text:
Going out to eat tapas is one of the most popular activities in Spain. But there's a lot of misunderstanding about what exactly tapas means. It's generally understood that a tapa is small, but after that, confusion abounds.
Tapas: Plural or Singular'?
In Spanish, you can have one 'tapa' and two or more 'tapas.' The word is undoubtedly plural.
In English, linguistically speaking, 'tapas' is used like 'a la carte.' The word 'tapas' in English is treated as a concept, always written with the's.' The dictionary does not include the word 'tapa,' and the's' at the end of 'tapas' would be pronounced /z/ not /s/ (think how you pronounce the's' in 'bananas' or 'zebras').
So when you're in Spain, feel free to say 'I'm not very hungry, I think I'll get one tapa,' because that is how it would be used in Spanish. But, in the English language it's fine to use the word 'tapas' as a singular word.
What Tapas Is Not
There are a number of myths about what tapas is all about. Here are just a few:
- Tapas is not a particular type of food. Anything can be tapas: paella, croquettes, ham and cheese on toast, truly anything. As long as it is small and served with your drink (either free or at a surcharge), it is tapas. It doesn't even have to be Spanish; in Granada, there are a number of Moroccan bars that offer couscous, falafel, and kebabs as tapas.
- Tapas is not a starter. If you start eating tapas, you finish eating tapas, and you don't stop until you're full.
- Tapas is not a collection of small dishes brought out on a platter and eaten as a main course. The Spanish have a word for this, tabla.
Meaning of the Word
A 'tapa' is a 'lid' or 'cover.' In the early days of tapas, a slice of cheese or ham was given with your drink and placed over your drink. There is some debate over why exactly this was done:
- To keep out the flies.
- To hide the smell of the bad wine.
- To keep the wind from blowing your drink everywhere.
There is another explanation which differs from the above. It is said that there was once a sick king—which one exactly differs according to who is telling the story—who couldn't drink alcohol without taking some food with it. He issued a royal decree that insisted that everyone should take food with their drinks. A slight variation of this one is that the benevolent king simply insisted that food should be taken with any drink out of concerns for the health issues associated with drinking on an empty stomach.
In Spain Today
So, with all the myths about tapas out of the way, this is what tapas is today. A tapa is invariably a small dish of something edible. It may be a smaller version (normally a quarter version) of something else on the menu or it may be sold exclusively as tapas. The tapas may or may not be free. Unfortunately the days of free tapas are over in much of Spain. If the tapas is given to you without you having asked for it, it will be free.
If you are invited to 'go for tapas,' you'll be visiting lots of bars and probably only taking a single tapas in each. If you are unfamiliar with the city you are in, you may be apprehensive about moving on from a bar you have found that you like for fear of not finding another one as good. In which case, you may want to take a tapas tour in Spain instead. Led by a local expert, you will be taken to a number of tapas bars, sampling a dish and a drink in each one.
Decipher those unintelligible menus with a glossary of popular Spanish food. Print it out and put it in your wallet before you go. You'll be thankful for it when you're trying to avoid ordering the snails!
Glossary of Common Tapas Dishes
- Allioli - Garlic mayo, no matter how 'traditionally Catalan' the waiter tells you it is
- Albóndigas - Meatballs
- Aceitunas - Olives
- Bacalao - Cod
- Boquerones - Anchovies
- Berenjenas - Eggplant/Aubergine
- Calamares - Fried squid rings.
- Caracoles - Snails
- Cazón - Dogfish, usually fried.
- Chorizo - Spicy sausage
- Gambas - Prawns, often fried in garlic (al ajillo)
- Gazpacho - Cold soup, but perhaps more accurately referred to as a liquid salad
- Jamón Serrano/Iberico - Cured ham. A national obsession. Melón con jamon Serrano is not a typo – it really is melon and ham.
- Lomo - Pork loin
- Merluza - Hake
- Migas - Fried breadcrumbs
- Morcilla - Blood sausage
- Paella - Erm, paella
- Pan con tomate - Bread topped with tomato, oil, and garlic. The most typically Catalan dish, simple but delicious. Can be eaten on its own or with cold meats and cheeses.
- Pisto - Stew of tomatoes, peppers, eggplant, and zucchini
- Pulpo - Octopus
- Salchichón - Sausage or salami
- Tortilla - Omelette with potato and onion


text:
CAIRO (AP) -- Archaeologists have unearthed a 2,000-year-old temple that may have been dedicated to the ancient Egyptian cat goddess, Bastet, the Supreme Council of Antiquities said Tuesday.
The ruins of the Ptolemaic-era temple were discovered by Egyptian archaeologists in the heart of the Mediterranean port city of Alexandria, founded by Alexander the Great in the 4th century B.C.
The city was the seat of the Greek-speaking Ptolemaic Dynasty, which ruled over Egypt for 300 years until the suicide of Queen Cleopatra.
The statement said the temple was thought to belong to Queen Berenice, wife of King Ptolemy III who ruled Egypt in the 3rd century B.C.
Mohammed Abdel-Maqsood, the Egyptian archaeologist who led the excavation team, said the discovery may be the first trace of the long-sought location of Alexandria's royal quarter.

source: HuggingFaceFW/fineweb-edu


text:
Most states require that contractors, suppliers, and other participants on construction projects send some sort of preliminary notice in order to secure lien rights. In states with preliminary notice requirements, failing to send notice is often fatal to a mechanics lien or bond claim. It is still generally incredibly beneficial to send preliminary notice even if it's not required in your state. Here are 5 reasons why:
1. Provides Visibility
Sending preliminary notice informs the parties in charge of the project of your involvement. You might be thinking, "of course they know I'm involved!" but it's rarely this simple. If you were hired by the general contractor or some other third party, it's very likely the property owner has no idea what your role is on the project and how much you expect to be paid. This problem is compounded on large projects which might have dozens of tiers of hiring.
2. Speeds Up the Payment Process
Sending a preliminary notice even if it's not required prioritizes your invoice and motivates the party with the money to pay you before others. The notice serves as a reminder that payment is due, and also motivates the paying party to make payment on time. For further reading, check out our article "How Preliminary Notices Improve The Payment Process For Everyone."
3. Avoid Filing a Lien
Filing a lien is a great option for construction parties who haven't been paid on time to secure payment – it's much more cost effective than hiring an attorney and filing a lawsuit or just eating costs. However, sending preliminary notice is even easier and less expensive than filing a lien, and is frequently sufficient to get the payment ball rolling. Levelset's data shows that a mechanics lien only needs to be filed in 2% of cases where preliminary notice and notice of intent are sent properly. See: What's the Difference Between a Preliminary Notice and a Notice of Intent to Lien?
4. Builds Good Relationships with Customers
The reason preliminary notice requirements exist in most states is for the benefit of top-of-chain parties for the reasons listed in this article, such as communication and visibility. Sending preliminary notice even if it's not required provides the recipient(s) with the same benefits and can also build trust.
5. Promotes Communication
Creating and maintaining an open flow of communication with customers is important. Think about it – when is communication ever a bad thing? Keeping top-of-chain parties in the loop helps avoid unpleasant surprises (like an unexpected lien), which is likely much more damaging to a business relationship than a preliminary notice.

source: openbmb/Ultra-FineWeb


Green Patent Blog: Trademark Board Nixes Powertech's HYBRID GREEN Mark
One of the common hurdles green brand owners have to overcome to protect their brands is U.S. trademark law's proscription against registration of marks that are "merely descriptive" of the goods or services.
The rationale for this rule is that registering a generic or descriptive term would restrict competitors from conveying information about their goods or services.
Many of the terms used to signal environmentally friendly aspects of goods or services - terms such as "green" and "eco-" - are so immediately identified with those characteristics that they have become legally incapable of the distinctiveness required for U.S. trademark registration.
Powertech Industrial Ltd. (Powertech), a Taiwanese company, recently ran into this problem when it sought registration of the mark HYBRID GREEN UPS for "power supplies; mobile phone battery chargers; mobile phone battery charger stations; battery chargers; universal power supplies; power saving adapters; electric storage batteries; uninterruptible power supplies; AC/DC converters; power source stable adapters" in Class 9 (App-No-77176134).
After United Parcel Service (UPS) opposed registration, the Trademark Trial and Appeal Board (Board) ruled that the mark is unregistrable as merely descriptive of Powertech's electrical components (Powertech-Opinion).
Powertech had disclaimed the "UPS" element of the mark because it is a commonly used acronym for "uninterruptible power supply" (or "system") and is therefore a generic designation for the goods.
As to the remainder of the mark, one key piece of evidence of descriptiveness was a Powertech patent that uses the term "hybrid green uninterruptible power system" as a technical term of art to refer to the battery system:
when AC utility power is interrupted or an irregular voltage occurs, the secondary battery releases power, and the inverter inside the hybrid green uninterruptible power system inverts power from the secondary battery into AC power so that the hybrid green uninterruptible power system can provide the AC power to the external load via the AC power output ports and simultaneously provide one or more sets of additional DC power and the DC power output ports (emphasis added)
The Board also noted that a Powertech web page defined the terms "HYBRID" and "GREEN" with reference to specific features of the power system as providing AC and DC output simultaneously and energy savings, respectively.
Accordingly, the Board held the mark merely descriptive because Powertech is using the well understood terms "HYBRID" and "GREEN" consistently with the common meanings of the terms:
Applicant's adoption and usage of the words "hybrid" and "green" within "Hybrid Green UPS" is totally consistent with the commonly understood meanings of these respective words. The word "hybrid" is often used to describe a system consisting of two components performing similar functions. The word "green" is often used to describe something that is environmentally-friendly... it appears from Applicant's own literature that its involved devices function in both the AC and back-up DC modes - the "hybrid" characteristic - and that the energy efficiencies of these products will tend to preserve environmental quality - or be "green."
Another "GREEN" mark bites the dust.
View more from the Green Patent Blog.
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Our Story
Where we come from
We have journeyed through a diversity of fields, from academia, the arts, and the corporate, government, and civil society sectors, and bring these experiences and insights into our work as facilitators and artists.
Our Name
What Kopanya means
Kopanya is a Sesotho name that means "to connect", "to unite" or to "bring together". We want to help bridge gaps and fractures in families, in relationships, in teams, in educational institutes and in our day-to -day interactions that are so often affected by race, gender, religion, social class, sexual orientation etc.
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Why Stepping Stones?
Our experience working with a large range of organisations and individuals has given us a keen sense of the opportunities, challenges, fears, and common pitfalls that face those who seek change. Our goal is to provide tools that are solid yet simple, for navigating turbulent times, one step at a time.
………The Future


