text:
Banning Corporal Punishment in Schools
For Students and Parents
Resources › For Students and Parents
s-cphoto / Getty Images
by Robert Kennedy
Robert Kennedy has extensive experience in the private school educational setting as a parent, teacher, administrator, and reviewer.
What is corporal punishment? The National Association of School Nurses defines it as "the intentional infliction of physical pain as a method of changing behavior. It may include methods such as hitting, slapping, punching, kicking, pinching, shaking, use of various objects (paddles, belts, sticks, or others), or painful body postures."
Still Legal in 22 States
While corporal punishment such as paddling, spanking and hitting students disappeared from private schools by the 1960s, according to an article published by NPR in December 2016, it is still permitted in public schools in 22 states, which can be broken down into 7 states that simply don't prohibit it and 15 states that expressly permit it.
The following seven states still have laws on their books that do not prohibit corporal punishment:
The following 15 states expressly permit corporal punishment in schools:
What is ironic about this situation is that no accredited teachers' college in the U.S. advocates the use of corporal punishment. If they don't teach the use of corporal punishment in the classroom, why is the use of it still legal?
The United States is the only nation in the western world which still permits corporal punishment in its schools.
Canada banned corporal punishment in 2004. No European country permits corporal punishment. So far, the United States Congress has not acted on requests from organizations such as Human Rights Watch and the American Civil Liberties Union to enact federal legislation banning corporal punishment. Since education is widely viewed as a local and state matter, any further banning of corporal punishment will probably have to occur at that level. If, on the other hand, the federal government were to withhold funding from states where corporal punishment is legal, the local authorities might be more inclined to pass the appropriate laws.
Rationale for Corporal Punishment
Corporal punishment in one form or another has been around schools for centuries. It certainly is not a new issue. In the Roman Family "children learned by imitation and corporal punishment". Religion also plays a role in the history of disciplining children by spanking or hitting them. Many people interpret Proverbs 13:24 literally when it states: "Spare the rod and spoil the child."
Why Should Corporal Punishment Be Banned?
Research has shown that corporal punishment in the classroom is not an effective practice, and can cause more harm than good. Research has also shown that more students of color and students with disabilities experience instances of corporal punishment more than their peers. The research shows that children who are beaten and abused are more likely to be prone to depression, low self-esteem and suicide. The simple fact that corporal punishment as a disciplinary measure is not part of any education curriculum indicates that educators at every level know that it has no place in the classroom. Discipline can and should be taught be example and non-physical consequences.
Most leading professional associations oppose corporal punishment in all its forms. Corporal punishment is not allowed in the military, mental institutions or prisons, either.
I learned years ago about corporal punishment from a man who was an expert in the field. I co-founded a high school in Nassau, Bahamas in 1994. As deputy director of the school, one of the first issues I had to deal with was discipline. Dr. Elliston Rahming, the owner and director of the school, was a criminologist. He had very firm views about the subject: there would be no corporal punishment of any kind. We had to find better, more effective ways than beating to enforce discipline. In the Bahamas, beating children was, and still, is an accepted disciplinary method in the home and in the school. Our solution was to develop a Code of Discipline which basically penalized unacceptable behavior according to the severity of the infraction. Everything from dress code to drugs, weapons and sexual infractions was covered. Remediation and resolution, retraining and reprogramming were the goals. Yes, we did get to the point on two or three occasions where we actually did suspend and expel students. The biggest problem we faced was breaking the cycle of abuse.
What Happens in America's Private Schools?
Most private schools frown on the use of corporal punishment. Most schools have found more enlightened and effective methods for dealing with disciplinary issues. Honor codes and clearly spelled out results for infractions combined with contract law give private schools an edge in dealing with discipline. Basically, if you do something seriously wrong, you will get suspended or expelled from school. You will have no recourse because you have no legal rights other than those in the contract which you signed with the school.
Things Parents Can Do
What can you do? Write the state education departments of the states which still permit corporal punishment. Let them know that you oppose its use. Write your legislators and urge them to make corporal punishment illegal. Blog about local incidents of corporal punishment whenever appropriate.
Organizations Opposed to Corporal Punishment in Schools
The American Academy of Child and Adolescent Psychiatry "opposes the use of corporal punishment in schools and takes issue with laws in some states legalizing such corporal punishment and protecting adults who use it from prosecution for child abuse."
The American School Counselor Association: "ASCA seeks the elimination of corporal punishment in schools."
The American Academy of Pediatrics "recommends that corporal punishment in schools be abolished in all states by law and that alternative forms of student behavior management be used."
The National Association of Secondary School Principals "believes that the practice of corporal punishment in schools should be abolished and that principals should utilize alternative forms of discipline."
The National Center for the Study of Corporal Punishment and Alternatives (NCSCPA) tracks information about this subject and puts out updates. It also offers an interesting reading list and other materials.
Interview With Jordan Riak
Jordan Riak is the Executive Director of Project NoSpank, an organization which is dedicated to the eradication of corporal punishment in our schools. In this article, he responds to some of our questions regarding corporal punishment.
How Prevalent is Corporal Punishment in Schools?
With the exception of those who are directly affected, most people are unaware that in more than 20 states, teachers and school administrators have the legal right to physically batter pupils. Children are sent home with bruised buttocks daily in untold numbers.
There is a downward trend in the number of paddlings annually, which is encouraging, but still a small comfort to victims. Editor's note: outdated data has been removed, but recent studies have shown that more than 100,000 students were physically punished in 2013-2014. But the true numbers are surely higher than the records show. Since the data is supplied voluntarily, and since those reporting aren't especially proud of what they are admitting to, under-reporting is inevitable. Some schools decline to participate in the Office for Civil Rights' survey.
