text: Coronavirus disease 2019 (COVID-19) has rapidly spread globally, forcing countries to apply lockdowns and strict social distancing measures. The aim of this study was to assess eating habits and lifestyle behaviours among residents of the Middle East and North Africa (MENA) region during the lockdown. A cross-sectional study among adult residents of the MENA region was conducted using an online questionnaire designed on Google Forms during April 2020. A total of 2970 participants from eighteen countries participated in the present study. During the pandemic, over 30 % reported weight gain, 6·2 % consumed five or more meals per d compared with 2·2 % before the pandemic (P < 0·001) and 48·8 % did not consume fruits on a daily basis. Moreover, 39·1 % did not engage in physical activity, and over 35 % spent more than 5 h/d on screens. A significant association between the frequency of training during the pandemic and the reported change in weight was found (P < 0·001). A significantly higher percentage of participants reported physical and emotional exhaustion, irritability and tension either all the time or a large part of the time during the pandemic (P < 0·001). Although a high percentage of participants reported sleeping more hours per night during the pandemic, 63 % had sleep disturbances. The study highlights that the lockdown due to the COVID-19 pandemic caused a variety of lifestyle changes, physical inactivity and psychological problems among adults in the MENA region.


A Theory of Religion 1st edition
A Theory of Religion 0 9780813523309 _PHONE_
Details about this item
A Theory of Religion: In this unique text, Stark and Bainbridge begin with basic statements about human nature and, employing the principles of logic and philosophy, build toward increasingly complex propositions about societies and their religious institutions. They provide a rigorous yet flexible sociological theory of religion as well as a general sociological model for deriving macrolevel theory from microlevel evidence.
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text:
ThingLink is a flexible tool for teaching and learning that can be used for a wide variety of purposes in education. At it's most basic level, teachers and students can start with an image, define it through multimedia and pack it full of content to present knowledge and ideas. It's a great tool for teachers at any level of tech integration because of it's simple, flexible design.
A Simple Flexible Tool
Teachers don't need a lot of tech expertise to create a ThingLink interactive image, they just need to know how to copy and paste. My advice to teachers just starting out with ThingLink is to spend about 15 minutes engaging in constructive play to create an interactive image about something familiar, like "How to Make Sun Tea" or "Favorite Recipes". This allows users to experience the ease of use of the tool itself without getting distracted by the possibilities that exist for designing more powerful activities. After trying the tool, teachers will soon discover that the simplicity of ThingLink will allow them to keep the focus on teaching without having to struggle with learning how to use the technology.
ThingLink images are powered by ideas and intellect. Right out of the box, teachers can use the tool to provide students with differentiated learning experiences that support unique learning styles through the use of multimedia. As teachers become more comfortable with tech integration, this flexible tool will continue to support their needs. More experienced tech users can truly test their creativity and challenge themselves to think outside of the box when designing powerful learning experiences. For this reason, ThingLink is one of the most frequently used tools in my toolkit.
My Web of Flexible Learning Tools
A flexible digital toolkit is essential for helping teachers design learning experiences that leverage the power of technology to transform learning. As I reflect on my own digital toolkit, I recognize that all of the tools I frequently use are blank canvasses powered by features I can use to design any type of learning experience I can imagine. The tools in my toolkit allow me to start with the learning goals and higher order thinking skills and make use of the technology to design learning experiences that provide students with opportunities to achieve those goals.
Please explore my web of flexible learning tools, powered by ThingLink.

source: openbmb/Ultra-FineWeb


[QUOTE=dr bob] I made the mistake of thinking a Wratten 11 or 15 would bring out the "sparkles" in a local scene - wrong! The result was completely dark shadows without any detail (TX400). I rephotographed with a Wratten 47 (blue) and the shadows popped out perfectly. This seems to fly in the face of general logic until one considers that the shadows in a sunlit scene are illuminated by blue light.
Dr. Bob it seems to me that your stated experience verifies that shadows are illuminated with blue light. Yellow filtration would be minus blue and that would account for the deepening of shadow values that you noted. The 47 blue filter is plus blue and would account for the lightening of shadow values that you indicated.
This blue filter would have the effect of lowering local contrast within the snow itself since local contrast within the snow itself would contain small shadow areas that are lit by the same blue light that you noted in the shadows.
While a full scale scene may have shadow and snow both included, the actual scene would need to be evaluated to determine the exposure and development considerations. However for local contrast in the snow itself yellow filtration and expanded development would enhance local contrast.


5 Easy Ways To Learn Korean Fast
Let's make things easy on ourselves!
If you're new to the Korean language, you may think it's very difficult. After all, it has it's own alphabet and the sentence structure is different than English. We're not off to a good start!
However, there are ways to simplify the Korean language. On this page we'll tell you about five easy ways to learn Korean.
Let's get to it!
1. 60 Minute Korean Alphabet
Most people learn Hangul surprisingly fast!
It only takes 60 minutes to learn Hangul?
One easy way to learn Korean is to first study the Korean alphabet (Hangul).
It's much better and more precise than Romanized Korean. Learning Hangul will make it much easier to learn Korean faster in the long run.
It's a fairly simple alphabet to learn. Most people can do it in one hour if they have the correct teaching material.
The correct teaching material means having ways to connect Hangul with the English alphabet. Most people try to brute force their Hangul learning through memorization. This is both excessively difficult and boring.
Instead, it's better to figure out easy ways to remember the Korean characters by connecting them with things you already know in English. That way, you'll recognize the character much more easily, and you'll know what sound it makes.
Then you'll be reading Hangul in no time!
Download this free Hangul guide, and you'll be reading Korean in about 60 minutes.
(Maybe faster)!
2. The Korean-English Union
There's a special union between the Korean and English languages. Think of it as a kind of marriage.
A while back, Korean and English started dating and they hit it off. After getting permission from each side of their respective families, they decided to make it official and get married. It was a wonderful ceremony, wasn't it?
The Union of Korean and English
The Union of Korean and English
Well, they decided to have a kid. Both Korean and English wanted to pass on their family names, but they couldn't agree on what to call the child. Finally, they made a compromise and called the baby "Konglish".
Korean + English = Konglish
Fun story, isn't it?
Well, Konglish is a very real thing. Just like the story of the "Korean English Union", there are words in Korean that are a mix of the Korean and English languages. These words are called "Konglish".
Generally, Konglish is a word in Korean that is similar or the same as to the English word. For example:
English 한국어 (Korean)
Menu 메뉴 (me-nyu)
Fork 포크 (po-keu)
Chocolate 초콜릿 (cho-kol-leet)
Ice cream 아이스크림 (a-ee-seu-keu-rim)
Pizza 피자 (pi-ja)
Studying Konglish is an easy way to learn Korean because you already know many of the words. Plus, the pronunciation of Konglish words is sometimes different than English, so it's a fun way to say the same words you've been using for years!
Sign up to receive the Korean alphabet guide, and we will send you a free bonus lesson on Konglish, too.
3. Associations and Stories
Use stories to learn Korean
An easy way to learn Korean is to come up with associations and stories to help remember the words.
The reason why this is effective is because most Korean words are not similar to English words.
For example, the word for "desk" is "책상" (check-saang).
The words "desk" and "책상" sound nothing alike. What should we do?
This is where a story will come in handy.
Imagine that you know a student, his name is Saang (상). Well, Saang is a hard-working student, and he always gets A's. But those A's don't come easy! He makes sure that his homework is 100% correct every day. So after he finishes it, he goes back to "check" (책) it. In other words:
Saang checks his homework at his "책상" (check-saang).
You can use pre-made associations, or come up with your own—whatever works best for you!
You may also want to make some visuals to help you remember words. Let's say you want to remember the word 비누, which means soap.
In this case, you come up with the association that when you shower with 비누, it makes you feel refereshed and "be new". Or more simply:
비누 makes me "be new"
Associations to learn Korean fast
4. Korean Word Families
Word familes to learn Korean
The Korean language has word families. They are called "합성어" in Korean, which means "compound word". The compound words share some of the same elements in their words.
For example, the world languages all end with the same "어" syllable in Korean.
English 한국어 (Korean)
Korean language 한국어
Japanese language 일본어
Chinese language 중국어
German language 독일어
The people from respective countries of those languages all end with the same "인" syllable:
English 한국어 (Korean)
A Korean person 한국인
A Japanese person 일본인
A Chinese person 중국인
A German person 독일인
The roots of those words represent the countries' names in Korean:
English 한국어 (Korean)
Korea 한국
Japan 일본
China 중국
Germany 독일
The word families become easier and easier to spot as you learn the language, so keep an eye out for them. It's an easy way to learn Korean!
5. Follow Fun Methods that Work
The key to learning Korean is to choose the right material so it becomes simple to learn. That way you become more motivated and you stick with it. It should always be fun and interesting!
When you're choosing your Korean study material, make sure you have a plan in place that will teach you Korean using effective methods. It is a shame to hear about people spending weeks learning the Korean alphabet, when they could have learned it in 60 minutes with the right resources!
There are many Korean language learning programs out there. They range from light to intensive, free to expensive, online to 1:1, and boring to thrilling.
Make sure you evaluate courses properly and pick the one that matches your style and goals best. They should be using up-to-date techniques and material and taught in a way you can easily understand
Most importantly, they should be F-U-N! You want to be excited to open up the course material and start studying!
Take the Korean programs out for a test drive before you commit to the program. The better developed the program, the smoother your Korean language learning ride will be!
Much more fun to drive these wheels than to invent them
Test drive Korean programs to see which one fits you best
Wrap Up
If you need some resources for choosing your course, here are a few pages to check out:
Also, be sure to:
If you like these resources, you may also be interested in the full Korean course. The 90 Day Korean Inner Circle teaches you the alphabet and then uses fun methods to teach you the word families while giving you associations and easy ways to learn what you're learning.
Try the Inner Circle web course by 90 Day Korean. You'll love it.
90 Day Korean's Inner Circle web course is a beginner Korean course that delivers you PDF and mp3 lessons in your inbox every week with only the essential parts of the language, all explained using psychology and stories so you can't forget them (even if you tried).
There is a special discount right now for readers!
Click here for details >>
What strategies do you use to make Korean learning easy? Leave a comment below!