text:
Looking for a way to collectively support education? Look no further! The Collective Education Fund is the answer you've been searching for. This innovative solution allows individuals to contribute towards creating opportunities for quality education for all. By pooling resources together, we can make a significant impact on the lives of students, teachers, and communities. With the Collective Education Fund, you become part of a movement that believes in the power of education to transform lives. Join us as we work towards a brighter future for all through the collective power of funding education.
Collective Education Fund: Empowering Communities Through Collaborative Learning
Education is a powerful tool that has the ability to transform lives and communities. However, access to quality education can be limited by various barriers such as financial constraints, lack of resources, and limited opportunities. This is where a collective education fund comes into play, offering a unique solution to address these challenges and empower individuals and communities through collaborative learning.
What is a Collective Education Fund?
A collective education fund is a collaborative approach to financing education, where a group of individuals or organizations contribute resources towards a shared fund. This fund is then used to provide educational opportunities, scholarships, learning materials, and support programs for individuals or communities in need. The collective effort enables access to education for those who may not have the means to pursue it otherwise.
The concept of collective education funds is rooted in the belief that education is a fundamental right and should not be limited by financial constraints. By pooling resources together, communities can create a sustainable and inclusive approach to education, ensuring that no one is left behind.
Benefits of a Collective Education Fund
A collective education fund offers a range of benefits that extend beyond just financial support. Here are some key advantages:
- Increased access to education: Collective education funds help remove financial barriers, allowing individuals from disadvantaged backgrounds to access quality education.
- Empowerment of communities: By involving the community in the education process, collective funds empower individuals and communities to take ownership of their learning and future.
- Networking and collaboration: Collective education funds encourage collaboration and networking among stakeholders, fostering a sense of community and shared responsibility.
- Diversification of resources: By pooling resources together, a collective education fund can leverage various funding sources, creating a more stable and diverse financial base.
- Long-term sustainability: Collective education funds focus on long-term impact, ensuring sustained support and educational opportunities for generations to come.
How Does a Collective Education Fund Work?
The functioning of a collective education fund involves a well-defined process to ensure transparency, accountability, and effective utilization of resources. Here's a step-by-step guide on how a collective education fund typically operates:
- Establishment and Governance: A group of individuals or organizations come together to establish the collective education fund, defining its mission, goals, and governance structure.
- Resource Mobilization: The fund seeks contributions from donors, individuals, corporations, and other organizations. This can be through financial contributions, in-kind donations, or volunteering services.
- Needs Assessment: The collective education fund assesses the educational needs and priorities of the target communities or individuals to determine the areas requiring support.
- Program Implementation: Based on the needs assessment, the fund designs and implements educational programs, scholarships, or other support initiatives. This can include funding school infrastructure, teacher training, scholarships, or providing educational resources.
- Monitoring and Evaluation: The collective education fund establishes mechanisms to monitor the impact and effectiveness of its programs, ensuring that resources are utilized optimally and producing the desired outcomes.
- Transparency and Reporting: The fund maintains transparency by regularly reporting the progress, financial statements, impact assessment, and any other relevant information to its stakeholders.
- Continuous Engagement: The collective education fund actively engages with the community and stakeholders to ensure ongoing collaboration and support, fostering a sense of shared responsibility.
Examples of Collective Education Funds
Collective education funds have been successfully implemented in various countries and communities, making a significant impact on education accessibility and quality. Here are a few notable examples:
|Community Education Fund
|Scholarships for underprivileged students
|Girls' Education Fund
|Supporting girls' education and empowerment
|Rural Education Collective
|Improving educational opportunities in rural areas
Getting Involved in a Collective Education Fund
If you're passionate about education and want to contribute to a collective education fund, there are several ways to get involved:
- Financial Contributions: You can make monetary donations to the fund, either as one-time contributions or regular contributions to support its ongoing programs.
- In-Kind Donations: Donate educational resources, books, technology, or other materials that can support the education initiatives of the fund.
- Volunteering: Offer your time and skills by volunteering with the fund or participating in its activities and projects.
- Advocacy and Awareness: Raise awareness about the importance of collective education funds, advocate for inclusive education, and encourage others to support such initiatives.
Remember, every contribution, no matter how small, can make a difference in empowering individuals and communities through education.
Challenges and Solutions
While collective education funds present a promising approach to address the educational gaps, they also face certain challenges. Here are a few common challenges and potential solutions:
- Limited Funding: It can be challenging to secure adequate funding to meet all the education needs. Solutions include diversifying funding sources, seeking partnerships with organizations, or engaging in fundraising campaigns.
- Sustainability: Ensuring the long-term sustainability of the fund requires continuous engagement with stakeholders, building strong networks, and developing self-sustaining programs.
- Monitoring and Evaluation: Establishing robust monitoring and evaluation systems is crucial to measure the impact of the fund's programs and make informed decisions about resource allocation.
- Equitable Distribution: Ensuring that education opportunities are distributed equitably among different communities or individuals requires careful needs assessment, prioritization, and targeted interventions.
By addressing these challenges proactively, collective education funds can maximize their impact and contribute to a more equitable and inclusive education system.
The power of collective education funds lies in their ability to bring together diverse stakeholders, leverage resources, and empower individuals and communities through collaborative learning. As we continue to strive for equal access to education globally, collective education funds offer a promising solution that can transform lives and create a brighter future for all.
Frequently Asked Questions
What is a collective education fund?
A collective education fund is a pooled investment vehicle created to fund educational initiatives and programs. It allows individuals or organizations to contribute money towards a common goal of promoting education, which can range from providing scholarships to supporting educational institutions and projects.
How does a collective education fund work?
A collective education fund works by gathering contributions from multiple individuals or entities and then using these funds to support various educational initiatives. The contributions are typically invested or managed by a fund manager, who makes decisions on how the funds are allocated to different projects based on the fund's objectives and criteria.
What are the benefits of contributing to a collective education fund?
Contributing to a collective education fund allows individuals and organizations to have a greater impact in promoting education compared to individual efforts. By pooling resources, the fund can support larger-scale projects, reach more beneficiaries, and create sustainable educational programs. Additionally, contributors may also benefit from tax incentives or other financial advantages depending on the jurisdiction and nature of the fund.
Who can contribute to a collective education fund?
Contributions to a collective education fund can be made by individuals, corporations, educational institutions, foundations, or any other entities interested in supporting educational initiatives. The eligibility to contribute may depend on the specific requirements and guidelines set by the fund, which can vary from fund to fund.
How can I find a collective education fund to contribute to?
To find a collective education fund to contribute to, you can start by researching educational foundations, non-profit organizations, or educational institutions in your area. They often have collective education funds or can provide information about existing funds that align with your educational interests. Online platforms and directories dedicated to philanthropic initiatives can also be helpful resources in finding collective education funds.
What is the long-term impact of collective education funds?
Collective education funds have the potential to create lasting change in the field of education. By providing sustained financial support to educational initiatives, they can improve access to education, enhance the quality of learning environments, empower marginalized communities, and ultimately contribute to the development of societies and economies. Continued contributions and effective management of collective education funds are vital to ensure their long-term impact.
The collective education fund is an effective solution for addressing the financial challenges faced by students. By pooling resources together, individuals and organizations can contribute to this fund and support the educational aspirations of deserving students. With this fund, educational opportunities can be made more accessible and affordable, empowering students to pursue their dreams without the burden of excessive debt. Through the collective education fund, communities can come together to invest in the future generations and ensure equitable access to quality education for all. Joining forces through this fund, we can make a significant impact in shaping a better tomorrow.