When I inform people of the extensive use of corporal punishment in the schools, they almost invariably react with astonishment. Those who remember the paddle from their own school days tend to assume (erroneously) that its use had long since faded into history. Those who are fortunate enough to have attended schools where corporal punishment wasn't used or who lived in the states where bans were in effect are incredulous when presented with information about its current use. The following anecdote is illustrative. I was invited to address a class of students at San Francisco State University who were preparing to become school counselors. Some in the group already had teaching experience. At the conclusion of my presentation, one of the students—a teacher—opined that surely I was misinformed about the situation in California. "Corporal punishment just isn't allowed here and hasn't been for years," she flatly insisted. I knew otherwise. I asked her where she had attended school and in which districts she had worked. As I expected, the places she named all had district-wide policies against the use of corporal punishment. She was unaware that in neighboring communities students were being paddled legally. Paddlers don't advertise, and one can't blame her for not knowing. The use of corporal punishment by public school teachers in California became illegal on January 1, 1987.
In the United States, there is a long-standing gentleman's agreement between government, the media, and the educational establishment to avoid any mention of teacher violence. Typical of such taboos, adherents not only refrain from entering forbidden territory but come to believe that no such territory exists. An indignant correspondent wrote me the following: "In my twenty years as a teacher in Texas, I never saw one student paddled." Strictly speaking, he might have been telling the truth about what he hadn't seen, but it's hard to believe he was unaware of what was going on all around him. Recently I heard this on the radio. An author who had written about sports heroes' influence as role models on youth was just concluding an interview and was beginning to field listener's calls. One caller recounted his experience at high school where a coach routinely beat up players. He told how one student who had been victimized by the coach later encountered him in public and punched him. The show's host abruptly cut off the call, and said laughingly, "Well, there you have the darker side. Sounds like a movie by____" and hastened to the next caller.
Rest assured, the United States does not have a monopoly on denial in this regard. At a conference on child abuse in Sydney in 1978, when I raised a question from the floor about why none of the presenters had talked about caning in schools, the moderator replied, "It seems the things you want to talk about, Mr. Riak, are not the things we want to talk about." At that same conference, where I had set up a table to distribute anti-corporal punishment literature, a member of the New South Wales education department told me this: "The corporal punishment controversy that you've been stirring up here is causing more broken friendships in the department than any other issue I can remember." Caning is no longer legal in Australian schools, and hopefully, old friendships have mended.
How Do You Define Corporal Punishment?
There never has been, and probably never will be, a definition of corporal punishment that doesn't stir debate. The American College Dictionary, 1953 Edition, defines corporal punishment as "physical injury inflicted on the body of one convicted of a crime, and including the death penalty, flogging, sentence to a term of years, etc." The California Education Code, 1990 Compact Edition, Section 49001 defines it as "the willful infliction, or willfully causing the infliction of physical pain on a pupil."
Proponents of corporal punishment typically define the practice in personal terms, i.e., what they experienced when they were children, and what they now do to their children. Query any spanker on what it means to corporally punish a child and you will hear autobiography.
When one attempts to distinguishing corporal punishment from child abuse, the confusion deepens. Lawmakers, as a rule, duck this conundrum. When it is forced on them, they act as though they are walking on eggs as they grope for language doesn't cramp the style of child punishers. That's why legal definitions of child abuse are models of vagueness—an heroic accomplishment for those trained in the art of exactitude—and a boon to lawyers who defend abusers.
School corporal punishment in schools United States typically involves requiring the student to bend forward as far as possible thus making the protruding posterior a convenient target for the punisher. That target is then struck one or more times with a flat board called a "paddle." This causes sharp upward jolts to the spinal column accompanied by bruising, soreness and discoloration of the buttocks. Since the locus of impact is close to the anus and genitals, the sexual component of the act is unarguable. Nevertheless, possible adverse effects on the developing sexuality of young victims are ignored. Furthermore, the possibility that certain punishers are using the act as a pretext for gratifying their own perverse sexual appetites is also ignored. When these risk factors are cited, corporal punishment apologists typically dismiss the suggestion with derisive laughter and retorts such as, "Oh, com'on, please! Gi'me a break!"
Forced exercise is one of several unacknowledged forms of corporal punishment. Though the practice is unequivocally condemned by physical education experts, it is widely used, even in states that ban corporal punishment. It is a staple of locked facilities where troubled youth are corralled ostensibly for the purpose of being reformed.
Not allowing children to void bodily waste when the need arises is another form of corporal punishment. It is physically and psychologically dangerous in the extreme, but its use against schoolchildren of all ages is ubiquitous.
Punitive restriction of movement also qualifies as corporal punishment. When done to incarcerated adults, it is deemed a violation of human rights. When done to schoolchildren, it's called "discipline."
In school environments where buttocks beating is key to student management and discipline, all the myriad lesser insults to which children are prey such as ear twisting, cheek squeezing, finger jabbing, arm grabbing, slamming against the wall and general manhandling are apt to pass unchronicled and unrecognized for what they really are.
Article updated by Stacy Jagodowski
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Public vs. Private Schools: 5 Major Differences
Information and Statistics on the Texas Education System
9 Roles of a School Principal You Probably Didn't Know About
School Voucher Programs: Helpful or Harmful?
How a Student's Rights Differ in a Private School
How to Develop an Effective Policy to Discourage Fighting in School
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Consequences vs Punishment in Classroom Discipline


