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PhD PROGRAMMES AT THE UNIVERSITY OF MALAGA FREQUENTLY ASKED QUESTIONS
PhD PROGRAMMES AT THE UNIVERSITY OF MALAGA
A) ABOUT THESIS DIRECTION
B) ABOUT PUBLICATIONS ENDORSING THE THESIS
C) ABOUT THESES BY COMPENDIUM OF PUBLICATIONS
D) ABOUT ACCESS TO PhD PROGRAMMES REGULATED BY THE 99/2011 RD
E) ABOUT MASTER'S AND PhD STUDENTS OF THE 2013-2014 SCHOOL YEAR
F) ABOUT REGISTRATION TO PhD PROGRAMMES
G) ABOUT THE INTERNATIONAL DOCTOR MENTION
H) ABOUT THESIS CO-TUTELAGE
I) ABOUT THESIS GRANTS
J) ABOUT THE RESEARCH PLAN
K) ABOUT THE THESIS TRIBUNALS AND DEFENSE
L) ABOUT THE IN-SITE REGIME OF THE PhD PROGRAMMES
A1. How many thesis directors can a PhD student have? How many tutors?
In general, a PhD student has a single thesis director, who is also the tutor if teaching in the same PhD programme.
In some duly justified cases, the Academic Commission may appoint a second thesis director, who must meet the usual requirements. Only in exceptional cases can a third director be appointed, provided that all three directors are not from the same university. The designation of several directors must be approved by the Postgraduate Commission of the University of Malaga, after consideration of the justifications (e.g. if the thesis presents an interdisciplinary subject, requiring the participation of directors from different fields).
A PhD student can only have one tutor.
A2. Can a student's family member serve as thesis director?
A family member may be the thesis director or tutor, provided that he/she meets all the requirements set by the current regulation and by the Doctorate Regulation of the University of Málaga in particular.
However, a family member cannot serve as an external examiner or as a member of the evaluation committee of a relative's thesis, according to the articles 28 and 29, Chapter III, Title II of the 30/92 Public Administration Juridical Regime Law for abstention and disqualifying.
A3. Is there a limit to the number of theses that a professor can direct simultaneously?
Not theoretically. In practice, due to the amount of responsibility that it entails, professors are advised against directing more than two new theses per year.
A4. Can I change my thesis director or tutor at any time?
On the proposal of the Academic Commission of the programme, the Postgraduate Commission may modify the appointment of a tutor or thesis director when a reasonable justification exists. These changes may occur at any time during the PhD programme, except for 6 months before the thesis deposit deadline. Any request for these changes must be accompanied by a justifying report, presenting the motives and detailing the supervision activities of the former and/or new director.
A5. May the thesis director be a retired professor?
Retired professors may direct theses in any of the PhD programmes of the University of Malaga, provided that they meet all the requirements established by the Thesis Direction section of the UMA Doctorate Regulation.
In the event that a retired professor wants to work as the only thesis director, the Academic Commission of the PhD programme must assign a tutor to the PhD student. This will also be the case if a retired professor wants to co-direct a thesis with other researchers, when none of them belong to the PhD programme.
In the event that a professor's retirement occurs when directing a PhD Thesis, he/she may continue to do so; if there is not a co-director in the PhD programme, the Academic Commission of the programme must appoint a PhD tutor.
A6. May the PhD tutor be a retired professor?
Retired professors cannot serve as thesis tutors. In the event that a professor's retirement occurs when tutoring a doctoral thesis, he/she will not be able to continue doing so; the Academic Commission of the programme must assign the PhD student a new tutor.
A7. May a professor emeritus serve as a thesis director or tutor?
Professors emeriti may direct and tutor a thesis, provided that they have the merits and meet the academic requirements. Professors emeriti belonging to a PhD programme before their retirement may continue doing so if they wish, by formally expressing it before the Academic Commission of the programme and the Postgraduate and Doctorate International School.
A8. May a UMA professor in a situation of Special Services direct, or tutor a thesis?
By stating that a professor is in a Special Services situation, we signify that the said professor, although in connection with the UMA, is exempted from teaching and other tasks, due to other engagements (e.g. political responsibilities).
Said professors may direct theses in any of the PhD programmes of the University of Malaga, provided that they meet the requirements established in the Thesis Direction section of the UMA Doctorate Regulation. In the event that a professor in a special services situation wants to serve as the only thesis director, the Academic Commission of the programme must appoint a tutor for the PhD student, at least for as long as the special services last. This will also be the case if the professor wants to co-direct a thesis with other researchers, when none of them belong to the PhD programme.
