text:
Commerce ministers of the Gulf Cooperation Council (GCC) held an extraordinary virtual meeting to discuss the economic impact of the outbreak of coronavirus (COVID-19), citing the role of their ministries to guarantee the provision and flow of basic and necessary commodities to citizens and residents in their countries, assist the private sector to enable it fulfill its role in the economy amid the current extraordinary circumstances and assess the developments as well as the precautionary measures being implemented by the GCC countries to curb the epidemic.
The meeting was headed by the Minister of Economy of the United Arab Emirates Eng. Sultan bin Saeed Al-Mansouri in the attendance of his GCC counterparts in addition to the GCC Secretary General Dr. Nayef bin Falah Al-Hajraf.
During the meeting, the ministers of commerce reviewed the recommendations submitted by the undersecretaries of their ministries of commerce, focusing on the importance of cooperation to guarantee the flow of basic goods and commodities to citizens and residents in the GCC countries, got informed of the precautionary measures being taken by their countries to prevent the spread of the disease and reviewed the urgent initiatives taken by the GCC countries to provide support for the private sector, particularly the small and medium enterprises as well as the economic activities affected by the epidemic.
The ministers underscored the importance of goods smooth flow among the GCC countries so that no contradiction could take place between measures allowing goods to move and precautionary measures barring humans from moving as both measures constitute a common goal to curb the epidemic. They also asserted the importance of keeping their airports, sea ports and land exits open to transport commodities among the GCC countries.
The ministers formed a task team from their ministries to coordinate with each other in an endeavor to follow up and eradicate any obstacle that might face the flow of goods among the GCC countries.


text:
Ouro Preto, Brazil
Location and site
- After the first false hopes of a gold rush at the end of the 17th century, the region of Ouro Preto (Black Gold) was the site of a mining exploration movement in 1698.
- In 1712, the dispersed encampments joined to form Vila Rica (now known as Ouro Preto). After having been part of the regional government of S o Paulo and Minais Gerais, the State of Minas Gerais broke away in 1720. Vila Rica became its capital, and retained this status until 1897.
- Although the great period of gold exploitation was around 1730, it wasn't until 1740 that Vila Rica began to look like a real city.
- During the second half of the 18th century, the city enjoyed a heyday and was the site of a great deal of architectural activity. The S o Francisco de Assis Church, the work of the well-known Brazilian artist Aleijadihno, was erected. At that time, Ouro Preto rapidly became a centre for intellectual and artistic activity; by the end of the century, it was the breeding ground of the "Inconfidencia" revolt movement, which eventually led to the independence of Brazil.
The spontaneous urban layout of Ouro Preto, with its irregular shape, is the result of the city's hilly topography. Its elongated form is made up of sinuous streets which become denser around the central square, where the main artery is crossed by a secondary street.
The homogeneous architectural ensemble is composed of oneand two-storey dwellings with reddish tile roofs and whitewashed walls; their wooden structural elements and ornaments are painted bright colours. The more monumental architecture includes dressed stone churches inspired by the late Baroque (second half of the 18th century) and a number of civic buildings constructed of pis‚ and mud brick. Chapels and Ways of the Cross, bridges and gardens complete the ensemble.
Criteria I and III are cited without details.
|Mr. Ângelo Oswaldo de Araújo Santos|
Mayor of Ouro Preto
|Prefeitura Municipal de Ouro Preto|
Praça Barão do Rio Branco 156 Centro
Ouro Preto, M.G., Brazil
|Mr. Rodrigo Mencioni|
|Instituto do Patrimonio Historico e Artistico Nacional (IPHAN)|
Ouro Preto, Mina Gerais, Brazil

source: HuggingFaceFW/fineweb-edu


text:
A Study of a Simplified Theory of Gravity Concentration in Coal Jigs
R. P. CHARBONNIER
To understand the operation of jigs and other separating processes based on differences in gravity, it is desirable to analyse the motion of various particles in given media under specific conditions. A summary of the earlier theories shows that they lead to unsatisfactory or excessively complicated formulae in cases such as coal jigging. By adopting a simplified theory of the motion of particles in a fluid, the size and duration of the initial accelerated motion of a particle falling in hindered settling can be calculated. Based on this mathematical analysis, examples referring to actual coal jigging practice show that it is desirable to prolong and / or repeat, as frequently as possible, the optimum conditions corresponding to an effective acceleration of the particles. The separation is then obtained according to gravity rather than to particle dimensions, as would be the case if the velocity of the particles were allowed to approach its terminal value. To achieve this gravity separation, it is suggested that the suction phase of the jigging cycle be artificially prolonged and the frequency of pulsations increased as much as possible for washing the coals of smaller sizes.
Coal, Density, Fluids, Gravity, Gravity concentration, Jigging, jigging, Reynolds number, specific gravity, Stokes' law, terminal velocity, particles, Phase, Resistance, Terminals

source: openbmb/Ultra-FineWeb


KCNJ10 (kir4.1) potassium channel knockout abolishes endocochlear potential
Daniel C. Marcus, Tao Wu, Philine Wangemann, Paulo Kofuji
Research output: Contribution to journalArticlepeer-review
232 Scopus citations
Stria vascularis of the cochlea generates the endocochlear potential and secretes K+. K+ is the main charge carrier and the endocochlear potential the main driving force for the sensory transduction that leads to hearing. Stria vascularis consists of two barriers, marginal cells that secrete potassium and basal cells that are coupled via gap junctions to intermediate cells. Mice lacking the KCNJ10 (Kir4.1) K+ channel in strial intermediate cells did not generate an endocochlear potential. Endolymph volume and K+ concentration ([K+]) were reduced. These studies establish that the KCNJ10 K+ channel provides the molecular mechanism for generation of the endocochlear potential in concert with other transport pathways that establish the [K+] difference across the channel. KCNJ10 is also a limiting pathway for K+ secretion.
Original languageEnglish (US)
Pages (from-to)C403-C407
JournalAmerican Journal of Physiology - Cell Physiology
Issue number2 51-2
StatePublished - 2002
 - Mouse
 - Null mutation
 - Potassium secretion
 - Stria vascularis
 - Transepithelial potential
Fingerprint Dive into the research topics of 'KCNJ10 (kir4.1) potassium channel knockout abolishes endocochlear potential'. Together they form a unique fingerprint.
Cite this


Cookies on this website
The medial frontal cortex (MFC) is critical for cost-benefit decision-making. Generally, cognitive and reward-based behaviour in rodents is not thought to be lateralised within the brain. In this study, however, we demonstrate that rats with unilateral MFC lesions show a profound change in decision-making on an effort-based decision-making task. Furthermore, unilateral MFC lesions have a greater effect when the rat has to choose to put in more effort for a higher reward when it is on the contralateral side of space to the lesion. Importantly, this could not be explained by motor impairments as these animals did not show a turning bias in separate experiments. In contrast, rats with unilateral dopaminergic midbrain lesions did exhibit a motoric turning bias, but were unimpaired on the effort-based decision-making task. This rare example of a cognitive deficit caused by a unilateral cortical lesion in the rat brain indicates that the MFC may have a specialised and lateralised role in evaluating the costs and benefits of actions directed to specific spatial locations.
Original publication
Journal article
Eur J Neurosci
Publication Date
3757 - 3765
T-maze, decision, lesion, neglect, rat, Animals, Cognition Disorders, Decision Making, Dopamine, Frontal Lobe, Functional Laterality, Male, Mesencephalon, Motor Activity, Neuropsychological Tests, Oxidopamine, Photomicrography, Quinolinic Acid, Rats, Reward


text:
There are literally thousands of books on WW2, ranging from D-Day to the Hiroshima Bombing to the Nazis and the Airbourne forces. They all give the reader an extensive knowledge of what happened. Literature was never a bad thing and never will be. It's safe to say that because of WW2, there has been a very valuable and interesting addition to the world of books.
There are not as many movies and t.v. shows on WW2 then books but nonetheless, a lot. T.V. shows like Band of Brothers are about WW2. Movies like Saving Private Ryan are about WW2. They may not have been historically accurate but they portray WW2 wonderfully and give insight into the horrors of the Great War.
In the gaming picture, WW2 was an important part of it. There have been numerous board games and war games about WW2. Even more is video games. One of the earliest FPS games was around WW2. There are so many games about it to try and capture the emotions and feelings of what it felt like to be fighting in WW2.
To conclude, WW2 did have a big impact in these areas and they were all positive, helping the economy. [continues]
Cite This Essay
(2011, 04). History Ww2. StudyMode.com. Retrieved 04, 2011, from _URL_
"History Ww2" StudyMode.com. 04 2011. 04 2011 .
"History Ww2." StudyMode.com. 04, 2011. Accessed 04, 2011. _URL_


Food Encyclopedia
Browse Alphabetically
Categories: Technique
To make shallow cuts (usually in a diamond pattern) in the surface of certain foods, such as meat or fish. This is done for several reasons: as a decoration on some foods (breads and meats); as a means of assisting flavor absorption (as with marinated foods); to tenderize less tender cuts of meat; and to allow excess fat to drain during cooking.