Light travels at different speeds through different mediums - quickly through gas, more slowly through liquids. It moves at 186,000 miles per second through a vacuum, and as far as we know, this is the final barrier we have to vainly fight. The speed of light is the one great rule, simply expressed and strictly enforced.
But, as Vernor Vinge reminds us, rules change from place to place, and how fast you drive in the city is not how fast you drive on the highway.
A Fire Upon the Deep is a grand novel of a vast interstellar network, billions of years old, which has seen countless civilizations reach sentience, flourish, mature and become extinct. This novel promises to be the first of a series, spanning a unique realm of space and thought. Though the writing and the ideas expressed by Mr. Vinge shine with newness, he illustrates an ancient and beautiful, if somewhat dangerous, universe that science-fiction gamers will appreciate. Many of the ideas will be familiar to roleplayers, but those interested in a stronger conceptual background to their campaigns, as well as new rules for the Way Things Work, should be very excited about his carefully planned, thoughtfully constructed view of the nature of space.
The speed of light, he proposes, as well as other physical laws, are not uniform. There are different zones of thought which define and restrict the races that inhabit them: the Unthinking Depths, the Slow Zone, the Beyond and the Transcend, which lies outside the limits of human experience (see the diagrams on the next page). Most of the action in the novel takes place in the Beyond, on the periphery of the Milky Way galaxy, where technological miracles can be operated. Beyond the Beyond, into the Transcend, few creatures of our limited intelligence have ever ventured; this is the realm of the Powers, who have transcended mere sentience and rarely involve themselves in our affairs. Many universities offer courses in Applied Theology, most of which consist of, "If you meet a Power, run."
There are different levels to each zone, which define the technology that can be produced or operated there. For example, in the areas between the Slow Zone and the Beyond, marvels like anti-gravity fabric can be used, but not produced, and they decay to the point of uselessness within months. These worlds exist on the fringe of galactic society, halfway between the shining lights and the great darkness.
Civilization in the Beyond is based on virtually instantaneous communication across incredible stellar distances. And in the Transcend, there exist hyperintelligent constructs and limitless sources of energy. This is truly the place of miracles, where the tiniest program can bootstrap its way to intelligence, and monstrous, synthetic deviants can spring from a simple, careless action - as a small group of human researchers found, while cataloging a billion-year-old archive just beyond the Beyond.
A group of human researchers stumble upon a database promising information about a mysterious, ancient technology, lost to the archives of the Net. They were instead tricked into following a recipe for the reconstruction of a great old Power, a deviant who wants not only to have a hand in the affairs of intelligent beings but to control them utterly.
The plot of the novel follows two primary storylines. The first concerns two children, refugees from the human settlement that accidentally created the rogue Power (later dubbed the Blight) who have crashed on a low-tech, alien-inhabited planet along the interior edge of the Beyond - out of the immediate reach of the new, transcendent Power.
The other storyline follows a group from the middle of the Beyond: a young woman; two alien Skrode- riders; and a man from the Slow Zone who was reconstructed from spare parts by a Power - all are in a desperate race against the agents of the Blight to find the castaway children and recover what it's hoped the adults sent with them - a missing piece of the degenerate Power, and perhaps the key to its destruction.
The unifying element of the worlds presented in the novel, the Net, will be immediately familiar to users of the Internet, but interstellar news groups and optional sensory evocation add a more personal touch to your messaging.
It is the Net that gives you a sense of the scope of the novel, as nodes from a thousand worlds send their news through the links at Relay, an information services provider for this arm of the Milky Way galaxy. Important plot elements are discussed and debated by minor characters as civilizations fall under the thrall of the perverse Power.
One of the more humorous elements of Net traffic - and realistic, to long-time users of modern electronic networks - are the posts from the occasional users without clues, amid threads of speculation and tales of destruction, who plainly believe they're contributing to the conversation. It's both relieving and unsettling to know that in the future, there's still no cure for pure ignorance.
As an interesting aside, an enterprising GM could easily manufacture a regular stream of Net traffic to feed his players game clues, as well as random, useless information.
The shipwrecked children, a brother and a sister, see their parents killed and find themselves captured by a very intelligent, dog-like race called the Tines. One of the most unique alien races to come out of science fiction in years, an individual tine is not much, just a fragment of a personality. But a pack, usually four to six tines, is a person - a communal mind that shares its thoughts among its members. Their mouths, which packs can use in concert in lieu of fingers, are flexible enough to produce both the quick, clipped barks that comprise their language and perfectly mimic human speech as well.
The Tines, though an extremely intelligent race, are stuck at a medieval technology level. Packs have a hard time cooperating in close quarters, because when they get too close, they begin "hearing" the other packs' thoughts. For the Tines, invading the 10- to 15-foot-wide area of personal space around a pack can be a chaotic, mind-wrenching experience that can bring confusion, embarrassment and loss of identity.
As the novel begins, two warring factions - the spartan Flenserites and the cultured Woodcarvers - have each captured one of the children. Neither sibling knows the other is still alive.
Starships stream towards the planet, while the native factions race each other to develop the technology taught to them by humans, and use it to conquer the opposing side. The starships get closer as the war on the planet threatens to destroy what remains of the crashed ship and its delicate cargo: the last hope of saving the Net from the Power that threatens it.
Besides the Tines, many other races are introduced. The Skroderiders are one of the more interesting: master traders amongst the stars. They appear to be tiny, ornamental trees, planted in six-wheeled carts and rustling their fronds to create a twittering semblance of speech.
The Skroderiders originally lived along beaches, rooted firmly at the tide line, letting their minds go with the calming rhythm of the waves. With another race's gift of the skrodes, cybernetically grafted carts that grant them their mobility, they are traders across the stars, with a reputation for being pleasant, polite and noble.
While this is all true, there is much more to their billion-year-old origin than was ever suspected. Their true beginnings are slowly revealed during the rush towards the inner edge of the Beyond, where light slows to the frustrating crawl of 186,000 miles per second.
It doesn't take much to see the inherent potential in such a background. But what will make the difference between traditional high space opera and the elegance of A Fire Upon the Deep is the finesse with which the GM can illustrate the differences between the people, the places and the things in various zones of space.
Present the obvious contrast between ultra technology and the lower tech levels on the edge of the Slow Zone, in use side by side. Contrasts like this add a lot of texture to an otherwise "normal" space game. Imagine infant civilizations trading their next century's gross global profit for the tools to connect their back-water world to the interstellar net; or a society based in the Upper Beyond that, through a Power's accidental intervention, has crippled their gene pool and must rely on a low-tech, Upper Slow Zone race with similar germ plasm to revitalize their race. Both of these simple scenarios could provide endless subplots for characters to explore.
It is science - its principals and its execution - which makes A Fire Upon the Deep such a remarkable gaming environment. It's full of technological miracles that so many people, your players included, will take for granted. And yet at the same time, there are infant races experimenting with gunpowder for the first time and feeling the excitement of the knowledge that they are not alone in the universe.
The people in Vinge's novel, like ourselves, exist in an age of miracles. Many in both worlds feel misplaced, useless and obsolete in an era of such advances. The world of A Fire Upon the Deep illustrates to us the difference any of us can make, from any background. Just because you live in an age of miracles, doesn't mean you can't make your own.


