It was only a matter of time before I would have to address a key aspect of any good sitcom: relationships. While types of couples such as "friends before lovers" (i.e. The Office's Jim and Pam) and "the bickering yet lovable married couple" (i.e. Everybody Loves Raymond's Ray and Debra) are undoubtedly common, one would be hard-pressed to find a trope more enduring and entertaining to watch than the "on-again/off-again" couple. This trope has become a part of nearly every sitcom and is often predictable to the point where it is usually easy to point out which two characters will engage in a series-long "will they/won't they" dance as early on as the pilot episode. Nonetheless, two couples in particular stand head and shoulders above the rest as arguably the most famous (or infamous, as the case may be) to popularize this theme: Cheers' Sam and Diane and Friends' Ross and Rachel.
Despite some understandable similarities between these two couples, I have always found myself loving Sam and Diane, but not Ross and Rachel. This has definitely surprised quite a few people in my life. After all, any good Friends fan is supposed to love Ross and Rachel, right? When I first thought over why I preferred Sam and Diane, the first answer that came to mind seemed a bit obvious to me: Sam and Diane engage in witty repartee a lot more than Ross and Rachel (in both the shows I watch and in my everyday life, I am a huge fan of banter). Still, I decided there had to be something more to this. Turns out, I was right.
Due to Sam's past, there are points in which he struggles with the idea of commitment and marriage––two things very important to Diane. As proven by the aforementioned quote, Sam understands that this has frustrated Diane. Not wanting to make her any empty promises he may not be able to keep (after all, there always is a drawback in thinking too ahead with, say, where you and your significant other's currently non-existing children will grow up, right Ross?), he nonetheless lets her know he loves her.
As I have mentioned earlier, one of the most infamous aspects of Ross and Rachel's relationship is undoubtedly when they went "on a break." What is a comparably lesser-known fact is that there is an episode of Cheers in which Sam and Diane also take a "break." Both "breaks" inspire anxiety for both couples but in very different ways that lead to drastically different results for each pair.
In the case of Ross and Rachel, Ross immediately leaves upon hearing Rachel suggest maybe they should take "a break from [each other]", not bothering to take the time to sit down with Rachel and maturely discuss if this is really the best course of action for them. Rachel quickly realizes she does not want to take a break, and calls Ross only for him to jump to the incorrect conclusion that she is cheating on him with her co-worker Mark (Rachel should have been more adamant about Mark not coming over to talk, but still) and proceeds to sleep with Chloe the Copy Girl. This ultimately leads them to break up for good.
In the case of Sam and Diane, Diane proposes that the pair take a one-day "break" so that the two may have "One Last Fling" (5×18) if they so desire. Similar to Ross, Sam becomes anxious over the idea of Diane being with another man. Unlike Ross, Sam chooses to not have a fling (and neither does Diane).
Each couple ends differently by their respective show's series finale: Ross and Rachel end up together (after six years of not being a couple), and Sam and Diane do not (after six years of being apart).
Ultimately, Diane does not return in six months. She returns in six years for the series finale where, after a brief engagement, she and Sam ultimately decide that too much time has passed for them to truly be together.
While I of course wanted to see Sam and Diane end up together, I applaud the strength and maturity it took them to let each other go––something Ross and Rachel never seemed to do. Ross usually receives more criticism for his jealousy throughout season three and the fact that in season ten (aka six years after they have broken up) Ross still cannot bring himself to be comfortable over the idea of Rachel kissing someone else (even though he himself has a girlfriend at the time), Rachel is not without blame. At the beginning of season five, Rachel decides it is a good idea to tell Ross she still loves him even though he is married and everyone has advised her why this is a horrible idea; she realizes this is a horrible idea herself, laughing at herself for telling him. And do I really have to address what is problematic about Rachel giving up her dream to go to Paris to stay with a guy she has not been with in six years (and with whom problems have not been fully resolved) or how Ross has never really supported Rachel's career aspirations in the first place?
While Sam and Diane are certainly not without their flaws as a couple, when compared to Ross and Rachel I ultimately find them to be the far more entertaining, enduring pair––and did I mention their banter?
With over a dozen Emmy wins and ratings that kept it within the "top ten most-watched shows" list for five out of its nine seasons, Everybody Loves Raymond was undeniably one of the most successful sitcoms of the 90's/early 2000's. So, why isn't it talked about more? Sure, the show still airs daily in reruns and has an active Facebook page to go along with it, but considering its considerable accolades it is definitely not discussed, referred to on Buzzfeed or Tweeted about nearly as much as, say, Friends.
When I ask someone if they have seen Friends I generally hear one of the following: "Not really, but I'd like to watch it more" or "OMG YES I WATCH IT ALL THE TIME! I AM CHANDLER, CHANDLER IS ME." On the other hand, when I ask the same of Everybody Loves Raymond, I usually hear more casual responses along the lines of "watching it sometimes." Of course, I understand the love for Friends. It is my favorite show and it is no exaggeration to say that I can identify any episode within moments and quote it word for word. But here's the thing: I can do the same with Everybody Loves Raymond.
Maybe I can more often personally identify with the characters in Friends because, like them, I am a twenty-something living in New York City, but Everybody Loves Raymond is all about family and my real-life experience of watching the show has always been tied to my family. When I was younger, I actively watched it with my parents. By the time I reached high school, my maternal grandmother discovered a love for the show and to this day it remains one of our most fond bonding experiences. Then, of course, there is the fact that I am half-Italian and often joke that my paternal grandmother is like Marie Barone (in the "makes amazing food way", not "intrusive" way, thankfully).
I may not be married with kids, nor do I have an older policeman brother or a father who frequently screams "holy crap", but its deeper themes have always resonated with me. In fact, this blog was originally supposed to be exclusively dedicated to Everybody Loves Raymond before I thought expanding it would be fun. Of course, that does not mean I will not still write posts showing why I love it––the following episode seems like a good place to start.
Relevant Episode Information: Ray and Debra return home from a weekend getaway, but one thing remains from their vacation even as the weeks pass: the suitcase they brought with them, which remains on the staircase. Both passive-aggressively refuse to move it, believing it is the other's person "place" to do so.
If one of the greatest debates within the Friends fandom is whether or not Ross and Rachel's presumed and infamous "break" made it okay for Ross to sleep with Chloe the Copy Girl (I'll get to that in a future post), one of the great debates in the Everybody Loves Raymond fandom is probably the one in this episode: Was it Ray or Debra's "place" to move the suitcase?
One of my favorite things about Everybody Loves Raymond is the fact that, in most cases, whenever two characters are fighting there is a valid reason for both parties to feel hurt or upset. For example, in "Ray's Journal", Ray has every right to feel that his mother Marie violated his privacy by reading his journal when he was a child. At the same time, it is understandable that viewers (especially those who are parents) will sympathize with Marie when she reads Ray's entry: "I ehat (his not-so-secretive code for "hate") my mom." In "Baggage", both Ray and Debra have valid reasons for not wanting to be "the one to move the suitcase", but this is only a small part as to why this episode is so intriguing and worth analyzing.
It is definitely a loaded episode with a great number of ideas to consider from each character's perspective. I truly love Robert's line about how ridiculous a "two-week fight over a suitcase" is. He is right. Actually, the idea of any fight between two individuals lasting two weeks (especially when about something as inconsequential as a suitcase) is ridiculous. Obviously, it is understandable that the people involved may want some time (maybe a few hours or a couple of days) to calm down and reconsider their feelings about the fight. But "taking space" about the same issue beyond a couple of days? That solves nothing.
Whether the fight is with a colleague, a significant other or a friend, completely avoiding the other person (not to mention the original disagreement) for too long leads nowhere positive and usually implies one of two scenarios: "I haven't been mad for days but my stubborn desire to 'win' this fight by not being the one to talk first is more important to me than solving this" or "I'm still mad and obviously am okay with losing you over this, otherwise I would say something." If you can honestly and sincerely assess yourself to the point where you realize that neither scenario matches how you have been feeling and that you truly want to mend fences, the solution is simple: speak to the person directly.
"Baggage", if albeit a bit indirectly, also deals with the notion of how a "little fight" is usually not about that one fight at all. In the heat of the moment, it can be easy to think that your frustration with the other person really is about, say, a suitcase. When you take the time to truly consider it, however, you will usually realize that the "little fight" merely symbolizes a more general, often deeper frustration. For instance, Debra's comment that she feels she does "everything" around the house complements a repeated theme in the show concerning how Debra often feels unappreciated and wishes Ray would help out more. There are definitely episodes throughout the series where Debra directly explains her feelings to Ray and he understands. For comedic effect, Ray's helpfulness typically does not last too long. In real life, of course, directly telling someone why a particular issue upsets you so much ideally garners a more lasting understanding.
Finally, there is Marie's humorous yet poignant line: "Don't let a suitcase full of cheese be your big fork and spoon." Probably one of my favorite lines in the entire series, its message is vital and clear: do not let a minor disagreement weigh you down. Also, never fill a suitcase with cheese.


