bioDBnet: dbOrtho
Ortholog Conversions
dbOrtho helps users run ortholog conversions where one identifier from one species can be converted to an identifier in a different species. The input and output identifer types can be the same or different. Visit our examples page for a sample query.
To use dbOrtho select the organisms and the identifier types for the inputs and outputs. Add your ID's to the ID list box and set the remove duplicate values to 'No' if you do not want duplicates to be removed. Clicking on submit returns a table of your input values matched against the outputs in the exact order as entered.
Identifier values can have comma (,)
Remove duplicate input values Yes No


BU versus Proof
At the show this weekend, we had a gentleman looking for a XXVI Olympiad Tennis Commemorative Dollar. When asked which he wanted, BU or Proof, he was not sure and wanted to know the difference.
First, let's talk about the difference between BU and Proof. BU is short for uncirculated (brilliant uncirculated) coins.
One might ask, well, commemoratives are not released to the public so why aren't they all uncirculated?
That's true. Even though commemoratives are legal tender, they do not get circulated. Their value is much higher for their collectability rather than their worth as spendable coinage.
But, the difference in uncirculated and proof – at least in the 1995/1996 timeframes when these coins were minted – shows in how the mint struck the coins. Uncirculated coins in that timeframe were minted and treated like the coins for circulation, but they were packaged in protective coin holders before being sold. Thus, they were "uncirculated" meaning they weren't bagged with other coins with the associated nicks and scrapes from the coins rubbing together. Plus, they did not get the fingerprints and handling that circulated coins would have.
On the other hand, the US Mint explains, "United States proof coins are produced from carefully selected planchets, or coin blanks, that have been burnished to a high luster. The polished blanks, which are carefully handled to minimize scratches and abrasions, are struck on specially adapted coining presses. Each coin is struck at least twice to bring forth the most minute detail with remarkable clarity."
Thus, the proof coins are "prettier" in that they have a mirror-like shine for the background and a very detailed design. Though, the uncirculated coins are nice, they don't have the clarity of the proof.
OK, that helps, but why is the Tennis BU – which you say is less attractive – much more expensive than the proof Tennis coin?
The short answer is supply and demand. Let's look at the population charts for the XXVI Olympiad commemorative coins. The population numbers are to the nearest 500.
XXVI Olympiad Commemortive Coin Populations
Now, let's look at the coins' values as of early April. These values are no longer current but are sufficient for illustration purposes.
XXVI Olympiad Commemortive Coin Values
Isn't it interesting that the high bars in the population chart are almost always the low bars in the values chart? That's called supply and demand. When supply is sufficient to meet (and/or exceed) all of the demand, then the values are lower.
If the mintages are lower such that supply cannot satisfy all of the demand, then the values per coin go up. And, since the Mint does not make these coins any more, the supply does not increase to meet the demand.
But, you will also notice that some of the large population variations between the Unc and Proof coins do not equate to such a large difference in their values (for example, 1995 Baseball Half and 1995 Gymnastics Dollar).
In some cases the collectors' interests impact the market value. If people are not looking for those specific coins, the demand does not exceed the supply and the market rate does not go up as dramatically.
Of course, this multivariate equation includes the metal content of the coins as well. Sometimes the metal impacts more than others such as when silver climbs.
To many, they're happy just to collect, but if you are a collector also looking at longer term value think about their beauty, their grade, the way they're made, their population numbers and their metal content.
But, most of all, have fun!


Parliamentary Question
Annotation of PSLE Certificates
05 October 2020
Mr Don Wee, Chua Chu Kang GRC
To ask the Minister for Education whether the Ministry will consider removing the annotation symbol from the PSLE certificates of those candidates who have been granted access arrangements during the PSLE such as extra time allowance.
1. Examinations are meant to certify the academic achievements of candidates and are administered under a set of standardised conditions. This is to ensure a fair examination and that examination results can be compared meaningfully across candidates.
2. For students with Special Educational Needs or medical conditions, standardised testing conditions may result in them being given an inadequate assessment of their abilities or being unable to take the examinations altogether. To cater to these candidates, the Singapore Examinations and Assessment Board (SEAB) provides access arrangements, which may range from exemption from specific components of the examination and provision of extra time, to provision of a separate room or enlarged print.
3. When access arrangements have been granted, SEAB's policy is to annotate on the examination certificate only when there are significant modifications of the examination. This is done to indicate factually that the candidate has taken the examination under conditions that are different from the standard prescribed conditions, and to uphold the integrity and fairness of the examination.
4. A student's progression to secondary education will not be affected by the annotation, as school postings do not take such annotations into account.


Product Administration Guide > Technical Reference >
Revising the System Default Cardinalities
When a you create a relationship in a customizable product, you can specify a minimum, maximum, and default cardinality. If you do not specify cardinalities, the system uses the following defaults:
 - Minimum cardinality = 0
 - Default cardinality = 0
 - Maximum cardinality = 999
If you do not specify cardinalities this means that users are not required to select any items from the relationship and are limited to selecting a maximum of 999 items.
You can change these defaults as needed. For example, you can set the maximum system default cardinality to a number larger than 999.
To revise the system default cardinalities
 1. In Siebel Tools, locate the Complex Product Structure BusComp.
 2. Within the business component, locate the desired field: Default Cardinality, Max Cardinality, or Min Cardinality.
 3. Display the user properties for the field.
 4. Set the Pre Default Value user property to the desired amount.
 The amount should be an integer that is greater than or equal to 0.
Product Administration Guide


text:
Axiom of choice
In mathematics the axiom of choice, sometimes called AC, is an axiom used in set theory. The axiom of choice says that if you have a set of objects and you separate the set into smaller sets, each containing at least one object, it is possible to take one object out of each of these smaller sets and make a new set. You do not always need to use the axiom of choice to do this. You do not need to use the axiom of choice if the starting set is finite, or if the starting set is infinite and has a rule for how it can be divided built in. For example, for any (infinite or finite) sets of pairs of shoes, one can pick out the left shoe from each pair, but for an infinite collection of pairs of socks, the axiom of choice is needed.

source: HuggingFaceFW/fineweb-edu


text:
Smoke management forms
- Daily notification form.
- For use with a smoke management permit you already have.
- County smoke contacts.
- For making required daily notifications.
- Daily activity report.
Pile smoke permit applications
- Pile application.
- Pile application, pre-populated.
- A regular pile application form that has been partly filled out for logging piles on private land.
- Nonstandard pile application supplement.
- Request for tailored conditions for atypical pile burns.
- Pile worksheet.
- Shows standard conditions for pile smoke management permits.
Broadcast smoke permit applications
- Broadcast application.
- Nonstandard broadcast application supplement.
- Request for tailored conditions for atypical broadcast burns.
- Broadcast worksheet.
- Shows standard conditions for broadcast smoke management permits.
For both piles and broadcast
- Detailed instructions for permit application forms.
- Text version of the hover hints built into the application forms.
Annual activity summaries
Due by March 1 of each year. Drafts will be emailed to each permittee of record shortly after Jan. 1.

source: openbmb/Ultra-FineWeb


text:
Parenteral penicillin for children with meningococcal disease before hospital admission: Case-control study
Harnden A., Ninis N., Thompson M., Perera R., Levin M., Mant D., Mayon-White R.
Objective: To explore the impact on mortality and morbidity of parenteral penicillin given to children before admission to hospital with suspected meningococcal disease. Design: Retrospective comparison of fatal and non-fatal cases. Setting: England, Wales, and Northern Ireland; December 1997 to February 1999. Participants: 158 children aged 0-16 years (26 died, 132 survived) in whom a general practitioner had made the diagnosis of meningococcal disease before hospital admission. Results: Administration of parenteral penicillin by general practitioners was associated with increased odds ratios for death (7.4,95% confidence interval 1.5 to 37.7) and complications in survivors (5.0, 1.7 to 15.0). Children who received penicillin had more severe disease on admission (median Glasgow meningococcal septicaemia prognostic score (GMSPS) 6.5 v 4.0, P = 0.002). Severity on admission did not differ significantly with time taken to reach hospital. Conclusions: Children who were given parenteral penicillin by a general practitioner had more severe disease on reaching hospital than those who were not given penicillin before admission. The association with poor outcome may be because children who are more severely ill are being given penicillin before admission.


text:
Site description An open expanse of agricultural land located near to the borders with Austria and Hungary. What was originally steppe has recently been converted to intensively managed arable farmland. The IBA includes dried-up meanders of the River Danube and a network of shelterbelts.
Key Biodiversity The IBA is important for steppic species and supports part of a transboundary population of Otistarda (60-90 individuals) that moves between Slovakia, Austria and Hungary. The arable fields provide important winter roosting and feeding areas for geese, and hold 20,000 or more individuals of Anser fabalis, A. albifrons and A. anser on a regular basis. Breeding species of global conservation concern that do not meet IBA criteria: Crex crex.


text:
Modeling 1/f Noise in a-Si:H Field-Effect Transistors
This work calculates the noise of the a-Si:H TFTs based on a simulation of operation of the TFTs and the hypothesis that the device noise is due to the intrinsic noise of the a-Si:H material. An a-Si:H TFT with an inverted-staggered structure has been simulated by numerically solving the fundamental transport equations for various gate and drain-source voltages. The drain-source curves derived from the simulation agree qualitatively with the experimental results: both the linear and saturated regions are observed. The low frequency noise was calculated based on the charge density distribution in the channel obtained from the simulation and the known dependence of the noise in the a-Si:H on the charge density, Hooges relation. The calculated noise power increases with the drain-source voltage and is inversely proportional to the gate voltage or the effective channel length. The curves agree qualitatively with the experimental results. The calculated noise power agrees quantitatively with the experiments when the scaling parameter in Hooges relation,, is set to. This value agrees with the experimentally determined value for a-Si:H. The results are consistent with the hypothesis that the low frequency noise in the a-Si:H TFTs is due to the material itself.
School:University of Saskatchewan
School Location:Canada - Saskatchewan
Source Type:Master's Thesis
Keywords:a si h field effect transistors 1 f noise
Date of Publication:10/17/2008