text:
#include "mylinechart.h"
#include <QtCore/qmath.h>
#include <QtCore/QDebug>
#include <QtCharts/QChart>
#include <QtCharts/QLineSeries>
#include <QPolarChart>
#include <QScatterSeries>
#include <QTime>
#include <QTimer>
#include <QValueAxis>
#include "path_reduction.h"

static const qreal MITTELWERT = 0.0;
static const qreal increment  = 0.05;
static const qreal ABWEICHUNG = 3 / std::sqrt(increment);
static const qreal epsilon = 0.5;
long frameZaehler = 0;

// Berechne Punktabstand(Linienlänge) und Abstand Linie zu Punkt
// Klick auf Chart setzt Linienpunkte und den Abstandspunkt
MyLineChart::MyLineChart()
{
}

MyLineChart::MyLineChart(QWidget *parent )
{
   reduceType = Unveraendert;
   timerAn = true;
   timer = new QTimer(this);
   QObject::connect(  timer,  &QTimer::timeout,
                      this,   &MyLineChart::update);
   schrittweite1 = 0.5;
   druckWerte = new QLineSeries ();
   QList<QPointF> zlist;
   zlist.append(QPointF(0,0));
   druckWerte->append(zlist);
}

MyLineChart::switchTimer()
{
    if (timerAn == true)
        timerAn=false;
    else
        timerAn=true;
    //oder timerAn = ! timerAn;
}

void MyLineChart::initMyChart()
{
     timer->stop();
     mausklickAktiv = true;
     lin1 = new QLineSeries();
     series1 = new QScatterSeries();

    /*
    QLineSeries *series = new QLineSeries();
    series->append(0, 0);
    series->append(10, 10);

    QScatterSeries *series1 = new QScatterSeries();
    series1->append(0,0);
    series1->append(10,10);

     chart->addSeries(series1);
*/
     QValueAxis *xAxis = new QValueAxis();
     xAxis->setTickCount(10);
     xAxis->setLabelFormat(("%.1f ")); //%.0f \u00B0
     xAxis->setShadesVisible(true);
     xAxis->setShadesBrush(QBrush(QColor(249, 249, 255)));
     xAxis->setRange(0, 10);
     lin1->attachAxis(xAxis);
     series1->attachAxis(xAxis);
     chart()->addAxis(xAxis, Qt::AlignLeft);

     QValueAxis *yAxis = new QValueAxis();
     yAxis->setTickCount(10);
     yAxis->setLabelFormat("%d ");
     yAxis->setRange(0, 10);
     lin1->attachAxis(yAxis);
     series1->attachAxis(yAxis);
     chart()->addAxis(yAxis, Qt::AlignBottom);
     chart()->setTitle("Klicke auf den Chart : linke und rechte Maustaste = linie backbutton der Maus = punkt ");

     chart()->addSeries(lin1);//leere liste
     chart()->addSeries(series1);//leere liste
}

void MyLineChart::createMarker()
{
    QLineSeries *marker1 = new QLineSeries();
    marker1->setName(QString("Marker"));

    marker1->append(0, 0);
    marker1->append(90, 100);

    chart()->addSeries(marker1);
}

qreal punktAbstand (QPointF pointL , QPointF pointR)
{
   qreal linienabstand=  qSqrt(qPow(pointL.rx() - pointR.rx(), 2) + qPow(pointL.ry() - pointR.ry(), 2));

   return linienabstand;
}

qreal abstand (QLineF l, QPointF p )
{
    QPointF a = l.p1();
    QPointF b = l.p2();
    QPointF lVector = b - a ;
    QPointF pVector = p - a ;