In the event that a professor is called to work on special services when directing a doctoral thesis, he/she may continue doing so; the Academic Commission of the programme must assign the PhD student a tutor, if there is not a co-director within the same PhD programme .
Moreover, professors in a special services situation cannot serve as thesis tutors. In the event that a professor is called to work on special services when tutoring a doctoral thesis, he/she will not be able to continue doing so; the Academic Commission of the programme must assign the PhD students a new tutor, at least for as long as the special services last.
B) ABOUT THESES BY COMPENDIUM OF PUBLICATIONS
B1) What does it mean when a publication "endorses" a thesis?
From the 2013-2014 school year, the new Doctorate Regulation establishes a minimum requirement for PhD students: doctoral theses must be "endorsed" by publications.
The Doctorate Regulation establishes that the PhD student must be able to generate a set of quality contributions directly related to the subject of the thesis. These contributions "endorse" the thesis.
By "quality contribution", we signify those publications or merits liable to be assessed with at least 0,5 points according to the criteria of the National Quality and Accreditation Agency (ANECA) for the assessment of the Doctorate Programmes with Mention to Excellence. The said criteria can be consulted in the following document.
The fact that these contributions have to be "directly related" to the thesis implies that they must contain and describe significant results obtained during the research process, on the subject of the thesis, and that must be included among those described in the thesis report.
B2. Which requirements must the contributions endorsing the thesis meet?
The requirements for the contributions presented in order to endorse a thesis are the following:
- To be directly related to the subject of the thesis.
- To have been published or accepted for publication after the thesis project registration date.
- To have the PhD student as its first or second author.
- To make the University of Malaga appear, through the thesis director's or PhD student's affiliation.
Regarding the latter, it is mandatory to take into account the "Good Practice Manual for Normalisation, Institutional Affiliation and Name of Authors in Scientific publications", which establishes the way in which institutional affiliation is to be written for the publication to be correctly indexed and considered as a UMA publication.
In the event that some contributions remain unpublished when the thesis is to be defended, the PhD student must prove that they have been accepted for publication with the DOI of the article or with a letter from the publisher.
B3. How many contributions are needed to endorse a thesis?
The regulation establishes that any thesis must be endorsed by a set of publications whose total score must be of at least 1 point according to the criteria of the National Quality and Accreditation Agency (ANECA) for the assessment of the Doctorate Programmes with Mention to Excellence.
The regulation also establishes that this minimum quality criterion is to be progressively applied. Therefore, the minimum score required for the admission of a thesis procedure, calculated as the addition of the points awarded for each contribution will be:
- 0.5 points for theses submitted by PhD students admitted for the first time to a PhD programme of the University of Malaga in the 2013-14 school year.
- 0.75 points for theses submitted by PhD students admitted for the first time to a PhD programme of the University of Malaga in the 2014-15 school year.
- 1 point for theses submitted by PhD students admitted for the first time to a PhD programme of the University of Malaga in the 2015-16 school year.
For example, students undertaking their PhD in the 2013-14 school year in an Architecture and Engineering PhD programme may endorse their thesis with an article published in a journal indexed in the JCR, regardless of the position of the said journal in the index.
B4. OBSOLETA
B5. I am a PhD student at the University of Malaga. May I use the UMA as an affiliation on my publications?
Yes, of course. In fact, it must be used. Being a PhD student, and thus registered in the University of Malaga, you must always use the said affiliation when signing articles. It is extremely important to take into account the "Good Practice Manual for Normalisation, Institutional Affiliation and Name of Authors in Scientific publications" of the University of Malaga, ", which establishes the way in which institutional affiliation is to be written for the publication to be correctly indexed and considered as a UMA publication.
At the University of Malaga, theses may be presented in a monograph format or as a compendium of publications, as established by the Doctorate Regulation of the university. In the second case, the thesis will have to be formed of at least three publications (articles, book chapters or books).
These publications are the ones that endorse the thesis, and must all be published or accepted for their publication (with the DOI of the article or with a letter from the publisher).
C2. Which requirements and criteria must a thesis by compendium of publications meet?
The publications that form a thesis by compendium must endorse the thesis, and must, therefore, meet the requirements demanded for any publication endorsing a thesis, described in the B2 question in the previous section.