text:
package opensource.component.nineoldandroids.view;

import java.util.WeakHashMap;

import opensource.component.nineoldandroids.animation.Animator;
import android.os.Build;
import android.view.View;
import android.view.animation.Interpolator;

/**
 * This class enables automatic and optimized animation of select properties on View objects.
 * If only one or two properties on a View object are being animated, then using an
 * {@link android.animation.ObjectAnimator} is fine; the property setters called by ObjectAnimator
 * are well equipped to do the right thing to set the property and invalidate the view
 * appropriately. But if several properties are animated simultaneously, or if you just want a
 * more convenient syntax to animate a specific property, then ViewPropertyAnimator might be
 * more well-suited to the task.
 *
 *
This class may provide better performance for several simultaneous animations, because
 * it will optimize invalidate calls to take place only once for several properties instead of each
 * animated property independently causing its own invalidation. Also, the syntax of using this
 * class could be easier to use because the caller need only tell the View object which
 * property to animate, and the value to animate either to or by, and this class handles the
 * details of configuring the underlying Animator class and starting it.

 *
 *
This class is not constructed by the caller, but rather by the View whose properties
 * it will animate. Calls to {@link android.view.View#animate()} will return a reference
 * to the appropriate ViewPropertyAnimator object for that View.

 *
 */
public abstract class ViewPropertyAnimator {
    private static final WeakHashMap<View, ViewPropertyAnimator> ANIMATORS =
            new WeakHashMap<View, ViewPropertyAnimator>(0);

    /**
     * This method returns a ViewPropertyAnimator object, which can be used to animate specific
     * properties on this View.
     *
     * @param view View to animate.
     * @return The ViewPropertyAnimator associated with this View.
     */
    public static ViewPropertyAnimator animate(View view) {
        ViewPropertyAnimator animator = ANIMATORS.get(view);
        if (animator == null) {
            final int version = Integer.valueOf(Build.VERSION.SDK);
            if (version >= Build.VERSION_CODES.ICE_CREAM_SANDWICH) {
                animator = new ViewPropertyAnimatorICS(view);
            } else if (version >= Build.VERSION_CODES.HONEYCOMB) {
                animator = new ViewPropertyAnimatorHC(view);
            } else {
                animator = new ViewPropertyAnimatorPreHC(view);
            }
            ANIMATORS.put(view, animator);
        }
        return animator;
    }

    /**
     * Sets the duration for the underlying animator that animates the requested properties.
     * By default, the animator uses the default value for ValueAnimator. Calling this method
     * will cause the declared value to be used instead.
     * @param duration The length of ensuing property animations, in milliseconds. The value
     * cannot be negative.
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator setDuration(long duration);

    /**
     * Returns the current duration of property animations. If the duration was set on this
     * object, that value is returned. Otherwise, the default value of the underlying Animator
     * is returned.
     *
     * @see #setDuration(long)
     * @return The duration of animations, in milliseconds.
     */
    public abstract long getDuration();

    /**
     * Returns the current startDelay of property animations. If the startDelay was set on this
     * object, that value is returned. Otherwise, the default value of the underlying Animator
     * is returned.
     *
     * @see #setStartDelay(long)
     * @return The startDelay of animations, in milliseconds.
     */
    public abstract long getStartDelay();

    /**
     * Sets the startDelay for the underlying animator that animates the requested properties.
     * By default, the animator uses the default value for ValueAnimator. Calling this method
     * will cause the declared value to be used instead.
     * @param startDelay The delay of ensuing property animations, in milliseconds. The value
     * cannot be negative.
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator setStartDelay(long startDelay);

    /**
     * Sets the interpolator for the underlying animator that animates the requested properties.
     * By default, the animator uses the default interpolator for ValueAnimator. Calling this method
     * will cause the declared object to be used instead.
     *
     * @param interpolator The TimeInterpolator to be used for ensuing property animations.
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator setInterpolator(/*Time*/Interpolator interpolator);

    /**
     * Sets a listener for events in the underlying Animators that run the property
     * animations.
     *
     * @param listener The listener to be called with AnimatorListener events.
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator setListener(Animator.AnimatorListener listener);

    /**
     * Starts the currently pending property animations immediately. Calling start()
     * is optional because all animations start automatically at the next opportunity. However,
     * if the animations are needed to start immediately and synchronously (not at the time when
     * the next event is processed by the hierarchy, which is when the animations would begin
     * otherwise), then this method can be used.
     */
    public abstract void start();

    /**
     * Cancels all property animations that are currently running or pending.
     */
    public abstract void cancel();

    /**
     * This method will cause the View's x property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator x(float value);

    /**
     * This method will cause the View's x property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator xBy(float value);

    /**
     * This method will cause the View's y property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator y(float value);

    /**
     * This method will cause the View's y property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator yBy(float value);

    /**
     * This method will cause the View's rotation property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setRotation(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotation(float value);

    /**
     * This method will cause the View's rotation property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setRotation(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotationBy(float value);

    /**
     * This method will cause the View's rotationX property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setRotationX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotationX(float value);

    /**
     * This method will cause the View's rotationX property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setRotationX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotationXBy(float value);

    /**
     * This method will cause the View's rotationY property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setRotationY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotationY(float value);

    /**
     * This method will cause the View's rotationY property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setRotationY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator rotationYBy(float value);

    /**
     * This method will cause the View's translationX property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setTranslationX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator translationX(float value);

    /**
     * This method will cause the View's translationX property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setTranslationX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator translationXBy(float value);

    /**
     * This method will cause the View's translationY property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setTranslationY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator translationY(float value);

    /**
     * This method will cause the View's translationY property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setTranslationY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator translationYBy(float value);

    /**
     * This method will cause the View's scaleX property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setScaleX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator scaleX(float value);

    /**
     * This method will cause the View's scaleX property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setScaleX(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator scaleXBy(float value);

    /**
     * This method will cause the View's scaleY property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setScaleY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator scaleY(float value);

    /**
     * This method will cause the View's scaleY property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setScaleY(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator scaleYBy(float value);

    /**
     * This method will cause the View's alpha property to be animated to the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The value to be animated to.
     * @see View#setAlpha(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator alpha(float value);

    /**
     * This method will cause the View's alpha property to be animated by the
     * specified value. Animations already running on the property will be canceled.
     *
     * @param value The amount to be animated by, as an offset from the current value.
     * @see View#setAlpha(float)
     * @return This object, allowing calls to methods in this class to be chained.
     */
    public abstract ViewPropertyAnimator alphaBy(float value);
}

redpajama_set_name: RedPajamaGithub


text:
First-round pick
Verizon and Google said to be preparing bids for Yahoo
Joseph Keller
Verizon is reportedly preparing to make a first-round bid for Yahoo next week. Both Verizon and its AOL subsidiary are said to be in talks with three separate financial institutions about the bid. Google may also make its own bid for the beleaguered company.
From Bloomberg:
Verizon Communications Inc. plans to make a first-round bid for Yahoo Inc.'s Web business next week, and is willing to acquire the company's Yahoo Japan Corp. stake to help sweeten the offer, according to people familiar with the matter.
Google, the main division of Alphabet Inc., is also considering bidding for Yahoo's core business, a separate person said.
While AT&T and Comcast were considering bids for Yahoo, both have apparently dropped out of the running. Time, Inc. is still mulling over a potential purchase as well.
First-round bids for Yahoo's web assets are thought to be due on April 11.