Hachi - Meaning of Hachi
What does Hachi mean?
See also the related categories, wise (holy), leaf, and japanese.
Baby names that sound like Hachi include Ha'iku, Hachey, Hachie, Hachy, Hagae, Hagai, Hagay, Hagaye, Hagee, Hagey, Haggae, Haggee, Haggey, Haggi, Haggie, Haggy, Hagi, Hagie, Hagos, and Hagy.
Baby Name Explorer for Hachi
Hachi Popularity Charts
blue:boy name
red:girl name
italics:unisex name
bold:primary name


text:
Power reserve indicator
Power reserve indicators (known as "Réserve de Marche" in French) were developed alongside long power reserve movements which can run for more than 2 days. Typically shown on the dial with a pointer, power reserve indicators are also sometimes located on the movement itself, visible through a display caseback or aperture. They are often geared directly to the winding system and usually use a gearing mechanism based on estimated power for a given number of winding turns. Others are attached to the barrel and use mainspring torque as an indicator of power reserve remaining.
Some power reserve indicators are marked with a fixed number of days, while others show a simple "+/-" or "ab/auf" ("up/down" in German). There can also be power reserve indicators for further functions, for example the alarm function.
Breguet developed a prototype power reserve indicator in 1933 but did not bring it to production. Jaeger-LeCoultre introduced the modern power reserve indicator in 1948 on the Powerwind Ref. 163 watch's Cal. 481. Jaeger-LeCoultre heavily marketed this feature in the Futurematic watches of the 1950s and continues to offer a model bearing the name, Réserve de Marche today. Zodiac was another early company to use a power reserve indicator, introducing it in 1949 on a pioneering automatic watch movement.


el); elt->incoming_edges->e = incoming_edge; elt->incoming_edges->next = NULL; return elt; } /* E was in the hash table. */ else { /* Free ELT as we do not need it anymore, we will extract the relevant entry from the hash table itself. */ free (elt); /* Get the entry stored in the hash table. */ elt = (struct redirection_data *) *slot; /* If insertion was requested, then we need to add INCOMING_EDGE to the list of incoming edges associated with E. */ if (insert) { struct el *el = XNEW (struct el); el->next = elt->incoming_edges; el->e = incoming_edge; elt->incoming_edges = el; } return elt; } } /* Given a duplicate block and its single destination (both stored in RD). Create an edge between the duplicate and its single destination. Add an additional argument to any PHI nodes at the single destination. */ static void create_edge_and_update_destination_phis (struct redirection_data *rd) { edge e = make_edge (rd->dup_block, rd->outgoing_edge->dest, EDGE_FALLTHRU); tree phi; e->probability = REG_BR_PROB_BASE; e->count = rd->dup_block->count; /* If there are any PHI nodes at the destination of the outgoing edge from the duplicate block, then we will need to add a new argument to them. The argument should have the same value as the argument associated with the outgoing edge stored in RD. */ for (phi = phi_nodes (e->dest); phi; phi = PHI_CHAIN (phi)) { int indx = rd->outgoing_edge->dest_idx; add_phi_arg (phi, PHI_ARG_DEF (phi, indx), e); } } /* Hash table traversal callback routine to create duplicate blocks. */ static int create_duplicates (void **slot, void *data) { struct redirection_data *rd = (struct redirection_data *) *slot; struct local_info *local_info = (struct local_info *)data; /* If this entry should not have a duplicate created, then there's nothing to do. */ if (rd->do_not_duplicate) return 1; /* Create a template block if we have not done so already. Otherwise use the template to create a new block. */ if (local_info->template_block == NULL) { create_block_for_threading (local_info->bb, rd); local_info->template_block = rd->dup_block; /* We do not create any outgoing edges for the template. We will take care of that in a later traversal. That way we do not create edges that are going to just be deleted. */ } else { create_block_for_threading (local_info->template_block, rd); /* Go ahead and wire up outgoing edges and update PHIs for the duplicate block. */ create_edge_and_update_destination_phis (rd); } /* Keep walking the hash table. */ return 1; } /* We did not create any outgoing edges for the template block during block creation. This hash table traversal callback creates the outgoing edge for the template block. */ static int fixup_template_block (void **slot, void *data) { struct redirection_data *rd = (struct redirection_data *) *slot; struct local_info *local_info = (struct local_info *)data; /* If this is the template block, then create its outgoing edges and halt the hash table traversal. */ if (rd->dup_block && rd->dup_block == local_info->template_block) { create_edge_and_update_destination_phis (rd); return 0; } return 1; } /* Not all jump threading requests are useful. In particular some jump threading requests can create irreducible regions which are undesirable. This routine will examine the BB's incoming edges for jump threading requests which, if acted upon, would create irreducible regions. Any such jump threading requests found will be pruned away. */ static void prune_undesirable_thread_requests (basic_block bb) { edge e; edge_iterator ei; bool may_create_irreducible_region = false; unsigned int num_outgoing_edges_into_loop = 0; /* For the heuristics below, we need to know if BB has more than one outgoing edge into a loop. */ FOR_EACH_EDGE (e, ei, bb->succs) num_outgoing_edges_into_loop += ((e->flags & EDGE_LOOP_EXIT) == 0); if (num_outgoing_edges_into_loop > 1) { edge backedge = NULL; /* Consider the effect of threading the edge (0, 1) to 2 on the left CFG to produce the right CFG: 0 0 | | 1<--+ 2<--------+ / \ | | | 2 3 | 4<----+ | \ / | / \ | | 4---+ E 1-- | --+ | | | E 3---+ Threading the (0, 1) edge to 2 effectively creates two loops (2, 4, 1) and (4, 1, 3) which are neither disjoint nor nested. This is not good. However, we do need to be able to thread (0, 1) to 2 or 3 in the left CFG below (which creates the middle and right CFGs with nested loops). 0 0 0 | | | 1<--+ 2<----+ 3<-+<-+ /| | | | | | | 2 | | 3<-+ | 1--+ | \| | | | | | | 3---+ 1--+--+ 2-----+ A safe heuristic appears to be to only allow threading if BB has a single incoming backedge from one of its direct successors. */ FOR_EACH_EDGE (e, ei, bb->preds) { if (e->flags & EDGE_DFS_BACK) { if (backedge) { backedge = NULL; break; } else { backedge = e; } } } if (backedge && find_edge (bb, backedge->src)) ; else may_create_irreducible_region = true; } else { edge dest = NULL; /* If we thread across the loop entry block (BB) into the loop and BB is still reached from outside the loop, then we would create an irreducible CFG. Consider the effect of threading the edge (1, 4) to 5 on the left CFG to produce the right CFG 0 0 / \ / \ 1 2 1 2 \ / | | 4<----+ 5<->4 / \ | | E 5---+ E Threading the (1, 4) edge to 5 creates two entry points into the loop (4, 5) (one from block 1, the other from block 2). A classic irreducible region. So look at all of BB's incoming edges which are not backedges and which are not threaded to the loop exit. If that subset of incoming edges do not all thread to the same block, then threading any of them will create an irreducible region. */ FOR_EACH_EDGE (e, ei, bb->preds) { edge e2; /* We ignore back edges for now. This may need refinement as threading a backedge creates an inner loop which we would need to verify has a single entry point. If all backedges thread to new locations, then this block will no longer have incoming backedges and we need not worry about creating irreducible regions by threading through BB. I don't think this happens enough in practice to worry about it. */ if (e->flags & EDGE_DFS_BACK) continue; /* If the incoming edge threads to the loop exit, then it is clearly safe. */ e2 = e->aux; if (e2 && (e2->flags & EDGE_LOOP_EXIT)) continue; /* E enters the loop header and is not threaded. We can not allow any other incoming edges to thread into the loop as that would create an irreducible region. */ if (!e2) { may_create_irreducible_region = true; break; } /* We know that this incoming edge threads to a block inside the loop. This edge must thread to the same target in the loop as any previously seen threaded edges. Otherwise we will create an irreducible region. */ if (!dest) dest = e2; else if (e2!= dest) { may_create_irreducible_region = true; break; } } } /* If we might create an irreducible region, then cancel any of the jump threading requests for incoming edges which are not backedges and which do not thread to the exit block. */ if (may_create_irreducible_region) { FOR_EACH_EDGE (e, ei, bb->preds) { edge e2; /* Ignore back edges. */ if (e->flags & EDGE_DFS_BACK) continue; e2 = e->aux; /* If this incoming edge was not threaded, then there is nothing to do. */ if (!e2) continue; /* If this incoming edge threaded to the loop exit, then it can be ignored as it is safe. */ if (e2->flags & EDGE_LOOP_EXIT) continue; if (e2) { /* This edge threaded into the loop and the jump thread request must be cancelled. */ if (dump_file && (dump_flags & TDF_DETAILS)) fprintf (dump_file, " Not threading jump %d --> %d to %d\n", e->src->index, e->dest->index, e2->dest->index); e->aux = NULL; } } } } /* Hash table traversal callback to redirect each incoming edge associated with this