$ realizing $\delta$, the following holds: $0\in H$ if and only if there exists $x_k$ with $\langle P, P-x_k\rangle >0$. (Very compact proof: If one of those exists, one can reduce $\delta$ by using the method of 3. As the new minimum may not lie on the boundary as it has not been found in the first run, $0\in H$ has to hold. Otherwise assume $0\in H$ and no scalar product fulfills the given condition. Then one can write $0$ as convex combination of the $x_i$ and express $0<||P||_2^2=\langle{P,P-0}\rangle$ and, using linearity of the scalar product, show that this is $\leq 0$ and thus getting a contradiction).
Putting all of this together one yields the following algorithm:
 1. Init $d_\min = \infty$.
 2. For $i\in\{0,\ldots, n-1\}$ do:
 1. Compute $n_i$ = $||x_i||_2^2$
 2. For ($j \in \{i+1,\ldots, n-1\}$ do
 1. Compute $s_{i,j}=\langle x_i, x_j\rangle$.
 2. Compute $n_j=||x_j||_2^2$.
 3. Decide:
 - If $s_{i,j}\geq n_i$ set $d=n_i, c=1$.
 - If $s_{i,j}\geq n_j$ set $d=n_j, c = 0$.
 - Else set $c = (n_i-s_{i,j})/(n_i+n_j-2s_{i,j})$ and $d=n_i- (n_i-s_{i,j})\cdot c$.
 4. If $d (1-c)s_{i,k}+c s_{j,k}$ return 0.
 4. Return $d_\min$.
This algorithm is based on the rules 1-5 above, however, the conditions are formulated a bit more efficient. Please apologize the incomplete reasoning. I found this solution appealing as it allows a lot of optimization in my special scenario. I already computed all norms of the $x_i$ somewhere else, so this is no further effort. Furthermore, the parent algorithm scans a set of values, successively replacing one $x_i$ with another $x_i'$ and then again computing the distance to the convex hull. This means that most of the distances can be saved and used later and for each iteration I only have to do very little work in updating and computing very few (as for my main problem, where $n=4$ it is 3) scalar products.
Thank you for your support and the in fact very valuable input.
share|improve this answer
Your Answer


text:
It's the first day of school at Nemaha Central Elementary and Middle School and students approached the school with smiles on their faces. This year the first day of school was Thursday, August15. The students were excited to reconnect with lost friends from summer break and the halls were filled with student laughter.
The middle students stayed in the gym for the opening assembly. Students enjoyed eating donuts waiting for the official start of the day. At the assembly, students learned some information about the staff while playing a game called "Two truths and one lie." After the staff game, the students played a game created by some of the Impact reps. This game reviewed some of the rules of middle school.
The elementary students reported to the gym and were dismissed before 8 to their classrooms. Students played games to learn about the class rules, their classmates, and their teachers. They organized their lockers and familiarized themselves with their classroom.
"The first day of school was fun," said Westley Deters.
All in all, the first day of school was a great day. In conclusion, NCEMS students and staff are ready for an outstanding school year!
Check out more 1st Day of School pictures at the link below:


text:
Ages: 6 through 14
Testing Time: 90 to 120 minutes
The DAB-4 is a revision of one of the most popular individual achievement tests available. Its 8 subtests identify students' strengths and weaknesses across important areas of school achievement. A supplemental manual shows how to probe student responses to obtain information about students' thinking processes and problem-solving strategies.
New Features of the DAB-4
Subtests of the DAB-4
*can be administered individually or in small groups
Scores from these subtests can be combined to form five composites:
Standard scores (M=10, SD=3 for the subtests and M=100, SD=15 for the composites), percentile ranks, and age/grade equivalents are provided.
Reliability and Validity
Internal consistency (content sampling) reliability coefficients for all of the composites range from.89 to.97. The test-retest (time sampling) coefficient for the Total Basic Academic Skill composite is.94. Correlations of the DAB-4 composite scores with those of other well-known academic achievement measures range from.56 to.76. Diagnostic accuracy studies indicate that the DAB-4 is able to accurately identify students with poor academic achievement and students with a prior learning disability diagnosis (i.e., median sensitivity =.85, median specificity =.95, median ROC/AUC =.98). Considerable other validity evidence is provided in the manual.
Uses for the DAB-4
The DAB-4 has four primary uses. It can be used to (1) identify students who are significantly below their peers in basic academic skills, (2) determine the particular kinds of component strengths and weaknesses that individual students possess, (3) document students' progress in specific areas as a consequence of special intervention programs, and (4) conduct research studies of academic achievement.
COMPLETE DAB-4 KIT INCLUDES: Manual, Student Booklet, 25 Profile/Examiner Record Booklets, 25 Student Response Booklets, Assessment Probes, and an audio CD, all in a sturdy storage box. © 2014


text:
Like many families we love the Stick Man story by Julia Donaldson and Alex Scheffler so when I heard that the Forestry Commission was setting up Stick Man trails I really wanted to try them out. We were sent a goody bag including the book and information on the trails but we hadn't been able to go until this weekend due to lack of time and bad weather. So on Saturday I got the children into warm clothing and we made the hour drive up to Whinlatter as it was a beautiful day.
There is an activity leaflet with the trail and it is so well signposted the children could lead the way:
Some parts of the route were visible from further away and the children raced away to try and be first to get there:
At each part there was a different activity for them to do:
This was checking tree buds:
Next up was tree whispering:
There were also hand on activities such as building stick towers:
My daughter read and followed the instructions:
Little brother just piled them high:
Then he helped his sister by finding sticks. This one he reckoned made him Thorin Oakenshield:
They spent quite a lot of time to make a tower this high:
Further along the trail there was a den building challenge:
This turned out to be a 3 person job:
After a lot of hard work this was our finished den:
Along the path the children had to write down various uses for wood such as medicines. The next activity was more relaxing as it was twig pictures:
Don't think our picture was too exciting!
One of my favourite bits was the poetry section, though the children weren't interested:
As they could see the Wild Play area and were keen to have a go on their favourite section:
Back in the centre they could find materials for making their very own Stick Man:
It looked like plenty of people had had a go:
We probably spent about and 1.5-2 hours out on the trail and all had a fun time. It was a good way to get them to explore and learn more about wood and nature. The trail is only open until January 31st if you are interested in going along!


text:
The Mayor's Vision for Cycling in London is a strategy document which sets out the plans and priorities for revolutionising cycling in London.
It explains the key infrastructure developments and planning guidance for fully integrating cycling into the London transport network. Created following the enormous growth in cycling in London over the past decade, the Mayor's Vision for Cycling describes some of the flagship measures currently being developed and introduced.
Vital to improving the quality and safety of cycling in London is the network of Cycle routes. Improvements planned or currently being implemented include:
- 'Crossrail' for the bike: inspired by the new express underground route running from Reading and Heathrow in the West to Shenfield and Abbey Wood in the East, the Vision includes proposals for a fast, segregated cycle superhighway designed to speed-up east-west travel by bike.
- A network of safer, connected routes for cyclists across central London known as the Central London cycling grid. It will be comprised of a mixture of Quietways and Superhighways in the City and West End. A map of the proposed Central London cycling grid is available on the TfL website.
- Cycle Superhighways will in future be produced to higher design standards.
- Cycle routes will mirror tube lines and bus routes, making navigation simpler. This will rely on better, more frequent signage using consistent typology across London, with grading of routes so that cyclists know what conditions to expect.
Outer London boroughs see a large proportion of journeys that could be completed by bike, but only comparatively low levels of cycling. To address this, major cycling infrastructure in the form of 'Mini-Hollands' will be created:
- Mini-Hollands are areas of Dutch-style best practice cycling infrastructure, where cycling is given priority.
- This may include altering junctions, segregating cycle lanes and greater cycle parking provision.
- Funding has been awarded to Enfield, Kingston and Waltham Forest.
Key to realising an increase in cycling is safety. Though cyclist safety has increased as more people cycle, the Vision recognises that there is always more to be done, and places cyclist safety at the core of each change.
- Safer junctions.
- Safer HGVs.
- Increased use of 20mph speed limits.


Bonas, the Courts in Saskatchewan upheld a 'common law rule', referencing the 1864 English case of Nicholl v. Greaves, that a dismissed domestic servant is entitled to one month pay in lieu of notice.
Though the 'rule' has occasionally been referred to in other contexts, there is relatively little recent case law actually considering its merits or applicability in 21st-century Canada.
In 2001, the Nova Scotia Court of Appeal summarized the doctrine in Burton v. Howlett, and while they didn't expressly reject it altogether, they expressed serious scepticism about the merits of this 'common law rule'.
Personally, I am unaware of any case law of contemporary relevance which either accepts or expressly rejects the doctrine from Nicholl v. Greaves. It was not mentioned in the Pascua decision, even though - if it is good law - this probably would have been a case for its application.
That being said, I doubt whether or not it could be held to be enforceable today, and one might reasonably argue that it is, in fact, incompatible with our current employment standards framework.


View single post by amhistoryguy
 Posted: Wed Oct 5th, 2005 08:28 pm
 PM Quote Reply Full Topic
Joined: Wed Sep 7th, 2005
Location: Milwaukee - Wisconsin
Posts: 35
 back to top
The lands ceded to the McMullen colony were between the towns of Periube and Connceicao - nearly 500 square miles.
It was later groups of emigrants, led by Charles Nathan, Ballard Dunn, George Barnsley and others, who joined Americans at a place known then as Santa Barbra,in a district of San Palo. In 1904 it was determined that the name of the district should be changed to reflect the original settlers. Santa Barbara was re-named Distrito de Paz de Vila Americana - or simply Americana.
So to answer the question asked, no, the McMullan colony was not the colony known as Americana, although some members of the McMullan colony did move into that colony.
Americana, in San Palo, was founded after the McMullan colony.
Regards, Dave Gorski
 Close Window