redpajama_set_name: RedPajamaCommonCrawl


Register Log In ECN Forum Forums General Discussion Area Pull out fuse panel?
1. The photo below is a fuse panelboard.
2. Replacement fuses are common and obtainable.
3. The panelboard is safe.
That is a cartridge fuse panel using pull out fuse holders. The fuses are available and usually in a lot of values you can't find in a breaker but they may not be cheap.
Safety really depends on the condition of the panelboard. If everything is in good condition some say fuses are safer than breakers but not as convenient.
If it's in good shape, leave it alone, as Greg said.
A little sanding, and a coat of paint on the cover maybe?
I have a few friends who worked for Bussmann, and they have always professed what Greg added that fuses are superior to CBs. They had some great videos to sway people, specially for fault conditions.
My belief is that fuses are best for short circuit protection, but not so good for overload protection. Conversely circuit breakers are best at overload protection.
It is pretty much impossible to have a fuse fail "closed" and when they change value, it tends to be toward a lower rating. We used fuses a lot in the computer business because they offered better protection for the hardware. You can also get them in just about any rating you like. The main flaw is it is too easy to replace a fuse with a larger size than the specifications.
I had a problem with an installation many years ago and there was nothing I could do about it. This was a big rest stop on the interstate with toaster wire heat along with a lot of other load. They served it from a 400a fused service disconnect and the feeder to the building where they had a 400a panel was fed by 300 Kcmil aluminum. I said the wire was too small and they said they only had 225a fuses in the service disconnect and everything was legal.
They also said the 400a breaker in the panel was just the building disconnect and the up stream fuses protected the feeder. After looking it up, they are right and I even talked to other inspectors. You have to inspect what is there, not the dumbest thing someone might do later. I wrote a proposal, more to get the sense of NFPA than to actually get a code change and their attitude was the same. We have to trust that there will be qualified professionals working on these things and the fuses installed determine the minimum ampacity of conductors, not the biggest standard fuse that will fit. My problem is this will be serviced by DOT workers, not electricians. They will use what they have on the truck. I did make them label the disconnect "225a fuses only" since they said that was all they needed.
What does it look like if you take the dead-front off?
Things like this tend to hide "secrets"
It was installed in the early 1950's. When 100A was a big service. Spares sitting behind the meter, but never had to use them.
The "Shop Rite" sticker is priceless.
Looks like PSE&G original equipment.
It had a 200a main breaker but the panelboard was 2 pullouts and ~20 plug fuses.
One of the pullouts was a dryer and I used the other one to feed a sub panel in the garage.


Those reading this that remember the little scene in the movie, "Step Brothers" where Robert (The step-dad) talks to both Dale and Brendan about not giving up on their dreams. He talks about how when he was a kid he'd roam around the backyard like a dinosaur. Robert roamed around like a dinosaur until he was yelled at by his dad to get a job he's 17. He then says that he became a doctor and forgot how to be a dinosaur. If you just want to watch the clip, it's below.
Basically, the moral of the story is to do what you love to do! Do you love computers, in particular cyber security? Maybe you can help fix viruses on computers for other people because I wouldn't encourage hacking as a career for ya. Or you love writing, drawing, painting, singing, dancing, or film making? Just go out there and DO something you love and if there's someone trying to pull your dreams away from you either drop that person from your social circle (even if it's a parent) and do that thing you love to do!
We would love to help you embrace your dreams! The Indie Revolution is in gearing up and we have already recruited a few creators from indie comics to music to even indie film. If you're interested in embracing your dreams and want help with doing so we are here for you. Click here to join The Indie Revolution and let us know what your dream is and we will help you from ever losing your dinosaur.


St Michael's is a small primary school (just 150 pupils) situated in central Birmingham. It is a friendly school where children from many different backgrounds learn and play together. Visitors are always welcome, so why not step inside and look at some of the exciting projects that children and staff are working on.


text:
The General Geology of the North Santiam River Section of the Oregon Cascades. The Stratigraphy and Paleontology of the Salem Hills, Oregon
Thayer, Thomas Prence (1934) The General Geology of the North Santiam River Section of the Oregon Cascades. The Stratigraphy and Paleontology of the Salem Hills, Oregon. Dissertation (Ph.D.), California Institute of Technology. doi:10.7907/XTDZ-CD16. https://resolver.caltech.edu/CaltechTHESIS:01242011-115153952
The general geology of the north Santiam River section of the Oregon Cascades:
The district discussed in this paper is located in North-western Oregon, about fifty-miles south of the Columbia River. The section investigated extends eastward from the Willamette River a few miles south of Salem to the Cascade Range summit between Mount Jefferson and Olallie Butte. It follows the North Santiam River, which is near the 44° 45' parallel. The area includes portions of the Salem, Lebanon, Stayton, Mill City and Mt. Jefferson quadrangles of the Topographic Atlas of the United States and part of a fifteen minute quadrangle west of the Mill City sheet which was mapped by the author.
The stratigraphy and paleontology of the Salem Hills, Oregon:
The part of the Salem Hills considered in this paper lies south and east of the Willamette River south of Salem, Oregon. The area is in the middle of the Willamette Valley, midway between Eugene and Portland, and occupies the southeastern part of the Salem quadrangle of the Topographic Atlas of the United States.
Santiam River, Cascade Range, Mt. Jefferson, Olallie Butte, Stayton lava
Supplemental Files Information: Geologic Map: Supplement 1 from "The general geology of the north Santiam River section of the Oregon Cascades. The stratigraphy and paleontology of the Salem Hills, Oregon" (Thesis). Geologic Map: Supplement 2 from "The general geology of the north Santiam River section of the Oregon Cascades. The stratigraphy and paleontology of the Salem Hills, Oregon" (Thesis). Geographic Location Bounding Box: -121.833 Degrees East; -122.5 Degrees West; 44.833 Degrees North; 44.67 Degrees South.
10.7907/XTDZ-CD16
https://doi.org/10.22002/D1.573 DOI Supplement 1 in CaltechDATA: Geologic Map
PDF (Plate 1) - Supplemental Material


