not work easily " ; " the soft metal works well " 26. work - verb · have and exert influence or effect ; " the artist ' s work influenced the young painter " ; " she worked on her friends to support the political candidate " synonym ( s ) : influence, act _ upon hypernym ( s ) : affect, impact, bear _ upon, bear _ on, touch _ on, touch 27. work - verb · operate in or through ; " work the phones " hypernym ( s ) : operate, run 28. work - verb · cause to operate or function ; " this pilot works the controls " ; " can you work an electric drill? " hypernym ( s ) : manage, deal, care, handle 29. work - verb · provoke or excite ; " the rock musician worked the crowd of young girls into a frenzy " hypernym ( s ) : stimulate, excite, stir 30. work - verb · gratify and charm, usually in order to influence ; " the political candidate worked the crowds " hypernym ( s ) : capture, enamour, trance, catch, becharm, enamor, captivate, beguile, charm, fascinate, bewitch, entrance, enchant 31. work - verb · make something, usually for a specific function ; " she molded the rice balls carefully " ; " form cylinders from the dough " ; " shape a figure " ; " work the metal into a sword " synonym ( s ) : shape, form, mold, mould, forge hypernym ( s ) : create _ from _ raw _ material, create _ from _ raw _ stuff 32. work - verb · move into or onto ; " work the raisins into the dough " ; " the student worked a few jokes into his presentation " ; " work the body onto the flatbed truck " hypernym ( s ) : move, displace 33. work - verb · make uniform ; " knead dough " ; " work the clay until it is soft " 34. work - verb · use or manipulate to one ' s advantage ; " he exploit the new taxation system " ; " she knows how to work the system " ; " he works his parents for sympathy " hypernym ( s ) : use, utilize, utilise, apply, employ 35. work - verb · find the solution to ( a problem or question ) or understand the meaning of ; " did you


he works his parents for sympathy " hypernym ( s ) : use, utilize, utilise, apply, employ 35. work - verb · find the solution to ( a problem or question ) or understand the meaning of ; " did you solve the problem? " ; " work out your problems with the boss " ; " this unpleasant situation isn ' t going to work itself out " ; " did you get it? " ; " did you get my meaning? " ; " he could not work the math problem " synonym ( s ) : solve, work _ out, figure _ out, puzzle _ out, lick 36. work - verb · cause to undergo fermentation ; " we ferment the grapes for a very long time to achieve high alcohol content " ; " the vintner worked the wine in big oak vats " 37. work - verb · go sour or spoil ; " the milk has soured " ; " the wine worked " ; " the cream has turned - - we have to throw it out " synonym ( s ) : sour, turn, ferment hypernym ( s ) : change _ state, turn 38. work - verb · arrive at a certain condition through repeated motion ; " the stitches of the hem worked loose after she wore the skirt many times " hypernym ( s ) : become, go, get or unscramble the word you need to complete that puzzle or to finish that project or homework! letters to unscramble the word synonyms, antonyms and related words word below with '? ' to indicate missing letters word to find the rhymes letters of the beginning, middle or end of the word.


being referred for radiation treatment is an unfamiliar experience to most cancer patients. on these pages, we will explain radiation oncology to you and answer questions that most often exist for our patients. and we will also explain why you should feel remarkably confident in coming to urmc, the region ’ s leader in radiation oncology. what is radiation oncology? radiation oncology is one of the three major cancer specialties in oncologic medicine. it uses energy from radiation beams, radio isotopes, or charged particles to target tumors and to eradicate cancer cells. radiation beams are usually generated in treatment machines, such as linear accelerators or high - energy ct scanners. another type of radiation treatment uses radioisotopes, or radioactive materials. these are utilized in radiation implants and radioisotope - labeled molecules in the treatment of various cancers. in addition to getting rid of cancer, radiation treatment is highly effective in reducing symptoms such as cancer - related pain. radiation has also been used in the treatment of many benign ( non - cancerous ) conditions in both adults and children. what makes urmc different? at the james p. wilmot cancer center, the department of radiation oncology is an essential part of multidisciplinary care. in other words, a team of experts from surgery, medical oncology, radiation oncology, and many other disciplines will come together to evaluate and manage your cancer treatment. this is a unique approach to care and is considered the ideal model of cancer care. the department of radiation oncology provides state - of - the - art treatment technology to increase the curability of cancer while reducing side effects. our comprehensive cancer care team includes physician radiation oncologists, radiation physicists, radiation therapists, dosimetrists, nurses, social workers, and nutritionists. what should i expect as a patient? your treatment will involve a team of healthcare providers from the department of radiation oncology. typically, a radiation oncologist will direct the radiation treatment process and plans. your team will also include a secretary, a nurse, a nurse practitioner, a resident physician in training, radiation therapists who operate the treatment machines, and a radiation dosimetrist or physicist specializing in radiation treatment physical plans. the department also offers assistance from social workers and nutritionists. support groups for cancer patients are also available. these include disease - specific groups, age - specific groups, and many others. a typical radiation treatment process begins with an initial consultation with your radiation oncologist. the treatment recommendation


by w. blake gray one of the main characteristics of japanese is its vagueness. language is culture, and japanese helps people get along in crowded, resource - poor cities by preventing hard feelings in conversation. here ' s a good example of how this works : in a business meeting, everyone sits around the table vaguely feeling out each others ' position until eventually everyone realizes what they ' re expected to say. thus the first and only vote is almost always unanimous. here ' s a more frustrating example : i think this sake is named " 140 " ( hyakuyonju ) because it ' s the 140th attempt at crossing aomori ' s native hanafubuki rice with the more famous yamada nishiki, which doesn ' t usually grow so far north. however, i can ' t confirm that ; the japanese describing it is just too vague. all i know is that in the crossing experiments, somehow this rice got the number " 140. " maybe that ' s the number of wins aomori native daisuke matsuzaka expects to pile up in boston. maybe it ' s just a mellifluous number. as a journalist, i hate that vagueness - - it makes reporting anything from japan a challenge, as you get notebooks full of quotes that, translated, essentially mean, " maybe so. " i can ' t help but wonder, as i struggled to get information on this product, how much japanese exports would benefit from a trade export organization with english skills. oh wait - - there is one. i went to jetro, the japan external trade organization, where i learned the following about aomori rice : " the value that is delicious by the security that only the person who ate understands. please enjoy it in your mouth. " ok, at least we know where to put it. let me tell you what i do know. aomori prefecture is the snowiest in japan - - even more so than hokkaido. aomori is at the very tip of honshu, and even in summer it ' s foggy and windy. the prefecture is 66 % covered by forest, and the rest mostly by farmland, such that a visiting english teacher posted somewhere on the web, " there ' s nothing but rice paddies here. " aomori is fairly poor and has been losing population since it peaked in 1983, because young people don ' t want to pursue the number one industry - - agriculture. when they get to tokyo, they have to relearn how to speak, because aomori is famous in


what is a bubble? today ’ s economies often experience large movements in asset prices that have significant macroeconomic effects. given that many of these movements in asset prices seem unrelated to economic conditions or fundamentals, they have come to be called bubbles, whether swelling or bursting. typically, these bubbles are unpredictable and generate substantial macroeconomic effects. consumption, the capital stock, and output all tend to surge when a bubble arises and then collapse or stagnate when the bubble bursts. despite the recurrent nature of bubbles and their macroeconomic implications, however, we still lack a stylised model to answer the basic questions : - what is the origin of bubbly episodes? - why are they unpredictable? - how do bubbles affect consumption, the capital stock, and output? of course, economists have long thought about asset bubbles. to do so, they have found it useful to think of an economy with two idealised asset classes : productive assets or “ capital ” and pyramid schemes or “ bubbles ”. both assets are used as a store of value or savings vehicle, but they have different characteristics. capital is costly to produce but it is then useful in production. bubbles play no role in production, but initiating them is costless. a successful theory of bubbles should then explain why rational and informed agents optimally choose to hold bubbles in their portfolios, and it should also characterise the macroeconomic consequences of their choice. samuelson ( 1958 ) and tirole ( 1985 ) laid the foundations for such a theory by portraying bubbles as a remedy to the problem of dynamic inefficiency. their argument is based on the dual role of capital as a productive asset and a store of value. to satisfy the need for a store of value, economies sometimes accumulate so much capital that the investment required to sustain it exceeds the income that it produces. this investment is inefficient and lowers the resources available for consumption. in this situation, bubbles can be both attractive to investors and feasible from a macroeconomic perspective. for instance, a pyramid scheme that absorbs all inefficient investments in each period is feasible and its return exceeds that of the investments it replaces. the samuelson - tirole model provides an elegant and powerful framework to think about bubbles. however, the picture that emerges from this theory is hard to reconcile with historical evidence. - first, the model features deterministic bubbles that exist from the very beginning of time and never burst. this is contrary to the observation that, in real economies, bubbles pop - up and burst


