7 Lessons Learned as a College RA
Anyone who has lived in a college dorm knows what an RA is. They are seen as either the bossy tools who go out of their way to keep you from having fun or the useless nobodies that get a free room to do nothing and let chaos run throughout the halls. Well, I worked as a college RA (Resident Advisor, or Resident Assistant in some universities) while in college, and eventually got promoted to an RD (Resident Director), and a lot of my college experiences happened from the point of view of those positions. Here are ten lessons learned from being an RA/RD:
3DN Landing Strip
The theme one year in one of my residence halls
1. An RA isn't just that happy-go-lucky robot with a clipboard.
I thought I would start off by giving a clearer description of what an RA is and does, since I'm sure not many people are familiar. An RA is known as a Resident Advisor, or a Resident Assistant, in most colleges. The hiring process to become an RA is much more in depth than any other campus job (which I'll describe in more detail a bit later), as the responsibilities of an RA range in many areas. The following are the typical tasks an RA of your school would be responsible for:
– Rule enforcerProbably the most common task RAs are known for. They are in charge of abiding by the university residence hall policy and make sure students in their hall are following them as well. If they catch students not following policy, they are then to either give them warnings or write them up for a variety of punishments options.
– Room checksMaking sure that resident rooms in dorms and residence halls are clean, in proper living conditions, and ready for students to move in. Throughout the semester, they must ensure that the rooms continue to be in proper condition and do not present safety hazards to the students who live in it. They also must check the rooms when the students leave to make sure no damage has been done to it.
– AdvisingThis is where the "advisor" part comes into play. RAs are often put (whenever possible) in dorms with students in a major similar to themselves. RAs are trained to help students if they are having trouble with classes, with school, or even their personal lives. While not full-fledged counselors, RAs are given basic training to see if students are showing signs of depression, or giving basic counseling advice in emergency situations when a counselor isn't available.
From my experience, most RAs get the compensation of a paid room to themselves. In many schools, that's all they get (and sometimes they'll even have to share a room with another RA). In other schools, RAs get some better benefits. In addition to a free room, some schools give RAs a stipend (ranging from $20-$100 a week), free meal plans, free travel expenses for conferences, free goodies (like shirts, office supplies, mugs, caps, etc), and gift certificates/gift cards.
2. The RA hiring process is very selective and thorough.
Unlike other campus jobs, the position of RA holds a lot of power and responsibility, so it is no question that the interview process will be very comprehensive. Since I don't know how the interview process goes for every university in the country, I will merely provide the process for mine. I assume other schools are at least in a similar ball park.
The first step is the application. In addition to all the traditional application information that has to be provided, the RA application also puts you to answer essay questions that test your ethics and your desire to be an RA. If you hold the minimum GPA required and the questions show some ethical decision making and interest, you may be called to an interview. In that first interview, even more questions are asked in all sorts of different areas. You are given scenarios that RAs typically deal with and are asked how you would deal with them.
In addition, you are asked to prepare for the interview a 15 minute presentation of how your first RA 'wing meeting' will be (the initial meeting with your new residents at the beginning of the year). You are invited to be as creative as possible, and have decent knowledge of the housing policy handbook.
If you pass that interview, you will join a second group interview. All the candidates who have made it this far will be asked to participate in a one-day retreat kind of thing, where games will be played and team exercises will be performed. RDs and administrators will watch these games and see who works well with others and how these students perform in group settings. Being the loudest and most outgoing won't necessary land you the job. It's about being yourself, and not being afraid to take risks and talk to people. I would also recommend volunteering to be the first to do something in a game, even if you know you'll make a fool of yourself. In that initial time when they ask for volunteers and everyone is quiet, that is the best time to shine.
If you get selected to continue, you go through the last interview. This is usually with the assistant or associate director of housing. They tend to ask even more prodding questions to find out more about you, including experiences you've had that you think would be relevant to the job, and case studies to truly see how you think. If you can make it past this 3rd interview, you're almost an RA.
All that's left is the RA class. In some universities it's offered for elective credit, in others it isn't. This class ranges from 1 month to 3 months, once or twice a week, and the class covers just about everything an RA will do: administration, counseling, community-building, activities and events hosting, and even how to dress and nonverbal communication.
If you get through the class and manage to complete your assignments, you get placed in a residence hall and a room, go through another week of intensive training (the class is more on theory, and the training is more on practice) the week before school starts, and voila! You're an RA!
RA training is serious business.
RA training is serious business.
3. There are a lot of unadvertised perks of being an RA.
In my line of work, I've had several dinners with the university president, gotten backstage passes to Jeff Dunham and Tosh.O, and have even been picked as a volunteer for several hypnotists at my campus thanks to my VIP seating. In addition, I have been invited to complimentary trips to the Oshkosh aviation air show to represent our school, and other trips around the country for a variety of reasons.
The point I'm trying to make is that RAs receive many other benefits and opportunities than what you see in the job description. It really is a lot of fun and worth the experience. Plus, as student leaders, putting that you were an RA in college looks really good on resumes and grad school applications. It's one of the most versatile campus involvements you can have since they deal with so many areas.
In addition, you will be very well-known on campus. As an RA, you participate in orientation events, rallying up students for orientation activities, games, and programs. You usually get to know all the students in the building, and more importantly, they get to know you. If you're the super strict RA with the iron whip, the students will get to know you and avoid getting in trouble by you. If you make an effort to get to know the students, like saying hi in the hallway, going to the events you promote, etc., you will find that students will talk, and all of a sudden all sorts of people will be saying hi to you on campus, some you don't even know. This will continue to grow every year that you're an RA, until you become one of the most well-known students on campus, if you can handle that.
From personal experience, I went from a completely reserved, quiet student as a freshman on campus to one of the most well-known students in school. Case in point, I actually won Senior Class President my senior year and gave the graduation speech on graduation day. The biggest part of the popularity necessary to win that election was the people that I knew and the people that knew me.
It is a great feeling to have residents you had all year come back to you in their junior year and tell you thanks for helping shape their freshman year. Granted, many freshmen could care less, but there will be some that really appreciate your efforts.
4. Once you are an RA, you are always an RA.
Our university's housing department had a motto about being an RA: It's not a job, it's a lifestyle. The reason for this is because you are an RA 24/7, whether you want to be or not. You can't just "turn it off" when you go clubbing with your friends. Your residents will see you as their RA in the halls, and they'll see you as an RA in the clubs. They will also see you as their RA ten years from now when you encounter them and their kids at Disney World.
Many university staff members and student affairs professionals started out as RAs. Once they realize they could make an entire career out of doing stuff like that, they went for it. I'm one of those people. I became an RA for life, so to speak. So if you don't think you can handle the pressure of a job that becomes a part of your life, I wouldn't recommend being an RA. Otherwise, it'll be one of the most memorable jobs you'll ever have.
5. Being a Resident Director (RD) is pretty awesome too.
I want to take


What Teeth Tell Us
what teeth tell us_thumb
In the Hall of Ornithischian Dinosaurs at the American Museum of Natural History, robotic dinosaur skulls demonstrate how the dental adaptations of plant-eating dinosaurs worked. They show that as teeth wore down, new teeth grew to replace them. Paleontologists can tell a lot from the size of a dinosaur's skull and from the teeth in it. If the skull has powerful jaws and long, sharp teeth, then the dinosaur was most probably a meat-eater, a carnivore. The teeth were used to rip apart meat. Wide, flat teeth with ridges indicate that the dinosaur was a plant-eater, a herbivore. The teeth were used to mash and grind tough vegetation.
This activity will introduce students to teeth and help them differentiate between the teeth of meat-eaters and plant-eaters.
 - Pictures of plant-eating and meat-eating animals (from nature magazines and calendars)
 - Staple removers (one per group)
 - Cotton balls
 - Flat rocks (two per group)
 - Leaves
 - What Teeth Tell Us duplicated for each student
 - Crayons
 - Small mirrors
 1. Display the pictures of the animals, one at a time, to students. For each animal, ask students to describe the teeth. Ask them to name a food the animal might eat. Use questioning to elicit answers, leading students to the conclusion that long, sharp teeth are associated with meat-eaters and flat, blunt teeth are associated with planteaters. Tell students they are going to experiment to learn how the teeth of animals help the animals eat their food.
 2. Have students work in small groups. Distribute the staple removers, cotton balls, rocks, and leaves to each group. Model what students are to do. Display the staple remover and tell students it represents the sharp teeth of a meat-eater. Show them how the staple remover works. Tell them the cotton balls represent meat. Display the rocks and tell students they represent the flat, grinding teeth of a plant-eater. Show them how the two rocks work by grinding them together. Tell them that the leaves represent plants. Have students experiment "eating" the cotton balls and leaves using the stapler remover and rocks. Have students determine which set of teeth worked best for each food. Then have students use the mirrors to examine their own teeth to identify what kind of teeth they have. Call on groups to share their findings. Students should conclude that they have both sharp, biting teeth and flat, grinding teeth. Point out to them that they are both meat-eaters and plant-eaters.
 3. Distribute What Teeth Tell Us to students. Have them complete the exercise. (Answers: top left, herbivore; top right, carnivore; bottom left, carnivore; bottom right, herbivore.)