Invasive mucinous adenocarcinoma of lung
Invasive mucinous adenocarcinoma of lung is a subtype of invasive adenocarcinoma of the lung. It was formerly known as mucinous bronchoalveolar carcinoma.
Mucinous carcinomas originate from columnar mucus-containing cells (c.f. non-mucinous tumours which arise from Clara cells or type 2 pneumocytes). Mucinous carcinomas are thought to be more likely to be multicentric and tend to have a worse prognosis than non-mucinous types 3.
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Article Information
rID: 36774
System: Chest
Section: Pathology
Tag: cases
Synonyms or Alternate Spellings:
 - Invasive mucinous adenocarcinoma of the lung
 - Mucinous bronchoalveolar carcinoma
 - Mucinous bronchoalveolar carcinomas
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Re: Comments on SRFI-39
>>>>> "Olin" == Olin Shivers writes:
Olin> I know Mike S & Kelsey prefer to reset dynamic bindings to fresh
Olin> bindings with top-level values at thread-spawn boundaries. I think this
Olin> is completely broken.
Just for the record (not that I think this has any bearing on SRFI
39), let me point out a few things:
- For at least one parameter (the current exception handler), we know
 that duplicating the old binding is the wrong thing.
- Generally, this implicit copying of references to an object harbors
 the risk of creating space leaks. When you create a thread, you
 hang on to all to its parents' parameters---even those you don't
 know about.
Olin> Spawning a thread, calling a function -- it's a dynamic nesting.
- This sentence sounds nice on the surface, but you provide no
 arguments to support it. In fact, I'd say that spawning a thread is
 obviously *not* a dynamic nesting.
 In Scheme 48 and scsh, spawning a thread means handing a thunk to
 the scheduler. The *scheduler* calls that thunk, not the process
 parent. Most certainly, the continuation of the thunk of the
 spawned thread isn't the continuation of the spawning expression in
 the parent in any thread system that's like SRFI 18.
 This "dynamic nesting" aspect only appeals to our intuition because
 the visual structure of the program text suggests it---it's still
 wrong. (Maybe this suggests that the program text should look
 different, I don't know.)
- Richard would point out that it's necessary to clarify the
 relationship of parameters with DELAY: if parameters get inherited
 for child threads, why don't they get inherited for the code wrapped
 in a DELAY? (Or do they?)
- With this inheritance, you duplicate functionality provided by
 lexical scoping. This goes against the design spirit of Scheme.
- It's easy implement inheritance on top of a non-inheriting
 implementation of parameters (which is what Scheme 48/scsh do), but
 harder and more awkward to do the reverse. (Note that I never said
 that there shouldn't *be* a parameter mechanism with inheritance---I
 only said that the *primitive* mechanism shouldn't have it.)
Cheers =8-} Mike
Friede, Völkerverständigung und überhaupt blabla


text:
Date of Award
P. Gussie Klorer
This purpose of this research study was to explore if and how art therapists utilize the theory of meaning making in trauma treatment. A secondary aim was to investigate art therapist's perspectives and application of the theory of posttraumatic growth. Semi-structured interviews were used to investigate how twelve art therapists conceptualized trauma treatment, meaning making and posttraumatic growth. Study participants were all female, located in a wide variety of mental health settings across the United States, with experience spanning four to 34 years. Major findings included that while nine out of twelve participants found meaning making was important to healing from trauma, many differed in both definition and application of the concept. The research study also produced mixed results in response to questions about posttrauamtic growth as a goal of therapy, yet illuminated the themes of identity reformulation, metaphor, and transformative art as potential avenues of meaning making. Findings also revealed that while the use of the phase models of trauma treatment in art therapy is growing, participants concurred over phase 1 and less so on phase 2 art therapy goals and procedures. Even fewer participants referenced but did not elaborate on phase 3 of trauma treatment. These findings suggest that currently meaning making as a therapeutic mechanism in art therapy trauma treatment is not being consistently applied or understood. The implication is that there is great opportunity to develop meaning making and growth oriented art therapy goals and procedures in both phase 2 and phase 3 of trauma treatment.
Critser, Carrie C., "How Are Art Therapists Utilizing the Theory of Meaning Making in Trauma Treatment?" (2015). Art Therapy Counseling Final Research Projects. 3.


ARTWORK > Secret Codewords of the NSA
Woodblock print by Annie Bissett depicting an X with a fingerprint inside
Japanese woodblock (mokuhanga)
6" x 6" (15.24 x 15.24 cm)
XKEYSCORE is a computer system used by the NSA to search and analyze internet data from many sources worldwide, enabling almost unlimited surveillance of anyone anywhere in the world. According to a Glenn Greenwald article in The Guardian, XKeyscore is a sort of custom search engine that allows analysts to search through vast databases containing emails, online chats and the browsing histories of millions of individuals. The data can be sorted by typing in a name, email address, or IP address, or extracted through queries, such as "My target speaks German but is in Pakistan -- how can I find him?"
One of the limitations of XKeyscore is storage. The database only has the capacity to store the massive volume of the data it collects for a few days, so essentially the XKeyscore system is best used for real time tracking of targets. In that short time frame, however, it seems to provide a very accurate digital fingerprint of any designated target in the world.
3 applications of color, with blind emboss
Kochi Kozo paper
edition: 20


text:
9 Terms For Weed From Around The World You Need To Know
How many of these slang terms from around the world are you familiar with?
Many of us have developed code words for cannabis, discrete ways to conversate about the herb without drawing unnecessary attention. Whether it's an attempt to quietly invite others to partake in a smoke session or a way of obtaining more flowers without being noticed, cannabis consumers have been creating slang terms for decades in reference to the magical plant.
Across the world, cannabis enthusiasts have developed their own terms to identify the most sought after medicinal herb on the planet. Mota, plan, and bareta are terms any traveler should add to their vocabulary if trying to score cannabis in another country is a goal. There are a few more important terms, too. Commit to memory these nine strange terms for cannabis from around the world.
1. Turkey: "Ot"
Translated into English, "ot" literally means "weed". When pronounced properly, the term sounds more like "oat," and is the most common phrase used among the cannabis cultures of Turkey.
2. South Africa: "Zol"
In South Africa, always be sure to ask for "zol." This term refers to a higher-potency strain of cannabis; the good-good, stinky buds. Cheaper, less-potent cannabis is called "jut."
3. Colombia: "Bareta"
Pronounced like the gun model, Beretta, Colombian's commonly use this term to replace the Western World's use of the word "weed". Because Beretta's are a strong type of firearm, perhaps the slang "bareta" was selected to represent their potent strains of cannabis.
4. Egypt: "Bango"
In Egypt, leaves and stems of the cannabis plant are dried, just like buds, and later rolled into joints, called "bango." This less-potent product is common among the Egyptian youth and working class, a majority of the population, adding to the terms popularity.
5. Russia: "Plan"
Used in place of "weed", Russians refer to their herb as "plan." The word is so common, it makes sense that unsuspecting persons would remain unaware of any discussion involving cannabis. It takes the secrecy to an entirely new level.
6. Mexico: "Churro"
Yes, yes, the sugary-sweet cinnamon sticks are also called churros, but lately, the term has been coined in reference to joints. Perhaps, enjoying a churro, then enjoying churros would be the proper solution. It seems to be the most logical conclusion.
7. France: L'Herbe
Ah, nothing like L'Herbe on a Monday morning. L'Herbe simply means "the grass," but everything sounds so much fancier in French. Atop the Eiffel Tower, it would be nice to enjoy L'Herbe, remember that for future visits.
8. India: "Bhang"
This specific type of cannabis found in India is more like what many of us would call an edible. Cannabis is crushed and rolled into a paste or powder and mixed with yogurt or other fruit-based concoctions, then eaten to deliver a powerfully potent mind and body high.
9. Puerto Rico: "Mota"
Puerto Rico is home to some fantastic cannabis, so be sure to know "mota" is a common term used when trying to score in the islands. The slang word is a good fallback to use while traveling through any Spanish speaking area, as it is widely understood to mean marijuana.
What are your slang terms for cannabis? Let us know on social media or in the comments below.


titoli, abstracts, parole chiave >>>
Fibroblast apoptosis in a patient affected by Lamellar ichthyosis
Full text not available from this repository.
DOI: 10.1111/j._PHONE_.2008.01078.x
Background: Lamellar ichthyosis (LI) is a congenital recessive skin disorder characterized by generalized scaling and hyperkeratosis. The pathology may be caused by mutations in transglutaminase 1 (TGM1) gene that encodes an enzyme critical for terminally differentiating keratinocytes. Because of evidences that transglutaminase enzymes are involved in programmed cell death, we investigated morphological and biochemical apoptotic parameters in cultured skin fibroblasts from a patient with a severe LI and homozygous for the TGM1 R142H mutation. Method: The principle apoptotic signals (mitochondrial membrane potential, analysis of oxygen consumption, DNA fragmentation and Bax/Bcl-2 gene expression) were analyzed in cultured fibroblasts from a LI patient, his mother (TGM1 mutation carrier) and a control subject. Results: LI fibroblasts showing a reduction of fibronectin expression evidenced a strong inhibition of oxygen consumption, a dramatic drop in the mitochondrial membrane potential (Δψm), and a higher apoptotic index. Conclusion: The present results suggest a possible connection between the alterations in the keratinization process leading to LI and the observed increased fibroblast apoptosis.
Item Type:Article
ID Code:1750
Uncontrolled Keywords:Lamellar ichthyosis (LI), transglutaminase 1 (TGM1), keratinization process, fibroblast apoptosis
Divisions:001 Università di Sassari > 03 Istituti > Dermatologia
Publisher:Blackwell Munksgaard / Wiley
Additional Information:Pubblicato online il 20 ottobre 2008.
Deposited On:18 Aug 2009 10:06
Repository Staff Only: item control page


text:
So you think you have got rid of MBeans in the release 7 of JBoss application server? of course not! with the release 7.1.1 you can still use MBeans pretty much the same (even easier!) then you used to to with older releases.
You might wonder what's the use of MBeans in a platform like JBoss AS 7 which has plenty of management interfaces? well from one point of view JMX still proves to be an useful Swiss knife if you want to access programmatically some AS features of perform some actions.
For example, what about checking the status of an application? then all you need is opening the JConsole tool and check for the ObjectName of the application:
Once you have got it, it's pretty easy to check the application's attributes
You can perform as well actions on your Mbeans, such as undeploying an application:
You might be interested to know that JMX can be pretty useful if you want need some quick clustering info, and you don't want to learn some low level APIs like JGroups. Here's for example how to read some Cluster information like the number of members and the number of running caches:


text: Longac Capsule is a multivitamin, multimineral preparation containing ferrous fumarate, folic acid, vitamins (B12, B6, K), zinc, elemental iron, iodine, copper, manganese, ferrous gluconate. Longac because of its fortified iron and folic acid properties is an ideal preparation for treatment, and prevention of anemia. The iron and folic acid helps in maturation of red blood cells thereby improving oxygenation, vitamin B12 and B6 are required for neuronal development. Longac also improves immunity and promotes formation of clotting factors in the liver. Longac is recommended for anemia, and as a nutritional supplement in pregnant women.


