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Culture and the City: Public Action and Social Participation in Rome's Experience.
The aim of this paper is to analyse the role and impact of cultural resources in urban change and growth. In particular the recent experience of Rome, where the municipal administration has often based the urban transformation of various areas upon cultural action, including contemporary architecture buildings, creative artists' work, cultural neighbourhoods and the like, is examined from a range of perspectives, focusing upon the many dilemmas faced by the public decision-maker in a complex ecosystem such as a town where residents, external users, and mass tourists share the same areas for different, and often conflicting, purposes. The main outcomes of the analysis show a substantial connection between the kind of action carried out and the possible degree of social engagement, along with the shared perception of common profiles in cultural resources. The need to activate cultural investments within a strategic framework, and the symmetrical weakness of occasional action is emphasized.
Journal of Business and Economics
Litardi I., Pastore L., Trimarchi M.


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Intellectual knowledge appears to be innate and privy to the few, but in fact, access to information, development of intellectual work skills, time investment, and the maintenance of intellectual appearances are key to being perceived as an intellectual.
To make education more equitable, professors must go beyond knowledge transmission and instruct students in the concrete skills of knowledge acquisition and knowledge presentation. Instruction in intellectual skills-acquisition implies the breakdown of the traditional professor-student relationship and of the academic intellectual hierarchy and professors must learn to cope with the consequences of adopting new pedagogies. If we wish to share the secrets of our professions, how do we prepare our students for such a democratic approach and at the same time maintain our professional status?
The author, a professor of Spanish language and literature, presents strategies for democratizing education and demystifying intellectual work through the application of skills-based pedagogical methodologies to the teaching of literature. The implications that these strategies have for a new type of learning and the impact that they have on social stratification will also be discussed.
|Keywords:||Democratizing Education, Demystifying Intellectual Work, Knowledge Acquisition Skills, Interpretative Skills, Teaching Literature, Skills Based Teaching|
Assistant Professor of Spanish, Department of Literature and Languages, Roosevelt University, Chicago, Illinois, USA
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gaa handball
Overview — By Pat Daly GAA Head of Games
The main objectives of the GAA's Games Grassroots to National Programme (GNP) are to maximise participation and optimise playing standards. The big challenge for those in charge of teams is to ensure that games are structured to cater for the needs and abilities of those who participate.The GAA Coaching and Games Development Committee has developed 3 GO Games in Hurling and 3 in Gaelic Football known as —
What are the Key Objectives of the Go Games?
The key objectives of the Go Games can be summarised as follows:
 1. Promote Full Participation: Provide playing opportunities for all children at their respective levels of participation by ensuring everyone gets to play in the game and that nobody remains a substitute. "Playing, not winning, is the name of the game."
 2. Propagate the Principles of Fair Play: Promote sportsmanship by ensuring that all participants endeavour to play by the rules and give due respect to the opposition, the match officials and the game.
 3. Cater for the varying developmental needs of young players: Use modified playing rules and equipment that are appropriate to the age group and ability level of those participating
 4. Implement the GAA's Code of Best Practice for Youth Sport: Give practical expression to the GAA's Code of Best Practice for Youth Sport by invoking the principles of the Code at the fundamental levels of participation. N.B. While the playing rules for First, Quick and Smart Touch are not necessarily set in stone - the principle of ensuring that all participants get to play the full game is, as is the principle of not awarding medals or trophies arising from success in the Go Games.
What are the Benefits of the Go Games?
The benefits of the Go Games are:
 1. Increased enjoyment
 2. Increased number of touches on the ball
 3. Increased physical work rate
 4. Increased perception of competence
*Research conducted under the guidance of Professor Niall Moyna at the School of Health and Human Performance at DCU and presented at the 2004 National Coaching Conference
* To download the Go-Games coaching handbooks, go to _URL_
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Open Access Policies and Academic Freedom: Understanding and Addressing ConflictsJournal of Librarianship and Scholarly Communication (2017)
The adoption of open access (OA) policies that require participation rather than request it is often accompanied by concerns about whether such mandates violate researchers' academic freedoms. This issue has not been well explored, particularly in the Canadian context. However the recent adoption of an OA policy from Canada's major funding agencies and the development of the Fair access to Science and Technology Research Act (FASTR) in the United States has made addressing the issue of academic freedom and OA policies an important issue in academic institutions. This paper will investigate the relationship between OA mandates and academic freedom with the context of the recent OA policy at the University of Windsor as a point of reference. While this investigation concludes that adopting OA policies that require faculty participation at the institutional level should not be an issue of academic freedom, it is important to understand the varied factors that contribute to this tension. This includes misunderstandings about journal based (gold) and repository based (green) OA, growing discontent about increased managerialism in universities and commercialization of research, as well as potential vagueness within collective agreements' language regarding academic freedom and publication. Despite these potential roadblocks, a case can be made that OA policies are not in conflict with academic freedom given they do not produce the harms that academic freedom is intended to protect.
- Open Access,
- Academic Freedom,
- Open Access Policies
Publication DateApril, 2017
Citation InformationDave Johnston. "Open Access Policies and Academic Freedom: Understanding and Addressing Conflicts" Journal of Librarianship and Scholarly Communication Vol. 5 Iss. 1 (2017) ISSN: 2162-3309
Available at: _URL_
Creative Commons license
This work is licensed under a Creative Commons CC_BY International License.

source: openbmb/Ultra-FineWeb


Daylight Saving Time
In 1895, because of the coming of the telegraph, Australian colonies adopted Standard Time statutes. During the First World War, to save energy, Tasmania temporarily enacted daylight saving time between 1916 and 1919, and in the Second World War, the commonwealth government established national daylight saving time from 1941 to 1945.
From 1957 John Steer, MHA for Bass, ran a protracted parliamentary campaign to reintroduce daylight saving, and finally succeeded, mainly because of the 1967 drought. This too was temporary, but after heated parliamentary debate and investigation, permanent daylight saving was introduced in 1970. Other states followed, and in 1994 at Tasmania's suggestion uniformity of termination date was endorsed. Tasmania continues to commence before other jurisdictions, which means being briefly out of kilter for many business, media and communication matters. Countervailing benefits include more daylight for sport, recreation and tourism, and improved road safety. But some, including child-raising mothers, farmers and public transport drivers, complain of early darkness and long twilights, which Tasmania's latitude generates.
Further reading: T Newman, 'About time', RSTPP 118, 1984.
Terry Newman


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Cabin safety deals with all activities that cabin crew must accomplish to maintain safety in the cabin. These activities contribute to safe, effective, and efficient aircraft operations in normal, abnormal and emergency situations. Cabin crew play an important role in preventing serious incidents and accidents. It is for this reason that lATA focuses on cabin safety, and continues to develop standards, procedures and best practices to ensure safety in all aspects of cabin operations.
Cabin safety is a critical component of an airline's safety management program which includes proactive data collection and the ensuing prevention activities regarding cabin design and operation, equipment, procedures, crew training, human performance, passenger management.
Cabin Operations Safety Best Practices Guide
The first edition of the IATA Cabin Operations Safety Best Practices Guide helps manage the cabin operations safety demands of today and tomorrow. This guidance includes chapters that address various policies and procedures for Cabin Crew in normal, abnormal and emergency situations. They are meant to assist airlines to implement integrated, proactive, effective and efficient, cabin operations safety policies and procedures.
Cabin Safety Guidelines (pdf)
- Unruly Passenger Prevention and Management, 1st Edition: English
- Turbulence Management: English
- Inadvertent Slide Deployment Prevention: English
- Mitigating Laser Illumination in Passenger Cabin: English, Russian, Chinese
- Electronic Cigarettes: English, Russian, Chinese
- Handling Dangerous Goods Incidents and Lithium Battery Fires in the Passenger Cabin: English, Russian, Chinese
- Lithium Battery Fire preventionPortable electronic device inadvertedly crushed or damaged in electronically adjustable seats: English
- Revised! Guidance on the Expanded Use of Passenger Portable Electronic Devices (PEDs): English
Cabin Operations Safety Task Force (COSTF)
The IATA Cabin Operations Safety Task Force (COSTF) reviews all aspects of cabin operations to improve safety and operational efficiency. Members of the COSTF are representatives from IATA Member airlines who are experts in:
- Cabin Safety
- Cabin Crew Training
- Accident and/or Incident Investigation
- Human Factors
- Quality Assurance
For further information or to comment on any of the guidance material, please contact Cabin Safety


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عنوان مقاله [English]
Since ancient times, medicinal plants have been considered as valuable sources of medicine and
some texts in ancient books point to the topic. Nowadays, the extensive use of medicinal plants and their
derived compounds have also an important position. In the current paper, the necessity and importance
of studying and researching on plants considered in the holy Quran, hadiths, and valuable sources of
traditional medicine are addressed. For this purpose, holy Quran as well as general interpretation books
and traditional and new medicine textbooks were used as references. In some verses in the holy Quran,
man is asked to look at his surrounding nature, including plant with more scrutiny, and in this way to
attempt to achieve a better cognition about the Almighty God and His signs. Man should always keep this
in mind that Quran is not a book of experimental sciences; rather it is a book which leads to development
of righteous human and the view toward the book should not be limited to the appearance of signs of the
divine creation. The signs should be considered as the symbols of existence of the all-knowing Creator.
Therefore, it should not be expected to find the details of different sciences such as evolution, botany,
pharmacognosy, and so on. However, this does not prevent some quick glances at the signs present in
creations for development of man. In general, all these items can be guides for man to consider them as the
reminders of more careful thinking to achieve better cognition about God and not passing them carelessly.
In addition to the holy Quran, getting familiar with hadiths is necessary and would be helpful in solving the
problems arising from the differences in various interpretations. Moreover, hadiths provide more sensible
comparisons for the signs. So, this is a responsibility of scientists to continue their attempts for discovering
more principles in the holy Quran and make them more sensible for others. This would help people in being
developed and getting closer to God. Islamic and Iranian traditional medicine sources can help us to know,
find and interpret details about mentioned topics.