text:
Oral treatment with fumagillin is effective for controlling various microsporean and myxosporean infections in fish. We tested a synthetic analog of fumagillin, TNP-470 (Takeda Chemical Industries), for its efficacy against 2 microsporean pathogens of salmon: Loma salmonae and Nucleospora salmonis. Chinook salmon Oncorhynchus tshawytscha were experimentally infected with either L. salmonae (per os) or N. salmonis (intraperitoneal, i.p., injection) and held in fresh water at 15°C. Fish were then divided into 3 replicate groups: untreated or treated orally at 1.0 mg or at 0.1 mg drug kg-1 fish d-1. With L. salmonae, the high dose fish had 0.32 xenomas mm-2 of gill tissue compared to controls at 24.5 xenomas per mm2. With N. salmonis infections, untreated fish exhibited 100% infection, showed prominent clinical signs (e.g. renal swelling, anaemia), and high mortality. In contrast, fish treated at 1.0 mg kg-1 showed no clinical signs, and 16% of those treated at 0.1 mg kg-1 showed only mild gross pathological changes. With the treated groups, over 50% of the fish exhibited extremely light infections, even with high dose treatments, but no mortalities were attributed to N, salmonis infections. Uninfected fish treated at 1.0 mg drug kg-1 fish d-1 for 5 wk appeared clinically normal and showed no reduction in growth. However, about half of these fish exhibited atrophy of the renal interstitial hematopoietic tissue.
- Loma salmonae
- Nucleospora salmonis
ASJC Scopus subject areas
- Ecology, Evolution, Behavior and Systematics
- Aquatic Science

source: openbmb/Ultra-FineWeb


I've read a couple similar questions and answers but haven't been able to piece together a good answer on my issue. I have a form where based on the input given in the form, back-end decision modeling will only allow for one of three different cal-to-action options "Submit", "End Task", or "Next". I am trying to figure out the best way represent this.
Option One
Depending on form input have the call-to-action button label dynamically change. This would keep just one main button in the bottom right of the form. The button would change to either say "Submit", "End Task", or "Next". enter image description here
Option Two
Don't change the call-to-action button dynamically but have all three buttons shown with one active and the other two would be disabled. Due to the decision modeling only one button would ever be active. enter image description here
 - 1
 Why do either? What problem are you trying to solve by changing the button at all? – Austin French Sep 16 '16 at 19:13
 - I probably shouldn't have used such a simplified form in my example. Sorry about that.So based on the data input into the form tool a user would have 3 options, Submit the form (everything submitted was correct), End the Form Task (something input into the form would not allow the form to continue), or Next (the tool may need more information before allowing the user to submit). So all the options aren't necessarily a submit. Users would only get one of these 3 outcomes. So would I change the one button label or have all 3 outcomes displayed but gray out the two that aren't available? – dmasini Sep 16 '16 at 19:51
 - Are the selections for Element Two dependent on the selection(s) of Element One? Is the user always only picking between Element One and Element Two? – vphilipnyc Sep 18 '16 at 0:46
It looks like you are doubling the amount of decision trees in this thought flow, creating unnecessary redundancies.
Is there a way you could instead make the form dynamically update based on what they are selecting above? Rather than change the button at the bottom, focus on the inputs you are gathering along the way.
For example, if the user selects Element One: Checkbox One, it could limit the amount of options in Element Two: Dropdown. If the user selects Element One: Checkbox Two, the user then has a different set of options for Element Two: Dropdown.
The point is that the form process should be a funnel, eliminating options along the way, until the final option is Submit. Generating additional options at the bottom will create a lot of usability issues: Why are they asking me what to submit? What is the correct submit button? Did I do something wrong? Try to eliminate the guesswork at the end so they simply have to just "Submit". Too much guesswork at the end may result in false leads, and abandoned forms.
It makes more sense to change the button on a go rather than create additional buttons. In regards of UX, why would you even do that? Just "submit" works for the last (at least) 15 years.
Ok, so I'm literally at a bar writing on a receipt, so excuse the poor drawing.
The boxes are buttons. My thinking is that is is a candidate for question piping. Use buttons to advance the user instead of Submit buttons.
Think about mobile - drop down menus are so yesterday.
enter image description here
 - So we will have a back-end decision management tool where based on the options chosen in the form will decide what final action is available to the user. The tool will give the user one of three options, "Submit", "End Task", or "Next" (to add supporting information). The user won't have the ability to decide which to choose because the decision modeling will do that for them. I am trying to figure out from the front end if I should only show the one option that is available or to show all three with two disabled. – dmasini Sep 19 '16 at 13:43
 - I think I have answered my own question though. If decision is only going to allow for one option; "Submit", "End Task", or "Next" then I should probably only show the one one active option. Showing all three where only one option would ever be active sounds like it'd be confusing to the the user of the tool. – dmasini Sep 19 '16 at 13:47
 - Yes. If there is a way for them to supply inputs to have the back-end tool re-evaluate, then presenting that option might make sense. Otherwise if you need to describe the other two options not presented, a tooltip or text description makes more sense. – vphilipnyc Sep 19 '16 at 15:13
 - And if your user testing shows that you should present the buttons disabled for clarity, a tooltip would still be helpful : ux.stackexchange.com/questions/72777/…. But based on my experience in web development, less is generally more. – vphilipnyc Sep 19 '16 at 15:17
One of the thorniest problems for a user is having a button with a label that doesn't seem to have an obvious referent. In your example, I don't see anything --except the button-- labeled "option one". So what would I be submitting?
 - It seems to be conventional--many do it without being criticised--to use answer space to make a comment when one cannot yet make a comment in comment space. – MMacD Sep 19 '16 at 12:44
 - Not really. As soon as we (mods) see it, or through flags get notified for it - we post a comment, or convert to comment or delete. In the StackExchange network there are questions and there are answers. Comments have a special field to clarify questions or answers. Nothing else. – Benny Skogberg Sep 19 '16 at 16:15
Your Answer


text:
tool for early identification of the elderly gait asymmetry in the clinical diagnosis.
Wu, Jianning; Wu, Bin
The accurate identification of gait asymmetry is very beneficial to the assessment of at-risk gait in the clinical applications. This paper investigated the application of classification method based on statistical learning algorithm to quantify gait symmetry based on the assumption that the degree of intrinsic change in dynamical system of gait is associated with the different statistical distributions between gait variables from left-right side of lower limbs; that is, the discrimination of small difference of similarity between lower limbs is considered the reorganization of their different probability distribution. The kinetic gait data of 60 participants were recorded using a strain gauge force platform during normal walking. The classification method is designed based on advanced statistical learning algorithm such as support vector machine algorithm for binary classification and is adopted to quantitatively evaluate gait symmetry. The experiment results showed that the proposed method could capture more intrinsic dynamic information hidden in gait variables and recognize the right-left gait patterns with superior generalization performance. Moreover, our proposed techniques could identify the small significant difference between lower limbs when compared to the traditional symmetry index method for gait. The proposed algorithm would become an effective tool for early identification of the elderly gait asymmetry in the clinical diagnosis.
We obtain the relaxation time for the shear viscous stress for various geometries using the'membrane paradigm' formula proposed recently. We consider the generic Schwarzschild-anti-de Sitter black holes (SAdS), the generic Dp-brane, the Klebanov-Tseytlin (KT) geometry, and the N=2* theory. The formula is the'shear mode' result and is not fully trustable, but it may be helpful to learn some generic behaviors about the relaxation time. For example, a simple formula summarizes all known results for SAdS, and a single expression summarizes the results for the Dp-brane and the KT geometry.
Lu, Kai; Vicario, David S
Auditory neurophysiology has demonstrated how basic acoustic features are mapped in the brain, but it is still not clear how multiple sound components are integrated over time and recognized as an object. We investigated the role of statistical learning in encoding the sequential features of complex sounds by recording neuronal responses bilaterally in the auditory forebrain of awake songbirds that were passively exposed to long sound streams. These streams contained sequential regularities, and were similar to streams used in human infants to demonstrate statistical learning for speech sounds. For stimulus patterns with contiguous transitions and with nonadjacent elements, single and multiunit responses reflected neuronal discrimination of the familiar patterns from novel patterns. In addition, discrimination of nonadjacent patterns was stronger in the right hemisphere than in the left, and may reflect an effect of top-down modulation that is lateralized. Responses to recurring patterns showed stimulus-specific adaptation, a sparsening of neural activity that may contribute to encoding invariants in the sound stream and that appears to increase coding efficiency for the familiar stimuli across the population of neurons recorded. As auditory information about the world must be received serially over time, recognition of complex auditory objects may depend on this type of mnemonic process to create and differentiate representations of recently heard sounds.
Noor, Ahmed K.
The accelerating pace of the computing technology development shows no signs of abating. Computing power reaching 100 Tflop/s is likely to be reached by 2004 and Pflop/s (10(exp 15) Flop/s) by 2007. The fundamental physical limits of computation, including information storage limits, communication limits and computation rate limits will likely be reached by the middle of the present millennium. To overcome these limits, novel technologies and new computing paradigms will be developed. An attempt is made in this overview to put the diverse activities related to new computing-paradigms in perspective and to set the stage for the succeeding presentations. The presentation is divided into five parts. In the first part, a brief historical account is given of development of computer and networking technologies. The second part provides brief overviews of the three emerging computing paradigms grid, ubiquitous and autonomic computing. The third part lists future computing alternatives and the characteristics of future computing environment. The fourth part describes future aerospace workforce research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on future computing paradigms.
Yu, Shimeng; Gao, Bin; Fang, Zheng; Yu, Hongyu; Kang, Jinfeng; Wong, H-S Philip
Hardware implementation of neuromorphic computing is attractive as a computing paradigm beyond the conventional digital computing. In this work, we show that the SET (off-to-on) transition of metal oxide resistive switching memory becomes probabilistic under a weak programming condition. The switching variability of the binary synaptic device implements a stochastic learning rule. Such stochastic SET transition was statistically measured and modeled for a simulation of a winner-take-all network for competitive learning. The simulation illustrates that with such stochastic learning, the orientation classification function of input patterns can be effectively realized. The system performance metrics were compared between the conventional approach using the analog synapse and the approach in this work that employs the binary synapse utilizing the stochastic learning. The feasibility of using binary synapse in the neurormorphic computing may relax the constraints to engineer continuous multilevel intermediate states and widens the material choice for the synaptic device design.
Reza Karimi, RPh, PhD
Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.
Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation. Type: Case Study
El Naqa, Issam; Bradley, Jeffrey D; Deasy, Joseph O; Lindsay, Patricia E; Hope, Andrew J
Radiotherapy outcomes are determined by complex interactions between treatment, anatomical and patient-related variables. A common obstacle to building maximally predictive outcome models for clinical practice is the failure to capture potential complexity of heterogeneous variable interactions and applicability beyond institutional data. We describe a statistical learning methodology that can automatically screen for nonlinear relations among prognostic variables and generalize to unseen data before. In this work, several types of linear and nonlinear kernels to generate interaction terms and approximate the treatment-response function are evaluated. Examples of institutional datasets of esophagitis, pneumonitis and xerostomia endpoints were used. Furthermore, an independent RTOG dataset was used for 'generalizabilty' validation. We formulated the discrimination between risk groups as a supervised learning problem. The distribution of patient groups was initially analyzed using principle components analysis (PCA) to uncover potential nonlinear behavior. The performance of the different methods was evaluated using bivariate correlations and actuarial analysis. Over-fitting was controlled via cross-validation resampling. Our results suggest that a modified support vector machine (SVM) kernel method provided superior performance on leave-one-out testing compared to logistic


