक रुख का समर्थन नहीं करते वे कांग्रेस छोड़ दें कांग्रेस (कांग्रेस) के वरिष्ठ नेता दिग्विजय सिंह (दिग्विजया सिंह) ने प्रधानमंत्री नरेंद्र मोदी (प्म नरेन्द्र मोदी) को लेकर नरम रुख रखने के पैरोकार पार्टी के कुछ नेताओं पर निशाना साधा और सवाल किया कि जो राहुल गांधी (राहुल गांधी) और प्रियंका गांधी वाड्रा ( राजधानी दिल्ली में हो १५ अगस्त को हो सकता है आतंकी हमला, पुलिस अलर्ट कोरोना संकट के बीच अर्थशास्त्रियों ने सरकार को दिए सलाह, कहा- जरूर करने चाहिए ये दो काम केरल में कोरोना वायरस संक्रमण के १९३ नए मामले, दो रोगियों की मौत यूपी सरकार 'अपराध मुक्त' का झूठा प्रचार करती रही: प्रियंका गांधी क्या भूटान में दावा कर भारत को परेशान करना चाहता है चीन?
हम विशेष हैं बीज प्रसंस्करण मशीन निर्माताओं और आपूर्तिकर्ताओं / कारखाने चीन से। कम कीमत / सस्ते के रूप में उच्च गुणवत्ता के साथ थोक बीज प्रसंस्करण मशीन, चीन से अग्रणी ब्रांडों में से एक बीज प्रसंस्करण मशीन में से एक, शीजियाज़उआंग सिन्मेक इंटरनेशनल ट्रेडिंग लिमिटेड। थोक चीन से बीज प्रसंस्करण मशीन , लेकिन कम कीमत के अग्रणी निर्माताओं के रूप में सस्ते बीज प्रसंस्करण मशीन खोजने की आवश्यकता है। बस बीज प्रसंस्करण मशीन पर उच्च गुणवत्ता वाले ब्रांडों पा कारखाना उत्पादन, आप आप क्या चाहते हैं, बचत शुरू करते हैं और हमारे बीज प्रसंस्करण मशीन का पता लगाने के बारे में भी राय, आप में सबसे तेजी से उत्तर हम करूँगा कर सकते हैं।
Asymptotics of an expression of the root of a polynomial Given that $x_0$ is the unique positive solution of $(2-x)^{n+1}=x(x+1)\cdots(x+n)$, try to find the asymptotic value of $$M=\prod_{k=0}^n\left(\frac{k+2}{k+x_0}\right)^{k+2}$$ with absolute error $o(1)$ as $n\to\infty$, where $H_n$ denotes $n$-th harmonic number $\sum_{k=1}^n1/k$. Source (background) IMO2012 problem 2 My answer, which I'm not sure whether is right, is posted isolatedly. - If you have a complete answer for your own question, you should post it as an answer. – tomasz Jul 15 '12 at 14:14 @tomasz It's okay. – Frank Science Jul 15 '12 at 14:46 All $O$-notations and $o$-notations work for $n\to\infty$. First we have $2^{n+1}\ge n!x_0$, hence $x_0\le2^{n+1}/n!=O(2^n/n!)$. Take logarithm, we derive that $$\begin{split} (n+1)\ln(2-x_0)&=\ln x_0+\sum_{k=1}^n\ln(x_0+k)\\ &=\ln n!+\ln x_0+\sum_{k=1}^n\ln\left(1+\frac{x_0}k\right) \end{split}$$ therefore \begin{gather} \ln(2-x_0)=\ln2+\ln(1-x_0/2)=\ln2+O(x_0)\\ \sum_{k=1}^n\ln(1+x_0/k)=\sum_{k=1}^nO(x_0/k)=O(x_0H_n) \end{gather} $$\begin{split} \ln x_0&=(n+1)\ln(2-x_0)-\sum_{k=1}^n\ln\left(1+\frac{x_0}k\right)-\ln n!\\ &=(n+1)(\ln 2+O(x_0))-\ln n!-O(x_0H_n)\\ &=-\ln n!+(n+1)\ln 2+O(nx_0) \end{split}$$ $$x_0=\frac{2^{n+1}(1+O(nx_0))}{n!}$$ Notice that $nx_0=O(2^n/(n-1)!)=o(1)$, so we have $x_0\sim2^{n+1}/n!$, thus $$x_0=\frac{2^{n+1}}{n!}+O(nx_0^2)$$ Now we can observe $x_0$ more closely $$\begin{split} \ln(2-x_0)&=\ln2+\ln(1-x_0/2)=\ln2-x_0/2+O(x_0^2)\\ &=\ln2-2^n/n!+O(nx_0^2) \end{split}$$ $$\begin{split} \sum_{k=1}^n\ln(1+x_0/k) &=\sum_{k=1}^n(x_0/k+O(x_0/k)^2)\\ &=H_nx_0+O\left(x_0\sum_{k\ge1}1/k^2\right)\\ &=H_n(2^{n+1}/n!+O(nx_0^2))+O(x_0^2)\\ &=\frac{2^{n+1}H_n}{n!}+O(x_0^2\cdot n\log n) \end{split}$$ $$\ln x_0=-\ln n!+(n+1)\ln2-\frac{2^n(n+2H_n+1)}{n!}+O(n^2x_0^2)$$ $$\begin{split} x_0&=\frac{2^{n+1}}{n!}\exp\left(-\frac{2^n(n+2H_n+1)}{n!}\right)(1+O(n^2x_0^2))\\ &=\frac{2^{n+1}}{n!}\left(1-\frac{2^n(n+2H_n+1)}{n!}\right)(1+O(n^2x_0^2))\\ &=\frac{2^{n+1}}{n!}\left(1-\frac{2^n(n+2H_n+1)}{n!}\right)+O(n^2x_0^3) \end{split}$$ Next, we compute $\ln M$ $$\begin{split} \ln M&=\sum_{k=0}^n(k+2)(\ln(k+2)-\ln(k+x_0))\\ &=\sum_{k=1}^{n+2}k\ln k-\sum_{k=0}^n(k+2)\ln(k+x_0) \end{split}$$ where $$\begin{split} \sum_{k=0}^n(k+2)\ln(k+x_0)&=2\ln x_0+\sum_{k=1}^n(k+2)(\ln k+\ln(1+x_0/k))\\ &=2\ln x_0+\sum_{k=1}^n(k+2)\ln k+\sum_{k=1}^n(k+2)\ln(1+x_0/k)\\ &=2\left((n+1)\ln(2-x_0)-\sum_{k=1}^n\ln(1+x_0/k)-\ln n!\right)\\ &\qquad+\sum_{k=1}^n(k+2)\ln k+\sum_{k=1}^n(k+2)\ln(1+x_0/k)\\ &=2(n+1)\ln(2-x_0)+\sum_{k=1}^nk\ln k+\sum_{k=1}^nk\ln(1+x_0/k) \end{split}$$ thus \begin{multline} \ln M=(n+1)\ln(n+1)+(n+2)\ln(n+2)\\ -2(n+1)\ln(2-x_0)-\sum_{k=1}^nk\ln(1+x_0/k) \end{multline} therefore $$x_0^2=\frac{4^{n+1}}{n!^2}(1+O(nx_0))^2=\frac{4^{n+1}}{n!^2}+O(nx_0^3)$$ $$\begin{split} \ln(2-x_0)&=\ln2+\ln(1-x_0/2)=\ln2-x_0/2-x_0^2/8+O(x_0^3)\\ &=\ln2-\frac{2^n}{n!}\left(1-\frac{2^n(n+2H_n+1)}{n!}\right)-\frac18\frac{4^{n+1}}{n!^2}+O(n^2x_0^3)\\ &=\ln2-\frac{2^n}{n!}+\frac{4^n}{n!^2}\left(n+2H_n+\frac12\right)+O(n^2x_0^3) \end{split}$$ $$\begin{split} \sum_{k=1}^nk\ln(1+x_0/k)&=\sum_{k=1}^nk(x_0/k-x_0^2/2k^2+O(x_0/k)^3)\\ &=nx_0-\frac12H_nx_0^2+O\left(x_0^3\sum_{k\ge1}1/k^2\right)\\ &=n\frac{2^{n+1}}{n!}\left(1-\frac{2^n(n+2H_n+1)}{n!}\right)-\frac12H_n\frac{4^{n+1}}{n!^2}+O(n^3x_0^3)\\ &=2n\frac{2^n}{n!}-\frac{4^n}{n!^2}(2n^2+4nH_n+2n+2H_n)+O(n^3x_0^3) \end{split}$$ We have enough stuff to estimate $\ln M$ now. \begin{multline} \ln M=(n+1)\ln(n+1)+(n+2)\ln(n+2)-2(n+1)\ln2\\ +\frac{2^{n+1}}{n!}-\frac{4^n}{n!^2}(n+2H_n+1)+O(n^3x_0^3) \end{multline} thus $$\begin{split} M&=\frac{(n+1)^{n+1}(n+2)^{n+2}}{4^{n+1}}\\ &\qquad\qquad\exp\left(\frac{2^{n+1}}{n!}\right)\exp\left(-\frac{4^n}{n!^2}(n+2H_n+1)\right)\\ &\qquad\qquad(1+O(n^3x_0^3)) \end{split}$$ Finally, we have \begin{gather} \exp\left(\frac{2^{n+1}}{n!}\right)=1+\frac{2^{n+1}}{n!}+\frac{2\cdot4^n}{n!^2}+O(x_0^3)\\ \exp\left(-\frac{4^n}{n!^2}(n+2H_n+1)\right)=1-\frac{4^n}{n!^2}(n+2H_n+1)+O(n^2x_0^4) \end{gather} and $$\begin{split} M&=\frac{(n+1)^{n+1}(n+2)^{n+2}}{4^{n+1}}\\ &\qquad\qquad\left(1+\frac{2^{n+1}}{n!}-\frac{4^n}{n!^2}(n+2H_n-1)\right)\\ &\qquad\qquad(1+O(n^3x_0^3)) \end{split}$$ Notice that the absolute error $$O\left(\frac{n^3(n+1)^{n+1}(n+2)^{n+2}}{4^{n+1}}x_0^3\right)$$ approaches $0$ when $n\to\infty$.
by Diana Filer - Where did hockey in its current standardized form originate? - What were the names of Isaac’s two sons in the Old Testament? - Who is the new conductor of the Metropolitan Opera in New York? - What is the largest law firm in Canada? - What is a puggle?
E11 Modification in Version 6.0 Subclass of : This class comprises all instances of E7 Activity that create, alter or change E24 Physical Man-Made Thing. This class includes the production of an item from raw materials, and other so far undocumented objects, and the preventive treatment or restoration of an object for conservation. Since the distinction between modification and production is not always clear, modification is regarded as the more generally applicable concept. This implies that some items may be consumed or destroyed in a Modification, and that others may be produced as a result of it. An event should also be documented using E81 Transformation if it results in the destruction of one or more objects and the simultaneous production of others using parts or material from the originals. In this case, the new items have separate identities. If the instance of the E29 Design or Procedure utilized for the modification prescribes the use of specific materials, they should be documented using property P68 foresees use of (use foreseen by): E57 Material of E29 Design or Procedure, rather than via P126 employed (was employed in): E57 Material. - the construction of the SS Great Britain (E12) - the impregnation of the Vasa warship in Stockholm for preservation after 1956 - the transformation of the Enola Gay into a museum exhibit by the National Air and Space Museum in Washington DC between 1993 and 1995 (E12, E81) - the last renewal of the gold coating of the Toshogu shrine in Nikko, Japan
We are excited to announce new features coming soon for the B-Spec Tune. As always, updates and new feature requests are free to existing B-Spec Tune owners. - MK20 Performance Traction Control (2001-2002 only): For those with the older MK20 units, we are testing out a performance calibration tune for the MK20 DSC unit. You may notice that the MK20 DSC kicks in a lot harder and more frequent than the later MK60 (2003-2006). The later MK60 has the option of M-Track Mode, however MK20 unit does not have this feature. This feature should help with Launch Control with MK20 Performance Traction Control and making the MK20 less sensitive with aggressive wheel/suspension setups for track days while still keeping DSC on. - Ignition Tuning: We are testing out ignition based rev limiter cutoff to aid with no lift shifting. Stock is a 2 stage rev limiter cutoff with fuel and ignition based. Prevents the harsh fuel cutoff at redline. - Full Idle Remap (catless Only): We are testing out a cold start remap program that in conjunction with the SAP program disable should make your neighbors a lot happier with those that are running catless. Idle rpm will now be based off of engine temperature sensor instead of catalytic converter sensor temperatures. In essence, idle will try to protect the motor instead of protecting the catalytic converters. We are also researching cold start remap scaling to solve the issue of the standard idle scaling being still too noisy. - Lower and Raise Idle: We are testing out the capabilities to raise idle that could help with those who have solid motor mounts and experience NVH. - Higher Redline Rev Limiter: We can now raise the rev limiter to 8,200 RPM while maintaining a flat power-band at that rpm. This will be considered aggressive. - Flex Fuel Kit: We are testing out the compatibility of E85 flex fuel kits being used with our B-Spec Tune. - Launch Control RPM Limiter (6MT only) - Ability to raised standing Idle RPM for NVH or E85 (6MT+SMG) - Raised Redline to 8,200 RPM In Beta Testing: - E85 Flex Fuel Kit compatibility with tune (Dyno Scheduled 3/17/18) - Flat Foot Shifting (6MT+SMG) - Ignition Based Cutoff (Allows for Flat Foot Shifting) - Ignition/ 2 Stage Fuel Cutoff (Default) - B-Spec Tune Performance Traction Control for MK20 Only – (2001-2002.5) - DSC Applied Torque Reduction - Revised Initial Torque Intervention Value In Research & Development: - Idle Remap (Cold Start Remap) - Quieter Idle Scaling (based off Temperature).
दरअसल, डेयरियों के इन मवेशियों को डेयरी संचालक दूध दोहने के बाद चराने के लिए पोखर या तालाब के किनारे ले जाते हैं और शाम को इन्हें लेकर लौटतें हैं। इनके रास्ते में हाईवे और मुख्य मार्ग पड़ते हैं। कभी कभार को मवेशी राहगीरों पर हमलावर हो जाते हैं। पूर्व में ऐसी घटनाएं हो चुकी हैं। विवेक विहार में तो भैंस के हमले से युवक की जान चली गई। ये समस्या लंबे समय से बनी हुई है, लेकिन प्रशासन इस समस्या से निजात दिलाने के लिए कोई ठोक कदम नहीं उठा सका है। दिव्या की किस्मत ना जाने कहां सोई थी। ताज्जुब की बात है कि राम तेरी गंगा मैली जबरदस्त हिट रही लेकिन दिव्या के करियर कोई फायदा नहीं पहुंचा पाई। दिव्या जैसे तैसे आगे बढ़ती रहीं। उन्होंने वतन के रखवाले, एक ही मकसद, आसमां और मां कसम जैसी फिल्मों में काम किया, लेकिन फिर वही बदकिस्मती। किशनगंज। पोठिया प्रखंड में मनरेगा का हाल बड़ा निराला है। महज कुछ माह में मनरेगा से एक का होता है। यह इंडियन गवर्मेंट के द्वारा बनाया गया एक है जिसकी मदद से और अन्य की जाँच की जाती है। का पूरा अपने हाथ मे रखता है कहने का मतलब को को अपने</s>
Congratulations on starting your 24-hour free trial! Quick Homework Help # Graphing Quadratic Equations Star this video When graphing quadratic equations, there are a few key terms that we can identify to help us graph quadratic functions more efficiently. Instead of plugging in values, we can find specific characteristics such as the y-intercept, x-intercepts, direction, shape, vertex and axis of symmetry. When graphing quadratic equations, it is always best to initially graph the function by hand and then check your work using a graphing calculator if able. When it comes time to graph parabolas you could always make a table of values and plug in the x points one by one to find their y points. It takes a long time though and sometimes there shortcuts or other points you could use to help you do your graph more efficiently. Also if you guys are lucky you might have access to a graphing calculator but only use that to check your work, you don't want to rely on the graphing calculator when you should know how to do this stuff by hand. There's a whole bunch of information that's going to help you to graph your parabolas and I listed a bunch of it here. The first thing you want to want to look for is the y intercept, remember the y intercept is found by letting x=0. That's usually a really quick one and a great way to find at least one point on your parabola. The x intercept has to do with all this stuff you've been studying in the study of quadratics we're talking about to find the x intercepts you could use the discriminant to tell you how many x intercepts there are and then to find the actual x intercepts you have a choice of what method to use; factoring, the quadratic formula, taking square roots or completing the square those are all options to you. They all take different amounts of time some other more easier for certain problems than others, so something you're going to want to be practicing is being able to tell which method to use in which circumstances and your teachers hopefully helping you with that in class. Another thing you're going to want to look at is whether or not the parabola opens upward or opens down. Some people think of this as like smiley face like a positive a value or sad face a negative a value that's how you tell if the parabola opens up or opens down. This often shows up on multiple choice tests a lot of times teachers will give you the correct x and y intercepts and they'll give you like one graph where the parabola opens up one graph where the parabola opens down the way you'll be able to tell is by looking at a your lead coefficient if a is positive the parabola opens up I'll write that here, if a is positive, it opens down if a is negative. Okay skinny or wide parabola, if your a value is a whole number like 2, 3, 4 something like that or it could be -2, -3, -4 then it's going to be a skinny parabola. If you have a fraction a, it's going to be a wide parabola, fraction a value, remember a means the lead coefficient it's the coefficient in front of the x squared term. The last thing you might want to look at is the vertex and reminder the way to find the vertex is by first finding the x value with x is equal to b over 2a. Once you find your x number substitute that value back into the function to find the y value. The vertex is the point where your parabola either reaches it's bottom or it's top it's really important point it also helps you to find the axis of symmetry, remember the axis of symmetry is the equation x equals negative b over 2a and it goes, it's the vertical line that goes right through your vertex. That will also help you when you're drawing your graph. Last but not least if you still feel like you've tried all these things and you still don't have a very good idea what your parabola looks like try making a table of values you can always use this method and as long as you're careful with order of operations those points will help you draw the parabola but these things are the most important elements of the quadratic function, so it's important that you guys know how to do all of these skills as well. ## Find Videos Using Your Textbook Enjoy 3,000 videos just like this one.