Autism, PDD-NOS & Asperger's fact sheets | Personal story - Ignoring inappropriate behaviors
Personal story about ignoring behaviors linked with Autism, an Autism Spectrum Disorder
"Doing nothing is the most tiresome job in the world because you cannot quit and rest." - Author Unknown
"Ignoring stinks!" This quote is from a young man with autism after experiencing his parent's newly developed skill at ignoring. Ignoring is not exactly doing nothing but it seems that way. First, let me tell you why you don't like the idea of ignoring the behavior of a child with autism:
1. He has autism! Hello! He doesn't talk to me to begin with and now you want me to ignore him when he does?!
2. I tried it and it does not work with my child.
3. I am trying to communicate with my child. Anything he does should be responded to.
Maybe you haven't said those things but I have heard them many times. Ignoring is hard to do with a child with autism. It just seems mean. However, we need to understand that paying attention to the behavior of a child with autism can be reinforcing for them. Not always, of course. But, for the most part, children will view what we say and do in response to their behavior as some form of approval or attention.
Therefore, if you do not like your child's behavior, ignore it. If you like your child's behavior, pay attention to it.
Before you try to send me a nasty email or a virus, let me say that some behaviors should not be ignored. Hitting others cannot be ignored - that behavior requires a consequence. Destroying property cannot be ignored forever - eventually the person will have to return things to normal and/or receive a consequence. Self-injurious behavior cannot be ignored if the person is causing tissue damage - that will require special treatment from a psychologist. Dangerous behavior needs to be stopped. Period!
However, that still leaves a whole lotta behavior that we can ignore. Things that should be ignored include: most tantrums, crying for no reason, laughing for no reason, brattiness, asking one million questions, and many other typical kid behaviors. So how do you do it? Glad you asked.
Definition of ignoring
First let's define ignoring. The Judevine Center for Autism calls it "Actively Ignoring" (sounds better than "doing nothing" doesn't it?) and they define it as "not looking at or giving attention to the person exhibiting the undesirable action." I would add this: Ignoring is not looking at, reacting to, touching, or talking to the person who is doing something you dislike. Reacting includes even your subtle nonverbal behaviors (e.g., raised eyebrows, facial expression, body language, etc.). The idea is to show the person that you react differently to certain behaviors. When the behavior is appropriate, you go crazy with joy and reinforcement. When the behavior is inappropriate, you do nothing.
This is not always easy. It is hard not to laugh when your daughter shouts, "Wahoo! Wahoo!" as you are spanking her (as my little Mallory did). However, I controlled myself - until now! Wahoo! :-) It's also hard not to respond when an adult with autism threatens to break out windows (as my friend Earl did - I calmly told him that whatever he did was okay but it sure would be cold with broken windows - he put down the wooden coat hanger and we talked - thankfully, it was December!).
But we have to control our reactions. We can laugh or fall apart later. Here are some ways you can ignore inappropriate behavior (remember, we ignore behavior, not people - we love people):
Pretend the behavior is not happening
Act as if nothing strange were going on. Go about your business as usual. "Screaming, what screaming?" Step over your child who is having the tantrum at Walmart (don't you dare step on him!). By the way, this is where you have to get real tough skin. All the other "good" parents in the store will look at you as if you are the worst parent in the world. Be tough. You know what you are doing. This is planned ignoring. If the other parents really bother you, hand them a printed card that my friend made up: "I noticed you staring at my son's bad behavior. Just want you to know we noticed your bad behavior too. He has autism, what's your excuse?" To help you pretend you can look away, turn your back, or talk calmly to your other children who are behaving ("Suzy, I love how you are being quiet. You'll get your cookie at the bakery today for sure!").
Leave the room
You may not be able to control your emotions so, rather than show them and give your child attention, leave the room. You may not be able to do this (due to safety concerns), but if you can, it can help you ignore the child's inappropriate behavior. This is sort of like putting yourself in time-out. Usually, you only use this at home.
Get busy doing something else
For many parents it's so hard to do nothing! This technique is for you work-a-holics out there. Have a book to read or some task to do that takes all your attention. Instead of looking at your child screaming and rolling around on the floor, you are busy reading War and Peace. I had a concerned grandparent do this rather than pick up her tantrumming three year old grandson between our work sessions. Here I was being the "meanie" by making him work and she got all the hugs and kisses by hugging and kissing him when he was behaving badly. Instead I had her read really boring book by Martin A. Kozloff (just kidding!) and tell him, "Grandma has to do her home work." It worked - she won the "Tough Love Granny of the Year Award" and the child became a graduate of our program!
Prevent the action but continue to ignore
Sometimes certain behaviors must be stopped. For example, if your child hits his head until he bleeds when he has a tantrum, you can't just ignore it. You can place a pillow under the child's head or place your arm between his swinging arm and his head, but do all this without talking to the child or looking at him. Use your peripheral vision to assure all is well but try not to give any more attention than is necessary.
Ignoring does not work for all behaviors
Dangerous behavior should not be ignored - deal with those behaviors appropriately. Behaviors that are not controlled by attention will not go away just because you stop giving attention. For example, many children with autism engage in self-stimulation (repetitive behaviors that appear to meet some sensory need). Typically, these behaviors would occur whether you were looking at the child or not. Ignoring is still a good idea (at least you won't be adding to the problem by giving the child excessive attention on top of whatever thrill he gets from flicking his fingers in the sunlight) but it will not change well-established self-stim behaviors.
The best thing to do with self-stim behaviors is to schedule a time when engaging in self-stim behaviors is allowed. You will have to redirect the child's behavior at other times - do not allow unlimited self-stimulation. You will have to interrupt the self-stimming when you expect your child to engage in other activities. Self-stimming is like a powerful drug children with autism crave - there is little you have in your "bag of tricks" that will be able to compete with it. Therefore, you will have to limit self-stimming when you are working or playing constructively with your child. When your child is not engaged in such work, you can allow self-stimming, in fact, it can serve as a reinforcer for your child's appropriate response to training (e.g., "As soon as you are done working, you can have your straws.").
"But I tried ignoring and it did not work, in fact, he got worse!
That is a true statement. When you begin ignoring behavior that got a lot of attention previously, it will get worse before it gets better. For behaviorists this is known as an "extinction spike" - the child knows that his behavior used to "work" so he will do more of the behavior to see if you are just having a bad day. The secret is to persevere. Continue ignoring for at least three weeks (that's how long it takes to develop a habit, I am told). Keep data on the behavior you do not want to pay attention to - to see if it is actually going away. If after three weeks of religiously ignoring a behavior and you cannot see that anyone else is giving the child attention (e.g., other parent, grandparents, other kids, etc.), then the behavior may not be controlled by attention. You will have to find another solution. But be very careful to totally ignore the behavior every time it occurs. You cannot ignore part of the time. To do this actually strengthens the behavior more than never ignoring it (this is called an intermittent schedule of reinforcement).
Make sure all your family, the child's school staff, grandparents, and others who have contact with your child are all willing to ignore the behavior, know how to do it, and know what behaviors to ignore. Then be prepared for the long haul. Ignoring is not a one-time inoculation - it's more like a daily vitamin. You have to commit yourself to always ignore certain behaviors for the rest of your life! It gets easier for both you and your child, I promise you. Remember, you must give the child lots of attention for his appropriate behaviors,