text:
If interior walls are enclosed (e.g., with drywall) when framing materials and insulation are wet, the trapped moisture can lead to problems for the home. Therefore, it is essential to do the following before enclosing the interior walls:
- Ensure lumber does not exceed 18% moisture content.
- Follow the manufacturer's drying specifications for wet-applied insulation products.
Figure 1 - Wet-Applied Insulation that is Still Drying. The dark spots on this wet-spray cellulose insulation indicate that it is not dry, and it must be allowed to dry completely before the wall is enclosed.
Use a Moisture Meter to Ensure a Low Moisture Content for Framing Materials
If framing materials appear wet, you must test them using a moisture meter. Moisture meters will give you a reliable benchmark to evaluate whether or not the materials can be safely installed in the home.
The most common wet building material is dimensional lumber used for framing. This material usually arrives early at the jobsite and will be exposed to the elements longer than most other building materials. To test the moisture content of wood, you can use a resistance meter.
A resistance moisture meter measures the moisture by sending a small electrical charge through two probes inserted into the lumber. If the wood is wet, the charge will pass easily between the probes; dry wood offers greater resistance and less charge will pass (Curkeet 2011). Some moisture meters have additional features that allow the units to be calibrated for different kinds of wood, but usually at a higher cost. In general you can expect to spend between $500 and $650 on a moisture meter that will be suitable for residential construction (PNNL 2012).
Using a moisture meter to test wood is easy but there are a few key things to remember (Curkeet 2011):
- You must insert the probes at least 1/4 inch into the wood to get an accurate measurement.
- The probes should be inserted parallel, or with the grain of the wood.
- Do not try to test wood on the ends; this will not give an accurate measurement.
- The meter only measures the moisture content between the probes. Although moisture can saturate an entire piece of lumber, it also can only impact a small section; therefore, you should test multiple areas of the wood to ensure the entire piece is dry enough to install and enclose.
If the material has a high moisture content, allow it to dry until it is under the required moisture threshold. Use dehumidifiers, fans, and gentle heat to shorten the drying time and lessen the impact on the construction schedule (EPA 2013).
Figure 2 - Meters for Measuring Moisture in Building Materials. It is important not to enclose the interior of a wall (e.g., with drywall) if a high moisture content is detected in either the framing members or the insulation products.
Follow Manufacturer's Specifications When Drying Wet-Applied Insulation Products
Some insulation products, such as fiberglass batts, are supposed to be dry at all times. However, other products, such as open cell and closed cell spray foam insulations, are wet applied. It is critical to ensure these wet-applied products are fully dried (and cured, if required) before enclosing them. Follow this overall guidance:
- Apply insulation per manufacturer's directions.
- Allow insulation to dry and/or cure according to the manufacturer's specifications. Although this will depend on the type of insulation used, in general allow as much access to airflow as possible for drying. If recommended, a fan can help speed drying times. However, this can impact any curing that may need to occur, so be sure to check with the manufacturer first.


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According to my Real Analysis textbook, a family $\scr{F}$ of measurable functions on $E$ is said to be uniformly integrable over $E$ provided for each $\epsilon$ $>$ $0$, there is a $\delta$ $>$ $0$ such that for each $f$ $\in$ $\scr{F}$, if $A$ $\subseteq$ $E$ is measurable and $m(A)$ $<$ $\delta$, then $\int_{A}$$|f|$ $<$ $\epsilon$. That is fine, but my textbook doesn't really give any good examples or counterexamples. I am studying for a final exam in Real Analysis, and would like some input in regards to any examples or counterexamples for uniform integrability of Lebesgue integrable functions. Thanks!
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You might be able to find more examples of UI and non-UI functions from probability books. But the definition there is different, and not equivalent to yours (similar ideas though).
Here are some examples that you can find/adapt from Wikipedia. You still need to prove them because the definition there is different.
 1. Any finite set of Lebesgue integrable functions is U.I. (because of absolute continuity of integral.)
 2. Any family bounded by an $L^1$ function: $\{f\in L^1: |f|\le g\}$ where $g\in L^1$ is U.I.
 3. $\{f\in L^p:\|f\|_{L^p}\le C\}$ with $p>1$ is U.I. (because of Holder's inequality)
Examples of non-U.I. families should not be too hard. You can construct a sequence of functions with the "mass" more and more concentrated. For example, consider the family of functions $\{f_n(x)=n \mathbf{1}_{[0,\frac{1}{n}]}:n=1,2,\cdots\}$. It's easy to use your definition to prove that this family is not U.I. (But it is U.I. in the sense defined in probability theory, which you can find from Wikipedia.)
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There seems to be an error here: the given family $f_n = 1_{[0,\frac{1}{n}]}$ is uniformly integrable in every sense, and it converges to $0$ in $L^1$. Perhaps you meant to take $f_n = n 1_{[0,\frac{1}{n}]}$? That fails to be uniformly integrable in every sense. – Nate Eldredge Mar 11 '12 at 4:33
At the risk of being insulting I'll rephrase it like they do in the intro-to-proofs class.
Just like the notion of 'uniform convergence' or 'uniform continuity' it means that as you move around your set, things only change in a bounded way.
If we know that a family $\mathscr{F}$ is uniformly integrable over $E$, that means that if you tell me a size, no matter how small, I can tell you how small a subset of $E$ you have to choose so that the integral over it is negligible for any function in $\mathscr{F}$.
It means that the functions in your family don't get too big anywhere as you go around your family. The family is 'uniform.'
With this intuition we can come up with an example of a non-uniformly integrable set:
Consider the family $\mathscr{F}$ that contains the sequence of functions $(f_n)$ over $[0,1]$ where: $$f_n(x):=\left\{\begin{array}{ll}n & x\in\left[0,\frac{1}{n}\right]\\ 0 & \text{otherwise}\end{array}\right..$$
Fix some small $\varepsilon>0$. No matter how small a size $\delta>0$ we choose, we can always find a set $A$ where for some $h\in\mathscr{F},\ \int_A |h| \ dx >\varepsilon.$ In particular, choose $A=[0,\delta]$, and $h=f_N,$ for any $N>\frac{100}{\delta}.$ Now that integral is at least $100.$
So no matter how small (but positive) a size we choose, we can find some place in $\mathscr{F}$ where the function is big there.
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Va. school district encourages cell phone use in class
MARTINSVILLE, Va. (WTVR) — One Virginia school district is welcoming cell phones into classrooms after the devices were banned in many other districts across the country.
Many schools consider them a distraction and don't allow them on campus. But the Martinsville School District is encouraging kids to use them. Teachers say they're a valuable teaching tool.
"Information changes so quickly now, that they can get more up-to-date source information," says Spanish teacher Tonya Snyder. "If this is something that motivates the students and we can use it in the appropriate way then why not give them the opportunity to use their cell phones as a learning tool."
As for those kids that don't have smartphones? The district is providing them with a laptop or Ipad to use in class.


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An Elegant Way to Measure Temperature
This Galileo thermometer comes encased in a classic black triangular wood frame. An ideal piece for any home or office, this desktop thermometer measures 11" high and features stylish black colored glass 'bubbles'.
The Galilean thermometer works due to the principle of buoyancy, a force exerted by a fluid that opposes an object's weight. As the temperature of the air outside the thermometer changes, the temperature of the water surrounding the bubbles also changes. When the temperature of the water changes, it either expands or contracts, changing its density.
Each bubble also differs slightly in density from the other bubbles. The bubble that sinks the most indicates the approximate current temperature. Named for "The father of modern observational astronomy," Galileo Galilei, an Italian physicist and astronomer responsible for many astronomical advancements. The liquid inside the thermometer is actually a mixture of water and parafin oil.