Curious children, and adults with lots of free time on their hands, often notice that apparently clear water sometimes produces oddly clouded ice cubes. The main reason is that the (hopefully) crystal-clear water you pour into the ice trays is not as pure as it seems, containing small amounts of (hopefully) harmless suspended minerals and sediment. Because all objects freeze from the outside in, the center of the cube is the last to solidify. Water free of minerals and impurities freezes first, pushing the cloudy parts containing the sediment (and tiny trapped air bubbles) toward the center. The result is a harmless (but not particularly photogenic) ice cube clouding. Not only do ice cubes cloud in the freezer, but they also shrink noticeably after about a week or two due to sublimation, the term used for evaporation directly from the solid to gas phase.
# PEMDAS Calculator: Solving Complex Math Problems Made Easy Published: 4/26/2021 Last updated: 10/30/2023 Do you find yourself struggling to solve complex math problems? Whether you're a student, a professional, or just someone who enjoys math as a hobby, there's no denying that some problems can be difficult to solve. That's where the PEMDAS calculator comes in. In this article, we'll explore what a PEMDAS calculator is, how it works, and how you can use it to simplify your math problems. ## Definition of PEMDAS PEMDAS is an acronym that stands for "Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction". It is a mnemonic device used to remember the order of operations in arithmetic and algebraic expressions. The order of operations tells us which mathematical operation to perform first when solving a problem with multiple operations. For example, in the expression 8 ÷ 2(2 + 2), we would perform the parentheses first, then the multiplication, and finally the division, resulting in an answer of 8. ## The PEMDAS Formula The order of operations in PEMDAS is as follows: 1. Perform any calculations inside parentheses first. 2. Exponents (ie Powers and Square Roots, etc.) 3. Multiplication and Division (from left to right) 4. Addition and Subtraction (from left to right) Using this formula ensures that you perform the operations in the correct order, and that you get the correct answer. It is important to note that in the absence of parentheses, exponents are done before multiplication and division, and multiplication and division are done before addition and subtraction. ## Examples of PEMDAS Let's take a look at some examples to see how PEMDAS works in practice: Example 1: 5 + 6 ÷ 2 = ? Using PEMDAS, we would perform the division first, resulting in the expression: 5 + (6 ÷ 2) = 5 + 3 = 8 Example 2: 8 - 2(2 + 2) = ? Using PEMDAS, we would perform the parentheses first, resulting in the expression: 8 - 2(4) = 8 - 8 = 0 Example 3: 3(2 + 4)^2 + 5 = ? Using PEMDAS, we would perform the parentheses first, resulting in the expression: 3(6)^2 + 5 = 3(36) + 5 = 108 + 5 = 113 ## Explanation of PEMDAS Calculator A PEMDAS calculator is a calculator that follows the order of operations specified in PEMDAS. It allows you to input complex mathematical expressions and get accurate answers without having to manually perform the calculations yourself. PEMDAS calculators are especially useful for students, professionals, and anyone else who regularly deals with complex math problems. PEMDAS calculators are available both online and offline , and can be found on many websites, as well as on various mobile apps. They can perform a wide range of mathematical functions, including addition, subtraction, multiplication, division, exponents, and more. Some advanced PEMDAS calculators even include trigonometric functions, logarithmic functions, and other complex mathematical functions. Using a PEMDAS calculator is easy. Simply enter the expression you want to solve, and the calculator will automatically follow the order of operations specified in PEMDAS to provide you with an accurate answer. Many PEMDAS calculators also provide step-by-step solutions, so you can see how the calculator arrived at the answer. ## PEMDAS Calculator FAQ #### What is a PEMDAS calculator? A PEMDAS calculator is a calculator that follows the order of operations specified in PEMDAS. It allows you to input complex mathematical expressions and get accurate answers without having to manually perform the calculations yourself. #### What are some examples of PEMDAS problems? Some examples of PEMDAS problems include: • 5 + 6 ÷ 2 • 8 - 2(2 + 2) • 3(2 + 4)^2 + 5 #### Can I use a PEMDAS calculator for advanced math problems? Yes, many PEMDAS calculators include advanced functions such as trigonometric functions, logarithmic functions, and more. However, it is important to note that PEMDAS calculators are not a substitute for a solid understanding of math concepts and principles. #### Are there any limitations to using a PEMDAS calculator? While PEMDAS calculators are a powerful tool for solving complex math problems, they do have some limitations. For example, they may not be able to solve problems involving abstract concepts or complex mathematical models. Additionally, some PEMDAS calculators may not provide accurate answers for certain types of problems. ## Online Tools for Arithmetic Operations: For those who find themselves often working with mathematical expressions, the PEMDAS calculator online offers a convenient solution. Whether you're trying to figure out a solution using the order of operations calculator or simply want to verify your handwritten calculations, these online tools are invaluable. From basic arithmetic to complex math problems, platforms like these can swiftly offer answers. Additionally, for those who often make use of Excel for calculations, it's good to know that PEMDAS in Excel is a standard, ensuring your spreadsheets follow the right order of operations. ## Delving Deeper with Advanced Calculators: Beyond basic calculators, there are advanced tools that can cater to more complex needs. The PEMDAS calculator with solution is one such tool. It doesn't just give you an answer, but also provides a step-by-step breakdown, making the PEMDAS calculator step by step ideal for learning purposes. For those who work with powers and roots, the PEMDAS calculator with exponents or the order of operations calculator with exponents will be particularly useful. ## PEMDAS and GEMDAS - Understanding the Difference: While many are familiar with PEMDAS as a mnemonic device, there's also GEMDAS, which some users might come across. Both serve to remind users of the correct order of operations in math. Tools like the >PEMDAS and GEMDAS calculator or even the GEMDAS calculator with solution have been developed to assist those who follow the GEMDAS rule. This ensures everyone, irrespective of the mnemonic they use, gets the right solution. Math can sometimes throw intricate problems your way. For these challenges, specialized tools like the complex math calculator and PEMDAS equation solver can come to your rescue. If you're faced with a particularly challenging task involving fractions, then the PEMDAS fractions calculator or fraction order of operations calculator is your best bet. These dedicated calculators simplify the process, making even complex PEMDAS problems feel manageable. ## A Variety of PEMDAS Tools: The digital age offers an array of calculators tailored to user needs. From the PEMDAS calculator with variables for algebraic expressions to the PEMDAS rule calculator that emphasizes the rules, there's a tool for everyone. Some users might come across variations or misspellings like the pedmas calculator or pemdas calcu, but regardless of the name, the goal is consistent: to aid in solving arithmetic and algebraic expressions following the order of operations. ## Overcoming the Challenges of Fractions: Fractions, traditionally viewed as a significant stumbling block in mathematics, have perplexed many over the years. However, the digital age has ushered in specialized tools that offer much-needed relief. One such indispensable instrument is the PEMDAS fraction calculator. Designed with precision, it meticulously breaks down and navigates through the intricate maze of fractional operations, always adhering to the esteemed PEMDAS guidelines. In parallel, the fraction order of operations calculator stands as a testament to innovation, consistently guaranteeing accuracy especially when juggling between multifaceted operations dotted with fractions. In the vast realm of mathematics, it's not uncommon to encounter variations or misspellings that can inadvertently misguide users. Terms like pmdas calculator and pedmas calculator frequently surface, leading to a maze of confusion. These seemingly minor deviations underscore the importance of precision in the language of mathematics. Educating users about the correct acronym becomes paramount to avert unintentional mathematical discrepancies. The digital sphere has risen to the occasion with many platforms integrating intuitive and corrective prompts. These prompts serve as vigilant sentinels, redirecting users to the appropriate tools, and fostering an environment of clarity, accuracy, and trust. ## Why Excel Users Need to Know PEMDAS: Microsoft Excel stands as one of the most powerful and widely-used spreadsheet tools globally, aiding professionals and students in diverse sectors. At the core of Excel's calculation prowess lies the adherence to mathematical rules, and foremost among them is the PEMDAS principle. For those delving into complex formulas or even basic arithmetic operations in Excel, a solid grasp of PEMDAS is indispensable. It's not just a mnemonic; it's a guiding principle that ensures accuracy and precision. To address a common query, "does Excel use PEMDAS?", it unequivocally does. This dedication to the order of operations ensures that users, from novice to expert, can confidently input formulas and expect reliable outcomes. The intricacies of Excel's calculations underscore the importance of using parentheses judiciously. By strategically placing these symbols, users can seamlessly direct Excel's computational flow, prioritizing specific operations and ensuring that results align with their mathematical intentions. ## Exploring Advanced Features of Calculators: The world of online calculators is vast and varied, offering tools that span from basic arithmetic aids to intricate problem solvers tailored for specialized needs. The simple PEMDAS calculators, while invaluable for day-to-day calculations, represent just the tip of the iceberg. Venturing into the realm of advanced computational tools, users will encounter devices like the advanced order of operations calculator. Such calculators are meticulously designed to grapple with equations of greater complexity, often encountered by students in advanced mathematics courses or professionals engaged in rigorous analytical work. A standout feature that resonates with many learners is the PEMDAS calculator step by step functionality. This feature doesn't merely spit out an answer; it elucidates the entire computational process, demystifying each step. It becomes an educational ally, transforming a once-daunting equation into a comprehensible sequence of operations, fostering deeper understanding and enriching the learning experience. ### Embracing the Digital Revolution in Mathematics: In today's technologically driven era, the landscape of education, especially in subjects like mathematics, has evolved exponentially. Gone are the days when students solely relied on pen and paper or physical calculators. Modern tools like the PEMDAS online calculator or the GEMDAS calculator with solution have redefined how we approach problems. These platforms not only offer instantaneous results but also promote a deeper understanding of concepts by breaking down solutions, empowering users to learn at their own pace and in their preferred style. ### Prioritizing User Experience and Education: The success of these digital tools isn't merely a result of their computational prowess but also their user-centric design. Recognizing that every individual might approach a problem differently, these calculators are crafted to cater to diverse needs. Be it the PEMDAS calculator with variables for those delving into algebra or the PEMDAS fraction calculator for fraction-specific challenges, there's a specialized tool for every need. Furthermore, with intuitive interfaces and detailed step-by-step solutions, these platforms ensure that users, be they novices or experts, can navigate mathematical terrains with confidence and clarity. ## Conclusion A PEMDAS calculator is a powerful tool for solving complex math problems quickly and easily. By following the order of operations specified in PEMDAS, these calculators ensure that you get the correct answer every time. Whether you're a student, a professional, or just someone who enjoys math as a hobby, a PEMDAS calculator can help you simplify your math problems and make your life easier.
The study of chemistry is integral to the study of pharmacy, since pharmaceutical science studies how different medications react chemically with the chemicals within the human body. Life itself can be summarized as the sum total of chemical reactions within an organism. Pharmaceutical substances are designed to control or otherwise alter those reactions. Pharmacists are experts in dosages and related topics, while pharmaceutical science studies the chemistry.Continue Reading Pharmaceutical compounds are only effective insofar as they affect targeted chemicals in the body, but they rarely only affect one. These side effects are almost never beneficial. As such, the compounds used in medications are strictly controlled in their composition and in their amount. Every medication and condition aims for a particular concentration of the compounds in the body, so the dosages must be controlled. Generally, dosages are affected by the severity of the condition they treat and the body size of the person to whom they are administered. The chemistry of complex organisms like humans is so complicated that scientists only have a very partial understanding of it. While pharmaceutical compounds must undergo several rounds of testing before being released, unexpected effects are often discovered long after the release of a drug.Learn more about Chemistry
Antithrombotic drugs in coronary artery disease: risk benefit ratio and bleeding - Additional Document Info - View All The antithrombotic treatment of coronary artery disease is becoming increasingly complex. Aspirin is often combined with more potent antiplatelet agents such as thienopyridines and glycoprotein IIb/IIIa inhibitors. The classic anticoagulant unfractionated heparin is giving way to low-molecular-weight heparin, the pentasaccharide fondaparinux and the direct thrombin inhibitor bivalirudin. Warfarin (or another vitamin K antagonist) and antiplatelet agents are often required in combination for several months. Patients and physicians who have experienced major bleeding complications sometimes question the benefit of these treatment strategies. It is therefore crucial to try and weigh the impact on efficacy against safety. In this review the net benefit is discussed both numerically, comparing absolute reductions vs. increases in risks, and also by addressing the qualitative importance of each component in reaching the net benefit. Except for primary prophylaxis in patients at low-moderate risk for coronary events, there is a net benefit of antithrombotic therapy. With increasing severity of the coronary condition the net benefit generally prevails even with an increasing number of antithrombotic drugs combined. However, as the patient slowly stabilizes after appropriate interventions, it is necessary to de-escalate the treatment in accordance with decreasing net benefit of prolonged combination therapy. has subject area
Bodice Back Yoke 1. On the cut-out bodice-back sloper with the cut-out darts, draw Notch the style line (Fig. 80a). 2. Extend the shoulder dart to the style line (Fig. 80a). 3. Slash the style line. 4. Cut out the extended dart and close it. Note that the dart control is shifted to the . . .