this theory is hard to reconcile with historical evidence. - first, the model features deterministic bubbles that exist from the very beginning of time and never burst. this is contrary to the observation that, in real economies, bubbles pop - up and burst. we therefore need a model in which bubbles are transient, that is, a model of bubbly episodes. - second, and most importantly, in the samuelson - tirole model bubbles raise consumption by reducing inefficient investments. as a result, bubbles slow down capital accumulation and lower output. in the real world, bubbly episodes tend to be associated with consumption booms indeed. but they also tend to be associated with expansions in the capital stock and output. a successful model of bubbles must come to grips with these correlations. towards a realistic theory of bubbles in recent research ( martin and ventura 2011a and 2011b ), we build such a model by introducing investor sentiment shocks and imperfect financial markets into the theory of rational bubbles. since bubbles have no intrinsic value, their current size depends on market expectations regarding their future size, i. e. on " investor sentiment ". introducing shocks to investor sentiment is therefore crucial to generate realistic bubble dynamics in the model. introducing financial frictions is also crucial because these create rate - of - return differentials and allow efficient and inefficient investments to coexist. our key observation is then quite simple. bubbles not only reduce inefficient investments, but also increase efficient ones. in our model, bubbly episodes are booms in consumption and efficient investments financed by a reduction in inefficient investments. if efficient investments increase enough, bubbly episodes expand the capital stock and output. this turns out to be the case under a wide range of parameter values. to understand these effects of bubbly episodes, it is useful to analyse the set of transfers that bubbles implement. in the theory, a bubble is nothing but a pyramid scheme by which the buyer surrenders resources today expecting that future buyers will surrender resources to him / her. the economy enters each period with an initial distribution of current and future bubble owners. some of these owners bought their bubbles in earlier periods, while others just created them or are expected to do so in the future. in this setup, there are two natural channels through which bubbles may transfer resources from inefficient to efficient investment. - first, they do so directly through the market for bubbles. on the demand side of this market we find investors who cannot obtain


this setup, there are two natural channels through which bubbles may transfer resources from inefficient to efficient investment. - first, they do so directly through the market for bubbles. on the demand side of this market we find investors who cannot obtain a return to investment above that of bubbles ; while on the supply side we find consumers and investors who can obtain a return to investment above that of bubbles. when the market for bubbles closes, resources have thus been transferred from inefficient investors to consumers and efficient investors, leading to an increase in consumption and efficient investments at the expense of inefficient investments ( martin and ventura 2011a ). - second, bubbles may also transfer resources towards efficient investments through the credit market. this happens when the prospect of a future bubble raises the net worth of efficient investors, therefore allowing them to expand their borrowing and investment ( martin and ventura 2011b ). introducing financial frictions can thus explain how bubbles can lead to expansions in the capital stock and in output. it also solves a nagging problem of the theory of rational bubbles, which was first pointed out by abel et al. ( 1989 ). in the samuelson - tirole model, bubbles can only exist if the investment required to sustain the capital stock exceeds the income that it produces. abel et al. ( 1989 ) examined a group of developed economies and found that, in all of them, investment falls short of capital income. this finding has often been considered evidence that rational bubbles cannot exist in real economies. introducing financial frictions into the theory shows that this conclusion is unwarranted. the observation that capital income exceeds investment only implies that, on average, investments are dynamically efficient. but this does not exclude the possibility that the economy contains “ pockets ” of dynamically inefficient investments that could support a bubble. nor does it exclude the possibility that an expansionary bubble, by lowering the return to investment, creates itself the pockets of dynamically inefficient investments that support it. in such situations, the test of abel et al. would wrongly conclude that bubbles are not possible. our research is part of a growing body of work that studies the effects of bubbles in the presence of financial frictions : - caballero and krishnamurthy ( 2006 ) and farhi and tirole ( 2011 ) show that bubbles can be a useful source of liquidity ; - kocherlakota ( 2009 ) shows that bubbles can also raise collateral or net worth ; and - ventura ( 2011


what is health law? there are many ways to conceptualize health law. the health law & justice program views health law as encompassing not only the law of health care delivery and financing but all areas of study that focus on the intersection between law and health : from the ethics of embryonic stem cell research, to the role of government in preventing child maltreatment, to occupational health and safety regulations, to the laws governing elder care and death. we have grouped our health law courses into four overlapping but distinct areas of study : health care law, public and population health law, bioethics, and global health law. although these are not the only categories into which health law may be divided, we think these groupings provide a helpful lens for understanding the field ’ s multifaceted nature. health care law health care law focuses on the legislative, executive, and judicial rules and regulations that govern the health care industry. the health care industry includes hospitals and hospital systems, public and private insurers, pharmaceutical and device manufacturers, and the individual practitioners who treat patients. each of these entities functions within a vast complex of laws and regulations, and our curriculum reflects this complexity by offering a variety of courses that focus on specific aspects of health care law, such as fraud and abuse, food and drug law, medical malpractice, and healthcare mergers and acquisitions. public and population health law public health law has deep historical roots, but it has only recently emerged as a distinct area of legal study. part of what distinguishes public health law is its focus on prevention and populations : whereas healthcare law generally focuses on the delivery of treatment to individual patients, public health law generally focuses on preventing injury and disease by lowering health risks among populations. thus, a public health intervention, such as requiring cars to have airbags, may not decrease any particular individual ’ s risk of death as much as an expensive surgical procedure could, but when spread across a population, such interventions can make a huge difference in morbidity and mortality rates. because of public health ’ s focus on populations, we group public health law together with those areas of study that focus on the health of particular populations, such as children and the elderly. our curriculum includes several courses devoted to public health law and the law governing the health of specific populations. health law raises unique ethical challenges. even the question of how to define “ health ” is contested : it was only in the 1970s, for example, that the american psychiatric association removed homosexuality from its list of mental disorders. beyond the difficulty of defining health


health law raises unique ethical challenges. even the question of how to define “ health ” is contested : it was only in the 1970s, for example, that the american psychiatric association removed homosexuality from its list of mental disorders. beyond the difficulty of defining health is figuring out how to value it. because good health is a prerequisite for so much of what we do, it has a special value to many of us and cannot easily be balanced against other public or private goods. people also have conflicting intuitions about how to weigh the health of a single, identified person against the health of many, unidentified people. finally, advances in health technologies introduce new and difficult questions, including : do our genes belong to us? how can we protect patient privacy while maximizing patient health? and how should we define life and death? our bioethics courses encourage students to grapple with these and other difficult questions. global health law global health law is an emerging field that addresses the health challenges associated with globalization and population growth. global health law encompasses “ international health law ” but also extends beyond it in three important ways. first, whereas international health law focuses primarily on health - specific agreements, global health law examines a wider array of laws that affect but are not necessarily focused on health, such as laws governing trade, intellectual property, national security, human rights, and environmental protection. second, whereas international health law focuses on agreements among nation - states that attempt to influence governmental behavior, global health law also addresses the legal rights and obligations of nongovernmental actors such as corporations, nonprofit organizations, and private individuals. finally, whereas international health law focuses on international agreements, global health law also considers the impact that countries ’ national and local laws have on global health. thus, global health law breaks down many of the traditional distinctions that define international health law and, thereby, reflects the complexity of the health threats the world faces today. the washington college of law curriculum includes several courses designed to help students understand these threats and the unique legal and policy challenges they present.


elemental analysis is a process where a sample of some material ( e. g., soil, waste or drinking water, bodily fluids, minerals, chemical compounds ) is analyzed for its elemental and sometimes isotopic composition. elemental analysis can be qualitative ( determining what elements are present ), and it can be quantitative ( determining how much of each are present ). elemental analysis falls within the ambit of analytical chemistry, the set of instruments involved in decyphering the chemical nature of our world. for synthetic chemists, elemental analysis or " ea " almost always refers to chnx analysis — the determination of the percentage weights of carbon, hydrogen, nitrogen, and heteroatoms ( x ) ( halogens, sulfur ) of a sample. this information is important to help determine the structure of an unknown compound, as well as to help prove the structure and purity of a synthesized compound. the most common form of elemental analysis, chn analysis, is accomplished by combustion analysis. in this technique, a sample is burned in an excess of oxygen, and various traps collect the combustion products — carbon dioxide, water, and nitric oxide. the weights of these combustion products can be used to calculate the composition of the unknown sample. other quantitative methods include : - gravimetry, where the sample is dissolved and then the element of interest is precipitated and its mass measured or the element of interest is volatilized and the mass loss is measured. - optical atomic spectroscopy, such as flame atomic absorption, graphite furnace atomic absorption, and inductively coupled plasma atomic emission, which probe the outer electronic structure of atoms. to qualitatively determine which elements exist in a sample, methods include : - mass spectrometric atomic spectroscopy, such as inductively coupled mass spectrometry, which probes the mass of atoms. - other spectroscopy which probes the inner electronic structure of atoms such as x - ray fluorescence, particle induced x - ray emission, x - ray photoelectron spectroscopy, and auger electron spectroscopy. - electrochemical methods there is no pharmaceutical or device industry support for this site and we need your viewer supported donations | editorial board | governance | licensing | disclaimers | avoid plagiarism | policies


the government national mortgage association ( ginnie mae ) is a wholly owned federal corporation within the u. s. department of [ housing and urban development ( hud ). it was created in 1968 through an amendment to title iii of the national housing act. the president of ginnie mae is appointed by the president of the united states, and serves as a key member of the secretary of housing and urban development ' s principal staff. ginnie mae is credited with creating the mortgage - backed security ( mbs ) program in 1968. the purpose of the mortgage - backed security program is to attract new sources of capital for residential mortgage loans by increasing liquidity in the secondary mortgage market. through the program, ginnie mae guarantees the timely payment of principal and interest on securities backed by pools of mortgages issued by private mortgage institutions. a ginnie mae mortgage - backed security is the only mbs guaranteed by the full faith and credit of the united states government. ginnie mae can make this guarantee because mortgages in the underlying security are insured or guaranteed by the federal housing administration ( fha ), the rural housing service ( rhs ), ( formerly farmers home administration ), the department of veterans affairs ( va ), or hud ’ s office of public and indian housing ( pih ). the original mbs concept, as well as new variations developed in the past four decades, remains ginnie mae ’ s primary activity. ginnie mae does not assemble or issue securities : instead, it assesses a small fee on banks and other mortgage lenders to evaluate, and then guarantee the pool of mortgages to be sold by this private entity. the fee collected by ginnie mae is, if necessary, used as an advance against mbs pools which experience defaults. when homeowners do not make a mortgage payment, ginnie mae uses these fees to fulfill its guaranty of timely payment of principal and interest payment to the mbs security holders. should the mortgage - holder lose the home to foreclosure, ginnie mae ’ s full - faith and credit guarantee comes into play because all of the underlying mortgages are insured or guaranteed by fha, va, rhs and others.