Event Definitions can be created by taking the following steps:
 1. Click the goto the Configuration Desktopon the left part of the sreen.
 2. On this Desktop open the Event Definitions Listbox.
 4. Fill out the information on the Event Definitions Form. Where You can add Triggers and Actions directly to this form, or use their tabs in the following steps.
 5. Click the 'Trigger' Tab, and Add Trigger to Event,
 6. Click the 'Action' Tab, and Add Action to Event
 7. Move the Event Definition to the Active Object State by pressing the 'Next' Icon.
The step sequence is shown in the following figure:
How to Create a New Event Definition
Information on the General Tab
 - Event Name: (required) Use a descriptive name so that it is easy to add event records to Step Definitions.
 - Description: A short description for this event.
Trigger Tab
Action Tab
Useful Links


text:
App DescriptionNotes & Math is a notepad designed to take notes and do arithmetic operations. When you write an arithmetic operation you will get automatically not only the result but every step required to get the operation result. You can use variables like names or greek symbols and use them in your formulas, just take a look at the examples! Aditionally, you can:
- choose interface color and type of paper sheet,
- highlight your formulas and text,
- copy, cut, and paste operations in text and formulas,
- undo and redo,
- collapse and expand the results,
- export to PDF and mail
- for math, you can choose the number of decimal places, remove trailing zeros, choose multiplication sign and angular unit
- A custom keyboard let you write greek symbols and localized letters, just drag the key ( for example, in one of the screenshots, pi is dragged in order to get greek characters).
Very soon: Next update will be avaible for iPhone and iPod too (universal) and in this update you will be able to select your favorite fonts!
May 06, 2013 Price Decrease: $1.99 -> $0.99
April 06, 2013 Price Decrease: $2.99 -> $1.99
March 20, 2013 Price Decrease: $1.99 -> $0.99
March 13, 2013 New version 2
February 08, 2013 Initial Release


text:
Health & Disease, Soil Erosion & Contamination, Water Contaminaton & Loss — by Craig Mackintosh PRI Editor August 13, 2008
I promised to follow up on our recent Which Came First – Pests, or Pesticides? story with some info on how these nasties can affect your environment, and you. We'll do so, specifically, by looking at the meaning of the term bio-magnification.
How many have heard the term? Hmm…, a few raised hands. How many of you can explain its meaning to others in the class? Okay, not so many.
It's actually a pretty simple concept to understand, and it's a little frightening to realise the implications once you have.
Clear Lake, California
A classic story of bio-magnification was observed at Clear Lake in California, and well illustrates the deadly process.
In 1949 they sprayed DDD, a form of DDT, to kill a non-biting gnat. They met with success, initially…. Two years later the gnat was back, so they repeated the treatment (readers of our previous pesticide story will understand the term 'pesticide treadmill' in this context). Sprays continued at more frequent intervals until 1954. Over the course of these seasons, however, the carcasses of increasingly large numbers of grebes began to accumulate in the lake – hundreds of them….
Autopsies of the birds showed incredible concentrations of DDD in their systems, but a check of the lake confirmed the water only contained.02 ppm (not at all a toxic amount). So how on earth could these birds be dying at all – let alone in such large numbers?
Remember, this is back in the 1950s – at a time when, despite early warnings that natural systems won't take kindly to being doused in toxic chemicals, there was as yet no historical record to prove their dangers.
It didn't take long to figure out what happened, however. Examining various creatures in the lake brought the following results:
- While the water contamination level was a paltry.02 ppm, the plankton population had accumulated levels of 5 ppm
- Small fish, feeding on the plankton over the course of their lives, had accumulated significantly more at 40-300ppm
- Predatory fish, which eat many of these smaller fish over the course of their lives, were found to contain 2,500 ppm
Then along come the unsuspecting grebes – gulping down dozens of highly toxic 'treats', each containing approximately 125,000 times more DDD than the water from which they were pulled.
In other words, the higher up the food chain the poison travelled, the more it accumulated, or 'magnified', and this magnification can be exponential.
Now, how does this relate to you, you ask? It's simple – we're at the top of most food chains. Consider that the 'further from the sun' your dietary habits are, the more our current poison-oriented agricultural practises are likely to impact upon your health. I have heard people reject the idea of vegetarianism with the rebuff: "those fruit and vegies are covered in pesticides – give me a steak any day!" Hopefully the above will help these people to see that they're trading the risk of a small amount of chemical contamination with a greatly magnified option. An animal that has spent its life eating fertilised and pesticide-sprayed grass and grains, along with dousings of antibiotics, etc., can make that T-bone positively dangerous.
Pesticides and other chemicals are stored mainly in body fat and tend to concentrate in breast milk fat. They can thus be passed on to children during breast feeding, or to unborn babies through the placenta.
If human breast milk came stamped with an ingredients label, it might read something like this: 4 percent fat, vitamins A, C, E and K, lactose, essential minerals, growth hormones, proteins, enzymes and antibodies. In a healthy woman, it contains 100 percent of virtually everything a baby needs to survive, plus a solid hedge of extras to help ward off a lifetime of diseases like diabetes and cancer. Breast milk helps disarm salmonella and E. coli. Its unique recipe of fatty acids boosts brain growth and results in babies with higher I.Q.'s than their formula-slurping counterparts. Nursing babies suffer from fewer infections, hospitalizations and cases of sudden infant death syndrome. For the mother, too, breast-feeding and its delicate plumbing of hormones afford protection against breast and ovarian cancers and stress. Despite exhaustion, the in-laws and dirty laundry, every time we nurse our babies, the love hormone oxytocin courses out of our pituitaries like a warm bath. Human milk is like ice cream, Valium and Ecstasy all wrapped up in two pretty packages.
But read down the label, and the fine print, at least for some women, sounds considerably less appetizing: DDT (the banned but stubbornly persistent pesticide famous for nearly wiping out the bald eagle), PCB's, dioxin, trichloroethylene, perchlorate, mercury, lead, benzene, arsenic. When we nurse our babies, we feed them not only the fats, sugars and proteins that fire their immune systems, metabolisms and cerebral synapses. We also feed them, albeit in minuscule amounts, paint thinners, dry-cleaning fluids, wood preservatives, toilet deodorizers, cosmetic additives, gasoline byproducts, rocket fuel, termite poisons, fungicides and flame retardants.
… Some of the chemicals I'm mainlining to my 1-year-old daughter will stay in her body long enough for her to pass them on to her own offspring. PCB's, for example, can remain in human tissue for decades. On a body-weight basis, the dietary doses my baby gets are much higher than the doses I get. This is not only because she is smaller, but also because her food — my milk — contains more concentrated contaminants than my food. It's the law of the food chain, and it's called biomagnification. – Toxic Breast Milk?, Mindfully.org
The problems of pesticide usage do not end with you alone.
Accidents in manufacturing plants are extremely dangerous and can be deadly. In 1984, a malfunction at the Union Carbide plant in Bhopal, India, killed thousands of people outright and maimed tens of thousands more. While this has been the most serious accident so far, it has not been the only one. The widespread dioxin contamination of the area around Seveso, Italy, and the severe contamination of the Rhine following an accident at the Sandoz plant in Basel, Switzerland, are two other recent examples. Perhaps even more worrisome are the routine releases of toxic wastes from pesticide plants – events that do not make the newspapers. The Sandoz accident was followed by the deliberate release of toxics from other plants along the Rhine, including the BASF plant at Ludwigshafen.
Every year, the health of millions of farm workers is directly threatened by pesticides. People working in the fields inhale poisons during and after application and ingest them in their food and water. Again, the situation is particuarly severe in the South, where labels and warnings are often unintelligible, and where relatively few workers are provided with the recommended protective equipment. However, even when manufacturers' instructions are followed precisely, poisoning is still common. In 1983 the United Nations Economic and Social Committee for Asia and the Pacific estimated that between 400,000 and 2,000,000 farmers worldwide are poisoned by pesticides each year, 20,000 to 40,000 of whom die as a result. Another estimate suggests that as many as 300,000 farm workers in the United States alone may be suffering from pesticide-related illnesses.
Direct causal links between pesticide exposure and subsequent long-term illness are extremely difficult to establish. However, the evidence is mounting. Out of 426 chemicals named in 1988 by the Ministry of Agriculture, Fisheries, and Food as ingredients in pesticides cleared for use in England, 164 had been implicated in causing cancer, genetic mutations, irritant reactions, or reproductive problems ranging from impotency to birth defects. A 1986 National Cancer Institute study reported that farmers exposed to herbicides – espectially 2,4-D – for more than twenty days per year were six times as likely to develop non-Hodgkins lymphoma, a cancer of the lymphatic system. In the prime agricultural region of the San Joaquin Valley of California, where 35% of the wells are contaminated with DPCP, the State Department of Health Services found an increased mortality rate for stomach cancer, the primary site for tumour induction in animals used in testing DPCP. In the small farm community of McFarland, California, thirteen children have developed cancer since 1981, and six have died; miscarriages, fetal deaths and low birth weights are common. A definitive causal link has not been established, but pesticide contamination in the region is a likely factor. Other recent studies link agricultural chemicals to an increase in birth defects.
… Scientists are finding higher and higher levels of pesticides in people throughout the world. The effects are poorly understood, but the increased use of pesticides and other industrial chemicals has been followed by increased cancer rates. Since chronic health problems are usually slow in developing, it may well be that the most serious effects of pesticide contaminaton are yet to come.
Pesticide use in the less industrialised parts of the world is particularly disturbing. Seventy percent of the pesticides used in India are banned or severely restricted in the West. Although regulation on permissible levels in food do exist, they are poorly enforced. A