text:
(-) Museum of Science Boston (1)
(-) Ocean Discovery Institute (1)
(-) Sciencenter (1)
(-) University Corporation for Atmospheric Research (UCAR) Center for Science Education (1)
(-) University of Colorado Boulder / Cooperative Institute for Research in Environmental Sciences (CIRES) (1)
Chugach School District (1)
Dubuque County Historical Society / National Mississippi River Museum and Aquarium (1)
Eastern Michigan University (1)
Fond du Lac Tribal and Community College (1)
Maine Mathematics and Science Alliance (1)
Michigan Sea Grant (1)
University of the Virgin Islands / Center for Marine and Environmental Studies (1)
(-) 2007: ELG for Free-choice Learning (1)
2010: Support for GLOBE Program Office Activities (1)
Here to the Ocean, a nationally traveling museum exhibition
Sciencenter offsite link · Ithaca, New York
The Sciencenter seeks to develop a 1,500-square-foot traveling exhibition, called "Here to the Ocean," on how activity in inland watersheds affects the health of the ocean, and therefore the planet. The unifying theme of the exhibition is "What we do here, has an impact there," and the key take-home message for museum visitors is that ocean water quality is not just a coastal issue.
The Sciencenter seeks to develop a 1,500-square-foot traveling exhibition, called "Here to the Ocean," on how activity in inland watersheds affects the health of the ocean, and therefore the planet. The unifying theme of the exhibition is "What we do here, has an impact there," and the key take-home message for museum visitors is that ocean water quality is not just a coastal issue. This exhibition will travel to museums throughout the United States, reaching an estimated 200,000+ visitors annually for at least seven years, resulting in an estimated total impact of 1.5 million visitors in at least 20 U.S. cities. The core audience of this exhibition will be families with children ages 6-12, and children visiting museums in school groups. "Here to the Ocean" will feature interactive open-ended exhibits that bring watershed science to life, including an immersive experience allowing visitors to conduct their own virtual underwater tours of watersheds by stepping inside and operating a submersible research vehicle on an expedition from a backyard creek all the way to the ocean. This and other exhibits will feature stunning high-definition video footage depicting fauna from various water ecosystems, as well as human activities that affect watershed health. Additional hands-on exhibits will help visitors to understand how watersheds are connected to the ocean, basic concepts in hydrology, the impact of pollution, and what science offers in the way of solutions to watershed problems. Exhibits will be designed to inspire visitors to adopt behaviors that protect their local watersheds. Visitors experiencing this exhibition will: 1) leave with an increased understanding of watershed science that will help them make informed, data-driven decisions on issues relating to watersheds; 2) have an increased awareness of the importance of watershed health and positive attitudes about the need to protect local watersheds; 3) have an increased understanding of the value of science in solving environmental problems and will be inspired to stay involved in science through school and/or career; and 4) feel an increased sense of personal watershed stewardship which they will share with others.
Competition: 2007: ELG for Free-choice Learning
PI: Charles Trautmann
State: New York County: Tompkins District: NY23
Partners: Cornell University / Cornell Lab of Ornithology ·
R4Ed: Rigor, Relevance, and Relationships in Resilience Education
University Corporation for Atmospheric Research (UCAR) Center for Science Education offsite link · Boulder, Colorado
Rigor, Relevance, and Relationships in Coastal Louisiana Resilience Education (R4Ed) helped high school students in coastal Louisiana learn through data analysis about the science of hurricanes in a warming world, learn through local stories about impacts of hurricanes, and then identify resilient actions that could help keep their households and their communities safe.
Rigor, Relevance, and Relationships in Coastal Louisiana Resilience Education (R4Ed) helped high school students in coastal Louisiana learn through data analysis about the science of hurricanes in a warming world, learn through local stories about impacts of hurricanes, and then identify resilient actions that could help keep their households and their communities safe. To accomplish this the UCAR Center for Science Education worked with the NCAR Capacity Center for Climate and Weather Extremes and the South Louisiana Wetlands Discovery Center to develop a high school curriculum called Hurricane Resilience. During 20 days of instruction, students make connections between the science of hurricanes, how they affect their community and region, and how we can plan for a more resilient future. Making local connections, students develop an understanding of 1) the risks that their community faces now and in the future due to hurricanes and tropical storms, 2) how sea level rise increases the risk, and 3) how our actions can help us be less vulnerable and more resilient. The curriculum unit aims to empower high school students to have a voice in resilience planning and understand the relationship between the science of hurricanes and the local impacts these storms have on people and places. Hurricane Resilience is available online and adaptable for high schools in any coastal location where hurricanes pose a threat. The R4Ed project worked with science curriculum coordinators in Terrebonne and Lafourche Parishes, Louisiana, to ensure that the curriculum would meet the needs of their districts. We pilot tested the curriculum in three high school environmental science classes at South Terrebonne High School in Houma, Louisiana. The finalized curriculum was modified to work for in-person, hybrid, and virtual learning formats during the pandemic. The implementation was scaled up to serve 600 students instructed by 12 teachers in Terrebonne and Lafourche Parishes, LA, during the 2020-2021 school year and then approximately 1000 students during the 2021-2022 school year. Teacher professional development workshops instructed virtually when Covid-19 risk was high and in-person when risk was lower, oriented teachers to the lessons. Over the course of this project, Hurricane Resilience reached 1658 students and approximately 80 educators. In addition, the project reached 220 members of the public during a community event in 2019. Evaluation results indicated that resilience was not part of the environmental science curriculum prior to Hurricane Resilience and 92% of the teachers in this project had never addressed resilience in their environmental science curriculum before this project. Teachers instructing Hurricane Resilience indicated that the curriculum engaged students in concepts that impact their daily lives and the future of their community. We continue to support implementation of Hurricane Resilience in area schools and find ways to build on this foundation, assisting young people as they develop decision making strategies that will help them navigate risk and decrease vulnerability as related to hurricanes, climate change, and sea level rise in the rapidly changing Louisiana Bayou.
PI: Elizabeth "Lisa" Gardiner
State: Colorado County: Boulder District: CO02
Partners: NOAA Earth System Research Laboratory (ESRL) · University Corporation for Atmospheric Research (UCAR) National Center for Atmospheric Research · Louisiana State University (LSU) / College of Art + Design · Center for Planning Excellence · University of New Orleans / Center for Hazards Assessment, Response & Technology (UNO-CHART) · Terrebonne Parish School District / South Terrebonne High School · South Louisiana Wetlands Discovery Center · Louisiana Department of Education · Lafourche Parish School District · Terrebonne Parish School District ·
Citizen Science, Civics, and Resilient Communities (CSCRC)
Museum of Science Boston offsite link · Boston, Massachusetts
The "Citizen Science, Civics, and Resilient Communities" (CSCRC) education project led by the Museum of Science, Boston in partnership with Arizona State University and Northeastern University will increase resilience to extreme weather and environmental hazards through citizen-created data, local knowledge, and community values.
The "Citizen Science, Civics, and Resilient Communities" (CSCRC) education project led by the Museum of Science, Boston in partnership with Arizona State University and Northeastern University will increase resilience to extreme weather and environmental hazards through citizen-created data, local knowledge, and community values. Building upon previous funding from NOAA in which a set of modules were created and used to engage participants in active learning and resilience planning about four natural hazards (heat waves, sea level rise, extreme precipitation, and drought), the museum and its partners will add participatory citizen science activities selected in close collaboration with resilience planners. This new and expanded project will involve diverse groups of participants at 28 U.S. science centers collecting, analyzing, and sharing data relevant to local resilience planners, learning about vulnerabilities through visualizations of geospatial data and deliberative problem-solving, sharing perspectives about resilience strategies and their societal and environmental trade-offs, formulating community resilience plans, and presenting findings and recommendations to resilience planners and publics. The project aims to formulate a theory of action that sustains engagement and increases environmental literacy among participants, contributes citizen-created data, knowledge, and values to resilience planning, and increases capacity among science centers for including publics in resilience planning and data collection.
PI: David Sittenfeld
Partners: NOAA Climate Program Office (CPO) · Massachusetts Office of Coastal Zone Management (CZM) · National Sea Grant College Program / North Carolina State University (NCSU) / North Carolina Sea Grant · Bishop Museum · New England Aquarium Corporation / New England Aquarium (NEAq) · Nurture Nature Center · Science Museum of Minnesota · Science Museum of Virginia · Cornell University / Cornell Lab of Ornithology · Northeastern University (NU) / Marine Science Center (MSC) · North Carolina Museum of Natural Sciences · Oregon Museum of Science and Industry (OMSI) · Arizona State University (ASU) / Consortium for Science, Policy & Outcomes · Arizona Science Center · Chabot Space and Science Center · Museum of Life and Science · Ellerbe Creek Watershed Association · City of Cambridge · Boston Harbor Now · City of Boston · Portland State University / Sustaining Urban Places Research (SUPR) Lab · Gulf Coast Exploreum Science Center · University of Southern Alabama / Civil, Coastal, and Environmental Engineering · Metropolitan Area Planning Council (MAPC) · University of North Carolina at Chapel Hill (UNC) · General Services Administration (GSA) / CitizenScience.gov · Town of Brookline · Climate CREW · Charles River Watershed Association · Mystic River Watershed Association · The Harborkeepers · Neighborhood of Affordable Housing (NOAH) · Durham County Government · North Carolina State University (NCSU) / Southeast Climate Adaptation Science Center · North Carolina State University (NCSU) / State Climate Office · Explora · ExplorationWorks · California State University at Chico / Gateway Science Museum · Montana State University · Science Museum Oklahoma · South Dakota Discovery Center · Insights El Paso Science Center · McAuliffe-Shepard Discovery Center · Children's Museum of the Treasure Coast · Cape Fear Museum of History and Science · Tulsa Children's Museum Discovery Lab · Western Kentucky University / Hardin Planetarium · Jesse H. Jones Park & Nature Center · Kentucky Center for African American Heritage · Owensboro Museum of Science & History · Pensacola Mess Hall · SEE Science Center · Cape Cod Museum of Natural History · Long Island Explorium · Museum of Science and Industry (MOSI) Tampa · University of North Carolina at Chapel Hill (UNC) / Center for the Study of the American South · Town of Nags Head / Planning Department · North Carolina Cooperative Extension / Duplin County Center · North Carolina Cooperative Extension / Columbus County Center · Extra Terrestrial Projects · North Carolina Department of Health and Human Services · Trees Durham · City of Asheville / Office of Sustainability · Colorado State University / Colorado Climate Center (CoCoRaHS) · Duke University / Nicholas School of the Environment · Climate Central · ISeeChange · Arizona State University (ASU) / SciStarter · California State University at Bakersfield ·
Empowering Climate Change Resiliency through Education in an Underserved Community
Ocean Discovery Institute offsite link · San Diego, California
Understanding climate change and its exacerbating effects on local environmental phenomena (e.g., increase in frequency and/or intensity of drought, ocean acidification, water shortages, degraded fisheries) and how to create resiliency is critical for underserved communities as they are disproportionately impacted by these hazards and yet, have the least capacity to actively respond.
Understanding climate change and its exacerbating effects on local environmental phenomena (e.g., increase in frequency and/or intensity of drought, ocean acidification, water shortages, degraded fisheries) and how to create resiliency is critical for underserved communities as they are disproportionately impacted by these hazards and yet, have the least capacity to actively respond. To address this issue, Ocean Discovery Institute and its partners will build understanding of climate change and impacts on local hazards, human-nature interactions, and individual and community capacity for resilience through place-based education in the underserved community of City Heights, San Diego, CA. This project, titled "Empowering Climate Change Resiliency through Education in an Underserved Community," will involve a wide range of partners, including California Sea Grant, the California Nevada Climate Applications Program, NOAA's Geophysical Fluid Dynamics Laboratory, Cabrillo National Monument, San Diego Canyonlands, RECON Environmental, Inc., and the San Diego Unified Port District. Project activities encompass the design, piloting, and implementation of multi-grade level, integrated curricula that incorporate hands-on student climate science research, innovative solution building, and teacher professional development. This project will serve 1,500 middle school students annually and is expected to increase students' understanding of scientific concepts and processes and human-nature interactions, improve their ability to make science-informed decisions, and contribute to local resilience efforts.
PI: Lindsay Goodwin
State: California County: San Diego District: CA51
Partners: NOAA Research Lab / Geophysical Fluid Dynamics Laboratory · National Sea Grant College Program / University of California at San Diego / California Sea Grant · California Nevada Applications Program (CNAP) · Birch Aquarium at Scripps · San Diego Unified School District · City of San Diego · U.S. National Park Service / Cabrillo National Monument · Port of San Diego · RECON Environmental · San Diego Canyonlands · San Diego Unified School District / Clark Middle School · San Diego Unified School District / Wilson Middle School ·
HEARTForce: Hazard Education, Awareness & Resilience Taskforce
University of Colorado Boulder / Cooperative Institute for Research in Environmental Sciences (CIRES) offsite link · Boulder, Colorado
Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities.
Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities. Our engagement model empowers youth i) to envision community resilience through immersive scenario-based role play based on a solid understanding of the relevant science, ii) to learn about natural hazards through engaging Colorado-focused lessons, iii) to initiate conversations about hazard preparedness from within communities, and iv) to develop and implement student-led resilience action projects. The project team is developing instructional materials for middle and high school students: four lesson plans focused on different hazards (fire, flood, drought, extreme heat), four complementary scenario-based role-play games with a focus on youth empowerment and a teacher workshop based on these materials. Each school implementation follows a sequence in which the lesson plan activities are conducted, followed by a scenario-based role play game and reflection. Building on their experience with the game, students develop resilience strategies for their community and present those at a community Resilience Expo. The project has the following three objectives: 1) Increase Colorado secondary teachers' knowledge and confidence to teach about local natural hazards, and to facilitate discussions about community resilience; 2) Increase Colorado youth's understanding of natural hazards, their community's vulnerability, and their involvement in resilience planning efforts, and 3) Enhance the capacity and empowerment of young people in Colorado to engage in dialogue with their peers, families, and community stakeholders about community resilience issues and identify, develop, and implement resilience actions. A needs assessment disseminated to Colorado teachers guides the project team in the development of all instructional materials and allows for customizing the content to teacher needs. The project evaluation explores the efficacy of the program model and studies the impact of the project activities on students and teachers. Specifically, the evaluation studies students' confidence and ability to engage in dialogue around community resilience, level to which students increase their understanding of natural hazards and resilience planning, and the ways in which teachers increase their content knowledge and confidence in teaching about natural hazards. The project fills a critical gap in Colorado's resilience planning which does not include teachers and youth. The project is guided by partners from the NOAA RISA program Western Water Assessment, seven NOAA science advisors, Science on the Sphere collaborators, and is being implemented together with over 20 community partners, school partners and collaborators from across Colorado. Over the course of the three-year program, the project activities will train and support 140 teachers, engage 400+ students and result in 11 Resilience Expo events across Colorado, from primarily rural communities. The instructional units and the games will be used in classrooms with 600+ students.
PI: Anne Gold (Reuther)
Partners: NOAA Earth System Research Laboratory (ESRL) · NOAA Climate Program Office (CPO) · NOAA National Weather Service (NWS) Boulder, Colorado Forecast Office · NOAA National Weather Service (NWS) Grand Junction, Colorado Forecast Office · NOAA National Weather Service (NWS) Pueblo, Colorado Forecast Office · NOAA National Ocean Service (NOS) / NOAA Planet Stewards · University of Colorado Boulder / CIRES / Education & Outreach · NOAA Earth System Research Laboratory (ESRL) / Chemical Sciences Laboratory (CSL) · NOAA Earth System Research Laboratory (ESRL) / Physical Sciences Laboratory (PSL) · Earth Force · Natural History Museum of the Adirondacks / The Wild Center · Foothills United Way · City of Boulder / Office of Emergency Management · University of Massachusetts (UMASS) Lowell / Climate Change Initiative · Wild Rose Education · Roaring Fork School District No. Re-1 / Glenwood Springs Middle School · Montrose County Re-1j School District / Montrose High School · Gunnison Watershed Re1J School District / Gunnison Middle School · Early College of Arvada · St. Vrain Valley Re 1j School District / Westview Middle School · Estes Park R-3 School District / Estes Park High School · Estes Park R-3 School District / Estes Park Middle School · Garfield County / Community Development · Gunnison County / Office of Emergency Management · City of Arvada / Office of the City Manager · City of Longmont / Public Works & Natural Resources · Larimer County / Office of Emergency Management · City of Boulder / Resilient Boulder · Colorado Department of Public Safety · Colorado Department of Natural Resources · Colorado Department of Local Affairs · Mountain Studies Institute · University of Colorado Boulder / CIRES / Western Water Assessment · Adams State University / Luter Bean Museum / Salazar Rio Grande del Norte Center · Northeast Colorado BOCES · Western Colorado University · Republican River Water · Colorado State University / Colorado Water Center (CoWC) · Lower South Platte Water Conservancy District · Grand County Wildfire Council · Upper Colorado River Watershed Group · Boulder Valley School District RE-2 ·


