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Note: fully updated ruby documentation for DataObject classes is needed. For the time being, the test case in test/test_clipboard.rb and the dnd sample demonstrate how to use data object classes in some detail. For many purposes the ready-to-use classes TextDataObject, FiletDataObject, and BitmapDataObject will suffice.
A DataObject represents data that can be copied to or from the clipboard, or dragged and dropped. The important thing about DataObject is that this is a 'smart' piece of data unlike 'dumb' data containers such as memory buffers or files. Being 'smart' here means that the data object itself should know what data formats it supports and how to render itself in each of its supported formats.
A supported format, incidentally, is exactly the format in which the data can be requested from a data object or from which the data object may be set. In the general case, an object may support different formats on 'input' and 'output', i.e. it may be able to render itself in a given format but not be created from data on this format or vice versa. DataObject defines an enumeration type
Get = 0x01 // format is supported by GetDataHere() Set = 0x02 // format is supported by SetData()
which distinguishes between them. See DataFormat documentation for more about formats.
Not surprisingly, being 'smart' comes at a price of added complexity. This is reasonable for the situations when you really need to support multiple formats, but may be annoying if you only want to do something simple like cut and paste text.
To provide a solution for both cases, Widgets has two predefined classes which derive from DataObject: DataObjectSimple and DataObjectComposite. DataObjectSimple is the simplest DataObject possible and only holds data in a single format (such as HTML or text) and DataObjectComposite is the simplest way to implement a DataObject that does support multiple formats because it achieves this by simply holding several DataObjectSimple objects.
So, you have several solutions when you need a DataObject class (and you need one as soon as you want to transfer data via the clipboard or drag and drop):
|1. Use one of the built-in classes||You may use TextDataObject,BitmapDataObject or FileDataObject in the simplest cases when you only needto support one format and your data is either text, bitmap or list of files.|
|2. Use DataObjectSimple||Deriving from DataObjectSimple is the simplestsolution for custom data – you will only support one format and so probablywon't be able to communicate with other programs, but data transfer will workin your program (or between different copies of it).|
|3. Use DataObjectComposite||This is a simple but powerfulsolution which allows you to support any number of formats (eitherstandard or custom if you combine it with the previous solution).|
|4. Use DataObject directly||This is the solution formaximal flexibility and efficiency, but it is also the most difficult toimplement.|
Please note that the easiest way to use drag and drop and the clipboard with multiple formats is by using DataObjectComposite, but it is not the most efficient one as each DataObjectSimple would contain the whole data in its respective formats. Now imagine that you want to paste 200 pages of text in your proprietary format, as well as Word, RTF, HTML, Unicode and plain text to the clipboard and even today's computers are in trouble. For this case, you will have to derive from DataObject directly and make it enumerate its formats and provide the data in the requested format on demand.
Note that neither the GTK+ data transfer mechanisms for clipboard and drag and drop, nor OLE data transfer, copy any data until another application actually requests the data. This is in contrast to the 'feel' offered to the user of a program who would normally think that the data resides in the clipboard after having pressed 'Copy' – in reality it is only declared to be available.
There are several predefined data object classes derived from DataObjectSimple: FileDataObject, TextDataObject and BitmapDataObject which can be used without change.
You may also derive your own data object classes from CustomDataObject for user-defined types. The format of user-defined data is given as a mime-type string literal, such as "application/word" or "image/png". These strings are used as they are under Unix (so far only GTK+) to identify a format and are translated into their Windows equivalent under Win32 (using the OLE IDataObject for data exchange to and from the clipboard and for drag and drop). Note that the format string translation under Windows is not yet finished.
Each class derived directly from DataObject must override and implement all of its functions which are pure virtual in the base class.
The data objects which only render their data or only set it (i.e. work in only one direction), should return 0 from get_format_count.
Clipboard and drag and drop overview, DnD sample, FileDataObject, TextDataObject, BitmapDataObject, CustomDataObject, DropTarget, DropSource, TextDropTarget, FileDropTarget
Array get_all_formats( Integer dir = Get)
Should return an Array of DataFormat objects supported in the given direction by this class.
String get_data_here(DataFormat format )
Should return a String containing the object's data, or
nil on failure.
Integer get_data_size(DataFormat format )
Returns the data size of the given format format; may be overridden if desired.
Integer get_format_count(Integer direction = 1)
Returns the number of available formats for rendering or setting the data.
DataFormat get_preferred_format(Integer direction = 1)
Returns the preferred format for either rendering the data (if dir is
its default value) or for setting it. Usually this will be the
native format of the DataObject.
By default, the first member of the list returned by
is the preferred format, but this method may be overridden.
Boolean set_data( DataFormat format, String data )
Should store and accept the data data for the format format.
Should returns true on success, false on failure.
[This page automatically generated from the Textile source at Wed Sep 09 02:21:04 +0100 2009]


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Introduced in SQL Server 2005, TABLESAMPLE allows you to extract a sampling of rows from a table in the FROM clause. The rows retrieved are random and they are are not in any order. This sampling can be based on a percentage of number of rows. You can use TABLESAMPLE when only a sampling of rows is necessary for the application instead of a full result set.
TABLESAMPLE SYSTEM (10 PERCENT)
TABLESAMPLE SYSTEM (1000 ROWS)
If you run above script many times you will notice that different numbers of rows are returned everytime. Without any data changing, re-running the identical query keeps giving different results. This is non -deterministic factor of TABLESAMEPLE clause. If table is static and rows are not changed what could be the reason to return different numbers of the rows to return in each execution. The factor is 10 PERCENT is not the percentages of the table rows or tables records, it is percentages of the table's data pages. Once the sample pages of data selected, all the rows from the selected pages are returned, it will not limit the number of rows sampled from that page. Fill factor of all the pages varies depends on the data of the table. This makes script to return different row count in result set everytime it is executed. The REPEATABLE option causes a selected sample to be returned again. When REPEATABLE is specified with the same repeat_seed value, SQL Server returns the same subset of rows, as long as no changes have been made to the table. When REPEATABLE is specified with a different repeat_seed value, SQL Server will typically return a different sample of the rows in the table..
Following example is from BOL:
The following example returns the same set of rows every time that it is executed. The seed value of 205 was chosen arbitrarily.
SELECT FirstName, LastName
TABLESAMPLE (10 PERCENT)
REPEATABLE (205) ;

source: HuggingFaceFW/fineweb-edu


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Performance Task – Correlations & Data Analysis – Voter Turnout
In the Voter Turnout Performance Task, students use data from voter turnout by states to practice constructing scatterplots, finding measures of central tendency, and standard deviations. As political analysts, they are attempting to predict the demographics of the next presidential voting population.
What's included in this Performance Task:
* Teacher Guide – Get an overview of the Performance Task, including helpful suggestions for use and the Common Core alignment for each activity.
* Level 1 Activity – Laying the foundation. Students start by practicing a core skill matched to a Common Core State standard.
* Level 2 Activity – Adding some complexity. Students integrate a different skill or set of skills from the Level 1 activity.
* Challenge Activity – Bring on the critical thinking! Stretch students to reason with math and data to come to conclusions.
* Finale Activities – Extend the learning. Each activity also includes a finale to extend the math lesson into another subject (usually ELA).
* Complete Answer Key – All Performance Tasks come with a complete answer key for all activities.
* Job Background – Each Performance Task enables students to picture themselves in a real world career. Find information about the career, including entry-level education, median pay, and job outlook.
Check out the all-edition set of this Performance Task!
Thanks and be sure to check out our other Performance Tasks!

source: openbmb/Ultra-FineWeb


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As a (fourth declension masculine) noun, ūsus can adopt a variety of closely-related but powerfully particular meanings:
1. Ūsus + genitive typically refers to the use, exercise or enjoyment of something.
- ūsus ocūlōrum: eyesight
- ūsus pectōrālis : push-ups
- ūsus unguentis: the delights of cologne (I highly recommend getting this at TJ Maxx—half-price!)
2. On its own, ūsus can either refer to 'exercise' or 'wear and tear'
- Fidēs nōn ad ūsum tendit: the insurance does not cover wear and tear.
- Musculōsa ūsū cotidiānō exstitit: she became very buff through daily exercise
- (the more straightforward exercitātiō is more common, at least in my experience)
3. It can also reference a 'habit' or social 'custom'
- ūsum loquendī populō concessī; scientam mihi reservāvī: I have give up my habit of making speeches to the people, but I have retained my habit of learning (Cicero in old age)
- populum auctōritāte suā ad ūsum frūgalitātis vocāvit: by his authority, he brought the people to a habit of moderation (Lycurgus)