Regarding the quality criteria they have to meet, the article 21.4 of the Doctorate Regulation states that "the addition of the scores of the publications forming a thesis presented as compendium of publications must be of at least 1 point, according to the criteria used by the ANECA or developed by the different doctorate academic commissions".
For example, a thesis in the field of Architecture and Engineering presented as a compendium of publications must be formed by three publications in journals indexed in the JCR (regardless of the position of the said journal in the index); or by two publications in journals indexed in the JCR (regardless of the position of the said journal in the index) and an article in an international congress; or by a publication in a journal of the third tercile (1 point) and two publications in international congresses (0 points).
C3. Are three publications enough? Do I have to add more?
According to the Doctorate regulation, a thesis presented as a compendium of publications must have, at least:
- an introduction to the research subject and a summary of its state,
- the aims of the research,
- the methodology,
- an exposition of the conducted research,
- a discussion of the obtained results --when appropriate--,
- the conclusions and
- the indexed bibliography.
It may, in addition, contain as much annexes as needed.
The introduction must be extensive enough and include the study on the state of the subject, preliminary matters and details that could not be included in the publications endorsing the thesis due to space limitations.
C4. May I present a thesis as a compendium of publications even if I am studying in a doctorate programme regulated by a real decree prior to the 99/2011 RD?
Any PhD student may present a thesis in this format in the University of Malaga, with the consent of the thesis director, and as long as the minimum requirements established in the Doctorate Regulation are met.
C5. Do the publications need to be extended or changed in format?
It is not necessary to extend or change the publications. The articles or publications may be included in the same format in which they were published, without modifying their content. The introduction must include the subjects which the PhD student and the thesis director consider not to be sufficiently addressed in the publications.
C6. May the publications in the thesis be included in different languages?
Yes, they may. In fact, they must be included exactly as they were published. Regarding the introduction of the thesis, it may be written in Spanish or in any of the usual languages used for scientific communication in the field of study, as described in the Doctorate Regulation. However, for coherence and style, the employment of a single language is advised throughout the entire thesis. If the thesis is not written in Spanish, it must include a summary in this language, of at least five thousand words.
C7. When the thesis is not a compendium of publications but in a monograph format, may previously published research results be included?
Yes, they may. In fact, previously published results should be included in the publications endorsing the thesis. If the thesis is not a compendium of publications, these results should be described and explained in the thesis, making a reference to previous publications in the text itself (it will not be necessary to include them as annexes). Therefore, previous publications cannot make up any part of the thesis, but the contributions described in them must be integrated in the writing as an integral part of the manuscript. It is also possible to include in the thesis contributions and results that have not been previously published.
D1. Can graduates, architects or engineers access the PhD studies directly, without the need of an official Master's?
According to the 99/2011 RD, access to an official PhD programme is granted to those students in possession of an official Spanish university degree obtained in agreement with previous university ordinations, that is, graduates, architects, engineers, holders of a diploma, technical architects and technical engineers (degrees giving access to a Master's programme) having completed the official university studies with a minimum of 300 ECTS credits, of which at least 60 must be on a Master's level. In October 2013, the General Secretary for Universities emitted an information note clearly indicating that "it is in the responsibility of each university, according to their specific regulation, to determine the equivalencies between LRU credits and ECTS credits, as well as the evaluation criteria of the 60 ECTS credits that must be considered as Master's level, for these graduates to gain access to PhD studies".
Therefore, the University of Malaga, through the Presidential Resolution of November 2014, establishes an equivalency between LRU and ECTS credits (1-1), and, in order to access the PHD studies of the University of Malaga, considers that official UMA university degrees previously regulated by the 1497/1987 Real Decree of November 27th are worth 60 ECTS credits. Similarly, the last year of the above-mentioned degree programmes will be considered as Master's level. Thus, graduates, engineers and architects with UMA degrees and at least 300 credits may gain access to doctorate studies regulated by the 99/2011 RD.
The possibility of access to the studies does not imply the admission to the PhD programmes, as the procedures are different. Each doctorate programme has established its own admission requirements. Additionally, the Academic Commissions of the PhD programmes may demand that some students undertake a complementary course during the first year.
Regarding graduates, engineers and architects from other universities aspiring to gain access to PhD programmes of the UMA, they will be required to present a certification issued by their universities, confirming the above-mentioned equivalencies.
D2. How is the equivalent education level accredited by foreign students when accessing PhD programmes?