Automotive Exhaust Analyzer Build this useful automotive test instrument and stop guessing about your cars emissions. PHILIP M. VAN PRAAG THE GROWING NUMBER OF STATE AND federal auto-emission requirements has added yet another burden on just about every motorist. Not only do you have to worry about monthly payments, insurance, and sufficient maintenance to keep your car running down the road, now you also have to worry about the next emissions test. Will your car pass, or will you have to go through the time and often considerable expense to have it “tuned up” and then retested? Worse yet, even if you are a do-it yourselfer with an “army” of tools, timing lights, and dwell meters, you are still at a disadvantage with regard to emissions tuning. Those items alone are not enough to do the job, and doing what we did in the “good old days” — that is, simply replacing the plugs and points, setting timing and dwell, and then “tweeking” the carburetor until the engine runs smoothly and performs well — just won’t cut it anymore. Indeed, often the best low-emission set tings for your car will be quite different from those settings that provide the best performance. There is simply no way to optimize those adjustments for, nor adequately predict the results of, an emission test with common service equipment. That’s why you need the digital exhaust gas analyzer that will be described in this article. That device is a small, easy-to-use diagnostic aid. In a general sense, it monitors combustion efficiency of the engine system. That is vitally important as combustion efficiency directly affects exhaust-gas content. More efficient combustion means more complete burning of the gasoline. That translates to smaller amounts of hydrocarbons and carbon monoxide (CO) in the exhaust. Hydrocarbons and CO are the “polluters” typically monitored by government test facilities. (More about the relationship between combustion and exhaust makeup later.) Specifically, the unit displays CO in concentrations of less than 1% to about 10%, and air/fuel (A/F) ratios from 14.5 down to about 11.0. The project consists of three parts: an exhaust-gas probe, which is inserted into the auto tailpipe; a “conversion box,” which transforms part of the exhaust into a proportional electrical signal; and a display unit, which amplifies and digitizes the signal for easy viewing. The unit can be used either while the car is stationary, allowing you to make adjustments, or while it is in motion, allowing you to verify those adjustments under dynamic operating conditions. To simplify the circuitry, a commercially-available clock/timer module is used for the display. It contains an LCD readout, providing easy viewing under al most any lighting conditions. The module’s crystal-controlled timing is also used by the project’s A/D converter to ensure a stable timebase throughout the system. An interesting side-benefit to using the clock module is that the unit can be used as an ordinary clock or stopwatch when not being used to measure exhaust gas. The unit also contains low-voltage sensing circuitry to prevent faulty readings due to inadequate battery voltage. Theory of operation Figure 1 is a block diagram of the primary circuit functions. Exhaust-gas con version takes place in a thermal conductivity cell (TCC). The TCC produces an electrical signal that varies with the difference in temperature between a “test” temperature sensor exposed to exhaust gas and a “control” sensor exposed only to ambient changes that affect both sensors. The sensors are self-heated identically, so that they will be at the same temperature when no exhaust gas is present. When exhaust gas enters the test-sensor area, the thermal conductivity of the air changes. That affects heat dissipation away from the sensor, thus altering the test-sensor temperature. Changes in sensor temperature cause its resistance to change. In this application, sensor temperature never changes more than a few degrees centigrade, but that is sufficient. It produces enough resistance change to unbalance the TCC. Because of the narrow operating-temperature range, sensor resistance changes linearly with changes in temperature. At first glance, the difference between thermal conductivity and temperature measurement may not seem clear. They both involve electrical-output changes in response to sensor-temperature changes. In a common “thermometer,” the change in temperature is due to an ambient-air temperature change. In the TCC, however, the temperature change is due to an ambient-air thermal-conductivity change. That is, the ability of heat to dissipate away from the sensor is a function of heat conductivity through the gas mixture. By the time the exhaust gas gets to the test sensor, it has essentially cooled down to ambient temperature. Thus, it is not the temperature of the gas that affects the sensor, but rather the thermal conductivity of the gas. Thermal conductivity of exhaust gas differs from that of air. The exhaust consists of water vapor, carbon dioxide, hydrocarbons in various gaseous states, and CO. The exact proportions of the different hydrocarbon gases and CO. and their precise relationship to the thermal conductivity of the mixture, is very complex, beyond the scope of absolute measurement for this unit. Fortunately, there are predictable relationships over the temperature ranges of the exhaust gas commonly emitted from a 4-cycle internal combustion, gasoline-drive engine; those can be used to help us in performing auto emission adjustments. Over those ranges, reasonable accuracy and (more important) repeatability can be achieved. The unit’s CO and A/F functions bear an inverse display-relationship to each other. Thus, as the TCC output signal is amplified, an inverted version is also made available. The CO and A/F display ranges differ for those functions, so different amplifier output-voltage ranges and levels are also provided. A digital display was chosen because it is easier to read than an analog meter. That is particularly important if the unit is used while driving. Conversion of the analog sensor-signal to digital form is performed by an A/D converter whose operation is shown in Fig. 2. Clock pulses from the timer module are counted, and the results of that count are used by an adder to generate a ramp. Comparator 1 is then used to compare that ramp with the analog sensor-signal. The output of the comparator is a pulse. The duration of the pulse is determined by the amplitude of the sensor signal; that is, the comparator’s output is high as long as the ramp amplitude is greater than the sensor amplitude. When the ramp amplitude dips below the sensor amplitude, the comparator’s output goes low. The duration of the ramp(2 seconds), and hence the test-cycle length, is determined by the nature of the counter (divide by 128) and the clock frequency (64 Hz). The output signal is used as a gate to allow a certain number of timer pulses to be counted by the timer module for each test cycle. That output is used to reset the timer from the previous count and define the start and stop of the current count. The remaining task of counting and displaying the pulses is accomplished by the clock-timer module. Figure 3 shows the basic timer-module operation. The module is operated in its stopwatch mode, and has a resolution of 10 ms. That means that the display advances by one count every 10 ms. A series of internal counters divide a crystal-controlled 32-kHz oscillator signal down to the desired count rate. The stopwatch START/STOP and RESET switches are operated electrically when power is applied. The unit uses the three least-significant digits of the display, with an implied decimal point between the two rightmost digits. Thus, a display of 00040 in the CO mode would be a reading of 4.0% while a 00131 display in the A/F mode would be a reading of 13. 1. Note that CO content is expressed as a percentage, while the A/F (air/fuel ratio) is expressed, naturally enough, as a ratio. Figure 4 is a schematic diagram of the gas-analyzer circuit. The test and control sensors are precision-matched thermistor glass beads. Those beads are extremely tiny, about .014-inch in diameter. The small mass of the glass bead gives the unit a fast response time. The beads are pre mounted in fixtures, as they would be impossible to handle otherwise. (The bead leads are only .001-inch in diameter!) The fixtures and their housings comprise the TCC within the conversion box. A four-conductor cable routes the sensor signals and ground between the box and the display unit. tions of IC5, a dual op-amp, are used to amplify the TCC outputs, and inject a fixed bias between them to provide a proper operating point for the next stage. One section of an LM324 quad op amp, IC3-a, is used to amplify the TCC outputs, and convert them to a single ended signal. Another section, IC3c inverts that signal and provides level translation for the A/F mode. Resistor R24 is a trimmer used to calibrate for the desired A/F ambient operating point. Final amplification is provided by IC3-b; that device also provides the CO operating-point calibration. The fourth section of IC3, IC3-d, functions as a voltage comparator, sensing the battery input-voltage to regulator ICI. If the voltage drops below 7.2, the pin 7 output goes to ground, which loads down the output of IC3-b, causing the device to stop update testing. Then it’s time to replace the battery. Transistor QI, and IC6 and its associated circuitry, prepare clock pulses for the All other circuitry is housed in the display unit. Transistors Q4 and Q5 translate BALANCE control (R3l) changes into the very subtle bridge adjustments needed to “balance” the currents to the test sensors under ambient conditions. The two see - A/D converter (IC4) using a 32-Hz inter mediate-countdown signal obtained from the timer module. Transistor Q1 shifts the timer voltage-levels, while IC6 functions as a frequency doubler to provide the 64Hz signal needed by the A/D converter to define the two-second test interval. Resistors R9 and Rl0 determine the final ambient voltage-level for the A/F mode, while R11 determines the final ambient voltage-level for the CO mode. Those voltage levels define particular A/D pulse durations, which, in turn, define particular display readouts. The A/D output is conditioned so that it can be used to control the clock module by IC2 and the Q2—Q3 circuit. One section of the IC, IC2d along with C10 and R16 are used to differentiate and invert the A/D output’s leading edge to form the S3 reset pulse. Another section of the device, IC2a delays the A/D output from reaching the stop/start circuitry until the reset pulse has been applied to the timer module. The IC2b - IC2c circuit is a “double differentiator” that provides short trigger pulses on the delayed leading and trailing edges of the A/D output signal. Those pulses are used to start and stop the timer, By presenting a very high impedance to the timer when the unit is switched off, Q2 — C11 and Q3 — C12 allow the timer module to be used as an ordinary clock or stopwatch when the unit is not being used for exhaust analysis. Display cabinet and timer module Caution: Before proceeding with any modification to the clock-timer module, be certain that it is functioning correctly in all modes of operation. Once it has been modified the manufacturer will not honor warranty claims. Figure 5 shows display-cabinet preparation details for the cabinet available from the source mentioned in the parts list. (If you purchase the complete kit, the cabinet will already have been completely prepared.) The cutout for the LCD display can be done by first drilling a number of holes within the cutout border, then care fully filing to eventually produce a clean rectangular hole. The bottom of what was intended to be a battery compartment must be cut out to provide a mounting fixture for the clock / timer module. The detail for that is shown in Figure 5-c. Figure 6 shows how the timer is modified and mounted in the clock/timer-module cabinet. Figure 6-a shows the ridges on the sides of the timer that must be filed off to allow it to slip-fit into the flanges that are formed when the battery compartment is modified. You will also need to file off a portion of the timer’s case rear to allow a 9-volt battery to be inserted into the battery compartment; remove a 1 - 1/16 inch section to a depth of 3/32-inch as shown. Doing that will disable the S1 and S3 switches on the timer module, but their functions are replaced by the analyzer’s switches. Figure 6-b shows the final alignment of the timer in the display cabinet. A tiny amount of contact cement can be used to secure the timer to the cabinet, but it may not be needed if the side ridges are carefully filed just to the point of allowing a light press fit in the cabinet. In any event, provision must be made to allow the module to be removed, as must be done to insert or remove the PC board. Removal may also be needed to change the timer battery, although if the bottom battery retaining-clamp screw is left a little loose it is possible to change the battery through the battery-compartment access lid. Four wires have to be added to the timer module to interface it with the rest of the circuitry. Figure 7-a shows where three of those wires are attached: shown there is the side of timer’s PC board that’s seen when the timer’s back cover is removed. The fourth wire is attached to the other side of that board as shown in Fig. 7-b. To gain access to the timer-circuit board, pry off the back cover, then very carefully remove the four small chrome Phillips head screws that hold the mechanism in place. Note the locations of the screws as well as the orientation of the battery retaining clamp. You should now be able to lift the molded black plastic lid away from the circuit board. Carefully solder three fine (30-gauge) wires in place, using very little solder and trying to keep the wires and solder close to the edge of the PC board. Next, very carefully lift out the spring steel switch strip using a pair of needle nosed pliers; note the position of the strip—it is over two small red-plastic studs. Then, remove the circuit board by gently lifting from beneath at various points along the edge of the board. When the PC board is removed, the LCD display will probably stick to it. If it does, carefully separate it from the board, noting its orientation and setting it back into the case exactly as it was before the board was removed. (That is important because there is usually no pin identifications on those displays.) Using a jeweler’s screwdriver, very carefully scrape the green lacquer coating off the PC pattern at the point shown in Fig. 7-b. Do not touch any of the pads that mate with the LCD display. Using a very fine-tipped soldering iron, and a small amount of solder, tin both the exposed copper foil and the wire to be attached. Do not allow any solder or flux to contact the pad located below the trace. Touch the wire and the iron to the point that was tinned to attach the wire. Next, set the PC board into the case along with the switch-contact strip. Reinsert the molded black plastic lid and the screws (do not over tighten), dress the wires up out of the way, and make a note of the wire colors for later identification when connecting them up to the gas analyzer’s PC board. The timer’s back cover will not be used in the cabinet. Full-size PC-board patterns are shown in Figs. 8, 9, and 10. We recommend using PC boards, as that will considerably reduce construction and debugging time. It will also help eliminate the possibility of any high-impedance-leakage paths or spurious-signal pickup. The use of IC sockets is recommended as those allow easy IC removal/replacement should servicing ever be required. Full-size foil patterns for the double sided display PC board are shown in Figs. 8 and 9. If you choose to etch your own board, and cannot provide plated-through holes, you will have to solder all component leads on both sides of the board. In addition, you will have to insert a wire into all pads that do not contain component leads, then solder those feed through wires on both sides of the board. Figure 11 is the parts-placement diagram for the display board; Fig. 12 is the parts-placement diagram for the TCC board. Note that the four-conductor cable on the TCC board (Fig. 12) is installed on the foil side. Be careful to orient all IC’s, diodes, and polarized capacitors as shown. Use a 25-watt iron with a fine pointed tip, and .030-inch solder. One point should be made here about the resistors. Note that the majority are precision 1% units. Such resistors are now available from a number of sources, including Digi-Key (Highway 32 South, P0 Box 677, Thief River Falls, MN 56701). A less expensive alternative for those who have well stocked junk boxes ‘is to test more common 5% resistors with a DMM until ones with the precise value called for are found. Study Figs. 11 and 12 before starting construction of the boards, and decide upon a method of attack for inserting the components. Although individual styles differ, the following sequence should work well. The idea here is that by sequencing the parts installation according to the height of the components, several similar components can be inserted on the board before the board is inverted and the parts soldered in place. That should speed things up a bit, First, install the horizontal-mount fixed ¼-watt resistors, slightly bending the leads after insertion to avoid mis-positioning when the board is inverted for soldering. (To help in troubleshooting, should it become necessary, orient the resistors so that all the first bands point in the same direction. That also makes the project look a lot neater.) After soldering the resistors in place, trim the leads flush with the solder mounds. Next, install the IC sockets, making sure that the notch, or dot, on one end of the socket is aligned with pin 1. Note that the IC’s themselves, with the exception of IC1, are not to be installed now. As IC1 is a voltage regulator, it is not socketed. Instead, solder that device directly to the board at this time. Then mount the diodes making sure that they are oriented properly. Next, in stall the capacitors beginning with the physically smaller types. Next, mount the trimmer potentiometers: R24, R26, and R32. Then mount transistors Q1—Q5. The function switch (S2) shaft must be trimmed to a 3/8-inch length. When that has been done, mount it on the PC board, but only after the cabinet top has been drilled and can be used to check switch alignment. That is important since the switch cannot be moved once it is soldered in place. If it is crooked when in stalled, it will not allow the top to be attached properly. Set the switch into the board (noting the rotational alignment shown by the tab position in Fig. 6-b). It may be necessary to straighten some of the contacts before it can be smoothly inserted. The switch should be inserted in the board to a depth such that about 1/16 inch of the solder contacts protrude out beyond the bottom of the board. Then lightly solder one or two contacts and temporarily install the PC board in the cabinet bottom. Check to see that the top cover will fit without binding at the switch shaft clearance hole. When satisfied, re move the PC board and complete the con tact soldering. The four-conductor cable interface between the display unit and the conversion box is made using a modular telephone extension cable with plug and receptacle assembly. Cut a 9-inch section of the cable at the plug end, and use that to connect the PC boards. Figures 11 and 12 show how the boards are interconnected. The color scheme indicated is not mandatory, but following it will minimize any chance of confusion. Note that the receptacle is mounted on the conversion box and wired to the TCC board. Doing that allows the conversion box to be disconnected from the display unit when not in use. Figures 11 and 12 show how the boards are interconnected. The color scheme indicated is not mandatory, but following it will minimize any chance of confusion. Note that the receptacle is mounted on the conversion box and wired to the TCC board. Doing that allows the conversion box to be disconnected from the display unit when not in use. Turning to the off-board components, use small-gauge, color-coded wires for the connections to S1 and S3. Twist them rather tightly to prevent spurious ignition noise pick-up that otherwise could occur with some automobiles. (The noise pick up would cause erratic timer triggering and occasional faulty display readings.) When construction of the display board is complete, clean off all solder-flux residue with isopropyl alcohol or commercial spray flux-remover. If using a commercial flux remover be sure to read the directions as some of those are harmful to plastics. Conversion box preparation Figure 13-a shows the conversion-box preparation details for the box available from the supplier mentioned in the parts list. Also shown is the probe and tubing assembly (Fig. 13-b). The probe is built using 3/s-inch outside diameter (0.D.) copper tubing, with an alligator clip add ed to make sure that the probe remains in the auto-exhaust pipe when it is placed there. A 48-inch length of 3/s-inch I.D. (Inside Diameter), ½-inch 0.D., vinyl tubing connects the probe to the conversion box. (Note that if you purchase the complete kit from the source mentioned in the parts list, all cutting and drilling will already have been done.) A 2-inch copper tube stub (see Fig. 13c) is needed to attach the vinyl tubing to the conversion box. Crimp a 7/16-inch length of one end in a vise to obtain the flattened dimensions indicated. Then drill a 5/32 inch hole where shown. Insert a No. 6 flat washer 1/8 inch O.D., ¼ 2-inch thick) into the flattened portion when assembling as discussed below. Flattening of the stub and inserting the washer creates a controlled inlet aperture. That aperture limits the exhaust-gas flow rate into the conversion box, ensuring adequate gas cooling before exposure to the TCC. Velcro strips can be used to allow attachment of the conversion box to the automobile. First, glue the “fabric” portion of the strip to the back of the con version box. Then, double-sided carpet tape can be applied to the mating Velcro strip for attachment to the bumper. (Never stick the tape onto a painted portion of the car, as the paint is likely to come off when removing the strip later on.) Figure 14 shows the component and board placement within the conversion box. As shown, the sensors should be mounted ¼-inch above the PC board. Plastic spray-bottle caps (with approximate dimensions as shown) should then be glued to the board over the sensor assemblies. Try to center the caps around the sensor fixtures. Silicone glue may be used, although 3M windshield adhesive (available at automotive-parts stores) is even more effective. Apply the glue to the mating surfaces only, when the caps are in place, coat the outer cap and the board surfaces with additional glue to be certain of a good seal. Once the glue is firm, melt a hole into the test-sensor cap where shown in Figure 14. (The hole should face the side of the conversion box that contains the strain-relief/cable assembly.) Holding a 1/4-inch diameter screw with a pair of pliers, heat the screw with a candle flame and use it to melt a hole through the plastic. The cap/board assembly should then be silicone glued to the side and bottom of the conversion box. Be sure to use ample amounts of silicone glue around the control sensor, as it is vital that no exhaust gas he allowed to reach it. Assemble the tube stub as shown in Fig. 14 using four 6-32 nuts to space the stub from the side edge. Don’t forget to place a No. 6 washer inside the flattened tube end before tightening the outside 6-32 nut. When the four “spacer” nuts are snug, tighten the outside nut with a small wrench or pliers until the tube end is compressed against the washer inside the tube. Thus, gas will be allowed into the box only at the top and bottom of the washer, and to a small degree through the outer sides. Two self-contained batteries are used by the unit. One is a hearing-aid type 1.5 volt cell. The other is a common 9-volt transistor-radio-type battery. The 1.5-volt cell is used in the timer module and its life expectancy is over one year. The 9-volt battery powers all of the remaining circuitry. Current drain is rather high due to the required thermistor heating. Therefore, the unit should only be turned on when exhaust measurements are needed. Also, when replacing the battery, be sure that the unit is off (to prevent damage). Checkout and calibration The following calibration/test procedures are performed with the probe exposed to ambient air-conditions only. Do not allow exposure to exhaust gas at this time. Double-check all connections and component orientation. Do not install the IC's into the sockets yet. (Only IC1, which is soldered in place, should be in stalled to this point.) If you haven’t re-installed the timer battery yet, do so now, and verify that all that all of the timer’s functions operate as de scribed in its owners booklet. With no external power applied to the unit, all timer functions should be just as they would be normally. If that is not the case, do not proceed until you have isolated and corrected the problem. Try disconnecting the four wires from the display PC board. If operation returns to normal, then some thing is probably miswired in the Q1, Q2, or Q3 circuitry. If timer operation is still faulty. then either the wire connections on the timer board are bad (for example, solder bridging across two circuit paths) or the timer module is bad. Before connecting the conversion-box cable to the display unit, apply power via S4. Check the voltage at IC12. It should be + 5 volts. Leave the power applied for a few minutes, then touch IC1 It should be just slightly warm, not hot. If all is well, remove power, connect the conversion-box cable, and install the remaining IC's Then set the BALANCE control (R31) and trimmer potentiometers R24, R26, and R32 to their midpoint positions, and set the FUNCTION to the co position. If the timer had been in the normal clock mode, you must change it to timer mode by holding S3 depressed for a few seconds until the display changes to all zeros. Now re-apply power. After several seconds, the display should begin to respond to the initiation of tests about every two seconds. If the word LAP appears on the display (below the two smaller digits on the right), that means the count/reset sequence is out of step. That may occasionally happen after power up. Simply depress the TIMER switch one time. That should clear the counting abnormality within two or three test cycles. Now proceed with the calibration process, as follows. Again, be certain that there is no exhaust gas near the conversion box, and that its temperature is stable. Also, orient the conversion box as shown in Fig. 14. (That is the orientation that will be used during actual exhaust testing.) 