Main Page | See live article | Alphabetical index
Ash tree
Ash is the name of three very distinct group of trees. In America and Europe, "ash" generally refers to trees of the Genus Fraxinus. In Great Britain, "ash" also refers to the mountain ash or Rowan, Genus Sorbus. In Australia, "mountain ash" refers to a type of eucalyptus, Eucalyptus regnans, one of the tallest trees in the world (perhaps second only to the coast redwood).
Table of contents
1 Ash Genus: Fraxinus
2 Cultural aspects
Ash Genus: Fraxinus
Scientific classification
Kingdom: Plantae
Division: Magnoliophyta
Class: Magnoliopsida
Order: Scrophulariales *
Family: Oleaceae
Genus: Fraxinus
 Fraxinus americana -- white ash
 Fraxinus angustifolia -- narrowleaf ash
 Fraxinus anomala -- single-leaf ash
 Fraxinus apertisquamifera
 Fraxinus caroliniana -- water ash
 Fraxinus cuspidata -- fragrant ash
 Fraxinus dipetala -- two-petal ash
 Fraxinus dubia
 Fraxinus excelsior -- common ash
 Fraxinus baroniana
 Fraxinus bungeana -- Bunge ash
 Fraxinus chinensis -- Chinese ash
 Fraxinus chiisanensis
 Fraxinus floribunda
 Fraxinus gooddingii -- Goodding's ash
 Fraxinus greggii -- Gregg's ash
 Fraxinus griffithii
 Fraxinus holotricha
 Fraxinus hubeiensis
 Fraxinus lanuginosa
 Fraxinus latifolia -- Oregon ash
 Fraxinus longicuspis -- Japanese ash
 Fraxinus malacophylla
 Fraxinus mandshurica -- Manchurian ash
 Fraxinus micrantha
 Fraxinus nigra -- black ash
 Fraxinus ornus -- flowering ash
 Fraxinus papillosa -- Chihuahua ash
 Fraxinus paxiana
 Fraxinus pennsylvanica -- green ash
 Fraxinus platypoda
 Fraxinus profunda -- pumpkin ash
 Fraxinus purpusii
 Fraxinus quadrangulata -- blue ash
 Fraxinus raibocarpa
 Fraxinus rufescens
 Fraxinus uhdei -- Shamel ash
 Fraxinus sieboldiana -- Chinese
 flowering ash
 Fraxinus spaethiana
 Fraxinus trifoliata
 Fraxinus velutina -- velvet ash
 Fraxinus xanthoxyloides -- Afghan ash
*Some botanists include the Oleaceae
in the order Lamiales.
The Genus Fraxinus is in the olive family (Family Oleaceae). Ashes are usually medium to large trees. Most have pinnately-compound, opposite leaves. Seeds are borne in keys, a type of fruit known as a samara.
The white ash is a particularly important timber tree in eastern North America, and is the source of wood for quality wooden baseball bats. The green ash is widely planted as a street tree in the United States. The inner bark of the blue ash has been used as a source for a blue dye.
Ashes of eastern North America include:
Ashes of western and southwestern North America include:
Ashes of Europe include:
Ashes of Asia include:
Ashes of Africa (North Africa only) include:
Cultural aspects
Norse mythology, the World Tree, Yggdrasil, was an ash tree, and the man, Ask, was formed from an ash tree (the first woman was made from alder). Elsewhere in Europe, snakes were said to be repelled by ash leaves or a circle drawn by an ash branch. Irish folklore claims that shadows from an ash tree damage crops. In Cheshire, it is said that ash could be used to cure warts or rickets.
See also; Trees of Britain, Trees of the world


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A recurring problem people have writing Chinese characters is figuring out the proper stroke order for nested components. For some characters like 凶, 画, and 幽 we always seem write the inside components first, whereas with other characters like 国, 困 and 图 we only fill in the insides after the outside framework is complete. So how exactly can we know which approach to take: outside-in or inside-out?
The guiding principle is simple. Following our golden rule that characters are written "top-to-bottom", we only draw the "inside" of a component when it consists of a fully-independent radical that is "sitting on" something below it. With some characters like 画 this can seem arbitrary, but a good rule of thumb is simply to look at the character. If one component seems to be an independent radical which is sitting on another, get in the habit of drawing it first. In this lesson, we've selected a number of tricky characters to get you started.
New to Popup Chinese? Start learning to write with our lesson series on how to write Chinese characters
. If you're not a premium subscriber, our Chinese Writing Pad
supports more than 1000 Chinese characters and offers a free and fun way to practice your handwriting.


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Norwegian - English Dictionary:
The word "sitron" can have the following grammatical functions:
We have found the following english words and translations for "sitron":
So, this is how you say "sitron" in english.
Up to now, 2,985,494 words and expressions have been searched, among 15,824 today.
Tags: sitron, lemon, lemon, lemon, Norwegian - English Dictionary, Norwegian, English, translation


Italian people : définition de Italian people et synonymes de Italian people (anglais)
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définition - Italian people
voir la définition de Wikipedia
Italian people
From Wikipedia, the free encyclopedia
Jump to: navigation, search
From top left:
Galileo • Michelangelo • Leonardo da Vinci • Alessandro Volta • Guglielmo Marconi • Maria Gaetana Agnesi • Maria Montessori • Giordano Bruno
Total population
140,000,000Sum of following totals
Regions with significant populations
 Italy 60,100,000[1]
 Brazil25 million[2]
 Argentina20 million[3]
 United States17.8 million[4]
 Peruover 500,000[13]
 United Kingdom133,500[15]
 South Africa35,000[15]
Italian and Italian dialects
(Sicilian · Southern Italian languages · Corsican · Sardinian · Northern Italian languages · Friulian)
languages of resident countries
predominantly Roman Catholic, others
a Italians by birth, not including an indeterminable number of Frenchmen of Italian ancestry numbering as much as five million.[22]
b includes 291,200 permanent residents;[23] not including about 500.000 Italian-speaking Swiss people,
c Italian citizens, many of which are Latin American nationals with Italian citizenship.
The Italian people (Italian: italiani) are an ethnic group, in the sense of sharing a common Italian culture, descent, and speaking the Italian language as a mother tongue. Because of the wide-ranging and long-lasting diaspora, over 70 million people of Italian or part Italian ancestry live outside of Italy. Nearly two-thirds of Italian descendants live in South America (primarily Brazil and Argentina). About 20 million live in North America and nearly 1 million live in Oceania.
The Italian people have somewhat varied European origins apart from the original Ancient Italic peoples: Northern Italy had a strong Celtic presence in Cisalpine Gaul until the Romans conquered and colonized the area in the second century; the central portion of the Italian peninsula was inhabited by the Etruscans and Italic people; and southern Italy and Sicily was settled significantly by Greeks (see Magna Graecia).
The Romans romanized the entire peninsula and preserved common unity until the fifth century AD. In the later centuries of the Western Roman Empire, the Italian peninsula was infiltered by Germanic peoples crossing the Alps, establishing settlements in north-central Italy and to a much lesser degree in the south. The Germanic tribes underwent rapid Romanization.
The Byzantine Greeks were an important power in southern Italy for five centuries, fighting for supremacy first against the Ostrogoths and later against the Lombards of Benevento. Greek speakers were fairly common throughout Southern Italy and Sicily until the eleventh century when Byzantine rule ended: a few small Greek-speaking communities still exist in Calabria and Apulia [24]
In 827 AD, the island of Sicily was invaded starting a period of Arab influence in Sicily. Arabs controlled Sicily until the Norman Christians conquered much of southern Italy and all of Sicily in 1091 AD.[25]
There are also still small Greek fishing villages in Calabria, Maltese-Italian residents whose family originated from Malta under Italian and then British rule from the 18th to the mid 20th centuries, and Catalan communities in Sardinia to this day.
For more than 500 years (12th to 17th centuries) after Norman rule, Swabian (German) and Angevin (French) swapped control of regions in Italy, predominately southern Italy and Sicily. During the 11th through 16th century the majority of city-states from Northern and Central Italy remained independent, nurturing the era now known as the Renaissance. Habsburg Spain and Bourbon Spain dominated in southern Italy. From the 16th C. right through to unification, most of the Italian states were controlled by the emerging European political powers, most notably the Austrian Habsburgs, Spain, and by the 19th C., Napoleonic France.
In 1720, Sicily came under Austrian Habsburg rule and was swapped between various European powers until Giuseppe Garibaldi conquered Sicily and southern Italy, allowing for the annexation of the former Kingdom of the Two Sicilies into the new Italian state in 1860 (see Risorgimento).
Since the 19th century, the economic conditions of the agrarian southern and north-eastern regions resulted in mass migration from these regions to the Americas, industrial parts of northern Italy, and to other parts of Western Europe such as France and Belgium. By the 1970s economic conditions in the poorer regions of Italy improved to the point that even the less-developed regions of South Italy received more immigrants than it sent outwards.
Today, the population of Italy is less concentrated in large cities than in other European countries, with 67% of Italians living in a major urban areacompared to 76% of French, 88% of Germans and 90% of Britons. The vast majority of Italians live outside of the large (over 1,000,000 population) cities.[26]
From the Lombard invasion until the mid-nineteenth century, Italy was not the nation-state it is today. The Italian regions were fractured into various kingdoms, duchies, and domains. As a result, Italian dialects or regional minority languages and customs evolved independently. While all Italian states were similar and they retained basic elements of Roman language and culture, each developed its own regional culture and identity. As a result, even to this day, Italians define themselves primarily by their home region, province or city, and many still speak a local dialect or regional language in addition to standard Italian. Regional diversity is important to many Italians, and some regions also have strong local identities.
In Italy, Standard Italian has steadily replaced the numerous dialects and Italic languages such as Gallo-Italic, Piedmontese, Sicilian, Venetian, Sardinian, Friulian, Ladin, Franco-Provençal and Neapolitan. Standard Italian originated in literature of the 12th to 15th centuries, and was based on the dialects of Tuscany, along with influences of Sicilian and Venetian. In the 19th century, Standard Italian became more common and helped unify the country.
Some non-Italian speaking minorities live in Italy and are Italian citizens. Thousands of German Bavarian speakers remain in the extreme northern province of Bolzano-Bozen. Portions of the Friuli-Venezia Giulia region have a small Slovene-speaking minority of Slavic origin. A small cluster of French-speaking people live in the region of Aosta Valley and a small Catalan-speaking enclave in Sardinia goes back five centuries after first settled by Catalans from Catalonia in Spain. In addition, two minor Italic languages are spoken outside of modern Italy — Corsican in Corsica, France and Romansh in eastern Switzerland. In Istria and Dalmatia there are significant Italian communities. There are several small clusters of Albanian-speaking (Arbëreshë) communities in southern Italy, small pockets of language which belong to the 15th century Skanderbegians who fled Albania.[27]
The most popular religion amongst Italians is Roman Catholicism.[28] This reflects the enormous historical influence the Roman Catholic Church has had over the Italian peninsula, home to the popes and the contemporary Vatican Cityheadquarters of the Catholic Church. The majority of popes have been Italian and, for a long period of Italian history, they exercised temporal control over much of the peninsula (most notably the Papal states).A minority of Italians practice other religions, such as Protestantism, Eastern Orthodox, and Judaism.
The people of Italy have contributed significantly to world culture and scientific, and technological, progress continuously since ancient times. In the Arts, Italy gave birth to some of the most widely known sculptors, painters, architects, and the historically remarkable movement of Renaissance. Notable examples of Italian artists include Leonardo, Michelangelo, and Raphael. In literature, poet Dante and playwright and novelist Pirandello made cornerstone contributions to their fields. Italian composers, such as Scarlatti, Vivaldi, Rossini, Verdi, and Puccini, contributed to the evolution of western music, in whose context Italians are credited for the creation of the opera. Some of the most famous luthiers are Italians, like Andrea Amati, Antonio Stradivari, and the Guarneri family.
Famous Italian scientists include Leonardo da Vinci, a genius in several scientific disciplines, Galileo, the first to describe the laws of movement and use explicitly the experimental method, Alessandro Volta, the inventor of the electric battery, Antonio Meucci, inventor of the telephone (though his role in the invention was long disputed in the United States), Antonio Pacinotti, inventor of the direct-current electrical generator, or dynamo, and of the electric engine, Galileo Ferraris, inventor of the alternating-current motor, Eugenio Barsanti and Felice Matteucci, who patented the first working efficient internal combustion engine, Guglielmo Marconi, the first to develop the wireless broadcasting, known as radio, Enrico Fermi the discoverer of neutron chain reaction and builder of the first atomic pile.
Italian contributions to architecture and engineering are numerous since ancient times. Renowned architects include Brunelleschi, Bernini and Palladio.
The rise of humanism and modern commerce can be attributed to conditions found in Italy during the Renaissance. This