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Jumping Rope Teacher Resources
Find teacher approved Jumping Rope educational resource ideas and activities
Students investigate physical education by reading a children's book. In this jump rope instructional activity, students read the book Jump, Jump and discuss their own physical activities and identify the characters, settings and plot. Students answer study questions regarding the book and define a list of challenging vocabulary terms.
Jump rope! Jump with both feet. Jump on your left foot. Jump on your right foot. In pairs, count for your partner how many jumps they can do in a row. Do each type of jump three times. Take the data collected back to math class and find the mean, mode, and median. Great details for a very basic jump rope lesson.
Fourth graders develop jump roping skills which include hand and foot coordination. In this health lesson, 4th graders practice good sportsmanship. Students cooperate with other classmates during this activity. Students learn how to develop strength in both their lungs and heart. Students are assessed by teacher observations during the jump rope activity.
Students participate in a district American Heart Association Jump Rope event. They meet students in their age from other schools in a social setting. Students come to the High School gym on a Saturday morning in February. They are given a t-shirt, snacks and drinks for participating.
Students jump over a twirling jump rope as well as twirl a jump rope. Students demonstrate what a \"front door\" and what a \"back door\" is related to entering a jump rope while twirling. They demonstrate and maintain continuous activity with a long jump rope. Finally, they are introduced to Chinese jump rope and Double Dutch jump rope.


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How do I find the intersection between $f(x) = 3(x-2)^2$ and $g(x) = 3\sin(x-4)$? It's a sinusodial function so it I couldn't solve it like a normal intersection.
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Are you looking for $x$ such that $f(x) = g(x)$? – user20266 Jun 15 '12 at 16:36
Yes. I would assume to find two $x$s though because it's a quadratic. – user26649 Jun 15 '12 at 16:39
you should then maybe ask for the intersection of the graphs of two functions. To make even clearer what your question is about you could write somthing like 'Intersection of graph of polynomial and sine function' – user20266 Jun 15 '12 at 16:45
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This leads to a transcendental equation. Typically, you can find approximate solutions for these using numerical root-finding algorithms, like Newton's method or Bisection method.
Typically, an anlytical solution to these could be expressed using special functions, but they don't have nice closed form.
However, in your case, it is easy to prove that, in fact, no solutions exists at all in the real numbers (there are complex ones, though) -- since f(x) is always above g(x).
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How Close Is Spanish To Portuguese?
How Close Is Spanish To Portuguese?
Spanish To Portuguese translation
The Origin of the Romance Languages:
Most of the popular European languages of today originated from Latin. It was during the Roman Empire that the Latin language became popular in the Iberian Peninsula. The Latin of that time was divided into two varieties: Classical Latin and Vulgar Latin. The latter was the one used by the common people. After the fall of the Roman Empire, Vulgar Latin came into contact with regional vernaculars and gave birth to French, Spanish, Italian, Portuguese, Romanian, and Sardinian.
Even the less popular languages spoken in Europe today have Latin roots. All of these European languages spread to different parts of the world due to colonization, which is why they have different varieties today. For instance, there is European Portuguese which is spoken in Portugal and Brazilian Portuguese. The Spanish language which is spoken in Spain is not the same as the Latin American Spanish.
Vulgar Latin was so powerful that even languages like English that aren't directly related to it have been influenced by it. This proves that even a dead language can continue to live in some form.
The Portuguese Language:
Portuguese is a Romance language that evolved from a dialect of Vulgar Latin in the Iberian Peninsula. Most people know of it as the official language of Portugal, but it is also the sole officially recognized language in Brazil. In the latter country, it is known as the Brazilian Portuguese. The Portuguese language is also spoken in Africa and Asia. It is one of the world's most spoken vernaculars. Although Latin America is the home of the Spanish language and culture, Portuguese is the second most spoken language in the region. A speaker of this vernacular is called Lusophone.
The Spanish Language:
This is another European language that originated in the Iberian Peninsula from Vulgar Latin. Spanish is the official language of more than twenty countries today. It was the Spaniards' colonization of the Americas that resulted in the widespread use of this language. It is spoken in Latin and South America as well as Europe. Today, it is the world's second most spoken native language after Mandarin. It belongs to the Ibero Romance language family.
It is the second most spoken language in the United States. English is a foreign language for the US citizens who are native speakers of Spanish. These are often Mexican or Cuban immigrants.
The Connection Between the Romance Languages:
Although all the Romance languages originated from Vulgar Latin, they are not mutually intelligible. Vulgar Latin had various dialects. The various European vernaculars originated from different dialects, which is why they are not mutually intelligible. However, despite not being mutually intelligible, these vernaculars share a few similarities with each other. They also share a few features with English due to the popularity of the latter.
In order to learn about the lexical similarity between Italian, French, Portuguese, Spanish, and Romanian, it is important to remember that they have different varieties. Even if there is one language spoken in a country, it will have different dialects. But Spanish, Portuguese, and French are also spoken in different countries, which is why they have become different in a lot of ways. A native speaker of Rio De Janeiro will be able to communicate with someone from Portugal, but they might not be able to understand slang words.
Origin of the Romance Languages
How Close is Spanish to Portuguese?
Spanish and Portuguese are the most popular daughter languages of Vulgar Latin. European colonialism took them to different parts of the world. If you compare Brazilian Portuguese to European Portuguese, you will find plenty of differences. But what about the languages of Portugal and Spain? How close are they to each other?
Interestingly, they share a lot of similarities in their written form. They written varieties are mutually intelligible to a certain extent. But it is in the meanings of words and the pronunciation that the differences lie.
Several cognates in the two vernaculars differ in meaning, which is why they are called false friends.
The usage of verbs is also different in the two languages. A common example is the frequent usage of the reflexive verbs in Spanish. Also, in Spanish, a perfect tense is constructed with an auxiliary verb.
Vowel reduction is apparent in Brazilian Portuguese. It is a feature that not only separates it from European Portuguese, but also from Spanish.
Portuguese originated from Medieval Galician, which is why it belongs to the Galician-Portuguese group. Spanish, on the other hand, belongs to the Castilian languages group of the West Iberian branch. However, it is important to remember that both vernaculars belong to the Indo European family.
Muslims ruled Spain for a long time, which is why the influence of Arabic on European Spanish is clear. But Portuguese lack this influence, which has made it closer to other European vernaculars like German, French, Italian, and English.
Both of these vernaculars have taken plenty of loanwords from English, which is why they have a few common words.
The Spanish Language facts
Is Spanish and Portuguese the same Language?
Whether it is due to their English loanwords or false friends, many people think that Portuguese and Spanish are the same. In truth, they are very different. Even their varieties like Chilean Spanish and European Portuguese have many differences. Portuguese, which originated from Medieval Galician, shares a few similarities with Catalan, which is the second most popular language of Spain. But none of these European vernaculars are mutually intelligible, which proves that they are different languages.
So, if you hire a Spanish to Portuguese translator, make sure they are a native speaker of the latter so they can provide you with accurate translations.
Do Spanish people understand Portuguese?
The English of America and Britain are not the same, but their speakers can still understand each other because the varieties are mutually intelligible. However, when it comes to Spanish and Portuguese, the situation is different because they are not the same language. They do have some lexical similarity but they are different in many ways. Someone from Uruguay or Argentina cannot communicate with a Brazilian. However, similarities do help with language learning. So, a speaker of Castilian Spanish can learn Portuguese quicker than someone who doesn't know a Romance language.
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I'm not sure what the て-form does in this sentence.
Could it be short for ている?
It's hard to say something definitive without more context, but it's probably either one of the followings:
 1. The te-form used as a request. "Please include things about Wallenstein, too."
 2. The main verb after 含めて (教えてください, 話そう, etc.) is omitted, because it's already specified before this sentence. "(Tell me about the incident.) Including things about Wallenstein."
 - 文脈はたぶんこれかと – Chocolate Jun 14 '15 at 15:38
 - Oh then, "何だって思うようにはいかない" is the omitted phrase. "Things won't always go well. Including the affairs about Wallenstein (which is not going well, either)." – naruto Jun 14 '15 at 15:49
 - How do you figure out what is omitted? Does it just come with experience? – Tomm Jun 14 '15 at 22:17
 - The sentences before this basically say how difficult his life has been, so I think it's natural to understand this sentence along the same line, too. – naruto Jun 15 '15 at 8:58
No, it can't be short for ている. ヴァレンシュタインさんのことも含めて means "including things about Wallenstein"
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6.5" Fossil Belemnite (Paxillosus) Mortality Plate - Germany
This is a 6.5" wide mortality plate of fossil Belemnites of the species Belemnites paxillosus, that are Jurassic in age and were collected from Mistelgau, Germany. The largest specimen on this plate is about 3.2" long.
Comes with an acrylic display stand.
Belemnites are probably the most well known extinct cephalopod after the ammonites. They lived during the Jurassic and Cretaceous periods and are fairly common fossils found throughout the world. They had a hard, internal, cone shaped structure that is often preserved as a fossil though it is not technically a shell. They had 10 arms but unlike modern squid these arms had small hooks instead of suckers.
Belemnites paxillosus
Mistelgau, Germany
3.2" Largest Belemnite. Entire specimen 6.5 x 3.5"
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Shoe Sizes: EU vs US vs UK, How To Know What Fits?
Hello Shoe Lady,
My shoe size in The Netherlands is 43. My search for really nice shoes has taken me far beyond the borders, to the US. I found different size conversion charts, resulting in conversion of my european shoe size to US size somewhere between 10.5 and 12.5. What is the right US shoe size for me?
Hope you can help me out!
Dear Elis,
I am so glad you found me! I am continually MORTIFIED by the bad information given out to women "who leave a larger footprint" by people in the shoe industry who should know better!
The short answer: US size 11.
Here's a little more information:
Take a look at the international size chart here:
Some of the confusion might be that Great Britain uses a women's shoe measuring system similar to that of the USA. Except different. A Euro size 43, US size 11 women's shoe in Great Britain is a UK 9.
Another source of confusion is that one of the most common sizes in the US is size 8. It is close to (actually a bit smaller than, but wider than a US medium so feels about the same) an EU size 8. So shoe people, who should know better, assume if US 8 equals EU 38, then US 9 equals EU 39 and US 11 equals UK 41. On the surface this sounds logical. But it is so wrong. Here's the mathematical back story. In 1374 the King of England decided to base shoe sizes on the length of a barleycorn. Each barleycorn represents a jump from one size to the next. This was refined in 1880 in the USA when Edwin Simpson got all scientific with the inch (I know everyone on the metric system will laugh at this, as silly as barleycorns) and set the standard for US sizing, In his system, still used, 1/3 of an inch equals one full (not half) size difference. But wait, there's more! Unlike EU sizes which have a standard, proportional width that runs comparable to a US wide, US shoe sizes also come in width measurements, narrow, medium, wide, extra wide.
Your best size may be size 11M ( M equals Medium), but I think you need to know more! I strongly suggest you read up on Measuring Your Feet and Understanding Shoe Sizes ( so you will be able to pick the right length, width and shoe shape for your feet. You want to get the right size the first time when you are ordering from another country!
Thanks for asking!
The Shoe Lady