text:
Environment Commissioner and Danish Minister meet 80,000 workers at the EEA
New workers at the EEA
Keeping bees on our roof provides an excellent opportunity for the EEA to get hands-on experience of caring for the productive systems of our planet. Environmental projects like this show how social and environmental benefits often go hand-in-hand. Hopefully our positive experience can inspire other cities across Europe to start similar projects.
Professor Jacqueline McGlade, Executive Director of the EEA
Professor McGlade said: "Keeping bees on our roof provides an excellent opportunity for the EEA to get hands-on experience of caring for the productive systems of our planet. Environmental projects like this show how social and environmental benefits often go hand-in-hand. Hopefully our positive experience can inspire other cities across Europe to start similar projects."
Bees are a prime example of an undervalued service that nature delivers to human society. Together with other species (mostly insects but also bats and birds) bees play a key role as pollinators – enabling reproduction of plants, wild and domesticated. One attempt to price this service estimates the contribution of insect pollinators to agricultural output may be worth up to US$ 190 billion per year.
Since the introduction of modern agricultural methods, new diseases and other environmental changes, bees have been in decline across Europe. These reasons are not fully understood and research is ongoing.
However, there is some good news - urban beekeeping is increasing. Copenhagen is one of the most recent cities to embrace beekeeping, following Paris, Berlin and Hong Kong. The bees can find plenty of pollen in the parks and gardens of cities, and the honey is generally of a very high quality. In addition, urban beekeeping can raise awareness of the importance of pollinators and contributes to urban biodiversity.
Commissioner Potočnik added: "We take bees for granted, and the same goes for many other ecosystem services – the soil, air and water that nature provides for free. But we should take more care. Bees are signal species and when we fail to respect their lifestyle, they may no longer be able to help support ours. In the Environment Council this week, we discussed the new Biodiversity Strategy for Europe, setting out objectives and targets towards 2020. I sincerely hope that we can convince enough people that everyone needs to be part of protecting biodiversity, and that is why initiatives like this one – bringing nature to city centres – are so useful."
Danish Minister of the Environment Karen Ellemann said: "My aim is to actively engage Danes in preserving all of our species. The annual value of pollination from Danish honey bees is estimated at one billion dollars, so it is therefore significant that 3.5 million bees are now being kept in Copenhagen. Urban beekeeping can raise people's awareness of the importance of pollinators and contribute to the crucial protection of biodiversity."
The EEA has been keeping bees on its roof since April 2011. The two hives sit on the roof of the five-storey building in central Copenhagen, and during the summer are home to approximately 80,000 bees. These hives will provide an estimated 100kgs of honey per year. The hives are managed by the Bybi (Danish for 'City Bee') social enterprise, which trains formerly homeless people in beekeeping.
Biodiversity is also one of the aims of the UN International Year of Forests. To mark this event in 2011, the EEA has also given over its courtyard to an artistic installation representing a forest, featuring living birch trees.
Commissioner Potočnik was visiting the EEA to discuss further collaboration between the EEA and the Commission.

source: HuggingFaceFW/fineweb-edu


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FreeBSD Manual Pages
home | help
G3topbm User Manual(0) G3topbm User Manual(0)
 g3topbm - convert a Group 3 fax file into a PBM image
 g3topbm [-kludge] [-reversebits] [-stretch] [-width=pixels | paper_size={A3|A4|A5|A6|B4}] [-stop_error] [g3file]
 its value.
 This program is part of Netpbm(1).
 g3topbm reads a Group 3 fax file with MH (Modified Huffman) compression
 as input and produces a PBM image as output.
 g3topbm tolerates various deviations from the standard, so as to recover some of the image if there was a transmission error. One thing
 it tolerates is lines of varying length. The standard requires all the
 lines to be the same length; g3topbm makes the output image as wide as
 the longest line in the input and pads the others on the right. It
 warns you when it does this.
 You can use the stop_error option to make g3topbm insist on valid inThere is no Netpbm program that understands the other G3 fax compression methods: MR (Modified Read) and MMR (Modified Modified Read).
 Note that the Group 3 fax file format does not include any kind of a
 signature so that g3topbm might verify it's actually looking at a G3
 file or that the compression method is MH. The program will interpret
 any sequence of bytes you give it as if it is G3 and, while typically
 issuing a lot of error messages about the file not conforming to the G3
 MH format, will produce output (unless you use -stoperror). In particular, if you feed g3topbm an MR or MMR file, it will not tell you of
 your mistake.
 There are subformats of TIFF that use the Group 3 fax encodings inside.
 See tifftopnm.
 Tells g3topbm to ignore the first few lines of the file; sometimes fax files have some junk at the beginning.
 Tells g3topbm to interpret bits least-significant first, instead
 of the default most-significant first. Apparently some fax
 modems do it one way and others do it the other way. If you get
 a whole bunch of "bad code word" messages, try using this opThis option tells g3topbm to stretch the image vertically by duplicating each row. This is for the low-quality transmission
 This option tells g3topbm that the image is supposed to be pixels pixels wide. If any line in it is not that size, g3topbm
 issues a warning or fails, depending on whether you specify
 You cannot specify both -width and -paper_size.
 This option was new in Netpbm 10.33 (March 2006).
 This option tells g3topbm for what size paper this image is supposed to be formatted. g3topbm uses the width of the paper the
 same way as with the -width option. g3topbm does not use the
 height of the paper for anything.
 You cannot specify both -width and -paper_size.
 This option was new in Netpbm 10.33 (March 2006).
 This option tells g3topbm to fail when it finds a problem in the
 input. "Fail" means it terminates with a nonzero status code
 with the contents of the output file undefined.
 If you don't specify this option, g3topbm does its best to work
 around input errors and salvage as much of the image as possible
 in the output image. It first tries to resynchronize to a later
 line by searching for the next End Of Line marker, skipping any
 lines or partial lines in between. It saves the beginning of
 the line in which it encountered the problem. If the input file
 ends prematurely, g3topbm produces output containing the lines
 up to where it encountered the problem.
 g3topbm issues warning messages when it continues in spite of
 input errors.
 This option was new in Netpbm 10.24 (August 2004). Before that,
 g3topbm always failed when it encountered premature EOF and
 never failed when it encountered other problems.
 pbmtog3(1), tifftopnm(1), pbm(5) fax formats(1)
 source. The master documentation is at
netpbm documentation 03 December 2008 G3topbm User Manual(0)
Want to link to this manual page? Use this URL:
home | help


John Boaz has recently graduated from Birmingham City University with a degree in Visual Communication (Photography). He is primarily a documentary and portrait photographer, looking at and visually meditating on the diversity of humanity taking a visually poetic and sensitive approach.
"I have always had a love for the complexity, diversity and beauty within humanity. I feel that my personal faith in God is what gives me purpose and drives my creativity, it gives me compassion and empathy towards others from different contexts. I try to capture the beauty within something, the deeper messages of life and its fragility."
John's latest series 'Our Father' is a reflective and contemplative documentary series that consists of a mixture of portraiture, still life and visual observation. The series is based on the monks and nuns of monastic communities within Britain that are still currently active today. It seeks to explore the themes of spirituality, faith, peace and human connection in a way that is visually both poetic and creative. It is a small insight into monastic life and the lives of the monks and nuns who have devoted their whole life to seeking God and expressing their faith in a simple but yet deep way through their expression of lifestyle. 'Our Father' also explores the beauty in the hope, love and mystery of faith in Jesus. As a whole this series aims to be rooted in a mixture of both visual observation and meditation, seeking to document these communities with sensitivity and respect. It is an ongoing series that has a vision of documenting the majority of monastic communities throughout Britain.
Online Fetures: (Links Available)
Magazine Fetures:
British Journal of Photography -Blaze 2019


top of the schema file. For example, in po.xsd for the Customize Inline example, the namespace declaration is as follows:
A binding declaration with the jxb namespace prefix would then take the form:

 binding declarations .
Note that in this example, the globalBindings and schemaBindings declarations are used to specify, respectively, global scope and schema scope customizations. These customization scopes are described in more detail in Scope, Inheritance, and Precedence.


text:
Around the world, English is the language of aviation. However, the lack of English language proficiency on the part of the flight crew or the controller has contributed to several accidents and serious incidents. To enhance aviation safety, the International Civil Aviation Organization (ICAO) introduced language proficiency requirements for pilots and air traffic controllers to improve the level of language proficiency globally and reduce the frequency of communication errors.
The ICAO English test measures the ability to speak and understand English in an aviation environment. Typically, the test is normally conducted on a one by one basis between the applicant and examiner and is usually broken down into the following sections:
1. Questions – the examiner may ask questions about the applicant's career including work-related topics.
2. Listen/respond – This where the applicant listens to an audio recording and must describe what the audio clip is about.
3. Photo descriptions – In this section of the test, several aviation-related photos are presented for the applicant to describe.
The test proficiency scale ranges from Level 1 to Level 6, with guidelines published for pronunciation, fluency, structure, vocabulary, comprehension and interaction. For all pilots flying international routes and air traffic controllers, English language proficiency is set at Level 4 and above. The main benefit of high international standards of aviation English is that communications between aircraft crew and controllers are fully understood, particularly when non-standard words and phrases are used.
Pilots and air traffic controllers must take the test to have the proficiency level put on their license. In the US, native speakers can get their native language put into the license as level 6. If a pilot or air traffic controller isn't satisfied with their rate, they can always take the test over to increase their rating. Language skills of pilots and controllers rated at Level 4 are reassessed every three years, Level 5 pilots and controllers are reassessed every six years, while at Level 6, no additional assessment of English language skills is needed.
Before the ICAO English Language Proficiency test, it was up to each country to create its own standard of aviation English. However, these standards varied by country and as a result, miscommunication contributed to many aviation accidents. With the test, ICAO helps ensure that passengers around the world con continue to look to air travel as their safest way of both global and domestic travel.
welcome aboard the new airside
We took our community to the next level with an elevated look, innovative features, and new tools.