Oceana North America - providencia _URL_ en Guest Post: The Rush to Drill in the Caribbean _URL_ Image courtesy of Jaime Matera Editor's note: It's not just the U.S. government that's pushing to drill in our oceans. Guest blogger Jaime Matera is a marine anthropologist who is working to stop potential drilling off the coast of his home country, Colombia. In 2010 the Colombian government opened up pristine coastal ecosystems in the Caribbean Sea to oil exploration. If allowed to continue, two petroleum companies, Repsol-YPF and Ecopetrol, would be drilling for oil on the second largest reef system in the Caribbean. The Colombian archipelago of San Andres, Providencia and Santa Catalina lies on the southwestern Caribbean Sea, just 125 miles off the coast of Central America. It is home to an exceptional marine ecosystem and a native island population with strong connections to the resources. The reef system surrounding the islands of Providencia and Santa Catalina is the second largest in the Caribbean. It covers approximately 255 km² and includes extensive sea grass beds, mangrove forests, and patchy reefs systems. In addition, a number of uninhabited cays and atolls are found in surrounding waters. read more Gulf Oil Spill Response Center Offshore Drilling Oil Pollution archipelago of san andres colombia coral reefs gulf of mexico oil spill offshore drilling providencia san andres archipelago santa catalina Mon, 16 May 2011 20:48:35 +0000 Jaime Matera 8719 at _URL_


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Curriculum and Instruction
The Director of Curriculum and Instruction works under the direction of the Assistant Superintendent of Schools and has oversight in all matters pertaining to curriculum planning and development, program monitoring, professional development, and instructional leadership as related to each subject area. The Director of Curriculum and Instruction works with teachers and administrators on:
- Development and revision of curriculum documents;
- Use of assessment data to evaluate efficacy of educational programs and monitor student learning;
- Design of professional development programs to ensure teachers are trained to implement effective instructional strategies;
- Planning for intervention programs for students working below grade level;
- Development of instructional budgets, and
- Selection and implementation of instructional technology.
The Director of Curriculum and Instruction can provide information regarding instructional programs adopted by the district, curriculum units, pacing guides, and assessments used by the district to evaluation student progress.
Director of Curriculum and Instruction
eMail Laurie Pallin


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The term veld, sometimes anachronistically spelled veldt in English, is a generic term used to define certain wide open rural spaces of Southern Africa. It is used in particular to refer to flatter areas or districts covered in grass or low scrub, especially in South Africa, Zimbabwe, Botswana and Namibia. A certain sub-tropical woodland ecoregion of Southern Africa has been officially defined as the Bushveld by the World Wide Fund for Nature.
The word veld comes from the Afrikaans word for 'field', but a simple translation does not convey the subtleties of the many idiomatic nuances and technical applications of the term. A typical authoritative dictionary will devote columns, or even pages to the subject.
The etymological origin is the old Dutch language veldt, a spelling that the Dutch abandoned in favour of veld during the 19th century, decades before the first Afrikaans dictionary. Subsequent addition of the terminal "t" in the spelling "veldt" seems to have been mainly an English confusion with the already obsolete Dutch usage; it never was an Afrikaans form. Even in English its frequency of usage relative to "veld" peaked around the time of the Boer wars, and has lapsed into a minority anachronism since about 1920.
Veld can be loosely compared to the Australian terms "outback" or "bush", to "the prairie" of North America, to the "pampas" lowlands of South America, or to the steppe of Central Asia. Someone from Yorkshire might equate "wandering across the moors" to "walking through the veld."
By extension, the veld can be compared to 'the boondocks' or those places 'beyond the black stump' in Australia. There is a sense in which it refers in essence to unimproved land (and is therefore not the equivalent of the English "paddock") and does not include areas used both for pastoral activities and the planting of crops. These areas are referred to as fields. The word is less appropriate for land that is heavily forested, mountainous, or urban. The simplest explanation will be to say the word "veld" means "natural vegetation"; excluding vegetation like swamps and forests. It does include mountains with vegetation but not deserts or mountains without natural vegetation.
The veld definition may encompass different natural environments, both humid and dry, such as Coastal plain, Coastal prairie, Flooded grasslands and savannas, Grassland, Prairie, Savanna, Steppe, Meadow, Water-meadow, Flood-meadow, Wet meadow, as well as agricultural fields. Whereas mountainous peaks and thick forests do not really fit in with the term veld, bushes are acceptable. The area then becomes Bosveld, a term that is used mainly to describe Die Bosveld ("The Bushveld"), which is both a loose botanical classification and a specific geographical part of what used to be known as the Transvaal, as described for example in the story Jock of the Bushveld.
Other uses
- The word Renosterveld, "rhinoceros-field", is now used to differentiate one of the major vegetation types of the Cape Floristic Region.
- A carefully husbanded sports field on which the game of Rugby is played in the middle of cities such as Cape Town or Johannesburg is referred to as a "rugbyveld" in the Afrikaans language.
- The word "veld" also carries military connotations. The word "field" in English has a strong association with "war", as evidenced by the expression "the first foe in the field" and the lines of the ballad 'Lord Marlborough' (see John Churchill): "You generals all and champions bold, that takes delight in field, that knocks down churches and castle walls but now to death must yield". The same relationship is paralleled in Afrikaans. Just as the English Army has its Field Marshals, the Boer armies had their Veldkornets and Veldkommandos.
- The Rhodesian Ridgeback dog was famous for hunting large game on the African Veld. As a tribute to this wonderful breed many Rhodesian Ridgeback breeders incorporate the word "veld" or "veldt" in their kennel prefix. Once such notable example is the kennel prefix "Veldthund" who have been breeding and showing Rhodesian Ridgebacks in Australia since 1984. The dog Ch Veldthund Sabre ET appears on the pedigree of many of the top Rhodesian Ridgebacks around the world.
Highveld and Lowveld
Much of the interior of southern Africa consists of a high plateau, the higher portions (1500 m – 2100 m) of which are known as the Highveld, starting at the Drakensberg escarpment to the east of the Johannesburg, and sloping gradually downwards to the west and south west, as well as. These higher, cooler areas (generally more than 5,000 feet or 1,500 metres above sea level) are characterised by flat or gently undulating terrain, vast grasslands and a modified tropical or subtropical climate. In some areas there is a distinct escarpment bordering the plateau, while in others the boundary is not obvious. The blesbok and quagga were among the large animals that once roamed in the highveld in great numbers. Nowadays there still is a sizeable population of springbok in some areas.
The lower regions of the central plateau to the north of the Highveld, especially the Limpopo River lowlands, as well as the areas beyond of the Drakensberg escarpment in Mpumalanga, to the north east of the Highveld, are known as Lowveld and are generally hotter and less intensely cultivated. The arid lower plateau regions to the west, south and south west of the Highveld are not generally referred to as "Lowveld", nor is KwaZulu-Natal beyond the escarpment to the east. Before the middle of the 20th century, much of the Lowveld was home to the tsetse fly, which transmits sleeping sickness. These areas used to be known as "fever country" and were avoided by mounted travellers, owing to the susceptibility of horses to a form of the disease. Formerly malaria, carried by mosquitoes, was a major problem too in the hotter parts of the Lowveld.
The Lowveld is known for its high concentration of big game, including the larger animals, like African elephants, rhino, zebra and wildebeest, while the slow-flowing streams and wetlands of the Lowveld are a haven for the hippos. The Kruger National Park, for example, is located in the eastern Lowveld areas of Mpumalanga and Limpopo Provinces.
Thornveld or Thorn Veld, often referred to as "acacia thornveld", is a type of semi-arid savanna in which grassland with thorny acacia and certain species of thorny bushes predominate. The predominant plant species are usually different in the thornveld of the plains or in the hill thornveld, where, for example, species of genus Balanites are common. Some of the characteristic species in the thornveld include:
- Grasses: Grass species belonging to genus Themeda and Hyparrhenia
- Trees and bushes: Genus Acacia and Rhus, such as Acacia caffra, Acacia sieberiana and Rhus pentheri and other species like Ziziphus mucronata, Ehretia rigida and Cussonia spicata.
Sandveld and Hardveld
Sandveld, in the general sense of the word, is a type of veld characterised by dry, sandy soil, typical of certain areas of the Southern African region. It usually absorbs all water from the seasonal rains, although aquatic habitats, largely seasonal, may be also found in specific places in the sandveld. Only certain hardy plant species thrive in the sandveld environment. These consist especially of grasses forming clumps and certain kinds of trees and shrubs. The sandveld vegetation has a particular pattern of growth, rarely covering the whole terrain and thus leaving patches of sandy soil exposed on the surface. Some of the typical sandveld species are Acacia haematoxylon, A. luederitzii, Boscia albitrunca, Terminalia sericea, Lonchocarpus nelsii, Bauhinia petersiana and Baphia massaiensis.
The fauna of the sandveld includes mainly reptiles, mammals and birds adapted to living in the sandy environment; some of the small mammals and reptiles often use the sand for protection by burrowing in it.
The term Sandveld is also applied in a specific sense to certain well-defined areas in Southern Africa, such as the Sandveld of the Northwest, a 30 km wide strip along the Atlantic coast of South Africa. The Sandveld of the Kalahari was one of the areas inhabited by the Bushmen, who had adapted to life conditions in the Sandveld since ancient times. The Sandveld Nature Reserve is protecting the biotope of a sandveld zone of the Free State.
Hardveld is a term applied to certain areas of rocky soils in Botswana, located mostly in the eastern part of the country. The landscape is an undulating plain with scattered rocky hill ranges. There are areas of hardveld