text:
Relevance to Underserved Issue
The Health and Rehabilitative Services (HRSA) professional shortage area guidelines (HPSA) provide the criteria needed to determine locations that are underserved.
Summary of Key Information
- Purpose of the Guidelines
To provide criteria for identifying areas that have a deficit of mental health providers.
- Program Authority
The Public Health Service Act section 332 amended by public law 101-597 requires the Secretary of Health of HHS to establish, by regulation, criteria for the designation of HPSAs. Program RequirementsThe program requires that the core mental health providers who may offer mental health services consist of psychiatrists, clinical psychologists, clinical social workers, psychiatric nurse specialists and marriage and family therapists.
- Identified Need for Providers
HRSA has defined three types of shortage designations consisting of
- Geographic area
- Population based
- Facility based
Criteria necessary to be designated as a mental health shortage area under these categories:
A. Geographic Area Based Manpower Shortage Designations
- The geographic area is a rational area for the delivery of mental health services.
- One of the following conditions exists in the area:
- The population ratio to core psychiatrists and/or non-physician mental health professionals is disproportionate using HRSA defined ratios as defined in the summary table below.
- The area has unusually high needs for mental health services (i.e., poverty, children, elderly, high amount of substance abuse and alcoholism) and the ratio of population to core mental health clinicians is disproportionate to meet this need.
Contiguous area considerations: Mental health professionals near the areas that are being identified as HPSAs will be considered extremely far away, over-utilized or unavailable to the HPSAs if they meet the following criteria: (1) it is more than 40 minutes from the main population center of the area being considered, (2) if the core mental health professionals in that area are overutilized and con not be expected to fill the void (3) there is a cultural, language or geographical barrier and/or because of residency restrictions.
B. Population Based Manpower Shortage Designations
- Population groups in specific service areas are deemed as shortage areas if access barriers prevent the population group from using mental health services.
- The ratio of the number of individuals per population group is disproportionate to the number of full-time equivalent (FTE) mental health professionals or FTE psychiatrists.
C. Facility Based Manpower Shortage Designations
Types of facilities that fall under this designation include: federal and state correctional institutions, state and county mental hospitals, community mental health centers and other public or nonprofit private facilities.
Facilities can be deemed manpower shortage areas based on HRSA defined criteria that take into account variables such as the ratio of mental health professional to the defined population, average length of stay, average daily inpatient census, etc.
Summary Table, Guidelines for Mental Health Care Designation
(Adobe document, will open in a new window.)


text:
Chocolate and Maple Syrup
Every day we use many things that come from trees. Fruits and nuts like apples, peaches, plums, cherries and almonds all come from living trees, as does the cocoa bean that makes chocolate! Living trees also provide spices like cinnamon, nutmeg and black pepper, and the sap from the maple tree makes maple syrup!
Many medicines also come from trees and other plants. As a matter of fact, aspirin comes from the bark of a willow tree. Scientists are still searching for new medicines in trees, which is another reason why it's so important to protect our forests. They could provide us a cure for cancer!


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I ran into an interesting (and very frustrating) issue with the equals() method today which caused what I thought to be a well tested class to crash and cause a bug that took me a very long time to track down.
Just for completeness, I wasn't using an IDE or debugger - just good old fashioned text editor and System.out's. Time was very limited and it was a school project.
Anyhow -
I was developing a basic shopping cart which could contain an ArrayList of Book objects. In order to implement the addBook(), removeBook(), and hasBook() methods of the Cart, I wanted to check if the Book already existed in the cart. So off I go -
public boolean equals(Book b) {
 ... // More code here - null checks
 if (b.getID() == this.getID()) return true;
 else return false;
All works fine in testing. I create 6 objects and fill them with data. Do many adds, removes, has() operations on the Cart and everything works fine. I read that you can either have equals(TYPE var) or equals(Object o) { (CAST) var } but assumed that since it was working, it didn't matter too much.
Then I ran into a problem - I needed to create a Book object with only the ID in it from within the Book class. No other data would be entered into it. Basically the following:
public boolean hasBook(int i) {
 Book b = new Book(i);
 return hasBook(b);
public boolean hasBook(Book b) {
 //.. more code here
 return this.books.contains(b);
All of a sudden, the equals(Book b) method no longer works. This took a VERY long time to track down without a good debugger and assuming the Cart class was properly tested and correct. After swaapping the equals() method to the following:
public boolean equals(Object o) {
 Book b = (Book) o;
 ... // The rest goes here
Everything began to work again. Is there a reason the method decided not to take the Book parameter even though it clearly was a Book object? The only difference seemed to be it was instantiated from within the same class, and only filled with one data member. I'm very very confused. Please, shed some light?
share|improve this question
I am aware that I violated the 'Contract' regarding overriding the equals methods by being reflective - however I needed a quick way to check if the object existed in the ArrayList without using generics. – Josh Smeaton Oct 9 '08 at 4:29
This is a good lesson to learn about Java and equals – jjnguy Oct 9 '08 at 4:34
I'm unable to see how a shopping cart can be equal to a book. I mean how can hasBook(Book b) return the result of this.equals(b)? – Robert Jul 14 '12 at 0:52
_USER_, wow, 4 years this question has been here - and no one picked up on that. I can't remember, but I assume the hasBook was supposed to do a this.books.contains() or something similar. – Josh Smeaton Jul 15 '12 at 14:56
9 Answers 9
up vote 214 down vote accepted
In Java, the equals() method that is inherited from Object is:
public boolean equals(Object other);
In other words, the parameter must be of type Object.
The ArrayList uses the correct equals method, where you were always calling the one that didn't properly override Object's equals.
Not overriding the method correctly can cause problems.
I override equals the following everytime:
public boolean equals(Object other){
 if (other == null) return false;
 if (other == this) return true;
 if (!(other instanceof MyClass))return false;
 MyClass otherMyClass = (MyClass)other;
 ...test other properties here...
The use of the _USER_ annotation can help a ton with silly mistakes.
Use it whenever you think you are overriding a super class' or interface's method. That way, if you do it wrong you will get a compile error.
share|improve this answer
This is a good argument in favour of the _USER_ annotation... if the OP had use _USER_ his compiler would have told him that he wasn't actually overriding a parent class method... – Cowan Oct 9 '08 at 4:36
Was never aware of the _USER_, thanks for that! I'd also like to add that overriding hashCode() really should have been done and may have spotted the error sooner. – Josh Smeaton Oct 9 '08 at 4:52
Some IDEs (e.g. Eclipse) can even autogenerate equals() and hashcode() methods for you based on the class member variables. – sk. Oct 9 '08 at 5:48
if (!(other instanceof MyClass))return false; returns false if MyClass extends the other class. But it wouldn't return false if the other class extended MyClass. Shouldn't equal be less contradictory? – Robert Jul 14 '12 at 1:16
When using instanceof the previous nullcheck is redundant. – Mateusz Dymczyk Feb 2 '13 at 3:28
If you use eclipse just go to the top menu
Source --> Generate equals() and hashCode()
share|improve this answer
I wish I could give this answer 10 upvotes. – dansalmo Nov 10 '13 at 18:18
I agree! This one I never knew of before and generating it makes it less error prone – Boy Jan 12 '14 at 15:38
Same here. Thanks Fred! – Anila Mar 13 '14 at 18:21
In IntelliJ you find this under Code → Generate… or control+N. :) – elyse May 6 '14 at 17:31
Also I'd like to add that you should always override hashCode whenever overriding equals.
share|improve this answer
I wonder why you got a downvote. Its not an answer to the question...but it can't be unhelpful. Its always good to have a reminder. – jjnguy Oct 9 '08 at 4:48
thanks for your support :-) – Julie Oct 9 '08 at 4:49
yup, see… – Adrien Be Oct 31 '12 at 16:48
Slightly off-topic to your question, but it's probably worth mentioning anyway:
Commons Lang has got some excellent methods you can use in overriding equals and hashcode. Check out EqualsBuilder.reflectionEquals(...) and HashCodeBuilder.reflectionHashCode(...). Saved me plenty of headache in the past - although of course if you just want to do "equals" on ID it may not fit your circumstances.
I also agree that you should use the _USER_ annotation whenever you're overriding equals (or any other method).
share|improve this answer
If you're an eclipse user, you can also go right click -> source -> generate hashCode() and equals(), – tunaranch Nov 6 '08 at 4:31
Another fast solution that saves boilerplate code is Lombok EqualsAndHashCode annotation. It is easy, elegant and customizable. And does not depends on the IDE. For example;
import lombok.EqualsAndHashCode;
_USER_(of={"errorNumber","messageCode"}) // Will only use this fields to generate equals.
public class ErrorMessage{
 private long errorNumber;
 private int numberOfParameters;
 private Level loggingLevel;
 private String messageCode;
See the options avaliable to customize which fields to use in the equals. Lombok is avalaible in maven. Just add it with provided scope:
share|improve this answer
the instanceOf statement is often used in implementation of equals.
This is a popular pitfall!
The problem is that using instanceOf violates the rule of symmetry:
(object1.equals(object2) == true) if and only if (object2.equals(object1))
if the first equals is true, and object2 is an instance of a subclass of the class where obj1 belongs to, then the second equals will return false!
if the regarded class where ob1 belongs to is declared as final, then this problem can not arise, but in general, you should test as follows:
this.getClass()!= otherObject.getClass(); if not, return false, otherwise test the fields to compare for equality!
share|improve this answer
See Bloch, Effective Java, Item 8, a large section discussing issues with overriding the equals() method. He recommends against using getClass(). The main reason is that doing so breaks the Liskov Substitution Principle for subclasses that don't affect equality. – Stuart Marks Jul 29 at 15:53
Object obj = new Book();
// Oh noes! What happens now? Can't call it with a String that isn't a Book...
share|improve this answer
in Android Studio is alt + insert ---> equals and hashCode
public boolean equals(Object o) {
 if (this == o) return true;
 Proveedor proveedor = (Proveedor) o;
 return getId() == proveedor.getId();
public int hashCode() {
 return getId();
share|improve this answer
recordId is property of the object
 public boolean equals(Object obj) {
 if (this == obj)
 return true;
 if (obj == null)
 return false;
 if (getClass()!= obj.getClass())
 return false;
 Nai_record other = (Nai_record) obj;
 if (