Psychology Wiki
Psychohistorical views on infanticide
34,142pages on
this wiki
Revision as of 04:39, November 13, 2013 by Rotlink (Talk | contribs)
Psychohistorical views on infanticide (in psychohistorical jargon "early infanticidal childrearing") is a model used in the study of psychohistory to refer to the occurrence of infanticide in paleolithic,[1][2] pre-historical, or historical hunter-gatherer tribes or societies (although infanticide still occurs in the advanced nations). "Early" means early in history or in the cultural development of a society, not to the age of the child. "Infanticidal" refers to the high incidence of infants killed if compared to modern nations.[3] The model was developed by Lloyd deMause within the framework of psychohistory as part of a seven-stage sequence of childrearing modes which describe the development of human cultures in their attitude to their children.[4] The word "early" is also meant to distinguish it from late infanticidal childrearing, identified by deMause in the more established, agricultural cultures up to the ancient world.
The model
This particular model is a psychological concept that aims to understand anthropological data, especially from such societies as the Yolngu of Australia, the Gimi, Wogeo, Sambia (tribe), Bena Bena, and Bimin-Kuskusmin of Papua New Guinea, the Raum, the Ok and the Kwanga, based on observations by Geza Roheim,[5] Lia Leibowitz, Robert C. Suggs,[6] Milton Diamond, Herman Heinrich Ploss, Gilbert Herdt, Robert J. Stoller, L. L. Langness, and Fitz John Porter Poole, among others.[7] While anthropologists and psychohistorians generally do not dispute the data of their particular research, they dispute its significance (both in terms of importance and in terms of meaning) and its interpretation.[7]
Supporters attempt to explain cultural history from a psycho-developmental point of view, and argue that cultural change can be assessed as "advancement" or "regression" based on the psychological consequences of various cultural practices.[8] While most anthropologists reject this approach, and most theories of cultural evolution as ethnocentric, the psychohistorians in their turn proclaim the independence of psychohistory and summarily reject the mainstream view in scholarship, that of Boasian anthropologists.
This "infanticidal" model makes several claims: that childrearing in tribal societies included child sacrifice or high infanticide rates, incest, body mutilation, child rape and tortures, and that such activities were culturally acceptable.[9] Psychohistorians do not claim that each child was killed, only that in some societies there was (or is) a selection process that would vary from culture to culture. For example, there is a large jump in the mortality rate of Papua New Guinean children after they reach the weaning stage.[10] In the Solomon Islands some people reportedly kill their first-born child. In rural India, rural China and other societies some female babies would be exposed to death.[10] The gist of deMause's argument is that the surviving siblings of the sacrificed child may become disturbed.[3]
Some states both in the Old World and New World also practiced infanticide, including sacrifice in Mesoamerica, the Incas and in Assyrian and Canaanite religions. Phoenicians, Carthaginians and other members of early states also sacrificed infants to their gods, as described in the table of the psychopathological effects of some forms of childrearing.[3]
The model is also based on a reported lack of empathy by infanticidal parents, such as mutual gazes between parent and child, observed by Robert B. Edgerton, Maria Lepowsky, Bruce Knauft, John W. M. Whiting and Margaret Mead among others. Such mutual gazing is widely recognized in developmental psychology as crucial for proper bonding between mother and child.
Nineteenth century British anthropology advanced a lineal, evolutionary sequence in a given culture from savagery to civilization (Stone Age, Iron Age, Bronze age, etc.). The cultures were seen as a hierarchical ladder. For example, James George Frazer posited an universal progress from magical thinking to science. Most anthropologists of the late nineteenth century and early twentieth century studied primitives outside Europe and North America. John Ferguson McLennan, Lewis Henry Morgan and others argued that there was a parallel development in social institutions. Led by Leslie White, in the 1950s these evolutionist ideas gained influence in American anthropology.[12]
The German-born Franz Boas managed to shift the paradigm. His approach, later named cultural relativism, resists universal values of any kind. According to Boas' principle, which represents the mainstream school in contemporary anthropology, a set of a culture's beliefs and activities should be interpreted in terms of its own culture. This principle has been established as axiomatic in contemporary anthropology. The war of Vietnam consolidated the Boasian shift in American anthropology.[12]
Since in a certain sense the psychohistorians' model is analogous to the now discarded unilineal evolution theory, it is understandable that mainstream anthropologists have been critical of the negative value judgments, and the lineal progression, in the model currently advanced by psychohistorians as to what constitutes child abuse in either "primitive" or non-Western cultures.[13] Furthermore, lumping paleolithic societies with contemporary hunter-gatherers, as deMause and the psychohistorians do, is for anthropologists bad science. This view was rejected by anthropologists a hundred years ago. Melvin Konner wrote:
In return, psychohistorians accuse most anthropologists and ethnologists of having avoided looking more closely to the evidence and having promulgated the myth of the noble savage.[15] They maintain that what constitutes child abuse is a matter of a general psychological law and that some of the practices which mainstream anthropologists do not pay due attention, such as beatings of newborn infants, result in brain lesions and other visible neurological and psychological damage.[7]
See also
 1. Decapitated skeletons of hominid children have been found with evidence of cannibalism. See e.g., Simons, E.L. (1989). Human origins. Science (journal) 245: 1344.
 2. Maringer, Johannes (1956). The Gods of Prehistoric Man, 10-19, London: Weidenfield & Nicolson.
 5. Roheim, Geza (1950). Psychoanalysts and Anthropology, NY: International Universities Press.
 8. deMause, Lloyd (1992). The evolution of childrearing modes. Empathic Parenting 15, issues 1 & 2.
 10. 10.0 10.1 Milner, Larry S. (2000). Hardness of Heart / Hardness of Life, University Press of America.
 11. deMause, Lloyd (1991). The universality of incest. The Journal of psychohistory 19, No. 2.
 15. Godwin, Robert (2004). One Cosmos under God, 166-174, Omega Books.
Around Wikia's network
Random Wiki


The Story of a Brief Marriage: A Novel Quiz
Anuk Arudpragasam
Take our free The Story of a Brief Marriage quiz below, with 25 multiple choice questions that help you test your knowledge. Determine which chapters, themes and styles you already know and what you need to study for your upcoming essay, midterm, or final exam. Take the free quiz now!
Directions: Click on the correct answer.
Questions 1-5 of 26:
What was Dinesh's favorite subject in school? (from Chapter 3)
What does Dinesh begin to do at the end of Chapter 6? (from Chapter 6)
Why did Dinesh's father beat him as a child? (from Chapter 5)
What makes the sound that Dinesh and Ganga hear in the jungle? (from Chapter 7)
Where does Mr. Somasundaram say he is going when he leaves Dinesh and Ganga in Chapter 3? (from Chapter 3)
The Story of a Brief Marriage: A Novel from BookRags. (c)2021 BookRags, Inc. All rights reserved.


text:
I'm from Belgium,and new here and also new in programming.
Hi and welcome
I have a arduino to program
To program Arduino You have at least 2 approaches:
- Use Arduino IDE and their C Libraries, which are very handy, however somewhat restricted to Arduino devices only.
- Use Atmel Studio 6 IDE and their C Libraries. This way gives You more flexibility later on if You don't want to use Arduino as this approach works for all Atmel microcontrollers
Personally, I never had MCU (augmented board like Arduino). What I did was bought ATmega48 microcontroller for £3 and used Atmel Studio to program it. I didn't get all ready made sockets/connections/pins (as You do with Arduino/Axon/other MCUs), but to start learning all I needed was prototyping board, few resistors, LEDs and caps to get everything connected to my microcontroller. This way, I learnt not only how to program microcontrollers, but also how to setup all hardware.
For useful AVRC tutorials try links in this post --> _URL_
I want to make a robot with it
2 motor (left right)
To drive motors You need to have motor controller or H-bridge that exceed power requirements of motors. DON'T
TRY CONNECTING MOTORS DIRECTLY TO MICROCONTROLLER - IT WILL RUIN IT!!! If You post motors specs, we might be able to guide You towards proper driver for them. There are many choices for motor drivers starting with ready built drivers, with all bells and whistles, like Sabertooth
, going to IC H-bridges like L298
, ending with custom/DIY built transistor H-bridges
Regarding programming related to driving motors - You need to learn how timers and PWM work. Link to timer/PWM tutorial is provided in the post I link You to above.
buttons: START STOP
To detect switch/button actuation You have to use interrupt feature of Your microcontroller. Here's post to get You started --> Newbie's Guide to AVR Interrupts


Early Head Start Teacher in Richmond, TX at BakerRipley
Date Posted: 6/10/2021
Job Snapshot
Job Description
 1. in a manner appropriate to age and stage of development.
 2. Provide a safe, healthy and well-managed environment to meet the changing needs of infants and toddlers.
 3. Develop and implement individualized goals for children that meet their needs and are developmentally appropriate.
 4. Develop an individual plan for each child to include goal setting based on identified needs and prescriptions for objectives and activities to meet established goals (outcomes).
 5. Screen, observe and document student progress in the GOLD online assessment system
 6. Prepare and maintain accurate records, including child observations, individualization, lesson plans, attendance, meal count, parent participation, in-kind contributions and volunteer time sheets.
 7. Establish consistent, stable and supportive relationships with infants/toddlers and their families.
 8. Encourage, facilitate, and support parental involvement in all aspects of the Early Head Start Program.
 9. Schedules home visits and parent-teacher conferences with families as required and on an as-needed basis and documents these events.
 10. Work closely with the Early Head Start Mentor Teacher in planning and implementation of the Early Head Start curriculum
 11. Provide a safe and nurturing environment for infants and toddlers in accordance with all regulations
 12. Perform any other duties as may be required.
Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities


Sir Norman Angell
Sir Norman Angell
English economist and worker for international peace who was awarded the Nobel Prize for Peace in 1933.
After an education in France, London, and Geneva, he spent several years (1890-98) in the United States, working as a cowboy, a prospector, and finally a journalist for the St. Louis Globe-Democrat and San Francisco Chronicle. Upon his return to Europe, other editorial posts followed, notably editorship of Galignani's Messenger (_PHONE_) and Foreign Affairs (1928-31).
Angell's most famous work, The Great Illusion (1910), translated into more than a score of languages, tried to establish the fallacy of the idea that conquest and war brought a nation great economic advantage and insured its living space and access to markets, trade, and raw materials. The Great Illusion, 1933 (1933) explored the economic developments and ideas of the 23 years since publication of the first edition. Angell's literary output was great, producing sometimes more than one book a year. He also invented the Money Game, a series of card games using paper money to teach the fundamentals of currency and credit.