0
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 $sql->CREATE( COLS => \%types, TABLE => $table );
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 COLS => keys %columns,
 VALUES => values %columns,
 INTO => $table
 foreach (keys %columns) { $columns{$_}++ }
 $sql->INSERT( SET => \%columns, INTO => $table );
 COLS => keys %columns,
 VALUES => values %columns,
 INTO => $table,
 $sql->SELECT( ROWS => '*', FROM => $table );
 $sql->SELECT( ROWS => keys %types, FROM => $table );
 ROWS => \%alias,
 FROM => $table,
 WHERE => 'row1 = 1 AND row3 = 3'
 $sql->DROP( TABLE => $table );
 $sql->DROP( DATABASE => $database );
 # evocate an errormsg
 print "\nDumping sql script:\n\n";
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 printf "%s", $_;
 CREATE DATABASE sql_statement_construct_db;
 USE sql_statement_construct_db;
 CREATE TABLE sql_statement_construct_table (
 row2 INTEGER,
 row3 VARCHAR(20)
 DESCRIBE sql_statement_construct_table;
 INSERT INTO sql_statement_construct_table ( row1, row2, row3 ) VALUES( 1, 2, 3 );
 INSERT INTO sql_statement_construct_table SET row1='2', row2='3',
 REPLACE INTO sql_statement_construct_table ( row1, row2, row3
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 SELECT * FROM sql_statement_construct_table;
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 SELECT row1 AS 'Name', row2 AS 'Age', row3 AS 'SocialID' FROM sql_statement_construct_table WHERE row1 = 1 AND row3 = 3;
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 BE WARNED: The documentation isn't that deep. You can do a lot, but its not documented. The 'AUTOLOAD' feature lets you skip the oo-interface. BTW: Currently its very msql-centric. Good Luck, Murat
Re: How do Monks programatically construct SQL selects
by Roger (Parson) on Sep 05, 2003 at 05:25 UTC
 When working with SQL's, you probably want to keep your program as simple as possible when constructing SQL's. I often use HEREDOC's to construct SQL queries.
 my $sql = <


Muzafer Sherif
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Muzafer Sherif
Born July 29, 1906
Ödemiş, İzmir, Turkey
Died October 16, 1988 (aged 82)
Fairbanks, Alaska, USA
Residence Turkey (1906–1945)
United States (1945–1988)
Nationality Turkish-American
Fields Psychology (social)
Institutions Princeton University, Yale University, University of Oklahoma,
Pennsylvania State University
Alma mater İstanbul University, Columbia University
Known for Social psychology (Group conformity, Robbers Cave Experiment)
Notable awards Honored by Division 8 of the American Psychological Association in 1966. He received both a Guggenheim Foundation Fellowship and the Kurt Lewin Memorial Award from Division 9 in 1967.[1]
Muzafer Sherif (born Muzaffer Şerif Başoğlu; July 29, 1906 – October 16, 1988) was a Turkish-American social psychologist. He helped develop social judgment theory and realistic conflict theory.
Sherif was a founder of modern social psychology, who developed several unique and powerful techniques for understanding social processes, particularly social norms and social conflict. Many of his original contributions to social psychology have been absorbed into the field so fully that his role in the development and discovery has disappeared. Other reformulations of social psychology have taken his contributions for granted, and re-presented his ideas as new.[citation needed]
Personal life[edit]
Muzafer Sherif grew up in a fairly wealthy family that included five children, of whom he was the second born.[2]
Sherif received a B.A. at the Izmir American College in Turkey in 1926,[3] and an M.A. at the University of Istanbul in 1928.[4] Sherif then went to America, earning an M.A. from Harvard University. He enrolled at Columbia University, and in 1935 earned a Ph.D. with Gardner Murphy.
In 1945 he married Carolyn Wood, and they collaborated productively on subsequent projects for many years, on scholarly books (e.g., Sherif & Sherif, 1953) and a still-useful textbook (Sherif & Sherif, 1969).
Although mostly recognized as a psychologist, Muzafer was the first to obtain the Cooley-Mead Award for Contributions to Social Psychology from the American Sociological Association.[5]
He was father of three daughters, Ann, Sue and Joan.
According to his daughter, Sue, whom Sherif was living with at that time, Sherif was in good spirits when he was stricken with a fatal heart attack. He had died on October 16, 1988, at Fairbanks Alaska at the age of 82.[6]
Experimental Contributions[edit]
Autokinetic Effect Experiments
His dissertation was titled "Some Social Factors In Perception" and the ideas and research were the basis for his first classic book "The Psychology of Social Norms."
The topic of his dissertation was social influence in perception, and the experiments have come to be known as the "autokinetic effect" experiments. Sherif's experimental study of autokinetic movement demonstrated how mental evaluation norms were created by human beings.[7] In an otherwise totally dark room, a small dot of light is shown on a wall, and after a few moments, the dot appears to move. This effect is entirely inside-the-head, and results from the complete lack of "frame of reference" for the movement. Three participants enter the dark room, and watch the light. It appears to move, and the participants are asked to estimate how far the dot of light moves. These estimates are made out loud, and with repeated trials, each group of three converges on an estimate. Some groups converged on a high estimate, some low, and some in-between. The critical finding is that groups found their own level, their own "social norm" of perception. This occurred naturally, without discussion or prompting.
When invited back individually a week later and tested alone in the dark room, participants replicated their original groups' estimates. This suggests that the influence of the group was informational rather than coercive; because they continued to perceive individually what they had as members of a group, Sherif concluded that they had internalized their original group's way of seeing the world. Because the phenomenon of the autokinetic effect is entirely a product of a person's own perceptual system, this study is evidence of how the social world pierces the person's skin, and affects the way they understand their own physical and psychological sensations.
Robbers Cave Experiments
Sherif is equally famous for the Robbers Cave Experiments. This series of experiments, begun in Connecticut and concluded in Oklahoma, took boys from intact middle-class families, who were carefully screened to be psychologically normal, delivered them to a summer camp setting (with researchers doubling as counsellors) and created social groups that came into conflict with each other. These studies had three phases: (1) Group formation, in which the members of groups got to know each others, social norms developed, leadership and structure emerged, (2) Group conflict, in which the now-formed groups came into contact with each other, competing in games and challenges, and competing for control of territory, and (3) Conflict resolution, where Sherif and colleagues tried various means of reducing the animosity and low-level violence between the groups. It is in the Robbers Cave experiments that Sherif showed that superordinate goals (goals so large that it requires more than one group to achieve the goal) reduced conflict significantly more effectively than other strategies (e.g., communication, contact).
Sherif's academic appointments included Yale University, the University of Oklahoma, and Pennsylvania State University.
Realistic conflict theory[edit]
A famous theory today, the Realistic Conflict Theory, was developed by Sherif in 1961, which "accounts for inner group conflict, negative prejudices, and stereotypes as a result of actual competition between groups for desired resources." This theory is validated by one his most famous experiments, "The Robber's Cave" (Harvey, White, Hood & Sherif, 1961).[8]
In the experiment, "22 white, fifth grade, 11 year old boys with average-togood school performance and above average intelligence with a protestant, two parent background were sent to a special remote summer camp in Oklahoma, Robbers Cave State Park." The purpose to send them to the remoteness is to ensure the study is not influenced by external factors, so that the true nature of conflict and prejudice would be studied. The participants did not know each other. Researchers divided them into two different groups and each one were assigned cabins far from one another. During the first phase, groups did not know the existence of the others. "The boys developed an attachment to their groups throughout the first week of the camp by doing various activities together: hiking, swimming, etc. The boys chose names for their groups, The Eagles and The Rattlers, and stenciled them onto shirts and flags"(Baron, Byrne 1997; Cialdini, Kenrick, Neuberg, 1999).
Then researchers set up a four day competitions between those groups with promised prizes to the winners. As long as the competition continued, prejudice began to become apparent between the two groups. The prejudice was only verbally expressed, such as through taunting or name calling; However as the competition progressed, verbal expressions became more direct: "The Eagles burned the The Rattler's flag; The Ratler's ransacked The Eagle's cabin, overturned beds, and stole private property." The groups became too aggressive with each other to control; the researchers had to separate them physically (Baron, Byrne 1997; Cialdini, Kenrick, Neuberg, 1999).
Researchers then gave all boys a two day cooling-off period, and asked them to list characteristics of the two groups. Each of group tended to make higher evaluations for their own group, and characterized the other group in extremely unfavorable terms. "Sherif then attempted to reduce the prejudice between the two groups. Simply by increasing the contact of the two groups only made the situation worse. Forcing the groups to work together to reach subordinate goals, or common goals, eased the prejudice and tension among the groups (Baron, Byrne 1997; Cialdini, Kenrick, Neuberg,1999)."
This experiment confirmed Sherif's realistic conflict theory.[9]
Sherif has written more than 60 articles and 24 books. The majority of his research was done with his wife.[10]
Sherif made important contributions to social psychological theory, field and laboratory methodology, and to the application of research to social issues.[11]
 1. ^ Harvey, O.J. (October 1989). "Muzafer Sherif (1906–1988)". American Psychologist 44 (10): 1325–1326. doi:10.1037/h0091637. Retrieved 21 November 2012.
 2. ^ Muzafer Sherif (1906–1988) American Psychologist (October 1989), 44 (10), pg. _PHONE_, O.J. Harvey
 3. ^ O.J. Harvey, "Muzafer Sherif Obituary", "Scholars Portal Journals", 9 April 2012
 5. ^ Harvey O.J., (1989). "Muzafer Sherif (_PHONE_)". American Psychologist. 44(10): _PHONE_
 6. ^ Harvey,