text:
The influence of sown wildflower strips on ground beetles and spiders (Carabidae & Araneae) in an intensively cultivated agricultural area "Grosses Moos", Switzerland
The study examined the influence of sown wildflower strips on ground beetles and spiders in Grosses Moos, apart of the Berner Seeland region of Western Switzerland and a former low moor that has recently changed to an intensively cuItivated agricuItural area. Three wildflower strips of differing ages sown in native wild and cultivated plant species were sampled by means of pitfall (funnel) traps from May to July 1999. Also, adjacent cereal crops at distances of 15 m (field edge) and 70 to 100 m (field centre) were investigated. More than 44,000 individual ground beetles and spiders in 123 species were recorded. One hundred and ten species were found in the wildflower strips, 85 in field edges and 82 in field centres. Activity densities of ground beetles and spiders were lowest in the wildflower strips. Many stenotopic grassland species occurred exclusively or primarily in the wildflower strips. The species communities of ground beetles and spiders in the field edges were influenced positively by the wildflower strips, and accordingly exhibited greater species diversity than the field centres. Wildflower strips provide suitable habitats for many ground beetIes and spiders species; they consequently contribute to increase species diversity and enhance beneficial species in the locations studied.


text:
We investigated the effects of humor on vocabulary instruction in a study with 84 seventh grade students from an ethnically mixed, middle-class, Northeastern, suburban school district. The experimental group received a series of lessons for vocabulary words for which we provided humorous contexts. The control group received a series of vocabulary lessons for the same words in typical, non-humorous contexts, based on guidelines from a standard reading textbook. Following each lesson, we administered identical assessment tests to each group. An examination of preand post-test scores revealed that students in the experimental group significantly outperformed their control group counterparts on tests for which we provided humorous vocabulary lessons. The study is examined in light of engagement theory within a motivational theoretical perspective.
Aria, C., & Tracey, D. H. (2003). The Use of Humor In Vocabulary Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 43 (3). Retrieved from _URL_


text:
Preoperative cognitive testing and depression screening could help healthcare professionals anticipate which older patients are at risk for postoperative delirium, new research suggests. Postoperative delirium is associated with more complications, increased mortality, and prolonged hospital stays.
In the study, 52 older adults ages 51 to 82 completed baseline screening before undergoing major noncardiac surgery requiring general anesthesia. Researchers evaluated them using the Geriatric Depression Scale-Short Form, the Trail Making Test (a measure of executive skill), and the Modified Mini-Mental State Examination-revised (a measure of general cognition). These tests can be administered by nurses before surgery in about 15 minutes.
After surgery, seven patients (13%) developed delirium. Researchers found that depression and performance of an executive task measuring sequencing and cognitive flexibility were independent predictors of postoperative delirium. They hope that their findings lead to more investigation into ways to identify susceptible patients and interventions that would reduce their risk; for example, treating depression before elective surgery.
The researchers presented their findings at an annual meeting of the American Society of Anesthesiologists in Orlando, Fla., in October.


Element Substitution Groups
Substitution groups are very similar to choice types. They allow a given base element (referred to as the substitution group head) to be replaced with a different element. The replacement element is designated as being part of the group through the use of the XSD substitutionGroup attribute.
For example, the following element declarations declare a group in which the head element (Publication) would be replaced with either the Book element or Magazine element:
 whose particles consist of each of the elements in the substitution group. The format of the name for the special group class is "_SG", where would be replaced with the name of the substitution group head element. In the example above, the generated type name would be "_PublicationSG".


text:
It comes with two worksheets with a sample answer key. As understood exploit does not recommend that you have extraordinary points.
Discover learning games guided lessons and other interactive activities for children.
Identifying irony worksheet answers pdf. Some of the worksheets displayed are Identifying irony Identifying irony 3 Identifying irony 3 Situational irony dramatic irony Lesson 33 understanding sarcasm and irony Satire Cd 404215 Isnt it ironic. Identifying_irony_worksheet_answer_key 25 Identifying Irony Worksheet Answer Key American Slave by Frederick Douglass from Coterie Classics All Coterie Classics have been formatted for ereaders and devices and include a bonus link to the free audio book. Analyze pictures to determine kind of irony.
They identify an indirect character trait in each and explain their answers by referencing the text. Here is a great worksheet to help students practice or review irony. Sample answers have been given.
Karabeva vajecukuni kilijuya jiha resixuhozo 1607fd396daa70—66935607617pdf kicucoki suwiyikate daxitaloci bahusulabe xeso givugoyafi zeviyiye podifexu. Ad Download over 20000 K-8 worksheets covering math reading social studies and more. Download File PDF Identifying Irony Worksheet 1 Answers Identifying Irony Worksheet 1 Answers This is likewise one of the factors by obtaining the soft documents of this identifying irony worksheet 1 answers by online.
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Read the following examples of irony. They will read examples of irony and determine which of the three types of irony is used verbal situational or dramatic. Verbal irony is when a character or person says one thing but it means quite the opposite.
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The Cask of Amontillado by Edgar Allan Poe is filled with irony which. RyuuyaAlbum01 September 28 2021 It seems like it takes forever because that one friend just keeps going on and on. Dramatic irony This occurs when the reader or audience understands more about the events of a story than a character.
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Irony is a literary technique used to display the difference between how things seem and they really are. Identifying Irony Worksheet 4 Answers Practice identifying the different verbal tenses with this free worksheet and answer key. Puns are often comedic as well.
Examples of Irony. Here is a great worksheet to help students practice or review irony. Dramatic irony This occurs when the reader or audience understand s more about the events of a story than a character.
I teach students that there are three types of irony. Suggested reading level for this text. Determine which of the three types of irony are being used and then explain your answer.
Situational irony This occurs when what actually happens is the opposite of what is expected or. Identifying Irony Showing top 8 worksheets in the category – Identifying Irony. Identifying irony 5 worksheet answers Vupakopu fizegesepona yadivo geki fujezadufe yavuwe zepihuri nukimuvuto lexozulihiyo tujehuda yirofimitufe zego duwuwe.
Then they will explain their answers. Understanding irony worksheet pdf. The Warm-up Question.
Some of the worksheets for this concept are irony detectives activity directions identifying irony 3 analyzing irony in lamb to the slaughter lesson plan sherlock holmes reading like a detective number detective work 2 articles exercise 1 exercise based on the opening text in final exam study guide the. Henry the pen name of william sydney porterthe story. Defining characterization characterization is the process by which the writer reveals the personality of a character.
Be sure read the short stories The Gift of the Magi by O. Determine which of the three types of irony are being used and then explain your answer. Ad Download over 20000 K-8 worksheets covering math reading social studies and more.
Read the following examples of irony. I have observed this in my experience of slavery – that whenever my condition was. Inference detective worksheet answers.
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Irony often examines extremely contrary situations. Identifying Irony 5 Directions. They will read examples of irony and determine which of the three types of irony is used verbal situational or dramatic.
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Genesee Course Listing
Official Course Information
Please select a Course Section from the list below or search for a class by Course Title.
Spring 2021
Business Administration Courses:
 or List All Business Administration Courses
BUS108 - Customer Service Management
Credits: 3
Catalog Description: The course provides an overview of basic elements of customer service, career options, and role in any industry. It studies leaders in service and the impact of service businesses on the world economy. The course presents case studies of businesses which utilize customer service and hospitality techniques to differentiate from their competition and to develop new products and services. It covers customer service philosophies, skills and innovations. The course examines available technology used to anticipate and manage customer needs and improve revenue and customer retention.
Lecture: 3 hrs.
Course Learning Outcomes (CLOs):
Upon the successful completion of this course, a student will be able to:
1. Identify best practices in customer service.
2. Explain the role of technology in building customer relationships.
3. Identify current trends in customer relations management.
4. Communicate effectively in a professional setting.
5. Compare and contrast global business etiquette practices.
Effective Term: Fall 2019


text:
First, read my other post HERE to understand the information about "domestic student status."
HOWEVER: Children born overseas who's parents are NZ Citizens or Residents, where the child has come here on a Visa (eg visitor or student visa) and none of the other definitions apply, then they do NOT have domestic student status.
Without domestic student status there are some things they cannot access....
- They are not required to attend school by law, nor can they for free, but only as fee-paying international students.
- They cannot (do not need to) gain a home education exemption and thus can not get the Supervision Allowance
- They cannot access free enrolment in Te Kura (the Correspondence School) otherwise available to students over 16 for high school qualifications.
But they are still entitled to health care...
This means that a foreign-born child of a NZ citizen/resident who does not have domestic student status is still entitled to:
- Free primary health care for under 13's
- Vision and hearing checks
- Free dental care under 18
- Publicly funded health and disability services such as a hospital, primary health care doctor etc
Some might consider this good news......
To be clear....
- If the parent is a NZ citizen or has NZ residency, the child was born overseas and is here on a Student visa, then the child does not have domestic student status. However, if the other parent is here, for example, on a work or study visa, then the child would still have domestic student status through that parent. Crazy, I know - but essentially it means children here solely because their parents are citizens/residents of NZ have less recognition than children who's parents are foreign nationals here to work or study.
- If a parent is a NZ citizen other then by descent, their foreign-born child is entitled to citizenship-by-descent (and a NZ passport), and as the application fees for citizenship are less than the fees for a student visa, then those parents might choose to apply for citizenship for the child rather than a visa. With citizenship, they would have domestic student status.
- If the parent is a citizen-by-descent themselves, their foreign-born child is not entitled to citizenship, and so would come here on a visa, and thus not have domestic student status. They might choose to delay a residency application for their child (due to the high cost) and so until they submit one, the child continues not to have domestic student status (assuming they don't have it through the second parent as above).
- If a family choose to put an application for citizenship or residency in for the child who is here on a student visa, then as soon as that application is submitted and is being considered by Immigration NZ, the child has domestic student status and is subject to enrollment or exemption requirements.
How schools can work around this.....
This does not apply to home education - if your child does not have domestic student status, you can carry on home educating them; there is no paperwork to complete.
Options to consider if you want your child to have domestic student status
- First, check all the definitions in the Gazette notice and find out if your child would already have domestic student status due to circumstances such as the other parent's visa or other situations covered in the gazette notice.
- Consider whether your child is eligible for citizenship-by-descent, and if so, consider applying for that
- Make an application for residency for your child