text:
The organ of propulsion for crocodilians is their tail, for swimming. The limbs are relatively small. The forelimbs have five fingers, with no webbing between them. The hind limbs have four prominent toes and the rudiments of a fifth. Three of the toes are clawed, with strong webbing between them.
When swimming, the limbs are held against the body, and the swimming action is an undulating wave from the head to the end of the tail. However, when diving, the front limbs are lifted up almost vertically, and protrude well above the level of the shoulder. This is an action that directs the head downward.
The hind limbs are sometimes used as stabilisers. Crocodilians floating or swimming very slowly will often have the hind limbs splayed out in the water with the toes and toe webbing extended. The head is on the surface, but the body lies almost vertically in the water. An upward movement of the spread limbs and the crocodile submerges rapidly backwards, with barely a ripple.
Movement on land is a cumbersome affair. Crocodilians tend to avoid long-distance movements over land, but occasionally are forced to do so (eg when waterholes dry up). Some species (eg Australian Freshwater Crocodile, Mugger Crocodile and caimans) regularly move overland between drying pools, whereas most species tend to select habitats where there is deep and permanent water. Crocodilians rapidly become exhausted when moving on land, and must frequently stop and rest.
"High walking" is the most common gait. The limbs are held erect beneath the body and the tail drags as the animal walks at about 2-4 km/h. When crocodilians need to move rapidly on land, usually to get back to the water, they often use a sprawling gait in which the front and back legs on one side meet when the body curves in that direction, then separate when the body curves in the other direction. The tail thrashes from side to side in synchrony with these movements. When coming down steep, mud banks, crocodiles sometimes just slide, dragging their limbs, while the tail moves from side to side giving extra propulsion.
The most spectacular gait is galloping, but few species appear to use it. Australian Freshwater Crocodiles gallop almost every time they need to move rapidly on land. Galloping allows animals to jump over rocks and logs between them and the water. The front limbs go out and forward as the hind limbs propel the body forward. The tail tends to move up and down rather than from side to side. Maximum speed attained when galloping is about 18 km/h, although crocodiles become totally exhausted before they have covered 100 m.
G. Webb and C. Manolis (1989): "Crocodiles of Australia" (Reed Books: Sydney);
K. Richardson, G. Webb and C. Manolis (2000): "Crocodiles: Inside and Out" (Surrey Beatty and Sons: Sydney).


text:
Chief Software Architect of Quantum Artificial Intelligence Lab, Google
Dr. Vasil S. Denchev holds a PhD in Computer Science from Purdue University. Vasil's doctoral research on quantum machine learning is known for giving impetus to the founding in 2013 of the Quantum Artificial Intelligence Lab at Google by pioneering several important techniques allowing for the successful application of quantum annealing to statistical machine learning theory and computer vision. Currently Vasil is leading studies of the computational effects of quantum tunneling via experimentation with existing quantum processors as well as large-scale numerical simulations of various quantum and classical computational models. Vasil is also working on designing next-generation quantum annealers whose goal is to be significantly outperforming classical computing machinery on generic optimization problems of widespread practical interest.


Question about βmax
 1. Hi!
 I'm tinkering with a circuit for an amplifier and have a question about entities. What's is the difference between β (hFE) and βmax?
 2. jcsd
 3. Even if you just have full bucket of transistors of the same type (2N2222). Each of them will have a slightly different beta. So the BJT vendors in data sheet tell as that in our bucket we will find transistors with beta value between Hfe_min and Hfe_max. But most of our transistors will have a typical value of beta also given in the datasheet.
 And when we design the amplifier circuit we always pick Hfe_min form datasheet.
 4. Ok... How would I interpret these different betas?
 5. Do you understand what Beta IS? Min and max are just the highest and lowest expected values for a given type of transistor. If you don't know what the beta of a transistor is, then look it up.
 6. I don't understand your question?
 Transistor beta (Hfe) is not constant and datasheet for every transistor part number gives a range for Hfe, also every transistor has its own unique Hfe value. The Hfe is a range of numbers because they cannot make transistors accurately. Also the Hfe changes when the collector current is changed and the hfe changes when the temperature changes.
 7. Sry, I forgot to think before I posted the last one.
 8. is it true you can only use h-parameters for dc analysis? I know ebers-mole is their but I don't know calculus.
 9. dlgoff
 dlgoff 3,158
 Science Advisor
 Gold Member
 2014 Award
 Here is a good place to learn Transistor Operation without needing calculus; just a little algebra instead.
 So you see, β gives you a ball-park current gain which can be helpful to obtain ball-part circuit design results.
 10. No, you cannot use a small signal h-parameters for DC analysis. You can use h-parameter only for small-signal analysis. For DC analysis all we need is to use both of Kirchhoff's law and Ohm's law.
 11. analogdesign
 analogdesign 834
 Science Advisor
 You should always only use ball-park values to design transistor circuits. Any design that depends on an accurate value of any specific transistor parameter is a bad design.
 12. dlgoff
 dlgoff 3,158
 Science Advisor
 Gold Member
 2014 Award
 :thumbs: That ain't no lie.
Have something to add?
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text:
The Shahnama, often called the "national epic" of Iran, was completed around the year 1010 by the Persian poet Abu'l Qasim Firdawsi. A vast and complex poem, it opens with the creation of the world and concludes with the Muslim conquest of Iran in the mid-seventh century, thus comprising myth, legend, and history. Some 45,000 lines are filled with a rich panoply of characters—kings, queens, princes, princesses, heroes, lovers, warriors, villains, and magical creatures. Copied and illustrated countless times over the centuries, the Shahnama's immense popularity and influence extend well beyond the borders of Iran.
The MFA, along with companion exhibitions at the Harvard Art Museum and the Houghton Library beginning in June 2010, marks a millennium of Shahnama inspiration by looking at different aspects of the poem. The MFA's exhibition explores the theme of women in the Shahnama. Although in Firdawsi's text stories about male heroes vastly outnumber those concerning women, tales about women are some of the poem's most famous and popular. The paintings selected for this exhibition illuminate the stories of a number of resourceful and colorful female characters.
With generous support from the Jean S. and Frederic A. Sharf Exhibition Fund.


text:
How do I create and manage multiple organizations in Zoho Books?
Zoho Books allows you to create multiple organizations under a single account.
To create a new organization:
- Click on your organization name present on the top-right corner and select the Manage option.
- In the page that follows, click on the New Organization button.
- Enter your organizational details in the New Organization form. Once you finish setting up, you will be taken to the dashboard of your new organization.
- If you wish to switch between your organizations, click on your organization name present on the top-right corner and choose the organization to which you would like to switch from the drop-down.


Skip to definition.
Noun: nan nan
 1. [Brit] Your grandmother
 2. [Brit] The mother of your father or mother
 - grandma, grandmother, granny, grannie, gran, nanna [Brit], grandmamma [archaic], nana, nanny [Brit]
 3. Leavened bread baked in a clay oven in India; usually shaped like a teardrop
 - naan, naan bread
Noun: Nan
 1. A river of western Thailand flowing southward to join the Ping River to form the Chao Phraya
 - Nan River
Derived forms: nans
Type of: bread, breadstuff, grandparent, river, staff of life
Part of: Kingdom of Thailand, Siam, Thailand
Encyclopedia: Nan, Thailand


text:
I recently attended the Bio Manufacturing Summit 2011 in San Diego focused on managing the supply chain in the bio pharma industry. My background is with the high tech electronics supply chain and I found the similarities and differences very interesting. I had the opportunity to attend a few presentations. Topics ranged from outsourcing to managing material supply to capacity utilization. I think that there are many lessons learned from the electronics supply chain that can be applied to pharma but the reverse is also true. Let me explain. Degree of outsourcing
- In electronics there are many examples where 100 percent of manufacturing is outsourced. OEM's (or as they often call them in pharma 'sponsors') have shed all overhead from their manufacturing environments.
- In pharma most OEM's outsource a portion of their manufacturing. They still see manufacturing as a core competency.
- Electronics have made a noble effort to create a strategic relationship between the OEM and the outsourcing partner. The same exists with pharma as it is very difficult and costly to change partners.
- In electronics, agreements are created with rules around upside/downside flexibility, firm commit zones and cancellation policies.
- In pharma, regulations have forced a far more comprehensive approach to a partner agreement. Agreements can be up to 300 pages!
- The need for a well defined agreement may be a lesson learned from pharma. During the downturn many electronics companies were exposed with 'weak links' in their agreements that did not clearly define the liability associated with demand decreases and inventory levels.
- A majority of electronics companies have adopted elements of lean manufacturing. Kanbans and supermarkets are used frequently, and postponement strategies are the hot topic of the day.
- Capacity is important in both industries but the cost associated with pharma capital equipment is much higher. Utilization is very important in pharma. Pharma are considering lean and see the benefit of reducing inventory levels but there is a constant struggle between capacity utilization and pull based lean principles.
- For many electronics companies, material can represent up to 90 percent of their cost of goods. Much time has been spent stratifying inventory, adopting various days of supply policies based on value/volume and min max replenishment programs.
- In the bio pharma conference they spoke about the need to mitigate their supply chain risk through various inventory strategies to eliminate shortages of low dollar items like vials. I sensed that more attention is required in this area.
- Electronics companies struggle to maintain on time delivery objectives and when the product is not on the shelf they may face perishable demand where the consumer goes elsewhere
- In bio pharma, on time delivery is mandatory. Lives are at stake. When there are debates about inventory or delivery, delivery has to be the priority. This makes supply chain management very challenging in this industry. As pressure to reduce cost increases, it can never compromise delivery.
- The challenges here are very similar between both industries. Both are struggling with disparate data from different systems, and mergers and acquisitions.
- Both have complex integrated supply chains where their vertical network can span many levels with many dependencies.
- Once again I saw many similarities here. Both industries agree that evaluating opportunities and risk in demand changes, or product launches or supply issues can better prepare them for the future. This requires the need to continuously plan, monitor and respond.
During the conference high tech electronics was often referenced as a role model for the bio pharma industry. I came away with a great deal of respect for the challenges of the pharma industry but also an enthusiasm for the opportunities for improvement and the increased level of attention directed to the supply chain.