    if (QPointF::dotProduct(lVector, pVector) <= 0)
    {
        return qSqrt (QPointF::dotProduct(pVector, pVector));
    }
    if (QPointF::dotProduct(lVector, pVector) >= QPointF::dotProduct(lVector, lVector) )
    {
      QPointF diff = pVector - lVector;
      return qSqrt(QPointF::dotProduct(diff,diff));
    }

     qreal pp = QPointF::dotProduct(pVector, pVector) ;
     qreal lp = QPointF::dotProduct(lVector, pVector);
     qreal ll = QPointF::dotProduct(lVector, lVector);
    return   qSqrt(pp - (lp*lp/ll) );
}

void MyLineChart::keyPressEvent(QKeyEvent *event)
{
    switch (event->key())
    {
    case Qt::Key_Plus:
        chart()->zoomIn();
        break;
    case Qt::Key_Minus:
        chart()->zoomOut();
        break;
    case Qt::Key_Left:
        chart()->scroll(-8.0, 0);
        break;
    case Qt::Key_Right:
        chart()->scroll(8.0, 0);
        break;
    case Qt::Key_Up:
        chart()->scroll(0, 8.0);
        break;
    case Qt::Key_Down:
        chart()->scroll(0, -8.0);
        break;
    case Qt::Key_Space:
        switchChartType();
        break;
    default:
        QGraphicsView::keyPressEvent(event);
        break;
    }
}

void MyLineChart::mousePressEvent(QMouseEvent *event)
{
    if ( ! mausklickAktiv)
        return;

    QChart *oldChart = chart();

    QPointF chartPos = oldChart->mapToValue(event->localPos());
    qDebug() << "Pos: " << chartPos;

    if (event->button() == Qt::RightButton)
    {
        pointR = chartPos;
    }
    else if (event->button() == Qt::LeftButton)
    {
        pointL = chartPos;
    }
    else if (event->button() == Qt::BackButton || Qt::MiddleButton)
    {
        pointP = chartPos;
    }

   // qDebug() << "linienabstand: " << linienabstand;
   qreal linienLen = punktAbstand(pointL,pointR) * 10.;
   emit linienlaengeGeaendert( linienLen );

   QLineF linie (pointL, pointR);
   qreal punktvonLinie = abstand(linie, pointP ) * 10.;
   qDebug() << "abstand punkt von linie: " << punktvonLinie;
   emit abstandGeaendert( punktvonLinie );

   if (!pointL.isNull() && !pointR.isNull())
   {
     QList<QPointF> zlist;
     zlist.append(pointR);
     zlist.append(pointL);
     lin1->replace(zlist);
   }

   if (!pointP.isNull())
   {
       series1->clear();
      //  series1->append(0,0);
        series1->append(pointP.rx(), pointP.ry());
      //   series1->append(10,10);
     //  series1->replace(0, pointP);
   }

   qDebug() << "Linie: " << lin1->points();
   qDebug() << "PunktL" << pointL;
   qDebug() << "PunktR" << pointR;
    // repaint();
   // update();

}
void MyLineChart::swichReduceType(reduceAlgo rt )
{
    reduceType = rt;
}

void MyLineChart::update()
{
    static std::random_device rd;
    static std::mt19937 e2(rd());
    static std::normal_distribution<> dist(MITTELWERT, ABWEICHUNG);

//addiere zufallszahlen zu Druckwert

    QList<QPointF> zlist;
    qreal y1 = 0;
    qreal y2 = 0;
    foreach (QPointF pt, oriWerte)
    {
       qreal zufallsZahl = dist(e2);
       //  qDebug() << zufallsZahl;
       const qreal factor = increment;
       y1 = ( pt.ry()+zufallsZahl ) * factor + y1 * (1-factor);
       y2 = ( y1                  ) * factor + y2 * (1-factor);
       zlist.append(QPointF( pt.rx(),y2 ) );
    }

    QVector<QPointF> reducewerte;
    QTime t;
    t.start();

    switch(reduceType)
    {
        case DouglasPeucker  : reducewerte = reducePathDouglasPeucker( zlist.toVector(),  epsilon );    break; //O1
        case Lang:     reducewerte = reducePathLang( zlist.toVector(),  epsilon );  break; //O2
        case Ralph :   reducewerte = reducePathRalph( zlist.toVector(),  epsilon );   break; //O3
        case DpRalph : reducewerte = reducePathDouglasPeucker( reducePathRalph( zlist.toVector(),  epsilon/2 ), epsilon/2 ); break;  //O4
        case DpLang :  reducewerte = reducePathDouglasPeucker( reducePathLang( zlist.toVector(),  epsilon/2 ), epsilon/2 );  break; //O5
        default:       reducewerte = zlist.toVector(); break;
    }
    if (reduceType == DouglasPeucker ||  reduceType == Ralph || reduceType == Lang)
        qDebug() << reducewerte.size()   << " reduzierte Punkte. Benoetigte Zeit: " << t.elapsed();
    else
        qDebug() << reducewerte.size()   << " NICHT reduzierte Punkte.  ";

    foreach (QAbstractSeries *series,  chart()->series())
        chart()->removeSeries(series);

//füge neue punkte hinzu
 //    QLineSeries *druckWerte = new QLineSeries();
    druckWerte->replace(reducewerte.toList());
    //druckWerte2->replace(zlist);
    chart()->addSeries(druckWerte);