text:
|The Ohio Revised Code offers specific rights to individuals with developmental disabilities. This is referred to as the Bill of Rights for People with Developmental Disabilities. Those rights include:
1. The right to be treated at all times with courtesy and respect and with full recognition of their dignity and individuality.
2. The right to appropriate, safe, and sanitary living environment that complies with local, state and federal standards and recognizes the person's need for privacy and independence.
3. The right to food adequate to meet accepted standards of nutrition.
4. The right to practice the religion of their choice or to abstain from the practice of religion.
5. The right to timely access to appropriate medical or dental treatment.
6. The right of access to necessary ancillary services, including, but not limited to, occupational therapy, physical therapy, speech therapy, and behavior modification and other psychological services.
7. The right to receive appropriate care and treatment in the least intrusive manner.
8. The right to privacy, including both periods of privacy, and places of privacy.
9. The right to communicate freely with persons of their choice in any reasonable manner they choose.
10. The right to ownership and use of personal possessions so as to maintain individuality and personal dignity.
11. The right to social interaction with members of either sex.
12. The right of access to opportunities that enable individuals to develop their full human potential.
|13. The right to pursue vocational opportunities that will promote and enhance economic independence.
14. The right to be treated equally as citizens under the law.
15. The right to be free from emotional, psychological, and physical abuse.
16. The right to participate in appropriate programs of education, training, social development, and habilitation and in programs of reasonable recreation.
17. The right to participate in decisions that affect their lives.
18. The right to select a parent or advocate to act on their behalf.
19. The right to manage their personal financial affairs, based on individual ability to do so.
20.The right to confidential treatment of all information in their personal and medical records, except to the extent that disclosure or release of records is permitted under sections 5123.89 and 5126.044 of the Revised Code.
21. The right to voice grievances and recommend changes in policies and services without restraint, interference, coercion, discrimination, or reprisal.
22. The right to be free from unnecessary chemical or physical restraints.
23. The right to participate in the political process.
24. The right to refuse to participate in medical, psychological, or other research or experiments.
Download a printable version of the Bill of Rights for People with Developmental Disabilities here.


text:
During this fall term, students in Professor Marsha Weisiger's HIST 466 course, The American West, were assigned to read original diaries documenting journeys to the Pacific Northwest in the nineteenth century, housed in Special Collections and University Archives.
Special Collections and University Archives is the repository for over 100 overland trail journals and several sea journeys to the Pacific Northwest, many of which are original documents. Professor Weisiger's students are to read three journals and compare their differences and similarities among the three experiences, with particular focus on issues such as class, race, gender, and ethnicity.
The diaries documenting journeys to the Pacific Northwest (the Oregon Trail is the predominate route represented among the diaries) are described in the Special Collections and University Archives' subject guides here.
To the left is the first page of Abigail Scott Duniway's diary written in 1852 to document her family's migration over the Oregon Trail (Abigail Scott Duniway Papers, Coll. 232B). The finding aid to the Duniway Papers can be found here and the fully digitized diary can be found here.


text:
Make Clay Idioms a "Piece of Cake"!
"That test was a piece of cake!" "It's clean as a whistle!" Idioms, well-known words or phrases that have figurative meanings different from their literal ones, can be found everywhere from the books we read to our everyday conversations. That's why it's important that your child understands the figure of speech he's using. Luckily, an idiom is more than just an expression. It is also the inspiration for this fun, hands-on art activity!
In this activity, your child will use modeling clay to represent the literal meaning of an idiom which can then be compared to how we use the phrase when we talk or write. To complete this activity, your child will brainstorm all the idioms he knows and think creatively about how to represent his favorite one using clay. Above all, he'll discover that practicing English grammar can be fun!
What You Need:
- Sheet of paper
- Modeling clay (can be found at any craft store)
- Internet access (only if you need help brainstorming)


text:
Taking its cue from Horace's saying "As is painting, so is poetry" ("Ut pictura poesis"), Marc Fumaroli's treatise What Language to Say the Arts? revisits the genesis of the "conceptual turn" in art. Fumaroli argues that the roots of this transition run deeper than the twentieth-century conceptualism of Marcel Duchamp and Andy Warhol. Rather, the origins of conceptual art can be found in the emergence of aesthetics as a distinct branch of philosophy in eighteenth-century Germany, a time when writers, such as Lessing, Baumgarten, Winckelmann, and Kant, tried to analyze art from a purely intellectual perspective. These thinkers positioned themselves in opposition to another, older school of thought based on a poetic approach to the appreciation of art that harkens back to classical antiquity. Fumaroli contends that this classical tradition's emphasis on pleasure and the sensual enjoyment of art is better suited than high-minded intellectualism to close the perceived gap between artistic practice and language. Designed by TINA KORANI, GABE HILLIARD, and LUISA RESTREPO.
To buy a copy of What Language to Say the Arts?, please visit here


text:
I have only a bit of experience in working with databases, but rather theoretically during my studies and not so much practically. I was wondering if someone could help me figuring out how to design a good relational database for this data setup.
The setup is this. I have a set of predefined surveys that are used to evaluate subjects on certain aspects during some experiments. Each of these surveys is composed of a set of items. The items are combined to a set of factors, e.g. items 1, 4 and 8 build factor A, so the survey can be evaluated. The surveys are something like general templates that can be used by experimenters.
In an experiment each subject fills out the survey resulting in a value for each item of the survey. I don't need to store the results for each subject but rather the mean across subjects for each item. Items are combined to factors in any combination, which is predefined by the survey, and for each factor a value can be calculated.
I want a database that contains all surveys and stores the information for each experiment where a survey is used, that means, the experiment should link to a particular survey and the survey should be linked to the items that compose it with their values, the factors with their values and which items compose which factors. Take into account that each survey can be used in multiple experiments.
The thing is, and this is where it gets complex, for some surveys I won't have the items but only the factors so I should be able to store the information on factors without relying on the items being there. Another thing is that usually the experimenters use the predefined items and factors of a survey. However, sometimes it happens that they use some additional items or factors, or they compose the factors differently. I want to be able to distinguish which items and factors were originally from the survey and which are added extra (or were changed).
So in summary I want to store this information:
- Survey used on the experiment
- Original items of the survey and their respective values (if available)
- Original factors from the survey, their respective values and the items that compose them
- Extra items from the experiment that are not linked to the survey (if available)
- Extra (or changed) factors from the experiment that are not linked to the survey
Take into account that one factor could be composed with original items and extra items. Any combination could happen. An extra factor could be defined with original and extra items too.
Any ideas what could be a good efficient way to define the structure of this database? I tried around already, but I always have circular references somewhere. And the result seems to be very complex.


text:
Place-based learning expands learners' understanding of their local and global community, through the physical environment, culture, history, and people.
Learning is intricately connected to the context and situation of the learner – their place. Therefore place-based learning plays an important role in a learner's student's life. Learnlife Learning Guides will help learners develop this sense of place by taking them on a journey that expands their understanding of their world. Ultimately that understanding will expand from local to global. Education systems, which usually focus on 'improvement' are more linked to content than context. To understand the world, learners need to immerse themselves in the context. Content becomes meaningful. As a learner connects with their local, regional and global contexts, grappling with the real issues of their communities, their purpose will expand.
Place-based education promotes learning that is rooted in what is local—the unique history, environment, culture, economy, literature, and art of a particular place—that is, in students' own "place" or immediate schoolyard, neighbourhood, town or community.
Principles of Successful Place-Based LearningEducation
- Learning takes place on-site in the school yard, and in the local community and environment.
- Learning focuses on local themes, systems, and content.
- Learning is personally relevant to the learner.
- Learning experiences contribute to the community's vitality and environmental quality and support the community's role in fostering global environmental quality.
- Learning is supported by strong and varied partnerships with local organisations, agencies, businesses, and government.
- Learning is interdisciplinary.
- Learning experiences are tailored to the local audience.
- Learning is grounded in and supports the development of a love for one's place.
- Local learning serves as the foundation for understanding and participating appropriately in regional and global issues.
Place-based learning programmes are integral to achieving other institutional goals.
There are increasing examples of programmes, projects or schools around the world that are taking this integrated mindset of place-based learning into the adolescent years of learning. The notion of place evolves into an authentic connection between the learning experience of the learner and the real-world experiences - or places – to which they contribute. While they might all have their own unique flavour, they would be united in a belief that learning has to be contextualised – and connected to real-life issues. The following are just some of the schools that have challenged the thinking and methodology of Learnlife:
- High Tech High (San Diego) – especially in extending thinking around deep project-based approaches
- NBCS (Sydney) – an adaptive and curiosity driven model exploring the connections between deep relationship, collaboration, physical space and technological innovation as the background to deep learning
- NuVu (Boston) – pedagogy is informed by the architectural design Studio where a coach guides students in hands-on problem-solving to solve complex, comprehensive problems
- IRIS (London) – IRIS connects cutting edge research projects to school students, who aid in the data analysis and acquisition. Genuine science where students aren't just repeating experiments
- Nueva School (San Francisco) – noted for inquiry-based interdisciplinary studies, constructivist project-based learning and its pioneering work in social emotional learning and design thinking
- Evangelische Schule (Berlin) builds on the AGENDA 21 equitable pillars - learning to acquire knowledge; learning to live together; earning to act; learning sustainability
Learning needs to be connected to and inspired by where we are, which then results in place-based learning – in a physical, emotional, interpersonal and intra-personal sense. Participatory action research, ethnographic and auto-ethnographic studies, fieldwork, and stewardship projects are all ways that Learnlife learners will be immersed in rich, place-based learning experiences.