� Start the practice slowly and focus on the
 Utilize medium force and speed.
 Help your partner learn and be patient with
 Remove potentially harmful objects.
 Inform the facilitator of any pre-existing
 Participate fully.
 Physical Contact
 Aggression from the front (grasp, choke,
 Aggression from behind (arm twist, choke,
 hair pull)
 Assisted choke release
 What are ways you have experienced
 forceful contact in the past?
 What is challenging about applying the
 techniques you have just learned?
 How can you apply the guiding principles
 to the techniques you have just learned?
When to Use Restraint
 Harm to Self
 Harm to Others
 Harm is Imminent
 Additional Guidelines
 (Vertical Containment)
 In addition to the safe practice guidelines established,
 additional guidelines must be followed when using
 vertical containment techniques.
 1)This technique should only be applied as a last resort
 and as a response to immediate or imminent danger.
 2)Always communicate and ask for what you want (de-
 3)Use the least amount of force necessary.
 4)Avoid using containment techniques as a response to
 oppositional/defiant behavior.
 When are you justified in applying physical
 restraint techniques?
 What circumstances do not justify physical
 How can the principles shape our attitudes
 and behaviors regarding physical
 Vertical Containment
 Embrace
 Leveraged Embrace
 Assisted Relocation
 Size differentials and adjustments
 Responses to Vertical
 Aggression De-escalates
 Student drops to the floor
 Aggression Escalates
 Describe restraint experiences you have
 been involved with.
 What is challenging about applying the
 techniques you have just learned?
 How can you apply the guiding principles
 to the techniques you have just learned?
 Horizontal Containment
 Single Staff
 Dual Staff
 Size differentials and adjustments
 Importance of perpendicular
 Monitor breathing and circulation.
 Communicate with student.
 NO direct pressure.
 What responsibilities can additional staff
 members take on during a physical
 What action should you take if you
 observe or sense physical duress in a
 student being restrained on the ground?
 How can you apply the guiding principles
 to the horizontal containment procedures?
 (Horizontal Containment)
 1)Communicate with your partner in addition to the
 3)No direct pressure.
 4)Monitor breathing and circulation. Release immediately
 if problems detected.
 5)No single staff takedowns.
 6)Use only minor adjustments once containment is fully
 7)Release when appropriate. (15 minute check).
 Ending the Containment
 LiFo (Last in, first out)
 Be patient and clearly define what
 you want.
 Reinforce minimal compliance.
 Additional Guidelines
 (Object Containment)
 1)Communication and body language are
 your most powerful tools.
 2)Never ask for the object to be handed to
 3)Use a buffer when necessary.
 4)Check your proximity.
 5)Clear the audience!
 Object Containment and
 Thumb rotation release.
 Why would you focus on communication
 with a student threatening to use an
 What is challenging about the thumb
 rotation technique?
 How can you apply the four guiding
 principles to situations involving an object
 being used aggressively?
 Making it Stick
 Policy and Procedure
 Debriefing between Staff/Teacher and
 Timing and Emotional Impact
 Exploring future solutions
 Staff/Staff debriefing
 What went well
 What could be done differently
 Incident Report (Template)
 Safety Director and Committee
 Staff/Teacher and Student/Consumer
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I don't see it as just semantics at all. If you choose to not help, you choose to allow pain to continue. You become part of the problem.
Oh, so it's no different than walking up to someone begging for money and kicking them in the head to rob them of what little money they managed to accumulate?
Callous indifference is not the same thing as intentionally causing harm. You have a point that it can contribute (often seriously) to a problem, and it is something that needs to be addressed, but I don't think it helps to try to lump the two together. You can't deal with callous indifference by using the same methods you use to deal with intentional harm. So it's not just a semantic difference, it's the fact that the two are dissimilar and shouldn't be treated the same way.
There may be a difference in scope but there is no difference in intent. The intent is "my religion is right and I have the right to do what I want to someone because of it".
There is both a difference in scope and a difference in intent, which I'll explain by analogy.
Let's take bullying
. Someone who suffers from this has to deal with active harassment - frequently by a few individuals, and infrequently by others - as well as a form of callous indifference - people who say "just ignore them" and other platitudes. Both of these are harmful to the person being bullied, but there's no question that the former is far harder to deal with. The main problem with the latter is that it can contribute to the overall problem despite whatever the person might actually intend
Now, it's not the same thing with religion, but it's close enough to count. People who think they're doing something helpful because of their religion may be misguided or simply wrong, and may actually be doing more harm than good with their efforts. But it is generally not an issue of them intentionally and deliberately trying to do harm to the people they're trying to help, it is an issue of not understanding that their attempts to help are actually not very helpful or even possibly harmful. And I don't think it helps to reinterpret someone's actions in the worst possible light, anymore than it would to do so in the best possible light. The best thing to do is to simply be accurate - to explain why something thought to be helpful was actually harmful, without unduly castigating the person doing it.
Railing about Mother Teresa being sadistic and manipulative isn't going to get through to people convinced that she was saintly and beatific any more than my railing at well-meaning people who give seriously bad advice to those being bullied would show them that their advice was harmful and why.


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June 25, 2009 We all know why Starbucks puts boxes of breath mints close to the cash register. Your morning latte can create a startling aroma in your mouth, strong enough to startle your co-workers too.
But intriguing new research from Tel Aviv University by breath specialist Prof. Mel Rosenberg of TAU's Sackler Faculty of Medicine finds that a coffee extract can inhibit the bacteria that lead to bad breath. New laboratory tests have shown that the extract prevents malodorous bacteria from making their presence felt — or smelt.
"Everybody thinks that coffee causes bad breath," says Prof. Rosenberg, "and it's often true, because coffee, which has a dehydrating effect in the mouth, becomes potent when mixed with milk, and can ferment into smelly substances."
But not always. "Contrary to our expectations, we found some components in coffee that actually inhibit bad breath," explains Prof. Rosenberg. The findings were presented last month to members of the International Society for Breath Odor Research in Germany by Yael Gov, a researcher in Prof. Rosenberg's laboratory.
A "taster's choice" for stopping bad bacteria
In the laboratory, the team monitored the bacterial odor production of coffee in saliva. In the study, three different brands of coffee were tested: the Israeli brand Elite coffee, Landwer Turkish coffee, and Taster's Choice. Prof. Rosenberg expected to demonstrate the malodor-causing effect of coffee in an in vitro saliva assay developed by Dr. Sarit Levitan in his laboratory. To his surprise, the extracts had the opposite effect.
"The lesson we learned here is one of humility," says Prof. Rosenberg. "We expected coffee would cause bad breath, but there is something inside this magic brew that has the opposite effect."
Prof. Rosenberg would love to isolate the bacterial-inhibiting molecule in order to reap the biggest anti-bacterial benefits from coffee. "It's not the raw extract we will use, he says, "but an active material within it." His latest discovery could be the foundation for an entirely new class of mouthwash, breath mints and gum. Purified coffee extract can be added to a breath mint to stop bacteria from forming, stopping bad breath at its source, instead of masking the smell with a mint flavor.
Prof. Rosenberg is a successful scientist and inventor who has already developed a popular mouthwash sold widely in Europe, a pocket-based breath test, and an anti-odor chewing gum.
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Sacred Geometry
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 - Copyright: 01/05/2021
 - Publisher: Inner Traditions
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Reveals how the number science found in ancient sacred monuments reflects wisdom transmitted from the angelic orders
- Explains how the angels transmitted megalithic science to early humans to further our conscious development
- Decodes the angelic science hidden in a wide range of monuments, including Carnac in Brittany, the Great Pyramid in Egypt, early Christian pavements, the Hagia Sophia in Istanbul, Stonehenge in England, and the Kaaba in Mecca
- Explores how the number science behind ancient monuments gave rise to religions and spiritual practices
The angelic mind is founded on a deep understanding of number and the patterns they produce. These patterns provided a constructive framework for all manifested life on Earth. The beauty and elegance we see in sacred geometry and in structures built according to those proportions are the language of the angels still speaking to us.
Examining the angelic science of number first manifested on Earth in the Stone Age, Richard Heath reveals how the resulting development of human consciousness was no accident: just as the angels helped create the Earth's environment, humans were then evolved to make the planet self-aware. To develop human minds, the angels transmitted their own wisdom to humanity through a numerical astronomy that counted planetary and lunar time periods. Heath explores how this early humanity developed an expert understanding of sacred number through astronomical geometries, leading to the unified range of measures employed in their observatories and later in cosmological monuments such as the Giza Pyramids and Stonehenge. The ancient Near East transformed megalithic science into our own mathematics of notational arithmetic and trigonometry, further developing the human mind within the early civilizations.
Heath decodes the angelic science hidden within a wide range of monuments and sites, including Carnac in Brittany, the Great Pyramid in Egypt, Teotihuacan in Mexico, early Christian pavements, the Hagia Sophia in Istanbul, and the Kaaba in Mecca. Exploring the techniques used to design these monuments, he explains how the number science behind them gave rise to ancient religions and spiritual practices. He also explores the importance of lunar astronomy, first in defining a world suitable for life and then in providing a subject accessible to pre-arithmetic humans, for whom the Moon was a constant companion.
Author Biography
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Table of Contents
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students abilitiesPTE Academic writing sample essay
Admittedly, mixed ability classes provide a better environment for children's all-round development. In such classes, children with different abilities study together and in turn, they can learn from one another. For example, a student, who is good at the academic study but weak in dancing or painting, can learn how to dance or paint form his peers. In this sense, mixed ability classes allow students to develop their abilities in different subjects instead of only academic abilities.
Despite the argument above, I believe streaming students bring more benefits to teachers and students. As for teachers, separating children with better academic abilities from others facilitates effective teaching. This practice helps teachers to control their students more conveniently and easily. Compared with mixed ability in which a teacher should consider students' differences when they are using teaching methodologies, streaming makes this situation simpler. To be more specific, students are at the same level of academic ability in a class, and in turn, teachers can use the same methodologies for them all. In this way, the narrower the spread of ability in the class, the more convenient the teaching can be.
On top of this, steaming enables students to learn in an effective way. According to students' different abilities, they are taught in different ways that are more suitable for them. In the top streams, students use more difficult materials, therefore, they can learn more. In sharp contrast, teachers can explain the material more slowly to those in bottom streams. Under this circumstance, children with different academic abilities can study effectively and efficiently.
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PTE exam questions from recent test-PTE exam memories
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In many countries, children are engaged in different kinds of paid work. Some people regard this as completely wrong, while others consider it a valuable work experience, important for learning and taking responsibility. What is your opinion?
PTE describe image questions with sample answers | real exam questions


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Two years and 10 days after his election to the presidency, Cornelius Conway Felton lay dead. His determination to do the job was too much for a constitution already weakened by a heart condition. (Ironically, he had once presided over a Boston physical-education society.)
Felton (_PHONE_) was a noted scholar who also found time to share his talents with the Massachusetts Board of Education and the Smithsonian Institution. Despite its brevity, the Felton presidency produced at least one milestone. At Commencement 1860, Felton conferred degrees upon the first Harvard Class of more than 100 graduates.
More ominously, as civil war loomed on the national horizon, most Southern students left Harvard during the winter break of 1860-61, never to return.
Cornelius Conway Felton
President of Harvard University _PHONE_ (died in office on Feb. 26)