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Oriental Orthodoxy News Archives
Home / Religion News / Christianity / Oriental Orthodoxy Archives (Page 6)
News and commentary about Oriental Orthodoxy.
Religious Freedom According to Major World Religions
How different religious groups feel about religious freedom. January 16 is Religious Freedom Day, a day when we celebrate the right to practice religion freely, while for at least a while setting...
White Christian Americans Yearning for 1950s Are What Helped Trump Win Election
The fear that America is losing its Christian values to modern and foreign cultures may have driven white Christians to overwhelmingly support Trump. It may have been surprising to many to see the majority...
Only 26% of Americans are Not Christian
Kelly Frazier
Religion is losing its footing in the United States Gallup's ongoing research on religion shows that the influence of religion in the U.S. society is on a decline. Following are the five key findings...
President Obama Signs Bill Specifically Granting Atheists Protection Against Persecution
The Frank R. Wolf International Religious Freedom Act will not only protect the rights of the religious, but of the non-religious too and prevent harassment of atheists. Atheists, humanists, and other...
20 Years of PBS Show 'Religion and Ethics NewsWeekly' Come to an End Feb. 24, 2017
The PBS show Religion and Ethics NewsWeekly to air final episode in 2017. The award-winning weekly public television series, Religion and Ethics NewsWeekly is coming to an end next year after a 20 year...
Which Religious Groups are the Most Educated?
WRN Editorial Staff
Muslims and Hindus are the lowest educated groups, but both are making gigantic leaps in increasing their education levels. The most highly educated are the Jews, followed by Christians, while...
Winter Religious Holidays Around the World [Infographic]
Share this Infographic on Your Site Source: WorldReligionNews.com Click to Enlarge Share this Infographic on Your Site Source: WorldReligionNews.com Exclusively from...
20 Gift Ideas for the Christian or Jew on Your List
Our religious gift guide for the 2016 holiday season. One of the best parts of Hanukkah and Christmas is the tradition of gift-giving. While it is wonderful to receive those thoughtful gifts from...
How A Modest Clothing Line is Helping Empower Women
Zahra Aljabri
Featured Contributor Zahra Aljabri describes the motivation behind creating her modest fashion shop, Mode-sty, and how she's helping women across faiths and boundaries. I started a fashion company...
Keep the Bible Closer to the Heart with Nano Bible Jewelry
Give the gift of faith with the Nano Bible, a Bible so small it can be worn as jewelry. TowerJazz Semiconductor, an Israeli company, has developed the nanotechnology to copy the Bible in its entirety...