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Locomotion is a story about a family.
You might see the play, and you might read the book. Either way, you can connect to the story with these activities. Locomotion, the Story
Everything has changed in the life of 11-year-old Lonnie Motion. He has a new foster mother, Miss Edna. He attends a new school in Brooklyn, N.Y. with a new teacher, Ms. Marcus. He even has a new best friend, Enrique. Lonnie, however, doesn't want this new world.
Lonnie is haunted by memories of things before his mom and dad died. He worries about his little sister Lili who got placed in a different foster home. All these thoughts and feelings are bottled inside him – until he discovers poetry.
With the encouragement of his teacher, Lonnie explores the power of words to contain the past, to color memories, to cope with separation and to boost his confidence in this new world. But can a poem stop bad things from happening? Can a poem stop the world from changing?
This resource can be used by classrooms and families coming to see the production, or anyone interested in playwriting and poetry.
The Resource Carousel above has some of the key ideas from the play. There is also a video available above in which the cast of Locomotion
talk about how they adapted the book into the stage play.
There are a few drama techniques that are used to bring Locomotion to life on stage. If you are attending the performance, look for these:
In a "memory play," a narrator typically speaks directly to an audience. As the play continues, scenes may move forward in time, or "flash back" to events that occurred in the past. The audience pieces the story together as the memories unfold. The playwright or the director will probably introduce signals to let an audience know whether a scene has been pulled up as a memory – or whether the story is moving forward. Typically, those signals use music, lights, sound effect, costumes or scenery.
It's hard to believe but, apart from the role of Lonnie, all the characters in this play are portrayed by only two actors. "Multiple casting" describes the situation in which one actor is cast in many roles. Observe how the actors become a completely different character simply by changing their voice, posture, or costume.
In a theater, lighting, sound and the stage set are carefully designed to tell the story of the play. The lighting might be bright and sunny – or dark and moody. Particular "special" lights might be used to create certain effects, such as suspense or maybe to indicate that a person is talking to himself. Sound effects can be used to suggest a change in location – like a school bell or traffic sounds. Music might be played to affect the mood of a scene. Set pieces help an audience understand the situations in the story. In Locomotion, characters might stand behind fabric to indicate that they are present in Lonnie's memory – but not physically present in his life.
Often in plays, the characters speak directly to each other as the audience watches through an imaginary "fourth wall." Sometimes, however, a character turns to the audience and speaks in "direct address." The character is still "in the play" but openly acknowledges that an audience has gathered to watch the play. [When an actor in a play speaks directly to the audience, it is usually not an invitation to talk back to the actor.]
Adaptation: From the Page to the Stage
Locomotion is a new Kennedy Center play for young audiences. It was written by Jacqueline Woodson, based on her novel of the same name.
The actors from the play were interviewed about how they were able to bring these characters to life. Watch their stories in the Resource Carousel above.
Down To The Words
A journal is a terrific way to get your ideas and impressions onto paper and create a record of your world! Create your own journal from a notebook or a binder.
The trick is to set aside time to write in your journal every day. Can you find time on the school bus? Take time during recess? Tell yourself to write in your journal anytime you take a break for a snack or a drink.
The Power of Words
Lonnie's teacher, Ms. Marcus, asks, "What is poetry?" What do you think it is? A poem is defined as a composition of words that shares experiences, ideas, or emotions in a descriptive and imaginative way. A lot of things can be poems: a greeting card, a prayer, or song lyrics. What makes a poem stand out as a "poem?" People say words out loud all day long. Do words become more powerful when you write them down?
Try it! Seven Words
In Locomotion, Lonnie's friend Enrique writes seven words that describe his life. Describe your own life in seven words.
Lonnie writes his poems in "free verse," a form of poetry that frees itself from the traditional rhythm and rhyme and allows the words to flow on their own. This freedom, however, doesn't mean that the poem doesn't have to "say something." A famous poet named T.S. Eliot once wrote, "No verse is free for the man who wants to do a good job."
Some poets prefer writing with rules that guide them as to rhymes, word counts or line counts. Other poets like to make up their own rules. Of course, you don't have to be one type of poet or another. You can try any number of methods.
Try it! The Rewind Button
Writing about your own life is called "autobiography." As Lonnie says "Writing makes me remember. … like somebody pushed the Rewind button." Push the rewind button on your own life. Try the "perfect moment" exercise. Think back to a perfect memory in your own life. Make a list of all the objects or things in that moment. Make another list of all the thoughts and feelings in that moment. Then assemble the words in a way that brings your perfect moment back to life.
The Power of Words
After students read the book or watch the play, creating their own poetry is a terrific way to connect them to Lonnie's sotory. When they engage in the activities in the Go Deeper tab, make sure to emphasize the connection of poetry to personal experiences.
Locomotion delivers its story by bouncing between the present and flashback. Educators should decide for themselves whether to share the full synopsis of the play with their students prior to the performance.
LONNIE, an 11-year-old African-American boy, is a foster child under the care of MISS EDNA, a middle-aged African-American woman whose own son serves overseas in the military. At school, Lonnie minds his earnest but overworked teacher MS. MARCUS and befriends ENRIQUE, a sassy Latino kid – but in flashback, we learn that whatever happened to Lonnie's parents and his little sister, LILI, 4, remains a mystery.
Lonnie forges a tentative relationship with Miss Edna, his new foster mom. Lonnie is in the habit of hiding on the roof, and writing poems in his head as he watches the stars in the sky. Lili, his sister, has been placed in a separate foster home, where the foster parents wanted a little girl but not a boy.
In the classroom, Lonnie keeps a daily journal as a classroom assignment from Ms. Marcus. Lonnie fills his journal with poems that attempt to capture the "truth" of his life. When Lonnie is finally able to visit his sister Lili in her foster home, he discovers that he and his sister are still fond, but growing apart. Lonnie And Lili reminisce about their happy days together as a family– and about the tragedy that disrupted their lives.
In the classroom, Lonnie admits to Enrique that his parents are dead. He writes the story into a poem – but at first, Ms. Marcus accuses him of having stolen the poem from a book because it is too powerful and sophisticated. Lonnie protests – and when Ms. Marcus finally reads his journal, she realizes that Lonnie is truly a poet. Lonnie begins to process all the challenges in his life through his poetry. When he is reunited with his sister Lili once more, Lonnie reads his poetry to her as a means of sharing memories – and holding onto his family.
The play models a high-functioning, at-risk young man who is engaged and inspired by the journaling and poetry-writing activities presented by his teacher. Through the production (and the book by the same name, on which it is based) young people can connect to and examine these key themes
- The people in your life who are not there or are in danger of being lost to you (loss of parents, sickle cell disease
- The foster care system and alternative families; part of Lonnie's journey is learning to take care of his sister and adapt to their new family structures.
- The power of personal expression
WHAT TO LOOK FOR...
Prime students by asking them to look for the story and how it is told. In addition to the the storyline itself, ask students to:
- observe the production elements: the costumes, sound cues, lighting and set. Ask them to watch for how the play shifts from one location to another; how the play moves back and forth in time;
- examine the way the playwright tells the story: pay attention to how we meet the characters and how they reveal themselves. What scenes are in dialogue, and which are monologue/direct address? How does the play unfold? Encourage them to notice how the layers of the story peel away over time.
- focus on the actors: How does a small cast manages to embody all the characters?
In the Go


ICEdge was born in 2002 at a conference hosted by the Center for International
Business Education (CIBER) at Duke University's Fuqua School of Business.
The international scholars and practitioners who attended the event identified the need for a theoretically grounded and empirically validated instrument to assess culture-based communication styles and train intercultural communication awareness and effectiveness.
Three behavioral scientists — Wendi Adair, Nancy Buchan, and Xiaoping Chen — integrated existing anthropological, psychological, communication, and management theory and research on the role of culture in communication. They gathered evidence that communication styles differ not only in terms of conversational directness/indirectness, but also in the degree to which communication is guided by a ention to multiple contextual factors including relationships, time, and space.
Through collaboration with 14 Universities*, the research team tested existing measures, developed and refined new measures through multiple iterations, and validated the ICEdge measure domestically and in both China (in Mandarin) and Chile (in Spanish).
Since then, the ICEdge research team has developed a short version of the instrument that was featured in the 2016 Academy of Management Discoveries article, "A model of communication context and measure of context dependence." In their on-going research, the team has prioritized three areas of inquiry: 1) understanding communication style in different kinds of cultures, for example industry, generations, and gender, 2) consequences for effective communication when different forms of communication
style intersect in different work settings (e.g. knowledge work, healthcare, finance), organizational cultures, families, and close relationships, and 3) the impact of Intercultural Communication Edge training and awareness on intercultural competence developed on study-abroad, expatriate assignment, and intercultural work.
Importantly, ICEdge is the first model that includes all four elements of Hall's communication and culture theory and recognizes variation across the four elements. ICEdge is also the first empirically validated tool that allows us to explain and measure different distinct patterns of low and high context communication behavior across message, relationship, time, and space.
* The University of Colorado at Denver; University of Florida; Georgia Institute of Technology; University of Kansas; University of Memphis; Michigan State University; Ohio State University; University of Pennsylvania; Purdue University; University of South Carolina; University of California, Los Angeles; University of North Carolina at Chapel Hill; University of Washington; and University of Wisconsin.
Want more information on the scale development, validation, and psychometric properties?
InterCultural Communication Edge (ICEdge) provides personalized assessments, expert advice, and training tools to support more effective communication across diverse demographics, cultures, and nationalities.