   // repaint();
   // qDebug() << "Frame: " << ++frameZaehler;
}

void MyLineChart::initBasisWerte()
{
    mausklickAktiv = false;
    /*
    QLineSeries *marker1 = new QLineSeries();
    marker1->append(0, 0);
    marker1->append(90, 100);
*/
// erzeuge testpunkte
    oriWerte.clear();
    qDebug() << "schrittweite " << schrittweite1;

    for (float phi=0; phi<360; phi+=schrittweite1)
    {
        float druck = phi/3.6;
        oriWerte.append( QPointF(phi, druck));
    }

    qDebug() << oriWerte.size() << " Punkte generiert!";
    if (timerAn)
        timer->start(1);
    else
        timer->stop();
}

void MyLineChart::switchChartType()
{
    QChart *newChart;
    QChart *oldChart = chart();

    if (oldChart->chartType() == QChart::ChartTypeCartesian)
        newChart = new QPolarChart();
    else
        newChart = new QChart();

    // Move series and axes from old chart to new one
    QList<QAbstractSeries *> seriesList = oldChart->series();
    QList<QAbstractAxis *> axisList = oldChart->axes();
    QList<QPair<qreal, qreal> > axisRanges;

    foreach (QAbstractAxis *axis, axisList)
    {
        QValueAxis *valueAxis = static_cast<QValueAxis *>(axis);
        axisRanges.append(QPair<qreal, qreal>(valueAxis->min(), valueAxis->max()));
    }

    foreach (QAbstractSeries *series, seriesList)
        oldChart->removeSeries(series);

    foreach (QAbstractAxis *axis, axisList)
    {
        oldChart->removeAxis(axis);
        newChart->addAxis(axis, axis->alignment());
    }

    foreach (QAbstractSeries *series, seriesList)
    {
        newChart->addSeries(series);
        foreach (QAbstractAxis *axis, axisList)
            series->attachAxis(axis);
    }

    int count = 0;
    foreach (QAbstractAxis *axis, axisList)
    {
        axis->setRange(axisRanges[count].first, axisRanges[count].second);
        count++;
    }

    newChart->setTitle(oldChart->title());
    setChart(newChart);
    delete oldChart;
}

void MyLineChart::setSchrittweite(double sw)
{

    schrittweite1 = sw ;
    initBasisWerte ();
}

void MyLineChart::stopDenBloedenTimer()
{
    mausklickAktiv = false;
    timer->stop();
}

redpajama_set_name: RedPajamaGithub


to a Gran Turismo/Forza Motorsport style game."
for casual gamers looking for an easy but realistic racing experience.
of gameplay, more realism, competitiveness and overall fun.
manual with revmatch for specific models.
There are currently no setups for Forza Turismo. Add a Setup.
There are currently no car skins available for Forza Turismo. If you are a painter you can share skins for this mod via the Car Skins area. Visit the Spray Booth for painting tips & tricks.


Diversification Archives - Atlanta Financial Associates, Inc.
When investing, particularly for long-term goals, there is one concept you will likely hear about over and over again — diversification. Why is diversification so important? The simple reason is that it helps ensure that your risk of loss is spread among a number of different investments. The theory is that if some of the investments in your portfolio decline in value, others may rise or hold steady, helping to offset the losses.


A classic Derby-style, lace-up in an extra wide fit. Our handmade Gaf shoes are designed for all-day comfort, with soft leather uppers, full leather linings, cushioned Soft Step™ insoles and sturdy, durable outsoles.
Give your feet room to breathe. Sledgers shoes allow feet to breathe and move with the optimum amount of space.


text:
Danzandorjiin Miroslava born Miroslava Dagbaeva (born 14 August 1987) is a Buryat Mongol athlete from Mongolia who competes in archery (since 2013).

Career

2008 Summer Olympics
She represented Russia at the 2008 Summer Olympics. At the 2008 Summer Olympics in Beijing Miroslava finished her ranking round with a total of 637 points. This gave her the 23rd seed for the final competition bracket in which she faced Rina Dewi Puspitasari in the first round. Both archers scored 106 points in the regular match and had to go to a decisive extra round to make the difference. Miroslava scored 10 points in the extra round, while Puspitasari scored 9 points. In the second round Miroslava was unable to win against 10th seed Ana Rendón and lost the game with 110–106.

Other
She competed in the individual recurve event and the team recurve event at the 2015 World Archery Championships in Copenhagen, Denmark.

References

Buryat sportspeople
Mongolian female archers
1987 births
Living people
Olympic archers of Russia
Archers at the 2008 Summer Olympics
Russian female archers
Archers at the 2014 Asian Games
Archers at the 2018 Asian Games
Asian Games competitors for Mongolia