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text:
FG approves N272m contract for Abuja light rail
(Pm) The Federal Government on Wednesday approved a N272 million contract for consultancy services for the feasibility study and conceptual design of Lots Four, Five, and Six of the Abuja Rail Mass Transit System.
This was the outcome of the Federal Executive Council (FEC) meeting presided over by President Goodluck Jonathan at the Council Chamber of the Presidential Villa, Abuja.
The Supervising Minister of Information, Mr Nurudeen Mohammed, who briefed State House correspondents at the end of the meeting, said the contract was awarded to Ladiom Associates with a completion period of 12 months.
"The Federal Capital Territory Rail Mass Transit system is designed primarily as a mover of people within and between the satellite towns and the different phases of the city.
"There is a provision of N280 million in the 2014 FCT Statutory Appropriation for the project.
"The projects, upon completion, will reduce traffic congestion, shorten journey distance and reduce pressure on existing public transport services.
"The project will also provide employment opportunities to about 5,000 skilled and unskilled workers, while about 4,500 skilled workers will be engaged in the direct operation of the system on completion."
The supervising minister said the FCT Rail Mass Transit System would be integrated with the planned national rail network.
The Minister of the Federal Capital Territory, Mr Bala Mohammed, who also briefed newsmen, said that everything about the project was on course in terms of the financial plan.
"Lot Four will carry passengers from Kuje to Karshi; Lot 5 from Kubwa to Bwari because there must be some provision for crisscrossing of commuters within the city.
"Lot 6 will carry people from the airport to Kuje and Gwagwalada up to Dobi, a satellite town that is far off Gwagwalada. That will complete the feasibility studies that we are set to do.
"You are aware we are executing the Lots One and Three and we have gone 60 per cent. Everything about the project is on course in terms of the financial plan.
"What we are doing now is to start building the stations – 13 in number – that are going to be used by the passengers. So, everything about the light rail is on course.
"Lot Two is the most viable one. Already, we have gotten expression of interest from the organised private sector to do it, which is very significant to us as a government as a mark of confidence shown in Nigeria and in Abuja because it is a bankable project and the passengers are there because it is going to provide rail transportation from Nyanya to the city centre up to Kubwa.
"In fact they (investors) are struggling for that.
"For the Lots Four, Five and Six, that is why we are doing the feasibility study. We want to run away from the previous practice where contracts were awarded on the basis of conceptual design.
"This time around, we are coming with the engineering design and the bill of quantities before we go to tender."
yeah I hope dis spread all round the states