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Rooster egg
A tiny yolkless egg shows up in your henhouse. Today, we know this to be a chicken's first training egg. In the 12th century? It came from a rooster, and you better throw it over your house or it will be born a monster.
This egg is known by a number of enchanting names: wind egg, dwarf egg, cock's egg, and witch egg. It's basically the egg equivalent of training wheels – a young chicken will lay a small egg without any yolk as a way of getting its egg-producing parts in order.
In Medieval Europe, however, it was a bad sign. Folklore had it that such an egg was laid by a rooster. I'm not sure where the egg would have come out of said rooster, and folklore is suspiciously silent on that topic.
Anyway, if that rooster egg was hatched by a toad or a snake, it would produce not a chicken but a cockatrice. It's some kind of weird chicken-snake hybrid.
This fearsome monster could kill you with a glance, or a breath. The only way to kill it: take the wind egg and throw it over your house. If it gets to the other side and smashes, you're safe. If it doesn't make it all the way, I guess you have a cockatrice on the roof now?
Categories: Animals History Medieval history Religion & belief Sciences
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technology of beetroot nectar:
The beetroot nectar is a vermilion coloured (typical to beetroot), pleasant intensive beetroot smelling juice with a taste characteristic to boiled beetroot. It is produced with 35% vegetable content. It does not contain any preservatives.
The processing of bio-rhubarb takes place in a conserving study-workshop. Production is completed by students of faculty of food processing industry under the guidance of specialist teachers. All operations are carried out punctually, in accordance with hygienic and work regulations. The quantitative receipt of the rhubarb takes place by measuring, the qualitative receipt takes place by considering qualitative specifications.
Washing -> Husking-> Rinse ->
Chopping -> Fine chopping -> Confection of the coction-> Checking -> Glassing -> Sealing -> Tempering
The beetroot nectar is preserved by pasteurizing, tempering under 100 °C. This method is applicable at products under 4,5 pH.


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Volume 20, Issue 1 (January 1992)
Comparison of Fine Particle Colemanite and Boron Frit in Concrete for Time-Strength Relationship
The element boron, when added to concrete, has proved effective in shielding neutron particles by absorbing the neutron and emitting a low-energy gamma ray. The various boron additives used with concrete can severely retard the set time and strength gain. An advantage to using small particle size boron is that the smaller grain size provides better boron disbursement within the concrete matrix to absorb neutrons. However, boron additives of powder consistency are usually not used due to the greater potential of forming chemical solutions that act as a retarder in the concrete.
Research has shown that the amount of boron additives in concrete can be reduced significantly if fine grain particles can be successfully incorporated into the concrete matrix. The purpose of this study is to compare strength gain characteristics of concrete mixes containing various quantities of fine grain boron additive. The boron additive colemanite, a natural mineral, is compared with two brands of manufactured aggregate, boron frit. Concrete test cylinders are molded for testing the compressive strength of the mix after 4, 7, 28, and 56 days. Tested are five different quantities of colemanite as well as five comparable amounts of boron frit for each brand of the material. The test values are compared with a control concrete specimen containing no boron additive. Results of this study can be used to optimize the cost and effectiveness of boron additives in radiation shielding concrete.


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Guimerà, Ángel (änˈzhĕl gēmāräˈ) [key], 1845?–1924, Catalan poet and dramatist. His first successful play, Mar y cel [sea and sky] (1888), was followed by many others, among them Maria Rosa (1894) and his masterpiece, Terra baixa (1896; tr. Marta of the Lowlands, 1914). These were translated into Spanish by Echegaray. Guimerà's work is characterized by vigor and imagination and tends toward the sensual and macabre.
See more Encyclopedia articles on: Spanish and Portuguese Literature: Biographies


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As String
Public Property Let StudentID(pID As string)
' Validate ID
If Len(pID) = 10 then
mStudentID = pID
'' Code here to raise an error
Public Property Get StudentID() As String
'' Getting the property requires no validation
StudentID = mStudentID
Note that the private variable holds the property, which is exposed through public methods. Thus, the public interface consists entirely of methods, which can contain validation code. This has the further advantage that we can easily make the StudentID property read-only by leaving out the Property Let method. In this case, the property can be set only through its private member variable, from within the class module. This would not be possible using property variables alone.
In the theory of object-oriented programming, the Property Let (and Set) method is referred to as an update method, since it updates the value of the property, and the Property Get method is referred to as an accessor method, since it accesses the value of a property. (Sometimes both property procedures are referred to as accessor methods.) These two methods are the key to encapsulation, since their presence implies that the public interface consists only of methods, which can perform validation.
As mentioned in the introduction to the book, for the sake of simplicity and to save space, we will reluctantly violate encapsulation principles in our examples, by often declaring properties using public variables.
A class is just a description of some properties and methods and does not have a life of its own. In fact, if we run a program that contains only an empty form, along with a class module filled with code, nothing much will happen - the code in the class module will not execute. To obtain something useful, we must create an instance of the class, officially known as an object. Creating an instance of a class is referred to as instancing, or instantiating, the class. (For some reason, one sometimes sees the inaccurate phrase instance of an object. The object is the instance.) We may create as many instances of a class as desired.
Instancing a class, that is, creating an object, is a two-step process in Visual Basic, because it is first necessary to declare a variable to use as a reference to the prospective object. Moreover, there are two forms of object creation - explicit creation and implicit creation.
Explicit Object Creation
To explicitly create an object of type CStudent, we use the code
Dim Donna As CStudent
Set Donna = New CStudent
The first line declares a variable named Donna to be of type CStudent. The second line asks Visual Basic to create an object of type CStudent and assign Donna as a reference to that object.
It is very important to keep a clear distinction between an object and a variable that refers to that object. It is the variable that we use in code. In fact, variables are the only means we have to use objects - we never really "see" the object itself.
To drive this point home, note that if we write
Dim Steve As CStudent
Set Steve = Donna
then Steve and Donna both point to (that is, refer to) the same object. Thus, we have two object variables but only one object.
The fact that object variables provide only references to objects can lead to confusion when many different object variables reference the same object. One area of potential problems arises when it comes time to destroy an object, since Visual Basic will not do so until all references to that object are removed. Thus, for instance, while the line
Set Donna = Nothing
removes the Donna reference to the object, the object is not destroyed, since Steve still holds a reference to that object.
Despite these facts, one often hears an expression such as "the object Donna" rather than "the object referenced by Donna." Since the former usage is so common, we will feel free to use it as well, with the hope that no confusion will arise between a variable that points to an object and the object itself.
Instance Variables and Member Variables
There are some additional points that we should emphasize here. The line
Set Donna = New CStudent
not only creates an object, but assigns to that object its own copy of the member variables (both public and private) of the class CStudent. Simply put, each object gets its own copy of the member variables. These copies are referred to as the instance variables of the object. Thus, there is a distinction between member variables and instance variables. In a sense, member variables are never actually used as variables but serve as a "prototype" for the instance variables.
Thus, for example, if we write
Dim Bill as CStudent
Set Bill = New CStudent
then Donna and Bill will each have their own separate variables named FullName, StudentID, Exam1, Exam2 and Exam3. To refer to Donna's instance variables, the variable name must be qualified, as in
In fact, the expression Donna.FullName is called a fully qualified property name.
On the other hand, since Donna and Steve (from the previous subsection) point to the same object, they share that object's instance variables. Thus, the code
Steve.Exam1 = 20
implies also that Donna.Exam1 equals 20. This is in contradistinction to the situation for ordinary variables, where, for example, if we execute the code
X = 5
Y = X
Y = 10
then the value of X is still 5.
Method names must also be qualified, to indicate which instance variables (if any) are to be used in the code for that method. Thus, to execute the Average method for Donna, we write
The Pass method requires a parameter, as in
If Donna.Pass(65) then MsgBox "You Passed!"
It is important to emphasize that, while each instance of a class gets its own copy of the member variables, all instances share the same method code from the class. Thus, the lines
will cause the same lines of code to be executed. Of course, any references to member variables are replaced by the corresponding instance variables for the object in question. For example, when Donna.Average is executed, Visual Basic uses Donna's instance variables Donna.Exam1, Donna.Exam2 and Donna.Exam3, whereas when Bill.Average is executed, Visual Basic uses Bill's instance variables Bill.Exam1, Bill.Exam2 and Bill.Exam3.
Method code sharing is one of the most important advantages of object-oriented programming. In short, methods contain resuable code.
The As Object Syntax
If you have been programming with Visual Basic, then you may be familiar with the following syntax for declaring an object variable:
Dim Donna As Object
This line declares Donna as a variable of the generic abstract data type Object and thus allows Donna to reference any object. To illustrate, consider the following code:
' Declare Donna as a generic object variable
Dim Donna As Object
' Set Donna to reference a CStudent object
Set Donna = New CStudent
Donna.Name = "Donna Smith"
' Now set Donna to reference a Visual Basic form!
Set Donna = Forms.Item(0)
After setting the object variable Donna to point to a CStudent object, we then set the variable to point to a form object! (Forms.Item(0) refers to the first loaded form. We will discuss the Forms collection later in the chapter.)
It might seem that the use of generic object variables simplifies programming, since we don't have to decide ahead of time what type of object a given variable will reference. However, there is a performance penalty to pay for using generic object variables. We will say a few words about this issue now and postpone a thorough discussion until the chapter on OLE automation, where the issue is most keenly felt.
Visual Basic can determine the type of object that is referenced by a variable (also known as resolving a variable reference or binding a variable) either at compile time or at run time. Resolving references at compile time produces a more efficient executable file, since the file does not need to contain the extra code needed to do the referencing.
When we use specific object types rather than generic object types, such as CStudent instead of Object, or Textbox instead of Control, or Integer instead of Variant, Visual Basic can bind the variables at compile time, which is more desirable. This is particularly important when there are lots of object variables, or when using OLE automation objects, as we will see in a later chapter. The moral is: For improved performance, be as specific as possible when declaring variables.
Implicit Object Creation
As we have seen, the second line in the following code
Dim Donna As CStudent
Set Donna = New CStudent
asks Visual Basic to create an object of type CStudent and assign Donna as a reference to that object. Visual Basic provides an interesting and often useful alternative to this explicit object creation, which we will refer to as implicit object creation.
Implicit object creation is done by replacing the two lines above with the following single line:
Dim Donna as New CStudent
The effect of this line is to declare Donna as a variable of type CStudent, but it does not immediately create an instance of the CStudent class. However, Visual Basic will create an instance of CStudent and point Donna to that instance the first time the variable Donna is used. For example, the line
Donna.FullName = "Donna Smith"
will cause Visual Basic to create a CStudent object (that is, assuming this is the first line in which the variable Donna is used).
We will see examples of the use of both explicit and implicit object creation when we discuss object properties a bit later in this chapter.
It is probably true that explicit object creation is the better programming practice, since we have precise control over when objects are