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What is the lowest pressure at which plants can survive? How the plants behave in a Martian-type atmosphere? Is there any plant that can survive such atmosphere?
Can a lichen grow at Martian pressure?
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Are you referring to total air pressure or partial pressures of oxygen and carbon dioxide? – Larry_Parnell Feb 29 '12 at 13:15
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I like your question!
Low surface pressure on Mars (averaging 600 Pa or about 1/170 of Earth's at sea level) is only one difficulty that an organism would have to contend with. In addition, mean surface temperatures are ~210 K (-63 C), the surface ultraviolet flux is extremely high (no ozone layer) and an aridity comparable to the Atacama desert. On the plus side, a 95% CO2 atmosphere might promote photosynthesis.
So, higher plants are extremely unlikely to prosper on Mars. Purely in terms of pressure, experiments suggest that at 1/10 Earth atmospheric pressure vascular plant transpiration increases significantly. So much so that they enter into a drought response which often leads to plant death.
However, lichens may be another matter. These are often adapted to low precipitation/pressure environments such as high mountains. Indeed, this article addresses exactly your question (sadly it is not open access). The authors suggest that the lichen Xanthoria elegans experiences no loss in vitality after 22 days exposure to laboratory Mars-like conditions (low pressure, low temperature etc.)!
Having skimmed this article I am frankly amazed (and slightly dubious) at the result. However, it should be noted that they only ran the experiment for 22 days, applied no ionising radiation (to simulate the high UV flux) and make little mention of the precise metabolic state of the lichen. If it has entered into cryptobiosis (cessation of metabolic processes) then it can't exactly be regarded as prospering.
 - de Vera et al., 2010, Astrobiology, 10, 2, Survival Potential and Photosynthetic Activity of Lichens Under Mars-Like Conditions : A Laboratory Study
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text:
Unit 11 Section 3 : Bearings
Bearings are a measure of direction, with North taken as a reference.
REMEMBER: Bearings are always measured clockwise from North and are given as 3 digits.
Here are some more examples:
Note that the first two bearings above are in directly opposite directions to each other.
Example QuestionsExample Question 1
Points of the compass can all be converted into bearings. We already know that North is 000°.
Find the bearings for:
Example Question 2
We can extend the line from A to B, then rotate through 180° to head in the opposite direction.
REMEMBER: Bearings in exactly opposite directions are called back bearings and are always 180° apart.
Practice QuestionsWork out the answer to each of these questions then click on the button marked to see whether you are correct.
ExercisesWork out the answers to the questions below and fill in the boxes. Click on the button to find out whether you have answered correctly. If you are right then will appear and you should move on to the next question. If appears then your answer is wrong. Click on to clear your original answer and have another go. If you can't work out the right answer then click on to see the answer.
In the next question, you will need to draw a diagram on paper to help you work out the answers.
You can use parallel line facts to work it out, or draw an accurate scale drawing.
Produced by A.J.Reynolds August 2007


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I only started to use notation software about seven years ago. Since then, I usually compose out the piece by hand, copy it into the computer, and do edits directly onto the computer score. My last three pieces, all fast and with a lot of notes, have witnessed me reducing the amount I write out by hand and going straight to the computer with material. That said, well over half of my current project has been written out by hand, and the sketching process was all done by hand.
A friend of mine recently expressed surprise learning I still composed by hand. He said he didn't, and that composing on the computer has influenced his work. Electronic music software aside, I'm not sure how a notation program actually can influence the musical content of a composition. Sure notation software makes certain things easier. But how exactly does using a computer change one's musical style?
And, please: I hope answers don't consist in "cutting and pasting" and "mass mover tool." Surely the urge to repeat chunks of music is not encouraged by computer short cuts. Furthermore, many complex rhythms are easier to write out by hand; does notation software discourage rhythmic complexity?


text:
The Media Bias Chart.
This chart places several media outlets on a multi-level continuum. Ad Fontes Media, a California organization, developed this ranking of broadcast, print, and online media measured mostly by objectivity/balance and credibility. These outlets were not placed on the chart arbitrarily, but after a careful analysis of news pieces over time. Read can read more about the Media Bias Chart's methodology at Ad Fontes Media's site. View the video here and answer the questions that follow.
Questions for Analysis:
1. Which media outlets are the most objective and credible?
2. Which outlets are on the fringes of journalism or outright unreliable?
3. Name one or two steps Ad Fontes Media took in making this chart or in measuring the media for this conclusion.


text:
Unlike humans, plants are not able to eat food in order to meet their energy needs, instead they have to make their energy by photosynthesis.
As every GCSE student can tell you, photosynthesis is the process through which light energy is converted into either chemical energy or sugar. When it is converted to sugar, that is in turn used by the plant for things like respiration, growth and reproduction. Some of the sugar is also stored for use later, by being converted into starch.
Plants make, and store temporary supplies of starch in their leaves, which they use during the night when there is no light available for photosynthesis. Many plants, including crop plants like wheat and potatoes, also make starch in their seeds and storage organs (their grains and tubers), which is used for germination and sprouting.
But what exactly is starch? Starch is a chain of glucose molecules which are bound together, to form a bigger molecule, which is called a polysaccharide. There are two types of polysaccharide in starch:
- Amylose – a linear chain of glucose
- Amylopectin – a highly branched chain of glucose
Depending on the plant, starch is made up of between 20-25% amylose and 75-80% amylopectin.
As well as being important for plants, starch is also extremely important to humans. Starchy food for example is the main source of digestible carbohydrates in our diet.
The structure of starch can affect digestibility, with high amylose being more resistant to degradation. As such, foods with high levels of amylose are an important source of 'resistant starch', which has the potential to provide a range of health benefits by lowering elevated blood glucose levels and insulin response to carbohydrate-based meals that are low in fibre.
Starch also has many non-food applications, including use within the papermaking industry (providing strength to paper), manufacturing of adhesives, the textile industry (as a stiffener), and the production of bioplastics.
The many varied uses of starch depend on its structure, with granule shape and size affecting the properties of starch, and therefore its uses. For this reason, it is important for us to understand more about starch granules; including how starch polymer growth is directed, how different shaped and sized granules are formed, and how the plant controls the number of granules made.
A lot of our understanding about starch initiation and formation in leaves has come from work on the model plant Arabidopsis thaliana.
However, there is still a lot of work to do to understand granule initiation and formation within cereal grains. As cereals are one of the major food crops, and a major source of starch for industrial processes, understanding granule initiation and formation in grains is crucial.
At the John Innes Centre we are using a large mutant collection of wheat to investigate the granule initiation and have already isolated several promising mutants with radically altered starch granules. By investigating these further, we hope to identify key candidates involved in granule initiation in wheat, which may allow the development of new tools to improve crop quality and tailor starch production properties for different uses.


cage meets the minimum dimensions (120cm x 60cm). Small cages may increase dominant behaviour. Also make sure they have two of everything, including bottles, bowls, hide houses etc, so they do not have to share. Some male pairs go through phases of dominance, and this often sorts itself out given time and the correct habitat. If they still fight, unfortunately there isn't a simple solution to this, and sometimes their personalities are just not right for each other. You could keep them in a permanent split cage so they can still interact with one another but not hurt each other. This solution has worked very well in the past with my male guinea pigs who would just not get along together. Alternatively, if you have 2 fully grown males that don't get along, you can introduce very young guinea pigs to each of the adult males so you have 2 pairs of guinea pigs; this situation is ideal as it means they can still fully interact and live together. Remember that neutering the males will NOT stop the dominant behaviour, so do not do this unless you are going to introduce a male to females.
Scenario 2. A pair of female guinea pigs are both fighting for the boss role & neither will back down.
Solution 2. Although males have a reputation for fighting, females can fight just as serious! The females tend to bicker more than doing physical harm to each other, but they can still do damage if they are showing very dominant behaviour. The best solution to this problem is to add a neutered male to the pair. Males definitely act as peace makers around females, so the dominant behaviour should subside and they should get along much better with the presence of a boar (but he must be neutered otherwise you may end up with more guinea pigs than you intended to have..).
Scenario 3. In a pair of males/females one of the guinea pigs is getting bullied by the other.
Solution 3. You have to determine wether they are actually getting bullied, or if they are just the submissive guinea pig. It is actually not a bad thing for one guinea pig to be bossy and the other to be submissive, because these pairs will generally be stable together long term. With a pair of males, if you think the guinea pig is actually getting picked on, then you may want to consider pairing them up with different partners, but usually this is not necessary because it is most likely just a sign of being submissive. With a pair of females, see'solution 2'.
Scenario 4. In a group of females (+a male?), one of the guinea pigs is getting bullied by the others.
Solution 4. In this situation, you need to again, make sure that they aren't just behaving submissive. It is really common to have a variety of personalities in a herd, so some will be more dominant, and others will be quite laid back or submissive etc. If after a long time the guinea pig seems unhappy and you have evaluated the situation, and it seems they are getting picked on, you may want to separate them from the group and get them a friend of their own (either female or neutered male). I generally wouldn't advise separating them from the herd because it is possible they are just naturally submissive, but if you feel they are very unhappy, it may be the best thing to do. It is also important to remember that the hierarchy of a herd can change. Some things that can cause this to change include: when you add another guinea pig to the group, if the guinea pigs are getting older or starting to mature, if they move into a new accommodation, if you have changed their setup and much more. Different changes can cause the guinea pigs to behave differently, so give them time to and see how things go.
Scenario 5. In group of males, the guinea pigs are fighting.
Solution 5. Male groups should only be attempted by owners who have lots of experience. If you are in the situation where you have a group of males and they seem to be fighting, there are a few options. Firstly, is their cage big enough? Males need lots of space! If the cage is too small, this may provoke aggressive behaviour, so give them as much space as possible. Also, for each piggie you have, make sure they have access to a bottle, bowl, hide house etc so they do not have to share. If they still fight, you may need to separate. You can attempt to bond the guinea pigs into pairs - try to pair the more dominant guinea pigs with the more submissive guinea pigs. If this is not successful, I reccomend having a split cage so all the guinea pigs can interact but not do harm to one another. Also, if you have females guinea pigs nearby, this may encourage dominant behaviour.
Scenario 6. The guinea pigs will not cuddle up together and don't seem to be best friends.
Solution 6. Most guinea pigs like their own space, so if they do not cuddle up together, this does not mean they don't get along. Generally guinea pigs cuddle up to keep warm in the cold season as they use each others body heat for warmth, but in a warm setting, guinea pigs often like their own space.