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Richard M. Swanson
Richard Swanson received his BSEE and MSEE from Ohio State University in 1969 and the PhD in Electrical Engineering from Sanford University in 1975. After completing his PhD, he joined the Electrical Engineering faculty at Stanford. His research investigated the semiconductor properties of silicon relevant for better understanding the operation of silicon solar cells. These studies have helped pave the way for steady improvement in silicon solar cell performance. In 1991 Dr. Swanson resigned from his faculty position to devote full time to SunPower Corporation, a company he founded to develop and commercialize cost-effective photovoltaic power systems. SunPower produces the highest performance photovoltaic panels available, and is listed on NASDAQ as SPWR. He retired from SunPower in 2012.
Dr. Swanson has received widespread recognition for his work. In 2002, he was awarded the William R. Cherry award by the IEEE for outstanding contributions to the photovoltaic field, and in 2006 the Becquerel Prize in Photovoltaics from the European Communities. He was elected a Fellow of the IEEE in 2008 and a member of the National Academy of Engineering in 2009. He received the 2009 Economist Magazine Energy Innovator Award. In 2010 he was awarded the IEEE Jin-ichi Nishizawa Medal for the conception and commercialization of high-efficiency point-contact solar cell technology, and in 2011 the Karl Boer Solar Energy Medal of Merit Award.
Professor Eicke R. Weber
Professor Eicke R. Weber is Director of the Fraunhofer Institute for Solar Energy Systems ISE and Professor for Physics / Solar Energy at the Faculty of Mathematics and Physics and at the Faculty of Engineering of the Albert-Ludwigs-University of Freiburg, Germany. With a total staff of more than 1300 and annual budget exceeding Euro 75 M the ISE is one of the world-leading research institutes in the field of renewable energy and energy efficiency. The focus of Prof. Weber's own research is the analysis of lattice defects in Si and compound semiconductors. Recently he studied specifically how good solar cells can be produced out of upgraded metallurgical ("dirty") silicon with high impurity content.
Prof. Weber studied Physics at the University of Cologne, Germany where he obtained his doctorate in 1976. After postdoctoral research stays at SUNY, Albany, NY, and at Lund University in Sweden he received his habilitation from Cologne Univeristy in 1983. That year he accepted the appointment to the faculty of the Department of Materials Science and Engineering of the University of California, Berkeley, where he worked till 2006, since 1991 as Professor of Materials Science. In 1990 he was appointed visiting professor at Tohoku University in Sendai and in 2000 at Kyoto University in Kyoto, Japan. In 1994 he received the Alexander von Humboldt Senior Scientist Award. From 2004-2006 he served as Chair of the Nanoscale Science and Engineering Graduate Group in Berkeley. He was president of the Alexander von Humboldt Association of America (AvHAA) from 2001-2003 and in 2003 he was elected founding president of the German Scholars Organization (GSO). In 2006 he received the Award of Merit (Bundesverdienstkreuz am Bande) of the German President. He is fellow of the American Physical Society.
In July 2008 Prof. Weber was appointed Director to the SEMI International Board of Directors. He received the Electronics and Photonics Division Award of the Electrochemical Society ECS in June 2009. In October 2009 he was elected Honorary Member of the Ioffe Physical-Technical Institute of the Russian Academy of Sciences, St. Petersburg. Since 2010 Prof. Weber is Member of acatech – the German Academy of Science and Engineering, Berlin. In 2012 Prof. Weber was appointed Managing Director of the Centre for Renewable Energy (ZEE) of the University of Freiburg. He was elected founding president of the German Energy Storage Association (BVES), Berlin in September 2012. In June 2013 Prof. Weber was honoured with the Einstein Award of SolarWorld.
Professor Weber serves on several Boards and Technical Advisory Boards of companies working in the field of Green Energy.
Stephen O'Rourke
Stephen O'Rourke is presently Managing Director of Asia Pacific Land and its subsidiary APL Renewables, a privately held, global real estate and renewable energy investment, development, and asset management company. Mr. O'Rourke spent 2015 in Manila on sabbatical, having departed SunEdison where he was Senior Vice President during its integration with MEMC Electronics and transformation to a global renewable energy company. Previously, Mr. O'Rourke served as Managing Director at Deutsche Bank Securities where he was responsible for the company's clean energy and semiconductor capital-equipment equity research practice. Prior to Deutsche Bank, he held management and leadership positions with Piper Jaffray, Robertson Stephens, Everdream Corporation, and Applied Materials, Inc. Mr. O'Rourke holds a Bachelor of Science in Electrical Engineering from the United States Naval Academy and did graduate work in Nuclear Engineering with the Naval Nuclear Power School.
Professor Ki-Bum Kim
Department of Materials Science and Engineering, Seoul National University
Ki-Bum Kim has been a professor of materials science and engineering at Seoul National University since 1992. He has an MS degree in metallurgical engineering from Seoul National University and a PhD degree in materials science and engineering from Stanford University. He has been a research scientist at Philips Research Laboratory and Applied Materials Inc. He has coauthored over 100 journal publications.
The major research area of Prof. Kim is to investigate the structure and property relationship in thin film materials. In particular, he is actively working on the development of metallization processes for the next generation Integrated Circuits (ICs) including the development of silicides, diffusion barriers, and interconnect materials and processes. He is also working on other applications of thin films such as polycrystalline Si thin film transistor, electrode for the dielectrics, and diamond field electron emitters.
Reyad Fezzani
Chairman and CEO, Regenerate Power
Mr. Fezzani has 25 years of experience in energy and finance. He currently serves as the Chairman and Managing Partner of Energy Finance Company LLC, a financier owner and operator of distributed generation solar assets, and Chairman and CEO of Regenerate Power, a developer, owner and operator of utility-scale renewable energy projects.
Prior to co-founding Regenerate Power, Mr. Fezzani was CEO of BP Solar and Chairman of Tata-BP Solar. He previously served as President of BP's Global Wind and Solar business. With more than 3,000 employees, the business operated solar manufacturing plants in the U.S., Spain, India, China and Australia, and developed, constructed, and operated solar and wind farms in the U.S., Europe, India and China.
During his tenure, the wind business unit completed U.S. utility-scale project financing, construction and operation of 1 GW of operating assets and maintained a pipeline in excess of 20 GW. The solar business unit completed utility-scale and distributed generation solar project financing, construction and operation of 300 MW of assets, including a 32 MW solar farm in Long Island financed and co-owned by MetLife.
Before leading the wind and solar units, Mr. Fezzani was CEO of BP's Global Chemicals business (annual sales of $10 billion) and previously was the Executive Assistant to the BP Group Chief Executive, Lord Browne, at the time when BP launched its Alternative and Renewable Energy business. Prior to that, he served as Vice President of Strategy & Planning for BP's global refining, manufacturing and marketing business. Mr. Fezzani joined BP in 1989, and early in his career held a variety of commercial and operational posts in finance, exploration and production, refining and marketing, and supply and trading.
Mr. Fezzani holds an ME in Chemical Engineering and Chemical Technology from Imperial College, London. He is a Chartered Engineer, and a Fellow of the Institute of Chemical Engineers, the Energy Institute and the Institute of Materials, Minerals and Mining.
David Dutton
Interim CEO Silvaco
David L. Dutton has served as an advisory board director of Sunpreme since March of 2013. Mr. Dutton is managing principal of SemiEnergy a consulting company and a principal of CEO to CEO an executive management consulting firm. Mr. Dutton served as President, CEO and director of Mattson Technology, NASDAQ: MTSN, from 2002 to February of 2013. Mr. Dutton joined Mattson Technology in 1994 as a product group Vice President and general manager until 1997 and then served as chief operating officer. Mr. Dutton led Mattson to new markets in the Semiconductor and Cleantech capital equipment markets. Prior to joining Mattson, Mr. Dutton served in management and engineering positions at Intel and Maxim Integrated Products from 1984 to1993. Mr. Dutton is an advisory board member of the Silicon Valley Bicycle Coalition and a member of the CEO Alliance. Mr. Dutton holds a B.S. Geology from San Jose State.
Professor Tatsuo Saga
Tatsuo Saga received his BS and MS degrees from the Faculty of Engineering, Nagoya University. He joined SHARP Corporation in 1974, where he worked on the development of photovoltaic cells for space use. Since 1999, he had been general manager of the engineering and production departments for terrestrial- and space-use photovoltaic cells and modules. He became a division deputy general manager of the Solar Systems Division in Solar Systems Group in 2003 and a group deputy general manager for photovoltaic technology research and development in the Solar Systems Group in 2006. After retiring from SHARP Corporation, he joined the Institute of Scientific and Industrial Research, Osaka University in 2011. He is now a professor for photovoltaic technology in Osaka University. His recent work focuses on chemical surface technologies for passivation and texturing of the crystalline silicon cell surface. Since 2013, he also manages his own technical consulting company for the photovoltaic industries.


The rustic charm and traditional elegance of this 2015 Parade home featured a wrap-around porch, open concept interior with impressive gourmet kitchen and two separate living areas, finished lower-level with sauna, bar, and walk- out. This distinctive 5,200 square foot home is truly an entertainer's dream.
This unique modern and craftsman blend of our 2015 Parade home was built to the owner's design. A three-bedroom, two and a half bath home featuring maple cabinets/hardwood flooring, granite countertops, and a master suite with custom tiled shower.


A subtle fragrance with delicious notes of delicate fruits, enveloped in a floral and sensual heart. This chypre accord, the emblem of Parisian class, is enhanced by a base of precious wood and white musk. The "French Touch" par excellence, combining elegance and timelessness with emotion, a fragrance of assertive femininity, but without fuss, the Home Fragrance of an icon of French elegance. An elegant, feminine, fuss-free and luxuriously subtle fragrance, Elegant Parisienne will seduce you with its sophisticated scents.


The International Consulting is a qualified company which has actually put together professionals with experience in the field of International Contracts, Real Estate, legal, notarial and corporate assistance.
An extensive network of contacts and cooperation with public and private companies, financial institutions and well-known Italian and foreign professionals allowed to launch a professional structure of lawyers, notaries and accountants in the the Republic of San Marino, which is constantly expanding and has a sophisticated commercial nature.
The company focuses its activities on various areas of contracts related to domestic and international needs of companies willing to operate in the Republic and of individuals willing to invest in our country, in Italy and in the World. In this context, the company can provide full assistance to companies and individuals in line with its own international and commercial vocation by using the gained experience and domestic and international relationships.


Mix the ice cream and fruit mince, then return to the freezer. Preheat the oven to 150°C. Beat the egg whites at a high speed using an electric hand-mixer until soft peaks form. Slowly add the sugar while beating at a medium speed until thick and glossy.
Add the food colouring until the mixture is light pink.
Spoon the mixture onto a greased baking tray or baking mat into circles 6 cm in diameter.
Bake for 35–40 minutes, or until crisp on the outside and slightly chewy inside. Allow to cool.
Sandwich the ice-cream between the meringues and place on a platter. Garnish with berries and dust with icing sugar.