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See other NCLB Success Stories
Research suggests that students who study a second language early on develop better critical thinking skills. Learn how Dearborn, Michigan's Iris Becker Elementary is using grant funds from the Department's Foreign Language Assistance Program to teach Arabic to all its students-- Kindergarten through fifth grade--with the goal of making all of them fluent in that language and ready for the complex challenges of the 21st century.
Real Player (16.5MB; 5 minutes, 19 seconds)
Note: Your computer must have Real Player, which is free from Real, to view this captioned video.

source: HuggingFaceFW/fineweb-edu


The multi-cover persistence of Euclidean balls Given a locally finite X ⊆ ℝd and a radius r ≥ 0, the k-fold cover of X and r consists of all points in ℝd that have k or more points of X within distance r. We consider two filtrations - one in scale obtained by fixing k and increasing r, and the other in depth obtained by fixing r and decreasing k - and we compute the persistence diagrams of both. While standard methods suffice for the filtration in scale, we need novel geometric and topological concepts for the filtration in depth. In particular, we introduce a rhomboid tiling in ℝd+1 whose horizontal integer slices are the order-k Delaunay mosaics of X, and construct a zigzag module from Delaunay mosaics that is isomorphic to the persistence module of the multi-covers. 99 Schloss Dagstuhl - Leibniz-Zentrum für Informatik application/pdf


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Concept for a New Motor Control Platform (Modular System)
The Interroll Group, one of the world's leading specialists in intralogistics, offers a series of motor control modules for conveyor roller systems. These can be used to control a variety of EC motors and achieve a wide range of different bus topologies. They ensure an optimized flow of goods and, thanks to their simple cabling and configuration, can be assembled and put into operation in very little time. Helbling drew up a standardized concept for the new product family, from the very first ideas and technical principles up to and including the blueprint containing the design details. Helbling was commissioned with the task of standardizing the control modules and developing an innovative kit-based concept. At the same time, the control modules also needed to be able to accommodate future requirements. To achieve this, Helbling combined its methods expertise in the areas of complexity management and product innovation with its technological know-how in the fields of mechatronics, network engineering and device construction.
Key data and technical details
- Uniform architecture (housing layout, connections, shapes, assembly, sealing)
- Designed for several different bus topologies (daisy chain, master-slave, host)
- Innovative installation principle (bus for data / power supply, piercing system, silicone cables)
- Standardized, intuitive user interface
- New features and improved conformity with standards


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Thin film has 'astonishing' ability to rotate light
Apr 4, 2011 5 comments
Physicists in Austria and Germany have taken the Faraday effect to a new extreme by rotating the polarization of light by 45° by passing it through an extremely thin film. This "giant Faraday effect" could someday be used to create optical transistors that switch light or to improve terahertz imaging systems.
Discovered in 1845 by Michael Faraday, the Faraday effect describes how a magnetic field shifts the polarization of light as the light passes through a medium. A material's ability to rotate light is defined by its Verdet constant – the amount of rotation given per tesla of magnetic field strength and per metre of material. The previous record for the strongest Faraday effect was the semiconductor indium-antimony, which has a Verdet constant of about 104 radians per tesla per metre.
Now Andrei Pimenov and colleagues at the Vienna Institute of Technology in Austria and the University of Würzburg have shown that mercury-telluride has a Verdet constant of 106 radians per tesla per metre – which Pimenov described as "astonishing".
A layered approach
To investigate mercury-telluride's optical properties, the team layers the material over a thin piece of cadmium-telluride, which does not contribute to the Faraday rotation. Then linearly polarized light – with its electric-field electric component oscillating along a certain direction – is sent into the sample.
The oscillating electric field causes conduction electrons in the material to drift to and fro. When a magnetic field is applied to the material, the electrons assume circular orbits. These orbits affect the speed at which right and left circularly polarized light travels through the material. This has the effect of rotating the direction of polarization.
The researchers measured the effect by passing the emerging light through a polarizing filter – either aligned with the initial polarization or perpendicular to it. In the absence of the magnetic field, the aligned polarizer lets all the light through, while the perpendicular filter blocks it entirely. However, as the magnetic field is increased, less light comes through the aligned filter and more through the perpendicular filter. The proportion of transmitted light for each alignment told the researchers the degree to which the beam had turned.
For the film with a thickness of just 70 nm, the rotation reached a maximum of about 15° with a magnetic field of 1 tesla. However, a layer of mercury telluride 1 µm thick could rotate the light a little more than 45°. Sébastien Francoeur of École Polytechnique in Montreal called the semiconductor an "intriguing material" because electrons can travel relatively long distances without scattering and the electrons low effective mass – they behave as if they have just a 30th of their actual masses. Francoeur said these properties are "the special ingredients resulting in this giant magneto-optical effect".
The effective mass of the electrons and the strength of the magnetic field help define the cyclotron frequency of the circular orbits. When the rotation of the light is greatest, the cyclotron frequency matches that of the light, suggesting that this resonance contributes to the giant Faraday effect.
To put the effect to use, the researchers suggest a transistor design for optical computing. "Using an external magnetic field, you can either switch on or switch off the transmission of the light," says Pimenov. While an electronic transistor decides whether to let a current pass depending on the voltage applied to it, a mercury-telluride layer between two aligned linear polarizers would let light through when the magnetic field was off but not when it was on.
In order to make this device, the team would need to twist the light by 90° rather than just 45°. Pimenov says that multiple layers of mercury-telluride, separated by cadmium-telluride, should be able to rotate light by 360° or more.
With exactly 45° of rotation, the effect can also make for optical one-way valves. The light would pass through a linear polarizer and then be rotated by 45° on its way forward. If reflected, it would turn another 45° on its way back through the mercury-telluride. Now aligned perpendicular to the polarizer, it couldn't pass.
The effect could also be used to perform terahertz imaging and spectroscopy in molecular biology, medicine, and security. According to Francoeur, terahertz light is "notoriously difficult to guide and it is challenging to manipulate its polarization state". The giant Faraday effect in mercury-telluride makes a welcome addition to the toolbox.
The research is reported in Phys. Rev. Lett. 106 107404.
About the author
Kate McAlpine is a science writer based in the UK


TY - JOUR T1 - Mollugo verticillata, in België een obligate spoorwegadventief JF - Dumortiera Y1 - 2004 A1 - Filip Verloove AB - Mollugo verticillata as an alien of railway yards in Belgium. Mollugo verticillata L. (Molluginaceae), a South American alien, has been found several times in the past five years in Belgium, often in abundance and always confined to railway yards. The species history in Belgium is reviewed and its status outside the area of origin is discussed. VL - 82 ER -