Media Centre
September 10, 2010
CAIA Position: Genetically modified salmon
A Massachusetts-based company is seeking US regulatory approval for its genetically modified salmon eggs, which have been claimed to grow faster than conventional salmon.
On behalf of Canada's aquaculture industry, which includes salmon farmers on both coasts, the Canadian Aquaculture Industry Alliance would like to state its position on the matter:
 1. The Canadian aquaculture industry does not support the commercial production of transgenic fish for human consumption.
 2. The Canadian aquaculture industry is not researching or growing transgenic fish.
 3. Canada's current fish breeding practices enable the production of quality products that are in high demand from both domestic and international markets.
Our position is consistent with that of the International Salmon Farmer's Association and will not change until the transgenic fish has been declared safe by all relevant regulatory bodies AND until the market demands it.


text: English form of the name of the best-known of all Christ's apostles, traditionally regarded as the founder of the Christian Church. The name derives, via Latin, from Greek petros 'stone, rock'. This is used as a translation of the Aramaic byname Cephas, given to the apostle Simon son of Jona, to distinguish him from another of the same name (Simon Zelotes). 'When Jesus beheld him, he said, Thou art Simon the son of Jona: thou shalt be called Cephas, which is by interpretation, A stone' (John 1:42). According to Matthew 16:17–18, Christ says more explicitly, 'Blessed art thou, Simon Bar-jona … thou art Peter, and upon this rock I will build my church'. The name has been in continuous use since the Middle Ages.


Vengeance from the Grave
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Vengeance from the Grave
PE1 Vengeance from the Grave.png
Occurs in
Act 1
Quest giver
NPCs involved
Experience gained
XP type
XP level
Outcomes & Rewards
Let Nonton and Ingroed leave
 - 50 Copper pands (cp)
Tell them to get out of your sight
 - No reward
Let them leave and select the benevolent option
Report them or attack them
Quest ID
Vengeance from the Grave is a task in Pillars of Eternity.
Synopsis[edit | edit source]
While exploring the Valewood wilderness, you happened upon a small cave where a great bear lived. In that cave was a half eaten corpse and a spirit that revealed the final moment of the man's life.
Overview[edit | edit source]
 1. Talk to Nonton in Valewood.
 2. Read Perly's soul in the cave in Valewood.
Walkthrough[edit | edit source]
 - Optional: After arriving in Valewood for the first time, head south over the road until you reach a tent and a man named Nonton, and speak with him. He will inform you about the bear cave.
Journal[edit | edit source]
ID Objectives
0 Vengeance from the Grave
10000 While exploring the Valewood wilderness, I happened upon a small cave where a great bear lived. In that cave, I discovered a half eaten corpse and a spirit that, through some work of magic, revealed to me the final moments of a man's life.
1 Confront Nonton.
10001 In the Valewood, I happened upon a curious hunter who told me his friend had been killed by a large bear in the area. After exploring the area, I found the cave, the bear, and Perly's remains. I experienced a vision of Perly's last moments, which revealed a far more sordid truth: His friend, Nonton, hamstrung him as he attempted to escape the bear. What reasons Nonton had for this are unclear. Perhaps I will find more answers by confronting the man himself. Nonton lives in the nearby town of Gilded Vale.
2 Find the man with the red cloak
10002 In the depths of the Valewood cavern, I happened upon a large bear feasting upon the body of a man who, by the look of things, had recently stumbled upon this den himself. When I approached the body, I had a sudden vision of the man's final moments, and knew him for a hunter from Gilded Vale. In the vision, he was led into the cave by a friend of his. When the bear attacked, his fellow hunter hamstrung him and fled, leaving him to be devoured. The culprit's only recognizable feature was his red cloak.
End states
Yes Accepted Bribe
30000 Having heard Ingroed's side of things, I decided to let her and Nonton leave Gilded Vale. Perhaps they can make a new life for themselves somewhere far from here.
Yes Killed the Couple
30002 I killed Ingroed and Nonton for the parts they played in Perly's death.
Yes Killed Nonton, Told Ghost
30003 I slew the hunter Nonton, only to find evidence of his crimes against an old friend within a cavern in the Valewood. I told Perly's spirit that his murderer was slain. Perhaps now his troubled soul will pass into the next life.
Yes Killed Couple, Told Ghost
30004 I slew Ingroed and Nonton, only to later find evidence of Nonton's crimes against an old friend within a cavern in the Valewood. I told Perly's spirit that his murderer was brought to justice. Perhaps now his troubled soul will pass into the next life.
Yes Killed the Couple before confronting them
30005 I killed Nonton, the man from the vision, and Ingroed with him. Whatever the tale behind Perly's death, it dies with them.


text:
Low-frequency hearing is critically important for speech and music perception, but no mechanical measurements have previously been available from inner ears with intact low-frequency parts. These regions of the cochlea may function in ways different from the extensively studied high-frequency regions, where the sensory outer hair cells produce force that greatly increases the soundevoked vibrations of the basilar membrane. We used laser interferometry in vitro and optical coherence tomography in vivo to study the low-frequency part of the Guinea pig cochlea, and found that sound stimulation caused motion of a minimal portion of the basilar membrane. Outside the region of peak movement, an exponential decline in motion amplitude occurred across the basilar membrane. The moving region had different dependence on stimulus frequency than the vibrations measured near the mechanosensitive stereocilia. This behavior differs substantially from the behavior found in the extensively studied high-frequency regions of the cochlea.
|Original language||English (US)|
|Journal||Proceedings of the National Academy of Sciences of the United States of America|
|State||Published - Jul 26 2016|
- Basilar membrane
- Hair cells
- Optical coherence tomography
ASJC Scopus subject areas


text:
Your child may know what to do right away. Otherwise, you can show him how to click on the wand then use it to click on stars to "connect-the-dots."
You might find it interesting to try to predict how your child will approach this game. Will he want to click through the four skies first or jump right into the first sky he sees?
If he looks through all four skies first, ask what he liked about the one he chose. Was it something about the season? For example, did he choose the season of a birthday, favorite holiday or favorite sport?
Or was it something about the screen? For example, did he like the color, or something particular about the landscape? Did he see a special shape in the configuration of the stars?
It might be easier for younger children to show you which stars they want included while you click the mouse for them.
For better accuracy, you may want to print the selected sky and connect the stars by hand using bright gel pens or pin pricks (see Expand).
If your child drew characters in the stars, ask questions about this character's life and how it came to live in the sky. Your questions can encourage your child to imagine more and more about this character.
Print out some of your favorite constellations. You might want to print out a few copies, to keep and to use for some of the activities in the Expand section.
"Will children taught 'it depends' grow up to be insecure adults? Or will they be more confident in a world of change than those of us brought up with absolutes?"
—psychology professor Ellen Langer
This activity is about both fluent ideation and lively imagination.
In her book Mindfulness, Ellen J. Langer talks about how people can be much more creative and generate new uses for objects simply if they are told what the object might be rather than what it is. The Stars activity encourages seeing what might be.
For example, children who already know a lot about the constellations may start by connecting those they recognize. This would be their idea of what a constellation is. The goal then would be to move beyond to ideas of what a constellation might be. To start from the known, from common ideas, is quite typical. Even people who generate lots of creative ideas, or show great fluent ideation, tend to produce common ideas first, as if to clear them out of the way, before producing unusual or original ones.
Your child may relate to the characters portrayed in classical constellations or may draw new characters. People of many cultures have long imagined other people-like or animal figures in the stars.
Learn more about the stars through your own powers of observation.
You could print an extra copy of a favorite constellation, tape it to heavier paper or light cardboard, and use the tip of a pushpin to make holes where the "stars" are. In a dark room, hold the pin-pricked paper or cardboard parallel to the ceiling, and shine a flashlight under it. Can you see the constellation on the ceiling?
Light pollution often occurs in and around big cities. If you can't see many stars where you live, you might visit a planetarium if there is one nearby.
Remember: use your own creativity to generate ideas that inspire you and your child! To see an age-by-age breakdown of what your child might be ready for, check out the PBS Parents Child Development Tracker.
You might like to try Shadowcasting and its related activities, too.
For inspiration in making up stories about the characters in your own constellations, visit Cathy Bell's site about the Mythology of the Constellations.
Some constellations are signs in the zodiac. Consider what people have believed about how the stars might influence earth and people. Try Sagwa's Chinese Zodiac game.
Older children (5 and up) might enjoy simultaneously considering how stars help explorers navigate and who might live on distant planets at Cyberchase Star Gazer.
If your child chose skies on the basis of spring or summer being a favorite season, he or she may also enjoy "planting" flowers for that season in Window Boxes.
Backyard Stars: A Guide for Home and the Road by Klutz Press (ages 5 and up). A fun and useful laminated brochure that offers maps of the seasonal night skies marked with unconventional constellations such as ice-cream cones. No binoculars needed.
Night Sky magazine. If you can stargaze where you live, this magazine can be a guide to your beginning astronomer. Articles include reviews of equipment and updates on events like meteor showers, eclipses, etc.
Enjoy the family activities provided in Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guidebook by Joseph Cornell (ages 4 to 8).
Check out the great ideas and activities in Earth Child 2000: Earth Science for Young Children—Games, Stories, Activities and Experiments by Kathryn Sheehan and Mary Waidner, PhD. (ages 4 to 8).