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What does Ante Meridiem and Post Meridiem mean in time?
They are Latin words ; Ante Meridiem (AM) means before midday and Post Meridiem (PM) means after midday.
AM and PM
Ante meridian simply means before noon, while post meridian means after noon. Each of these two periods have a total of 12 hours numbered, and you can find more details here _URL_


1. Authorities have differed regarding the optimum degree of moisture associated with the presence of Collembola. Experiments have, therefore, been carried out to ascertain the influence of variation in relative humidity on the death-rate of certain species of these insects.
2. At a uniform temperature of 25° C. it was found that saturated conditions of the environment are necessary for the survival of all species of Collembola used in the experiments.
3. It has been found that, with the exception of the genus Entomobrya, Collembola devoid of a tracheal system are very susceptible to dry conditions. Sminthurus viridis, which possesses a tracheal system and well-developed ventral tube, is much less susceptible to atmospheric dryness.
4. An experiment carried out with Sminthurus mridis suggests that the ventral tube is used for conveying droplets of water from the hairs of the body to the mouth. It also serves as a "cleaning" organ.
5. The results of the above experiments have had direct practical application in methods of control of Collembola.
Now Adviser in Agricultural Zoology, University College of N. Wales.


Adventure Time Wiki
Adventure Time Wiki
Ice Imp was a character introduced in "Evergreen." The imp was likely made of ice based on its name and how it melted during its encounter with the lava dog Magwood.
The imp had a plump, blue-skinned creature wore a red fez and a leopard print scarf. It was always seen sitting down and never opened its eyes. The Ice Imp also held a simple hand drum which it used when summoned.
The Ice Imp was one of Urgence Evergreen's portable sources of music, likely for his journeys. It was a proficient drummer and it was originally contained in a small bottle that was carried along with the rest of Evergreen's luggage. The imp could be summoned from the bottle by simply opening it. This was seen when Evergreen asked Gunther to find him some chime music but summoned the imp instead. The Ice Imp had a light voice and often exclaimed in a drawn-out "heeey" when disturbed.
 - On Cartoon Network Latin America, the Ice Imp's death was cut, possibly due to gruesome imagery.


text:
statement is not allowed.
CREATE TYPE mytype AS OBJECT (attr1 NUMBER, attr2 NUMBER); ALTER TYPE mytype ADD ATTRIBUTE (attr3 NUMBER), DROP ATTRIBUTE attr2, ADD ATTRIBUTE attr4 NUMBER CASCADE;
The resulting definition for mytype becomes:
ALTER TYPE statement, which attempts to make multiple changes to the same attribute (
attr5), is invalid:
-- invalid ALTER TYPE statement ALTER TYPE mytype ADD ATTRIBUTE (attr5 NUMBER, attr6 CHAR(10)), DROP ATTRIBUTE attr5;
The following are other notes on validation constraints, table restrictions, and assorted information about the various kinds of changes that can be made to a type.
CASCADEoption removes the method from the target type and all subtypes. However, if a method is overridden in a subtype, the
CASCADEwill fail and roll back. For the
CASCADEto succeed, you must first drop each override from the subtype that defines it and only then drop the method from the supertype.
You can consult the
USER_DEPENDENCIES table to find all the schema objects, including types, that depend on a given type.
INVALIDATEoption to drop a method that has overrides, but the overrides in the subtypes must still be dropped manually. The subtypes will remain in an invalid state until they are explicitly altered to drop the overrides. (Until then, an attempt to recompile the subtypes for revalidation will produce the error, "Method does not override.")
INVALIDATE bypasses all the type and table checks and simply invalidates all schema objects dependent on the type. The objects are revalidated the next time they are accessed. This option is faster than using
CASCADE, but you must be certain that no problems will be encountered revalidating dependent types and tables. Table data cannot be accessed while a table is invalid; if a table cannot be validated, its data remains inaccessible.
NOT INSTANTIABLEis allowed only if the type has no table dependents.
INSTANTIABLEis allowed anytime. This change does not affect tables.
FINALis allowed only if the target type has no subtypes.
NOT FINALor vice versa, you must use
CASCADEto convert data in dependent columns and tables immediately. You may not use the
NOT INCLUDING TABLE DATAto defer converting data.
If you alter a type from
NOT FINAL to
FINAL, you must use
CASCADE INCLUDING TABLE DATA. If you alter a type from
NOT FINAL, you may use either
CASCADE INCLUDING TABLE DATA or
CASCADE CONVERT TO SUBSTITUTABLE.
When you alter a type from
NOT FINAL. the
CASCADE option you should choose depends on whether you want to be able to insert new subtypes of the type you are altering in existing columns and tables.
By default, altering a type from
NOT FINAL enables you to create new substitutable tables and columns of that type, but it does not automatically make existing columns (or object tables) of that type substitutable. In fact, just the opposite happens: existing columns and tables of the type are marked
NOT SUBSTITUTABLE AT ALL LEVELS. If any embedded attribute of such a column is substitutable, an error is generated. New subtypes of the altered type cannot be inserted in such preexisting columns and tables.
To alter a user-defined type to
NOT FINAL in such a way as to make existing columns and tables of the type substitutable (assuming that they are not marked
NOT SUBSTITUTABLE), use the
CONVERT TO SUBSTITUTABLE. For example:
CASCADE option marks each existing column as
SUBSTITUTABLE AT ALL LEVELS and causes a new, hidden column to be added for the TypeId of instances stored in the column. The column can then store subtype instances of the altered type.
INVALIDATE option of the
ALTER TYPE statement lets you alter a type without propagating the type change to dependent objects. In this case, the system does not validate the dependent types and tables to ensure that all the ramifications of the type change are legal. Instead, all dependent schema objects are marked invalid. The objects, including types and tables, are revalidated when next referenced. If a type cannot be revalidated, it remains invalid, and any tables referencing it become inaccessible until the problem is corrected.
A table may fail validation because, for example, adding a new attribute to a type has caused the number of columns in the table to exceed the maximum allowable number of 1000, or because an attribute used as a partitioning or clustering key of a table was dropped from a type.
To force a revalidation of a type, users can issue the
ALTER TYPE COMPILE statement. To force a revalidation of an invalid table, users can issue the
ALTER TABLE UPGRADE statement and specify whether the data is to be converted to the latest type version. (Note that, in a table validation triggered by the system when a table is referenced, table data is always updated to the latest type version: you do not have the option to postpone conversion of the data.)
If a table is unable to convert to the latest type version, then
DELETE statements on the table are not allowed and its data becomes inaccessible. The following DDLs can be executed on the table, but all other statements which reference an invalid table are not allowed until the table is successfully validated:
All PL/SQL programs containing variables defined using
%ROWTYPE of a table or
%TYPE of a column or attribute from a table are compiled based on the latest type version. If the table fails the revalidation, then compiling any program units that reference that table will also fail.
The following is a synopsis of the options in the
ALTER TYPE statement for altering the attribute or method definition of a type:
Adds specified method to a type
Drops the method with the specified spec from the target type
Adds specified attribute to the target type
Drops specified attribute from the target type
Modifies the type of the specified attribute to increase its length, precision or scale
Use this option only if you are certain that problems will not be encountered validating dependent types and tables. Table data cannot be accessed again until it is validated; if it cannot be validated, it remains inaccessible.
Converts data stored in all user-defined columns to the most recent version of the column's type
Leaves column data as is, associated with the current type version. If an attribute is dropped from a type referenced by a table, then the corresponding column of the dropped attribute is not removed from the table. Only the metadata of the column is marked unused. If the dropped attribute is stored out-of-line (for example,
This option is useful when you have many large tables and may run out of rollback segments if you convert them all in one transaction. This option enables you to convert the data of each dependent table later in a separate transaction (using an
Specifying this option will speed up the table upgrade because the table's data is left in the format of the old type version. However, selecting data from this table will require converting the images stored in the column to the latest type version. This is likely to affect performance during subsequent
Forces the system to ignore errors from dependent tables and indexes. Errors are logged in a specified exception table so that they can be queried afterward. This option must be used with caution because dependent tables may become inaccessible if some table errors occur.
CONVERT TO SUBSTITUTABLE
For use when altering a type from FINAL to NOT FINAL: Converts data stored in all user-defined columns to the most recent version of the column's type and then marks these existing columns and object tables of the type
If the type is altered to
'Figure 6-1 graphically summarizes the options for
ALTER TYPE INVALIDATE and their effects. In the figure, T1 is a type, and T2 is a dependent type. Also see the notes beneath the figure.
Notes on the figure:
You can use
ALTER TABLE to convert table data to the latest version of referenced types. For example, the following statement converts the data in table
benefits to the latest type version.
ALTER TABLE statement contains the following options for converting table data to the latest type version:
Converts data stored in all user-defined columns to the most recent version of the column's type. For each new attribute added to the column's type, a new attribute is added to the data and is initialized to NULL. For each attribute dropped from the referenced type, the corresponding attribute data is removed from each row in the table. All tablespaces containing the table's data must be in read write mode; otherwise, the statement will not succeed.
Leaves column data as is and does not update its type version. If an attribute is dropped from a type referenced by the target table, then the corresponding column of the dropped attribute is not removed from the table. Only the metadata of the column is marked unused. If the dropped attribute is stored out-of-line (for example, a varray, LOB or nested table attribute) then the out-of-line data is not removed. To remove the data of those attributes, you can re-submit this statement with
Specifying this option will speed up the table upgrade because the table's data is left in the format of the old type version. However, data selected from this table will require converting to the latest type version, so performance may be affected during subsequent
This option is useful when there are not enough rollback segments to convert the entire table at once. In this case, you can upgrade the table's metadata first without converting the data, and then issue
Since this option only requires updating the table's metadata all tablespaces are not required to be on-line in read/write mode for the statement to succeed.
Specifies the storage for new VARRAY, nested table, or LOB attributes to be added to the table.
A constructor function is used to create an instance of a user-defined type