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Note: If you are using Excel to edit GenePattern files, be sure to save the file as a tab-delimited text file and supply the correct file extension. You can specify the file name in quotes to prevent Excel from appending.txt to the file name. Also, note that Excel's auto-formatting can introduce errors in gene names, as described in Zeeberg, et al (2004).
ODF File Format
The Ouput Description Format (ODF) is similar to the RES or GCT file formats for datasets. The main difference is in the header. The body of data still contains the expression level values for each gene in each sample. Thus the main data block (after the header lines) is a matrix of values. The columns are defined by a name and optionally a description. The rows have a name (name of the gene for instance) and a description (description of the gene). The columns contain the expression values for each gene in a sample. If the first gene in the data block is a particular Tyrosine Kinase then each of the samples contained in each of the columns will have expressions values for that particular Tyrosine Kinase in the first row.
Note: This ODF format is specific to GenePattern. It is not an Open Document Format (ODF) for Office Applications as defined by the Organization for the Advancement of Structured Information Standards (OASIS).
ODF Header for Datasets
The following example shows the header lines of an ODF file. The first five lines are required.The line numbers are shown for easy reference, they should not be included in your file.
1. ODF 1.0
3. Model= Dataset
4. DataLines= 3
5. COLUMN_TYPES: String String float float float *
6. COLUMN_DESCRIPTIONS: Sample from DFCI Sample from UK Sample from Children's
7. COLUMN_NAMES: Name Description Sample 1 Biopsy_2 Biopsy_4
Lines 1 and 2 are required first and second lines. They must both be present in the header and be the first and second lines. They signify that this is an ODF formatted file (of type 1.0) and indicate the number of header lines that follow before the main data block (in this case 7 more). Line 3, required to be somewhere in the header of an ODF file, defines this ODF file as containing Dataset data. Line 4 is required somewhere in the header file. It indicates the number of data rows present in the data block. Line 5 is required somewhere in the header file for any ODF file that has a main data block. It defines the type of data in each column. Line 6 is a tab-delimited list of descriptions for each column. Line 7 is a tab-delimited list of names for the columns. Line 8 defines which column will have the row names, and Line 9 defines which column will contain the row descriptions.
Note: Following are a few notes about the ODF Header:
The first element of each header line will be a key word. The keyword defines/describes what kind of meta data will be found on the rest of that line.
A remark is a human readable comment that is skipped by the parser. This line starts with the "#" character and can contain any type of text since it is not parsed. Note that remarks are not counted as header lines and the user can insert them "by hand".
The number of data lines can be quite large. For example, the U133A chip measures the expression values for about 20,000 human genes. A Dataset created from several samples using the U133A gene chip could have a large value for the DataLines tag.
The COLUMN_NAMES:, COLUMN_DESCRIPTIONS:, and COLUMN_TYPES: lists must have the same number of elements. Also the number of elements must be equal to the number of columns in the main data block.
The COLUMN_NAMES:, and COLUMN_DESCRIPTIONS: could be empty, that is simply contain the proper number of tabs but no text.
Main Data Block
The following example shows the first few lines of the main data block:
1000_at X60188 HSERK1 Human ERK1 mRNA 145.3 240.37823 158.66888
1001_at X60957 HSTIEMR Human tie mRNA 20.5 31.139397 14.053186
1002_f_at X65962 HSCP450 H.sapiens mRNA -9.6 118.06088 -8.287777
The main data block must be consistent with the header. The first COLUMN_NAMES element is "Name". This label is associated with the first column (values: 1000_at, 1001_at, and 1002_f_at). The second column's label is "Description" which is associated with the second column of the main data block. The next three columns are floating point numbers that represent the gene expression values for each of the samples.
Note: The first two columns are just text data, and next three columns only contain floating point values. This is consistent with the "String, String, float, float, float" elements in the COLUMN_TYPES: list.


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"Factory of Art" one of Adeje's youth successes
Adeje's Casa de la Juventud or Youth House is going from strength to strength with a wide range of events, including the popular Factory of Art and a writers' gallery.
Youth councillor Zebenzui Chinea Linares said more than 11,000 people used the centre during 2017, adding: "This is a very significant point for us because it shows that ad-venturous youth recognise the Casa de la Juventud and use it as a meeting point in which they receive different services that respond to their needs."
Of the 11,000 people, about 4,600 are women and more than 6,500 men. The age range that most visits the House is between 14 and 16 years old (4,948 people), followed by youth between 17 and 19 years old (2,718 people), third among those aged 20 to 25 (1507), followed by those of more than 30 (1,193 people) and finally the range of 26 to 30 (781 people). Parallel to the visits, there are more than 3,000 people participating in the different activities and programmes that are carried out throughout the year.
Regarding the projects that are developed by the council, there are those related to the formation, the entertainment and the quality of life. The highlight of last year was the "Recreate" information and training programme in which discussion tables are held, on different current issues, culture is encouraged and responds to their demands and questions. Under the umbrella of this programme, the "Young Talent" initiative was developed, a proposal that granted a set of economic scholarships to the best academic records for students of ESO and Bachillerato.
Among the actions carried out, by the council highlights the "Factory of Art", one activity in which different styles, artistic disciplines and cultural proposals for the juvenile population of the region are exhibited monthly. The "Dare" project also stands


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Grantee Credibility Assessment
A Grantee Credibility Assessment provides insight into a grantee's reputation, the impact of its programs, and other key criteria to help ensure your support will prove a good investment. Our customizable grantee scoring system employs criteria such as the following:
- Strategy: How do the organization's programs work? What makes their approach different from other approaches? What is the theory of change?
- Impact of Programs: Can the organization demonstrate immediate and lasting impact from its activities? Does the organization have a system in place to measure and evaluate outcomes and impact?
- Organization and Operations: Does the organization have a strong financial track record, a clear plan for long-term sustainability, and an ethic of transparency?
- Leadership: How effective is the executive and management team? In what manner does the board support and contribute?
- Innovation: Is the organization recognized as a leader or innovator in its field?
- Reputation: What is the organization's reputation among peers, the public, and its beneficiaries?
- Local Empowerment & Capacity: Does the program empower its beneficiaries and integrate gender equality and social inclusion principles?
Paragon's team is uniquely positioned to evaluate potential grantees through the lens of programmatic impact and other key criteria. Our team members are recognized experts and thought leaders in their fields. Following are principal areas of focus:
The San Francisco Foundation
Douglas B. Marshall, Jr. Family Foundation
Rodan + Fields Prescription for Change Foundation
Greater Kansas City Community Foundation
Seattle International Foundation
Communities Foundation of Texas
Marin Community Foundation


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The Canadian Museum for Human Rights is known with its excellence in working with children and young people.
Be an Upstander School Program is adapted to different age groups and school levels.
Program length: 90 minutes
Students explore the contributions of outstanding Canadian human rights defenders and participate in an interactive game to inspire them to stand up for their rights and the rights of others.
Students learn about the Universal Declaration of Human Rights with particular attention to the role of Canadian John Humphrey in Turning Points for Humanity on Level 4.
They experience exhibits that look at the personal life journeys of Canadian and international human rights defenders, and how they became upstanders for human rights in Rights Today on Level 5.
Students participate in a digital interactive game on how every action counts. Students are presented with scenarios and make choices on issues. In doing this, they explore how they can have a direct role in creating a society where everyone is treated with dignity and respect. This activity takes place in Actions Count on Level 4.
Students discuss how human rights affect us all and how each one of us can make a difference in Inspiring Change on Level 7.
For more information please visit: _URL_
The museum developed the Be an Upstander resource which is a project-based learning unit designed to complement the Be an Upstander school program. This interactive resource is designed for students in middle school and encourages inquiry and action on human rights issues.
Language: English, French


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|Hash and Hash Iterator Object Language Elements|
|Applies to:||Hash object|
|rc=object.EQUALS(HASH: 'object', RESULT: variable name);|
specifies whether the method succeeded or failed.
A return code of zero indicates success; a nonzero value indicates failure. If you do not supply a return code variable for the method call and the method fails, then an appropriate error message is written to the log.
specifies the name of a hash object.
specifies the name of the second hash object that is compared to the first hash object.
specifies the name of a numeric variable name to hold the result. If the hash objects are equal, the result variable is 1. Otherwise, the result variable is zero.
The following example compares H1 to H2 hash objects:
length eq k 8; declare hash h1(); h1.defineKey('k'); h1.defineDone(); declare hash h2(); h2.defineKey('k'); h2.defineDone(); rc = h1.equals(hash: 'h2', result: eq); if eq then put 'hash objects equal'; else put 'hash objects not equal';
The two hash objects are defined as equal when all of the following conditions occur:
Both hash objects are the same size--that is, the HASHEXP sizes are equal.
Both hash objects have the same number of items--that is, H1.NUM_ITEMS = H2.NUM_ITEMS.
Both hash objects have the same key and data structure.
In an unordered iteration over H1 and H2 hash objects, each successive record from H1 has the same key and data fields as the corresponding record in H2--that is, each record is in the same position in each hash object and each such record is identical to the corresponding record in the other hash object.
In the following example, the first return call to EQUALS returns a nonzero value and the second return call returns a zero value.
data x; length k eq 8; declare hash h1(); h1.defineKey('k'); h1.defineDone(); declare hash h2(); h2.defineKey('k'); h2.defineDone(); k = 99; h1.add(); h2.add(); rc = h1.equals(hash: 'h2', result: eq); put eq=; k = 100; h2.replace(); rc = h1.equals(hash: 'h2', result: eq); put eq=; run;