redpajama_set_name: RedPajamaWikipedia


text:
A method of manufacturing a molded lignocellulosic material
D21J3 - Manufacture of articles by pressing wet fibre pulp, or papier-m�ch�, between moulds
(57) Abstract:
Usage: in the pulp and paper industry for preparation of pressed lignocellulosic materials. The inventive method comprises grinding the wet wood filler, drying, mixing with the technical lignosulphonate, the formation of the carpet and its pressing. Technical lignosulphonate pre-treated with mineral acid to a pH of 0.3 - 2.0. Source lignosulfonate take the number 18 to 65 wt.% abs. dry. wood filler. The filler is subjected to drying after mixing it with processed technical lignosulphonate to a moisture content of a mixture of 3 - 13% immediately before the formation of the Mat. The pressing is performed at a pressure of 3 to 8 MPa for 1 to 2 min/mm thickness of the carpet. As wood filler can be wood chips, sawdust, or their mixture. 1 C.p. f-crystals, 1 table.
The invention relates to the pulp and paper industry, and in particular to methods of obtaining pressed lignocellulosic materials, mainly wood chipboard, for construction and decoration purposes.
A method of obtaining chipboard (particleboard), where as a binder is with the subsequent introduction of ammonium persulfate [1] in the following ratio of components, wt.%:
Urea-formaldehyde resin 59-94 Lignosulfonate at pH 6-7 5-39 ammonium Persulfate 1-2
There is also known a method of manufacturing particleboard, where before resinification of wood particles with a solution of urea-formaldehyde resin are applied on them, the mixture of aqueous solutions of ammonium chloride and lignosulfonate [2].
In both ways as the main binder used urea-formaldehyde resin, which is toxic and expensive product.
Closest to the claimed technical essence and the achieved result is a method of manufacturing particleboard, including chopping wood processing wood chips lignosulphonates and thermosetting resin, the formation of the Mat and hot pressing [3].
In this way the wood chips are treated first as a lignosulfonate, followed by her 20-50 minute exposure, and then treated with thermosetting resins.
The disadvantage of this method is the low resistance of the obtained plates, their toxicity due to the use of thermosetting resins, as well as the relatively high cost of these resins.
New technical result of the proposed method is that it p the spine.
This is achieved by the fact that the technical lignosulphonate pre-treated with mineral acid to a pH of 0.3-2.0, with lignosulfonate take the number 18 to 65 wt.% abs. dry. wood filler, and the filler after it has been mixed with the treated lignosulfonate being dried to a moisture content of the mixture 3-13% immediately before the formation of the Mat, and pressing is performed at a pressure of 4-8 MPa within 1-2 min/mm thickness plate. If you use wood filler wood chips, sawdust or a mixture thereof.
The author found that carrying out drying after mixing of lignosulfonate with a wood filler facilitates the impregnation of wood particles lignosulphonates, while for the reaction of copolymerization need to increase the exposure time by pressing the up to 1-2 min/mm thickness plate. When this is achieved the result takes place only during preview processing of lignosulfonate acid, i.e., the present invention meets the requirement of inventive step.
Decreasing the moisture content of the mixture below 3% having difficulty in the formation of the Mat, with the increase more than 13% there is a strong steam and gaseous selection PSAT sulphite lye on calcium-sodium base concentration of 40%, with constant stirring is added sulfuric acid to a pH of 1.0. Then acidified thus lignosulfonate is mixed with wood filler - sawdust in the amount of 50 wt.% abs, dry. filler, and the resulting mixture is dried to a moisture content of 10% . Then spend the formation of the Mat and hot pressing at specific pressure of 5 MPa, a temperature of 150aboutC for 15 minutes
P R I m e R s 2 and 3.
The sequence of implementation techniques analogous to example 1, but vary the values of the parameters pH, the ratio of lignosulfonate and wood filler, moisture content of the mixture before pressing, pressure and duration of pressing within the above ranges, as well as in example 2, as lignosulfonate used sodium sulphite lye Foundation.
P R I m e R s 4-11.
The method is carried out similarly to examples 1-3, but with parameter values outside the range shown in the formula of the invention (see table).
Conditions for obtaining the plates, and their basic parameters for the plate thickness of 10 mm is shown in the table.
As can be seen from the data given in the table, the proposed method compared with the method of the prototype provides the result to the improvement of the properties of the material. The proposed method can also reduce the toxicity of the plates and their cost due to elimination of toxic and expensive thermosetting resins.
Thus, the invention provides for the achievement of the technical result and feasible on the existing equipment with the use of industrially produced chemicals and raw materials and production waste, and therefore meets the requirement of industrial applicability.
1. A method of MANUFACTURING a MOLDED LIGNOCELLULOSIC MATERIAL comprising a grinding wet wood filler, drying, mixing with the technical lignosulphonate, the formation of the Mat and pressing, characterized in that the technical lignosulphonate pre-treated with mineral acid to a pH of 0.3 - 2.0, the original lignosulfonate take in the number of 18 - to 65% of the mass of absolutely dry wood filler, the filler is subjected to drying after mixing it with processed technical lignosulphonate to a moisture content of a mixture of 3 - 13% immediately before the formation of the Mat, and pressing is performed at a pressure of 3 to 8 MPa for 1 mm thickness of the carpet within 1 to 2 minutes
2. The method according to p. 1, characterized in that the quality of wood
A method of manufacturing a molded modified wood // 2024667
The invention relates to woodworking industry and can be used in the manufacture of flooring, furniture parts, parts for decoration of halls and wall panels
Composition for the manufacture of fiber boards // 2016945
A method of manufacturing a wood material // 2002881
Line transportation hardboard after pressing // 2002880
Composition for the manufacture of pressed fibrous material // 2000375
Method and device for manufacture of products from fibrous material from raw material, and product containing fibrous material // 2384664
FIELD: textile, paper.
SUBSTANCE: invention relates to manufacture of products from fibrous material, namely egg cartons, glasses for drinks, food trays. There used is the first device which is permeable to air and water and the second device which is heated up to temperature at least 220�C. Raw material is supplied to a forming bath. The first device is submerged into it and the initial product is shaped on it by means of application of negative pressure through it. After the first device is taken from initial raw material, it is supplied to the second device. Formed product from fibrous material is placed between the first and the second device. It is heated with the second device with evaporation of at least some water contained in the shaped product from fibrous material. Water is removed until dry matter content in it is at least 70%; after that the product is subject to drying with superhigh frequency radiation.
EFFECT: providing uniformity of strength properties of the product, effective dehydration and preventing its surface being burnt through.
Wood-fibre board and method of its production // 2493002
SUBSTANCE: invention relates to woodwork. Wood-fibre plate comprises wood fibres, polyacrylamide resin representing an amphoteric-ionic resin containing monomers with cation groups and monomers with anion groups related to 7:3 - 3:7 in molar ratio that features molecular weight of 800000 to 3000000, and cationic paraffin. Wood-fibre board production comprises application of suspension with concentration of solids of 2-3 wt % and pH 3-5 and addition of polyacrylamide resin and paraffin to said suspension.
EFFECT: higher strength of and water resistance.
3 ex, 1 tbl, 4 cl
Method of creation of roof element made of plant fibres moulded under pressure, bitumen-impregnated, and roof element, in particular, ridge element, cant board, border around hole in roof, or roof element for edge of roof // 2575449
FIELD: building industry.
SUBSTANCE: during the first stage an element is created, preferably, of cellulose, using hot moulding under pressure in the mould, during the second stage, as soon as the element has a solids content of at least 60% after its release from the mould, the said element is covered by a pigmented lacquer and dried; and during the third stage, as soon as the element has a solids content of at least 98% the said element is impregnated with hot bitumen. Specific operating conditions are set. The covering elements comprise, in particular, a side portion of the ridge, a ridge cap, a set of the ridge roof covering, a cant board, or a border around a hole in the roof, and a hipped roof element for the creation of connection between two planes of the roof.
EFFECT: increase in reliability.
Porous mould for cellulose produced by sintering and having flat lower surface, partially exposed to mechanical processing // 2593568
FIELD: pulp and paper industry.
SUBSTANCE: invention relates to tooling for moulding articles from cellulose. Device for moulding comprises a mould and a support plate with a cavity and flat support surfaces. Mould has porous body made by sintering and having outer moulding surface and inner surface. Mould inner surface is machined after sintering powder zone. Said mould surface zone is intended for connection with support surfaces of support plate to make vacuum chamber.
EFFECT: producing a high-quality mould, which does not require a large amount of energy for heating of shaping surface, a method which does not require high time expenses.
Method of manufacturing products from papier-mache // 2641484
FIELD: human vital needs satisfaction.
SUBSTANCE: paper material is wound on the blank corresponding to the shape of the product, layer by layer coated with the adhesive, pressed, dried, the preform is impregnated with a vegetable oil, dried, cut into pieces corresponding to the dimensions of the product, and the product surface is handled. New features are layer-by-layer gluing the paper material, carried out with flour paste made from wheat flour with a mass fraction of wet gluten of not less than 28% and water in the ratio of 1:3.5. Sides of the wound paper material glued on the blank of a rectangular cross section is subjected to compression under a pressure of 490*104 PA for 10-15 min, and before drying the preform with a moisture content of 65-70% is removed from the blanks, impregnated at a temperature of 75-80�C for 90-130 min with linseed oil with the addition of up to 3% by volume isopropyl alcohol with the further drying of the preform by heating to constant weight, in the mode - 6 days not less than 60�C with a subsequent increase in temperature by 10�C, bringing the temperature up to 110�C.
EFFECT: shortening the duration of the technological process by accelerating the impregnation of the preform while maintaining the shape while increasing the strength of papier-mache products.