american heritage® dictionary of the english language, fourth edition - v. to draw off ( a liquid ) by a gradual process : drained water from the sink. - v. to cause liquid to go out from ; empty : drained the bathtub ; drain the pond. - v. to draw off the surface water of : the mississippi river drains a vast area. - v. to drink all the contents of : drained the cup. - v. to deplete gradually, especially to the point of complete exhaustion. see synonyms at deplete. - v. to fatigue or spend emotionally or physically : the day ' s events completely drained me of all strength. - v. to flow off or out : gasoline drained slowly from the tilted can. - v. to become empty by the drawing off of liquid : watched the tub slowly drain. - v. to discharge surface or excess water : the niagara river drains into lake ontario. when flooded, the swamp drains northward. - v. to become gradually depleted ; dwindle : felt his enthusiasm draining. - n. a pipe or channel by which liquid is drawn off. - n. medicine a device, such as a tube, inserted into the opening of a wound or body cavity to facilitate discharge of fluid or purulent material. - n. the act or process of draining. - n. a gradual outflow or loss ; consumption or depletion : the drain of young talent by emigration. - n. something that causes a gradual loss : interruptions that are a drain on my patience. - idiom. down the drain to or into the condition of being wasted or lost : all of our best laid plans are down the drain. century dictionary and cyclopedia - to draw off gradually, as a liquid ; remove or convey away by degrees, as through conduits, by filtration, or by any comparable process : as, to drain water from land, wine from the lees, or blood from the body ; to drain away the specie of a country. - to free, clear, or deprive by degrees, as of a liquid ; empty or exhaust gradually : as, to drain land of water ( the most familiar use of the word ) ; to drain a vessel of its contents ; to drain a country of its resources. - to flow off gradually. - to be gradually emptied, as of a liquid : as, the cask slowly drains. - n. the act of draining or drawing off, or of emptying by


; to drain a country of its resources. - to flow off gradually. - to be gradually emptied, as of a liquid : as, the cask slowly drains. - n. the act of draining or drawing off, or of emptying by drawing off ; gradual or continuous outflow, withdrawal, or expenditure. - n. that which drains, or by means of which draining is immediately effected. - n. specifically — a passage, pipe, or open channel for the removal of water or other liquid ; especially, a pipe or channel for removing the surplus water from soils. drains may be open ditches or sunken pipes or conduits. those for wet lands are so made as to permit the percolation into them of water from the adjacent soil, as by the use in a covered conduit of porous earthen pipes or tiles, or of a filling of small stones, of an open cut where there is a sufficient slope, etc. see sewer. - n. the trench in which the melted metal flows from a furnace to the molds - n. in surgery, a hollow sound or canula used to draw off purulent matter from a deep seated abscess. - n. pl. the grain from the mash - tub : distinctively called brewers ' drains. - n. in ship - building, a large pipe which runs through or above the double bottom of a war - ship and is connected with the principal pumps to remove water from the various compartments. the main drain is from 12 to 15 inches in diameter, has openings into the large compartments controlled by valves, and is intended to pump out the water in case of damage by grounding, collision, etc. the secondary or auxiliary drain is also connected with all the large compartments and is used for all ordinary pumping. - n. a conduit allowing liquid to flow out of an otherwise contained volume. - n. something consuming resources and providing nothing in return. - n. vulgar an act of urination. - n. electronics the name of one terminal of a field effect transistor ( fet ). - v. intransitive to lose liquid. - v. transitive, ergative to cause liquid to flow out of. - v. transitive, ergative to convert a perennially wet place into a dry one. - v. transitive to deplete of energy or resources. - v. intransitive, pinball to fall off the bottom of the playfield. gnu webster ' s 1913


to convert a perennially wet place into a dry one. - v. transitive to deplete of energy or resources. - v. intransitive, pinball to fall off the bottom of the playfield. gnu webster ' s 1913 - v. to draw off by degrees ; to cause to flow gradually out or off ; hence, to cause the exhaustion of. - v. to exhaust of liquid contents by drawing them off ; to make gradually dry or empty ; to remove surface water, as from streets, by gutters, etc. ; to deprive of moisture ; hence, to exhaust ; to empty of wealth, resources, or the like. - v. to filter. - v. to flow gradually. - v. to become emptied of liquor by flowing or dropping. - n. the act of draining, or of drawing off ; gradual and continuous outflow or withdrawal. - n. that means of which anything is drained ; a channel ; a trench ; a water course ; a sewer ; a sink. - n. engraving the grain from the mashing tub. - v. empty of liquid ; drain the liquid from - v. flow off gradually - n. a pipe through which liquid is carried away - n. emptying something accomplished by allowing liquid to run out of it - v. deplete of resources - v. make weak - n. tube inserted into a body cavity ( as during surgery ) to remove unwanted material - n. a gradual depletion of energy or resources - middle english dreinen ( verb ) from old english dreahnian ( " to drain, strain, filter " ), from proto - germanic * draug - ( “ dry ” ), akin to old english drugian ( " to dry up " ), drugaþ ( " dryness, drought " ), old english dryge ( " dry " ). more at dry ( wiktionary ) - middle english dreinen, to strain, drain, from old english dreahnian. ( american heritage® dictionary of the english language, fourth edition ) “ brain drain is still claiming canadian doctors, but not our doctorals. ” “ she noted that the more typical " brain drain " is to the us, as canadian professionals leave for greater income potential. ” “ if there is brain drain from a particular country, it can scarcely develop. ” “ that a slip - slide into banality leads to forum brain drain is a sort of catch - 22 given. ” “ the


leave for greater income potential. ” “ if there is brain drain from a particular country, it can scarcely develop. ” “ that a slip - slide into banality leads to forum brain drain is a sort of catch - 22 given. ” “ the brain drain is not the consequence of some sort of collective despair. ” “ hong kong ' s brain drain is both a myth and a reality - - a myth in that its proportions tend to be wildly exaggerated, and in that its existence is attributed to a largely imaginary state of panic supposedly to be found in hong kong. ” “ highly educated women ’ s abandonment of the workplace is not an extension of the centuries of upper - class arm candy ; it ’ s a sex - specific brain drain from the future rulers of the society.... ” “ ainalem puts it this way : one potential solution to africa ’ s brain drain is virtual participation. ” “ america ' s loss may be india ' s gain, analysts say, pointing to a ' reverse brain drain ' that may see india reaping benefits for years to come. ” “ watch the water drain from the roof of the greenhouses. ” these user - created lists contain the word ‘ drain ’. the path of least resistance, watercourses, plumbing.... words describing slow action or movement ( open list, randomness, descriptive ) includes words of the " prodcom list " words that make me think of vampire : the requiem grateful credit to http : / / reocities. com / soho / studios / 9783 / phond1. html. very basic words for esl students. words from 2009 ' watchmen ' film. words that mean drink. looking for tweets for drain.


in this episode ( in order of appearance ) : [ upbeat electronic music ] ( jennifer ) : hello, there. i ' m jennifer pulley, and welcome to another edition of nasa 360. today we ' ve got so many things lined up for you. we ' re going to talk about technology. we ' re going to talk about exploration. and we ' re going to talk about dinosaurs and how they ' re all related. but first, let ' s talk about where i ' m standing. get this : i ' m standing inside a fort. that ' s right, and it ' s not just any fort. this is jamestown fort. it ' s the site of the first permanent english colony in what was then called the new world. today, of course, we know it as america. now think about this : from this starting point, people spread out all across the country and eventually populated the entire united states. so i guess we have to say that this landing ' s spot ' s a pretty big deal in american history. over time, though, the original fort that the english settlers built fell into disrepair. and believe it or not, for many years, it was lost to history. that all changed in 1996 when archaeologist dr. bill kelso rediscovered the original fort. it began a whole new era of understanding what life was like for those first jamestown settlers. for the first time, they had proof. using old writings, drawings, and now a handy trowel for digging, dr. kelso and his team discovered where the old fort was. and they began excavating the artifacts. to date, he and his team have found over 1 million artifacts from the original fort. and they expect to find many more in the next few years. in a little while, we ' ll catch up with dr. kelso and dig a little deeper into the history of jamestown. but first, do you know the difference between an archaeologist and a paleontologist? well, let ' s see. they both dig in the ground looking for things in the past, right? well, it ' s the type of things they ' re looking for that make them different. you see, archaeology is the science of understanding human cultures, while paleontology is the study of prehistoric life - forms. so basically, then, archaeologists spends their time trying to understand human history, while paleontologists generally look for fossils from before human history, like dinosaur bones. got it? luckily for archaeologists and paleontologists,