text:
Rainbow Milk is a relatively new experiment to me. I was first introduced to it via a Facebook post of a friend who was complaining about the fact that it didn't work which, of course, made me curious. If you haven't seen this experiment before, essentially blue, red and yellow food color is dropped in a triangular shape in a bowl of milk. Dish detergent is then added to the middle and the food coloring starts to move across the milk, creating rainbows. The reasoning behind it is a bit complicated (I'll talk more about it later), but for young kids its a great way to explore a little about what makes up milk. You could also talk about rainbows, color combination and surface tension - all in one small experiment!
- liquid food coloring
- bowls (the wider the better)
- liquid dish detergent (Dawn works well)
- cotton swabs
- small bowl for holding dish detergent
- a few types of milk (we used skim, 2% and heavy cream)


text:
The True Rotational Symmetry of Space
The following deep, elegant, and beautiful explanation of the true rotational symmetry of space comes from the late Sidney Coleman, as presented to his graduate physics class at Harvard. This explanation takes the form of a physical act that you will perform yourself. Although elegant, this explanation is verbally awkward to explain, and physically awkward to perform. It may need to be practised a few times. So limber up and get ready: you are about to experience in a deep and personal way the true rotational symmetry of space!
At bottom, the laws of physics are based on symmetries, and the rotational symmetry of space is one of the most profound of these symmetries. The most rotationally symmetric object is a sphere. So take a sphere such as a soccer—or basket-ball that has a mark, logo, or unique lettering at some spot on the sphere. Rotate the sphere about any axis: the rotational symmetry of space implies that the shape of the sphere is invariant under rotation. In addition, if there is a mark on the sphere, then when you rotate the sphere by three hundred and sixty degrees, the mark returns to its initial position. Go ahead. Try it. Hold the ball in both hands and rotate it by three hundred and sixty degrees until the mark returns.
That's not so awkward, you may say. But that's because you have not yet demonstrated the true rotational symmetry of space. To demonstrate this symmetry requires fancier moves. Now hold the ball cupped in one hand, palm facing up. Your goal is to rotate the sphere while always keeping your palm facing up. This is trickier, but if Michael Jordan can do it, so can you.
The steps are as follows:
Keeping your palm facing up, rotate the ball inward towards your body. At ninety degrees—one quarter of a full rotation—the ball is comfortably tucked under your arm.
Keep on rotating in the same direction, palm facing up. At one hundred and eighty degrees—half a rotation—your arm sticks out in back of your body to keep the ball cupped in your palm.
As you keep rotating to two hundred and seventy degrees—three quarters of a rotation—in order to maintain your palm facing up, your arm sticks awkwardly out to the side, ball precariously perched on top.
At this point, you may feel that it is impossible to rotate the last ninety degrees to complete one full rotation. If you try, however, you will find that you can continue rotating the ball keeping your palm up by raising your upper arm and bending your elbow so that your forearm sticks straight forward. The ball has now rotated by three hundred and sixty degrees—one full rotation. If you've done everything right, however, your arm should be crooked in a maximally painful and awkward position.
To relieve the pain, continue rotating by an additional ninety degrees to one and a quarter turns, palm up all the time. The ball should now be hovering over your head, and the painful tension in your shoulder should be somewhat lessened.
Finally, like a waiter presenting a tray containing the pi'ece de resistance, continue the motion for the final three quarters of a turn, ending with the ball and your arm—what a relief—back in its original position.
If you have managed to perform these steps correctly and without personal damage, you will find that the trajectory of the ball has traced out a kind of twisty figure eight or infinity sign in space, and has rotated around not once but twice. The true symmetry of space is not rotation by three hundred and sixty degrees, but by seven hundred and twenty degrees!
Although this excercise might seem no more than some fancy and painful basketball move, the fact that the true symmetry of space is rotation not once but twice has profound consequences for the nature of the physical world at its most microscopic level. It implies that 'balls' such as electrons, attached to a distant point by a flexible and deformable'strings,' such as magnetic field lines, must be rotated around twice to return to their original configuration. Digging deeper, the two-fold rotational nature of spherical symmetry implies that two electrons, both spinning in the same direction, cannot be placed in the same place at the same time. This exclusion principle in turn underlies the stability of matter. If the true symmetry of space were rotating around only once, then all the atoms of your body would collapse into nothingness in a tiny fraction of a second. Fortunately, however, the true symmetry of space consists of rotating around twice, and your atoms are stable, a fact that should console you as you ice your shoulder.


. Be sure to save this as the default for this tool.
The neat way to access the tool is to make it the default tool opened when double-clicking on a name in the Atlas. You can do this in Set Map Display (Display menu) or Preferences > Map Tab Display, and make it the default for new map windows.
Q: How can I rotate the labels that I add to a User Layer?
A: Create a text object in a drawing program, with or without a colored background and box, rotate it and then copy and paste it into the User Layer.
Q: May I use the maps I create in my teaching materials, website or book? What about other images?
A: Yes, we consider that the Atlas and Timeline are simply tools in which you create an image. The work is therefore yours and may be freely used, though we do appreciate acknowledgement of the source.
The photos and other images are copyright, and their use online and in print is restricted. If access to your materials is restricted to your students, and you post a reminder that these images may not be posted online for public access, and you use lower resolution images, there would not be a problem with the images that belong to OakTree. For images with other copyrights, please contact the copyright holders for permission.
Q: I just changed some of the preferences in Accordance, but they aren't affecting the text display.
A: Setting the Preferences affects all NEW windows and panes, not those that are currently open (unless you request it in the subsequent dialog), nor any saved windows, sessions, etc. To see the changes, flip the text currently showing and then flip back to it, then save the window or session again if needed. To change the display of the current pane, tab, or window, use Set Text Display in the Display menu.
This behavior is deliberate: you can reset preferences without messing up all the panes in your previously saved windows.
Q: There are verses missing from my text pane. For example, if I display Psalm 51 in English and put Hebrew in parallel, verse 1 in Hebrew with the first part of the title is missing.
A: You can be absolutely sure that there are no missing verses in any of our established Bible versions.
Ps 51 is one of a few Psalms where the so-called heading takes up 2 verses in Hebrew. Where the heading is a complete verse, vs 1 in Hebrew matches vs 0 in English. Where the heading is part of a verse, the Hebrew appears to have a missing verse 0 when the English is the search text, but when Hebrew is the search text, the English does display the heading.
There are many other places where users report that text is missing. The good news is the Accordance 11.2 will display these apparently missing verses in parallel panes. In the meantime the answer is always to make the text in which text seems to be missing, the search text. Then you can see if verses are really missing, or whether the other text actually has it combined with another verse, or is omitting it, or has renumbered it.
Q: All of the texts I have except KJV, KJVS, and ASV display paragraph marks which I find distracting. Is there any way to turn off this 'feature'?
A: If you display the text in "Paragraphs" rather than Separate Verses, you will hide the paragraph markers. Use Set Text Pane Display in the Display menu, or use the right-click contextual menu.
Original Languages
Q: Can I search for a Hebrew word or phrase while keeping the main Search tab?
A: Yes, by using the Amplify feature. To do this, select the word or phrase to be searched, then select the text to be searched from the right-click menu, the Library tab, or the Amplify menu or button. Accordance will format the search for you with the lemmas, the prefixes separates, and the suffixes identified.
Q: How can I search for a particular inflected form of a word while keeping the main Search tab?
A: Select the word, and right-click on it to open the contextual menu. Then select Search For > Inflected. Accordance will look for this form in the same text in another tab (placing it in quotes).
You can find the selected inflected form in another text, if you press the option or alt key as you amplify from your selection to the new text.
Q: How can I quickly switch between English and Hebrew in the Edit window?
A: In the latest version of Accordance 13 there is an icon in the top left of the Edit window that quickly switches your language and font. The following tip is useful for older versions.
 1. To use the Copy Styles you do not need to set the new styles that you want to copy or save. You only need to click inside any part of the text (in any window) that is already in the style you want to copy.
 2. Use the keyboard shortcuts Command-[ to copy and Command-] to paste the styles.
 3. If you are inserting Hebrew in a text that is basically English, the following routine is useful:
 - Click in Hebrew text, Command-[ to copy the style
 - To change to Hebrew, type an extra space in English, press left arrow to go back a space, Command-] to paste style.
 - To return to English, click the mouse to the right of the last line, beyond the extra space, and continue in English.
Q: How can I use the Israeli keyboard layout for Yehudit?
A: Select this option in the Preferences: Greek & Hebrew.
Q: Where are the vowels and cantillation marks in the Israeli keyboard?
A: The vowels require you to press caps lock and the number keys. The other diacriticals are in the option and shift-option positions. Remember that the Character palette will enter these with a click on the character, but the Israeli keyboard position does not display at the lower left.
Q: Where is the keyboard layout for Yehudit?
A: The Character palette in the Window menu lets you enter each character and see its keystroke. The Accordance Fonts PDF has full information on each font with a keyboard layout chart.
Q: Which word processors support right to left entry of Hebrew with Unicode?
A: In Mac OS X you can use MellelNisusWriter Pro, or OpenOffice. Word 2011 for Mac offers limited right-to-left support, and so does Pages. Word 2016 is said to be much better. In Windows use Word 2000 or up.
Q: I'm unable to paste into PowerPoint.
A: If you go to the Accordance Preferences/Export, and set the export to Unicode, it will copy and paste into PowerPoint without problems. It seems that the new version of Power Point requires Unicode even for English text.
Q: Can I copy Unicode Hebrew into Accordance?
A: Yes, in version 8 and above, Unicode characters that are supported in our fonts will be converted back into our fonts when you paste them. In the user Notes in version 11 and above, the fonts remain in Unicode.
Q: Can I convert the Hebrew for another software or system?
A: Set the export options in Preferences: Export to Unicode or to another font that is supported by the other software such as those from SBL or SIL. Preferences: Unicode Display lets you individually set the display and the export of five Accordance fonts.
Q: How can I convert your fonts to a Windows font?
A: Go to Preferences: Export and set the export to Unicode. The exported text is now independent of fonts and compatible with all newer software on Mac OS X and Windows 2000 and above. You can use any Unicode font for the converted text.
Q: Can I remove the vowels or other marks?
A: Yes, vowels can be stripped from Greek, and there are several levels of "stripping" available for Hebrew export in the Preferences: Export.
Q: Can I export the Hebrew in Yehudit font?
Q: Nothing shows up when I open LXX2
A: LXX2 will usually be blank as it has very few passages. Make it the search text to see the verses included in that parallel module, and see the Read Me-LXX in Read Me-Modules for an explanation.
Q: I can find and open TAD-T in the Hebrew Texts, but where is TAD-E?
A: You will need to find it in the Semitic Studies section of the Library and open it. Then it will appear as a Reference Tool which can be viewed in parallel with the TAD-T. Until opened, Accordance does not "know" to which corpus it belongs.
Note: This occurs with Notes/Tools of all non-Biblical texts like Josephus, Apostolic Fathers, Inscriptions etc.
Q: Why don't Accordance fonts appear for use in other programs.
A: Accordance fonts are now built into the application package. On Windows they are not compatible with the system or other software so your only option is to export to Unicode fonts. On Mac we also recommend exporting as Unicode fonts, but if you wish to use our fonts you can run the FontFixer utility to install them in your Fonts folder.