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The difference between CoQ10 & Ubiquinol
Ubiquinol and Ubiquinone are both forms of CoQ10, and both are necessary to produce cellular energy.
- 18 clinical studies have highlighted the superior efficacy of Ubiquinol over conventional Coenzyme.
- Ubiquinol is 3-8 times more absorbable than conventional Coenzyme Q10.
- Ubiquinol helps to protect the body's cells from damage caused by oxidative stress and free radicals.
- Ubiquinol superior absorption ability when compared to CoQ10 means you can take a lower dose for the same effect.


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- Open Access
Evolutionary rate depends on number of protein-protein interactions independently of gene expression level
© Fraser and Hirsh; licensee BioMed Central Ltd. 2004
- Received: 11 December 2003
- Accepted: 27 May 2004
- Published: 27 May 2004
Whether or not a protein's number of physical interactions with other proteins plays a role in determining its rate of evolution has been a contentious issue. A recent analysis suggested that the observed correlation between number of interactions and evolutionary rate may be due to experimental biases in high-throughput protein interaction data sets.
The number of interactions per protein, as measured by some protein interaction data sets, shows no correlation with evolutionary rate. Other data sets, however, do reveal a relationship. Furthermore, even when experimental biases of these data sets are taken into account, a real correlation between number of interactions and evolutionary rate appears to exist.
A strong and significant correlation between a protein's number of interactions and evolutionary rate is apparent for interaction data from some studies. The extremely low agreement between different protein interaction data sets indicates that interaction data are still of low coverage and/or quality. These limitations may explain why some data sets reveal no correlation with evolutionary rates.
- Evolutionary Rate
- Partial Correlation
- Interaction Data
- Codon Bias
- Experimental Bias
Over twenty-five years ago, a number of authors suggested that a protein's rate of evolution should decrease with the number of molecular interactions in which it participates [1–3]. The rationale behind this prediction was that additional interactions impose functional constraints on otherwise relatively unconstrained residues, such as those on the surface of the protein. Thus, other things being equal, a protein with more interactions would evolve more slowly. This prediction was recently corroborated by us, in the form of a negative correlation between a protein's rate of evolution and the number of other proteins with which it interacts. While other authors have questioned the existence of this relationship, we later showed that in their analysis, the absence of a correlation was due to the particular protein interaction data that they used; when all data sets available at that time were used, a very strong and statistically significant correlation was apparent.
In a recent, thorough analysis of protein interaction data sets, Bloom and Adami have questioned whether the correlation between number of protein interactions and evolutionary rate is independent of gene expression level. While we agree that the results of Bloom and Adami show quite convincingly that an association between expression and number of interactions contributes significantly to the correlation between interactions and evolutionary rate, we believe that two of their conclusions are unwarranted. First, it is not yet clear that the association between expression and number of protein interactions is due exclusively to experimental biases rather than real properties of the organism. Second, current results do not indicate that the correlation between interactions and evolutionary rate is entirely due to the association between expression and evolutionary rate. In this work, we argue that their conclusions represent an over-extension of their analyses, and also provide further analyses demonstrating that a protein's number of interactions does indeed influence its rate of evolution, independently of its expression level.
Critique of Bloom and Adami
Bloom and Adami tested protein interaction data from seven methods (two experimental and five computational) individually for correlations between the number of protein interactions and protein evolutionary rates, while statistically controlling for gene expression levels. They found that only in the two interaction data sets generated using mass spectrometry was there a strongly significant correlation between the number of protein interactions and evolutionary rate independent of expression levels. In protein interaction data sets generated by the computational methods of gene co-occurrence and gene neighborhood, a weakly significant correlation between number of interactions and evolutionary rate remained when expression levels were statistically controlled. Despite the inability of expression levels to account for the correlation between number of interactions and evolutionary rate in these data sets, Bloom and Adami argued that expression levels completely explain the correlation between number of interactions and evolutionary rate, and that they failed to see this in the partial correlations because the partial correlations did not completely control for expression levels. To explain why partial correlations were unable to completely control for expression levels, Bloom and Adami suggested that their expression data (measured by DNA microarrays and codon bias) are imprecise.
While we agree with Bloom and Adami that current codon usage and expression data do not measure expression levels with perfect precision, we do not believe that their interpretation is supported by the evidence. If one is to consider the quality of each of the types of data involved in calculation of the partial correlations – expression data, evolutionary rate data, and interaction data – there is no question that the least reliable of the three are the interaction data. This can be seen in many ways, the simplest of which is the nearly nonexistent overlap between different high-throughput protein interaction data sets. Regardless of whether this small overlap is predominantly due to false positives, false negatives, or simply incomplete coverage, the fact is that the two independent expression data sets used by Bloom and Adami show much better agreement than any two high-throughput interaction data sets in existence. (As reported by Bloom and Adami, their two expression data sets are correlated with Spearman rank r = 0.62; in contrast, the correlation between number of interactions per protein in two of the most comprehensive and highest quality high-throughput interaction data sets [9, 10] is only 0.12, and correlations between most other protein interaction data sets are weaker or even negative ). Expression data, we may conclude, are of significantly higher quality and/or coverage than currently available interaction data. Therefore, if one is to invoke poor data as an explanation for not observing some particular outcome of the analysis, then it should be invoked to explain why the correlations involving protein interactions are not any stronger than they presently are. More generally, if the precedent set by Bloom and Adami were to be followed, then any variable A that only partially weakens a correlation between two other variables B and C when it is statistically controlled for could be claimed to be completely responsible for the correlation between B and C, if the values of A are not known with perfect precision. While it is certainly always possible that A will completely account for the correlation between B and C when it is known with more precision, this remains speculative in the absence of any supporting evidence.
As further evidence that the correlation between number of interactions and evolutionary rate is mediated by expression level, Bloom and Adami showed that only in the interaction data sets in which the proteins with many interactions are highly expressed is there a significant negative correlation between number of interactions and evolutionary rate. Working under the assumption that the observed relationship between number of interactions and level of expression is an experimental artifact, Bloom and Adami suggested that the correlation between number of interactions and evolutionary rate is due to an experimental bias toward the detection of many interactions for highly expressed proteins. However, a simple alternative explanation must also be considered: it is entirely possible that highly expressed genes do tend to have more protein interactions than weakly expressed genes. Indeed, in addition to being found in yeast, a positive correlation between expression level and number of interactions has been reported in other organisms as well, using protein interaction detection methods (such as yeast 2-hybrid) which Bloom and Adami believe are unbiased with respect to expression levels. If more highly expressed proteins do tend to participate in more protein interactions, one would expect to observe precisely the pattern of correlation coefficients Bloom and Adami report. Specifically, interaction datasets of sufficiently high coverage and accuracy would reveal the (real) relationship between expression and number of interactions, as well as the relationship between evolutionary rate and number of interactions. In contrast, less accurate or complete datasets would show no such relationships. As evidence against this idea, Bloom and Adami state that Jordan et al. "observed no significant correlation between evolutionary rate and the number of interactions when they used a set of manually curated interactions that might be expected to be of higher accuracy than those from any single high-throughput method." While it is true that Jordan et al. did not observe a significant correlation, it is not true that they relied on a set of manually curated interactions. As we previously pointed out, approximately half of the interactions in the list used by Jordan et al. (after duplicate interactions were removed ) were from the high-throughput yeast 2-hybrid screen of Uetz et al., which has been shown to be one of the least reliable high-throughput protein interaction data sets in existence.
Finally, Bloom and Adami criticized the biophysical explanation we proposed to explain why proteins with many interactions would tend to evolve slowly. They stated that "there is no obvious reason why residues involved in intermolecular contacts should be more evolutionary [sic] constrained than other residues with the same number of intramolecular contacts". While this is true, it is not directly relevant to our original proposal, which was that "proteins with more interactions could evolve more slowly because a greater proportion of the protein is involved in protein functions". Our proposal was not that intermolecular contacts impose more stringent constraints than intramolecular contacts, but rather that additional interactions could impose constraints on sites that are otherwise relatively unconstrained, such as residues on the surface of a polypeptide. Thus the critique presented by Bloom and Adami has no bearing on the hypothesis we proposed.
Additional analysis of the data
A simple statistical method for examining the relationship between two variables (e.g., number of interactions, I and rate of evolution, E), while partially controlling for a third, potentially related variable (e.g., gene expression, A), is to divide the dataset into quantiles according to the controlled variable. This reduces the variance of the controlled variable relative to the other variables within each quantile, resulting in partial statistical control. This approach is complementary to partial correlation in that it the two methods can be combined,