study of prehistoric life - forms. so basically, then, archaeologists spends their time trying to understand human history, while paleontologists generally look for fossils from before human history, like dinosaur bones. got it? luckily for archaeologists and paleontologists, tons of help is now coming from nasa. how? well, one of the ways is through the use of remote sensing techniques. remote sensing? well, in the broadest sense, it ' s the use of a device to collect information without actually physically touching the object. now, a great example of a remote sensing device we use every single day? our eyes. think about it. you can detect objects around you without physically touching them. you simply use your detectors, or your eyes, to see the object, gather information about it. you ' re using remote sensing. there are many forms of nasa - sponsored remote sensing devices that are being used to help in archaeology and paleontology. like, for example, there ' s something called ground - penetrating radar. this unique type of radar system can actually see objects in the ground without anyone having to dig them up. by using this in combination with aerial photography and historical documents, nasa can help give researchers a much better indication of where to dig, what to preserve, and what areas to avoid. satellites are another type of remote sensing tool being used by nasa researchers to help archaeologists and paleontologists. in fact, nasa archaeologist dr. tom sever has been using satellite data to help us understand why the mayan civilization in guatemala collapsed and how current populations may be able to prevent future disaster. let me try to break it down for you. between the third and ninth century, the mayan civilization in central america flourished. but after about the ninth century, they collapsed, leaving archaeologists few clues as to why this once - mighty civilization disappeared. this is where nasa comes in. our remote sensing satellites can detect even small changes within the electromagnetic spectrum. so sand, cultivated soil, vegetation, and rocks, each have distinctive spectral signatures which are easily distinguished from each other. so archaeologists can use info from the remote sensing satellites to quickly target specific areas of interest then send teams to that area to validate the findings. dr. sever and his team have already found several previously undiscovered sites and feel confident that they know where others are, thanks to nasa ' s remote sensing satellites. that is how nasa is helping researchers find old ruins. but remote sensing satellites are also helping us understand why the mayan civilization may have disappeared. today


not a mummy in the sense of what we generally think about, like an egyptian mummy that has been embalmed for preservation. the skin on this animal is actually preserved because it ' s been replaced by a mineral called siderite, which is an iron carbonate kind of mineral which is very hard and has preserved the skin. ( johnny ) : all right, so how did nasa get involved with this dinosaur discovery? well, researchers needed a way to scan through all the layers of rock to see all the dinosaur. and since this thing weighs about ten tons, they needed a really, really big scanner. ( dr. john hoganson ) : well, you know, when we usually find these fossils in the field, we generally just find the bones, the skeletons. and it was determined early on during the excavation process that this particular dinosaur was covered in skin. so it was decided to take these skeleton blocks out still entombed in the rock. so big blocks of rocks were removed. and at that point, it was decided that the best technology to use to determine the position of the bones in the rock and the completeness of the skeleton was to use c. a. t. scan technologies. and that ' s where nasa was asked if they could help with this. and it ' s been a very good approach, because with this tail block that we ' re working on right now, we, through the c. a. t. scan technology, are able to know where the bones are before we actually start digging through the rock matrix. ( johnny ) : luckily for these guys, nasa operates the largest ct scanner in the world. located at a boeing facility in canoga park, california, this scanner ' s first priority is to inspect large space shuttle parts. well, the task for dakota was not all that different. so they loaded dakota on a truck and shipped it off to california. when it arrived, the scanner was able to penetrate the dense iron carbonate that surrounded the dinosaur ' s tail section. and right away, researchers saw bones, tissue, and cartilage. ( dr. john hoganson ) : well, since i ' ve been a paleontologist, which has been a few years, there ' s been a lot of technological changes and advancements that have really helped the science. in addition to the c. a. t. scan technology that we ' ve been talking about here, there ' s a lot of remote sensing types of technologies that are available to us now. global position systems, mapping,


in this project. but there are certain things that really do stand out. ( jennifer ) : one of those things that stands out is a lead luggage tag with its destination stamped on it, " yamestowne. " this tag made the long journey from england to the new world on a wooden ship then was discarded into the bottom of a well. after its rediscovery 400 years later, it would again be making a long trip, this time into space. to help celebrate the 400th anniversary of jamestown, this lowly luggage tag was placed aboard the space shuttle atlantis, where it traveled nearly 6 million miles around the earth. after the space flight was over, the tag was returned to jamestown, where it went back on display in the jamestown archaearium with other artifacts from the old fort. ( dr. bill kelso ) : i think it really highlights the... sort of age - old exploration process, that, in 1607, you had to get the vehicles. you had to raise the money. you had to get the political things in order, the charter, to come to virginia, and dress appropriately with armor and closed helmets, because it was an alien environment, you had to put some kind of a … it ' s almost like a - - it is almost like a space station. you know, here in - - or an outpost - - to begin to explore an unknown environment in virginia, and that ' s – ( jennifer ) : and nasa ' s continuing to do that. ( dr. bill kelso ) : right, and here ' s the colonization of the moon. and what are the problems? well, you got to get there. you got to have the right vehicles. what do you take with you? you know, how do you survive in this alien environment? you put in artificial surface around you, you know, and you dress appropriately. so it is - - it ' s really an age - old thing. this whole psychological need to explore, spiritual need to explore, i think, is still today just as it was at the time of jamestown. ( jennifer ) : all right, so let ' s talk a little bit about this correlation between the early explorers, yourself, you ' re an explorer, and then the future explorers. ( dr. bill kelso ) : well, i ' m kind of an explorer of explorers, the recent explorers. i mean, they - - we ' re trying to figure out what it was like to explore and to


the future explorers. ( dr. bill kelso ) : well, i ' m kind of an explorer of explorers, the recent explorers. i mean, they - - we ' re trying to figure out what it was like to explore and to discover. and our project ' s called " jamestown rediscovery " you know, we ' re not discovering jamestown. we ' re rediscovering it. and a good example is this space here that - - this was used as a laboratory to study the minerals and the iron ore of this new land to see if it could be profitable to come here. so, yeah, this is very similar to what i ' ve read about explorations, especially on mars. they send out vehicles, and they do drilling, and they look at the material. and that ' s what was going on here. and so this space was where - - i ' m sure people that you ' ve heard of before - - captain john smith walked around in here. you know, maybe pocahontas checking out the blacksmith shop. ( jennifer ) : that is so cool. that ' s … i mean, that ' s - - what an amazing job you have. ( dr. bill kelso ) : well, that ' s what … that ' s the payoff, is to feel … to walk the places, to be in the places where these historical events happened. so then the events take on much more meaning than if you just read them in a text book. ( jennifer ) : earlier, dr. kelso mentioned the similarities between the 1607 jamestown explorers and nasa ' s future space explorers. what about all the explorers in between? guys like daniel boone, neil armstrong come to mind, as well as many countless others who have helped broaden our knowledge through exploration. perhaps two of the most famous names in american exploration history are lewis and clark. you ever heard of them? they blazed a trail through the american west, mapping out their path as they went. so what do you think? did nasa have anything to do with the lewis and clark expedition? well, not the original trip, but nasa is helping out now. johnny alonso will tell you all about it. ( johnny ) : all right, so we ' ve seen a lot today how nasa ' s helping archaeologists and paleontologists through remote sensing. these remote sensing devices have helped us unearth some really cool findings in places like cambodia, central america, and the american southwest. and they ' ve


the people. for this reason, he strategically located dickinson college a short two - block walk from the county courthouse, fully expecting students to make the trek on a regular basis to observe government in action. through the creation of debating societies — an early incarnation of extracurricular student groups — rush sought to give students the opportunity to discuss the most pressing issues of the day, an opportunity that connected them to rather than isolated them from emerging national developments. rush even went so far as to recommend that students live not on campus, but with families in the town, where they could be mentored daily in community values and citizenship. rush ' s conception of an american liberal arts education did not draw arbitrary boundaries among students ' classroom experiences, their extracurricular and recreational activities, and their living arrangements. it was an educational approach designed to encourage character development and one that valued public service as a form of patriotism. we have, i am afraid, lost this vision of an integrated and distinctively american approach to liberal education. we have compartmentalized its parts. there has been a rupture between the student life and academic sides of our enterprise and a focused emphasis on the “ useful ” and the comprehensive has dulled with time. while rush ' s idea of having all students live with families in the community is unrealistic in the twenty - first century, is the fundamental premise behind this idea outdated? shouldn ' t we still be striving to provide daily mentoring to our students in community values and citizenship? isn ' t it our responsibility to develop the twenty - first - century contexts that accomplish this most basic and most important of goals? and should not the current “ accountability movement ” in higher education extend beyond the measurement of disciplinary academic ability to that of citizenship? shouldn ' t we be seeking evidence of informed voting in public elections, community volunteerism, monetary contributions to nonprofit organizations, standing for public office? decoupling academic and student life i would argue that higher education has derailed on both the academic and student life sides. of course, the academic side would like to claim that it has held steadfast to its mission, and faculty all too frequently place blame on student life for failing to make these important connections. this line of thinking, however, ignores the fact that student life divisions are a relatively recent creation in american higher education and that faculty should also, as they have in the past, shoulder the responsibility of providing a comprehensive educational experience for our students. and what about student life? this division has burgeoned at most institutions over