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A sorting algorithm falls into the adaptive sort family if it takes advantage of existing order in its input. It benefits from the presortedness in the input sequence – or a limited amount of disorder for various definitions of measures of disorder – and sorts faster. Adaptive sorting is usually performed by modifying existing sorting algorithms.
Comparison-based sorting algorithms have traditionally dealt with achieving an optimal bound of O(n log n) when dealing with time complexity. Adaptive sort takes advantage of the existing order of the input to try to achieve better times, so that the time taken by the algorithm to sort is a smoothly growing function of the size of the sequence and the disorder in the sequence. In other words, the more presorted the input is, the faster it should be sorted.
This is an attractive algorithm because nearly sorted sequences are common in practice. Thus, the performance of existing sort algorithms can be improved by taking into account the existing order in the input.
Note that the most worst-case sorting algorithms that do optimally well in the worst-case, notably heap sort and merge sort, do not take existing order within their input into account, although this deficiency is easily rectified in the case of merge sort by checking if left.last_item ≤ right.first_item, in which case a merge operation may be replaced by simple concatenation – a modification that is well within the scope of making an algorithm adaptive.
A classic example of an adaptive sorting algorithm is Straight Insertion Sort. In this sorting algorithm, we scan the input from left to right, repeatedly finding the position of the current item, and insert it into an array of previously sorted items.
In pseudo-code form, the Straight Insertion Sort algorithm could look something like this:
procedure Straight Insertion Sort (X, n): X := −∞ for j := 2 to n do i := j − 1 t := X[j] while t < X[i] do X[i + 1] := X[i] i := i - 1 end X[i + 1] := t end
The performance of this algorithm can be described in terms of the number of inversions in the input, and then T(n) will be roughly equal to I(A) + (n - 1), where I(A) is the number of Inversions. Using this measure of presortedness – being relative to the number of inversions – Straight Insertion Sort takes less time to sort the closer it is to being sorted.
Other examples of adaptive sorting algorithms are adaptive heap sort, adaptive merge sort, and splaysort. Dijkstra's smoothsort algorithm is a variation on heap-sort that is also considered an adaptive sorting algorithm.
- Hagerup, Torben; Jyrki Katjainen (2004). Algorithm Theory – SWAT 2004. Berlin Heidelberg: Springer-Verlag. pp. 221–222. ISBN 3-540-22339-8.
- Mehta, Dinesh P.; Sartaj Sahni (2005). Data Structures and Applications. USA: Chapman & Hall/CRC. pp. 11‑8–11‑9. ISBN 1-58488-435-5.
- Estivill-Castro, Vladmir; Derick Wood (December 1992). "A survey of adaptive sorting algorithms". ACM (New York, NY, USA: ACM) 24 (4): 441–476. doi:10.1145/146370.146381. ISSN 0360-0300. CiteSeerX: 10
.1.1.45.8017.
- Petersson, Ola; Alistair Moffat (1992). "A framework for adaptive sorting". Lecture Notes in Computer Science (Berlin: Springer Berlin / Heidelberg) 621: 422–433. doi:10.1007/3-540-55706-7_38. ISSN _PHONE_. Retrieved February 23, 2009.


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Social and historical aspects of the assimilation of Christianity in Southeast Asia from _PHONE_ with reference to Thailand and the Philippines
Thanissaro, Phra Nicholas. (2009) Social and historical aspects of the assimilation of Christianity in Southeast Asia from _PHONE_ with reference to Thailand and the Philippines. Journal of Asian Mission, Vol.11 (No.1-2). pp. 31-55. ISSN 0119-3228
WRAP_Thanissaro_ie-040810-thanissaro_2009.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: _URL_
Though many have attempted to address the complexities of the encounter between Christianity and non-western societies, the literature has not dealt much with Southeast Asia. This article attempts to help fill that gap by examining some of the factors affecting the assimilation of Christianity in Southeast Asia by looking at two countries in detail: Thailand and the Philippines. These two countries offer strikingly different assimilation results. Thailand was not colonized when Christianity was introduced while in the Philippines colonization and Christianity were intimately linked. As a result, both Thailand and the Philippines are a study in contrasts.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BR Christianity|
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Library of Congress Subject Headings (LCSH):||Thailand -- Church history, Philippines -- Church history, Southeast Asia -- Church history, Southeast Asia -- History, Southeast Asia -- Social conditions|
|Journal or Publication Title:||Journal of Asian Mission|
|Publisher:||Asia Graduate School of Theology|
|Page Range:||pp. 31-55|
|Status:||Not Peer Reviewed|
|References:||Anderson, G. H. 1976 Asian Voices in Christian Theology. Maryknoll, NY: Orbis. Appadurai, A. 1996 Modernity at Large: Cultural Dimensions of Globalization. Minneapolis, MN, University of Minnesota Press. Aquino de Belen, G. 1703 Manga panalangin pagtatagobilin sa caloloua nang tauong naghihingalo. ("Prayers with which to commend the soul of the dying person.") Manila, RP: Compañia de Jesús por Nicolas Cruz Bagay. Barker, N. H. 1994 Flesh and Blood: Animistic Elements of the Passion of Christ in the Philippines. Paper presented to the European Conference of Philippine Studies at the School of Oriental and African Studies, London. Barton, M. 2005 Rejection, Resistance and Resurrection: Speaking Out on Racism in the Church. London, UK: Darton, Longman and Todd. Belloc, H. 1920 Europe and the Faith: Sine auctoritate nulla vita. London, UK: Constable. Blancas de San José, P. F. 1610 Arte y reglas de la lengua tagala. ("A Grammar of the Tagalog Language.") Bataan, por Tomas Pinpin. 1614 Librong Pinagpapalamnan yto nang aasalin nang tauong Christiano. ("Manual of Christian Conduct in Confession and Communion.") Bataan, por Tomas Pinpin. Blanford, C. E. 1985 Chinese Churches in Thailand. Bangkok, TH: Suriyaban. Bright, B. 1965 Campus Crusade for Christ International. Orlando, FL: New Life. Bunchua, K. 1986 "Indigenization of Christianity in Thailand." A paper presented at the conference "Christianity as an Indigenous Religion in Southeast Asia," Cebu City, Joint American Council of Learned Societies and Social Science Research Council Committee on Southeast Asia. Burnett, D. 1996 The Spirit of Buddhism. Crowborough, East Sussex, UK: Monarch. 2003 "The Challenge of the Globalization of Buddhism." In Sharing Jesus in the Buddhist World. D. Lim and S. Spaulding, eds. Pp. 1-18. Pasadena, CA: William Carey Library. Caldwell, Larry W. 1999 "Towards the New Discipline of Ethnohermeneutics: Questioning the Relevancy of Western Hermeneutical Methods in the Asian Context." Journal of Asian Mission 1:1 (March):21-43. 2006 "God's Truth, Christianity, and Other Religions: Towards a Broader Understanding of Christian Conversion and Discipleship in the Asian Context." A paper presented at the 2006 Asian Theological Seminary Forum on Theology, Manila, Philippines, February 23-24. Cannell, F. 1999 Power and Intimacy in the Christian Philippines. Cambridge, UK: Cambridge University Press. Cate, P. 2004 "Response to The Christian Response to Buddhism." In Christian Witness in Pluralistic Contexts in the 21st Century. E. Wan, ed. Pp. 170-172. Pasadena, CA: William Carey Library. Chandler, D. 1983 A History of Cambodia. Boulder, CO: Westview. Chirino, P. 1890 Relación de las Islas Filipinas. The Philippines in 1600. Ramon Echevarría, trans. Manila, RP: Historical Conservation Society. Church of Christ in Thailand 1962 Thirty-three Points: Buddhist and Christian Teachings. Bangkok, TH: The Church of Christ in Thailand, Office of Christian Education and Literature. CIA 2008 World Factbook. Available at _URL_ (accessed online May 29, 2008). Cohen, E. 1991 "Christianity and Buddhism in Thailand: The 'Battle of the Axes' and the 'Contest of Power.'" Social Compass 382:115- 140. 1994 "Christianization and Indigenization: Contrasting Processes of Religious Adaptation in Thailand." In Indigenous Responses to Western Christianity. S. Kaplan, ed. Pp. 29-55New York, NY: New York University. de la Costa, H. 1961 The Jesuits in the Philippines, _PHONE_. Cambridge, MA: Harvard University Press. Echauz, R. 1978 Apuntas historias de la isla de Negroes. ("Sketches of the Island of Negroes.") D. V. Hart, trans. Athens, OH: Center for International Studies, Ohio University. Eisenstadt, S. N. 1982 "The Axial Age." In Archives Européennes de Sociologie. 232:294-314. England, J. C. 1996 The Hidden History of Christianity: The Churches in the East before the Year 1500. Delhi, IN: Indian Society for Promoting Christian Knowledge/Hong Kong: Christian Conference of Asia. Fabian, J. 1983 Time and the Other: How Anthropology Makes Its Object. New York, NY: Columbia University Press. Feltus, G. H. (ed.) 1936 Abstract of the Journal of Rev. Dan Beach Bradley: Medical Missionary in Siam _PHONE_. Oberlin, OH: The Multigraph Department of Pilgrim Church. Flanders, C. L. 2005 "About Face: Reorienting Thai Face for Soteriology and Mission." Ph.D. dissertation, Fuller Theological Seminary, School of Intercultural Studies. Furtado, C. L. 1978 The Contribution of Dr. D. T. Niles to the Church Universal and Local. Madras, IN: Christian Literature Society. Geertz, C. 1988 Works and Lives: The Anthropologist as Author. Stanford, CA: Stanford University Press. Griffiths, P. J. 1991 An Apology for Apologetics. Maryknoll, NY: Orbis. Hesselgrave, D. and E. Rommen 1989 Contextualization: Meanings, Methods and Models. Pasadena, CA: William Carey Library. Hiebert, P. 1994 Anthropological Reflections on Missiological Issues. Grand Rapids, MI: Baker. Ishii, Y. 1968 "Church and State in Thailand." Asian Survey 84:864-871. Javellana, R. 1984 "The Sources of Aquino de Belen's Pasyon." Philippine Studies 32:305-321. Johnson, A. R. 2002 "Wrapping the Good News for the Thai: Some Suggestions for a Contextualized Presentation of the Gospel in Thai Society." A paper presented at the Southwest Annual Meeting of the Evangelical Missiological Society, Pasadena, CA. Johnson, M. 1988 "The Culture." In An Ancient Nation on the Eve of a Modern Spectacle: South Korea. P. Iyer, ed. Time 10/CXXXII:48. Johnstone, P. and J. Mandryk 2001 Operation World: When We Pray God Works. Carlisle, UK: Paternoster. Kaplan, S. 1986 "The Africanization of Missionary Christianity: History and Typology." Journal of Religion in Africa 163:166-186. Kennedy, D. J. 1996 Evangelism Explosion. Wheaton, IL: Tyndale House. Kerkvliet, B. 1990 Everyday