1. Connect a DVM between the display-board pads for the green and yellow leads to the TCC board. Adjust R32 for a reading of exactly 0 volts. There will be some settling time required, so leave the DVM connected for about 30 seconds. 2. Adjust R26 for a display of 4.0% Take your time in doing that step as it is rather critical. Make the adjustment in small increments until the reading changes with each test cycle. If movement in one direction doesn’t produce a display change, go back to midrange and try the other direction. When you do start seeing a change, continue to adjust, but in even smaller increments, until the display reads 4.0 consistently on several subsequent tests. 3. Switch to the A/F mode, and adjust R24 for a 13.1 display. Follow the procedure outlined in the previous step. That completes the checkout and calibration process. The settings of R24, R26, and R32 should not require readjustment under normal circumstances. The BALANCE control should give you enough of an adjustment range to compensate for any subtle variations due to component aging or imbalances at particular ambient temperatures. WARNING: Exhaust gas is poisonous! Do NOT ever perform any exhaust-gas tests in an enclosed or poorly ventilated area! Even being inside a car with the windows rolled up is no assurance of safety. While the system itself is designed so that gas is sampled and converted to an electrical signal outside the car, exhaust gas can seep into the car in many other ways. Do NOT take chances! The first step is to attach the conversion box to the rear-bumper area. Choose a position that allows the tubing and probe to reach the exhaust tailpipe without stretching or sharply bending the tubing. Also, observe the mounting direction as outlined earlier. Velcro strips may be used to attach the box, but they may not be suitable for all applications. Other alter natives may be necessary, such as masking tape. An especially sturdy mounting is not needed unless the unit is to be used while driving, in which case adequate means must be provided to prevent a change of position or the device even falling off the car. Do not attach the probe until after the balance operation described below has been performed. Before the unit can be used, two things must be allowed to happen: One is that the engine must be allowed to reach its normal operating temperature (about 10 minutes in mild weather), and the other is that the test unit must be allowed to stabilize (about 1 minute). If you warm up the car while allowing the unit to stabilize, be sure that no exhaust gas is allowed to reach the conversion box until after the balance operation is performed. Also, never start the engine while the probe is inserted in the tailpipe, as the initial surge of exhaust is extremely “dirty,” and could coat the TCC, altering the unit’s accuracy. A small piece of tape may be placed over the conversion-box gas-inlet stub and drain hole during warm up to ensure that exhaust gas will not enter at that time. In use, all functions are displayed when the timer is in the stopwatch mode. If the timer is in the clock mode, depress the MODE switch for a few seconds until the display reads all zeros. That can be done whether or not power has been applied. In fact, if power is not applied, the unit can be used as an ordinary stopwatch. Once power is applied and the unit is placed in the STOPWATCH mode, the display should begin to change in response to each test cycle. The unit uses the three rightmost display digits for readout, with an assumed decimal point between the rightmost two digits. Thus, a 134 display in the A/F mode indicates a 13.4 air/fuel ratio while a 036 display in the CO mode indicates a CO content of 3.6%. To activate the unit, rotate the BALANCE control from its off position to about mid range. As explained above, allow a brief warm up period. That allows time for pre heating the TCC sensors, and generally allows the system to become acclimated to ambient conditions in the test environment. Once the display stabilizes, adjust the BALANCE control for a reading of 4.0 in the co mode or 13.1 in the A/F mode. When the engine is running at normal operating temperature, insert the probe into the tailpipe, and attach the tubing to the conversion box. There will be a very brief response lag-time encountered as the display changes to reflect the thermal conductivity of the gas sample. (Note that a new sample test is performed about every two seconds.) It is normal for some fluctuation “drift” in adjacent readings, particularly if the engine is idling rough, or if the engine system routinely changes idle speed timing, or carburetor mixture in response to engine temperature. If your automobile has a catalytic converter, accurate readings can best be obtained by sensing the exhaust gas before the converter. While some autos have a port available for this testing, it will probably be necessary to remove the exhaust gas recirculation (EGR) valve and insert the probe at that point in the system. (It will then be necessary to close off the EGR line to the intake manifold to ensure accurate readings.) The catalytic converter changes much of the hydrocarbons and CO into water and carbon dioxide. That “new” gas/vapor mixture presents a different composite thermal conductivity to the TCC thus affecting accuracy. When making adjustments, be sure to allow time for the display to respond. It takes time for the engine system to stabilize on the new setting(s), and then it takes a short time for unit to respond to the different exhaust-gas content. If the unit is to be used on more than one vehicle during a session, allow several minutes for remaining exhaust to clear the conversion box before connecting it to the next vehicle. When making adjustments that typically have a broad range. It is best to make small incremental changes, pausing after each and then noting the display. That method makes it easy to “zero-in” on the optimum setting without losing control: that is, getting things so far out of adjustment that the engine dies, or that it is difficult to return to the original set tings. The following emission-related component topics are intended for general in formation only. Specific adjustments for your auto should be made in accordance with the auto makers prescribed methods. Occasionally. emissions tune up procedures and data will be included on decals in the engine compartment. Other wise, consult an appropriate service manual for details. It is a good idea to take a CO reading before making any repairs or adjustments so that you can later measure your progress by before / after comparison. It is wise to begin by checking the ignition components: replace, clean, or re gap spark plugs as needed: set point dwell and ignition timing to manufacturer specifications: check spark plug wires; and clean/inspect distributor cap. Equipment added to modern auto mobiles to reduce emissions include (in part) the following items. They should be inspected, cleaned, replaced, or adjusted as recommended by the auto maker. 1. Air-inlet temperature damper (routes preheated air to carburetor during engine warmup). 2. Air pump (pumps air into exhaust manifold area to improve combustion efficiency). 4. EGR (routes portion of exhaust back to carburetor). 5. PCV (Positive Crankcase Ventilation system—routes “blow-by” gases back to carburetor, and al lows fresh air to enter crankcase). 6. Spark-timing advance (three common types: deceleration-vacuum control, transmission-gear-shift control, and engine temperature thermostat-vacuum control). 7. Thermostat-engine coolant (higher temperature thermostats being used). Proper carburetor operation is vital to minimizing exhaust pollutants. All passages and internal/external components must be clean, and gaskets must be secure to prevent air or fuel leaks. Once that has been accomplished, the various adjustments must be set to the manufacturer’s instructions. Those adjustments typically include float, choke, throttle, and air/fuel mixture, but may include other things, such as multi-carburetor synchronization. While “in the old days” simple cookbook adjustment procedures could be given (for example: “tighten down mixture screw, then back off 3 turns...”. today that is just not possible. The importance of using a CO meter and strictly following the automakers’ adjustment instructions is no better exemplified than with the carburetion setup. As mentioned earlier, auto makers typical ly provide emissions-adjustment in formation in the engine compartment. That information often includes CO and A/F readings that should be attainable if all systems are functioning properly. Tune-up manuals will also provide that information. Of course, it is also important to know your state’s prescribed maximum CO limits for your make, engine, and year auto. Those limits vary consider ably. In Arizona. for example, a 1972 Ford Pinto with a 4-cylinder engine is allowed 6% CO maximum. A 1981 Dodge Aries, also with a 4-cylinder engine, is only al lowed l.5Y CO maximum. A 1973 12 cylinder Jaguar XKE is allowed 5.5% CO. Some auto types seem to be rather amenable to achieving even very stringent requirements, while others (like the Jaguar mentioned above) just barely squeak by relaxed requirements, and then only after considerable effort. In general, however, 10- or 15-year-old cars should be able to deliver about 3% - 4% CO. while the very latest cars should be down to about 1%. Air/fuel ratio measurements are especially meaningful when making carburetor adjustments. Once again, it is important to consult the manufacturer’s data for recommended procedures and readings. It can be injurious to the engine valve system, for example, to set the mixture too lean. The few pennies saved in fuel will be more than offset by subsequently having to repair burned valves, due to excessive combustion temperatures. Air/fuel readings above about 14.0 indicate a lean mixture (i.e., more air, less fuel) while readings below about 12.0 indicate a rich mixture. The advantage of using the unit while driving is to verify A/F carburetor settings and general carburetor/accelerator pump response under actual operating conditions. At cruising speeds, with a light engine load, the A/F reading will normally be a little leaner (by about .3 or .4) then when the auto is stationary. After sudden, brief acceleration the reading should diminish considerably, then gradually rise back to nominal. Service data for your auto should provide specific load readings. Sooner or later, you will probably en counter readings that just don’t seem to make sense. There can be many sources of inaccuracy, but first it is important to determine the general cause. There are three general causes to consider: the automobile, the setup. or the unit itself. Once the general cause is found, the specific problem is much easier to track down. One common auto symptom is the carburetor - mixture control not having any effect on CO readings. That is a “normal” occurrence if the carburetor needs over hauling. What has happened is that blockages or leaks in the carburetor have disrupted normal operation enough to make the relatively minor mixture-screw changes ineffective. It is also possible that the air filter is clogged. To verify, note the A/F reading, then remove the air-cleaner element, re-attach the air-cleaner cover, and retest. If A/F ratio is now more than .2 or .3 higher than before, the filter probably needs replacing. Another source of potential trouble from the automobile, as mentioned earlier. is “swamping out” of the TCC due to an unusually dirty exhaust blast, such as that which would occur if the engine is started with the probe attached. Swamping can also occur if an adjustment is made, while testing, that causes a very dirty exhaust. Swamping typically is manifested by a suspiciously low CO reading, or a suspiciously high A/F reading. (In extreme cases, the CO reading may “attempt” to reach zero. When that happens, the display will stop updating entirely. The display will remain “frozen” until the TCC clears—typically 10—15 minutes after the offending gas mixture is removed.) The best way to correct that is to shut off the engine and allow the TCC to “breathe” ambient air for 15 minutes or so. Another solution is to deliberately force a rich mixture situation (such as by temporarily blocking part of the air intake to the carburetor) until the CO percentage swings up a few percent (or the A/F reading is down considerably); then allow normal air flow and check the reading after about a minute. If it returns to the same super-low CO. or super-lean A/F, then that’s most likely the real situation, unless one of the remaining two possible trouble areas is at fault. If the setup is suspected, re-check the setup conditions mentioned earlier. It is important that all conditions be met, such as positioning of the conversion box and allowing sufficient time for the system to stabilize before balancing and then beginning the test. It is also possible that accuracy could be affected if a significant temperature change occurs in the conversion box area after balancing has been performed. An example of that might be if the sun came out from behind a cloud and significantly changed the ambient temperature conditions around the conversion box. Although immune to subtle changes in ambient temperature due to the “control” sensor presence, very large temperature-changes can cause a shift in the balance point. To re-balance, the TCC needs to again “breathe” ambient air for several minutes: then reset the BALANCE control. A particularly perplexing symptom is where the display is erratic; that is, where the unit is obviously performing tests, but with significantly different readings on each trial. Verify that swamping or improper setup is not influencing the readings by shutting off the engine and observing the readings over several minutes, making sure that the conversion box remains in the same position and ambient temperature. If the readings remain erratic. there is a problem with the unit’s electronics. But, if the readings stabilize, there is either something wrong with the setup or you have a really weird exhaust mixture. The whole business of emissions testing is very tricky. Those of you who own “marginal” cars (remember that Jaguar we mentioned!) know what we mean. Each emission test can bring new surprises—sometimes good, sometimes bad. The same car, with the same tank of gas, with the same emission settings, can produce different readings at different times. There always are reasons, but sometimes they can be quite difficult to determine. In states such as Arizona that allow “conditioning mode” testing if the initial test fails, the auto is run at accelerated engine speeds, in gear on rollers, for about 30 seconds and is then retested often with dramatically lower readings. Everything is exactly the same as before, except that some of the excess combustion byproducts (built up, perhaps, during the long wait in line to be tested) have been blown out. The message here is: Don’t be alarmed if any particular readings appear to be somewhat different from the last readings taken. To best determine the state of exhaust emissions, you really need to average the readings. In particular, take note of subtle changes in test conditions that can affect the results. Paying attention to those details will improve the overall usefulness of the unit and rectify the emissions from your automobile, thus improving the quality of air we breathe—and that’s what it’s all about! Copyright by Bill Bytheway, K7TTY February 2012
How can you ensure that people do not only spend time thinking about important global issues like climate change or world food supplies, but also roll up their sleeves and do something about them? Four researchers, including Professor Arjen Wals from Wageningen University, think that the education sector holds the key. Teaching processes around the world could be given more influence and meaning by making pure science subjects, such as biology and physics, complementary to lessons in nature, environment and sustainability. Their article on this new approach to teaching, which is based on citizen science, is published in the 9 May edition of Science. Throughout the world, 'pure' science subjects such as physics, chemistry, biology, maths, geography and general natural sciences, which traditionally aim to build up knowledge and understanding, are seen separately from subjects such as nature and the environment, which together with the latest branch 'sustainability education' take a more practical approach. Although this certainly makes scholars aware of the current condition of our planet, their lack of practical perspective evokes a sense of powerlessness. For example, what can you do to prevent or respond adequately to forthcoming climate shifts? Affinity with politics, society and the economy are essential in this respect. Conversely, education in nature, the environment and sustainability (aka 'environmental education') does not equip scholars with the scientific insight they need to back up their proposed remedies. When taught separately, natural sciences and environmental education give a disjointed answer to society's demand for a truly sustainable society. "It's time these two schools converged," says Arjen Wals, Professor of Social Learning and Sustainable Development at Wageningen University. "If we cannot create a firm link between these two educational areas, scientific education is in jeopardy of becoming purely a vehicle for enhancing the innovative and competitive potential of a country's economy," he says. "At the same time, without a firm link with the sciences, environmental education will never be able to find a responsible and realistic way of dealing with the contradictions and uncertainties that are raised in the scientific debate surrounding questions of sustainability." The authors of the article in Science give a number of examples of environmental education, which cover the area where science meets society. Among them is the American concept of Edible School Gardens, whereby schoolchildren grow their own food in an educational garden while simultaneously learning about the things they grow in science lessons. The Dutch version is known as Groene schoolpleinen ('green school grounds'). Another good example is YardMap, based on IT and citizen science. Citizens, both young and old, analyze biodiversity in their own neighborhood by means of digital photos, special apps and Google Maps. The aim is to identify the areas with the greatest potential for boosting biodiversity. Action plans designed to ensure that the YardMaps are kept fully up-to-date are drawn up and implemented on the basis of studies and in consultation with scientists and local partners (including the municipal authority, garden centers and an NGO). The various YardMaps are linked via social media. The Dutch Natuurkalender works in much the same way. Creating closer ties between citizen science, scientific education and environmental education will help citizens and scientists to take a meaningful and practical approach to the pursuit of sustainability. Wals: "It's not just about linking up the content; it involves developing new competencies such as dealing with complexity, uncertainty and confusion, and devising and implementing meaningful local solutions." This method of learning may also help to restore the damage to public confidence in science. The government will have to put more effort into stimulating and supporting the 'hybrid teaching environments' that blur the boundaries between science and society, school and neighborhood, local and global, and shift the emphasis to the wellbeing of mankind and the planet. Calls for transition and another way of thinking are becoming more urgent, says Professor Wals: "At the end of the day, the climate problem is as much in between our ears, as it is between the North and South Poles." He backs this up with a remarkable conclusion: to his mind, the role of education and citizen involvement has been seriously underemphasized in the climate debate. In fact he wonders if we will ever be able to bring about a transition without committed, critical and competent citizens, who aspire to values that are not purely based on the material side of their existence but also on care for fellow human beings and, indeed, other species, here and elsewhere, now and in the future. Cite This Page:
Spying the secrets of planets beyond our solar system Tim Brown, Astronomer Tim Brown has been interested in stars ever since he was a child reading about the launch of Sputnik and other satellites in the 1950s. "I can't remember wanting to be anything but an astronomer," he says. Now, he's an astronomer and senior scientist at NCAR's High Altitude Observatory. Tim and his father built a telescope when he was 14 years old. Then he built a small observatory for the telescope so he and his friends could be out of the wind as they watched the stars. After earning a doctorate in astrophysics from the University of Colorado, Tim came to NCAR to pursue research into the Sun. In the early 1980s, he designed and built an instrument known as the Fourier Tachometer, which produced the surprising finding that the solar interior is rotating at a sharply different rate than the outer third of the Sun. This work has shed light on solar dynamics, ultimately leading to breakthrough research into the behavior of sunspots that can affect Earth's atmosphere. His work took a dramatic turn in 1992, when he and a team of scientists created a spectrograph (also known as a spectrometer) to study subtle oscillations in the light coming from the Sun and other stars. Tim realized the spectrograph, which "sees" motion as changes in the wave shapes of light-absorbing particles, could also be used for an exciting new scientific field: planet hunting. Planets that orbit distant stars are too far away and too small to be observed directly by even the most powerful telescopes. But Doppler spectroscopy can detect tiny shifts in starlight that indicate motion toward or away from the observer. Such motion, known as radial velocity, is actually a faint wobble in a star--a sign it is being tugged by the gravitational field of an orbiting planet. Tim and his colleagues used spectroscopy to confirm the existence of a planet that another team of scientists had found in 1995, and they went on to discover a few planets of their own. He also ground lenses for a specialized telescope, called STARE, designed to detect the dimming caused when a planet transits, or crosses in front of, its parent star. When he and a colleague in 1999 trained the instrument on a star some 150 light years from Earth, they found the characteristic dimming pattern that indicated the existence of a planet. "It was quite an exciting moment for me," Tim recalls. "When I was a child, no one knew if the galaxy even harbored planets outside our solar system." Breaking new scientific ground, Tim and his colleagues then used the transit technique to determine whether the planet had an atmosphere. He worked closely with David Charbonneau, who was then a graduate student fellow at NCAR and is now on the faculty of Harvard University. Together they measured the starlight passing by the planet to see if it is distorted in certain telltale ways. In 2001, the team observed several transits using the imaging spectrograph on NASA's Hubble Space Telescope. The results showed traces of sodium, which could only have come from an atmosphere around the planet. The discovery made headlines because it marked the first time scientists had detected an atmosphere around a planet orbiting another star. It pointed the way to observing atmospheres of other distant planets, thereby learning more about the formation of other solar systems--and potentially even gathering clues about life elsewhere in the galaxy. This June, Tim used spectroscopy to observe a rare moment in astronomy: the first transit of Venus across the surface of the Sun since 1882. He is now analyzing his observations to see whether he can use color shifts in spectral lines to infer the movement of winds in the upper atmosphere of Venus. The same analysis, in theory, could also enable scientists to gather information about winds on planets orbiting other stars. For Tim, finding and studying extrasolar planets represents quite a scientific departure from his original aim of investigating the Sun. But, as he said after receiving an NCAR award for distinguished achievement, "Sometimes there are side trips we just have to make. This side trip worked out really well." by David Hosansky
What people are saying - Write a review We haven't found any reviews in the usual places. The Euclidean Space Form Problem 10 other sections not shown Other editions - View all acts freely assume automorphism Cartan centralizer classification commutes compact complete connected conjugate connected riemannian constant curvature coordinate Corollary covering define denote diffeomorphism differentiable manifold dimension eigenvalue element of order euclidean space euclidean space forms finite group fixed point free follows frame bundle geodesic given Grassmann manifolds group of isometries groups of type homogeneous implies induces integers involutive Lie algebra isometry isomorphism isotropic Lemma Let G Let H Lie group matrix metric moving frame neighborhood nondegenerate nonzero normal subgroup open set orthogonal involutive Lie orthonormal basis point free representation prime Proof properly discontinuously proves pseudo-riemannian manifold quotient representation of G resp riemannian manifold riemannian symmetric space says sectional curvature semisimple simply connected space form problem spherical space forms subalgebra subgroup of G subspace Suppose Sylow 2-subgroup tangent space Theorem torus transitive vector field vector space
A bird was shot outside and tries to escape. That bird entered the window and arrived near Flip and Flap. They try to help that bird. They treat and care for injured birds until the bird can fly. But then a surprise happens, they find plenty of birds who asks for their rescue in front of their window.