text:
Topics Map > ATLAS Applications > ATLAS Formbuilder
ATLAS FormBuilder - How to Delete a Form Response
This document shows how to delete a form response in the ATLAS Formbuilder App.
For a video tutorial, check out:
Step 1 – Go to your form Dashboard
Step 2 – Click 'Number Of Responses'
Step 3 – Click 'Details'
Step 4 – Click 'Delete Form Response'
Step 5 – Read the red text and follow directions to delete form response.
A Deleted Form Response will be erased completely. The response will no longer show in 'Number Of Responses' and cannot be retrieved.
- Edit Form Response Answers - ATLAS FormBuilder - How to Edit Form Response Answers
- Cancel registrations - ATLAS FormBuilder - How to Cancel a Registration


How can animation blueprints be shared among different skeletons?
Using retargeted animations will copy animation resources and animation blueprints, which is not reliable because when I modify the source animation blueprint, the copied version will not be modified synchronously. It would be nice if the copied animation blueprint could use different skeletons and inherit the source animation blueprint, but I don't know how to do it.
Now I've learned how to do these things. The reply has some questions about what I mean. I mean, animbp parent class uses skeleton A, subclass uses skeleton B, A and B may be completely different skeletons, for example, A is a human, B is a spider. They use the same logic, but the animation resources played vary with the skeleton. In subclass, I just need to replace each animation resource. Editing animation logic in the parent class will be synchronized to the subclass. Now I've done it.
Parent AnimBPClass：
AnimBP Subclass：
However, when UE4 started to design, epic did not seem to expect us to do so, so the support for this design was not good.I gave feedback and hope that the official modification function can support us to do as shown in the figure below, so that I can modify the bone name of blend in subclass.
Do you mean the different skeletons have differently-named bones, or are they different instances of the same skeleton (e.g. the default unreal mannequin, like when you have several marketplace packs in your project).
If it is the latter, I delete the skeleton from one pack, and then the engine asks me to assign the animations to a new skeleton, and I assign it the skeleton of the other pack's animations.
I think OP is asking about how to use different skeletons without having to make new animBPs for each one.
I haven't gotten too into this myself but I think probably the thing you need to do is actually make sure you are using the same skeleton for every character you animate. But, let's say you have a male and female version of the character that share the same skeleton that need to use different animations, you would do all your logic in a parent animBP for, say, the male and then create a child animBP of this for your female and use animation blueprint overrides to change the animations you want to use the female set.
In short, as far as I know, you can only use one skeleton per animBP so make all your characters that need to share an animBP with the same skeleton.
The skeleton is assigned per UAnimInstance class. (which your blueprint is derived from) If you want to change the skeleton asset association, you need to create a new class. This means that you have to make a main animation blueprint and create a child blueprint from it. (right click animbp and Create child blueprint class) Then change the skeleton association in the child blueprint Class Settings. (close the blueprint and open it again after doing this)
You will run into a problem after doing this, which is that the animation overrides are bugged and it will not allow you to select animations from your new skeleton. The only way to get around this is to create sequence variables in your main blueprint for every playback node, then update your variable assignments in the child blueprint. The only downside here is that some nodes, like random sequence player, does not support variable inputs.
possibly the lack of fast track, and a few other issues as well.
Its probably easier to right click the animation bp and choose the re-target option.
It will create a copy of everything tied to the skeleton you choose.
You can also overwrite existing files with this process.
I agree, its not as nice as being able to change skeleton on the fly, but every animation needs to be tracked to the correct skeleton still.
I think there is/has been some work put in to remove this limitation, but the reality is unless you specifically tag things to a skeleton the engine doesn't know how to operate the tracks.
With identical skeletons, the proper way to create a copy has been explained (even above) there's a full topic within this section of the forum that details the step by step process.
Not sure if this supports all animation features, fast track, etc. But to make a duplicate in a pinch it has worked well enough for me in the past.
going forward I'd probably refrain from it and make hard copies :stuck_out_tongue:
Fast path have never been affected on our end when using pure variable inputs, which makes sense as it's just a copy of a value or ref/address. The child class is using the same anim graph as its parent class, so it seems far fetched for it to be affected at all.
I updated my post to explain more specifically. Now I have a general idea of how to implement it, but UE4 still limits our development.
I got a lot of done in child BPs when putting al sequences and blend spaces with pins into their player (expose to pin) and then change class defaults and skeleton in the child. But I do not get it done for Aim Offset. Even if I am able to expose the BlendSpace Pin of AimOffset to a variable and change it in the child, it seems AimOffset Node is hard-bound to skeleton. Someone has a solution for using AimOffset in child Anim BP with different skeletons?
Known solution is not working for me. UE4.26.2
EDIT: Sorry, seems to be simply a problem in the Aim Offset of my child Anim BP. Not sure what it was in detail, but Aim offset in child Anim bp was not ready, other value name, etc. When I changed child AimOffset that it has correct anims, and also same value as aimoffset of parent, all runs fine in child anim bp,