a relatively recent creation in american higher education and that faculty should also, as they have in the past, shoulder the responsibility of providing a comprehensive educational experience for our students. and what about student life? this division has burgeoned at most institutions over the past two decades — but in too many instances, we have allowed it to mushroom without clear purpose or direction. instead, we have reacted helter - skelter in our rush to meet rising student demands and challenges. we are “ over - offering ” and thus introducing a hyper - consumerism into the academic setting. we have built twenty - four - hour student unions and fitness centers that resemble cruise ships. in our haste to demonstrate that we understand that engaged students are healthy, energetic students, we have scrambled to provide them with opportunities to engage in — well, everything — to include every conceivable aspect of their own selves and their unfettered desires. we have not, however, organized this plethora of activities into a cohesive or progressive series of meaningful, educative experiences. instead, we have provided our students with a shopping mall of choices without overarching purpose. in the process, we have created a lot of busy, busy students, many of whom are intent on adding activity upon activity to their undergraduate resumes. we have, in short, succeeded in giving students the opportunity to be busy — but simply being busy is not the same as being meaningfully engaged with society and understanding the connection between the activities in which one is engaged and the larger educational mission of the institution. in general, we have not fulfilled our educative responsibility to open students ' minds, to encourage serious inquiry, and to develop an understanding of what it means to be a part of a wider, diverse community that is not always cast ultimately in a student ' s own image. by simply enabling our students ' selfish desires, we have denied them the genuine sociability and connectivity necessary for continuous learning. instead, we have fallen prey to the students ' own definition of success as we assist them in their quest for personal advancement at the expense of communal progress. the whole notion of a “ useful ” education, in other words, has become focused on a personal usefulness as each student asks him or herself, “ how can i get ahead? ” the type of “ usefulness ” that builds good citizens through service to society has all too frequently fallen by the wayside. while there is a notable rise in community service or volunteerism among college students today, this often occurs because


get ahead? ” the type of “ usefulness ” that builds good citizens through service to society has all too frequently fallen by the wayside. while there is a notable rise in community service or volunteerism among college students today, this often occurs because such activity is now viewed as a necessary component for “ credentialing ” personal aspirations. of course, there are notable exceptions to these negative trends among both individual students and college or university programs. yet, in general, it is this decoupling of the academic from student life and our enabling behavior in higher education that has resulted in today ' s undergraduates experiencing what former harvard dean harry lewis ( 2006 ) describes provocatively in his recent book, excellence without a soul, as “ the hollowness of undergraduate education, ” the total abdication of colleges ' “ moral authority to shape the souls of students, ” and the absence of any definitive statements about what it is to be an educated person. american undergraduate education for the twenty - first century it is time to reclaim and revitalize for the twenty - first century the distinctiveness that characterized american higher education during the earliest days of our democracy. at the dawn of a century that promises to be breathtaking in both its challenges and opportunities, we must ensure that our students are prepared and willing to take on the responsibility of global citizenship and shake free of their obsessive focus on themselves. we must ensure that they know how the united states “ works ” and what it values ( in all that complexity ) and are prepared to engage and listen carefully to opinions expressed by the rest of the world. we must be willing to admit that we have lost the connection between theory and practice that will most readily make this global understanding possible, and we must seek to redefine this connection in a twenty - first - century context. to do so, we must return to a conception of undergraduate education that is comprehensive and does not compartmentalize students ' experiences into artificial components that separate the curricular from the extracurricular. we must return to the notion of a “ useful ” education that encompasses and intertwines personal and public usefulness, demonstrating to our students that personal success and understanding are most complete when they contribute to the public good — not when they simply fulfill individual notions of anticipated accomplishment. this will require us to rethink totally our approach to undergraduate education. dr. rush was on to this notion very early. in a 1773 letter to his countrymen on patriotism, he stated that “ the social spirit is the true selfish spirit,


will require us to rethink totally our approach to undergraduate education. dr. rush was on to this notion very early. in a 1773 letter to his countrymen on patriotism, he stated that “ the social spirit is the true selfish spirit, and men always promote their own interest most in proportion as they promote that of their neighbors and their country ” ( 1951, 84 ). as a starting point, we must conceive of and treat student life and the academic program as coequal partners in a shared endeavor that begins as a student prepares for the transition to college and continues as an organized and sustained priority until commencement. the residential experience continues to be the characteristic that distinguishes american undergraduate education from that found in other countries, and it should remain a centrally defining feature. the challenge is to incorporate it into the entire educational experience rather than treating it as an ancillary, less serious partner. failure to do so places the historic advantage of an american higher education at risk and lends increasing advantage to many for - profit institutions that offer a new — and far less costly — business model for higher education that eschews athletics, residential life, and student life for the bottom line. we must find ways to encourage faculty to think differently about how they reach and relate to students, ways that will require them to think beyond the classroom experience. the answer is not, as some have suggested, merely to coax faculty into living in residence halls, a concept that presumes that physical juxtaposition will establish a cohesive educational experience. rather, we need to think creatively about how to bridge the artificial chasm between academic and student life. we need to focus on ways to engage students in a seamless experience that moves easily and naturally in and out of the classroom — an experience that involves faculty in both arenas. we all have been touched and inspired by a professor whose passion for his or her discipline is absolutely contagious. we need to enhance and expand the ways in which our faculty can model behavior that shows students what it is like to be an engaged scholar who is connected to the wider world with a sense of wonder, bliss, and obligation. equally important, we need to give our students glimpses of faculty interactions in their own communities. they must see the “ whole ” professor — an individual who lives beyond his or her discipline with curiosity and a commitment to better the world. we need, in other words, to illustrate to our students through example — through proactive mentorship — that a liberal education is a lifelong habit of


— an individual who lives beyond his or her discipline with curiosity and a commitment to better the world. we need, in other words, to illustrate to our students through example — through proactive mentorship — that a liberal education is a lifelong habit of the mind. similarly, we must demand for our institutions student life professionals who push beyond attention to the affective and endlessly affirming desires of our students. we must ask them to act as far stronger role models by advancing discourse about issues that matter beyond the highly circumscribed topic of the self and how it “ feels at a particular moment. ” we must ask them to encourage students ' engagement in an expansive interpretation of the life of the mind and to advance a more realistic commentary — a constructive honesty — about students ' performance and aspiration that tempers their unfettered, often ungrounded self - assessment. we must ask them to do so with a candor not found in education — collegiate or precollegiate — for decades. we need, in the final analysis, to push beyond the ivory - tower mentality that our founding fathers so ardently rejected for american higher education but that, nevertheless, has seeped steadily back into the mindset of most of our country ' s colleges and universities. in fact, i would go so far as to suggest that all sectors of american life, except liberal arts higher education, revolted against the practices of royalist, privileged england. “ learning for learning ' s sake, ” instead of the objective of an ultimately useful study, still dominates american liberal education all too often. it is now time to complete the revolution. introducing a more comprehensive and generous approach to undergraduate education will require nothing short of a major cultural shift for many institutions. developing the synergy between the academic program and student life will require that long - established habits be replaced with creative thinking and a willingness for change — a most formidable challenge in a profession notorious for maintaining stability and status quo in its basic organization and intent. perhaps most important will be the need to reassess purposes for which we reward our faculty — an exercise that will ask us to reexamine the most fundamental aspects of our mission. we must encourage our faculty to connect to the world beyond our campus boundaries through activities such as service learning and applied research. we must find or reallocate resources to help faculty establish networks with the broader community. we must challenge faculty to broaden the definition and scope of substantive scholarship in a liberal arts setting, and we must support them as they explore new


applied research. we must find or reallocate resources to help faculty establish networks with the broader community. we must challenge faculty to broaden the definition and scope of substantive scholarship in a liberal arts setting, and we must support them as they explore new pedagogies and introduce new methods of research in and out of the classroom. we must recognize that these activities can and should be the foundation for legitimate, serious scholarship and service for faculty and that they are integral for advancing a distinctively engaging residential life for students. and we must give these activities appropriate weight and merit when evaluating faculty performance. in the final analysis, we will only be successful if we create a solid scholarly foundation of new knowledge, pedagogy, and residential life out of this renewed synthesis that will define american higher education for the twenty - first century. to the casual observer, all of this talk about citizenship and engagement with community may seem superfluous and unnecessary. look in virtually any college catalogue or on any web site and you will find platitudes and promises touting the institution ' s commitment to these ideals. while i suppose the fact that such pronouncements exist is a step in the right direction, many of us know that the real work has yet to be done. to quote thomas jefferson, “ it is in our lives and not from our words, that [ our value ] must be read.... by the same test, the world must judge me. ” there you have it. by the same test, so must the world judge us in higher education. this is true accountability — devotion to and deliverance upon the original post - revolutionary intention adapted to our own rapidly changing times. lewis, h. r. 2006. excellence without a soul : how a great university forgot education. new york : public affairs. rush, b. 1951. letters of benjamin rush, volume 1 : 1761 – 1792. princeton, nj : princeton university press. back to president ' s page


pipelining is a technique you can use to increase the throughput of the fpga vi. in a pipelined design, you take advantage of the parallel processing capabilities of the fpga to increase the efficiency of sequential code. to implement a pipeline, you must divide code into discrete steps and wire the inputs and outputs of each step to feedback nodes or shift registers in a loop. in the following block diagram, subvis a, b, and c execute in sequence within a single - cycle timed loop. as a result, the clock rate of the single - cycle timed loop must be set to accommodate the sum of the running times of all three running subvis. when you wire the inputs and outputs of the subvis to feedback nodes, as shown in the following block diagram, labview pipelines the subvis. now, the subvis execute in parallel, all within a single cycle, and the maximum clock rate is limited only by the subvi with the longest combinatorial path. by implementing a pipelined design, you might be able to increase the clock rate of the single - cycle timed loop and increase the throughput of the fpga vi. you also can use shift registers to implement a pipeline, as shown in the following block diagram. when you implement a pipeline, the output of the final step lags behind the input by the number of steps in the pipeline, and the output is invalid for each clock cycle until the pipeline fills. the number of steps in a pipeline is called the pipeline depth, and the latency of a pipeline, measured in clock cycles, corresponds to its depth. for a pipeline of depth n, the result is invalid until the nth clock cycle, and the output of each valid clock cycle lags behind the input by n - 1 clock cycles. because there are three steps in this example ( subvis a, b, and c ), the improved code results in a pipeline of depth 3. therefore, the output is not valid until the third clock cycle, and the output of each valid clock cycle c always corresponds to the input from clock cycle c – ( n – 1 ), as shown in the following illustration. in this example, subvi a processes measurement 1 during clock cycle 1, while subvis b and c both process the default value of the shift register, yielding invalid output. during clock cycle 2, subvi a processes measurement 2, subvi b processes the output of subvi a from clock cycle 1, and subvi c processes an invalid value, yielding invalid