Apple invention would create custom comic book from game experiences
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First on AppleInsider: After a user completes a video game, their unique experience — complete with recorded images and other data — could be turned into a custom-built comic book or e-book, based on a new patent application from Apple.
Revealed by the U.S. Patent and Trademark Office this week, the application entitled "Automatically Generating a Book Describing a User's Videogame Performance" describes a system that would take data from a game, such as a unique character or performance from a game, and turn it into a book, e-book or comic book that the user could read or share. This story would be tailored to specifically represent the experiences of a gamer.
The concept is particularly interesting as video games become more advanced and offer players deep character customization, building an avatar in their own image or however they see fit. In addition, many games now offer players the ability to make complex moral decisions which often affect the outcome of the game.
"However, after completion of the videogame, the user's interaction with the game (and any story presented in the game) is complete," the patent application reads. "Further, the user may be unable to directly access the saved game file to view any data recorded throughout the game."
Apple's application specifically mentions and includes images from the Xbox 360 and PC title Mass Effect, which gives users the option of choosing dialogue for their character. Players can choose to help or harm others around them in a complex world where users are forced to make sometimes difficult moral decisions.
"In games such as Mass Effect, the selection of a dialogue response may make available additional or different dialogue responses," the application reads. "Thus, the entire conversation between the user's player character and the non-player character may be written into the recorded data... and may vary during each gameplay session."
Apple's invention would allow users to easily relive the experiences they created through a game, or share with others how their gameplay experience may have been different. Gamers could also quickly recall their experience rather than playing through the entirety of a game, which in some cases can take dozens of hours to complete.
"The recorded data may include character information, dialogue from the videogame, and results and metrics reflecting the performance of the user in the videogame," the application states. "The recorded data may be inserted into a narrative data structure and have pregenerated text. In some embodiments, the recorded data may be used as the basis for selecting among a plurality of pregenerated text."
Patent 2
The invention could even take into consideration how long a user takes to complete a puzzle in the game. That time, along with achievements, choices, conflicts, items collected and other events in the game, could be woven into the narrative.
Users could even purchase a physical copy of their own, customized comic book. The application describes a method to send the publication off to a server for printing.
Apple, in recent years, has become a major player in the mobile games market, taking an estimated 19 percent share in the U.S. However, portable games on devices like the iPhone and iPad are typically not as detailed and engrossing as those available for console systems like Microsoft's Xbox 360 or Sony's PlayStation 3.
Patent 3
But recent rumors have suggested Apple could get into the console business in a roundabout way, with an updated Apple TV allegedly running the iOS mobile operating system. If the new set top box has access to the App Store and third-party applications like the iPhone and iPad, it could make Apple a player in the console game market like Sony and Microsoft.
The application mentions games on both portable devices and consoles, mentioning systems made by Nintendo, Microsoft and Sony in addition to its own iPhone and iPod touch.


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Annals of Pure and Applied Logic 75 (1995) 3–23
(with Matthias Baaz)
Jan Krajicek posed the following problem: Is there is a generalization result in the theory of real closed fields of the form: If \(A(1 + \dots + 1)\) (\(n\) occurrences of 1) is provable in length \(k\) for all \(n = 0, 1, 2, \dots\), then \((\forall x)A(x)\) is provable? It is argued that the answer to this question depends on the particular formulation of the "theory of real closed fields." Four distinct formulations are investigated with respect to their generalization behavior. It is shown that there is a positive answer to Krajicek's question for (1) the axiom system RCF of Artin-Schreier with Gentzen's LK as underlying logical calculus, (2) RCF with the variant LKB of LK allowing introduction of several quantifiers of the same type in one step, (3) LKB and the first-order schemata corresponding to Dedekind cuts and the supremum principle. A negative answer is given for (4) any system containing the schema of extensionality.


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Continuous Innovation in Turbo Technologies
A global engineering leader in turbocharger technology, Cummins recently presented six papers at IMechE in London. Continuous innovation demonstrates Cummins' dedication to improving the durability, efficiency and manufacturing of Holset turbochargers.
These most recent innovations are summarized below, with full papers linked for download.
- Development of an improve turbocharger dynamic seal - Market trends indicate that, in the near future, turbocharger operating conditions will be challenging for today's compressor side seal systems. The need for improved compressor end sealing is greater than ever. This market intelligence drove Cummins Turbo Technologies to develop a robust seal system that meets the future demands of our customers. There are many benefits to the slinger/ collector seals systems used today and cutting-edge analysis has helped us generate the next level of understanding required to unleash further performance. This report gives insight to the market requirements and the approach to developing a seal to meet this need.
- Optimisation of wastegate bypass flow reintroduction for increased turbine stage efficiency identifies several key design learnings which, when combined, generated a 6.5 percent increase in wastegate open turbine efficiency, saving the customer $300 on average per year. As a large proportion of modern turbochargers incorporate a wastegate system into their design, the research presents an opportunity to deliver significant efficiency and emissions benefits to OEMs and end users.
- The application of additive manufacturing to turbomachinery examines the advantages and challenges associated with Selective Laser Melting (SLM) in the context of manufacturing turbine wheels. The paper states that the technology could improve turbocharger efficiency by unlocking novel turbine wheel designs, improving prototyping through lead time reduction and allowing onsite manufacturing, provided that metallurgical challenges associated with processing nickel base superalloys are overcome.
- The development of a lead-free corrosion resistant bearing system for turbocharger applications. Due to its toxicity, the use of lead in bearings is being increasingly restricted by environmental legislation and OEMs. Through the comprehensive lab and turbocharger-based testing and analysis outlined in this paper, Cummins has evaluated the corrosion and tribological performance of a range of lead-free materials for turbocharger applications. Lead-free brass bearing materials provided the most superior overall performance, with a high level of correlation observed between lab-based and turbocharger-based testing.
- Steady and transient conjugate heat transfer of a turbocharger demonstrates the application of computational fluid dynamics to model a turbocharger under non-adiabatic conditions. This analysis approach therefore enables enhanced stage performance prediction to improve turbocharger-engine matching. In addition, prediction of component absolute temperatures becomes possible under a range of steady and transient scenarios which can be used to support further analysis techniques to ultimately improve life cycle predictions.
- Stability optimisation of turbocharger rotor-floating ring bearing system: a combination of linear and nonlinear approaches In an effort to develop an efficient method for the stability optimisation of rotor-floating ring bearing system, this paper demonstrates that the traditional linear stability analysis method can be used as a time-saving and qualitative analysis tool to locate the optimum design region in the defined parametric space. The combination of the described linear and nonlinear methods can significantly reduce the required time and experimental cost when developing turbocharger rotor-floating ring bearing systems.
- The tribological performance of coated and non-coated materials in high temperature environments utilises a robust material selection process to identify suitable coatings with the potential to deliver the required wide temperature range wear and friction performance, at a lower price point than high-performing uncoated materials. Although further turbocharger-based testing is required to validate the laboratory-based test results on application, this development has the potential to ensure high product durability at a reduced cost.