Take the 2-minute tour ×
I'd like to know what is the best way to use shared preferences for application settings, namely to change text size and text colour. The tutorials I am finding are all confusing and most of them are using deprecated methods. What is the best way to proceed for API 17?
share|improve this question
1 Answer 1
up vote 0 down vote accepted
Create a preferences screen using this so your users have a place to change values. In your code, check the value of the keys you used in this preference screen and do whatever you need to do.
By the way, the example in the Android doc I linked shows hard-coded key string literals. The best practice way to do this is to create string keys in strings.xml resource file and reference the string key in your preference screen xml file and in your java code.
For example, in strings.xml:
wifi enabled
In you preference screen xml file:
 android:title="WiFi" />
In your java code:
String wifiEnabledStringKey = getString(R.string.wifiEnabled);
//this will give you just 'wifi enabled'; you can then use this to retrieve the value of this key from SharedPreferences.
share|improve this answer
Hello, I have been using this system to, but I start to dislike it because you have to duplicate the keys when you translate the app to other languages. Even these keys, which aren't visible to the use need to be duplicated, but not translated. If you don't do this, LINT will complain. Do you also have this issue? – bvanvelsen Aug 1 '13 at 8:35
I don't understand what you mean by duplicate. If by that you mean creating the same key in another language, then yes, that should be done. That is how the OS knows the key is available in another language as well besides just the default language. There are folders for each language. As long as you have a strings.xml file in the respective language and create the same key in it, the resource loader will know which key to use based on the language setting on the device. – praneetloke Aug 8 '13 at 1:43
yes, but preference keys make no sense in other languages, because they are the same in every language, and not even visible to the end user. Thats why I don't like this system to use them for preferences, but I do use them for every string which is visible to the user(preference title or summary) – bvanvelsen Aug 8 '13 at 5:07
Your Answer


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Hi, this picture is about Beach Bath Accessories ( Beach Themed Bath Accessories Awesome Ideas #3). It is a image/jpeg and the resolution of this picture is 506 x 705. This attachment's file size is just 65 KB. If You ought to save This photo to Your laptop, you may Click here. You might too see more images by clicking the following image or see more at this post: Beach Themed Bath Accessories.
Connotation of Beach Bath Accessories
Beachbeach (bēch),USA pronunciation n.
- an expanse of sand or pebbles along a shore.
- the part of the shore of an ocean, sea, large river, lake, etc., washed by the tide or waves.
- the area adjacent to a seashore: We're vacationing at the beach.
- to haul or run onto a beach: We beached the ship to save it.
- to make inoperative or unemployed.
Bathbath1 (bath, bäth),USA pronunciation n., pl. baths (baᵺz, bäᵺz, baths, bäths),USA pronunciation v.
- a washing or immersion of something, esp. the body, in water, steam, etc., as for cleansing or medical treatment: I take a bath every day. Give the dog a bath.
- a quantity of water or other liquid used for this purpose: running a bath.
- a container for water or other cleansing liquid, as a bathtub.
- a room equipped for bathing;
bathroom: The house has two baths.
- a building containing rooms or apartments with equipment for bathing;
- Often, baths. one of the elaborate bathing establishments of the ancients: the baths of Caracalla.
- Usually, baths. a town or resort visited for medical treatment by bathing or the like;
- a preparation, as an acid solution, in which something is immersed.
- the container for such a preparation.
- a device for controlling the temperature of something by the use of a surrounding medium, as sand, water, oil, etc.
- the depressed hearth of a steelmaking furnace.
- the molten metal being made into steel in a steelmaking furnace.
- the state of being covered by a liquid, as perspiration: in a bath of sweat.
- take a bath, [Informal.]to suffer a large financial loss: Many investors are taking a bath on their bond investments.
- to wash or soak in a bath.
Accessoriesac•ces•so•ry (ak ses′ə rē),USA pronunciation n., pl. -ries, adj.
- a subordinate or supplementary part, object, or the like, used mainly for convenience, attractiveness, safety, etc., as a spotlight on an automobile or a lens cover on a camera.
- an article or set of articles of dress, as gloves, earrings, or a scarf, that adds completeness, convenience, attractiveness, etc., to one's basic outfit.
- Also called acces′sory before′ the fact′. a person who, though not present during the commission of a felony, is guilty of having aided and abetted another, who committed the felony.
- Also called acces′sory af′ter the fact′. a person who knowingly conceals or assists another who has committed a felony. Cf. principal (def. 9b).
- See accessory nerve.
- contributing to a general effect;
- giving aid as an accessory.
- [Petrog.]noting any mineral whose presence in a rock has no bearing on the classification of the rock, as zircon in granite.
Beach Bath Accessories ( Beach Themed Bath Accessories Awesome Ideas #3) acts like a green location that will supply a stunning atmosphere and great, although not an important section of a residence lifestyle of the playground can be excellent when considered from your facet of wellness, but besides that the playground also offers a work as a choice decorative specifically to boost the look the house itself, and in terms of the keeping of the playground might be based in the rear of the house, alongside the house or facing the house, however it looks very difficult for the second to construct a park on the occupancy of our minimal terrain turned among the major causes why individuals are cautious to create a garden in the home them, when in fact several approaches or alternatives that individuals can do to have around it, for it was at this juncture we have organized some methods for gardening with modest terrain about the top garden of the home.
Variety of Flowers. Picking plants for your yard with a little or thin land that would be one critical to accomplishment in creating a backyard with limited territory, choose crops using a small-size so that more bushes we could place so that more colorful and much more intriguing for certain.
In restructuring the playground's land is slim class, we ought to consider a number of things including the option of plants, spacing from eachother so that though the park is modest but nonetheless lovely and superior in-view, more Beach Bath Accessories ( Beach Themed Bath Accessories Awesome Ideas #3) could we observe such ideas below.


text:
(PECL ps >= 1.1.0)
ps_continue_text — Continue text in next line
Output a text one line below the last line. The line spacing is taken from the value "leading" which must be set with ps_set_value(). The actual position of the text is determined by the values "textx" and "texty" which can be requested with ps_get_value()
Resource identifier of the postscript file as returned by ps_new().
The text to output.
TRUE em caso de sucesso ou
FALSE em caso de falha.


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Date of Award
Urban Studies and Planning
Richard L. White
Bicycle stores -- Public relations, Neighborhoods -- Social aspects
The local bicycle shop (LBS) has long served its neighborhood as a retail establishment and service center, but little has been done to analyze its influence on the greater community. After examining the categories of people who cycle and frequent bike shops, a rough typology of the different kinds of bike shops often found in a city was synthesized. This paper examines the different roles or assets that a given shop can be in a neighborhood. From a third place or anchoring institution to advocate for and even component of cycling infrastructure, the LBS fulfills one or several of these responsibilities to its community. The definitions of these four community assets will provide insight into how the average bicycle shop might act as such. Specific shops in the city of Portland are then carefully examined through observation and staff interviews to determine the extent to which these roles are actually performed. This paper suggests that a community that wishes to establish or maintain itself as friendly towards cycling should recognize the LBS as a crucial part of that image by providing a unique place for all people to gather, socialize, and exchange knowledge.
Wesolowski, Timothy J., "The Great Good Bicycle Shop: Exploring the Community Roles of a Neighborhood Business" (2015). University Honors Theses. Paper 137.


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Nobel Prize Conductive Valley Game
A fun and educational game based on conductive polymer technology.
Exploring Materials Engineering: Polymers
A colorful visual description of what polymers are and why they're important.
In Chemical Heritage Magazine
Celluloid: The Eternal Substitute
Celluloid, developed in the late 19th century, launched the modern age of man-made plastics.
From CHF's Oral History program
The Polymer Project
Collection of oral histories related to polymer research from the perspective of some of the most prominent chemists involved.
Polymers, A Brief History
A short essay on the history of polymers with excerpts from the oral history of pioneering polymer researcher Herman Mark.
Online exhibit covering the surprising and often-overlooked importance of rubber in World War II, with a focus on the U.S. Synthetic Rubber Program, as told from the unique perspective of CHF's Oral History interviewees.


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From Bulbapedia, the community-driven Pokémon encyclopedia.
Meet the Pokémon is a Pokémon guide book for beginning readers. It includes details on various aspects of the Pokémon world, in a basic format as it is for beginning readers. It was written by Michael Teitelbaum and published by BradyGames (under the "DK Readers" imprint) in 2008. It is 32 pages in length.
The book details a variety of Pokémon subjects, such as the Pokémon species themselves, the Pokémon world, and things that are encountered in a Pokémon Trainer's journey such as Gyms and the Poké Ball. It describes various Sinnoh Pokémon, details of Pokémon battling, and places where Pokémon may be found, such as tall grass. Additionally, it details the relationship Trainers such as Ash have with their Pokémon.
Pokémon under possession of Trainers
Pokémon described in detail (Page 20-25):
Pokémon featured in the evolution listing:
Get to know the Pokémon, the people who train them, and their exciting world!
- At one point, the book describes Turtwig as being made from soil. Although it is true that Turtwig's shell is made of soil and it is possible that this was the statement intended, Turtwig are not actually made of soil.
- It states that Glalie evolves into Froslass. Both Pokémon actually evolve from Snorunt. Glalie evolves from Snorunt at level 42, and Froslass evolves from female Snorunt when exposed to a Dawn Stone.