text:
The author of Dictionary of Bioscience is McGraw-Hill Derived from the content of the respected McGraw-Hill Dictionary of Scientific and Technical Terms, Sixth Edition, each title provides thousands of definitions of words and phrases encountered in a specific All include: * Pronunciation guide for every term * Acronyms, cross-references, and abbreviations * Appendices with conversion tables; listings of scientific, technical, and mathematical notation; tables of relevant data; and more * A convenient, quick-find format.This title is available at BookMoving on McGraw-Hill's eBooks,.Dictionary of Bioscience Textbook, course, ebook, pdf, download at bookmoving.
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the list have special meaning depending on the kind of control instruction that terminates the node. The same target can appear multiple times in the successors list, so that different cases of a multiway branch can jump to the same label. The number of successors of a CfgNode depends on the control instruction that ends the node:
All exceptional and impossible successors occur after the normal successors.
The functions returning a CfgNodeHandle permit individual nodes to be visited in the usual manner. The fall_succ and taken_succ functions are convenient ways to access successors 0 and 1, respectively.
Making new neighbors.
You set the normal successors of a node using one of the following.
+= (U->) [<-D->]
CfgNode* get_pred(CfgNode*, int pos);
CfgNode* get_succ(CfgNode*, int pos);
void set_succ(CfgNode*, int pos, CfgNode *succ);
void set_fall_succ(CfgNode*, CfgNode *succ);
void set_taken_succ(CfgNode*, CfgNode *succ);
The function get_pred returns the n-th predecessor of the node to which it's applied (recall that the predecessors are not ordered). get_succ returns the node corresponding to the n-th successor edge, and different values of n may yield the same successor node.
Calling set_succ makes succ the new n-th successor of node. It disconnects the former n-th successor (if any), and updates the predecessor lists of the old and new successors. If necessary, it also modifies node's CTI, which should be consistent with the existing successor sequence, to reflect the change. For example, if node ends with a conditional branch, then
 set_succ(node, 1, succ);
unlinks any previous ''taken'' successor, sets it to succ, and replaces the target symbol of node's branch instruction with the first label of node succ.
Functions set_fall_succ and set_taken_succ are provided for mnemonic value; they are equivalent to calling set_succ with second argument 0 and 1, respectively.
Note that making node e a successor of the entry node has the effect of making e an entry point of the procedure.
Creating exceptional and impossible edges.
For exceptional and impossible edges, there are special ways of setting a successor node.
void set_exceptional_succ(CfgNode*, int n, CfgNode *succ);
void set_impossible_succ(CfgNode*, int n, CfgNode *succ);
If necessary, each of the above functions extends the successor sequence of the node to accommodate at least n+1 elements. An edge created by set_exceptional_succ (set_impossible_succ) is marked as exceptional (impossible). Detecting whether a particular numbered successor represents a normal, exceptional, or impossible edge is handled by the following predicates.
bool is_normal_succ(CfgNode*, CfgNode *succ);
bool is_normal_succ(CfgNode*, int pos);
bool is_exceptional_succ(CfgNode*, CfgNode *succ);
bool is_exceptional_succ(CfgNode*, int pos);
bool is_possible_succ(CfgNode*, CfgNode *succ);
bool is_possible_succ(CfgNode*, int pos);
bool is_impossible_succ(CfgNode*, CfgNode *succ);
bool is_impossible_succ(CfgNode*, int pos);
bool is_abnormal_succ(CfgNode*, CfgNode *succ);
bool is_abnormal_succ(CfgNode*, int pos);
The versions of the above predicates that take an integer pos as their second argument test whether the pos-th successor edge is of the indicated kind. A ''possible'' successor is one that is either normal or exceptional, but not impossible. An ''abnormal'' one is either exceptional or impossible.
To eliminate an abnormal edge of either kind, use one of the following functions.
void remove_abnormal_succ(CfgNode*, CfgNode *succ);
void remove_abnormal_succ(CfgNode*, int pos);
Testing the control-transfer instruction.
It's often necessary to test whether a node is terminated by a CTI, and if so, what kind.
= (U->) [D->]
bool ends_in_cti(CfgNode*); // has CTI
bool ends_in_ubr(CfgNode*); // has CTI satisfying is_ubr()
bool ends_in_cbr(CfgNode*); // has CTI satisfying is_cbr()
bool ends_in_mbr(CfgNode*); // has CTI satisfying is_mbr()
bool ends_in_call(CfgNode*); // has CTI satisfying is_call()
bool ends_in_return(CfgNode*); // has CTI satisfying is_return()
Adjusting the control-transfer instruction.
To this point, we have not described any way of changing the number of successors of a node. The set_succ function diverts an existing edge, and it updates the CTI accordingly. But sometimes, there's no substitute for altering the control instruction yourself, and then asking the library to adjust edges accordingly. Here are the relevant functions.
+= (U->) [<-D]
Instr* get_cti(CfgNode*);
InstrHandle get_cti_handle(CfgNode*);
void invert_branch(CfgNode*);
void reflect_cti(CfgNode*, Instr *cti, CfgNode *implicit_succ = NULL);
If the node has a control-transfer instruction, then it is returned by get_cti. Function get_cti_handle is similar, but returns a handle on the CTI's position in the instruction list, or a sentinel handle is there is no CTI.
Function invert_branch changes the polarity of a branch by changing its opcode to the opposite opcode (e.g. changing beq to bne). If the branch has a branch_edge_weights annotation, giving the edge frequencies of the node's two out-edges, then invert_branch swaps these as well.
Note that there is no corresponding set_cti function. To change the CTI, you must change the instruction list directly and then call reflect_cti. This function records the new CTI, which must already have been put into the node and changes the node's flow successors to reflect the new control instruction. Obviously, if that instruction can fall through, the function needs to know what to use as its implicit successor. In that case, pass it a second argument giving the implicit successor node.
reflect_cti preserves the exceptional and impossible successors of the node that it operates on, but it completely replaces the normal successors.. If its second argument is NULL, rather than a CTI instruction, it clears the node's CTI association and makes implicit_succ (its third argument) the node's only normal successor.
Layout relations
The CFG library supports basic block placement and layout by allowing the user to specify an ordering (partial or total) of the nodes in a CFG and its associated procedure. The ordering is specified by a doubly-linked list that runs through the CfgNodes of the graph. Null pointers in this linked list indicate ''don't care'' orderings, while connected components (this document calls them ''clumps'') of the list will be laid out in order. This gives you complete flexibility between specifying no order at all (all layout links null) to a total order on nodes.
Checking and changing layout constraints.
To read and modify layout information, the library provides the following functions.
= (U->)
CfgNode *get_layout_pred(CfgNode*);
CfgNode *get_layout_succ(CfgNode*);
void clear_layout_succ(CfgNode*);
bool set_layout_succ(CfgNode*, CfgNode *succ);
bool set_layout_succ(CfgNode*, LabelSym *succ_label);
A nodes's layout predecessor is returned by get_layout_pred; its layout successor, by get_layout_succ.
All of the functions that change a layout constraint between two nodes are invoked on the first of the two in layout order. To remove a layout constraint, use clear_layout_succ. To establish a layout constraint, use set_layout_succ, supplying the new layout successor as its argument. (For convenience, you can supply a label of the successor node instead.)
The set_layout_succ function is careful about branch polarity and explicit jumps, inverting branches and inserting unconditional jumps when necessary. When it needs to invert a branch, this function calls invert_branch and then returns true.
Effects of layout constraints on code.
When a Cfg is constructed, no instructions are added or removed, whether or not layout constraints are specified. Thus a procedure can be transformed into CFG form and back to instruction-list form with no changes, whether or not the layout-retention option is selected.
When no layout links have been specified, the library treats the CFG as a general graph. You are free to transform it without having to ensure that there is a linearization of its current instructions that is in valid executable order.
On the other hand, the library insists that nodes with layout successors be valid standard basic blocks. This makes set_layout_succ picky about the conditions under which it allows a link to be set.
Bounding a node's computation.
It is sometimes useful to find the first ''real'' instruction in a node, i.e., the first one other than a label or some other kind of marker. It's occasionally useful to identify the last non-control-transfer instruction in a node. The following functions identify such ''boundary'' instructions within a node.
= (U->)
Instr *first_non_label(CfgNode*);
Instr *first_active_instr(CfgNode*);
Instr *last_non_cti(CfgNode*);
Function first_non_label returns the first instruction in a node that isn't a label. first_active_instr is similar, but skips pseudo-ops and null instructions in addition to labels. Function last