For the admission of foreign students to the research period of a PhD programme, two requirements exist:
1. Accrediting an education level equivalent to the corresponding official Spanish Master's programmes.
2. Accrediting that the degree gives access to PhD studies in the country issuing it.
The issue concerns "accreditation". How is the equivalent education level accredited?
In order to determine the level of education equivalent to the Master's level, the same guarantees of our education system must be demanded, as summarized in the requirements applicable to the following studies:
- that they provide an advanced education, of a specialized or multidisciplinary nature, oriented towards professional or academic specialization, or promoting the initiation in research work (art. 10, 1397/2007 RD)
- that they have a duration of between 60 and 120 credits (art. 15, 1397/2007 RD)
In regards to the official nature of the degree and its position in the education system as studies prior to the PhD, those must be included in the specific certification required.
D3. I have undertaken my PhD in a PhD programme regulated by a RD previous to the 99/2011 RD. Can I change to a new PhD programme, regulated by the 99/2011 RD?
Any PhD student, both from the UMA and any other university, can ask to be transferred to one of PhD programmes of the UMA regulated by the 99/2011 RD.
The request processing, paperwork and resolution of the transfers and of the following validations must be executed through the University responsible for the programme, being in its Academic Commission's hands to decide of the admission, as established by the Verification Report of the programme and the minimum requirements set in the 99/2011 RD. The Academic Commissions may demand that some students undertake specific education complements or to validate them for other academic activities previously undertaken by the student.
If the student comes from a PhD programme where neither the "Activity Document" nor the "Investigation Plan" exist, the PhD student must produce them, based on the activities developed up to that moment, and attach them to the rest of the accredited documentation of the studies, education complements, work and merits liable to be validated.
D4. I am a graduate or a technical engineer with an official Master's, but with less than 300 credits total. How can I gain access to the PhD?
The demand of the 99/2011 Real Decree is that, besides having an official Spanish university degree giving access to a Master's, the students must "have completed a minimum of 300 ECTS credits in their official university studies, of which 60 at least must be of a Master's level".
First of all, the UMA establishes a 1-1 equivalency between LRU and ECTS credits. Therefore, if I am, for example, a technical engineer with 225 LRU credits and 60 ECTS credits, I am only missing 15 credits for the 300 required.
The easiest way to get those 15 credits is by means of a non-official admission in the Extension of Knowledge modality. Students who choose to do so wish to undertake "official university studies", even if they do not seek to obtain any degree (as they already have).
Each year, the UMA offers a variety of subjects (both at university and Master's levels) which can be undertaken for the extension of knowledge. The procedures can be consulted at: http://www.uma.es/ secretariageneral/newsecgen/ index.php?option=com_content& view=article&id=435: matriculacion-extraoficial- curso-academico-2013-2014& catid=2:uncategorised
D5. Which is the equivalency between LRU and ECTS credits?
In October 2013, the General Secretary for Universities emitted an information note declaring that "it is in each university's responsibility to determine the equivalencies between LRU credits and ECTS credits, according to their specific regulation. The University of Malaga establishes a 1 to 1 equivalency, meaning that one LRU credit corresponds to one ECTS credit.
E1. I have undertaken my PhD in a PhD programme regulated by a RD previous to the 99/2011 RD and wish to remain in it. Until when can I defend my thesis?
The Doctorate Commission of the University of Malaga has created a document detailing the thesis defense deadlines for PhD programmes previous to the 9/2011 RD, available at:
http://www.uma.es/cipd/navegador_de_ficheros/Doctorado/descargar/Normativa/FechaslimiteLecturaTesis.pdf
As a summary, the following table shows the different possibilities for the access to the current PhD programmes of the UMA (regulated by the 1393/2007 RD) depending on the kind of Master's and their admission date.
ACCESS TO PhD PROGRAMMES REGULATED BY THE Real Decree 1393/2007
THESIS PROJECT ADMISSION DEADLINE
THESIS DEFENSE DEADLINE
Students with Master's, postgraduate official degrees or periods of their education in PhD programmes regulated by the Real Decrees 778/1998, 56/2005 or previous to the RD 1393/2007.
Students with official Master's regulated by the RD 1393/2007 previous to the 2012-13 school year, that is, admitted to an official Master's during the 2009-10, 2010-11 and 2012-13.
Graduated students from foreign education systems that can gain access to PhD programmes regulated by the RD 1393/2007.
F1. Before, it wasn't compulsory to get registered yearly during the period of research of the PhD programmes, but only the year of the thesis defense. Has this changed?