text:
What Was the Main Religion in Colonial Pennsylvania?
In general, no primary religious group dominated in colonial Pennsylvania. Religious sects that had a strong presence in this area included Quakers and Lutherans.
Pennsylvania was officially founded in 1682 by William Penn. It represented one of the 13 original American colonies. The colony's founder considered himself a Quaker; freedom of worship for Quakers was a prominent reason for the colony's founding. Penn also strongly believed in religious tolerance for all individuals. He was one of the main voices against the oppressive Church of England. Under Penn's leadership, Pennsylvania developed into a colony that promoted and granted religious freedom. As a result, worshipers from nearly every major religious group of the time could be found in the region.


What We Do
Eleventh Century
The Household portray knights and soldiers from the army of William the Conqueror as well as a military encampment during the period surrounding the Norman Conquest.
Twelfth Century
The Household portray a unit of professional soldiers in the employ of a noble person during the twelfth century and regularly portray the defenders of castles under siege.
Thirteenth Century
The Household portray knights and their retinues during the early thirteenth-century conflicts surrounding Magna Carta, known as the First Barons' War.
Historical Characters
The Household provide medieval characters such as kings, castellans, monks and musicians from the period _PHONE_.
The Household has a large authentic encampment bringing the sights and smells of the Anglo-Norman period to life.
The Household demonstrate a number of medieval crafts including fletching, maille-working, embroidery, cooking and many more.


A TetR-family transcription factor regulates fatty acid metabolism in the archaeal model organism Sulfolobus acidocaldarius.
Wang K, Sybers D, Maklad HR, Lemmens L, Lewyllie C, Zhou X, Schult F, Bräsen C, Siebers B, Valegård K, Lindås AC, Peeters E
Nat Commun 10 (1) 1542 [2019-04-04; online 2019-04-04]
Fatty acid metabolism and its regulation are known to play important roles in bacteria and eukaryotes. By contrast, although certain archaea appear to metabolize fatty acids, the regulation of the underlying pathways in these organisms remains unclear. Here, we show that a TetR-family transcriptional regulator (FadR Sa) is involved in regulation of fatty acid metabolism in the crenarchaeon Sulfolobus acidocaldarius. Functional and structural analyses show that FadRSa binds to DNA at semi-palindromic recognition sites in two distinct stoichiometric binding modes depending on the operator sequence. Genome-wide transcriptomic and chromatin immunoprecipitation analyses demonstrate that the protein binds to only four genomic sites, acting as a repressor of a 30-kb gene cluster comprising 23 open reading frames encoding lipases and β-oxidation enzymes. Fatty acyl-CoA molecules cause dissociation of FadRSa binding by inducing conformational changes in the protein. Our results indicate that, despite its similarity in overall structure to bacterial TetR-family FadR regulators, FadRSa displays a different acyl-CoA binding mode and a distinct regulatory mechanism.
NGI Stockholm (Genomics Applications) [Service]
NGI Stockholm (Genomics Production) [Service]
National Genomics Infrastructure [Service]
QC bibliography QC xrefs
PubMed 30948713
DOI 10.1038/s41467-019-09479-1
Crossref 10.1038/s41467-019-09479-1
pii: 10.1038/s41467-019-09479-1
pmc: PMC6449355


text:
Use the Lexology Navigator tool to compare the answers in this article with those from other jurisdictions.
Recognition of foreign proceedings
Under what circumstances will the courts in your jurisdiction recognise the validity of foreign insolvency proceedings?
Both the Bankruptcy and Insolvency Act and the Companies' Creditors Arrangement Act allow for the recognition of foreign proceedings based on the United Nations Commission on International Trade Law Model Law on Cross-Border Insolvencies. Under both statutes, proceedings are commenced by way of a foreign representative's application. The foreign representative must demonstrate that they have been appointed as a 'foreign representative' and that the application relates to a 'foreign proceeding', as defined in the Bankruptcy and Insolvency Act and Companies' Creditors Arrangement Act.
The availability of a stay depends on whether the foreign proceeding is a foreign main proceeding or a foreign non-main proceeding. If it is the former, there is an automatic stay of proceedings in Canada over the debtor's property. If it is the latter, the court will exercise its discretion as to whether a stay of proceedings is warranted in Canada.
A foreign main proceeding will be recognised where it is located in a jurisdiction in which the debtor has its centre of main interests (COMI). The location of the debtor's registered office will be deemed to be its COMI in the absence of evidence to the contrary.
Winding up foreign companies
What is the extent of the courts' powers to order the winding up of foreign companies doing business in your jurisdiction?
The Canadian courts are cognisant of the effects that their determinations have on cross-border proceedings. Consequently, while the courts can exercise their powers in instances where a foreign incorporated company has assets, is doing business or has its COMI in Canada, they are cautious in adjudicating these matters in a unilateral fashion.
The Canadian courts have generally advocated in favour of flexible and adaptive regimes that allow them to implement solutions consistent with the underlying jurisdictions' legal processes and principles. For instance, the Ontario Court of Appeal ordered a Canadian company over which it had authority to attorn to a foreign court because it was practical in the circumstances, while holding that such attornment did not prevent the company from exercising future rights in Canada. However, in their drive to ensure comity, the Canadian courts do not make orders that are contrary to domestic laws.
Centre of main interests
How is the centre of main interests determined in your jurisdiction?
To determine a company's COMI, the Canadian courts will consider the location of its headquarters or main office and management and the location which a significant number of creditors recognise as its COMI.
The court may also consider:
- the location where corporate decisions are made;
- the location of the debtor's corporate, banking, strategic and management functions;
- the existence of shared management between the entities; and
- the location of the debtor's treasury management functions, including the management of accounts receivable and payables.
What is the general approach of the courts in your jurisdiction to cooperating with foreign courts in managing cross-border insolvencies?
The Canadian courts appreciate the importance of cooperating with foreign courts in cross-border insolvencies. As such, cross-border insolvency protocols have been established in order to:
- achieve efficiency;
- protect the various stakeholders; and
- balance the principle of comity with the protection of domestic debtors and creditors.
The Supreme Court has advocated in favour of a pluralist approach, recognising that different jurisdictions have valid concurrent interests in cross-border insolvency proceedings.
Click here to view the full article.


text:
Sometimes oven door handles get loose. This is because, like temperature control knobs, it is one of the most handled parts of your range. If it's cracked or the door is getting difficult to open and shut, replace the handle. Order replacement part _TAG_ for a GE range, and do the following:
- Remove the oven door. First, open the door and snap open the hinges. Then partially close the door so you can lift it free of the hinge locks and slide it out towards yourself. The door should come free without any friction.
- Access the interior screws of the door handle. This involves removing a lot of layers of parts. First, loosen the screws and the top of the door and remove the screws holding the bottom trim. Then completely remove the inner door. Next, unscrew two screws that are holding the top grille and handle. Lift that part free and, still from the interior, unscrew the handle from the metal brackets on the grille.
- Replace the handle. Place the new handle into position by aligning it along the grille's holes. Then screw it into position.
- Reassemble the oven door. Align the grille with the inner glass and tighten the screws along the edge of the frame, making sure the glass is properly in its groove. Then put the inner door back into position and retighten the top screws before you screw the bottom trim screws back into the door.
- Put the door back onto the oven. Slide the hinges into the oven's slots, open the door all the way, and then push both hinge locks into position and close the door.
For both mechanical and electrical repair procedures on your major appliances, go to Fred's Appliance Service.


Spirulina for Blood Pressure
Spirulina for this, spirulina for that. It seems like this whole spirulina thing might be getting a little heartcarried away. Now its spirulina for blood pressure?
I know how it sounds but the truth is that spirulina is effective at reducing blood pressure, which can increase the risk of heart disease, liver damage, stroke, etc. And there are studies to back up this claim. Its not just a rumor.
One of the ways that spirulina decreases blood pressure is through nitric oxide production.
Spirulina increases nitric oxide (NO) production
Nitric oxide is a gas molecule that your body synthesizes. It acts as a blood pressure regulator, widening blood vessels and increasing blood flow. With thousands of studies done on NO, its benefits are well known and documented.
Because it increases the diameter of blood vessels (dilates them), which in turn increases blood flow, more oxygen is able to get to your organs. Increasing NO production is used for a number of different conditions such as heart problems, erectile disfunction, etc.vasodilation
As you can guess, when NO widens your blood vessels and the blood flow increases, your blood pressure decreases.
There have been several studies performed on the blood pressure effects of spirulina,
One of which was conducted on 36 subjects including men and women, studied blood lipids, glucose, and pressure before and throughout 6 weeks of supplementing 4.5 grams of spirulina per day. The results of this added supplementation, which are published in BioMed Central, showed that spirulina is effective at reducing blood pressure [2].
But HOW does it decrease blood pressure?
Another study, this one published in the Journal of Medicinal Food, strongly suggests 2 reasons for spirulina's ability to increase NO production and dilate blood vessels.
The exact pathway that spirulina is able to increase NO production is still undetermined, but it does so through the endothelium, which is the inner lining of blood vessels. The reason that spirulina is able to dilate blood vessels, increasing blood flow, is because it increases the release of a vasodilating cyclooxygenase-dependent metabolite of arachidonic acid [1].
The 4.5 grams/day that was used in the study mentioned above is an adequate dosage for reducing blood pressure. It is far from being too much and can be taken safely.
It is also suggested that lower amounts such as 3.5g/day would also benefit blood pressure.
==> To Find Top Rated Spirulina Products CLICK HERE <==
If you have any questions or comments leave them in the comment section below please!
Leave a Reply
» Get The Best Quality Spirulina