redpajama_set_name: RedPajamaCommonCrawl


The complexity of our world today has made it quite difficult for one to survive without creativity. Creativity has become the main buzzword today. It is no doubt that, all facets of the contemporary life require our input of creativity. Therefore, we are demanded to become more innovative to retain our worth into the next decade.
With that said, creativity continues to leave a noticeable mark throughout this decade. Notably, this is the decade during which the creativity has transformed the world with innovative technology designs. The world is witnessing major explosions of creativity in technology information.
Moreover, globalization is taking shape whereas cyber-communication is steadily modifying how we learn. Consequently, creativity has affected areas which the larger population refer to like their way of survival. These are; how they transact business and how they establish their networks. The speed at which things are taking new shapes in this decade demands us to reinforce our creative abilities.
The rate at which technology is advancing also require us to adjust our creativity to move at the same pace. We have no choice but to innovate new ways through which, we can propel forward. We must acknowledge that we are at the core of transition.
Creativity has significantly contributed to the emergence of new technologies. The new technologies have improved our daily lives significantly. For instance, new communication technologies have created new ways of meeting new potential people. Nowadays, it is possible to interact with dozens of the individual from all corners of our globe.
Initially, making new friends was substantially limited to schools. Today, it is much easier to know a new person with the click of a button through social platforms like Facebook and twitter to name a few. Therefore, we must design innovative ways of benefiting from the current art of technology. For instance, most people have integrated technology into business. As a result, they thrived as they can cut down operational costs.
Increased creativity has further enhanced the accessibility of design-led firms. As a result, the design has remarkably improved. People are beginning to innovate new ways of integrating the ideologies of design in their workplaces. Design and innovation have become the principle behind the efficient generation of approaches as well as the transition of businesses.
Creative individuals and organizations have used emerging designs to recreate their products and services. As a result, they attain and retain their competitive advantage over firms which focus less on innovation and developing designs.
The transformation associated with technology is an indication that creativity and design are critical aspects in the 21st century without which it becomes challenging to survive and thrive. Moreover, creativity continues to be the buzzword as we head into the next decade on which technological, political, social, cultural and economic transition rests. Therefore, we cannot ignore the transformative role of design and creativity in our modern world.