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Countdown to 2015 Bangladesh [Website]
This document is an example of one of the data visualizations available from UNICEF's website _URL_, which contains UNICEF's statistical information, including data used in UNICEF's flagship publications, The State of the World's Children and Progress for Children.
For many of the countries listed on the site, the user can review a data sheet for "Countdown to 2015." This data sheet provides statistics about demographics, policies, interventions, and other aspects affecting health issues.
- Religious Leaders Play Key Role in Battle against COVID-19
- Compassion in a Time of COVID-19
- A Guide to WHO's Guidance on COVID-19
- Guidance for Including People with Disabilities in Response to the COVID-19 Pandemic
- Practical Guidance for Risk Communication and Community Engagement (RCCE) for Refugees, Internally Displaced Persons (IDPs), Migrants, and Host Communities Particularly Vulnerable to COVID-19 Pandemic
- Coronavirus Pandemic: Tracking the Global Outbreak
- Early Estimates of the Indirect Effects of the COVID-19 Pandemic on Maternal and Child Mortality in Low-income and Middle-income Countries: a Modelling Study
- Who Self-Cares Wins
- The Facilitation Primer
- Template for Stakeholder Engagement Plan


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(28 February 2017) STAT!Ref has an online study tool for board certification called BoardVitals. BoardVitals brings together content from major publishers, universities, and top healthcare professionals into a single platform, creating the largest training ecosystem in health and medicine.
This powerful and affordable board review tool doesn't just provide a question bank, it is a comprehensive learning management system with many value-added features. Learn more below about this online resource and how it works.
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- Send customized exams to residents or utilize questions in weekly review sessions
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- Also available: MOC Question Banks and CME Redemption
The announcement is here.


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Rains encourage young crocodiles to disperse, often into small pans inland, away from all the competition in the major rivers and dams. These wet periods are a test of vigilance and resilience in young reptiles. They have to learn all their competitive skills. If they survive this ordeal they will be normally be successful as adults.
This was the scenario we came across in the Linyanti area of Botswana. A pack of Cape Hunting dogs spent time charging and teasing a Nile crocodile only to give up after two hours.
Click on the images then scroll through to see as a slideshow.


Can Guinea Pigs Eat Peaches? Benefits And Risks
The simple answer to the question, can guinea pigs eat peaches, is yes. Your lovely little furry friends can most definitely enjoy these peaches.
However, guinea pigs cannot have many peaches at once, so this is definitely a snack; you can treat them occasionally as a reward. But as long as you remember not to feed them peaches that frequently, your little pet guinea pigs will be perfectly safe enjoying this delicious fruit.
Always take note that our fuzzy and furry little guinea pigs are highly sensitive, and you can only feed them a limited amount of some selected fruits and vegetables. Although peaches cannot be a daily meal for your pets, you can benefit from feeding them this fruit because of its many health benefits.
Let's delve further!
Health Benefits Of Feeding Pet Guinea Pigs Peaches
After answering the question, can guinea pigs eat peaches? Here are some of the health benefits of feeding them such a fruit:
 - High levels of antioxidants
Your little pet guinea pigs can surely benefit from eating peaches because of their high levels of antioxidants, making them incredibly healthy for your furry guinea pigs because they can help prevent various diseases and somehow slow their aging process.
 - Helps prevent some types of cancers for guinea pigs
Caffeic acid and carotenoids are just some of the antioxidants found in peaches. These two antioxidants are capable of anticancer protection and effectiveness, according to recent studies.
 - Strong guinea pig immune system
Large amounts of vitamin A are present in peaches. Vitamin A is good for helping your guinea pig's immune system be strong and healthy.
Nutritional facts of peaches
Peaches are sweet and juicy fruits. They are safe for your cavies to eat and even has health benefits. It's low in fat and calcium, rich in Vitamin C and various antioxidants. But, peaches also contain a lot of glucose and has high levels of acidity.
So, feed your guinea pigs peaches sparingly. Have them as a treat rather than a part of their diet. Once a week, with twice being the limit, should do. The standard serving size is one slice. However, this only applies to matured guinea pigs. It's not recommended for baby guinea pigs to consume it.
Remember not to feed your little friend peaches the very day that you offered other sugary treats. If your guinea pig loves peaches, white peaches are a better option. They are sweeter but comparatively have lower acid levels. Still, restrictions should be observed even if you can feed them a slightly larger slice.
Although it's safe to eat the skin, rinse the peaches properly. There may be remnants of chemicals or bacteria left. Additionally, never feed them dried peaches or canned ones. A guinea pigs' digestive system cannot consume dried fruit. Canned peaches are overly sweet, especially with the syrup and preservatives.
In a serving of 100g, there is:
 - Calories: 39
 - Total fat: 0.3 g
 - Potassium: 190 mg
 - Dietary fiber: 1.5 g
 - Sugar: 8 g
 - Protein: 0.9 g
 - Vitamin A: 6%
 - Vitamin C: 11%
 - Calcium: 0%
 - Iron: 1%
 - Magnesium 2%
Risks To Consider
As sweet and delectable peaches are, consuming it comes with some risks. It has high glucose content that can cause diarrhea and obesity.
Obesity in guinea pigs can cause various health issues and can imminently lead to their death. Due to the unique digestive system of guinea pigs, they struggle to break down sugar. Unable to break it down, they suffer through constipation and diarrhea.
Aside from high sugar levels, peaches have high acidity. The high acidity levels can burn their lips or throat. And even develop sore lips. Additionally, there is potential for fungal infections.
In all fruits, there is always trouble with pesticides. While not considered a vital risk, remnant pesticides left on the peach skin can upset their digestive system. You can be through when washing, or if you don't feel safe, merely peel off the skin.
You don't want your pet to end up like my friend's since after she overfed her guinea pigs with peaches, lots of health issues emerged. Followed with check-up fees.
Are Peaches For Guinea Pigs?
Peaches are nectarines with many benefits and may have a few issues. But don't worry, we are here to give you some tips and reminders. Here is some additional information that can be of help in certain situations. Just keep reading!
How many peaches can you feed your pet guinea pigs?
Your guinea pigs are most definitely allowed to eat peaches. However, you can only feed them a small serving size of peaches with a maximum frequency of 2 times a week. My ginger really enjoys nibbling on these yummy treats!
Peaches are fruits that contain very high amounts of sugar, and your little pet guinea pigs are highly sensitive to sugar. Guinea pigs can also eat the peach's skin, as long as you have washed the peach properly so that traces of pesticides will not be present on the skin.
Are our peaches and nectarines good for guinea pigs?
Can guinea pigs eat peaches and nectarines? Your cute little pet guinea pigs can eat peaches and nectarines. However, a nectarine is a fruit that has a pit that you should remove before feeding it to your guinea pigs.
Nectarines are very delicious fruits, but they are sweet and sugary. Because of their sweetness and high sugar content, they are not very good for your guinea pigs to eat daily because guinea pigs are highly sensitive to sugar. So remember to consider peaches and nectarines as treats that you can feed them occasionally but not frequently.
How much portion size should I feed my guinea pigs? How often?
Your guinea pig may like other kinds of food, and a number of them may be high in sugar and water content, just like peaches. Their diet must not contain an excessive amount of these components, so you should regulate their sugar and water intake.
Peaches should only be fed once or twice a week, not in succession. The portion size should be comprised of a few slices, at most. Keep in mind that nectarines are considered snacks and not consumed regularly. Remember our golden rule: serve in moderation. I always keep this in mind to avoid overfeeding ginger.
Can nectarine skin be given to guinea pigs?
Peach skin has quite an appealing taste to guinea pigs. Yes, it is edible and, therefore, available for consumption. Also, remind yourself to rinse it thoroughly and make sure it's clean. You can also consider taking the peel off if you're still having second thoughts.
How to give your guinea pig peaches for the first time?
It is important to remember that guinea pigs are quite like humans. They need enough time to get used to a new feeling. When feeding them a new kind of food, give it in small portions; to make sure their diet doesn't change abruptly and cause imbalance.
Pay extra attention to their reactions, and this will determine whether you will include the fruit in their diet. A positive reaction can give you a signal. In contrast, an adverse reaction should make you remove the fruit from the diet.
Even if peaches are very beneficial, it is crucial to put your pet's safety first. There are thousands of fruits available for consumption other than peaches. If the pigs like it, you can continue the diet by gradually increasing the portion size.
So, can guinea pigs eat peaches? We wholeheartedly say yes! Aside from the numerous health benefits peaches can offer your beloved pet, the sweet taste and juicy texture will surely excite your pig and make it appreciate you even more!
Keep in mind to do everything in moderation. Give average-sized portions and clean the fruits thoroughly before feeding it. If you keep the instructions and tips we gave in this article; then you're good to go!