SQL Server 2008 R2
We have a login & user called "JoeBlogs", this user has it's own default schema of JoeBlogs - it has Public access only to the database.
We then granted it SELECT on a dbo view - the dbo view however selects data from underlying tables that belong to a non-dbo schema - so we get an error selecting from the view saying access was denied to underlying tables.
How does one configure the user to have select access to the dbo view but not the underlying non-dbo tables?
Is this even possible?
 - Hi, as stated in the question we have already granted SELECT on the view to the user, i've granted view definition too - no change, still get access denied on the underlying tables. – HeavenCore Oct 19 '12 at 11:54
 - Have you seen this? See if you're missing an AUTHORIZATION clause – 孔夫子 Oct 19 '12 at 12:23
You have to understand the problem before proceeding with the solution.
When you select from a view the SQL Server system would check permissions twice:
Once when you select from the view, and once when the view makes reference to the underlying table.
Obviously the second check would fail if the user has no permission on the underlying table.
Microsoft have solved this with "Ownership Chaining" (known as OC).
OC will bypass the permission check that would be done when the view is referencing the table,
Only if the owner of the view is the same as the owner of the table.
The thing is, OC is bypassing permission checks completely, which means that it can bypass denies as well...
For example, if "JoeBlogs" has the create view permission, he can create a new view which has access to the entire table.
I suggest you read about ownership chaining before you decide your course of action.
books online
msdn blog
detailed example, using a stored procedure instead of view
Having said that, the first Intuitive solution would be to create the view under the same non-dbo schema as the underlying tables (or a schema owned by the same user as the non-dbo schema).
However, if you find that solution to be too risky there is another (and maybe even better) option:
You can always use a function (Multistatement Table-valued Function) with an EXECUTE AS clause:
Create function syntax
execute as clause
This method will allow you to select from the function (execute permission on the function) while the function belongs to dbo. The user specified in the execute as clause must have permissions on the underlying tables.
Your Answer


text:
Landscape and Gardening
Native Vegetable Gardening: Ancient Knowledge, Modern Needs
Now - April 13, 2013
Saturday | 2 - 4 p.m.
- Chris Schmidt, Ph.D., director of conservation at Native Seeds/SEARCH in Tucson
Gardening in the desert is both challenging and rewarding. Growing food in the Sonoran Desert requires techniques and plant varieties unique to the region. Over millennia, the native peoples of the Southwest developed ingenious farming practices and remarkable arid-adapted crops, which enabled them to elicit abundance from the desert. Join Chris Schmidt, Ph.D., director of conservation at Native Seeds/SEARCH in Tucson, to learn how you can use these crops and apply this ancient wisdom in your own garden to grow delicious, nutritionally rich, place-based food with as little water as possible. We will discuss the history of agriculture in the Southwest, differences among crops used by different groups in the region, which native crops are most appropriate for low desert gardens (and how to obtain the seeds!), and when you should plant them.
- Class enrollment limit: 25


text:
CP ENGLISH 3
MIDTERM REVIEW PART I: GRAMMAR: Fragments and Run-ons
What is a COMPLETE SENTENCE?
A complete sentence is a group of words that has a subject, a verb, and a complete thought.
o E.g. I love working at Hackensack High Sc
Pronoun/Antecedent Agreement Worksheet
Correct, add, change as needed. Some sentences may be correct as they are.
1. One of the boys had tears in their eyes.
2. Somebody left their books on the counter.
3. A student should see an advisor if they ha
SUBJECT/VERB AGREEMENT WORKSHEET
Directions: Underline the correct verb form. If the subject is a noun rather than a pronoun, you
may need to substitute the pronoun subject in order to see if you have chosen the correct verb, i.
e. use they in place of a
Mid-term Exam Review
Words from Vocabulary Workshop F, units 1-4, will be used in the exam
Literary Device: Be able to define and identify literary devices in context.
The Miller's Tale:
36. Muddle: to mix up in a confused or bungling manner
37. Harlotry: prostitution
38. Cuckold: the husband of an unfaithful wife
39. Virtuous: conforming to moral and ethical principles; morally excellent; upright
40. Inquisitive: given
Quest for the White Hart
Comes upon two knights and sends them to King Arthur
Fights Sir Allardyne and kills him
Comes upon White Hart and The Lord of the Castle
Lord of the Castle is striking dogs
Lord had given wife the White Hart as gif
Sonnets were first written in Italian and were traditionally love poems. Though the sonnet is a
form that can be experimented with, it has remained true to its original length of fourteen lines
with the meter being iambic pentameter (1
Guide promises to keep it a secret if Gawain wants to run from the
challenge of the Green Knight (2120-2125)
Gawain states that he would be a coward and not a knight if he did not
face the Green Knights challenge
Gawain restates his faith in God (2156) B


text:
DAKAR: Pieces of pottery, iron tools and jewellery dating back thousands of years have been discovered in Dakar after recent torrential rains flooded some suburbs, university researchers told AFP on Monday.
Moustapha Sall, a lecturer and researcher at Dakar's Cheick Anta Diop university said he happened upon the items by chance during a visit to the suburb of Ouest-Foire in the north-east of the capital after the rains on August 26.
"While visiting the flooded zone, I stumbled upon... pieces of pottery, perforated shells reused as jewellery, iron scoria and small stones including blades which could have been used to cut or carve," said Sall.
"The water washed away the sand and revealed these archeological objects."
Sall said the area was home to several construction sites, where workers said they had come across pieces of pottery and shells, which could hinder any future archeological digs.
"We will do an analysis of the objects discovered and send them to a laboratory" at the university which specialises in dating historical items, Sall said.
Another researcher at the university, Alioune Deme, said the objects could date back between 2,000 and 7,000 BC.


text:
compatibility which would further open up your doors into welcoming them despite you cultural diversities.
Not only are these effects obvious between the Christians and Moslems, these may also be achieved speaking of other religions such as Buddhism, Hinduism, Taoism and others. Breaking the barriers of cultural and religious diversities is the best way in promoting world peace, for in it, people come to the idea of welcoming all others into their community and their life as neighbors who also shares the same feelings and aspirations as you do.
Indeed, comparative religion is one of the best ways which can help people achieve the long-dreamt-of peace. Through this certain discipline, many people would be enlightened, eradicating the misconceptions and negative notions towards other religions and beliefs.
- CIA. 2007. World Religion Statistics.
- Ols, Bas Rijken. 2006. Max Müller and H. P. Blavatsky —Comparative Religion in the 19th Century. Sunshine Magazine.


text:
University of Kentucky
The University of Kentucky has developed an awesome tool for making the periodic table of elements fun. The Periodic Table of Comic Books allows users to click an element and discover comics that talk about it, while also reading analyses of how scientifically accurate those comics are.
It's still a work in progress, so there aren't yet entries for say, meitnerium or astatine, but there are a surprising number of references for elements like hafnium and lutetium in addition to expected ones like oxygen, nitrogen, and – of course – krypton. As an example, below is Scrooge McDuck talking about lithium, but there are also fun examples of Jimmy Olsen looking for germanium and the Beyonder turning an office building into gold. A fun, educational way to kill some time.


text:
Helpers > Teacher
| Child Care Providers
Holidays & Events
Teacher's Appreciation Week and National
May > Child Care Provider's Appreciation Day-celebrated the Friday before
Oct. 5th > World
Let's show our teacher's and child care
providers how much they mean to all of us: to our children, our
families and the community.
In 1984 the National PTA instituted Teacher's
Appreciation Week, the first full week in May and the second Tuesday in May is National
In 1994 the UNESCO instituted World
Teachers Day celebrated October 5.
Also, another important event is Child
Care Provider's Appreciation Day - celebrated the Friday before
If children are attending a part-time or full time preschool or a
child care facility this is a special activity in which the entire
family can participate to honor teachers and child care
The dedication and love that our children receive from teachers and
child care providers is immeasurable and affects the entire family,
with this mind this craft will express to them that the entire
family cares for their dedication.
Hand Flower Craft
This craft involves tracing the hand or doing individual handprints
of each member in the family. These handprint tracings or
paint handprints are placed to form a flower. Here are the
instructions to make it. On the materials column is the
template for the leaves and stem.
Have fun with this family project.
Note: This activity is also appropriate many other occasions
and they are listed in the craft's instructions page.
* something to color or paint with
*glue or glue stick


text:
Definitions for Comprehensionˌkɒm prɪˈhɛn ʃən
Random House Webster's College Dictionary
com•pre•hen•sionˌkɒm prɪˈhɛn ʃən(n.)
the act or process of comprehending.
the state of being comprehended.
capacity of the mind to perceive and understand; power to grasp ideas.
perception or understanding:
mature comprehension of a difficult subject.
Origin of comprehension:
1400–50; late ME < L comprehēnsiō=comprehēnd(ere) to comprehend+-tiō -tion
an ability to understand the meaning or importance of something (or the knowledge acquired as a result)
"how you can do that is beyond my comprehension"; "he was famous for his comprehension of American literature"
the relation of comprising something
"he admired the inclusion of so many ideas in such a short work"
Kernerman English Learner's Dictionary
comprehension(noun)ˌkɒm prɪˈhɛn ʃən
the ability to understand or the amount understood
a student's level of comprehension
comprehensionˌkɒm prɪˈhɛn ʃən
impossible to understand
Their behavior is beyond my comprehension.
The totality of intensions, that is, attributes, characters, marks, properties, or qualities, that the object possesses, or else the totality of intensions that are pertinent to the context of a given discussion.
a compact syntax for generating a list in some functional programming languages
Origin: From compréhension.
the act of comprehending, containing, or comprising; inclusion
that which is comprehended or inclosed within narrow limits; a summary; an epitome
the capacity of the mind to perceive and understand; the power, act, or process of grasping with the intellect; perception; understanding; as, a comprehension of abstract principles
the complement of attributes which make up the notion signified by a general term
a figure by which the name of a whole is put for a part, or that of a part for a whole, or a definite number for an indefinite
U.S. National Library of Medicine
The act or fact of grasping the meaning, nature, or importance of; understanding. (American Heritage Dictionary, 4th ed) Includes understanding by a patient or research subject of information disclosed orally or in writing.
Translations for Comprehension
Kernerman English Multilingual Dictionary
the act or power of understanding
After reading the passage the teacher asked questions to test the children's comprehension.
- begrip; omvangAfrikaans
- compreensãoPortuguese (BR)
- das VerständnisGerman
- درک؛ فهمFarsi
- supratimas, sugebėjimas suprastiLithuanian
- saprašana; aptveršana; ietveršanaLatvian
- fatteevne, forstandNorwegian
- درک؛ فهمPersian
- ورک کولPashto
- comprehensiune, (capacitate de) înţelegereRomanian
- anlama, kavramaTurkish
- 理解力Chinese (Trad.)
- ادراک ، فہمUrdu
- đọc hiểuVietnamese
- 理解力Chinese (Simp.)
Get even more translations for Comprehension »
Use the citation below to add this definition to your bibliography:
"Comprehension." Definitions.net. STANDS4 LLC, 2013. Web. 21 May 2013. .