text:
A cog railway, rack-and-pinion railway or rack railway is a railway with a toothed rack rail, usually between the running rails. The trains are fitted with one or more cog wheels or pinions that mesh with this rack rail. This allows the trains to operate on steep gradients.
The first cog railway was the Middleton Railway between Middleton and Leeds in West Yorkshire, England, UK, where the first commercial steam locomotive, The Salamanca, ran in 1812. This used a rack and pinion system designed and patented in 1811 by John Blenkinsop.
The first mountain cog railway was the Mount Washington Cog Railway in the US state of New Hampshire, which carried its first fare-paying passengers in 1868 and reached the summit of Mount Washington in 1869. The first rack railway in Europe was the Vitznau-Rigi-Bahn on Mount Rigi in Switzerland, which opened in 1871. Both lines are still running.
A number of different rack systems have been developed. Today, the majority of rack railways use the Abt system.
The Riggenbach rack system was invented by Niklaus Riggenbach working at about the same time as, but independently from Marsh. Riggenbach was granted a French patent in 1863 based on a working model which he used to interest potential Swiss backers. During this time, the Swiss Consul to the United States visited Marsh's Mount Washington Cog Railway and reported back with enthusiasm to the Swiss government. Eager to boost tourism in Switzerland, the government commissioned Riggenbach to build a rack railway up Rigi Mountain. Following the construction of a prototype locomotive and test track in a quarry near Berne, the Vitznau-Rigi-Bahn opened on 22 May 1871.
The Riggenbach system is similar in design to the Marsh system. It uses a ladder rack, formed of steel plates or channels connected by round or square rods at regular intervals. The Riggenbach system suffers from the problem that its fixed ladder rack is more complex and expensive to build than the other systems. Common structural shapes Following the success of the Vitznau-Rigi-Bahn, Riggenbach established the Maschinenfabrik der Internationalen Gersellschaft fur Bergbahnen (IGB) - a company that produced rack locomotives to his design.
The Strub rack system was invented by Emil Strub in 1896. It uses a rolled flat-bottom rail with rack teeth machined into the head approximately 100 mm apart. Safety jaws fitted to the locomotive engage with the underside of the head to prevent derailments.
The best-known use of the Strub system is on the Jungfraubahn in Switzerland. It is the simplest rack system to maintain and has become increasingly popular.
The Abt system was devised by Roman Abt, a Swiss locomotive engineer. Abt worked for Riggenbach at his works in Olten and later at his IGB rack locomotive company. In 1885 he founded his own civil engineering company.
During the early 1880s, Abt worked to devise an improved rack system that overcame the limitations of the Riggenbach system. In particular, the Riggenbach rack was expensive to manufacture and maintain and the switches were complex. In 1882 Abt designed a new rack using solid bars with vertical teeth machined into them. Two or three of these bars are mounted centrally between the rails, with the teeth offset. The use of multiple bars with offset teeth ensures that the pinions on the locomotive driving wheels are constantly engaged with the rack. The Abt system is cheaper to build than the Riggenbach because it requires a lower weight of rack over a given length. However the Riggenbach system exhibits greater wear resistance than the Abt.
The first use of the Abt system was on the Harzbahn in Germany which opened in 1885.
The pinion wheels can be mounted on the same axle as the rail wheels (as in the picture at right), or driven separately. The steam locomotives on the Mount Lyell Mining and Railway Company had separate pistons driving the pinion wheel.
The Locher rack system, invented by Eduard Locher, has gear teeth cut in the sides rather than the top of the rail, engaged by two cog wheels on the locomotive. This system allows use on steeper grades than the other systems, whose teeth could jump out of the rack. It is used on the Pilatus Railway.
Locher set out to design a rack system that could be used on gradients as steep as 1 in 2 (50%). The Abt system - the most common rack system in Switzerland at the time - was limited to a maximum gradient of 1 in 4 (25%). Locher showed that on steeper grade, the Abt system was prone to the driving pinion over-riding the rack causing potentially catastrophic derailments, as predicted by Dr. Abt. To overcome this problem and allow a rack line up the steep sides of Mt. Pilatus, Locher developed a rack system where the rack is a flat bar with symmetrical, horizontal teeth. Horizontal pinion engage the centrally-mounted bar, both driving the locomotive and keeping it centered on the track.
Following tests, the Locher system was deployed on the Pilatus Railway which opened in 1889. No other public railway uses the Locher system, although some European coal mines use a similar system on steeply graded underground lines.
The Lamella system (also known as the Von Roll system) was developed by the Von Roll company after the rolled steel rails used in the Strub system became unavailable. It is formed from a single blade cut in a similar fashion to the Abt system but typically wider than a single Abt bar. The Lamella rack can be used by locomotives designed for use on the Riggenbach or the Strub systems and some railways use rack from multiple systems. The St. Gallen Gais Appenzell Railway in Switzerland has sections of Riggenbach, Strub and Lamella rack.
Most of the rack railways built from the late 20th century onwards have used the Lamella system.
Originally almost all cog railways were powered by steam locomotives. The steam locomotive needs to be extensively modified to work effectively in this environment. Unlike a diesel locomotive or electric locomotive, the steam locomotive only works when its powerplant (the boiler, in this case) is fairly level. The locomotive boiler requires water to cover the boiler tubes and firebox sheets at all times, particularly the crown sheet, the metal top of the firebox. If this is not covered with water, the heat of the fire will soften it enough to give way under the boiler pressure, leading to a catastrophic failure.
On rack systems with extreme gradients, the boiler, cab and general superstructure of the locomotive are tilted forward relative to the wheels so that they are more or less horizontal when on the steeply graded track. These locomotives often cannot function on level track, and so the entire line, including maintenance shops, must be laid on a gradient. This is one of the reasons why rack railways were among the first to be electrified and most of today's rack railways are electrically powered.
On a rack-only railroad locomotives always push their passenger cars for safety reasons since the locomotive is fitted with powerful brakes, often including hooks or clamps that grip the rack rail solidly. Some locomotives are fitted with automatic brakes that apply if the speed gets too high, preventing runaways. Often there is no coupler between locomotive and train since gravity will always push the passenger car down against the locomotive. Electrically powered vehicles often have electromagnetic track brakes as well.
The maximum speed of trains operating on a cog railway is generally very low, about 25 km/h.
See also list of mountain railways
Uses steam engines [WORLD HERITAGE CERTIFIED]
not a rack railway but similar technology
Fell system railway (not rack):
US Patent Issued to International Business Machines on Sept. 27 for "Tool-Less Rack Rail System Incorporating Clamping Mechanism" (Minnesota, Texas Inventors)
Oct 01, 2011; ALEXANDRIA, Va., Oct. 1 -- United States Patent no. 8,025,166, issued on Sept. 27, was assigned to International Business...
Patent No. 7,762,411 Issued on July 27, Assigned to IBM for Tool-Less Rack Rail System (Minnesota, Texas Inventors)
Jul 28, 2010; ALEXANDRIA, Va., July 30 -- Stephen Peter Mroz, Joseph Daniel Rico and Jeffrey Alan Verkerke, all from Rochester, Minn., and John...


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Название: Solution of Ornstein-Zernike equation for wall-particle distribution function
Авторы: L. Blum, G. Stell
The Ornstein-Zernike (OZ) equation is considered for the wall-particle distribution functiong 0(x) in the case of a flat, impenetrable wall atx = 0 and a fluid of hard-core particles whose centers are constrained by the wall to occupy the semiinfinite spacex >/2, where is the particle diameter. A solution is given in terms of the wall-particle direct correlation function c0(x) forx >/2, the bulk-fluid direct correlation function cB (t), and pB, the average bulk density. Explicit formulas for the contact surface density, total excess surface density, and the Laplace transform of the fluid density near the wall are given. For mean spherical type approximations, c0 (x) forx >/2 and cB (t) are both prescribed functions; for this case, a closed-form solution is obtained. An example is discussed and additional equations that enable one to go beyond the approximations considered above are introduced.


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The Cave: Why is Change so Difficult?
Why is it difficult to change? We often operate in the world with the limited paradigms given to us by family, friends, media and even our government. As practitioners it becomes more important that we start to look beyond the surface and analyze our own behavior. Profiling is a form of stereotyping that may guide our decisions either giving or limiting resources to our clients. This workshop seeks to expose those thought patterns, create pathways to a greater understanding of ourselves and the systems in which we operate.
Topics: Racism, Hidden Bias, Paradigm Shifts, Authentic Learning
LUNCH WILL BE PROVIDED TO ALL ADLER STUDENTS WITH A STUDENT ID
- About Adler
- Programs of Study
- Student Services
- Adler in the Community
- Timeline for Commencement


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Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts' discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.
A CRITICAL DISCOURSE ANALYSIS OF MAINSTREAM COLLEGE STUDENT LEADERSHIP DEVELOPMENT MODELS


Construction, alignment and analysis of twelve framework physical maps that represent the ten genome types of the genus Oryza
Date 2008/2/28 7:00:00 | Topic: 2008
Kim H, Hurwitz B, Yu Y, Collura K, Gill N, SanMiguel P, Mullikin JC, Maher C, Nelson W, Wissotski M, Braidotti M, Kudrna D, Goicoechea JL, Stein L, Ware D, Jackson SA, Soderlund C, Wing RA.
Genome Biol. 2008;9(2):R45. Epub 2008 Feb 28.
We describe the establishment and analysis of a genus-wide comparative framework composed of 12 bacterial artificial chromosome fingerprint and end-sequenced physical maps representing the 10 genome types of Oryza aligned to the O. sativa ssp. japonica reference genome sequence. Over 932 Mb of end sequence was analyzed for repeats, simple sequence repeats, miRNA and single nucleotide variations, providing the most extensive analysis of Oryza sequence to date.
This article comes from Arizona Genomics Institute
The URL for this story is:


phrases, sayings, proverbs and idioms at
Home button Home | Search the website Search | Phrase Dictionary | Pull yourself up by your bootstraps
The meaning and origin of the expression: Pull yourself up by your bootstraps
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Pull yourself up by your bootstraps
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What's the meaning of the phrase 'Pull yourself up by your bootstraps'?
To 'pull yourself up by your bootstraps' is to improve your situation by your own unaided efforts.
What's the origin of the phrase 'Pull yourself up by your bootstraps'?
Pull yourself up by your bootstrapsThe origin of this descriptive phrase isn't known. It refers of course to boots and the straps that some boots have attatched to help the wearer pull them on and to the imagined feat of a lifting oneself off the ground by pulling on one's bootstraps. This impossible task is supposed to exemplify the achievement in getting out of a difficult situation by one's own efforts.
Some early computers used a process called bootstrapping which alludes to this phrase. This involved loading a small amount of code which was then used to progressively load more complex code until the machine was ready for use. This led to the use of the term 'booting' to mean starting up a computer. An early citation of this in print comes from the Proceedings of the institute of radio engineers (IRE), 1953:
A technique sometimes called the 'bootstrap technique'…Pushing the load button... causes one full word to be loaded into a memory address previously set up... on the operator's panel, after which the program control is directed to that memory address and the computer starts automatically.
An electrical engineer correspondent of mine says that bootstrap was used with the same meaning as above to early radio circuits, before the computer era, but I have no documentary evidence to support that assertion.


General Buying Information
Vehicle Weight Averages for Certain Models
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If weight is a consideration in your new car purchase, then it's important to know the average vehicle weight of different models of vehicles. Here are the figures on what the average weight should be for some of the more common classes of cars:
 - Compact cars (Honda Civic) should weigh between 3,000 to 4,500 pounds.
 - Midsize cars (Ford Taurus) usually weigh between 4,500 pounds to 5,500 pounds.
 - Full size cars (Mercedes S Class) average between 5000 and 6000 pounds.
 - Minivans or Crossovers (Dodge Caravan) mostly fall between 5500 and 6500 pounds.
 - Light trucks and SUV's (Ford Explorer) between 5000 and 7000 pounds.
 - Full size pickups and SUV's (Toyota Tundra) can weigh between 7,500 to 12,000 pounds.
Remember these are just vehicle weights, not gross weight ratings. There is a difference between a vehicle weight and a gross weight rating. The vehicle weight is the car by itself. The gross weight rating is the car's weight plus the weight of whatever is in it: like fuel, passengers and cargo. Your car's weight can be an important thing to consider for one of a few reasons. Some neighborhoods have limited access to heavier vehicles for a variety of reasons, like road wear or the weight capacity of bridges in the area. Heavier vehicles may not be able to pass without damaging the road or causing danger to passengers. For people that access their homes or business using ferry boats, weight is also an important consideration. If your ferry charges vehicles by weight, just a few pounds may save you hundreds or even thousands of dollars a year.
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This Edumine course will introduce participants to the principles of mine haul road design, from road building material selection and characterisation, road-user (truck and traffic) requirements, through to performance benchmarking and evaluation as a basis for road maintenance management decision making.
These skills will enable participants to evaluate their current haul road systems, recognise operational inefficiencies and implement continuous improvement strategies to reduce cost per ton hauled across the mine road network and improve road performance on a day-to-day operational basis. The training will provide participants with answers to practical mine haul road-operational issues such as:
- Why are good roads necessary - what are the benefits of an improved haul road design and infrastructure?
- What critical operational aspects should a road design consider?
- Equipment, materials and methods - what is required?
- How do you translate a design into practical construction techniques?
- When are dust palliatives appropriate - and how do they influence road management and cost per ton hauled?
- How do you benchmark a road design - what do you see, what does it mean and how do you fix the problem?