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By Bill McMahon, Co-Director
To achieve our goal we have a laser like focus on a few essential philosophies and practices. It all starts with positive risk taking since it is through encountering and overcoming failure that performance character traits like grit, resilience, and tenacity are created. We ensure that along with doing what they are already good at, every boy at Moose has to engage in activities that are new and challenging. Think deep–and broad. In over 110 years, no boy has ever come to Moose confident and capable in all the activities in our three main program areas: land sports, waterfront, and outdoor adventure.
Moosilauke's founder, Virgil Prettyman, who was the principle of the Horace Mann school at the turn of the century, was ahead of the curve talking about camp and character building. In 1904 he wrote: "The opportunities are great for character building at Camp for you get hold of a boy as you do not during the school year."
A program of positive risk taking, however, is not sufficient unto itself. It only produces our desired results if it takes place in a community that is authentic, supportive, positive, and tolerant; a culture where boys feel comfortable to step out of their comfort zone and risk failure.
But even these two ingredients cannot work the magic we want unless our staff has the understanding and skills to run our activities and trips in a manner that draws boys in and keeps them motivated to work hard and excel over time. Given this, we spend considerable time during our eight day orientation, and throughout the summer, ensuring that our staff embrace the following simple but powerful precepts about working with boys:
-Create a clear progression of skills and formal mechanisms for tracking progress. Boys love being challenged and they develop a positive sense of self by earning masculine stripes that come with skill acquisition. At Moosilauke, we post achievement charts at every area that allow boys to track their progress. We also record the highest level of achievement each boy earns in every area (along with the trips they took part in) on a certificate at the end of the summer. Finally, we mark milestone achievements (e.g., first time up on a slalom ski, first Eskimo roll in a kayak, first time summiting a mountain) with announcements and applause in the dining hall.
-Make the first stage skills easy enough that anyone can achieve them. As they say with fishing, if a kid catches a fish in the first ten minutes he will continue fishing for hours, but if he does not, he could quit for good.
-Make later stage skill levels very difficult to achieve and only possible through long-term commitment. Boys thrive on having long-term targets that they can incrementally work towards.
-Keep the talking to a minimum during class periods by focusing on hands-on, kinesthetic learning. And keep the lines and/or waiting short so kids are constantly on the move.
-Try and get kids to work in the "zone of proximal development." The most powerful learning occurs when two things occur simultaneously: 1) kids know that the adults teaching them want them to succeed; and 2) the adults provide a level of challenge such that the kids can just manage to achieve the goal with a little help. It is at that middle "sweet spot" between boredom and sheer terror (think the movie "Whiplash") where deep learning takes place.
-Provide clear and constant feedback on progress and many chances for moving to the next level.
-Create competitive learning opportunities while also fostering a cooperative atmosphere. We find that all boys enjoy a level of competition as long as everyone has a chance at success.
-Coach and instruct with an emphasis on fostering a growth mindset. This means we focus on process and effort as opposed personal traits. This is critical to boys understanding that their long-term success (and happiness) is a result of working smart and hard as opposed to "god given" talents.
-Imbue activities with a special aura and sense of purpose. As Jaime Escalante did with his calculus students (as immortalized in the movie Stand and Deliver), we try and get kids to feel they are "...part of a brave corps on a secret mission." This is true for activity classes, cabin life, when we compete against other camps, and it is especially true when we go on wilderness trips.
-Communicate that we care and are there for them. The old adage is true: "Boys won't care how much you know until they know how much you care." This final point takes us back to the fact that unless boys feel they are in a positive and supportive environment they won't readily step out of their comfort zones.
None of these approaches are unique to Moosilauke; seasoned teachers and counselors have been applying these strategies for decades. However, I am amazed at the number of coaches or teachers who miss the boat and lose kids before they have even started because they talk too much, or have lines that are too long when doing drills, or make it all about themselves, or play favorites.
You know who the real experts are in employing many of these strategies? Video game developers. Just watch how boys who have a hard time sitting still can sit for hours playing video games. The combination of skill progression, constant feedback, competition, and the continual chance to try again and make progress is very enticing to boys.
At Moose we apply these best practice strategies at every activity in camp. They are as important in the wood shop as they are at lacrosse, sailing, mountain biking, and outdoor life. Here is an example of how they are put in place in the kayaking program at Moosilauke:
Kayaking has an achievement chart prominently displayed that shows four major skills areas: 1) basic strokes and boat safety; 2) advanced strokes like the sweep, stern rudder, and draw; 3) advanced techniques like rolling (both with a paddle and only with one's hands) and rescues; and 4) the application of advanced skills and techniques in white water situations. Each level is taught using a combination of games and drills, and is imbued with a sense of fun and importance. For example, completing Level Two earns a camper the moniker of "Lake Legend", and if a camper completes Level Four they are a "White Water Warrior." The initial skill levels are accessible to all campers and the later stage ones (like a white water roll) are hard enough that it may take multiple summers to achieve them.
All campers are exposed to kayaking through required classes but afternoon sign-up periods provide campers the chance to progress at a more rapid pace.
On-campus classes all take place on a calm lake. However, campers who earn a set skill level are given the privilege of going on weekly trips to white water. During these trips campers put their skills to work in more challenging situations. On these trips campers start by practicing edging into eddies (calm spots on the river), and ferrying across moving water. Once these skills are mastered they can start entering into "wave trains" where they plow through–and sometimes surf–sets of white water waves. In the process, campers also practice hard skills such as "wet exits" and white water "rolls."
These trips to white water have a special aura to them, in part because there are real consequences to not doing what you are supposed to: a wet exit into a cold river is a powerful and immediate feedback system!
Although white water kayaking is one of about 18 activities at Moose, it is also a very special one. For starters, and similar to rock climbing, most kids who come to camp have little experience with it. Secondly, it gives many boys a chance to shine that may not excel at traditional ball sports since you never know who is going to really take off in kayaking.
This summer I had the pleasure of taking a group of boys on a white water trip with my son Colin who leads our kayaking program. (You have to love that the younger generation has relegated me to driver and photographer–and occasional safety resource.) The boys spent the day playing in the class I to III water at the Hartland Rapids on the Connecticut River. During the drive to the river I could tell that a few of the boys were anxious about what they were going to encounter. However, on the way home the sense of accomplishment and achievement was palpable; the boys were almost levitating off their seats in the Suburban they were so happy.


Tourist Spots > Wildlife Destinations
Nameri National Park
Flora Most parts of Nameri are covered by 'Moist Mixed, Deciduous Forests' (3C/ 2.S.I.) and over 600 species of plants can be found in the area. Tropical evergreen and Semi-evergreen forests mingle here with the moist deciduous forests while cane and bamboo brakes and narrow strips of open grassland can be found along the many rivers. Key plant species include: Albizzia lucida, Albizzia procera, Amoora wallichii, Artocarpus chaplasha, Baccaurea sapida, Bischofia javanica, Bombax ceiba, Canarium strictum, Castanopsis indica, Cordia dichotoma, Cinnamomum cecicodaphnea, Dendrocalamus hamiltonii, Dillenia indica, Duabanga grandiflora, Duabanga sonneratoides, Dysoxylum procerum, Endospermum chinense, Lagerstroemia flos-reginae, Litsea sebifera, Mesua ferrea, Morus roxburghii, Premna bengalensis, Pseudostachyum polymorphum, Pterospermum acerifolium, Sapium baccatum, Shorea assamica, Sterculia hamiltonii, Syzygium cumini, Terminalia citrina, Terminalia myriocarpa, Trewia nudiflora and Vatica lanceaefolia.
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A junior exploration company is using land surveys from the 1870's to locate copper deposits in South Australia's historic Burra mining region.
The Australian reports that Phoenix Copper (ASX:PNX) hopes to use the old maps to uncover major copper deposits in the area around Burra, which is Australia's oldest mining town and was once the source for 10% of the world's copper
The land surveys were prepared by mine captain Robert Sanders in 1873 towards the end of Burra's heyday as one of Australia's most lucrative mining communities.
Burra first rose to prominence in the mining industry following the discovery of outcroppings of copper by two shepherds in 1845.
By 1850 the Burra region's Monster Mine was Australia's largest commercial mining operation, producing 23,000 tonnes of ore and supplying 10% of global copper.
Phoenix chief geologist Mark Manly says that despite a second period of mining activity in the 1970's the region has been little explored since the development of modern drill rigs.
On the basis of the 19th century land surveys Phoenix has commenced drilling less than a kilometre from the Monster Mine, with the hope of resurrecting the town's historic mining industry.