text:
Offer: Alston Bannerman Fellowship Program (for U.S. activists)
The Alston Bannerman Fellowship Program was founded in 1988 to honor and support longtime activists of color by giving them the resources to take time out for reflection and renewal. Fellows receive a $25,000 award to take sabbaticals for three months or more.
To qualify for an Alston Bannerman Sabbatical Fellowship, you must:
- be a person of color
- have more than 10 years of community organizing experience
- be committed to continuing social change work in communities of color
- live in the United States, Puerto Rico, Guam, American Samoa,or US Virgin Islands
Beyond the basic eligibility criteria, the Alston/Bannerman Program seeks applicants whose work:
- Attacks roots causes of inequity by organizing those affected to take strategic collective action.
- Challenges the systems that perpetrate injustice and effects institutional and structural change.
- Builds community capacity for democratic participation and develops grassroots leadership.
- Acknowledges the cultural values of the community.
- Creates accountable participatory structures in which community members have decision-making power.
- Contributes to building a movement for social change by making connections between issues, developing alliances with other constituencies and collaborating with other organizations.
2010 Fellowship Application Deadline is April 13


text:
Creating a Preventive Control Plan (PCP) under SFCR – Transcript
[Anna's pasta sauce factory is in front of a mountainous landscape. Anna is standing in front of the factory holding a tablet in one hand and her pasta sauce in the other hand.]
Anna owns a pasta sauce business. Under the Safe Food for Canadians Regulations she needs a Preventive Control Plan.
[Text on screen: Safe Food for Canadians Regulations]
[Text on screen: Preventive Control Plan (PCP)]
[The background changes to a family of six that is sitting around a dining table with salad and pasta on the table.]
This plan is a written document that outlines how a business makes sure that the food it makes is safe and fit for us to eat.
[Text on screen: Technical knowledge and scientific knowledge]
To develop this plan, Anna needs:
- Technical knowledge of how her pasta sauce is made
- Scientific knowledge of food safety
[Anna is holding a tablet and hands it to one of her staff members. Another staff member appears and she hands the tablet to her.]
Anna can develop it herself or have her employees do it. She can also bring in outside experts if she or her team lack the time or expertise to develop one.
[Text on screen: Key things to remember]
Here are the key things Anna will need to do when developing her PCP.
[Text on screen: Hazard analysis]
[Images of biological, chemical, and physical hazard awareness signs appear. A picture of tomato, garlic and basil leaves appear below on the left of the screen and a picture of the factory making the pasta sauce appears on the left.
Anna will need to identify any biological, chemical, or physical hazards that would pose a risk to the safety of her pasta sauce.
[The background changes to images of pathogens that fill the screen.]
She would do this by considering the hazards associated with each ingredient and each step involved in making the sauce.
[Anna's twenty eight pasta sauce jars are all labelled and lined up in a refrigerator.]
For example, Anna knows that pathogens can grow in the sauce during the storage step if the pH is not acidic enough, so she writes this in her hazard analysis.
[Text on screen: Control the hazards]
Anna will need to describe the control measures she will use so that any hazard she has identified will be reduced to a safe level.
[Images of biological, chemical, and physical hazard awareness signs appear. The images rotate over to an image of a checkmark after each hazard is mentioned.]
[Text on screen: Evidence]
She will need evidence that these control measures are effective.
[Anna's pasta sauce appears in a sauce pot, with a jar of vinegar next to it.]
For example, Anna adds vinegar to the pasta sauce to acidify it.
[The background changes to images of pathogens that fill the screen.]
She has proof that acidification will prevent the growth of any pathogens in her pasta sauce during storage.
[Text on screen: Critical control points]
[Anna's tablet appears on the left with a list of various steps with hazard images labelled next to them in the middle of the tablet screen.]
Anna will need to determine whether any of the steps she takes are critical to the product's safety, and if so, she will identify these as critical control points in her plan.
[Anna's tablet appears on the left again and the word "step 1" is bolded.]
[The titles "Minimum cooking temperature, Monitor and corrective action" all appear one by one on the tablet.]
For each critical control point, she will describe what criteria must be met for the food to be safe (such as a minimum cooking temperature), how she will monitor that this is met, and what corrective action she will take if this is not met.
[The background changes to an overview of the pasta sauce in the pot, and a thermometer hanging in it on the right side.]
For example, Anna monitors and records the time and temperature of the cooking step to make sure that any pathogens in the sauce are reduced to a safe level. If the time or temperature is not met, Anna would cook the sauce again or dispose of it.
[Anna's pasta sauce in the pot gets poured out to the right side of the page.]
[Text on screen: Verify the PCP is working]
Anna will need to write a procedure for how she will make sure that her plan has been followed as written and results in a safe product.
[Anna's tablet appears on the right, showing an image of her pasta sauce in the centre of the tablet with the title "Procedure" labelled above it.]
[The background changes to Anna's pasta sauce that appears at the bottom of the page and one of her staff's arm reaches in with a pH test strip that dips into the top of the pasta sauce jar. When the pH strip is lifted out, the colour appears to be yellow on the strip and the pH number "4.6" appears on the left side of the jar.]
For example, Anna's procedure includes testing the pH of the pasta sauce to make sure that it is below 4.6.
[Text on screen: Consumer protection measures]
[A family of six sits around a dining table enjoying their pasta meal. The screen zooms into the pasta on the table.
[The background changes to Anna's pasta sauce jar that appears on the left side and the titles "Labelling" and "Net quantity" appear on the right side of the pasta sauce jar.]
In addition to making sure her product is safe, Anna's plan will also need to describe how she will make sure she is meeting consumer protection requirements for things like labelling and net quantity.
[The background changes to Anna's pasta sauce jar and gets weighed on a scale in the middle of the screen.]
For example, Anna weighs a jar from every batch to make sure that the volume declared on the label matches what is in the jar.
[Text on screen: Implement the PCP and keep it updated]
[Three of Anna's staff appear on the bottom left side of the screen, and an image of a tablet appears in the middle with the title "Preventive control plan" labelled in the centre of the tablet and the word "2 years" pops up on the right hand side.]
[The tablet then rotates into a notepad image, and then rotates back into a tablet image.]
Anna needs to put her plan into practice by making sure her team is well trained, by following the plan as written, and by keeping records of preventive control plan-related activities for at least two years. Anna can keep her plan as a printed document in her facility or electronically.
[A calendar appears with various circled dates in red.]
[A picture of tomato, garlic and basil leaves appear on the right of the screen and a picture of the facility machine washing the tomatoes appears below.]
It is important that Anna maintain her plan by checking it periodically to make sure it is up to date and revising it as needed. She also needs to update her plan whenever there is a problem or something changes, like a new ingredient or a new piece of equipment is introduced.
Depending on your product, you may not need a written PCP if your business makes less than $100 thousand dollars per year; however, you will need to ensure preventive controls are in place.
[Text on screen: For more information: _URL_
For more information about the Safe Food for Canadian Regulations and keeping a traceability record, visit _URL_.
[End of video]


text:
The following methods can be defined to emulate numeric objects. Methods corresponding to operations that are not supported by the particular kind of number implemented (e.g., bitwise operations for non-integral numbers) should be left undefined.
%, divmod() pow()
|). For instance, to evaluate the expression x
+y, where x is an instance of a class that has an __add__() method,
x.__add__(y)is called. The __divmod__() method should be the equivalent to using __floordiv__() and __mod__(); it should not be related to __truediv__() (described below). Note that __pow__() should be defined to accept an optional third argument if the ternary version of the built-in pow() function is to be supported.
/) is implemented by these methods. The __truediv__() method is used when
__future__.divisionis in effect, otherwise __div__() is used. If only one of these two methods is defined, the object will not support division in the alternate context; TypeError will be raised instead.
%, divmod() pow()
|) with reflected (swapped) operands. These functions are only called if the left operand does not support the corresponding operation. For instance, to evaluate the expression x
-y, where y is an instance of a class that has an __rsub__() method,
y.__rsub__(x)is called. Note that ternary pow() will not try calling __rpow__() (the coercion rules would become too complicated).
|=). These methods should attempt to do the operation in-place (modifying self) and return the result (which could be, but does not have to be, self). If a specific method is not defined, the augmented operation falls back to the normal methods. For instance, to evaluate the expression x
+=y, where x is an instance of a class that has an __iadd__() method,
x.__iadd__(y)is called. If x is an instance of a class that does not define a __iadd() method,
y.__radd__(x)are considered, as with the evaluation of x
+, abs() and
Noneif conversion is impossible. When the common type would be the type of
other, it is sufficient to return
None, since the interpreter will also ask the other object to attempt a coercion (but sometimes, if the implementation of the other type cannot be changed, it is useful to do the conversion to the other type here).
Coercion rules: to evaluate x op y, the
following steps are taken (where __op__() and
__rop__() are the method names corresponding to
op, e.g., if op is '
+', __add__() and
__radd__() are used). If an exception occurs at any point,
the evaluation is abandoned and exception handling takes over.
x.__coerce__(y); skip to step 2 if the coercion returns
x.__op__(y); otherwise, restore x and y to their value before step 1a.
y.__coerce__(x); skip to step 3 if the coercion returns
y.__rop__(x); otherwise, restore x and y to their value before step 2a.
+' and x is a sequence, sequence concatenation is invoked.
*' and one operand is a sequence and the other an integer, sequence repetition is invoked.