text:
"Accessible Summer" - summer day camp for the children of the Eshkol Regional Council
On Sunday 14/07/19 the "Access Israel" organization instructed an enjoyable activity for more than 700 children within the "Accessible Summer" day camp for the children of the Eshkol Regional CouncilOn the Day Camp, the children of the Eshkol Regional council experience around 29 enjoyable experience challenges that were set up around the area. Each station represented a different kind of disabilities.
The students went through the different challenges and and in each one learnt what it's like to be a person with disabilities. In each challenge the children got information about a different kind of disability and got to know the man behind the disability. The guide shared his life story; the hardships, the challenges, and the triumphs, while providing tools for public accessibility.
The children passed through an obstacle course while wearing a blindfold. To succeed they had to use their other senses and the help of their teammates.
Blind Bead Threading:
The participants tried to thread beads through a string while their eyes were cover by blindfolds.
With their eyes covered, the children participated in a Paralympic game – "Goalball"
In the picture you can see Rami Dekel, a blind instructor, explaining the rules of the game to the participants:
This station simulates hand disability. In it the participants partake in games, writing, and drawing in creative ways using gloves that restrict their finger movements.
Wheelchair Obstacle Course:
This activity simulates obstacles a person with a mobility disability encounters in their everyday life. Obstacles like crossing grass, bumpers, manhole covers, ramps, and more:
We thank the Day Camp crew for their cooperation for a second year in a row and to the children of the council for showing much curiosity and sensitivity towards the instructors. The reactions of the participants were very enthusiastic and they shared that they experienced a very meaningful and enlightening day.


How Kids From the Favelas of Rio Chase Their Dream of Being Soccer Stars
Soccer is ingrained in pretty much every aspect of Brazilian culture. Kids start playing "futebol" before they even learn how to read or write. The result of that cultural phenomenon is a huge number of professional players who eventually end up participating in World Cups and making millions on the side. Fusion Live's Pedro Andrade took a trip to his hometown of Rio de Janeiro to explore how children from the slums can turn the dream of becoming a star into a reality.
Story Tags


text:
CAPS Coolgardie is a Christ - centred learning community committed to fostering spiritual growth and advancing the scholastic and athletic gifts of each unique student for entry into tertiary institutions and the communities they will help build.
CAPS Coolgardie is situated 500km east Perth and 38km west of Kalgoorlie. The school was located in the old St Anthony's convent (established in 1902) and is now adjacent to the convent which was also used as the hostel until the new one was built in May 2005.
CAPS was born out of the frustration of many local Aboriginal people who felt that the existing systems of schooling where not adequate to meet the needs of their children. They further added that the standard of schooling that was being provided to Aboriginal students was very poor and that the teachers did not have confidence in the capacity of Aboriginal students to achieve high outcomes.
Many of the parents had been raised on Mount Margaret Mission and had achieved very high standards of education and so now held senior positions in business and government. They were frustrated therefore when they saw their children leaving school early and being unable to perform basic numeracy and literacy tasks.
In April 1980, a group of Aboriginal people formed a committee to investigate the possibility of forming an independent Aboriginal school that would emphasise high academic standards within a Christian context. They wanted to replicate the strengths of the Mount Margaret mission of the 1930s to 1960s.
CAPS Coolgardie was opened in 1981 under the principalship of Mr John Tyndall and stressed the principles of Christian education, remediation programs, extension of students according to their individual needs, success in numeracy and literacy, widening the knowledge and understandings of students, and fostering a strong social conscience, personal respect and leadership skills. Non-Aboriginal children were not excluded from enrolment at CAPS and the school has had a continual stream of non-Aboriginal children move through the school, especially in the primary section.
The school also emphasised learning as a life long process so that Aboriginal people would be able to make sound decisions in life in the future.
It aimed at linking education with employment and training and, while it stressed an academic approach, it also worked to develop a strong relationship with CAPS Wongutha as a VET training institution for appropriate Year 11 & 12 students.
The founding members of the School Board embraced the Christian faith and desired to see a Christian environment develop to surround their children during their education. This is because they saw the Christian faith as being the cornerstone to individual achievement.
In 2020, the essential principles enunciated in 1981 are still being promoted. These principles include;
Christianity being the cultural environment in which the school is situated,
Belief in the potential of indigenous students to achieve the highest levels in learning,
The need for the school to prepare students for training and employment,
Excellence in education with all students being offered learning opportunities that are tailored at their levels and needs while also being challenged.


inefficient to serialize a whole network of entities and send it across the wire. Take the example of showing a list of orders to the user. In this scenario, you really don't need to transfer the gory details of every order to the client application. All you need is perhaps the order number, order date, and the total amount for each order. Later, if the user wishes to see the details of a specific order, you can always serialize that entire order and send it across the wire.
Value objects provide a solution for all these problems. Yes, they require you to write a little extra code, but in return, you get a bullet-proof business layer that communicates efficiently with the presentation layer. You can think of a value objects as a controlled view in to one or more entities that is relevant to your client application. Note that AndroMDA provides some basic support for translation between entities and value objects, as you will see in the tutorial.
Services and NHibernate sessions
Another key concept about AndroMDA generated applications is the strong association between service methods (i.e., operations exposed by a service) and NHibernate sessions. But before we introduce this concept, we must lay out some ground work. The NHibernate session is a runtime object that allows an application to create, read, update, and delete entities in the data store. As long as the session is "open", these entities are attached to the session and you can navigate from one entity to another using relationships between them. If a related entity is not yet in memory, NHibernate will automatically pull it in for you (this is called "lazy loading"). However, as soon you close the NHibernate session, the entities that exist in memory are considered to be "detached", i.e., NHibernate no longer knows about them. You are free to hold references to such entities, but NHibernate will no longer pull in associated entities if they don't exist in memory already. If you accidentally try to access such associated entities, you will get an NHibernate LazyInitializationException.
Now that we understand this background material, let us discuss the relationship between a service method and an NHibernate session. When a client application calls a service method, a new NHibernate session is opened automatically. You do not have to write any code to do this. Similarly, when the service method exits, the associated NHibernate session is closed automatically. In other words, the lifespan of an NHibernate session is bounded by the beginning and ending of a service method call. Consequently, entities are attached to an NHibernate session for the entire duration of the service call, but are detached from this session as soon as the service call ends. As a result, if your service method returns raw entities, the client must be extra careful not to access related entities that are not in memory already. Anyway, you can avoid all this by following the recommendation in the earlier section, i.e., transfer all relevant information into value objects while the session is still open and pass these value objects back to your caller as a return value. In other words, think of a service method as a logical transactional boundary - do everything you need to do within the method, and then return the results as value objects.
Another implication of the strong association between a service method and an NHibernate session is that client applications should not try to bypass the service layer and interact directly with the lower layers. You may be able to brute force your way into one data access object, but sooner or later, you will get into trouble!
What's next?
Now that you understand the basic tenets of AndroMDA, let's describe the sample application we will implement in this tutorial.
Please continue to part 2.
Further reading
 - 1.0 - First release.
About the Author
Chris Micali
Web Developer
United States United States
I work for the Sapient Corporation.
Comments and Discussions
GeneralConvince us to use AndroMDA... [modified] Pinmemberdursaliye28-Aug-06 6:04
GeneralOn first blush... PinprotectorMarc Clifton26-Jul-06 17:45
...after browsing through the two articles and perusing the website, this looks rather overly complicated. Maven, Java, MagicDraw, NHibernate, UML diagrams. Wow. Obviously, you guys have put a lot of work into this, but I honestly think, having designed and implemented an MDA application myself (see sig), it doesn't really make development easier. You say:
AndroMDA is a great choice when
* You are starting a new project
* You want to save time by generating as much code as possible
* You are building an application that stores its data in a database
Of course everyone wants those three things, but have you really succeeded at achieving any one of them? Time is saved not just by code generation but my making tools easy to use. Persistence is a complicated matter, especially when you consider table joins, working with DataSet's, automatically synchronizing current users, etc. And why a UML diagram? I have rather strong convictions that you start with the DB schema, create your virtualized views, and wire them up to your controls. There's no object model (or code generation) necessary unless you need to implement application specific business rules.
Anyways, like I said, there's clearly a lot of work in this. I'll keep my eye on it. Smile | :)
Some people believe what the bible says. Literally. At least [with Wikipedia] you have the chance to correct the wiki -- Jörgen Sigvardsson
People are just notoriously impossible. --DavidCrow
There's NO excuse for not commenting your code. -- John Simmons / outlaw programmer
AnswerRe: On first blush... PinmemberChris Micali26-Jul-06 18:04
GeneralRe: On first blush... PinprotectorMarc Clifton27-Jul-06 9:33
GeneralRe: On first blush... PinmemberChris Micali27-Jul-06 10:39
GeneralRe: On first blush... PinprotectorMarc Clifton29-Jul-06 11:23
GeneralRe: On first blush... PinmemberChris Micali1-Aug-06 13:07
| Advertise | Privacy | Terms of Use | Mobile
Web04 | 2.8.141223.1 | Last Updated 26 Jul 2006
Article Copyright 2006 by Chris Micali
Everything else Copyright © CodeProject, _PHONE_
Layout: fixed | fluid