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TWO TINY WHEELS KEEP NEW BICYCLE UPRIGHT (Nov, 1934)
TWO TINY WHEELS KEEP NEW BICYCLE UPRIGHT
A four-wheeled bicycle which recently made its appearance in Germany may be mounted easily, even by a beginner, and may be parked anywhere. Two small auxiliary wheels are attached by movable brackets to the frame of the cycle and are raised or lowered by moving a lever on the handle bar. So long as these wheels remain lowered, the cycle stands upright as shown above. When in motion, they are raised.


Decode School
Print all the numbers which are less than given key element from a given list.
Python Program to get an element and print the elements of list which is lesss than the element.
Sample Input 1:
5 5 7 9 3 1 4
Sample Output 1:
3 1
Sample Input 2:
5 5 7 9 3 1 8
Sample Output 2:
5 7 3 1
Program or Solution
l=list(map(int,input("Enter array elements:").split(" ")))
e=int(input("Enter a number:"))
for i in range(0,len(l)):
 print(l[i],end=" ")
Program Explanation
Input: To get list of numbers seprated by space, use split(" ") method.
Split() method splits the numbers as seprate elements.
By default this methods are considered as string, since input() method returs string. Use map() function to convert all elements as integer and store it in list.
Process: using for loop visit each location sequentially from 1 to len(l)-1. if the value located in a postion is lesser than the element given by user, then print the value using print statement.


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Page Object Model (POM)
Page Object Model (POM) in Test Automation
We got familiarized with TestCafe, an automation tool for web-based applications, in one of our earlier blogs. In this article we will see what Page Object Model (POM) is for TestCafe, its advantages and how to create a basic framework.
What is Page Object Model (POM)?
Page Object Model is a design pattern which is commonly used in Test Automation to enhance test maintenance and reduce code duplication. It helps in building an Object Repository for Web UI elements, which boosts the readability of your tests too.
In a Page Object Model, each page in the web application contains a corresponding Page Class which comprises the Web Elements and the Methods which operate on those Web Elements.
Page Object Model
Why do we need Page Object Model?
For better understanding of this, let us take the example of the home page of a web application, which has a menu bar leading to different modules with different features. Suppose a developer changes an element such as ID/NAME/CLASS, on this, which is being used in multiple test scripts. This leads to a condition where you need to remember to change the location in all the fields where it is being used. Updating the locators in a duplicated code can be a time consuming and a tedious job, and can be subject to omissions, which may lead to errors. This is one major reason why we use POM. It helps in making the code more readable, maintainable and reusable.
How to create POM Framework using TestCafe?
Implementing your own POM framework is quite easy now. Let us discuss bit-by-bit on how to implement your own POM using TestCafe. Here we are using Visual Studio Code to write scripts. You can download it by going to the following link.
Throughout this tutorial article, we will be using the demo website, "_URL_ as an example.
Let's get started
- Install Node – explained in the previous article _URL_
- Create a Project Folder and open the Project Folder in Visual Studio Code
1. Initialize project.json
In package.json file, we can store information about the project such as name, version, description, scripts, dependencies, git repository links, etc.
To initialize project.json file, type "npm init" command either in VS integrated terminal or any external terminal. It will prompt you to a set of questions about project, just fill it if required or just hit Enter. At the end, it will prompt – "Is this OK? (yes)". Type "yes".
This will create a project.json file inside your Project Folder. You can find the screenshots of the same below.
2. Install dependencies
The dependency in our project is TestCafe. Install your dependency locally to your project by executing the command "npm install testcafe".
This will create a node modules folder, which contains node modules with respect to TestCafe. You can see that the dependency of TestCafe with version will be added in package.json file.
3. Create a Folder "Page" and create a "LoginPage.js" file under it
4. Declare a Page Object Class in "LoginPage.js" file
This class will contain all the element locators and methods of Login Page. Hence name it as LoginPage.js.
5. Add Page elements to the Page Model
Go to "_URL_ right-click on email address text field and click on Inspect. Then Elements Panel will be displayed, and the element will be highlighted in the DOM. Mostly, an element can be uniquely identified by using its classname, id, value withText or xpaths. Now in this example, the unique locator to identify web element email address is "id = email". Hence you can use it as "emailId = Selector(_TAG_);"
Similarly, unique locator for other two elements are also found.
Now, you must be wondering what is this "Selector" that has been used in the above step.
Selector in TestCafe
A Selector is a function in TestCafe that identifies a webpage element in the test. Import the Selector constructor from the TestCafe module. With the help of Selector, you can store the web element in a variable and perform actions on these elements.
6. Create a Folder "Test", with a subfolder "login" and create "login_test.js" file under it
Under "Test" folder, test scripts related to each module should be separated by their module name. For example, in this case, login test cases will be included in "login_test.js", which is under login folder. Similarly, if there is a register module, then create a separate folder called "Register" under "Test" folder and write test script related to register module in "register_test.js" file. This ensures that the test cases are categorized with respect to the modules.
7. Write Test Script that uses Page Model elements
a. In the test file, import the page model instance from LoginPage.js. Then create an object of that page "const loginPage = new LoginPage()", and now you will be able to use locators or methods defined in LoginPage.js file by using "loginPage" object.
Declare a test fixture by using fixture function – you can specify the description of the test as "fixture 'TestCafe Framework'", URL of the webpage with keyword as ".page '_URL_ The metadata, initialization and clean-up code for tests can be included in the fixture using test hooks like beforeEach, afterEach etc.
b. To create a test, use keyword test(), where we can specify all TestCafe actions.
Each test() has its own description – in this case it is, "Login Test"
test('Login Test', async t => {
 //test code goes here
The "t" used in the above code is a test controller, you can use any name you want but the general convention is to use "t".
In the screenshot, you can see that we have used await t.typeText('Selector', 'text'); it means that we are asking the test controller to use typeText function.
Screenshot of how to import page model instance, create an object, declare a fixture and write your tests and actions
8. Add Actions to the Page Model, i.e., add common methods that is used by login_test.js file
LoginPage.js with login (email, password) function
In this case, Line 12, 13 and 14 constitute an operation that can be used in most of the test cases to log in to the application with different inputs. Hence, a login function is defined with email and password as parameters in LoginPage.js file.
The image below shows how to access or call "login" function from "login_test.js".
Line 11, Calling login function by passing parameters from Login_test.js
9. Create a config.js file
Example which demonstrates how to define config file
Line 8, 12 shows how to read data from config.js file
Configuration files are mainly used to store Global fields that are used throughout the tests or even database configuration details. It is mainly used to maintain project configuration data, database config, project settings etc. Each parameter in config file is stored in a key and value format, where each line has a single key-value pair.
10. Create a data folder to store data related to specific tests/pages
Create a new folder called "data" and create a new file under it and name it as "login.js". Files under data folder should contain test data that will be utilized by your login test scripts such as valid login credentials, invalid login credentials, success messages, error messages etc.
The main purpose of this is to avoid hard coded values. Data sets increases test coverage by performing testing with various inputs of valid and invalid data, with all the data easily maintained at a single location.
Line 21 and 23 shows the usage of test data in login_test.js
Login.js file should contain all the test data that will be used by your login test scripts.
11. Create a common helper function file to store functions used by all your test modules/pages
Create a folder and name it as "common" and create a file under it with name "helperFunction.js".
There may be functions which can be used by more than one test script. Thus, these methods are grouped together in a file called "helperFunction.js". The following images depict how the test script can access these common methods by importing them into the test file.
Define all the common functions used throughout your test
Line 4, 20, 21, 23 shows usage of common helper functions from login_test.js file
Done! You have successfully completed creating your own POM framework.
Your final folder structure should look something like this,
POM Summary
POM model approach makes test automation framework programmer friendly by keeping tests and the element locators separate. This keeps the code clean and understandable. The result is that test cases can easily be implemented, updated, maintained and reused.
We hope, with this information you will be able to easily create your own POM framework for your project. Stay tuned for more. Happy testing!!!
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Making Meaning: Language, Rhetoric, and the Power of Access - Deadline for Submissions: 7/15/2011
full name / name of organization:
Language and Rhetorical Studies Group
Contemporary theories of discourse remind us that language functions in a reflexive relationship with social realities. Language in use can either give or deny access to individuals and communities, and to the cultural values and institutions of power that shape the ways meaning is made. As a result, we can use linguistic and rhetorical analyses to uncover, uphold, dismantle, or reshape structures of power. This conference encourages us to think about the ways that language and rhetoric function in a complex political and social world. It is a space for graduate and professional students from various disciplines to question, analyze, and theorize the roles that rhetoric and language play in offering or limiting access to discourses of power, both past and present.
We hope that the conference papers will address ways in which language and rhetorical analyses can shed light on a wide range of public and pedagogical discourses. Papers can fall in (but are not limited to) the following categories:
- Social justice and action projects
Please remember that this is an interdisciplinary conference, and so you should design your presentations to be accessible to an interdisciplinary audience (including reviewers). All paper proposals should be drafted to suit 75-minute panel discussions. We will organize panels of three to four presenters, and so each presenter will have only 15-20 minutes to present in order to allow time for introductions and questions and responses. We are also accepting proposals for panels of three or four speakers.
Proposals must include the following:
Submit proposals by email attachment to _EMAIL_. Send all questions and concerns to the same email address.
Proposals must be submitted by email no later than midnight of Monday, July 15, 2010. We will respond to applicants regarding acceptance no later than August 1.
The Language and Rhetorical Studies Workshop at the University of Michigan, Ann Arbor, focuses on the intersection of language and rhetoric. We aim to capture the interest and attention of those within disciplines that typically have been associated with rhetoric and language, such as Linguistics, English Language and Literature, and English Education. We also seek to attract participants that work with a more expansive definition of rhetoric, discussing the ways that persuasion, argument, audience, and other familiar rhetorical fundamentals permeate our lives. To find out more about the Language and Rhetorical Studies Workshop please visit our website at _URL_ We will continue to update materials relating to the conference here, so check back often.