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Text by Gloria Ganang & photo by Tee Thye Lim
The kids from the ISS International School have selected the BSBCC as one of their destinations for their Borneo trip. Thanks to APE Malaysia, we managed to team up and get these kids to learn about the importance of enrichment for sun bears in captivity. A total of 29 13-14 year old kids involved and they were accompanied by their 4 teachers.
It all started with an introduction talk about sun bears and the BSBCC.
Then the students were brought to the platform and the bear house to do a pre enrichment observation on the bears. In other words is they get to see how the bears behave without any enrichment given.
Then, the fun part! ENRICHMENT MAKING!!
Everybody managed to complete their enrichment in 20 minutes (thats fast!). They did a very good job in creating them using the provided materials (cardboard, egg trays, various kinds of herbs & spices, beans, ginger leaves, hessian sack etc).
The bears could smell their "toys" from afar as the kids were bringing them closer. They were curious and couldn't wait to check out whats coming ahead. Everything was quickly ripped apart, however the bears continued to check out every remain pieces until the end of the day. Not forgetting the macaques that shares the forest enclosure, they got entertained by the enrichment as well.
It was another interesting day for the bears at the BSBCC as these enrichment were different from the daily enrichment provided by the BSBCC staff. Thanks to the ISS kids, you all definitely made a difference.
Not forgetting your kind donations to the centre, we really appreciate them!


Buzz Meeting: Day 3 recap
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The third day of the MHTF Buzz Meeting was led in large part by five of the Young Champions of Maternal Health. The purpose of their session was for the meeting participants to come up with a fifth burning question about the current state of maternal health. The first two days of the meeting were focused by four questions developed by four provacateurs in collaboration with the MHTF team, but the fifth question afforded the opportunity to think of what was missing from the previous two days.
In five small groups, the meeting participants discussed what they felt was missing from the previous days and the maternal health discussion in general. While a complete consensus was not reached, many of the questions addressed similar issues. The list of questions included, but was not limited to:
 - How will we ensure that MH stays on the global agenda after the MDGs?
 - How do we strengthen implementation and grassroots – to include accountability, sharing of knowledge/best practices/funding?
 - Where are abortion, girls ed, nutrition and other issues that should be on this list?
 - Now that we know what we do, should we be focusing on interventions?
 - How can the global MH community work alongside community health champions?
 - How can we support accountability at local/national?
 - How can the MH field expand without losing focus?
 - How do we get down to local level?


Oasis "Las Misiones"
The original first Oasis is located in the small neighborhood called "Las Misiones" in the town of Vicente Guerrero, Baja California, Mexico, about 175 miles south of the San Diego/Tijuana border.
Oasis "Las Aves"
The second Oasis campus is about 15 minutes north of the first Oasis, in a neighborhood called "Las Aves" in the small town of Ejido Emiliano Zapata, Baja California, Mexico.
About the Area
The dusty town of Vicente Guerrero is part of the larger "San Quintin Valley." It is a coastal agricultural region that produces millions of dollars worth of fruits and vegetables every year, mostly for export. The majority of the population here are field workers and day laborers. Many migrated to this region from even poorer southern parts of Mexico in search of jobs and a better life. Some of these migrants are from indigenous Mexican populations and speak a native language such as Mixteco and Triqui. In general, it is very hard for fieldworker families to make a living and they often earn barely enough just to get by.


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A new GLO Discussion Paper investigates whether the socio-economic disadvantages that platform workers are likely to face are primarily channeled through lower incomes or more precarious working conditions. They are primarily students and face greater economic insecurity relative to all other occupations.
The Global Labor Organization (GLO) is an independent, non-partisan and non-governmental organization that functions as an international network and virtual platform to stimulate global research, debate and collaboration.
GLO Discussion Paper No. 821, 2021
Platform Work and Economic Insecurity: Evidence from Italian Survey Data – Download PDF
by Cirillo, Valeria & Guarascio, Dario & Parolin, Zachary
GLO Fellow Dario Guarascio
Author Abstract: The emergence of the platform economy has served as a defining feature of increasing fragmented labour markets in modern economies. Recent research on platform work, however, has struggled to quantify the socio-economic conditions of platform workers relative to other occupation groups. Moreover, it remains unclear if the socio-economic disadvantages that platform workers are likely to face are primarily channeled through lower incomes or their more precarious working conditions. This study uses representative survey data of platform workers in Italy to investigate their size, composition, and socioeconomic conditions relative to individuals in other occupations. Our findings reveal that platform workers tend to be students and of younger age, but are diverse with respect to sex, educational attainment, and native-born status. We find that platform workers face greater economic insecurity relative to all other occupation classes. Strikingly, they also feature a rate of economic insecurity that is not significantly different from that of unemployed adults. Moreover, we find that the higher levels of insecurity are not primarily channeled through lower incomes; instead, higher rates of insecurity persist even when taking family incomes into account, suggesting that the precarity and volatility of platform work matter as much as income differences in shaping economic disadvantage. Results hold under analyses that account for selection into platform work. Our findings carry important consequences for understandings of the intensity and sources of socioeconomic disadvantage of individuals engaged in platform work.
GLO Discussion Papers are research and policy papers of the GLO Network which are widely circulated to encourage discussion. Provided in cooperation with EconStor, a service of the ZBW – Leibniz Information Centre for Economics, GLO Discussion Papers are among others listed in RePEc (see IDEAS, EconPapers). Complete list of all GLO DPs – downloadable for free.


Exclusively for KIM WOODS
Explain the relationships between motivation, emotion, and behavior. How does emotion affect motivation? Provide an example of a specific behavior,…
January 10, 2021
Behavioral Disorders
January 10, 2021
Please answer the following three questions in atleast 200 words, including one APA reference.
1. Freud suggests that difficulty in any stage of development can cause abnormal sexual behavior. Do you agree? Why or why not?
2. From the psychodynamic viewpoint, the presence of an uncaring mother or the absence of a mother could adversely affect one or more stages of lifespan development. From a modern-day vantage point with its wealth of research and resources, will the presence of an uncaring mother or the absence of a mother necessarily affect the interpersonal relationships of an individual later in life? Why or why not?
3. Consider the concepts of resistance and transference from the psychoanalytic perspective. How might these concepts negatively affect a relationship? Explain. Are there ever positive effects from the application of one or both of these concepts? Why or why not? While not required, personal examples in support of your position are acceptable as a supplement to the scholarly research in this area depending on the extent to which you feel comfortable discussing such information.
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In The Matter of Cha Jung Hee, a September 14th POV presentation on PBS, is a powerful and beautifully poetic film that documents a distressing reality—the switching of one child's identity for another in a South Korean orphanage in the 1960s. This is an important story because Deann Boshay Liem is not the only child to whom this has happened. I have met several adult adoptees who have recounted similar experiences. Deann examines this reality in a very balanced manner, expressing her sadness and anger but still being able to demonstrate an understanding of the good intentions that were behind the choices the adults around her made. The film reminds us that adoption, although a wonderful gift that brings parents and children together, also involves loss… loss of a birth parent, loss of a culture, loss of a history and perhaps even loss of an identity for a child. For me, this film highlights the mistake we adults often make—that children are blank slates, that they have no memory, and that experiences when very young don't matter to them. They do remember because who you are in the world and what your history is does matter. These are particularly important things to consider for those of us involved in older child adoptions. For reminding us of this by recounting her story and journey to uncover her own history, I applaud Deann Borshay Liem.
Rita Taddonio, LCSW Director, Spence-Chapin's Adoption Resource Center (ARC)


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In this section
Note: This guideline is currently under review.
Definition of Terms
Clean Intermittent Catheterisation (CIC) is a method of draining urine via a catheter inserted into the urethra, past the sphincter into the bladder. Once the urine is drained the catheter is removed. CIC is vital in reducing bladder pressure or draining residual urine, and therefore preserving kidney health. Correctly
performed, CIC can also reduce the risk of urinary tract infections (UTIs) and promote continence.
This guideline does not refer to children and adolescents with an acute short term requirement for bladder emptying such as post-operative urinary retention, or need for an indwelling urinary catheter. Please refer to the Indewelling Urinary Catheter
This guideline does not refer to the child or adolescent using CIC through a stoma such as a Mitrofanoff.
This guideline applies to infants, children and adolescents who require ongoing CIC due to:
Patient and family assessment should include:
Below is an approximate guide for catheter size:
Assess the preferred positioning before commencing catheterisation.
All children who require long term catheterisation should be considered for education in CISC. Readiness to learn CISC should take into account:
Click here for the Evidence Table for this guideline.
Please remember to read the
The development of this nursing guideline was coordinated by Jenny O'Neill, Clinical Nurse Consultant, Developmental Disabilities, and approved by the Nursing Clinical Effectiveness Committee. Updated September 2015.


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We present the first measurements of the specific resistance change, AΔR, with increasing Co layer thickness, tCo of current-perpendicular (CPP) exchange-biased spin-valves (EBSVs) of Co and Cu. AΔR grows about as predicted for a long spin-diffusion length in Co until about tCo = 20 nm, after which it grows more slowly than predicted. Possible reasons for this deviation from prediction are considered, including a short spin-diffusion length in Co.
- Giant magnetoresistance
- Magnetic multilayers