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Structure of turbulent flow over arrays of cubical roughness
Full text not archived in this repository.
To link to this article DOI: 10.1017/S002211200700794X
The structure of turbulent flow over large roughness consisting of regular arrays of cubical obstacles is investigated numerically under constant pressure gradient conditions. Results are analysed in terms of firstand second-order statistics, by visualization of instantaneous flow fields and by conditional averaging. The accuracy of the simulations is established by detailed comparisons of firstand second-order statistics with wind-tunnel measurements. Coherent structures in the log region are investigated. Structure angles are computed from two-point correlations, and quadrant analysis is performed to determine the relative importance of Q2 and Q4 events (ejections and sweeps) as a function of height above the roughness. Flow visualization shows the existence of low-momentum regions (LMRs) as well as vortical structures throughout the log layer. Filtering techniques are used to reveal instantaneous examples of the association of the vortices with the LMRs, and linear stochastic estimation and conditional averaging are employed to deduce their statistical properties. The conditional averaging results reveal the presence of LMRs and regions of Q2 and Q4 events that appear to be associated with hairpin-like vortices, but a quantitative correspondence between the sizes of the vortices and those of the LMRs is difficult to establish; a simple estimate of the ratio of the vortex width to the LMR width gives a value that is several times larger than the corresponding ratio over smooth walls. The shape and inclination of the vortices and their spatial organization are compared to recent findings over smooth walls. Characteristic length scales are shown to scale linearly with height in the log region. Whilst there are striking qualitative similarities with smooth walls, there are also important differences in detail regarding: (i) structure angles and sizes and their dependence on distance from the rough surface; (ii) the flow structure close to the roughness; (iii) the roles of inflows into and outflows from cavities within the roughness; (iv) larger vortices on the rough wall compared to the smooth wall; (v) the effect of the different generation mechanism at the wall in setting the scales of structures.


AR# 53776
Generating Quick Test Cases for Xilinx Integrated PCI Express Block and Serial RapidIO Cores Verilog Simulation
This Answer Record provides techniques for generating quick test cases for Xilinx Integrated PCI Express Block and Serial RapidIO Cores Verilog simulation in a downloadable PDF to enhance its usability. Answer Records are Web-based content that are frequently updated as new information becomes available. Visit this Answer Record to obtain the latest version of the PDF.
This answer record primarily focuses on techniques to create test cases in simulation by forcing certain data patterns on core interfaces. When designing a system with IPs, such as PCI Express and Serial Rapid IO, designers may run into issues where the system halts due to a certain incoming packet or incorrect toggling of signals. To debug such issues in hardware could be difficult and time consuming, as this would need debugging tools such as ChipScope. The best option is to try to reproduce the issue in simulation by writing a specific testbench. The problem with this is you will need to write comprehensive code in the testbench to capture that particular use case scenario. This takes time and designers might not have enough time due to the critical nature of their project.
The pdf document provided with this answer record describes how a designer can drive custom packets on an interface of designs with PCI Express and Serial RapidIO cores with the force command in Verilog. force is a powerful Verilog command which you can use to drive signals at any timestamp of your simulation.
Associated Attachments
AR# 53776
Date 06/24/2013
Status Active
Type General Article
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An ideas bank is a website where people post, exchange, discuss, and polish new ideas. Some of these are for the purpose of developing new inventions or technologies. Many corporations are also installing internal ideas banks to gather the input from their employees. Some of those systems also use a voting system to estimate ideas value. In some cases, ideas banks can be more humor-oriented than their more serious counterparts. The underlying theory of an ideas bank is that if a large group of people collaborate on a project or the development of an idea that eventually said project or idea will reach perfection in the eyes of those who worked on it.
Main article: Halfbakery
Global Ideas BankEdit
Main article: Global ideas bank
The Global Ideas Bank is very much the opposite of Halfbakery in that ideas are proposed seriously, and in some cases actually implemented. It started as a group of inventors in 1985 and became a large organizaton over several years until it was put online with it's current name in 1995.
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Navigate within a table
Maintain Ctrl pressed and use the arrow keys to go to the last non empty cell in the desired direction.
In this example, first go to the Values cell, then will pressing Ctrl, press down, right, up and left.
Select a range
Maintain Shift pressed and use the arrow keys to select the range.
In this example, starting from the Values cell, maintain the Shift key and press down, down, right, right, right.
Select a table
Maintain both the Ctrl and the Shift keys pressed and use the arrow keys to select a table.
In this example, starting from the Values cell, maintain both the Shift and the Ctrl keys and press down, right.
Insert a row or a column
Select a column (row), then press Ctrl, Shift and +, a column (row) will be inserted on its left (above).
Delete a row or a column
Select a column (row), then press Ctrl and -.
Lock a cell, a row or a column
When copying and pasting formulas, you may want to lock cells that refer to constants that apply to all subsequent cells.
Excel allows you to do that using the $ sign:
Lock the cell: $ sign before and after the letter of the cell ($A$1)
Lock the row: $ sign after the letter of the cell (A$1)
Lock the column: $ sign before the letter of the cell ($A1)
By pressing the F4 key in your keyboard when selecting the reference to lock, you can add the $ signs automatically:
Press once: lock the cell
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Lock the cell
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Switch between spreadsheets
To move quickly from the current spreadsheet to the previous or the next one, hold down Ctrl and Press either Page Up (for next) or Page Down (for previous).


The spectral theorem 1: Matrices (with NumPy)
This post will again not contain anything very advanced, but try to explain a relatively advanced concept by breaking it down into the ideas that led to its formulation. Once again, the star is that wonderful thing, linear algebra. I have gone from really disliking it upon first encounter (as a naive undergrad), to having immense appreciation for the way in which it can illustrate fundamental mathematical concepts. Here, I will first present some computations that could lead to the formulation of the spectral theorem in the finite dimensional case, and in the next installment I will consider instances of the generalisation. This is similar to how I would approach any new mathematical concept, which is first to reduce it to something I have a decent understanding of, before trying to understand it in any generality.
One version of the spectral theorem can be stated as follows:
Theorem. Suppose A is a compact self-adjoint operator on a Hilbert space H. Then there is an orthonormal basis of H which consists of eigenvectors of A, and for which each eigenvalue is real.
Recall that a compact operator is a linear operator such that the image of any bounded subset has compact closure. To get a good idea of the Spectral Theorem, we must first get an idea of what a compact self-adjoint operator would be in a finite dimensional setting. For the moment, let us only consider real matrices. Since the adjoint of a matrix is its conjugate transpose, in this case we consider only symmetric matrices. The question of compactness is trivial in this case. Our Hilbert space will just be \mathbf{R}^n with the usual inner (dot) product. In this case, the spectral theorem states that we should be able to find an orthonormal basis of \mathbf{R}^n consisting of eigenvectors of our matrix T, with corresponding real eigenvalues. Let us consider some simple cases.
A = \begin{bmatrix} 3 & 2 & 1 \\ 2 & 2 & 3 \\ 1 & 3 & 5 \end{bmatrix}.
Since I don't feel like working this out by hand, I'll use some Python:
import numpy as np
A = np.array([[3,2,1],[2,2,3],[1,3,5]])
a = np.linalg.eig(A)
This gives us the following output:
(array([ 7.66203005, 2.67899221, -0.34102227]),
 array([[-0._PHONE_, -0.83831649, 0.38072882],
 [-0.53490509, -0._PHONE_, -0.83482681],
 [-0.74940344, 0.52941923, 0.39763018]])
Note that the eigenvectors are given as the columns of the array. Now, it would not be too much to expect that the eigenvectors will give us a basis for \mathbf{R}^3. It would be a stretch to expect these to be orthonormal, however. We can test this out quickly:
b = [[1][i],a[1][j]) for i in range(3) for j in range(3)]
(If you look at the code, you'll see that I actually took the dot product of the rows, not the columns. Why would this have the same result?)
[0.9999999999999998, -5.551115123125783e-17, 2.7755575615628914e-16, -5.551115123125783e-17, 0.9999999999999998, -4.440892098500626e-16, 2.7755575615628914e-16, -4.440892098500626e-16, 1.0000000000000004]
Those values are awfully close to either 0 or 1, and we can suspect that a precise calculation will probably give us those exact answers. But was this just luck, or would it work on any matrix? Let's generate a random 4 by 4 matrix, which we multiply by its transpose to make it symmetric (where else do we see this product being used to generate Hermitian operators?):
B = np.random.rand(4,4)
BB = np.matmul(B, B.transpose())
bb = np.linalg.eig(BB)
c = [[1][i],bb[1][j]) for i in range(3) for j in range(3)]
[1.0000000000000007, -8.881784197001252e-16, 5.689893001203927e-16, -8.881784197001252e-16, 1.000000000000001, 1.6653345369377348e-16, 5.689893001203927e-16, 1.6653345369377348e-16, 0.9999999999999989]
Once again, we get entries that are practically 0 or 1, and it seems as if NumPy actually gives us the vectors in the desired form. You can get exact results using symbolic computation, for instance using SymPy:
import sympy as sym
A = sym.Matrix([[3,2,1],[2,2,3],[1,3,5]])
This takes surprisingly long however, and doesn't tell us much we don't know. We can now formulate a possible finite dimensional version of the spectral theorem:
Conjecture 1. The eigenvectors of a symmetric n \times n real matrix A form an orthonormal basis of \mathbf{R}^n.
Let us first check this in the case where the matrix has full rank, and we have n linearly independent eigenvectors. Suppose that \vec{v}_1, \vec{v}_2, \dots,\vec{v}_n are linearly independent eigenvectors of A with eigenvalues \lambda_1, \lambda_2, \dots,\lambda_n. For i \neq j:
(A\vec{v}_i)\cdot (A\vec{v}_j) = (A\vec{v}_i)^T (A\vec{v}_j) = \vec{v}_i A^T A \vec{v}_j = \lambda_j^2 \vec{v}_i^T \vec{v}_j
(A\vec{v}_j)\cdot (A\vec{v}_i) = (A\vec{v}_j)^T (A\vec{v}_i) = \vec{v}_j A^T A \vec{v}_i = \lambda_i^2 \vec{v}_j^T \vec{v}_i.
Since the dot product is commutative, we must have either that \lambda_i^2 = \lambda_j^2 or \vec{v}_i \cdot \vec{v}_j = 0. The latter part is clearly what we desire, but what if \lambda_i^2 = \lambda_j^2? If we take a look at the wording of the Spectral Theorem, we can see that it does not state that any set of eigenvectors form a basis, but that there is a basis which consists of eigenvectors. So if we have, say, that A\vec{v}_1 = \lambda \vec{v}_1 and A\vec{v}_2 = \lambda \vec{v}_2, we can form a new vector \vec{w} as follows:
\vec{w} = \vec{v}_2 - \frac{\vec{v}_2\cdot \vec{v}_2}{\| \vec{v}_1\|^2}\vec{v}_1.
This new vector is also an eigenvector with eigenvalue \lambda:
A\vec{w} = \lambda \vec{v}_2 - \frac{\vec{v}_1 \cdot \vec{v}_2}{| \vec{v}_1 \|^2}A\vec{v}_1 = \lambda \vec{w}.
Furthermore, \vec{w} will be orthogonal to \vec{v}_1. To get orthonormality, we just normalise \vec{w}. (If there are more than two vectors with the same eigenvalue, we just continue applying the Gram-Schmidt process.) We have therefore used the eigenvectors \vec{v}_1 and \vec{v}_2 with the same eigenvalue to find two orthonormal vectors (\vec{v}_1 and \vec{w}/\|\vec{w}\|) with the same eigenvalue as before.
We can see that we must now replace Conjecture 1 with one that is more in line with the statement of the Spectral Theorem:
Conjecture 2. Given a real n\times n symmetric matrix A, there is a basis of \mathbf{R}^n consisting of eigenvectors of A.
Now, where could this conjecture go wrong? In the above examples, we had nice, non-zero eigenvalues. So let us consider a matrix in which the columns are linearly dependent, and which has an eigenvalue of 0 with multiplicity 2:
A = np.array([[