What is Singularity and Why HR Needs to Know about It.
You may not know what singularity means but you have certainly encountered it, most likely in movies such The Terminator, War Games, Star Trek, A.I., The Matrix, I Robot, and many more. Some are dystopian, such as The Terminator, others are utopian, though not nearly as often. We seem to have a dark vision of the future. So what does it mean and why is it important for HR to know this?
There actually is no singular definition. In fact, according to the blog Singularity, there are about 17 definitions. Although there is some variety in these definitions the main point of (technological) singularity is that this is when computers will surpass the point of human intelligence. This will be the point where computers engage in what is called recursive self-improvement. This means they will continually be able to make themselves better without any intervention by humans.
For some people singularity means not just super-intelligence greater than humans but a melding of humans with that intelligence. This implies for them prosthetics and implanted devices that can take advantage of the super intelligence of a computer.
According to the Singularity blog one of the prime thought leaders in the concept, Verner Vinge, said in 1993:
Further the blog goes on to point out:
"It is important to stress that for Vinge the singularity could occur in four ways: 1. The development of computers that are "awake" and superhumanly intelligent. 2. Large computer networks (and their associated users) may "wake up" as a superhumanly intelligent entity. 3. Computer/human interfaces may become so intimate that users may reasonably be considered superhumanly intelligent. 4. Biological science may find ways to improve upon the natural human intellect."
I want to point out that #3 and #4, and perhaps the other two as well, already exist to an extent. Google Glass is an example of #3 and the rapid development of genetic alteration smacks easily of #4.
Ray Kurzwell is considered to be one of the current thought leaders on Singularity. He was quoted as saying singularity is:
Why HR needs to know
Beyond just the idea that knowing what singularity is will make you sound more intelligent, knowing about the concept is important because it is going to increasing play a bigger part in our work world. I have written numerous times about jobs being taken over by robots and the nature of work having to change to be more "human." (See here, here, and here.) The idea is going to force you to think radically about how the workplace will have to be altered to adapt and adopt. Tia Ghose, a LiveScience Staff Writer, has written that one of the effects of singularity will be an economy on steroids to the max. As she said:
Once machines can match human intelligence, it will be a simple matter of copying intelligent agent software, which is capable of programming an artificial mind, from one computer to the next to create more workers for the economy. Whereas the economy doubled every thousand years after the agricultural revolution, and every 15 years after the industrial revolution, a post-singularity economy could double every month, then week… That blistering pace of economic growth could be so fast that humans couldn't keep up.
As this future approaches employees may become much more disturbed and concerned about their futures. Rather than adopting technology in order to be more productive they may actually resist the technology in an attempt to forestall what they see has the "takeover of the world" by machines. You will need to be prepared to deal with this resistance as things change in your company. Since we in the U.S. in particular seem to have a dystopian view of the future of technology we may reach a point of little advance in the "people" parts of our businesses.
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 1. Since the singularity – as calculated by Kurzweil won't happen until about 2045 – most of us working today won't really need to worry about it. We will be watching the terminators and praying for Neo from old folks homes…
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SOFTLab's Nova in New York
NOVA, FLATIRON HOLIDAY INSTALLATION BY SOFTLAB
Nova was commissioned by the Flatiron 23rd Street Partnership through a competition held by the Van Alen Institute. The installation takes its initial inspiration from the traditional gazebo ("I shall gaze") as a pavilion within in a landscape that looks out in all directions. We used the rich historical context of the Flatiron Plaza site to frame the various landmark buildings and pedestrians through a series of scopes. These scopes create a pavilion that is different from all sides at street level, but from views above the pavilion looks like a seven pointed star. The structure is made up of aluminum that gains its strength through a cell-like structure similar to a sponge or soap bubbles. Each cell acts like both a stone and part of a three dimensional truss.
Each cell is unique, exposing a crystalline interior. On the interior the aluminum structure is clad in acrylic laminated with 3M Dichroic Film creating a kaleidoscopic effect. The dichroic film changes color and reflectivity depending on the viewing angle. The dichroic along with the mirrored finished composite aluminum panels cladding the exterior turns each cone into a pedestrian scale kaleidoscope that remixes the surrounding buildings, urban context and pedestrians in fun and unexpected ways.
The overall structure is made of a modular system we developed with the help of ARUP. Each cell is made of two dimensional panels that get attached together to form a three dimensional cell. Each cell acts like a stone. These cells come together to form a structurally stable dome in the center with each scope acting as an arch. The seven arches come together to create a very stable structure that has at its base a larger platonic half sphere, but also exhibits the nuances and idiosyncrasies of the cell-like system. This gives us both a very stable shape and a surface with many different angles to take advantage of the kaleidoscopic effects produced by the 3M Dichroic Film.
Design Team : SOFTLab
Supported by: 3M and ARUP
Location: New York
Photographs: Alan Tansey
> Via SOFTLab


_USER_ {export:102353, abstract = {
Large-scale software development requires coordination within and between very large engineering teams which may be located in different buildings, on different company campuses, and in different time zones. From a survey answered by 775 Microsoft software engineers, we learned how work was coordinated within and between teams and how engineers felt about their success at these tasks. The respondents revealed that the most common objects of coordination are schedules and features, not code or interfaces, and that more communication and personal contact worked better to make interactions between teams go more smoothly.
}, address = {Washington, DC, USA}, author = {Andrew Begel and Nachiappan Nagappan and Christopher Poile and Lucas Layman}, booktitle = {Proceedings of the 2009 ICSE Workshop on Cooperative and Human Aspects on Software Engineering (CHASE)}, isbn = {978-1-4244-3712-2}, month = {May}, pages = {1–7}, publisher = {IEEE Computer Society}, title = {Coordination in large-scale software teams}, url = {_URL_ year = {2009}, }


Planned Giving is simply the term used when you plan ahead of time who receives your assets when you are alive or when you die, and making the decision that charities you love should be included.
A planned gift is designed to provide future support for Sharon Presbyterian Church. A planned gift can either be:
 1. A donation made after one's death
 1. through a direct bequest of money or property in a will
 2. by designating the church as a beneficiary of a life insurance policy
 or retirement plan (e.g. 401k plan)
 1. An immediate gift made outright during one's lifetime to fund church activities using various vehicles such as a:
 1. Funded endowment,
 2. Gift annuity
 3. Charitable remainder trust.
You can use your gift to start something new for the church or to provide secure funding and resources for an existing church activity, ministry or outreach effort that speaks to your heart.
Both types of gifts enable your generosity to make an impact on the mission, ministries and future needs of the church.
Planned Giving can take many forms, many of them simple to execute. Follow The Steps to a Gift to the right to see "Why" you should include the church, "How" you can make a planned gift, "Where" your gift may be directed, and ways you can "Share" your gift with others.
Steps to a Gift


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The condition, which affects 1.5million people, is usually treated using psychological therapy.
However, until now there has been no licensed drug for the 30 per cent who fail to respond to counselling.
Last week trials showed a type of amphetamine called Vyvanse, taken for attention hyperactivity disorder in children, could help Binge Eating Disorder. Professor Susan McElroy, a psychiatrist at Cincinnati University in the US, who led the trial, said: "Patients showed a significant change in eating habits.
"We think it targets receptors in the brain that regulate how much a person eats."
The trial involving 277 patients took three months.
Irish drug firm Shire, the owner of Vyvanse, is now planning a final trial phase and it hopes the drug could be available in the next two years. Binge eating can cause digestive disorders, heart disease and diabetes.
This drug has a good safety profile in children with ADHD, who are often on it long-term
Drugs like Vyvanse were used as slimming aids in the Sixties and Seventies but proved to be addictive.
They were banned in the Nineties after some women developed heart disease, but the Vyvanse trial produced no problems.
Dr Jeffrey Jonas, of Shire, said: "This drug has a good safety profile in children with ADHD, who are often on it long-term."


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The Kruskal-Wallis Test is a non-parametric test that examines whether a sample originates from a particular distribution. Much like the ANOVA Test, it is a one-way analysis of variance by ranks. The actual test does not aim to detect the differences between populations being tested, but rather aims to quantify the degree of deviation between the two sets of sample populations – thus, generating a p-value statistic to test for significance.
Much like the Friedman Test, and unlike the ANOVA test, the Kruskal-Wallis Test does not assume a normal distribution of the sample population. However, it does assume that the two groups being tested have the same type of distribution.
The Kruskal-Wallis Test Statistic is commonly written in the following form:
K = (N-1)[( ∑_g_n_i(r_i-r)^2/∑_g∑_n_(r_ij-r)^2)
n_i is the number of observations in group i
r_ij is the rank of observation j from group I
N is the total number of observations
r_i = ∑r_ij/n_i
r = 1/2(N+1)
After deriving the value of K, one can look at distribution tables of the K-statistic to obtain the p-value. If the p-value is smaller than 0.05, the null hypothesis of equal population medians can be rejected. However, if the p-value is higher than 0.05, then one would fail to reject the null hypothesis at the 5% significance level. Thus, understanding the Kruskal-Wallis Test is crucial for examining differences in two sets of sample populations.