Ch.3 - Experimental ErrorWorksheetSee all chapters # Uncertainty See all sections Sections Significant Figures Addition and Subtraction Operations Multiplication and Division Operations Logarithm and Anti-Logarithm Operations Precision and Accuracy Types of Errors Uncertainty Propagation of Uncertainty: Triangular Distribution Uncertainty can be thought of as the range (+/-) that is associated with any given value. ###### Types of Uncertainty Concept #1: With any given value there is some level of uncertainty, which can be classified as absoluterelative or percent. Example #1: Calculate the relative and percent relative uncertainty from the given problem. 3.25 (± 0.03) Practice: Calculate the absolute uncertainty from the given problem. 6.77 (± 5.6%) ###### Propagation of Uncertainty from Random Error Concept #2: With any calculations dealing with uncertainty we will have to take into account the Real Rule Concept #3: For addition and subtraction, the uncertainty in our final answer is determined from each individual absolute uncertainty. Example #2: For multiplication and division, we must first convert the absolute uncertainties into percent relative uncertainties. Example #3: Determine the absolute and relative uncertainty to the following addition problem. 1.511 (± 0.02) + 2.53 (± 0.01) + 0.987 (± 0.01) Practice: Determine the absolute and relative uncertainty to the following addition and subtraction problem. 8.88 (± 0.03) - 3.29 (± 0.10) + 6.43 (± 0.001) Example #4: Determine the absolute and relative uncertainty to the following multiplication and division problem. Practice: Determine the absolute and relative uncertainty to the following multiplication and division problem. 1.12(±0.01) x 0.546 (±0.01) / 3.12(±0.02) x 1.12 (0.03) Example #5: Two students wish to prepare a stock solution for their lab experiment. Student A uses an un-calibrated pipet that delivers 50.00 (± 0.02) mL to deliver 200 mL to a container. Student B uses a calibrated pipet that delivers 40.00 (± 0.01) mL to deliver 200 mL to a container. a) Calculate the absolute uncertainty in each of their deliveries. Practice: Based on the previous example calculate the molarity value for each student if they dissolve 0.300 (± 0.03) moles of analyte. Example #6: A “Class A” 50-mL buret is certified by the manufacturer to deliver volumes within a “tolerance” (i.e. uncertainty) of ± 0.05 mL. The smallest graduations on the buret are 0.1 mL. You use the buret to titrate a solution, adding 5 successive volumes to the solution. The following volumes were added: 1 6.73 2 8.92 3 7.52 4 2.48 5 5.15 What is the total volume added, and what is the uncertainty associated with this final volume? Example #7: A Class A 250 mL volumetric flask has an uncertainty of ± 0.15 mL, and a 50 mL volumetric pipet has an uncertainty of ± 0.05 mL. If I fill a 250 mL volumetric flask to the line and remove four 50 mL aliquots with my volumetric pipet, I should have 50 mL of solution remaining in the flask. What is the absolute and relative uncertainty in the remaining volume? Practice: I am making a 0.1 M KCl (molar mass 74.551) solution for an experiment. To measure the mass of the KCl, I will use an analytical balance that is only accurate to ± 0.01 g. I place a piece of paper on the balance and set the tare to read 0.00. I then put the KCl on the balance until it reads 6.79 g. What is the uncertainty in this mass? Practice: The volume of the solution I am making is 2.5 L. To measure this volume I will use a large graduated cylinder that can measure volume to ± 10 mL. What is the absolute uncertainty in my concentration?
class GeoServerConfig: BaseGeoserverUrl = "http://localhost:8080/geoserver/" GeoserverAdminUser = "admin" GeoserverAdminSecret = "geoserver"
स्पिन \| काले और सफेद विज्ञान \| फरवरी २०२० मकड़ियों के बारे में ५ विचार मिथक १: कन स्पाइडर वैक्यूम क्लीनर बैग में जीवित रह सकते हैं वैक्यूम क्लीनर छत के कोने में अतिथि के लिए एक त्वरित समाधान है, लेकिन मकड़ी वैक्यूम क्लीनर के माध्यम से अशांत सवारी से बच सकती है और थोड़ी देर बाद वापस आ सकती है। के साथ शुरू करने के लिए, आर्थ्रोपॉड को नली के माध्यम से गंदगी चूसने के लिए वैक्यूम क्लीनर द्वारा बनाए गए कम दबाव का सामना करना पड़ता है। मकड़ी अपने लड़के को दूध देती है स्तनधारियों को दूध के साथ अपने युवा को बढ़ाने के लिए जाना जाता है। लेकिन हम अकेले ऐसे नहीं हैं। चीनी जीवविज्ञानियों ने पता लगाया है कि टोक्सीस मैग्नस नाम की एक मकड़ी एक तरल पदार्थ को गुप्त करती है जो युवा पहले २० दिनों में रहते हैं। इस प्रजाति को १९३३ से जाना जाता है, लेकिन अब केवल यह विशेष विशेषता सामने आई है। वैक्यूम क्लीनर बैग में एक मकड़ी कितनी देर तक जीवित रह सकती है? एक मकड़ी के लिए वैक्यूम क्लीनर नली के माध्यम से होल्डरबोर्ड को उड़ाने का कोई मज़ा नहीं है। यदि पशु वैक्यूम क्लीनर बैग में समाप्त हो जाता है, तो यह शायद ही उस अंधेरे जेल से भागने की पूरी कोशिश करेगा। मकड़ी कितने समय तक जीवित रह सकती है? यदि मकड़ी को कोई रास्ता नहीं सूझता है, तो वह धूल से भरे बैग में हफ्तों या महीनों तक आसानी से रह सकती है। मकड़ियों को शहर की रोशनी की आदत होती है शहरों में कृत्रिम प्रकाश मकड़ियों के व्यवहार को बदल रहा है, नए अनुसंधान शो। रेगेन्सबर्ग विश्वविद्यालय के जर्मन जीवविज्ञानी तोमर सीजेकस ने परिवर्तन पर ध्यान दिया जब उन्होंने देखा कि पड़ोस में स्ट्रीट लैंप के आसपास कई कॉबवे थे जहां वह रहते थे। इससे उसे आश्चर्य हुआ, क्योंकि मकड़ियाँ आमतौर पर प्रकाश से बचती हैं। मकड़ी: मादा के पेट में नर छेद होता है हार्पैक्टिया सैडिसिका के सार्थक नाम वाली प्रजातियों के नर और मादा एक ही आकार के होते हैं। मादा के पास कोई अंग नहीं है जिसके साथ वह अपना बीज प्राप्त कर सकती है, इसलिए वह उसके पेट में छेद काटती है। वह अपने हथेलियों से हुक और तेज सुई के साथ अंडाशय के करीब बीज जमा करता है। काली विधवा सुपर जहर के साथ मार डालती है ब्लैक विडो रैटलस्नेक की तुलना में १६ गुना अधिक जहरीला है। ब्लैक विडो ने विकासवादी शब्दों में तेजी से अपने शक्तिशाली जहर का विकास किया है। जहर के लिए धन्यवाद, मकड़ी को अन्य प्रजातियों पर सिर शुरू हो गया और जानवर छोटे सरीसृप और स्तनधारियों को मारने में सक्षम था। अमेरिकन यूनिवर्सिटी ऑफ मैसाचुसेट्स के शोधकर्ताओं ने इसकी खोज की। इसके वेब के बीच में एक मकड़ी क्यों है? जानवरों के साम्राज्य में कुछ जानवरों ने भोजन पाने के लिए जाल बिछाए। मकड़ी की प्रजातियां जो एक गोल वेब बनाती हैं, उनमें से एक है। हम इस प्रजाति को व्हील वेब स्पाइडर कहते हैं। जब एक मकड़ी ने अपना वेब समाप्त कर लिया है, तो वह अपने शिकार की प्रतीक्षा करेगी। इस मकड़ी की कुछ प्रजातियां पड़ोस में छिप जाती हैं, और फिर पीछे हट जाती हैं। २१ मकड़ियों के साथ एक प्रयोग के दौरान, ट्रेंटो के इतालवी विश्वविद्यालय के शोधकर्ताओं ने नैनोमीटर के साथ मकड़ी का जाला मजबूत किया है। कोबवे चार गुना तक मजबूत और दस गुना मजबूत प्राकृतिक कॉबवेब की तरह कठोर हो गया। यह इसे दुनिया की सबसे मजबूत सामग्री की श्रेणी में रखता है, जिसमें अन्य प्राकृतिक सामग्री भी शामिल हैं, जैसे समुद्री घोंघे के दांत, और सिंथेटिक सामग्री जैसे केवलर। सबसे बड़ी स्पिन क्या है? दुनिया में सबसे बड़ा मकड़ी एक पिज्जा जितना बड़ा है यदि आप एराकोनोफोबिया से पीड़ित हैं - मकड़ियों का डर - आप इन पांच प्रजातियों से बेहतर रहते हैं। दुनिया में सबसे बड़े मकड़ी का व्यास एक बड़े पिज्जा के समान है। प्रजाति का नाम: पैम्फोबेथस इन्सिग्निस लेग स्पैन: २२ सेमी तक निवास स्थान: कोलंबिया में हामिद के जंगल बैंगनी खिलने वाले पक्षी मकड़ी को काफी आक्रामक माना जाता है और कभी-कभी अनायास हमला करता है। ५ चीजें जो आप अपने घर में मकड़ियों के बारे में नहीं जानते थे १: सभी प्रजातियां जहरीली होती हैं दुनिया में सभी ४५,००० मकड़ी की प्रजातियां जहरीली होती हैं, लेकिन अगर आप इसे काटते हैं तो आधे प्रतिशत से भी कम आपको परेशान कर सकते हैं। २: किंकी सेक्स जीवित रहने के लिए एक शुद्ध आग्रह है एंड्रियास एइक्लेर / विकिमीडिया कई प्रजातियों में, महिला मकड़ी संभोग के तुरंत बाद नर को खाती है। उपचार से कैंसर वसा में बदल जाता है एक रेडियो मेरी घड़ी कैसे भेज सकता है?