the default value of the shift register, yielding invalid output. during clock cycle 2, subvi a processes measurement 2, subvi b processes the output of subvi a from clock cycle 1, and subvi c processes an invalid value, yielding invalid output. during clock cycle 3 the pipeline finally fills and the output from subvi c becomes valid for the first time. subvi a processes measurement 3, subvi b processes the output of subvi a from clock cycle 2, and subvi c processes the output of subvi b from clock cycle 2, yielding the output that corresponds to measurement 1. after the pipeline is full, all subsequent clock cycles yield valid output, with a constant lag of 2 clock cycles. | note you must use caution to prevent undesired behavior due to the invalid outputs that occur at the beginning of pipelined execution. for example, you can use a case structure to ensure that a control algorithm enables actuators only after n clock cycles elapse. | you can use pipelining to increase throughput by compiling a single - cycle timed loop in a faster clock domain. for example, the top section of the illustration below shows the execution timing of a non - pipelined loop consisting of three subvis, each of which requires a propagation delay of 12. 5 ns. the total propagation delay from subvi a to subvi c is 37. 5 ns, which is too long to compile at 40 mhz. the middle section of the illustration shows how pipelining the code reduces the propagation delay to 12. 5 ns, allowing the loop to compile at 40 mhz. because the propagation delay of the pipelined loop is only 12. 5 ns, the loop can compile at a clock rate as high as 80 mhz, as shown in the bottom section of the illustration. | note a pipelined design increases latency over a non - pipelined design when measured in clock cycles. however, because pipelining allows you to decrease the cycle period, the overall latency measured in units of time should not change substantially. |


' because of the tender mercy of our god, the dawn from on high will visit us, to shine on those who sit in the darkenss and the shadow of death, to guide our feet into the way of peace ' ( luke 1, 78 - 79 ). in his famous spirit - inspired hymn zachary praises god, first, for sending a savior to his people. at first blush, this is a military figure who will defeat israel ' s enemies, with purpose and result that israel might worship god in holiness and justice all the days of her life. then zachary changes imagery ; the figure of might give place to a figure of light. light in no longer a person of power ; rather, he is a person of warmth and illumination - characteristics of the dawn. light, unlike military power, is silent, but o so powerful. whoever is this light is not described as saving from enemies ; rather, he is described as showing israel the way to peace. for israel, there can be only one meaning of peace : it is peace with god. the dawn will lead israel to union with god, and there will no more separation from the creature from his creator. it is perhaps jarring that the creature is described as ' in the dark ' and ' in the shadow of death '. these terms are meant to describe the essential, fundamental existential situation of every human being. no matter one ' s ' feeling good ', or being ' in top form ', or joyful and happy - the truth is that by himself the human being is in the dark ; in biblical terms, this means that one by himself unable to see the truth about life and hence the truth about how to conduct his life. traditionally for the old testment, the gentiles were quintessentially ' in the dark ', for they did not know the bedrock of all reality : the true god. other meanings are included in ' darkness ' : ignorance, sin, humiliation, self - destruction. further, one is, without the light, in the shadow of death. this means that death is so near that its shadow is upon every human being. this death is physical, which meant for israel the entry into at best a shadowy existence with the hope of someday the resurrection from the dead and eventual happiness ( or punishment ). in this shadowy existence there is not the happiness that each human being knows he or she should have. death is another form of darkness, a separation from what a person senses to be the truth, but cannot see or find it


according to the global language monitor, the english language this week crossed a threshold as the " one millionth word " entered the lexicon. that word? " web 2. 0. " global language monitor has a methodology by which it measures " new " words entering into english. though " web 2. 0 " has been around for years, glm ' s method of counting requires " a minimum of 25, 000 citations with the necessary breadth of geographic distribution and depth of citations. " " web 2. 0 " met that test this week, as did " n00b " ( word 999, 998 ). both words passed into mainstream usage today, according to glm. also on the listed of official new words this week : slumdog, cloud computing, octomom ( seriously, octomom ), sexting, defriend, and recessionista. the very precision of the " one million word " claim is patent nonsense, of course, depending entirely on how you count words, what ' s excluded, and what the criteria is for something going " mainstream. " glm does not count, for instance, " the 600, 000 species of mold " as separate words, nor do " the tens millions of lesser known chemical substances " make the list. stung by criticism from linguists, glm ' s faq includes the question, " a number of linguists disagree with the million word march. why? " and, in case the answer to that one doesn ' t clear things up, there ' s a second question : " every so often, we hear arguments about the insurmountable obstacles in the path of estimating the number of words in the english language. how do you answer these arguments? " so, even if we english speakers are saddled with terms like " web 2. 0, " " octomom, " and " brangelina, " we still have the privilege of working with one of the most supple languages in the world. the answer to both questions is that estimates are used in everything from astronomy ( how many stars are there? ) to climatology ( how much carbon dioxide is in the atmosphere? ) ; language should be able to use the same techniques. which is all true, of course, but the cautious language of approximation and guesswork is totally absent from the announcement. " as expected, english crossed the 1, 000, 000 word threshold on june 10, 2009 at 10 : 22 am gmt, " said paul jj payack,


henry craik, ed. english prose. 1916. vol. ii. sixteenth century to the restoration on the exercise of the will by ralph cudworth ( 16171688 ) from treatise of free will it cannot be denied but that there are, and may be, many cases in which several objects propounded to our choice at the same time, are so equal, or exactly alike, as that there cannot possibly be any reason or motive in the understanding necessarily to determine the choice to one of them rather than to another of them. as for example, suppose one man should offer to another, out of twenty guinea pieces of gold, or golden balls, or silver globulites, so exactly alike in bigness, figure, colour, and weight, as that he could discern no manner of difference between them, to make his choice of one and no more ; add, also, that these guineas or golden balls may be so placed circularly as to be equidistant from the choosers hand. now it cannot be doubted but that, in this case, any man would certainly choose one, and not stand in suspense or demur because he could not tell which to prefer or choose before another. but if being necessitated by no motive or reason antecedent to choose this rather than that, he must determine himself contingently, or fortuitously, or causelessly, it being all one to him which he took, nor could there be any knowledge ex causis beforehand which of these twenty would certainly be taken. but if you will say, there was some hidden cause, necessarily determinating in this case, then if the trial should be made an hundred times over and over again, or by a hundred several persons, there is no reason why we must not allow that all of them must needs take the same guinea every time, that is either the first, second, or third, etc. of them, as they lie in order from the right or left hand.


, musical, vibrant tone, so clearly that they can be heard half a mile off. heard in the clear, frosty moonlight from the depths of the rugged and forest - clad mountains the effect is most beautiful ; for its charm is heightened by the wild and desolate surroundings. it has the sustained, varied melody of some bird songs, with, of course, a hundred - fold greater power. now and then, however, the performance is marred by the elk ' s apparently getting out of breath towards the close, and winding up with two or three gasping notes which have an unpleasantly mule - like sound. the great pine - clad mountains, their forests studded with open glades, were the best of places for the still - hunter ' s craft. going noiselessly through them in our dull - colored buckskin and noiseless moccasins, we kept getting glimpses, as it were, of the inner life of the mountains. each animal that we saw had its own individuality. aside from the thrill and tingle that a hunter experiences at the sight of his game, i by degrees grew to feel as if i had a personal interest in the different traits and habits of the wild creatures. the characters of the animals differed widely, and the differences were typified by their actions ; and it was pleasant to watch them in their own homes, myself unseen, when after stealthy, silent progress through the sombre and soundless depths of the woods i came upon them going about the ordinary business of their lives. the lumbering, self - confident gait of the bears, their burly strength, and their half - humorous, half - ferocious look, gave me a real insight into their character ; and i never was more impressed by the exhibition of vast, physical power, than when watching from an ambush a grizzly burying or covering up an elk carcass. his motions looked awkward, but it was marvellous to see the ease and absence of effort with which he would scoop out great holes in the earth, or twitch the heavy carcass from side to side. and the proud, graceful, half - timid, half - defiant bearing of the elk was in its own way quite as noteworthy ; they seemed to glory in their own power and beauty, and yet to be ever on the watch for foes against whom they knew they might not dare to contend. the true still - hunter should be a lover of nature as well as of sport, or he will miss half the pleasure of being in the woods.


a key conclusion of this discussion is the fact that all sectors of the economy must achieve deep reductions, not just one or two. this certainly includes the transportation system, which in california is the largest single source of ghgs ( 38 percent of the total, according to the california air resources board ). transportation - related emissions, in turn, are a product of three factors : - the fuel efficiency of vehicles - the carbon content of fuels - vehicle miles traveled ( vmt ) what does this really mean in practice? well, if we think of fuel efficiency and carbon content collectively as " carbon efficiency " ( or carbon emission per mile ), then we see that the carbon efficiency times the vmt must be reduced on the order of 88 percent per capita in forty years. if carbon efficiency were quintupled over that time period through a combination of fuel efficiency gains and decarbonization of fuel stocks, we would still need to reduce vmt by 40 percent per capita relative to today ' s levels. in other words, we would have to " make do " with 40 percent less personal driving, trucking, business travel and all other uses of motorized vehicles. if carbon efficiency is merely doubled, we would need to reduce the per capita vmt by 76 percent! are these changes feasible? certainly. in fact, there are americans right now who live well on 76 percent less vmt than their average compatriots. they ' re the americans who live in dense urban centers such as new york and san francisco. bringing the transportation system into line with our 2050 climate goals means making sure ( among other things ) that vastly more americans can live in those kinds of truly dense, mixed - use environments, rather than simply somewhat - more - dense suburban settings ( which tend to achieve vmt reductions of only about 20 - 30 percent ). it can be done - - but modest changes to how we build urban regions won ' t get us there.