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On the Mountain, it is cool enough to bake in the oven during the Summer months. This is also a great time to make something together as a family, like pizza. In our family, we have many different preferences when it comes to toppings. Some of us like a plain cheese, some of us like pepperoni, and some of us like to put everything on it to jazz it up. This gives our family an opportunity to talk about the different combinations of pizza we can create, if you have a finite number of ingredients.
Let's say you have cheese, pepperoni, olives, chicken, and tomatoes to choose from for toppings. You can easily make a cheese pizza, or a cheese and pepperoni pizza, or a cheese and pepperoni and olive pizza, or even a cheese and pepperoni and olive and tomato pizza. How many different varieties can you make?
Thinking about the different varieties, or combinations, you can make is actually preparing the child to think and do the Mathematics. At this point, you can just ask them to think, estimate, and calculate the number of combinations you can make. They can draw pictures, or write each combination out. For this age, I would suggest talking it out and creating some of those combinations with the kids. What you are giving them is experience in working this out. Be mindful of how many ingredients you work with though. Start simple and then add more ingredients to choose from at another time. Most importantly, have fun!
Something to Think About:
When making pizza and talking about the number of pizzas you can make, just take about five minutes with your child. You can take more time if you want, but make it enjoyable, not like a quiz. There will be a question on whether or not double toppings count as a different pizza. The question is, by adding double toppings does this create a different tasting pizza? This is a great question to discuss with the kids!
Keep in mind that you may have a child who can think this all in her/his head. You may have a child who enjoys drawing out the pictures, or listing the combinations. You may have the child who wants you to buy lots of pizza dough so that she/he can actually create all those pizzas to find out. For this child, keep the number of ingredients to three! We all learn differently and we all must honor the child on her/his learning.
Think about sequencing. What do you do first when making a pizza? What do you do next? When do you add the cheese, or other toppings? This is another great way to have the little ones work on their sequencing and critical thinking. Make this experience fun. The end result is to create a great pizza, memories, and learn about Math!


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When you create an input form in Microsoft Excel, understanding how to make the application work for you can save hours of manual input. If you want to narrow question responses to specific options, you can use a drop-down response menu. These instructions are written for Excel 2010, so the steps may vary slightly if you use a different version.
Enter each of the items that you want to appear in the pull-down list on a new worksheet in your Excel workbook. Place one item per cell with each one listed in an adjacent cell. For example, list the items in columns with one option each in cells A1, A2, A3 and so on. You could also list them in a row with one in each cell, such as A1, B1 and C1, until all your data is listed. The drop-down will be ordered based on the entries, so organize the items accordingly.
Highlight all of the cells in the list. Right-click your mouse and choose "Define Name" from the menu. Create a name for the list and enter it in the "Name" field. Do not use spaces in the name. Click "OK." This name is only used to select the list for the drop-down; it does not appear for users.
Click the cell where you want to create the drop-down menu. Select the "Data Tools" section by clicking "Data." Choose "Data Validation" and click "Settings." Select "List" in the Allow field.
Click the "Source Name" input field and type a "=" followed immediately by the name you assigned to the list on the previous worksheet. For example, if your list was named "options," type "=options" in the source name field.
Click the check box beside "in-cell dropdown" so that the drop menu appears in the cell. If you want to require that responders choose an option, clear the "Ignore blank" check box.
Click "Input Message" to set a message to users when the cell is clicked. This is a good place to explain what selection you want the user to make or other specifics. Leave it blank if you do not want to use this feature.
Navigate to the "Error Alert" tab. Click the check box beside the option to show an error notice if invalid data is entered. Use the provided text fields to set the contents of the message. Clear the check box if you do not want the message to appear.


The heart of tech
This article was published on July 19, 2014
 The emotional involvement behind social media interactions
 The emotional involvement behind social media interactions
 Dr. Liraz Margalit is the Customer Experience Psychologist at ClickTale.
 Arriving home after a long day at the office spent almost entirely in front of the computer, you take off your shoes, make yourself a drink and, ironically, sit in front of your computer again. It's incredible how many of us choose to communicate with others through social media channels like Facebook and Twitter rather than speaking directly with the people we share our homes with.
 In fact, when we sit with our laptops and chat with friends, we feel we are relaxing and escaping from our daily grind into the digital world.
 Why does this happen? Why is communicating through a computer so often easier than communicating face to face?
 Social interaction, theory of mind and emotional involvement
 One popular platform for studying the psychological implications of social interaction is the Ultimatum game. In a typical Ultimatum game, one person (the divider) is in charge of dividing a resource between herself and another person (the recipient).
 Usually, the resource is an amount of money, and the divider is free to choose any division she wants. The recipient can accept the divider's offer, in which case the money is split accordingly, or reject the offer. If the offer is rejected, both players get nothing.
 In one of the most cited articles in the field of Behavioral Economic, Sanfey et al (2003) analyzed the brain processes behind recipients' responses to unfair offers (in which the divider offers 30 percent or less). It found that unfair offers made by human partners were rejected at a significantly higher rate than offers made by a computer, suggesting that participants had a stronger emotional reaction to unfair offers from humans than to the same offers from a computer.
 These findings were supported by neuroimaging results. The magnitude of activation in regions of the brain that are known to be involved in negative emotional states like pain and distress was significantly greater for unfair offers from human beings, compared with unfair offers from computer counterparts.
 Compared to interactions with computers, social interaction 'activates' a consistent set of brain areas. These regions are in charge of making inferences about other human minds.
 One of the distinctive attributes of human social cognition is our tendency to build models of other minds, which helps us make inferences about the mental states of others. When interacting with other people, we automatically make inferences about them without even being consciously aware of it. We cannot help but ponder what they are thinking about, what their facial expressions mean, what their intentions are, and so on.
 This predisposition is what makes social interactions so demanding. This suggests that interaction with human partners requires more emotional involvement, and thus more cognitive effort, than interacting with a computer (Rilling, Sanfey, Aronson, Nystrom, & Cohen, 2004).
 The study also shows a difference in activation strength between our reactions to human beings and computers. When we interact with another human being, we cannot control our emotional involvement invested in the interaction process. The activation of specific brain areas is automatic once our mental radar detects another person.
 So although we may be unaware of why it so often feels easier to interact through a computer (particularly when we are feeling tired or drained), the conclusion is clear – a computer does not require cognitive or emotional involvement, making our interaction with it much easier
 Why is communication through social-oriented websites easier than face to face?
 Studies have found that day-to-day interactions are based almost entirely on nonverbal communication. When we interact with others, we are continuously processing wordless signals like facial expressions, tone of voice, gestures, body language, eye contact, and even the physical distance between us and them.
 These nonverbal signals are the heart and soul of the interaction. We cannot understand the true meaning of an interaction if we do not have the ability to interpret these nonverbal signals (as in the case of autism).
 They enable us to infer the other person's intentions, as well as how involved they are in the conversation, whether they are stressed or relaxed, if they are attracted to us, and so on. Nonverbal signals add a level of depth to the interaction, but demand cognitive and emotional effort.
 Online interactions, on the other hand, do not require this extra effort because they are founded on minimal or constrained social cues, most of which can be summed up in emoticons or punctuation.
 girl silhouette computer
 Face-to-face interaction is considered a 'synchronized' form of communication. One person is silent while the other speaks, one nods while the other explains, and one knows the other isn't necessarily finished speaking even if they're silent; we can tell when our counterpart is processing information.
 Synchronized behavior is impossible online, as we cannot see the other person. If a person asks, "Are you there?" in a messaging platform and does not receive an immediate answer, there is no way to ascertain whether the other person has not answered because they are not there, they do not feel like speaking at that moment, or they are angry with the 'speaker.'
 In this type of 'unsynchronized' communication, the interaction need not be coordinated because the behavior is not directed by the other person's feedback. People in online interactions are much more casual because they do not have to be attentive to each others' signals.
 It is well-documented that observing others in a particular emotional state automatically triggers the representation of that state in the observer (Dimberg & Thunberg, 1998). So if we see another person sad, we will experience how that person feels.
 This phenomenon is believed to support our ability to understand social interaction; sharing others' emotional states facilitates our understanding and prediction of their intentions and actions because emotions make individuals feel, act and view the world in a similar fashion (Hatfield, Cacioppo, Rapson, 1994).
 Social media facilitates a virtual form of interaction
 The term 'virtual' is used to describe things that are not real, but which take on the important qualities of the real. When playing a computer war game, for example, we can experience excitement, frustration and tension, but we can never be injured.