खास खबरें सांप्रदायिक सौहार्द कायम करने की दिशा में शांति समिति सदस्यों ने पेश की एक अच्छी पहल सीटों के बंटवारे को लेकर अमित शाह से मिले नीतीश खाने से डर रहे है लोग, फलों में निकली रही है सुईयॉं एशिया कप : भारत ने पाकिस्तान को मात, ८ विकेट से रौंदा भोपाल में भाजपा कार्यकर्ता के महाकुंभ में आएंगे पीएम मोदी बेटी पूजा-आलिया के साथ महेश भट्ट फिर से बनाएंगे फिल्म 'सड़क' अब नौकरी जाने पर सरकार देगी पैसा, सीधे आऐगा आपके बैंक खाते में धान के समर्थन मूल्य पर इस वर्ष भी दिया जायेगा बोनस : मुख्यमंत्री श्री चौहान यूपी में दिमागी बुखार ने ली अब ७१ जानें क्यों मनाया जाता है मोहर्रम, रमजान के बाद दूसरा सबसे पाक महीना यहॉं १०० सालों से लगातर बन रहा है गेहूँ का ताजिया नाजिया इमामबाड़ा साहबगंज में तीसरी मोहर्रम से बन रही गेहूं की ताजिया मुकम्मल हो गई बंद ऑंखों से भी इन्हें दिखाई देता है सब कुछ, सिर्फ सूंघ कर पढ़ लेते है किताब हिमाचल प्रदेश के ऊना की सुहानी और सुशेन एक ऐसी कला में माहिर हैं जिसे सुनकर कोई भी तलाक लेने के लिए इस होटल में जाते है लोग, तीन दिन में हो जाता है तलाक घर बसाने के लिए तरह तरह के उपाय किए जाते हैं, लेकिन अगर किसी को अपने पति या पत्नी से तलाक इस मच्छर का काटना है सॉंप से ज्यादा जहरीला, १ मिनट में हो जाती हैं मौत आज तक आपने सुना होगा कि मच्छरों के काटने से मलेरिया डेंगू और चिकन गुनिया जैसी गहरी नींद सोने के लिए नासा ने बनाया स्पेशल तकिया, कीमत है ७ से १४ हजार अमेरिका स्पेस एजेंसी नासा ने एक स्पेशल तकिया बनाया है, जो गहरी नींद लाने में मदद गोल और सफेद नहीं अब मिलेगी काले गेँहू की रोटी नई दिल्ली। घर में हमसभी भूरे रंग के गेंहू के आटे की ही रोटी खाते है। लेकिन आने वाले आपको नहीं होगा विश्वास, पर भारत के इस हिस्से पर आज भी है अंग्रेजों का कब्जा .. अमरावती। ये बात तो सब जानते है कि भारत १५ अगस्त १९४७ को आजाद हो गया था, लेकिन देश के एक गजब न्यूज : शादी के दो दिन पहले अपने ही दोस्त के साथ दूल्हा हो गया फरार यमुनानगर। समलैंगिकता को कानूनी दर्जा मिलने के बाद छोटे शहरों में भी इससे जुड़े लोग अब जल्द ही खाएंगे काले गेहूं की रोटी, जानिए इससे क्या होगा फायदा यमुनानगर। समलैंगिकता को कानूनी दर्जा मिलने के बाद छोटे शहरों में भी इससे जुड़े मामले सामने आने लगे हैं। हरियाणा के यमुनानगर में २५ वर्षीय युवक शादी से तीन दिन पहले एक वर्ष छोटे दोस्त के साथ फरार हो गया। पुलिस के मुताबिक कांसापुर रोड निवासी युवक की मंगलवार को शादी होनी थी। शनिवार को वह अपने चचेरे भाई के साथ सामान लेने घर से आया था। दोनों सामान लेकर बस स्टैंड के पास पहुंचे। तभी उसके पास किसी की कॉल आई और उसने चचेरे भाई को वहीं रुकने के लिए कहकर चला गया। चचेरा भाई काफी देर तक इंतजार करता रहा, लेकिन वह नहीं आया। उसके मोबाइल पर कॉल की गई, लेकिन वह बंद मिला। परिजनों ने भी तलाश की, लेकिन कोई पता नहीं लगा। इस बीच परिजनों को पता लगा कि वह अपने एक दोस्त के साथ प्यार करता है। आशंका है कि दोस्त ही उसे बहला-फुसलाकर ले गया है। परिजनों की शिकायत पर पुलिस ने भादंसं की धारा ३४६ के तहत (गलत तरीके से कैद में करना) केस दर्ज किया है। सिटी एसएचओ नरेंद्र राणा ने बताया कि मामला समलैंगिकता का है। फिर भी हम सभी पहलुओं पर जांच कर रहे हैं। मामले में केस दर्ज कर लिया गया है।
If you are human (which I assume you are) – you have at some point looked to the heavens and said “WHY ME”? I think it’s perfectly normal for you to get angry and sad when you are going through something hard, like infertility, to lose sight of your journey because of it. It was hard for me to understand why I had so many miscarriages, or why it took me so many years to have success. The stress from the meds, the money and strain on your relationships alone can lead you to ask this. Why do I need to go through all of this when Suzy over there looks at her husband and gets pregnant? Oh, and by the way she thinks its funny to tell you of her amazing ability to procreate as well. Why me? Why do I need to listen to this? Why do I need to see another baby announcement today? Why do I have to see pregnant bellies everywhere I go? One simple lesson that I wish I had learned sooner is understanding that life happens for you NOT to you. That everything that you are going through is for a reason even if you can’t see it at this very moment. Now that is not to say that this answers the question as to why you had so many miscarriages or required 4 Laparoscopies but it does help you understand that each and every step has its purpose. Sometimes it takes a minute for you to truly understand this concept because you are too close to the pain. Take me for example, I spent years trying to wrap my head around so much loss, pain, time and money that was required for something as simple as a family. After I got pregnant with our twins I remember saying, oh, we went through all the years of struggle so that I would get to this amazing pregnancy. It made perfect sense to me until tragedy struck. Suffering the heartbreaking loss of my second son and spending 135 days in the NICU with my first daughter only brought me back to WHY ME????? Nothing can ever replace the loss of my son or the time my daughter spent in the NICU but it certainly changed me. Like changed me a lot. The things that used to stress me out and the things I held dear all of a sudden became crystal clear to me. Over time it was also so obvious to me that the reason I went through such a long, painful journey was so that I could have an understanding like no other. That I knew what it felt like to be stuck in the rollercoaster to baby that so many others need to ride. That my loss could and would turn my pain into purpose. Can you in this moment, no matter where you are in your journey, find one example of what I’m talking about? Whether you are just starting, knee deep or even past it, is there even a small disappointment that you can say helped give you a deeper purpose to get you to where you are now? Shoot me a DM or PM I would love to hear your answers! Baby Dust to you my friends, now and always. 🌬
यूनिवर्सिटी ऑफ बुखारेस्ट सभी स्तरों और विश्वविद्यालय शिक्षा के साधनों पर कई अध्ययन कार्यक्रम प्रस्तुत करता है: ९३ स्नातक कार्यक्रम, २०८ मास्टर प्रोग्राम और २१ डॉक्टरेट कार्यक्रम हैं। इनमें से सभी मान्यता प्राप्त हैं या अधिकृत हैं। यूनिवर्सिटी ऑफ बुखारेस्ट भी टिफिन एम्बा मास्टर प्रोग्राम है। यूनिवर्सिटी ऑफ बुखारेस्ट द्वारा सम्मानित किया गया डिप्लोमा दुनिया भर के अधिकांश देशों में मान्यता प्राप्त है। यूनिवर्सिटी ऑफ बुखारेस्ट भीतर विदेशों में अन्य प्रतिष्ठित विश्वविद्यालयों के सहयोग से आयोजित अध्ययन कार्यक्रम हैं। इन कार्यक्रमों के स्नातक दोनों यूनिवर्सिटी ऑफ बुखारेस्ट और भागीदार विश्वविद्यालयों से डिप्लोमा प्राप्त कर सकते हैं। यूनिवर्सिटी ऑफ बुखारेस्ट राष्ट्रव्यापी सबसे महत्वपूर्ण वैज्ञानिक अनुसंधान केंद्रों में से एक है विश्वविद्यालय के भीतर, ५० से अधिक शोध संस्थान, विभाग और केंद्र हैं, जिनमें से ज्यादातर विदेशों में समान वैज्ञानिक केंद्रों के साथ सहयोग करते हैं। पिछले वर्षों के दौरान, हमारी संस्था ने अनुसंधान धन के लिए राष्ट्रीय प्रतियोगिताओं में लगातार पहली जगह हासिल कर ली है। अनुसंधान के लिए समर्पित कुछ संस्थाओं को यूरोपीय स्तर पर उत्कृष्टता का दर्जा नियुक्त किया गया है। पूरे देश के अन्य स्थानों पर सिनाया, ब्राआला, ओर्सोवा और अन्य पायलट सहायक कंपनियों में यूनिवर्सिटी का अपना अनुसंधान मुख्यालय है। यूनिवर्सिटी ऑफ बुखारेस्ट अंतरराष्ट्रीय सहयोग के एक विश्वसनीय नेटवर्क का हिस्सा है - ५२ देशों में द्विपक्षीय सहयोग समझौतों पर हस्ताक्षर किए गए हैं। वार्षिक, यूनिवर्सिटी ऑफ बुखारेस्ट १००० से अधिक छात्र हैं जो पश्चिमी यूरोप, संयुक्त राज्य अमेरिका, कनाडा, जापान आदि के विश्वविद्यालयों में कई शैक्षणिक कार्यक्रमों के भीतर कई विकास या सुधार गतिविधियां करते हैं। यूनिवर्सिटी ऑफ बुखारेस्ट उच्च शिक्षा के विकास के लिए महत्वपूर्ण सुधार के उपायों का मोटर रहा है और देश भर के अन्य विश्वविद्यालयों द्वारा भी इसे लिया गया है, या कई कानूनों और राष्ट्रीय के विस्तार के लिए आधार का प्रतिनिधित्व किया है। नियमों। २००० में, यूनिवर्सिटी ऑफ बुखारेस्ट ने राष्ट्रीय शिक्षा मंत्री द्वारा प्रदत्त उत्कृष्टता का डिप्लोमा प्राप्त किया है। २०११ में, यूनिवर्सिटी ऑफ बुखारेस्ट शिक्षा, अनुसंधान, युवा और खेल मंत्रालय द्वारा पहले उन्नत अनुसंधान और शिक्षा विश्वविद्यालय के रूप में वर्गीकृत किया गया है। २०१४ में, यूनिवर्सिटी ऑफ बुखारेस्ट ने अपने उद्घाटन के १५० वर्षों से मनाया है।
What is Cholesterol? Cholesterol is a soft, wax-like substance which is found in the walls or membranes of every cell in our body. It is also a key component in the manufacture of hormones (chemical messengers in our body) and bile acids which work in our intestines to help promote the absorption of fat from our diets. Cholesterol is carried in the blood by particles called lipoproteins. When low-density lipoproteins (LDL cholesterol) carry cholesterol this is referred to as ‘bad’ cholesterol. Higher levels of LDL cholesterol in your blood cause an increased risk of cardiovascular disease. However, some cholesterol in your blood is carried by high-density lipoproteins (HDL cholesterol). HDL cholesterol can be thought of as ‘good’ cholesterol and higher levels help to prevent cardiovascular disease. What factors affect the blood level of cholesterol? Blood cholesterol level can, to some extent, vary depending on your diet. However, different people who eat the same diet can have different blood cholesterol levels. In general, however, if you eat less fatty food in your diet your cholesterol level is likely to go down. In some people a high cholesterol level is due to another condition. For example, an underactive thyroid gland, obesity, drinking a lot of alcohol and some rare kidney and liver disorders can raise the cholesterol level. In some people a very high level of cholesterol runs in the family, due to a genetic problem with the way cholesterol is made by the cells in your body. One example is called familial hypercholesterolemia. Every person has some risk of developing small fatty lumps (atheroma) within the inside lining of blood vessels, which then may cause one or more cardiovascular diseases. However, some situations increase the risk. These include: Lifestyle risk factors that can be prevented or changed: - Lack of exercise - Unhealthy diet - Excess alcohol Treatable or partly treatable risk factors: - High blood pressure (hypertension). - High cholesterol blood level – only LDL cholesterol is a risk factor. HDL cholesterol is healthy for your body. - High triglyceride (another type of fat) blood level. - Kidney diseases that affect kidney function. Fixed risk factors – ones that you cannot alter: - A strong family history. - Being male - Early menopause in women. - Age. You are more likely to develop atheroma as you get older - Ethnic group. However, if you have a fixed risk factor, you may want to make extra effort to tackle any lifestyle risk factors that can be changed. It is important to note that risk factors interact. So, if you have two or more risk factors, your health risk is much more increased than if you just have one. Cholesterol blood levels Cholesterol blood levels are very important but must be considered in an overall assessment of your risk of cardiovascular disease. The following blood cholesterol levels are generally regarded as desirable: - Total cholesterol (TChol) – 5.0 mmol/L or less. - LDL cholesterol after an overnight fast: 3.0 mmol/L or less. - HDL cholesterol: 1.2 mmol/L or more. - TChol/HDL ratio: 4.5 or less. That is, your TChol divided by your HDL cholesterol. This reflects the fact that for any given TChol level, the more HDL, the better. As a rule, the higher the LDL cholesterol level, the greater the risk to health. A blood test only measuring total cholesterol may be misleading. A high total cholesterol may be caused by a high HDL cholesterol level and is therefore healthy. It is very important to know the separate LDL cholesterol and HDL cholesterol levels. Your level of LDL cholesterol has to be viewed as part of your overall cardiovascular health risk. The cardiovascular health risk from any given level of LDL cholesterol can vary, depending on the level of your HDL cholesterol and on any other health risk factors that you may have. Therefore, a cardiovascular risk assessment considers all your risk factors together. Who should have their cardiovascular health risk assessed? Current guidelines advise that the following people should be assessed to find their cardiovascular health risk: - All adults aged 40 or more. - Adults of any age who have: - A strong family history of early cardiovascular disease. This means if you have a father or brother who developed heart disease or a stroke before they were 55, or in a mother or sister before they were 65. - A first-degree relative (parent, brother, sister, child) with a serious hereditary lipid disorder. If you already have a cardiovascular disease or diabetes, then your risk does not need to be assessed. This is because you are already known to be in the high-risk group. What does an assessment involve? Our clinicians will: - Do a blood test to check your cholesterol and sugar (glucose) level. - Measure your blood pressure and your weight. - Ask you if you smoke. - Ask if there is a history of cardiovascular diseases in your blood relations. If so, at what age the diseases started in the affected family members. A score is calculated based on these factors plus your age and your sex. An adjustment to the score is made for certain other factors, such as strong family history and ethnic origin. What does the assessment score mean? You are given a score as a percentage chance. So, for example, if your score is 30% this means that you have a 30% chance of developing a cardiovascular disease within the following 10 years. This is the same as saying a 30 in 100 chance (or a 3 in 10 chance). In other words, in this example, 3 in 10 people with the same score that you have will develop a cardiovascular disease within the following 10 years. Note: the score cannot say if you will be one of the three. It cannot predict what will happen to each individual person. It just gives you the odds. You are said to have a: - High risk – if your score is 20% or more. That is a 2 in 10 chance or more of developing a cardiovascular disease within the following 10 years. - Moderate risk – if your score is 10-20%. That is between a 1 in 10 and 2 in 10 chance. - Low risk – if your score is less than 10%. That is less than a 1 in 10 chance. Treatment to reduce the risk of developing a cardiovascular disease is usually offered to people with a moderate or high risk. Treatment is also normally recommended for: - people with an existing cardiovascular disease (to lower the chance of it getting worse, or of developing a further disease). - People with diabetes. - People with certain kidney disorders. People with a TChol to HDL ratio of 6 or more (TChol/HDL = 6 or more) and people with inherited lipid disorders should also review their cholesterol with their Doctor. What treatments are available? Everyone should aim to tackle lifestyle risk factors: - Stop smoking if you smoke. - Eat a healthy diet. - Keep your salt intake to under 6g per day. - Manage your weight responsibly. - Exercise regularly. - Reduce alcohol intake. If you are at moderate or high risk of developing a cardiovascular disease, then treatment with medication is usually advised along with advice to tackle any lifestyle issues. If you would like to discuss any issues relating to your cholesterol or health generally then please make an appointment to see one of our Doctors at www.cssdoctor.ie. We are here to help you! Extracts from patient.info/health/cholesterol
A new Curtin University study has found diet, malaria, substance use and a lack of antenatal care services are linked to one in 10 babies in the Pacific Island region being born preterm and of low birth weight. Published in leading journal The Lancet Regional Health — Western Pacific, the study reviewed primary studies and reports conducted from the sovereign island states and territories of the region including Fiji, Papua New Guinea, Samoa and Vanuatu. Lead researcher PhD student Lydia Sandrah Kuman Kaforau, from the Curtin School of Population Health, said the research was the first of its kind in the Pacific Island region. “Low birth weight, or babies born weighing less than 2500gm, and preterm birth, or those born before 37 weeks, are the main causes of infant and child mortality and morbidity in low and middle-income countries,” Ms Kaforau said. “While the prevalence and exposures of adverse birth outcomes is well studied in low and-middle-income countries, it is not well known for the Pacific Island region. “Our study maps the available evidence on the prevalence of low birth weight, preterm birth, and Small for Gestational Age (SGA), as well as their corresponding risks in the region.” Ms Kaforau said that there were many contributing risk factors to preterm birth and other adverse birth outcomes that could ultimately be avoided. “We found malaria in pregnancy and substance use, including betel nut and tobacco, are the main drivers for low birth weight in the region,” Ms Kaforau said. “Similarly, we identified malaria in pregnancy is a risk factor for preterm births, as well as obesity and obesity-related conditions, which may induce hypertension and gestational diabetes. “Further, the lack of antenatal care services was also associated with adverse birth outcomes.” The research was supervised and co-authored by Professor Gavin Pereira, Professor Jonine Jancey and Dr Gizachew Tessema, also from Curtin’s School of Population Health. Dr Gizachew Tessema said the findings would inform future health promotion interventions for women during pregnancy. “Additional research will contribute to improving knowledge gaps and it’s vastly needed in other parts of the Pacific region. “Moreover, future study will also help us to explore the extent of other adverse birth outcomes such as stillbirth and miscarriages.” View original article here Source
High throughput screening and High content analysis core IMTM’s high throughput screening and high content analysis platform is one of the largest academic installations worldwide and provides screening and high volume biology data on a broad diversity of assays and detection systems. Our HTS platform is industry strong, modular and flexible, and allows testing in BSL3 and BSL2+ environment, screening in combination with ionizing radiation (X-rays), mass spectrometry, high content analysis and others. The screening assays provide leads for downstream drug research and development. The HTS/HCA screening platform is based on a state-of-art robotic system provided by HighResBiosolutions Ltd. The system consists of three robotic arms, automatic incubators, liquid handlers for microliter and nanoliter volumes, sealers, de-sealers, centrifuges and readers for fluorescence, luminescence, absorbance and ionizing radiation. Also integrated with the system are wide-field or spinning disc confocal microscopes (Operetta, Yokogawa CV7000) equipped with software tools for image analysis and data evaluation. A critical part of the robotic system is the automatized chemical library, which contains more than 110 000 compounds. Our tests focus on: - cytotoxicity (non/cancer, resistant cell lines) - primary human normal and diseased cells - cell cycle analysis (fixed and live cells) - phenotypic screens using HCA - cytoskeleton modulation/integrity - DNA, RNA, protein synthesis - DNA damage/repair activity, screening in combination with X-ray radiation - Protein-protein and protein-nucleic acids interactions - adenosine receptor activity - mapping the most significant signaling pathways (eg. Hedgehog, Wnt, p53, KRAS, RAGE) via phosphorylation and reporter assays - custom made biochemical tests - antimicrobial activity in G+/G- strains including drug resistant bacteria, mycobacterium strains, yeasts, filamentous fungi, viruses and parasites under BSL2 and BSL3 conditions - Cellular 3D culture models (cytotoxicity, reporter studies, etc.) Academic and commercial offer: Collaborative and contractual R&D projects in the field of uHTS/HCA and chemical biology/genetics. Tests of biological activities of small molecules. Head of the facility