Yes, it has. Since the 2013-14 school year, it is necessary to get registered every year during the research period of the PhD programme. Being registered gives accreditation as student of the University of Malaga, necessary in order to have access to university services such as library, ports, etc, as well as to regulate the student's vinculation with the university. Besides, failing to pay the annual university fee causes the expulsion from the PhD programme, as established by the Doctorate Regulation.
Those students who currently have their thesis project registered but that have not been enrolled in the last few years only need to formalize their enrollment, through an online procedure as of October 2013. These students are not required to pay the admission fee for previous school years, as this measure was not compulsory then. The official fees for the PhD tutelage period are around 60 Euros, as stated in the Enrollment Guide of the University of Malaga.
F2. Can I directly get enrolled in PhD programme, or do I have to be admitted first?
Those who wish to undertake their PhD at the University of Malaga must ask for an admission first, in one of the PhD programmes, according to the procedures established by the General Secretary. The admission procedure is necessary, as PhD programmes have limits to the number of newly admitted students each year.
Therefore, at the beginning of every school year a pre-enrollment period will be opened for all the students interested in being admitted for the first time to present an admission request.
The admission request can only be made by completing the online form, accompanied by the following documentation (in PDF format, attached to the form):
- University degree necessary for the admission, according to the admission requirements of the Programme, or, in its absence, a certification accrediting that the said degree has been requested. Foreign university degrees must be accompanied by a certification issued by the competent authorities of the country, proving that the degree gives access to a PhD.
- Academic Certification of the studies corresponding to the degree presented for admission, including the grades obtained by subject.
- Curriculum vitae of the student, with relevant information in regard to the admission criteria and access grades of the PhD programme.
The admission request is executed for a single PhD programme, which must be indicated in the corresponding formulary. In order to apply to more than one PhD programme, the student will have to make an admission request for each programme.
Every request will be revised by the Admission Section of the University of Malaga in order to verify that it meets the administrative and academic requirements. Once revised, the list of requests that have not been admitted will be published on the UMA website, with the corresponding motive, so that students may make the convenient statements in the time period and through the procedure indicated on the website.
The admitted requests will be graded by the Academic Commission of the programme, according to the grading scale established and approved by the Postgraduate Commission of the UMA. Once graded, they will be published on the UMA website.
The admitted students will be able to get registered in the PhD programme.
F3. May I request an admission in several PhD programmes?
Yes, you may. A student may request an admission in several PhD programmes, in the University of Malaga as well as in other universities. An individual request will have to be sent to each of the programmes. In the event of being admitted in more than one of them, the student will have to choose only one to be registered in, as it is only possible to be registered in a single PhD programme.
F4. I have been admitted in a PhD programme, but in the end I didn't get registered. Can I get registered in the next school year without having to make a new admission request?
No, you cannot. The admission request corresponds to a specific school year.
F5. How do I get registered in the research period of a PhD programme?
Once a student has been admitted in a PhD programme, he/she will have to get registered during the registration period fixed by the university. The registration procedure for the UMA PhD programme is described here: http://www.uma.es/secretariageneral/AdministracionElectronica/Doctorado/indoctorado.php.
Those students who do not enter for the first time must get registered each year through the UMA Doctorate Service (Pabellón de Gobierno, Campus de El Ejido, 1st floor), in October.
F6. Is there a specific deadline for the registration in PhD programmes?
Yes, there is. The University of Malaga, before each school year, establishes the time window for admission requests to PhD programmes as well as the time periods for registration, for both new-entry students and students already studying in PhD programmes.
The latter wishing to renew their annual registration must follow the deadlines and the calendar established by the UMA. The registrations usually begin in October, as described in the UMA Registration Guide. It is important to point out that a non-renewal of the registration causes the expulsion from the PhD programme. Likewise, students who currently have their thesis enrolled in a PhD programme regulated by a Real Decree previous to the 99/2011 RD must get formally registered.
In regard to students entering a PhD programme for the first time, they will be able to request their admission in a PhD programme once the official registration period passed, if there is any vacancy and as long as the Academic Commission of the programme authorises it. For this reason, the administrative admission and registration time period for PhD programmes each year will remain open until May. However, it is important to take into account that there is a limited number of vacancies for new-entry students each year. Thus, we recommend that the students execute the admission and registration procedures as soon as possible. Please remember that, like any official programme, PhD programmes follow a strict calendar, causing some programmes to refuse the admission of new students after a certain date.
F7. May I get any exemption to the payment of the registration fee?