It was fulfilling to travel to Bushenyi District one of the food baskets of Uganda to participate in the Needfinding exercise August 23-24, 2016. It was a rich opportunity discovering several scaling levers while interacting with the farmer communities. Some of the opportunities for the FRUITI-CYCLE which were explored include; transporting Tea from the gardens to the markets and processing industries, a possibility to adjust FRUITI-CYCLE to be used to distribute milk in the western region of Uganda, rendering the cycle multi-purpose and exploring partnerships with financial structures within the communities including SACCOs and Farmer Cooperatives among others.
Personally, this has been one of the easiest and fun research exercise I have ever engaged in. The respondents were identified prior as potential end users and they were very open with the wealth of knowledge they shared, speaking beyond an hour as compared to the respondents in Kalerwe market, (one of the largest local fresh foods markets in Kampala, Uganda) who would allocate only 10-20 minutes for the interview and were not comfortable for the innovators/researchers to document using photos (take digital photos of them and their products). These respondents were also very generous and hospitable, on the first day we were given pawpaws, second day we ate pineapples, the third day we drunk bushera, passion juice and also got shared some sugarcanes. This kept us feeling at home and thus free to interact with the communities gathering their insights for the further development of the FRUIT—CYCLE Innovation.
Lama (a monk) once said, "When you speak every time there is high chance that you will only repeat what you already know, but when you keep quiet and listen, there is opportunity to learn something new". Being in Bushenyi and listening to the farmers and middle men enabled me learn so many things for the further development of the FRUITI-CYCLE Innovation project. It also helped me to confirm that being open minded is very paramount in doing research/needfinding or community consultation because you can learn from anyone but most especially the fact that you can actually richly learn from the potential end users.
by Ben Wokorach, Lead Innovator IMG_0189 IMG_0208 IMG_0226 IMG_0233 IMG_0235 IMG_0237 IMG_0247 IMG_0270 IMG_0284 IMG_0328 IMG_0338 IMG_0367


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What were you doing when you were 17? Playing video games with your friends? Smoking outside the back door of your high school? Well, unless you answered "curing cancer," prepare to feel like an underachiever compared to Angela Zhang. The impressive 17-year-old from Cupertino, California just won the $100,000 Grand Prize of the Siemens Competition in Math, Science & Technology for a project called, "Design of Image-guided, Photo-thermal Controlled Drug Releasing Multifunctional Nanosystem for the Treatment of Cancer Stem Cells." Not too shabby, right?
It's even more impressive once you can understand what that title of that project actually means. Basically she created a nanoparticle that kills cancer cells. Here's what's so special about it:
Zhang said the particle she designed improves on current cancer treatments because it delivers a drug directly to tumor cells and doesn't affect healthy cells around it. The particle is also able to release a drug when activated by a laser.
A laser? Hot damn! Her creation is being heralded as a "swiss army knife of cancer treatments" because it has so many different potential uses. As is often the case with these types of innovations, it's many years away from being used in actual patients, but it's still quite an accomplishment—especially for a teenager.
Her research was spurred by the deaths of her grandfather and great-grandfather from cancer, she explained:
I asked, "Why does this happen. Why does cancer cause death? What are we doing to fix this and what can I do to help?"
And her win didn't come without dedication. Zhang has been working on this nanoparticle since 2009 and has spent more than 1,000 hours on the project. Hmm, suddenly makes all of that time I spent wandering around the mall and listening to Nirvana seem like kind of a waste.
Calif. Teen Takes $100K National Science Prize [Wall Street Journal]
17-Year-Old Girl Creates Nanoparticle That Kills Cancer, Wins $100,000 [Geekosystem]
Image via James Steidl/Shutterstock.


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October 20, 2009
It is easy to shuffle an array by stepping through the array, swapping each element with a forward element (an element at an index greater than or equal to the current element) until the next-to-last element is reached. It is harder to shuffle a linked list, because lists don't permit ready access to any element other than the first.
Your task is to write functions that shuffle an array and a linked list. When you are finished, you are welcome to read or run a suggested solution, or to post your own solution or discuss the exercise in the comments below.
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Contemporary African religious custom embraces many different belief systems: African Traditional Religion (ATR) and the African Independent Church movement. Some individuals and families embrace a combination of these two belief systems, while others may be exclusively traditionalist or Christian or Muslim.
Many Africans who practise African Christianity include African customs, rituals and beliefs as the cultural basis of their religion. There are 4 000 African independent churches. The largest is the Zionist church and it has very strong links with the Old Testament as well as with New Testament teachings.
It is estimated that there are about 70 million practitioners of African Traditional Religions) in sub-Saharan Africa.
The origin of the African belief system can be traced to people's responses to different situations and experiences and thus can change with time. African Traditional Religion (ATR) is believed to have evolved through the believers' interactions with nature. They view the entire universe as a living system; trees, rocks, rivers and soil are all filled with a living spirit. Although many African ethnic groups are clan-based, there are certain striking similarities such as belief in a supernatural being, the One living God who is allpowerful, ever-present, unchangeable, and everlasting. The One living God is served by spirits, and ancestors, and may be approached directly or through these intermediaries.
ORIGIN OF THE AFRICAN RELIGION:
Like most indigenous religions, African religions do not have a named and known founder or sacred texts. Because the rules are not in written documents there are no uniform teachings. The religion is preserved through the memory of the elders, and is based on oral traditions transmitted by word of mouth and passed from one generation to the next. Many African ethnic groups have their own understanding of what is sacred. However, the elders are the final trusted authority and followers believe in the guidance of their ancestor's spirits.
The place of worship is at the individual's dwelling, or at a group of trees, or a shrine which may be set up at or near a mountaintop, a deep cave, a forest, or a fast-flowing river. Africans are presumed to adhere to their traditional religions by virtue of their birth, so no conversion is required in order to belong.
Although African religion recognizes a Supreme God, followers do not worship him or her directly as they do not feel worthy enough. Therefore, they ask the ancestors to communicate on their behalf. Ancestors are projected as a source of moral authority and ancestor worship is an extension of a belief in, and respect for elders. They are the guardians of family affairs, traditions, ethics and activities because they are closer to God, and are therefore able to petition on behalf of the living. They are called upon in times of great hardship and need, like drought or epidemic that may threaten the entire community.
Ancestors are part of every major event such as weddings, births and deaths. During these events an offering is usually made to honour and thank the ancestors. A cow, sheep or chicken is slaughtered and the ancestors are called to receive the offering and bless the gathering.
Followers of ATR pray to various secondary deities as well as to their ancestors. These secondary gods also serve as intermediaries between humans and God. There are spiritual leaders, priests or pastors in most ATRs. In the Zulu culture there are mystics or sangomas (traditional healers) that are responsible for healing and 'divining' – a kind of fortune telling and counselling. These traditional healers have to be called by ancestors. They undergo strict training and learn many skills, including the use of herbs for healing. The traditional healers advise in all aspects of life – physical, psychological, spiritual, moral, or in legal matters.
Religion is the source of ethics and moral values and it teaches how life is to be lived, how relationships are to be shared, and how the individual can contribute to society. The concept of Ubuntu lies at the heart of the African religion and implies that a person is only a person through his/her interaction with other people. Ubuntu is about caring for others, acting kindly towards other, being hospitable, compassionate and fair, and above all, having sound morals. The community is the most important part of a person's life. What concerns the individual concerns the community, and vice versa. The 'other' is important in the construction of the 'self' and the 'self' needs the approval of the 'other'.
In the new South Africa religion and spirituality are used to create greater understanding and harmony rather than to divide people as was done in the past. The country that had emerged from two centuries of colonialism and apartheid was deeply divided by race, class, culture and religion. Ubuntu emphasises responsibility, between individuals, people and society and we are all responsible for creating our togetherness.
Rituals often occur according to the life cycle of the year such as herding and hunting rituals which mark the rhythm of agriculture and of human life. There are craft rituals, and rituals on building new homes, on the assumption of leadership, etc.
Male Initiation: Initiation involves circumcision and counselling on the responsibilities of adulthood. It generally takes between 2 weeks and a month. Ideally, it takes place in the mountains or a forest (near a river) in specially built huts. New blankets are issued before the initiates set off and when they return. A goat or sheep is slaughtered to mark the completion of initiation
Rainmakers: The environment and nature are infused in every aspect of ATR as nature is responsible for providing people with their daily needs. All aspects of weather, thunder, lightning, rain, etc. may become amenable to control. 'Rainmakers' are believed to be capable of bringing about or stopping rain by manipulating the environment e.g. by burning particular kinds of woods or otherwise attempting to influence the movement of clouds.
Drumming and dancing: During certain rituals some deities go into a trance-like state, sometimes uttering messages from the spirit that need to be interpreted for the audience. In parts of Africa this is usually induced by drumming and dancing.
Animal sacrifice: the ritual of animal sacrifice marks special events: birth, initiation, weddings, and funerals. The ancestors require that the slaughter takes place at the home of a family member.
Regrettably, since colonial times, traditional African religions have been misunderstood and have been subjected to most negative stereotyping. Traditional African religious beliefs were described by missionaries, colonialists, and apartheid supporters as 'primitive', 'savage', 'heathen', 'pagan', 'tribal', and nothing more than magic and superstition – or at best, ancestral worship. Such sentiments are insulting and demeaning and they have been rejected by many historians and anthropologists who have studied African Traditional Religions (ATR).
People in our country follow many spiritual traditions and religious faiths, and within our new South Africa freedom of religion is entrenched in our Constitution. Everyone is free to follow any faith, or not to follow one at all. Respecting people from all religions and learning about their religions will create greater understanding and harmony rather than to divide people as was done in the past.
South Africa is called the rainbow nation because of its variety of people, cultures and religions. The people follow many spiritual traditions and religious faiths. In South Africa the constitution protects freedom of religion. Everyone is free to follow whatever faith they want to, or not to follow one at all.