# Author: @igorjm # # Syntax error int 9 #=> int(9) print 3 #=> print(3) # # Runtime Errors (Exceptions) a = 1 b = "2" print(int(2.5) #=> print(int(2.5)) print(a + b) #=> print(str(a) + b) or print(a + float(b)) # # Exception Handling def divide(a,b): try: return a/b except ZeroDivisionError: print("You are dividing by zero") print(divide(1,0))
The Numbers: How Much Did ACT Test Scores Drop YoY? Average ACT Test Scores have been dropping significantly since 2020. This poses a massive problem for schools trying to remain competitive. And parents are quickly searching for solutions that lead their children down successful paths. The lower the ACT score, the less the student understands key concepts that’ll help them succeed in future careers. As educators and school administrators, it is essential for us to understand the trend of dropping ACT scores. Adopting data literacy is the solution to address this issue. Lack of Data Literacy – A Big Reason for the ACT Test Scores Drop One of the primary factors contributing to an ACT test scores drop is the lack of emphasis on data and statistical reasoning in the classroom. Many students today lack adequate training or experience in analyzing and interpreting data. Data literacy is a crucial skill required for the ACT. Interpretation of Data on the ACT Science test accounts for 40-50% of the material. While Statistics and Probability account for only 8-12% of the ACT math test, integrating essential skills such as calculating averages and median account for 40-43%. School faculty need to recognize the importance of data literacy and incorporate it into their curriculum as early as possible. QuantHub has the easy to implement solution teachers and students love. Give your students the gift of data literacy today! Other factors contributing to the ACT Test Scores Drop: 1) Data Interpretation and Statistical Problem Solving are not Adequately Covered Some schools simply don’t have the staff skilled enough to teach these concepts in depth, if at all. There is limited time to cover all course material, let alone learn new criteria to teach students. No matter how essential data literacy and analytics are in today’s careers, or how quickly the ACT is incorporating more data and statistical content into their test – teachers cannot keep up. In fact, the Bureau of Labor Statistics predicts that the number of jobs for operations and research analysts, which includes data analysts, will grow by 23% from 2021 to 2031. This is much faster than the average for all jobs. The schools that adapt and change to these evergrowing student needs are the schools that parents will fight “tooth and nail” to have their child attend. 2) The Curriculum Isn’t Tailored to Internships and Careers outside of Technology Data literacy isn’t only for students interested in technology-related careers. The reality is, every business everywhere is adopting technology and data-driven decision making. - Chik-Fil-A is using data science to figure out how to optimize their drive through processes and generate more revenue. The average salary for a Chik-Fil-A data scientist is $184,000/year. - Zipline (A Drone Company) uses data analytics to optimize flying lifesaving medical deliveries to hospitals in hard-to-reach areas. In fact, in Rowanda, Zipline has reduced mortality rate for pregnant women by 88%. They did this by reducing the time of life-saving deliveries in a remote hospital from a 3-hour drive to a 15-20 minute automated drone flight. - Data analytics is used in fashion ecommerce to quickly determine what products are thriving and what are failing. This can help businesses decide what product to create next and drive more revenue. You don’t need to be strictly interested in computer technology to become a data analyst or scientist. Your students should be made aware that data literacy and interpretation is being adopted in every field, and the best way to get into the field they love is being the driver of growing revenue behind the business. 3) Students are Bored & Attention Spans are “Shortening” Remember 5 years ago when Millennials wanted content that answered their question in 4 minutes or less? Gen Z and Gen Alpha want those answers in 30 seconds tops. This poses a unique challenge for teachers with a set curriculum that changes infrequently enough to match the growing needs of new students. Teaching in the past was outward-looking in, now, students want to know how to do something before they know why it works. Our microlearning approach at QuantHub answers those needs for students without having to up-end an existing teaching plan. Implications for Students and Colleges A drop in ACT test scores can have various implications for both students and colleges, including: 1) College admission ACT scores are one of the essential factors that colleges use to assess a student’s academic potential. A drop in test scores could lead to a student not getting accepted into the college of their choice, or receiving less financial aid, scholarships, or grants. ACT scores can also determine a student’s placement in certain classes, such as remedial courses. A drop in scores could mean that a student needs to take additional classes to catch up or delay their academic progress. Students who experience a drop in their ACT scores may feel the need to retake the test. Retaking the ACT can be costly, and additional preparation time may be needed, which could affect a student’s schedule. 4) Institutional Ranking For colleges, a drop in ACT scores for their enrolled students could negatively affect their institutional ranking and reputation. 5) Curriculum Review Colleges may need to review their curriculum and teaching methods to identify potential areas for improvement and better prepare students for future standardized tests. A drop in ACT test scores can have significant consequences for both students and colleges. Students may need to devote more time and resources to prepare for the test or explore other academic pathways, while colleges may need to review their admissions and curriculum policies to address the issue. What Can Schools Do to Help Students Improve Their ACT Scores? Schools need to recognize the importance of data literacy and incorporate it into their curriculum as early as possible. QuantHub understands the challenges of facing teachers with yet another lesson plan that they do not have the time and/or knowledge level to teach. Our microlearning platform makes it easy to implement lesson plans created by data scientists to help students understand why data literacy is important. Our platform meets students at their level and is designed to “smart-adjust” to their existing learning ability. Students love our self-paced platform because it’s: - Easy to use and is desktop, tablet and mobile-friendly - Covers complex material in a way they understand quickly - Provides a variety of real-life examples Students who are data literate can make informed decisions based on data, which will help them in their academic career and beyond. The capability to analyze data is essential in all fields, including business, healthcare, education, finance, fashion, retail, and politics – not just technology. The Future of ACT Testing and What to Expect ACT Testing will always be one step ahead of the school curriculum if faculty aren’t adopting new technologies to keep up with data literacy. At QuantHub, we invest a large amount of time and variety of resources to provide the best facilitated microlearning approach to student’s needs.
# HSSlive: Plus One & Plus Two Notes & Solutions for Kerala State Board ## BSEB Class 8 Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions PDF: Download Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ Book Answers BSEB Class 8 Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions PDF: Download Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ Book Answers BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks Solutions and answers for students are now available in pdf format. Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Book answers and solutions are one of the most important study materials for any student. The Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ books are published by the Bihar Board Publishers. These Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ textbooks are prepared by a group of expert faculty members. Students can download these BSEB STD 8th Maths Chapter 1 परिमेय संख्याएँ book solutions pdf online from this page. ## Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Books Solutions Board BSEB Materials Textbook Solutions/Guide Format DOC/PDF Class 8th Subject Maths Chapter 1 परिमेय संख्याएँ Chapters All Provider Hsslive ## How to download Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions Answers PDF Online? 2. Click on the Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Answers. 3. Look for your Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks PDF. 4. Now download or read the Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions for PDF Free. ## BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks Solutions with Answer PDF Download Find below the list of all BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions for PDF’s for you to download and prepare for the upcoming exams: ### Bihar Board Class 8 Maths परिमेय संख्याएँ Ex 1.1 प्रश्न 1. निम्नलिखित में से प्रत्येक के योज्य प्रतिलोम लिखिए : (i) 23 (ii) 259 (iii) -16 (iv) −158 (v) 0 (vi) −5−7 (vii) 13−5 (viii) −215 उत्तर (i) −23 (ii) −259 (iii) +16 (iv) −158 (v) 0 (vi) −5−7 (vii) 13−5 (viii) 215 प्रश्न 2. निम्नलिखित सारणी के खाली स्थान को भरिए : उत्तर प्रश्न 3. उचित गुण धर्मों के उपयोग से निम्नलिखित का मान ज्ञात कीजिए- (i) 43+35+−23+−115 उत्तर (ii) 25×(−37)−16×32+114×25 उत्तर प्रश्न 4. 518 को −772 के व्युत्क्रम से गुणा कीजिए। उत्तर प्रश्न 5. −13×(12+14)=(−13×12)+(−13×14) के रूप में कौन-सा गुणधर्म है। बताइए। उत्तर साहचर्यता का वितरण नियम a × (b + c) = (a × b) + (a × c) प्रश्न 6. क्या -118 का गुणात्मक प्रतिलोम 89 है? कारण सहित उत्तर दीजिए। उत्तर −118=−98 गुणात्मक प्रतिलोम वह होता है जिससे किसी संख्या को गुणा किया जाए तो गुणनफल \| होता है। −98×89=1 ∴ 89 गुणात्मक प्रतिलोम है। प्रश्न 7. क्या 313 के गुणात्मक प्रतिलोम 0.3 है? क्यों अथवा क्यों नहीं? उत्तर ∴ 313 का गुणात्मक प्रतिलोम 0.3 है क्योंकि इन दोनों का गुणनफल है। प्रश्न 8. निम्नलिखित को वितरण नियम की सहायता से हल कीजिए। (i) −34×{23+(−56)} (ii) 56×(−25+310) उत्तर प्रश्न 9. निम्नलिखित कॉलम “अ” को कॉलम “ब” के उचित नियम से मिलाएँ उत्तर ## Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks for Exam Preparations Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions can be of great help in your Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ exam preparation. The BSEB STD 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks study material, used with the English medium textbooks, can help you complete the entire Class 8th Maths Chapter 1 परिमेय संख्याएँ Books State Board syllabus with maximum efficiency. ## FAQs Regarding Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Solutions #### How to get BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook Answers?? Students can download the Bihar Board Class 8 Maths Chapter 1 परिमेय संख्याएँ Answers PDF from the links provided above. #### Can we get a Bihar Board Book PDF for all Classes? Yes you can get Bihar Board Text Book PDF for all classes using the links provided in the above article. ## Important Terms Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ, BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks, Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ, Bihar Board Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbook solutions, BSEB Class 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks Solutions, Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ, BSEB STD 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks, Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ, Bihar Board STD 8th Maths Chapter 1 परिमेय संख्याएँ Textbook solutions, BSEB STD 8th Maths Chapter 1 परिमेय संख्याएँ Textbooks Solutions, Share:
#Entrada altura = float(input("Digite sua altura: ")) #Processamento peso = (altura * 72.7) - 58 #Saída print("O peso ideal é: {0:.2f}".format(peso))
Bull & Bush Free Range: Cabanossie 500g & 1kg Cabanossie is a type of dry sausage, similar to a mild salami. This is a hand mixed – Slow smoked Pork Cabonossi and traditionally comes in the form of a long, thin sausage ready to eat or heat and eat. It is commonly cut into bite sized chunks and eaten cold as an appetiser or snack, often with cubes of cheese and crackers. Our butcher, Christiaan Paulsen owner of Bull & Bush Meat Merchants, shares the same vision and values as we have.The quality of meat is directly proportionate to the following: - How the animal was raised. - Where the animal was raised. - What the animal eats during its life cycle. - How the animal was transported. - The abattoirs process. - The Cold Chain. - Care and handling in the value chain. - Production control procedures to consumer. - NO Antibiotics or growth hormones administered. - Veld-reared and Proudly South African! “We consider every aspect outlined and will ensure that we adhere to the best practice on all through our personal relationships with our farmers and a full understanding of how they treat their animals throughout their life cycle. Animals are allowed to develop naturally, freely and ultimately developing the flavour intended by nature… it’s what we are after.”
The study of religion has been driven forward by competing camps claiming primacy for different aspects of religion: myth, ritual, belief, sacrifice, social association and so on. One of the few elements of religion which has not been elevated in this way is divination: yet the more I study religion – both past and present – the stronger I find its claim to be. Divination has to do with knowledge, knowledge with very practical import. The word covers a plethora of different techniques and associated technologies for discerning the significance of events with a view to making choices and taking appropriate action. The techniques often have a ritualised dimension. They may be self-administered or delivered by a specialist, and they make take place in a private or public setting. Often divination is associated with a crisis in the etymologically truest sense of a ‘turning point’ at which it is imperative to make correct choices. Every religion and every age seems to use divination. It’s one of the few cultural and religious universals. Go to China or the Chinese diaspora today, root about in any town or city in Europe and the USA, and you will find diviners and divination practices. The Chinese may use temples, sticks and incense; Christians may prefer to ask God a question and wait for a sign (a billboard sign or text message will do) or they may let the Bible fall open at random; others may go to a fortune teller or read the astrology column. Far from being marginal and self-contained, divination is closely connected with other aspects of religion. Divination’s connection with sacrifice is, for example, so close that we can helpfully expand our understanding of sacrifice to include it. Examination of elements of the sacrificial animal like the liver or scapula was often the most interesting part of the ritual (besides eating). In the case of oracles consulted by the wealthy, animal sacrifice was part of the entry fee – as at Delphi. Smaller sacrificial offerings would be given to diviners all the way down the social scale, ending up with cups of tea and coffee whose leaves and grounds would be ‘read’ by those in the know. Divination is also socially-binding, though sociological perspectives have been reluctant to notice it. In my empirical work in Britain, the USA and the Philippines I have often encountered individuals – mainly women – who travel together in small friendship groups to consult a medium or fortune-teller and then spend many happy hours together chewing over the results. The process of interpretation can indeed extend over years, as the significance of predictions is reflected on in the light of events – or events and choices are considered and taken in the light of predictions. I have joined these parties on several occasions and had my own fortune read, or dead relatives channelled, with fascinating results – the experience mixes the inexplicable, mysterious, thought-provoking, entertaining and banal. Some classical scholars have illuminated the wider social-political significance of divination. They point out that divination is discussed in classical literature more than any other aspect of religion, and that the Roman Empire was partly run on the basis of divination – not a bad result in terms of impact. When faced with difficult decisions on the battlefield or in taking wider strategic decisions, generals and Emperors regularly turned to diviners for help. They retained their own experts even on the battlefield – Alexander the Great and his generals advised by the seer Aristander, for example – as well as consulting famous oracles like the one at Delphi. In purely this-worldly terms divination allows difficult discernments to be externalised, discussed and interpreted by those responsible for making decisions. It can take the heat of issues, depersonalise them, allow engaged discussion, and result in better group coherence and shared responsibility. It can also allow for truly original, random, orthogonal choices and new directions. It can get beyond appearance and convention, jolt people out of group think and allow genuine novelty (perhaps we could suggest its use to university managers). In rural Lancashire, northwest England, where I live and work, divination long served as a sort of informal justice system. If you had some of your (few) possessions stolen – clothing from a washing line or a sheep from your flock maybe – you had recourse to divination to expose the thief. The technology was fashioned from objects easily to hand, such as the large wooden sieve used for top soil and the hand shears used on sheep. The points of the shears were driven into the side of the sieve, whereupon the victim of the crime and another person would stick a finger into the shears with the sieve suspended and hanging from them. If it moved when a name was read out that would indicate the guilty party. The aggrieved would have grounds for accusation and recovery. Performed in a social setting, divination can vindicate intuition, subject it to collective discussion, and give a public basis for action. Until the modern period aspects of divination were integrated into the formal justice system at the highest level – as in trial by ordeal – lending some element of useful flexibility – or dangerous arbitrariness – depending on your point of view and the nature of the ordeal. Taking divination seriously also brings illumination to scriptural interpretation. Christopher Rowland, the Biblical and intertestamental scholar, tells me that he sees divination as having a close relation with both prophecy and apocalyptic: ‘divination is definitely part of the same phenomenon. There must have been various techniques in ancient Judaism to encourage visions, and of course, dreams (and their interpretation) are also important (e.g. in Daniel not to mention in the NT). I think the reception of apocalypse/prophetic vocation/receipt of insight believed to be divinely inspired is a highly individual moment which then gets communicated to a wider audience, hence its social function – but this is true of prophecy also.’ The fuzzy boundary between divination and magic is another topic worthy of a treatise in its own right. Early Christian writers often bracketed the two together, condemning them in the same breath as practices which encouraged the demonic deceptions. ‘Sorcery’ comes from sors, the Latin word for a divinatory lot. As Sarah Iles Johnston says in Ancient Greek Divination: ‘To burn part of a sacrifice to a god might be a waste of meat, but to seek his magical or divinatory help was to invite perilous delusions that, like opium, increased a poor mortal’s reliance on these pretenders to divinity.’ Divination is so flexible and so closely articulated to other aspects of a religion and society that its forms reflect – and reinforce – wider socio-cultural regimes. One way of classifying different forms of divination is in relation to dominant formations of divine and human power and associated cosmological horizons. In his entry on divination in Eliade’s Encyclopedia of Religion Evan Zuese helpfully divides divination into three categories: - Intuitive divination in which the diviner spontaneously ‘sees’ the significance of events; - Possession divination in which spiritual beings communicate through intermediary agents both nonhuman (e.g. sortilege, pyromancy, meteorology) and human (e.g. divination by dreams (oneiromancy), glossolalia, mediumistic or oracular trance); - Wisdom divination in which the diviner decodes impersonal patterns of reality (e.g astrology, palmistry, divination through mathematical correspondences/numerology, as with the I Ching). The same technique may be used across cultures but interpreted differently: in societies with a (poly)theistic outlook casting lots is explained as a means by which divine beings communicate to humans; in cultures which assume a decodable impersonal and elemental divine order the same practice is understood in terms of microcosmic echoes of a greater harmony. One of the most enduring things about divination is its ability to shape-shift and adjust to any cultural and social niche. It can take ‘secular’ as well as ‘religious’ forms, it can go underground, and it can spawn new technologies and new forms. Its social ubiquity and the difficulty of controlling or patrolling gives it a fluid, entrepreneurial spirit. It can be codified (in almanacs, astrological charts, handbooks etc), semi-organised, informal or spontaneous. It can be despised, relegated to the bin of ‘superstition’ and ‘mumbo jumbo’ and still survive. It can flourish in regimes of strict religious governance – like China – as well as settings with constitutional religious freedom. It adapts to an age of consumerism, individualism and entertainment with ease.