1. Chicks are not growing.
Not growing, cannibalism, crooked legs. These all stem back to nutritional deficiency. If you are not following our feed guidelines then you may have these problems. Provide adequate feeder space, do not scrimp on feed or supplement. Provide clean, course wheat straw or soft wood shavings, if any other bedding has been used give the birds approx 1 tablespoon of cooking molasses per 1 gallon of water ( turn the water light brownish) for 1 day only. This will unplug the bird's gizzard as it's like a natural laxative. Prevent overheating, overcrowding or any stress.
Cannibalism – Caused by stress of some sort. Change of weather can cause poultry to start to pick. If picking begins in the first 4 weeks (still on chick starter) it will probably be because of overheating, overcrowding, drafty building or bright lights. If this occurs make the chicks as comfortable as possible. Make the room very dark, add more feeders and add super booster or terramycin to the water.
Over 4 weeks – After you have switched to your own grains and they begin to pick it will be a nutritional deficiency. Grain lacks several essential vitamins and minerals that is why we recommend poultry grower supplement.
Laying hens – In laying hens the most common is vent picking or eating the eggs. Make sure you follow our nutritional guidelines and add a stress pack to the water.
3. Flock is sickly looking.
Colds or CRD – Droopy wings, loose droppings, wheezing, or sickly looking. Your birds have probably caught a cold. They need medicine immediately so add some Terramycin to the water. If birds are still brooding take a temperature of coldest point your birds have access to. If there is higher than normal mortality phone our head office someone will try to help you. After season leave a message we always try to help for your success is our success.
This problem will most always happen in the Cornish Cross Giant. Studies show that flocks raised to nine weeks of age will almost always have 3% of the birds with leg problems. Birds raised to heavier weights will likely have a higher percentage, perhaps 5%. So as small producers we deal with more leg problems. The best prevention is to follow our guidelines to reduce the number of problems. For example if you turn the lights off (not the heat source) then the birds cannot eat 24 hours a day. Spread the feeders and waterers apart so they have to walk to each. Have a run for them outside so they can exercise. Make sure you eviscerate them on time. You can start at 10 weeks depending on what size you require.
Coccidiosis is common in small flocks. This is a parasite that is found in the litter. It is especially common in a wet, cool spring or wet litter in your barn. You will probably notice bloody droppings. Prevention is by use of medicated chick starters and supplements. One of the treatments is by Amproyl, sold at Berg's Stores and Agents. If coccidiosis goes untreated it will destroy the whole flock. Once you have a cocci break you must use Amproyl or another coccistat to control it.
E Coli is caused by unclean conditions. If a flock is being rotated year by year with no clean up practices you will probably get E Coli. It will be best detected by a poultry specialist through tests.
Ascites is a condition not a disease. It is a distended abdomen that may be filled with fluid. There is often muscle congestion and enlarged heart. One or both lungs may be congested and watery. It is caused from lack of oxygen, phosphorus, vitamin E and selenium deficiencies and high levels of salt in water or diet. Prevention again would be by following our guidelines to managing your poultry.
Trouble shooting your flock or Poultry is the best Prevention of any of the above. Following proper procedures when raising the birds will provide you with a finished healthy Farm Grown Bird. Poultry grower supplements will only add to your productivity and enhance your flock. Supplement contains the vitamins and minerals that grain will not provide.
Cornish Giants – Care-Management-Nutritional Guidelines.
must remain. Reason being the coccidosis medicine and litter work together to vaccinate chicks against coccidosis.
3. Floor space– the first 3 weeks 1/2 square foot per chick. Until 8 weeks 1 square foot per chick. After that you will need 2 square feet per bird. 1000 Cornish Giants = 2000 square foot building. (Do not include the run outside in the square foot amount).
4. Water- To start baby chicks use a vitamin pack in water for 3-5 days. Use 3-1 gallon founts to start 100 baby chicks. Allow 3-8 gallon waterers for 100 birds or if automatic waterers are used you will need 2 per 100 birds.
5. Feed- To start baby chicks you will need small trough feeders, or use egg flats or box tops for the first week. You will then need 4-50 lb. feeders per 100 birds. This will give the birds adequate amount of space to feed.
6. Lighting- For the first 24 hours allow continuous light. After this light should be reduced to 8 hours per day.
7. Ventilation- Ventilation supplies oxygen the birds need to maintain good health and grow properly. Air inlets and fans are needed to provide fresh air and remove carbon monoxide, carbon dioxide and ammonia. provide adequate air movement to maintain comfort and good litter conditions.
Eggs in trays and ready to go into incubators in the morning – Eggs in incubators ready to start.
NOTE: Sorry we cannot mail any started birds so please order day olds if you wish to receive them via mail.
Please contact us for mailing or air costs.


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Casino Answers » Uncategorized » Black Horse
About Black Horse
Black Horse is a horse-based February 2012 Wazdan-owned video slot. Themes: galloping horse, classic symbols, bullets, Wild West, and steppe climate. Black Horse has a sequel named Black Horse Deluxe (March 2020). Black Horse is one of the video slots in Wazdan's four-game Black series; Black Horse Deluxe aside, the other two are Black Hawk (July 2016) and Black Hawk Deluxe (August 2018). Wazdan's other horse-themed slot are Hot 777 Deluxe (October 2018), Mystery Jack Deluxe (December 2017) and Mystery Jack (February 2013).
Some of the Black Horse's rival slots are Mustang Gold (January 2019) from Pragmatic Play, Wild Stallion (July 2019) from StakeLogic, and Flying Horse (May 2016) from Ainsworth. It is named after a literally dark stallion—both a brand logo and symbol. Four symbols (orange, pear, cherries, and lemon) require three winning combinations. Six symbols (horse, horseshoe, cactus, bell, grapes, and plum) require two or three winning combinations.
Black Horse Game Characteristics
Black Horse has a partitioned 3X3 grid whose gold-framed black reels are joined with colorful paylines' pathways. Representing each of the five fixed paylines, five differently colored bullets are lined along the grid's left margin. There are eleven symbols, nine total bets, three bonus games, collectible coins, a win multiplier, side game, three batches of free games, and regularly pays from $0.04 to $20000.00.
Black Horse has three special symbols and eight ordinary symbols. Special symbols: the coin bonus-unlocking feature is a horse-embossed golden coin; the horseshoe bonus-unlocking feature is a golden horseshoe; and the black horse bonus-unlocking feature is the dark silhouette of a galloping horse.
Ordinary symbols: a green cactus; a golden bell; a leafy bunch of purple grapes; a plum; an orange; a leafy pear; a leafy pair of cherries; and a lemon.
The Black Horse's coin values: $0.02 (lowest value), $0.04, $0.10, $0.20, $1.00, $2.00, $4.00, $10.00, and $20.00 (highest value). Black Horse's cash bets: $0.10 (minimum bet), $0.20, $0.50, $1.00, $5.00, $10.00, $20.00, $50.00, and $100.00 (maximum bet).
The payouts readjust according to the bet. For instance, the $100.00 bet attracts these Black Horse payouts. Three winning combinations: orange, or pear pays $80.00; cherries, or lemon pays $40.00. Two or three winning combinations, respectively: horse's silhouette pays $1000.00 and $20000.00; horseshoe pays $320.00 and $10000.00; cactus pays $160.00 and $4000.00; and bell, or grapes, or plum pays $80.00 and $800.00.
The three bonus games are: coin bonus, horseshoe bonus, and black horse bonus. Collecting a nine-coin stack unlocks 15 free games whose winning combinations get X3 win multipliers. Getting three horseshoes offer 30 free games whose winning combinations get X3 win multipliers. Three black horses offer 45 free games. All free games' winning combinations attract X3 win multipliers. Gamble game: players predict whether a flickering card will stop to show a black face or red face, for a chance to double the current win. Black Horse's non-progressive jackpot is X3100, which (3100X20) is $62000.00.
The good Black Horse software features include: slow, average or fast modes; left/right hand, and energy saving modes; supports diverse operating systems and platforms; has sliders are used to set values in mobile devices, while -/+ are used in desktops; thirty-one (5-1000) batches of optional autospins in mobile; eight (10, 20, 30, 50, 70, 100, 500, and 1000) batches of customizable autospins. Ambient background: country instrumental songs. Sound effect: chinking coin and a stallion's neigh. Animated 3D graphics: dolly zoom and, most notably, a video of a galloping wild stallion silhouetted against the sunset in the background.
Luck in Black Horse
The return to player rate of Black Horse is 96.07% and the house edge is 3.93%. This is a game of chance.