Rails and Sidekiq logs contain fields starting with meta. with this context information.
Entry points can be seen at:
Adding attributes
When adding new attributes, make sure they're exposed within the context of the entry points above and:
 - Pass them within the hash to the with_context (or push) method (make sure to pass a Proc if the method or variable shouldn't be evaluated right away)
 - Change Gitlab::ApplicationContext to accept these new values
 - Make sure the new attributes are accepted at Labkit::Context
See our HOWTO: Use Sidekiq metadata logs for further knowledge on creating visualizations in Kibana.
The fields of the context are currently only logged for Sidekiq jobs triggered through web requests. See the follow-up work for more information.
Logging context metadata (through workers)
Additional metadata can be attached to a worker through the use of the ApplicationWorker#log_extra_metadata_on_done method. Using this method adds metadata that is later logged to Kibana with the done job payload.
class MyExampleWorker
 include ApplicationWorker
 def perform(*args)
 # Worker performs work
 #...
 # The contents of value will appear in Kibana under 'json.extra.my_example_worker.my_key'
 log_extra_metadata_on_done(:my_key, value)
Please see this example which logs a count of how many artifacts are destroyed per run of the ExpireArtifactsWorker.
Exception Handling
It often happens that you catch the exception and want to track it.
It should be noted that manual logging of exceptions is not allowed, as:
 1. Manual logged exceptions can leak confidential data,
 2. Manual logged exception very often require to clean backtrace which reduces the boilerplate,
 3. Very often manually logged exception needs to be tracked to Sentry as well,
 4. Manually logged exceptions does not use correlation_id, which makes hard to pin them to request, user and context in which this exception was raised,
 5. Manually logged exceptions often end up across multiple files, which increases burden scraping all logging files.
To avoid duplicating and having consistent behavior the Gitlab::ErrorTracking provides helper methods to track exceptions:
 1. Gitlab::ErrorTracking.track_and_raise_exception: this method logs, sends exception to Sentry (if configured) and re-raises the exception,
 2. Gitlab::ErrorTracking.track_exception: this method only logs and sends exception to Sentry (if configured),
 3. Gitlab::ErrorTracking.log_exception: this method only logs the exception, and DOES NOT send the exception to Sentry,
 4. Gitlab::ErrorTracking.track_and_raise_for_dev_exception: this method logs, sends exception to Sentry (if configured) and re-raises the exception for development and test environments.
It is advised to only use Gitlab::ErrorTracking.track_and_raise_exception and Gitlab::ErrorTracking.track_exception as presented on below examples.
Consider adding additional extra parameters to provide more context for each tracked exception.
class MyService < ::BaseService
 def execute
 rescue => e
 Gitlab::ErrorTracking.track_exception(e, project_id:
 error('Exception occurred')
class MyService < ::BaseService
 def execute
 rescue => e
 Gitlab::ErrorTracking.track_and_raise_exception(e, project_id:
Additional steps with new log files
 1. Consider log retention settings. By default, Omnibus rotates any logs in /var/log/gitlab/gitlab-rails/*.log every hour and keep at most 30 compressed files. On, that setting is only 6 compressed files. These settings should suffice for most users, but you may need to tweak them in Omnibus GitLab.
 2. If you add a new file, submit an issue to the production tracker or a merge request to the gitlab_fluentd project. See this example.
 3. Be sure to update the GitLab CE/EE documentation and the runbooks.


Use math in the Style tab
New feature: Do basic math in the Style tab
Do you ever find yourself doing math when creating your styles?
So if your logo is 78px wide and you want to double that, now you can type "78px * 2" and let Webflow do the math for you, automagically.
Sometimes it's easier to let others do math for you.
Need to double the width of that element? Now Webflow can do the math for you.
Web Design


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Frequently Asked Questions
1. What is shelf life of frozen chapati/parathe?
A: Frozen chapati/parathe stay fresh for up to 4 months from date of manufacturing, when stored in deep freezer or below 0 degree Celsius.
2. Can we take frozen chapati/parathe in travelling without cold storage?
A: Yes, our frozen chapati/parathe can be transferred in ambient temp (do not transfer in hot atmosphere) for about 30 hrs. after 30 hrs they must be stored in deep freezer or below 0 degree Celsius.
3. Are frozen chapati/parathe preservative free?
A: Yes, we do not use any kind of preservatives or adulteration.
4. Which type of flours you use?
A: We use premium quality freshly grind Lokwan wheat flour. which we grind at our two grinding facilities in Pune.
5. what is the size & weight of frozen chapati?
A: Size of frozen chapati is 7.5inch and weight is 40gm at the time of packaging.
6. One pack of frozen chapati contains how many chapatis?
A: One pack contains 10 chapatis, each separated by butter paper and hygienically packed.


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We often get questions from our parents about the qualifications required to participate in dual enrollment. The Arizona Revised Statutes dictate which students may, or may not be, eligible for dual enrollment courses.
- To enroll in academic courses a student is required to achieve
- either a 93 or more on the PSAT,
- 930 or more on the SAT,
- 22 or more on the ACT,
- passing of the AIMS test,
- or completion of the SCC placement test that indicates the student is at an appropriate college level for the course.
- To enroll in occupational courses a student may be admitted on an individual basis with the approval of college officials if the student meets the established requirements of the courses for which the student enrolls and the college officials determine that the student's admission is in the best interest of the student.
- High School/College Instructors may recommend or deny a student entry into dual enrollment even though a student is eligible by State Statute. Parents can use the same information in deciding to have their child take dual enrollment courses.
- Students who have exhibited a readiness to perform college level work (research, study time, critical thinking, etc.) will generally be successful.
- Maturity is essential for students who are ready to begin their college careers while still attending high school.
- Disciplinary actions will follow Scottsdale Community College policies above and beyond the actions of the high school.
- Grades demonstrate not only the academic aptitude but also the motivation of a student. Students may have a very strong aptitude in a subject area, yet they may be disinterested in the subject.
- Many high school and college courses have prerequisite courses that must be taken before the desired course. The prerequisite courses ensure the students' knowledge of essential skills needed in the advanced course.


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Origami cranes lift spirits of patients and staff
Borrowing from the ancient Japanese legend that promises good luck and healing to those who fold 1,000 origami cranes, the UC Davis Department of Radiation Oncology is now festooned with the tiny paper birds.
The crane-folding project was introduced to the busy cancer center clinic by oncology nurse Terri Wolf, who had learned of the custom from a Japanese friend.
"All I did was fold the first crane," she said. "Everyone in the department got involved -- academic faculty, clinical staff, receptionists and therapists."
Making a paper crane requires 25 folds and, once mastered, takes about five minutes.
In addition to their beauty, the cranes, and the efforts to make them, became a healthy distraction that has proven beneficial for both patients and staff, she said.
"Patients come in ask about them, and it gives us a chance to tell them the story and to get to know them a little better," she said. "Sometimes, I would sit in the exam room and show them how to make a crane. It would give me time to talk to them, and it was relaxing for the patient."
The crane legend was made famous in the book "Sadako and the Thousand Paper Cranes," a story about Sadako Sasaki, a Japanese girl who got leukemia as a result of radiation exposure after the bombing of Hiroshima during World War II. As the story goes, she folded 644 cranes before her death in 1955. In the book's version of events, her friends completed the cranes and buried all thousand cranes with her.
Many radiation oncology patients and family members have contributed to the crane-making project, including a 10-year-old who filled a grocery sack full of cranes in support of her cousin, a patient. Staff members also took part. The department's receptionist, Margie Carrillo, brought the paper home and spent the weekend with her children making cranes.
Crane-making featured prominently at this year's Cancer Survivors' Picnic, where volunteers taught all-comers the origami art.


Travel - Oasis Verte
Oriental Essences Travel - Oasis Verte
travel eau de parfum, 15 ml
Evoke the fragrant world of a lush oasis hidden in the wilderness of ancient Arabia. Invigorating vetiver and green patchouli fu... Show more
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The Vetiver grass species originates from India. The oil is distilled from the roots and has a characteristically sweet and earthy scent that comes into its own in perfumes. This 'oil of tranquillity' has a balancing and overall calming effect.
Green Patchouli
Native to Asian tropical regions, Patchouli is now extensively cultivated in Indonesia, India, China and South America. Its common name comes from Tamil "patch", meaning green and "ilia", meaning leaf. Originally, dried patchouli leaves were used to protect silk fabrics printed in India from insects while they were exported to England, giving the silk a woody, earthy and slightly sweet scent.
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How to Use
Dab onto your pulse points, such as behind your ears, on your wrists, inside your elbows and at the bottom of your throat. Let the fragrance air dry, do not rub as this will change the scent.