click the study aids tab at the bottom of the book to access your study aids ( usually practice quizzes and flash cards ). study pass is our latest digital product that lets you take notes, highlight important sections of the text using different colors, create " tags " or labels to filter your notes and highlights, and print so you can study offline. study pass also includes interactive study aids, such as flash cards and quizzes. highlighting and taking notes : if you ' ve purchased the all access pass or study pass, in the online reader, click and drag your mouse to highlight text. when you do a small button appears – simply click on it! from there, you can select a highlight color, add notes, add tags, or any combination. if you ' ve purchased the all access pass, you can print each chapter by clicking on the downloads tab. if you have study pass, click on the print icon within study view to print out your notes and highlighted sections. to search, use the text box at the bottom of the book. click a search result to be taken to that chapter or section of the book ( note you may need to scroll down to get to the result ). view full student faqs 17. 2 two - way trade - distinguish between one - way trade and two - way trade. - explain why two - way trade may occur. the model of trade presented thus far assumed that countries specialize in producing the good in which they have a comparative advantage and, therefore, engage in one - way trade. one - way ( or interindustry ) tradesituation in which countries specialize in producing the goods in which they have a comparative advantage and then export those goods so they can import the goods in which they do not have a comparative advantage. occurs when countries specialize in producing the goods in which they have a comparative advantage and then export those goods so they can import the goods in which they do not have a comparative advantage. however, when we look at world trade, we also see countries exchanging the same goods or goods in the same industry category. for example, the united states may both export construction materials to canada and import them from canada. american car buyers can choose chevrolets, fords, and chryslers. they can also choose imported cars such as toyotas. japanese car buyers may choose to purchase toyotas — or imported cars such as chevrolets, fords, and chryslers. the united states imports cars from japan and exports cars to it. conversely, japan imports cars from


cars such as toyotas. japanese car buyers may choose to purchase toyotas — or imported cars such as chevrolets, fords, and chryslers. the united states imports cars from japan and exports cars to it. conversely, japan imports cars from the united states and exports cars to it. international trade in which countries both import and export the same or similar goods is called two - way ( or intraindustry ) trade. international trade in which countries both import and export the same or similar goods. two reasons countries import and export the same goods are variations in transportation costs and seasonal effects. in the example of the united states and canada both importing and exporting construction materials, transportation costs are the likely explanation. it may be cheaper for a contractor in northern maine to import construction materials from the eastern part of canada than to buy them in the united states. for a contractor in vancouver, british columbia, it may be cheaper to import construction materials from somewhere in the western part of the united states than to buy them in canada. by engaging in trade, both the american and canadian contractors save on transportation costs. seasonal factors explain why the united states both imports fruit from and exports fruit to chile. another explanation of two - way trade in similar goods lies in recognizing that not all goods are produced under conditions of perfect competition. once this assumption is relaxed, we can explain two - way trade in terms of a key feature of monopolistic competition and some cases of oligopoly : product differentiation. suppose two countries have similar endowments of factors of production and technologies available to them, but their products are differentiated — clocks produced by different manufacturers, for example, are different. consumers in the united states buy some clocks produced in switzerland, just as consumers in switzerland purchase some clocks produced in the united states. indeed, if two countries are similar in their relative endowments of factors of production and in the technologies available to them, two - way trade based on product differentiation is likely to be more significant than one - way trade based on comparative advantage. in comparison to the expansion of one - way trade based on comparative advantage, expansion of two - way trade may entail lower adjustment costs. in the case of two - way trade, there is specialization within industries rather than movement of factors of production out of industries that compete with newly imported goods and into export industries. such adjustments are likely to be faster and less painful for labor and for the owners of the capital and natural resources involved. because two - way trade often occurs in the context of imperfect competition,


build your own simple random numbers liam o ’ connor got me thinking about the best way to explain the idea of a pseudo - random number generator to new programmers. this post is my answer. if you already understand them, there won ’ t be anything terribly new here. that said, i enjoy clean examples even for easy ideas, so if you do too, then read on! note : the title may have caused some confusion. i ’ m not suggesting you use the trivial algorithms provided here for any purpose. indeed, they are intentionally over - simplified to make them more understandable. you should read this as an explanation of the idea of how generating random numbers works, and then use the random number generators offered by your operating system or your programming language, which are far better than what ’ s provided here. suppose you ’ re writing a puzzle game, and you need to choose a correct answer. or suppose you are writing a role - playing game, and need to decide if the knight ’ s attack hits the dragon or deflects off of its scales. or you ’ re writing a tetris game, and you need to decide what shape is going to come next. in all three of these situations, what you really want is a random number. random numbers aren ’ t the result of any formula or calculation ; they are completely up to chance. well, here ’ s the sad truth of the matter : computers can ’ t do that. yes, that ’ s right. picking random numbers is one of those tasks that confound even the most powerful of computers. why? because computers are calculating machines, and we just said that random numbers aren ’ t the result of any calculation! of course, you ’ ve probably played games on a computer before that seem to pick numbers at random, so you may not believe me. what you ’ re seeing, though, aren ’ t really random numbers at all, but rather pseudo - random numbers. pseudo - random numbers are actually the result of a mathematical formula, but one designed to be so complicated that it would be hard to recognize any pattern in its results! writing a pseudo random number generator a lot of smart people actually spend a lot of time on good ways to pick pseudo - random numbers. they try a bunch of different complicated formulas, and try to make sure that patterns don ’ t pop up. but we can build a simple one pretty easily to pick pseudo - random numbers from 1 to 10. here it is, in the programming language haskell : random i = 7 *


, and try to make sure that patterns don ’ t pop up. but we can build a simple one pretty easily to pick pseudo - random numbers from 1 to 10. here it is, in the programming language haskell : random i = 7 * i ` mod ` 11 since it ’ s a function, it needs to have an input. it then multiplies that input by 7, and then finds the remainder when dividing by 11. we ’ ll give it the previous number it picked as input, and it will give us back the next one. suppose we start at 1. then we get the following : random 1 - > 7 random 7 - > 5 random 5 - > 2 random 2 - > 3 random 3 - > 10 random 10 - > 4 random 4 - > 6 random 6 - > 9 random 9 - > 8 random 8 - > 1 let ’ s look at the range of answers. since the answer is always a remainder when dividing by 11, it ’ ll be somewhere between 0 and 10. but it should be pretty easy to convince ourselves that if the number we give as input is between 1 and 10, then 0 isn ’ t a possibile answer : if it were, then we ’ d have found two numbers, both less than 11, that multiply together to give us a multiple of 11. that ’ s impossible because …. 11 is prime. so we ’ re guaranteed that this process picks numbers between 1 and 10. it seems to pick them in a non - obvious order with no really obvious patterns, so that ’ s good. we appear to have at least a good start on generating random numbers. notice a couple things : - we had to pick somewhere to start. in this case, we started out by giving an input of 1. that ’ s called the seed. if you use the same seed, you ’ ll always get the exact same numbers back! why? because it ’ s really just a complicated math problem, so if you do the same calculation with the same numbers, you ’ ll get the same result. - to get the next number, we have to remember something ( in our case, the last answer ) from the previous time. that ’ s called the state. the state is important, because it ’ s what makes the process give you different answers each time! if you didn ’ t remember something from the last time around, then you ’ d again be doing the same math problem with the same numbers, so you ’ d get the same answer. doing


what makes the process give you different answers each time! if you didn ’ t remember something from the last time around, then you ’ d again be doing the same math problem with the same numbers, so you ’ d get the same answer. doing better by separating state unfortunately, our random number generator has a weakness : you can always predict what ’ s coming next, based on what came before. if you write tetris using the random number generator from earlier, your player will soon discover that after a line, they always get an l shape, and so on. what you really want is for your game to occasionally send them a line followed by a t, or even pick two lines in a row from time to time! how do we do this? well, the next answer that ’ s coming depends on the state, so our mistake before was to use the previous answer as the state. the solution is to use a state that ’ s bigger than the answer. we ’ ll still be looking for random numbers from 1 to 10, but let ’ s modify the previous random number generator to remember a bigger state. now, since state and answer are different things, our random function will have two results : a new state, and an answer for this number. random i = ( j, ans ) where j = 7 * i ` mod ` 101 ans = ( j - 1 ) ` mod ` 10 + 1 - - just the ones place, but 0 means 10 that says take the input, multiply by 7, and find the remainder mod 101. since 101 is still prime, this will always give answers from 1 to 100. but what we really wanted was a number from 1 to 10, just like the one we had before. that ’ s fine : we ’ ll just take the ones place ( which is between 0 and 9 ) and treat 0 as 10. the tens place doesn ’ t really change the answer at all, but we keep it around to pass back in the next time as state. let ’ s see how this works : random 1 - > ( 7, 7 ) random 7 - > ( 49, 9 ) random 49 - > ( 40, 10 ) random 40 - > ( 78, 8 ) random 78 - > ( 41, 1 ) random 41 - > ( 85, 5 ) random 85 - > ( 90, 10 ) random 90 - > ( 24, 4 ) random 24 - > ( 67, 7 ) random 67 - > ( 65, 5 ) random 65 - > (