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Home | Articles | Eighteenth-Century English Enamels
Fig. 1: Two oval patch boxes, Midlands, ca. 1800. The boxes feature themes inspired by the Wilberforce Anti Slavery movement in England.
The English fashion for decorative painted enamels spanned nearly a century, from the 1750s into the 1840s. When first introduced from the Continent, their colors, sophisticated designs, and suitability as tokens of affection caught the imaginations of the luxury-minded Georgian elite. Aware of the market potential for these trinkets, English artisans developed an enamel cottage industry that not only rivaled work from the Continent, but achieved a finer quality of craftsmanship. To differentiate between English and Continental enamels, the former are often generically referred to as "Battersea" after the enamel factory located in the Battersea area of London.
Fig. 2: Bonbonniere, Birmingham, ca. 1770–1775. In the form of a lady's French Court shoe.
These small, decoratively embellished containers were made for various purposes. The most common are the little boxes used to hold snuff or beauty spots (often applied to cover blemishes and referred to in the period as "patches") (Fig. 1). Other popular presentation pieces include bonbonniéres (Fig. 2), which held sweetmeats, or hard candies, to sweeten the breath; scent bottles for perfumes; bodkin cases to hold needles; and étuis, containers for useful things that a lady found "necessary," such as scissors, sewing implements, letter openers, pencils, and pens. Other household objects made of decorative enamel are more unusual. These include writing caskets, candlesticks, inkstands, tea caddies, wine funnels, telescopes, sugar canisters, beakers, and bowls.
Fig. 3: A rare South Staffordshire "Tussie Mussie," ca. 1770. These small enamel vases were sewn into the bodice of a lady's dress for the wearing of fresh flowers.
Stemming from a technical heritage that included other methods of enamelwork—cloisonné, champleve, and basse-taille—all of which required metalwork to separate the enamel colors, Georgian painted enamels began with a plain thin copper base coated with a ground glass mixture that annealed when fired and essentially turned into a skin of white glass, over which paint was applied with a brush. This process was most successful on convex surfaces such as small boxes, which were enameled on interior and exterior surfaces to avoid warping.
The earliest English enamels were painted entirely by hand (Fig. 3). This was a time-consuming and tedious task because of the different firing temperatures of the enamel paints, which had to be applied in a specific order relevant to the amount of heat the various colors could withstand. This process was compounded by the difficulty in regulating the kiln temperature, since thermostats as we know them today did not yet exist.
The most important technical improvement the English made to the art of enameling was the process of transfer printing (Fig. 4). Introduced in the mid-eighteenth century, this new technology was more economical for the manufacturer in that it reduced the production time and required less artistic painting. The process involved colored inks that were applied to copper plates engraved in reverse and transferred to thin, glazed paper. The paper was then placed on the white enamel object and fired. The enamel could either be left with just the transfer or the enamel transfer could then be in-painted by adding full color brushwork by hand and refired.
Fig. 4: A large tobacco box, Birmingham, ca. 1770. Transfer-printed and overpainted scene after Tieners painting, The Return from the Hunt.
Fig. 5 (left): York House (Battersea) small table snuff, 1753– 1756, printed in a rare color of red, with a Putto and the British Lion.
Fig. 5 (right): York House (Battersea) table snuff, ca. 1753–1756, transfer-printed in puce by Simon François Ravenet, the engraver, depicting Britannia presenting a medal surrounded by the Arts and Sciences.
The most rare and highly sought-after enamels are those produced at the first established English enamel factory, York House (Fig. 5). Located in the Battersea section of London, the factory was established in 1753 and was in operation for only three years before declaring bankruptcy. The factory's enamels are historically important because York House was the first English company to introduce transfer-printed wares to the London public. Because of their early date and limited span of operation, York House enamels are very scarce, enhancing their desirability. Some York House enamels may be identified by the following characteristics: The transfer prints often feature mythological and biblical themes; their engravings are typically in the "French" or Continental taste (Fig. 6); the ground color is a creamy white rather than a bright white; and the ink colors usually consist of soft tones of red, sepia, purple, indigo, or purplish-black. Also, the engraving is very crisp and of the highest quality; it is never blurred. There are perhaps many other types of enamel that were hand-painted at York House, but they are not as easily identified. As a word of caution, after the York House factory failed, a bankruptcy sale followed and many of the engraved plates were bought by other enamellers and taken to different areas of the country; this resulted in later "re-strikes," which are less valuable than the early examples made at York House. One can tell the difference by noting the poorer quality and the changes in the shapes of the later objects as they evolved with new fashions.
Fig. 6: York House (Battersea) plaque, ca. 1753–1756, The Fortune Teller, engraved by Simon François Ravenet, depicting an old gypsy woman telling the lady's fortune, while a young boy is stealing the lady's purse.
Many small enameling firms were located in the Midlands region of England, such as Bilston, Wolverhampton, and Birmingham. The metal mount-makers also lived primarily in this part of the country, supplying metal bezels and hinges to the enamel artists. Enamels produced in these cottage-industry workshops were decorated with a range of hand-painted and transfer-printed images, from botanical, animal, and genre scenes to favorite mottos of the time. Animal forms (Fig. 7), today called "figurals," were often products of the Midlands enamellers and are among the rarest and most expensive of all English enamels—probably because they were admired and played with by children, and thus many have not survived intact. Very few English makers marked their enamels, and signed or dated examples are extremely rare.
Fig. 7: Bilston snuff box or bonbonniere, ca. 1780. Sleeping leopard curled up on a grassy mound.
The interest in enamels produced in England declined in the early nineteenth century, and the demand virtually stopped by the 1830s; the last known English period enamellers ceased production in the early 1840s. By the end of the nineteenth century, however, forgeries of eighteenth-century English enamels began to appear on the Continent. These enamels were made in response to the working classes who wanted what they thought were the bibelots of the Georgian "carriage trade." The Parisian firm Samson was one of the main producers of these copies, with other companies following suit. These forgeries are poor imitations for the most part and are easily detected when compared to the quality of the originals (Fig. 8).
The revival of the English enamels industry began in the early 1970s. While many contemporary examples are made in the spirit of the eighteenth-century models, few capture the essence of the period enamels. Most of these replicas are clearly marked in the enamel by contemporary makers, which easily identifies the work as new.
Fig. 8: Two small oval "Motto Patch" boxes. The left example: Birmingham, ca. 1780–1790, transfer-printed and lightly overpainted in translucent color; the right example: a Samson forgery from Paris, ca. 1890–1900. Compare the two: The Birmingham model is printed, the Samson example is painted in imitation of a transfer print; the cobalt blue is almost black on the English example, while the French copy is a modern electric-blue color; the English mount and hinge and the bezel holding the enamel lid are precisely made, the French mount is ill-fitting, and the hinge has a protruding lug which holds the lid open, absent on the English example; the English thumbpiece is a delicate small bit of metal, just enough "lift" to open the top, as opposed to the "cupid-bow lips" type on the Samson, model with its stiff, thick, and clumsy thumbpiece.
Modern forgeries are also in the marketplace, sometimes found in the inventory of street vendors in England. These forgeries have the same shapes as period examples yet display clumsy and crude decorative elements rather than the refined and fluid decoration of period examples. Spurious images include American flags on ships, cock-fighting, and wrestling and boxing subjects. The mounts are cheap and artificially aged with acid to make them appear old. The colors are modern shades and garish. At this point, only the hand