POLICY OF UST-LUGA OIL, JSC IN THE FIELD OF OCCUPATIONAL SAFETY One of the main priorities of the Company’s policy in the field of occupational safety is protection of its employees’ life and health, and ensuring safe working conditions. To carry out the tasks faced by the Company, a system of OSH management has been created, and a Regulation on the OSH Management System has been developed. In accordance with the above documents, in order to implement the Company’s Policy in the Field of Occupational Safety, the following activities are carried out: - the Company accepts for execution and implements federal laws and other regulatory legal acts of the Russian Federation and the constituent entities of the Russian Federation in the field of occupational safety, as well as programs aimed at improving the working conditions and labor protection; - the Company ensures its employees’ protection against injuries and occupational diseases by creating healthy and safe labor conditions at their workplaces; - measures are being taken to improve the working conditions and to prevent industrial accidents and occupational diseases; - the employees are provided with sanitary amenities and therapeutic and preventive health care services; - permits to work are granted to persons who meet the relevant qualification requirements and have no medical contraindications for health reasons; - the employees are provided with special clothing, special footwear and other personal protective equipment in accordance with established norms and working conditions; the availability and correct use of individual and collective protection equipment by employees are being controlled; - the Company provides special assessment of working conditions at workplaces; - compensations are paid for hard work and for work in harmful or dangerous conditions that are unavoidable at the modern technical level of production and labor management; - an effective control of compliance with labor protection requirements is carried out at Ust-Luga Oil, JSC’s facilities; - the Company ensures investigation of occupational accidents and diseases; - the legal interests of employees who suffered from occupational accidents and diseases are protected on the basis of mandatory social insurance of employees against occupational accidents and diseases; - the Company provides funding for activities aimed at creating a healthy and safe working environment; - the Company ensures training and advanced training of OHS officers; - new means of individual and collective protection of employees are introduced in the production process; - advanced organizational and technical solutions are used to provide proper conditions for occupational safety.
Kaylee Steck investigates the diversity of state Islam in Morocco, including the ways it manifests across the densely interconnected fields of education, politics, religious practice and religious programming. Given the breadth of these manifestations, Steck argues that Moroccans engage with official religious discourse in different ways, rendering not a uniform experience of Islam, as the state may prefer, but unique and diverse quotidian experiences alongside multiple state Islams with different discourses and iconographies. In doing so, Steck resists the notion of state religion as a coherent set of policies and institutions. MLA citation format: “State Islam in Morocco: Practice, Discourse, and Materiality” Web blog post.Material Religions. 8 November 2017. Web. [date of access] “State Islam in Morocco: Practice, Discourse, and Materiality” Web blog post.Material Religions. 8 November 2017. Web. [date of access] This essay highlights the diversity of encounters through which state Islam is articulated in Morocco. It frames state Islam as an arena of practice, discourse, and materiality that encompasses the densely interconnected fields of education, politics, religious practice, and religious programming. Like Christian societies, Islamic societies have historically mixed secular and religious institutions. The boundary between secular and sacred is still blurry in North African countries, where states control civil and religious law. In Morocco, the state controls these domains and monopolizes religious discourse through a diverse array of institutions. State Islam is the official and legitimate expression of Islam within a state, often tied to particular discourses and forms of national belonging. For example, many Moroccans wait to begin the holy fast until the Ministry of Endowment announces the sighting of the Ramadan moon. This means that Moroccan Muslims might begin their fast on a different day than Muslims in other countries. Discourse production operates on multiple scales in dynamic interaction with individuals, groups, and societies at large. When considering the formation and deployment of official religious discourse, one needs to be wary of collapsing complex processes and numerous iterations into a single narrative. Nevertheless, state authorities and policy institutions have a stake in presenting state Islam as a uniform institutional entity and adept partner in the fight against religious extremism [i]. The Moroccan state became interested in fighting religious extremism in the early 2000s, following suicide bombings that targeted foreign restaurants, a hotel, and a foreign consulate in Casablanca. Prominent international news outlets circulated accounts that identified Al Qaeda or ‘radical Muslim groups’ as likely culprits. As the highest religious authority in Morocco, the king responded to these events with a commitment to teaching tolerant Islam and reforming religious institutions. Institutional reforms coincided with the global war on terror and the mobilization of resources for countering religious extremism. State authorities and policy makers viewed educational initiatives as a promising investment due to the widespread assumption that education shapes people’s lives and decision making. Reshaping religious education required an overhaul of the existing constellation of institutions. After independence in 1956, the monarchy left Quranic schools intact and encouraged the growth of private schools for Islamic learning without much state regulation. Today, the monarchy regulates religious discourse through three main institutions: the High Council of Ulama; the Ministry of Endowment; and the Mohammedia League of Moroccan Ulama. These institutions oversee other religious bodies, including regional councils of religious scholars; mosques; traditional schools; and research centers [ii]. There are also initiatives to fight religious extremism through the introduction of tolerant messaging in religious education. Publishing houses produce religious text books at the request of the Ministry of Education. This lesson uses an image of cultural diversity to make the messaging more compatible with discourses of pluralism and tolerance. The text above the image says, “God created me and made me equal.” What does this lesson mean to Moroccans? According to one individual, it means that Islam brings people of all backgrounds together and does not discriminate based on race or ethnicity. Another individual said it means that Muslims should accept diversity in their communities because God created diversity [iii]. The nuances of these interpretations show that individuals engage with official religious discourse in different ways, rendering unique quotidian experiences of Islam. Interpretation is a process of meaning making by which individuals filter textual and visual information through an ensemble of values, experiences, and beliefs. This is not an arbitrary process, but it has no unifying rationality. People can arrive at their own truths within the limits of their particular situations and interpretive tools. The method of using text book lessons to inculcate youth with a single interpretation rests on a problematic assumption about the way schooling works; that “particular curricula create predictable sets of knowledge and motivation in students that reflect the intentions of their producers” [iv]. Islamic education, like other forms of religious and secular instruction, is not a direct motivator of behavior. Moroccan youth can learn about pluralism and tolerance in the classroom, but these lessons have unpredictable and ambiguous influences since belief and action are not formulated within the confines of classrooms, but in society at large, where the persistence of authoritarianism limits opportunities for exchanging and challenging ideas. State Islam’s embeddedness in an authoritarian state makes it a poor foundation upon which to build a curriculum for pluralism and tolerance. Preachers often praise the monarchy for offering stability and security in a region riddled with violent conflict. According to a Moroccan activist, “if you attend Friday prayer, you will hear the imam of the mosque ask: ‘May you protect the One who has been appointed over your people and the land’” [v]. However, citizens cannot use religious rhetoric to challenge the status quo. Security forces recently attempted to arrest a prominent political activist who interrupted a Friday prayer sermon to criticize the imam for using religious language to promote the state’s political agenda in response to protest movements in northern Morocco. Thus, there are limits on who can use religious rhetoric and for what purpose. The 2011 constitution strengthened the state monopoly on religious rhetoric in the sphere of political competition by outlawing explicitly religious and Islamist parties. Morocco’s first official Islamist party, the Justice and Development Party (PJD), began participating in elections in 1997. Due to its popularity, the regime limited its activism to the religious sphere. Following palace directives in 2007, the PJD vacated the religious sphere, avoiding electioneering at mosques and removing party symbols when entering mosques to pray [vi]. Avi Spiegel argues that the monarchy’s role in the religious realm is to quash resistance and preserve the status quo through formal and informal modes of social control and selective suppression of distinct forms of activism [vii]. In this sense, ‘state Islam’ is not an inoculation against violent ideologies and could radicalize populations by pushing them out of mainstream politics and civil society. In August 2016, the king delivered a speech in which he condemned people engaging in terrorist activities: “Those who engage in terrorism, in the name of Islam, are not Muslim.” According to a representative affiliated with the Interior Ministry, at least 1,600 Moroccans have joined terrorist organizations in Iraq and Syria, making Morocco one of the countries from which the greatest number of foreign fighters has come. This points to the limits of official religious discourse within the context of ‘countering violent extremism.’ In June 2017, Hespress, an online Moroccan journal, published an article called “Banning Iʿtikāf in the Kingdom’s Mosques…The State continues ‘monopolizing religion’.” Iʿtikāf means to remain in a mosque, performing a particular sort of worship, especially during Ramadan. According to the article, the Ministry of Islamic Affairs Delegation for the Eastern region intends to authorize worshipers to remain in the mosque after prayer times if they submit a formal request with a copy of their national identity card. The same month, a video was posted on Youtube showing a group of Moroccans from Oujda protesting the four-year ban on iʿtikāf and calling the ban a form of hogra, which means injustice in the local dialect. Hogra is a term that protesters used during the 2011 Arab Spring protests in Morocco. Protesters called to end the system of injustice and corruption that disenfranchises citizens by restricting their ability to exercise basic rights: employment rights, housing rights, land rights, religious rights, etc. [viii]. Efforts to regulate mosque operations fall within the strategy of preventing terrorism and eradicating extremism, but these security measures impinge on the right to freely worship. On a more practical level, the iʿtikāf ban adds to the numerous administrative hurdles that already hobble people’s plans and daily activities, which might involve hanging out in mosques, resting, or just escaping the sun. This accumulation of injustice against the already disenfranchised is the work of hogra. While producing religious text books, outlawing religious parties, and banning certain religious practices are more salient forms of state Islam, other forms are subtler. Religious programming on radio and television are examples of media that inflect the daily lives of many Moroccans. The state-owned television channel ‘2M’ displays a short sequence of images with the adhān (call to prayer) for each of the five daily prayers. Images of Morocco’s diverse natural landscapes are overlaid with the Arabic text of the adhān. The voice of the muezzin chimes with each repetition of the phrase allāhu akbar (God is great). A two-minute program might seem irrelevant or insignificant, especially without information about who is watching, for how long, or whether they connect it to a meaningful practice of prayer. Nevertheless, this example shows us that official religious iconography presents itself in quotidian contexts. Another example of television programming that mixes the visuals of the sacred and the state is footage of the king performing Eid prayers. I spent Eid El-Fitr, the holiday that marks the end of Ramadan, the holy month of fasting, with my friends in Rabat. After enjoying a breakfast of fresh bread with olive oil and cheese, one of the family members turned on the television, making the volume barely audible. She cleared the table and started preparations for the next course against a backdrop of images – the king traveling in a motorcade to the Al-Mohammadi Mosque in Casablanca; the king performing the Eid prayer; the king greeting high ranking officers. No one except me was actually watching the royal Eid prayer (my friend was sending messages on her phone), and turning it on in the first place was more of a ceremonial gesture (like my family turns on the Macy’s Day Parade while preparing Thanksgiving dinner) than a key ritual. In conclusion, there are multiple state Islams with different discourses and iconographies, some more subdued than others. State authorities cannot effectively control or rationalize this vast ensemble of repertoire and the many feelings it imbues. This essay highlighted the complexities of state Islam in Moroccan society by considering the reception of different forms of official religious discourse. By abandoning a uniform and unchanging understanding of state Islam, actual Moroccan experiences of state Islam come to the foreground and allow for serious examination of encounters and clashes with official discourse. Before jumping to conclusions about the role of state Islam in fighting religious extremism, policy makers should consider how Islam relates to daily life, and how close regulation and monitoring might compound existing forms of oppression and marginalization within society. They may be surprised to discover that the state does more to aid and abet extremism than suppress it. - [i] See Feuer, Sarah. 2016. State Islam in the Battle Against Extremism. Washington, DC: The Washington Institute for Near East Policy; Brown, Nathan. 2017. “Official Islam in the Arab World: The Contest for Religious Authority.”Carnegie Endowment for International Peace, May 11, 2017. - [ii] Feuer, p. 17-22. - [iii] I interviewed Moroccans about their interpretation of the image and text in August 2017. - [iv] Starrett, Gregory (2006). “The American Interest in Islamic Schooling: A Misplaced Emphasis?” Middle East Policy XIII (I): p. 127. - [v] Spiegel, Avi. 2015. Young Islam: The New Politics of Religion in Morocco and the Arab World. Princeton: Princeton University Press. p. 121. - [vi] Ibid, p. 144. - [vii] Ibid, p. 129. - [viii] For a discussion of hogra, see Abdelmajid Hannoum (2013). “Tangier in the time of Arab revolutions: an ethnopolitical diary.” The Journal of North African Studies, 18:2, 272-290.
रणवीर ने अमिताभ के पोस्ट पर कमेंट करते हुए लिखा- यह नो-कॉन्टेस्ट है, चलिए स्वीकार किया। इस कमेंट को करते हुए रणवीर ने अपने हाथ भी जोड़े। हाथ जोड़े हुए इमोजी के साथ रणवीर ने अमिताभ को ये जवाब दिया। जनसत्ता ऑनलाइन जून १, 20१8 ३:०६ प्म अमिताभ बच्चन और रणवीर सिंह सदी के महानायक अमिताभ बच्चन का अंदाज ही निराला है। शुक्रवार को बिग बी ने अपने इंस्टाग्राम से एक तस्वीर शेयर की। इस तस्वीर को शेयर करते हुए अमिताभ ने अपनी तस्वीर की तुलना एक्टर रणवीर सिंह से की। अमिताभ बच्चन ने अपने पोस्ट में कैप्शन देते हुए लिखा- रणवीर से कॉम्पीट करने के लिए तैयार। इस पोस्ट को देखने के बाद रणवीर सिंह ने भी अपने ऑफीशियल इंस्टाग्राम से कमेंट किया। रणवीर ने अमिताभ के पोस्ट पर कमेंट करते हुए लिखा- यह नो-कॉन्टेस्ट है, चलिए स्वीकार किया। इस कमेंट को करते हुए रणवीर ने अपने हाथ भी जोड़े। हाथ जोड़े हुए इमोजी के साथ रणवीर ने अमिताभ को ये जवाब दिया। हाल ही में अमिताभ बच्चन ने एक ब्लॉग भी लिखा। आए दिन अमिताभ अपने ब्लॉग में कुछ न कुछ लिखते ही रहते हैं। ऐसे में इस बार अमिताभ ने लिखा- सेलेब्स सोसाइटी वेलफेयर के लिए आए दिन इवेंट्स में नजर आते हैं। ऐसे में अमिताभ ने अपने ब्लॉग में लिखा है कि सेलेब्स के स्माइली फेस से दुनिया में बदलाव नहीं आने वाला है। अमिताभ अपने ब्लॉग में लिखते हैं- जो लोग सोसाइटी के लिए ज्यादा से ज्यादा काम करता है। एक जगह से दूसरी जगह जा कर अपने कैंपेन को जिंदा रखते हैं। ऐसे लोग सही मायनों में अंबेसडर्स होते हैं। वह लोग ही उस कैंपेन के असली हीरो होते हैं। लेकिन यह दुख की बात है कि उन्हें अटेंशन नहीं मिलती। ७५ साल के बिग बी अपने ब्लॉग में लिखते हैं- चाहे वह स्वच्छ भारत अभियान हो या बेटी बचाओ आंदोलन। चाहे शेर, हाथी, कोई बीमारी- टीबी, हेपटाइटेस बी, डायबटीज हों। मैंने कई चीजों के लिए काम किया। ऐसे में उन लोगों को भूलना नहीं चाहिए जिन्होंने इसके लिए मेहनत की है। उनकी आखिरकार जय होती है। वह हैं उस कैंपेन के वर्कर्स।
Eduqas PowerPoint Lean Production The latest in the new series of PowerPoint resources aimed at assisting teachers with the delivery of the WJEC/Eduqas A-level Business specification (but are suitable for all boards). These slides and hand out are designed to support the delivery of the Component One topic of lean production. They explain what is meant by lean production before explaining the range of techniques that are used to reduce waste and improve productivity including Kaizen, just-in-time, cell production and time based management. It finishes with an evaluation of lean production and its importance and impact on a business and their stakeholders. The slides contain the Quick Fire Five questions and also a practice essay (both with solutions).

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.