random 41 - > ( 85, 5 ) random 85 - > ( 90, 10 ) random 90 - > ( 24, 4 ) random 24 - > ( 67, 7 ) random 67 - > ( 65, 5 ) random 65 - > ( 51, 1 ) excellent! now instead of going in a fixed rotation, some numbers are picked several times, and some haven ’ t been picked yet at all ( but they will be, if we keep going ), and you can no longer guess what ’ s coming next just based on the last number you saw. in this random number generator, the seed was still 1, and the state was a number from 1 to 100. people who are really interested in good random numbers sometimes talk about the period of a pseudo - random number generator. the period is how many numbers it picks before it starts over again and gives you back the same sequence. our first try had a period of 10, which is rather poor. our second try did much better : the period was 100. that ’ s still pretty far off, though, from the random number generators in most computers, the period of which can be in the millions or billions. real world pseudo - random number generators our two toy pseudo - random number generators were fun, but you wouldn ’ t use them in real programs. that ’ s because operating systems and programming languages already have plenty of ways to generate pseudo - random numbers. and those were created by people who probably have more time to think about random numbers than you do! but some of the same ideas come up there. for example, consider this ( specialized ) type signature for the random function in the haskell programming language : random : : stdgen - > ( int, stdgen ) look familiar? stdgen is the state, and choosing a random int gives you back the int, and a new stdgen that you can use to get more pseudo - random numbers! many programming languages, including haskell, also have “ global ” random number generators that remember their state automatically ( in haskell, that is called randomio ), but under the covers, it all comes down to functions like the ones we ’ ve written here … except a lot more complex. where to get a seed we ’ ve still left one question unanswered : where does the seed come from? so far, we ’ ve always been using 1 for the seed, but that means that each time the program runs, it will get the same numbers back. so we end up with


question unanswered : where does the seed come from? so far, we ’ ve always been using 1 for the seed, but that means that each time the program runs, it will get the same numbers back. so we end up with a similar situation to what we saw before, where players will realize that a game starts with the same sequence of random events each time. to solve this problem, the seed should come from somewhere that won ’ t be the same each time. here are two different ways to seed a random number generator. - mostly, pseudo - random number generators are seeded from a clock. imagine if you looked at the second hand on a clock, used it to get a number from 1 to 60, and used that for your seed. then the game would only act the same if it started at the same number of seconds. even better, you could take the number of seconds since some fixed time in the past, so you ’ d get an even bigger difference in seeds. ( entirely by coincidence, computers often use the number of seconds since january 1, 1970. ) - you might try to get a good seed from details of the way the user uses your program. for example, you can look at the exact place the user first clicks the mouse, or exactly how much time passes between pressing keys. they will most likely not be exact, and click a few pixels off or type ever so slightly slower, even if they are trying to do exactly the same thing. so, again, you get a program that acts differently each time. this is called using entropy. most of the time, using the computer ’ s built - in clock is okay. but suppose you ’ re making up a code word. it would be very bad if someone could guess your code word just by knowing when you picked it! ( they would also need to know how your computer or programming language picks random numbers, but that ’ s not normally kept secret ; they can probably find that out pretty easily. ) computer security and privacy often depends on picking unpredictable random numbers — ones that people snooping on you won ’ t be able to guess. in that case, it ’ s important that you use some kind of entropy, and not just the clock. in fact, when security is at stake, you can use entropy to modify the state as well, to make sure things don ’ t get too predictable. most operating systems have special ways of getting “ secure ” random numbers that handle this for you. another example of entropy : if you play


, you can use entropy to modify the state as well, to make sure things don ’ t get too predictable. most operating systems have special ways of getting “ secure ” random numbers that handle this for you. another example of entropy : if you play the game dragon warrior for the nintendo, but use an emulator instead of a real nintendo, then you can save a snapshot of your game before you fight a monster, memorize what the monsters are going to do, and figure out exactly the right way to respond. when you load the game from the snapshot and try again, as long as you do the same things, the monster will respond in exactly the same way! that ’ s because the snapshot saves the state of the random number generator, so when you go back and load from the snapshot, the computer picks the same random numbers. so if a fight against a monster is going well but you make a disastrous move at the end, you can load your snapshot and repeat the exact same fight up to that point. the same trick doesn ’ t work in dragon warrior 2 ( or later ones ), though! why not? because the company that makes the game started using entropy in their sequel. so now little things like exactly how long you wait between pressing buttons will change the game. since you can ’ t possibly time everything exactly the same down to hundredths or thousandths of a second, the task is hopeless, and you have to just take your chances and trust to luck. so as you can see, random numbers can become a very tricky topic. but ultimately it ’ s all just a complicated formula, a seed, and a state.


| name, symbol, number | | krypton, kr, 36 | chemical series | | noble gases | | group, period, block | | 18, 4, p | | appearance | | colorless | | atomic mass | | 83. 798 ( 2 ) g / mol | | electron configuration | | [ ar ] 3d10 4s2 4p6 | | electrons per shell | | 2, 8, 18, 8 | | density | | ( 0 °c, 101. 325 kpa ) | | melting point | | 115. 79 k | ( - 157. 36 °c, - 251. 25 °f ) | boiling point | | 119. 93 k | ( - 153. 22 °c, - 243. 8 °f ) | critical point | | 209. 41 k, 5. 50 mpa | | heat of fusion | | 1. 64 kj · mol−1 | | heat of vaporization | | 9. 08 kj · mol−1 | | heat capacity | | ( 25 °c ) 20. 786 j · mol−1 · k−1 | | crystal structure | | cubic face centered | | electronegativity | | 3. 00 ( pauling scale ) | | ionization energies | | 1st : 1350. 8 kj · mol−1 | | 2nd : 2350. 4 kj · mol−1 | | 3rd : 3565 kj · mol−1 | | atomic radius ( calc. ) | | 88 pm | | covalent radius | | 110 pm | | van der waals radius | | 202 pm | | thermal conductivity | | ( 300 k ) 9. 43 mw · m−1 · k−1 | | speed of sound | | ( gas, 23 °c ) 220 m / s | | speed of sound | | ( liquid ) 1120 m / s | | cas registry number | | 7439 - 90 - 9 | krypton ( ipa : / ˈkrɪptən / or / ˈkrɪptan / ) is a chemical element with the symbol kr and atomic number 36. a colorless, odorless, tasteless noble gas, krypton occurs in trace amounts in the atmosphere, is isolated by fractionating liquefied air, and is often used with other rare gases in fluorescent lamps. krypton is inert for most practical purposes but it is known to form compounds with fluorine. krypton can also form clathrates with water when atoms of


air, and is often used with other rare gases in fluorescent lamps. krypton is inert for most practical purposes but it is known to form compounds with fluorine. krypton can also form clathrates with water when atoms of it are trapped in a lattice of the water molecules. notable characteristics edit krypton, a noble gas due to its very low chemical reactivity, is characterized by a brilliant green and orange spectral signature. it is one of the products of uranium fission. solidified krypton is white and crystalline with a face - centered cubic crystal structure which is a common property of all " rare gases ". in 1960 an international agreement defined the metre in terms of light emitted from a krypton isotope. this agreement replaced the longstanding standard metre located in paris which was a metal bar made of a platinum - iridium alloy ( the bar was originally estimated to be one ten millionth of a quadrant of the earth ' s polar circumference ). but only 23 years later, the krypton - based standard was replaced itself by the speed of light — the most reliable constant in the universe. in october 1983 the bureau international des poids et mesures ( international bureau of weights and measures ) defined the metre as the distance that light travels in a vacuum during 1 / 299, 792, 458 s. like the other noble gases, krypton is widely considered to be chemically inert. following the first successful synthesis of xenon compounds in 1962, synthesis of krypton difluoride was reported in 1963. other fluorides and a salt of a krypton oxoacid have also been found. arkr + and krh + molecule - ions have been investigated and there is evidence for krxe or krxe +. there are 32 known isotopes of krypton. naturally occurring krypton is made of five stable and one slightly radioactive isotope. krypton ' s spectral signature is easily produced with some very sharp lines. 81kr is the product of atmospheric reactions with the other naturally occurring isotopes of krypton. it is radioactive with a half - life of 250, 000 years. like xenon, krypton is highly volatile when it is near surface waters and 81kr has therefore been used for dating old ( 50, 000 - 800, 000 year ) groundwater. 85kr is an inert radioactive noble gas with a half - life of 10. 76 years, that is produced by


is near surface waters and 81kr has therefore been used for dating old ( 50, 000 - 800, 000 year ) groundwater. 85kr is an inert radioactive noble gas with a half - life of 10. 76 years, that is produced by fission of uranium and plutonium. sources have included nuclear bomb testing, nuclear reactors, and the release of 85kr during the reprocessing of fuel rods from nuclear reactors. a strong gradient exists between the northern and southern hemispheres where concentrations at the north pole are approximately 30 % higher than the south pole due to the fact that most 85kr is produced in the northern hemisphere, and north - south atmospheric mixing is relatively slow. krypton fluoride laser edit - for more details on this topic, see krypton fluoride laser. the compound will decompose once the energy supply stops. during the decomposition process, the excess energy stored in the excited state complex will be emitted in the form of strong ultraviolet laser radiation. - los alamos national laboratory - krypton - usgs periodic table - krypton - " chemical elements : from carbon to krypton " by : david newton & lawrence w. baker - " krypton 85 : a review of the literature and an analysis of radiation hazards " by : william p. kirk | this page uses content from wikipedia. the original article was at krypton. the list of authors can be seen in the page history. as with chemistry, the text of wikipedia is available under the gnu free documentation license. |