Insect Identification
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Insect Identification
Robber Fly (Diogmites) - (Diogmites sp.)
Robberflies are hanging thieves in the insect world. They are always ready to drop and go when a good-looking meal flies by.
Picture of Robber Fly (Diogmites)
Pic of the Robber Fly (Diogmites)
Image of the Robber Fly (Diogmites)
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Robber flies eat biting flies and other flying insects like bees, butterflies and wasps. This species likes bees and dragonflies best as well as biting flies. During the day, they literally hang from branches or objects near the ground with their front legs, waiting to ambush passing prey. They are fast and noisy fliers, giving chase to insects that are already in flight. When they overtake them, they grab them with their legs to stop them from escaping. Once captured, the robber fly will stop at a branch or leaf and use its stiff mouth to pierce the body of its victim and then suck out the victim's insides.
They make a loud whirring noise as they fly because they beat their wings so quickly. They may be mistaken for a bee or a wasp because of their size and the buzzing noise they create.
Robber flies come in a variety of species. The ones from the Diogmites genus have a few color variations and different striped markings on the abdomen per individuals.
Category: Fly
Common name: Robber Fly (Diogmites)
Scientific Name: Diogmites sp.
 Kingdom: Animalia
 Phylum: Arthropoda
 Class: Insecta
 Order: Diptera
 Family: Asilidae
 Genus: Diogmites
 Species: sp.
Adult Size (Length): 18mm to 40mm (0.71in to 1.57in) COMPARE
Identifying Colors: brown; red; green; black
General Description: fast, flying, buzzing, metallic, shiny
BugFinder - Insects by Color or State
Primary Color:
Secondary Color:
Number of Legs:


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Recently, Hospice Austin asked our staff to define what bravery means to them and to give an example of courageous behavior that they've witnessed over the past year either from themselves or from others – a patient, patient's family member or colleague. This response is from Hospice Austin Nurse Molly Chudleigh.
What is your definition of bravery? What does being brave mean to you?
Bravery to me is standing up for what's right when it's hard to do. It's choosing to do the right thing, over the popular thing. It's a willingness to go at something alone or with others even in the face of uncertainty. Bravery is having the strength to be vulnerable.
Do you have a story or example of being brave this past year?
I see bravery in every family and patient that elects hospice care and chooses to help themselves or a loved one die with dignity. I see bravery in every patient who is aware that they are in their final days of life and embrace their family and friends and seek connection. I also witnessed bravery this year especially in all of the nurses in the beginning of the pandemic who fearlessly and unselfishly volunteered to take care of COVID-19 patients and all the sacrifices they were willing to make even if it meant becoming ill themselves.
Do you have a story or example of a patient or family being brave this past year?
I recently met a patient and his wife the ER because the patient was struggling at home with severe agitation, weakness, and having continuous falls. He had advanced dementia and was unaware of his physical limitations. The wife suffered a bad injury and had severe pain, but she stayed by her husband's side even if it meant risking further injury to her or abuse from him. In the face of grieving the loss of her husband's cognitive function (and awareness that he didn't know who she was), she wanted to be there for him in every way possible because she knew in her heart that he would do that for her. She was so vulnerable and hurting, physically and emotionally, but she stayed by his side in the hospital. She was advocating for him, making difficult decisions for his safety, and navigating it all in spite of being physically injured and exhausted. She was so brave.
Do you have a story or example of one of your team members being brave?
Hospice social workers have a really tough job. They consistently have the most difficult conversations with families and patients. Caroline Gonzales does this over and over again in the hospital setting. There are a not a lot of great opportunities nor an ideal time and space in the hospital to have these types of conversations, not to mention just having to overcome the anxiety or fear of walking into a hospital during a pandemic. There are often many moving parts and a great deal of uncertainty of prognosis during the course of a hospitalization, and social workers like Caroline are very brave every time they enter conversations with families about directives and final arrangements. It's the right thing to do, but it is the hardest thing to do, in my opinion.
What are your hopes and goals for 2021?
I hope to connect more with my team members and colleagues in 2021. I started working for Hospice Austin (again) just before the pandemic hit and really miss face-to face interactions and find being socially distant from everyone makes an already pretty autonomous job a little lonelier. I look forward to more opportunities to see whole faces and connect with the amazing staff and people of Hospice Austin.
Molly Chudleigh
Hospice Austin RN


Drain Flies
Drain flies (often called "moth flies" due to their fuzzy, moth-like appearance) often seem to mysteriously appear out of nowhere. In reality, however, drain flies breed in sewers, septic tanks, sewage treatment plants, and drains. Adult drain flies may become so numerous indoors that they congregate at windows, darken lamp shades at night, fall into food and accumulate around showers, bathtubs, sinks and floor drains, especially in basement or other areas with faulty plumbing or where the water has evaporated from the drain traps. Fruit flies tend to congregate around rotting or ripened fruit or other decaying vegetable matter. They often are found in kitchens, places where fruit or vegetables are stored, and around taverns and other areas where food and drinks are served. They can be readily distinguished from other small flies by their bright red eyes.
We have many strategies to combat these annoying pests
The first step is to try and eliminate the source, beer bottles, soda bottles, fruit, etc. Nature's Way Pest Control has several methods and products to treat the drains, this will start the elimination process. Natures Way Pest control will send out a Professional technician to evaluate you infestation. We will develop a plan to eliminate and prevent a re-infestation.
Bio Foam
Eliminate Drain Flies, Fruit Flies, and nasty drain odors at the source with InVade Bio Drain Gel. InVade Bio Drain Gel utilizes a thickened advanced formula of microbes and citrus oil to coat drains and cut through the scum and organic materials that flies require to lay their eggs, preventing reproduction. InVade Bio Drain Gel also prevents costly blockages when used regularly and leaves your drain smelling like fresh citrus fruit.


Environmental Issues in Game/ Sims
Apocalypse in games is considered the norm in the game industry, often focusing on first person shooters. Games that involve ethical dilemnas are not as common. However things are changing! I'm going to use this as a simple thread of collecting environmentally conscious and educational storylines in games and simulations.
U.S. Chemical Safety Board
/Discarded computer products in a municipal landfill. The majority of second-hand electrical goods that are imported to Ghana from developed countries are beyond repair and are either dumped or crudely "recycled". Greenpeace is campaigning to pressurise the producers of electronic goods to remove the hazardous chemicals from their goods and to become more responsible for end-of-life products.
Next-Gen Gaming Is an Environmental Nightmare
A Bit like my game /project 'Tuner' Morphy stars Morphy, an alien who has crash-landed on an unknown planet and needs to find his missing crew members. Designed to teach players the fundamentals of animal adaptation, players must face a slew of challenging platforming obstacles that can only be overcome by scanning animals whose traits are specialized to their environments. The scanned traits can then be added to Morphy's abilities, helping players better navigate the gorgeously illustrated environment present in the metroidvania-style game. Morphy is one of six digital STEM learning games created by Filament Games for the Smithsonian Science Education Center.
Survival games have been a long time in the making but as of late they have..evolved 😛. Rust is a good example of gaining trust with fellow players in order to stay alive but also brutal in its human betrayals 🙁
An expansive, open-world online survival game, Eco tasks players with collaborating with one another in order to build a sustainable civilization using only the resources available to them within the game's simulated ecosystem. Faced with the threat of an impending meteor collision, players must work together to build a society capable of stopping the meteor without destroying the ecosystem in the process.


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intagg module provides an integer aggregator and an enumerator.
intagg is now obsolete, because there are built-in functions that provide a superset of its capabilities. However, the module is still provided as a compatibility wrapper around the built-in functions.
The aggregator is an aggregate function
int_array_aggregate(integer) that produces an integer array containing exactly the integers it is fed. This is a wrapper around
array_agg, which does the same thing for any array type.
The enumerator is a function
int_array_enum(integer) that returns
setof integer. It is essentially the reverse operation of the aggregator: given an array of integers, expand it into a set of rows. This is a wrapper around
unnest, which does the same thing for any array type.
Many database systems have the notion of a one to many table. Such a table usually sits between two indexed tables, for example:
CREATE TABLE left (id INT PRIMARY KEY,...); CREATE TABLE right (id INT PRIMARY KEY,...); CREATE TABLE one_to_many(left INT REFERENCES left, right INT REFERENCES right);
It is typically used like this:
SELECT right.* from right JOIN one_to_many ON (right.id = one_to_many.right) WHERE one_to_many.left =
This will return all the items in the right hand table for an entry in the left hand table. This is a very common construct in SQL.
Now, this methodology can be cumbersome with a very large number of entries in the
one_to_many table. Often, a join like this would result in an index scan and a fetch for each right hand entry in the table for a particular left hand entry. If you have a very dynamic system, there is not much you can do. However, if you have some data which is fairly static, you can create a summary table with the aggregator.
CREATE TABLE summary AS SELECT left, int_array_aggregate(right) AS right FROM one_to_many GROUP BY left;
This will create a table with one row per left item, and an array of right items. Now this is pretty useless without some way of using the array; that's why there is an array enumerator. You can do
SELECT left, int_array_enum(right) FROM summary WHERE left =
The above query using
int_array_enum produces the same results as
SELECT left, right FROM one_to_many WHERE left =
The difference is that the query against the summary table has to get only one row from the table, whereas the direct query against
one_to_many must index scan and fetch a row for each entry.
On one system, an
EXPLAIN showed a query with a cost of 8488 was reduced to a cost of 329. The original query was a join involving the
one_to_many table, which was replaced by:
SELECT right, count(right) FROM ( SELECT left, int_array_enum(right) AS right FROM summary JOIN (SELECT left FROM left_table WHERE left =
item) AS lefts ON (summary.left = lefts.left) ) AS list GROUP BY right ORDER BY count DESC;
If you see anything in the documentation that is not correct, does not match your experience with the particular feature or requires further clarification, please use this form to report a documentation issue.