The exemptions for any UMA official degree can be consulted in the corresponding UMA General Secretary Guide.
G1. What is the difference between a European Doctor and an International Doctor? Which one do I request for my thesis?
The International Doctorate degree appears in the 99/2011 RD, in order to replace the European Doctor mention that previously existed. However, neither the 99/2011 RD nor any other RDs abrogated the European Doctor mention, so both are valid. In any case, the "International Doctor" mention is the one to be requested.
Regarding the differences between both mentions, they both have similar value, but the later allows for stays anywhere in the world, not just in Europe. Another difference is that in order to request the European Doctorate mention in the UMA, it was necessary to obtain the "cum laude" mention, which is not required for obtaining the International Doctor mention.
G2. I have carried out my thesis in a PhD programme regulated by a Real Decree previous to the 99/2011 RD. May I request the International Doctor mention or do I have to request the European Doctor mention?
The International Doctorate mention may be requested for any thesis, regardless of the Real Decree regulating the PhD programme undertaken (1393/2007 RD, 56/2005 RD, 778/1998 RD or previous RDs).
G3. Does the thesis report have to be written in English in order to obtain the International Doctor mention? Do I have to present it in English?
The minimum requirement is that part of the report, and at least the summary and conclusions must be written and presented in one of the usual languages for scientific communication in the field of study, different from any of the official languages in Spain. However, in the case of stays, reports and experts from a Spanish-speaking country, the regulation allows for the thesis to be written in Spanish.
It is important to point out that when the thesis is not written in Spanish, it must include a summary in the said language, of at least five thousand words. Equally, when a thesis aspiring to the International Mention is written in Spanish, it must include a summary in one of the usual languages for scientific communication in the field of study, different from any of the official languages in Spain, of at least five thousand words.
In regard to the defense of a thesis aspiring to the International Doctor Mention, the PhD student will have to carry out at least part of the oral presentation (the description of the results and the conclusions, at least) in one of the usual languages for scientific communication in the field of study, different from any of the official languages in Spain
However, this requirement does not apply to stays, reports and thesis tribunal members from a Spanish-speaking country, or when thus agreed on by the unanimity of the thesis tribunal, allowing the PhD student to present the thesis in Spanish.
G4. May the researcher responsible for any of the stays presented as merits by the PhD student in order to obtain the International Doctor Mention serve as an external thesis evaluator?
No, he/she may not. Nevertheless, any other researcher of the higher education institution or non-Spanish research institution in which the PhD student has made the stay, different from the person responsible for it, can serve as an external evaluator.
G5. Do I have to make the three-month stay in the same foreign centre, in a single time?
No, you do not. Even if it is the most usual way, the three-month stay abroad does not need to be carried out in the same centre or institution, nor in continued over time. However, each stay period in a centre has to be endorsed by the thesis tutor, and have the approval of a researcher responsible in the centre.
H1. What is the main difference between the co-tutelage of a thesis and an international thesis?
A thesis in co-tutelage is one directed by two researchers belonging to two different universities, whose report is finally submitted for defense in one of the universities, obtaining the Doctor title in both universities.
Besides from having a director in each university, it is compulsory to make a stay of at least 9 months in each. These stays do not need to be consecutive.
Although it also requires a stay in another institution (but of at least 3 months), the thesis with international mention is very different, as it does not require a director from another institution, and only one title by the university of Malaga is obtained.
The intern regulation of the UMA for Doctoral Theses in co-tutelage regime appears in the UMA Doctoral Thesis Co-Tutelage Regulation.
H2. May both universities be Spanish?
No, the co-tutelage must be made between a Spanish university (the UMA, in this case) and a foreign one. It cannot be made in two Spanish universities, as it is not possible to obtain two Doctorates from the Spanish State for a same thesis.
H3. I am a student in the University of Malaga and I intend to undertake a thesis in co-tutelage. I have already identified the foreign university, the UMA thesis director and the thesis director in the other university. What should I do now?
First of all, you need to be registered in one of the PhD programmes of the University of Malaga in order to undertake a thesis. It is also necessary to confirm that all the admission requirements of the PhD programme in the foreign university are met.
Secondly, an authorization for the co-direction of the thesis in a co-tutelage regime must be requested to the competent authority in each university. Regarding the University of Malaga, the competent authority is the Postgraduate Commission, and to make the request, filling out a form ("Co-Tutelage Request Model") suffices, which is available at: http://www.uma.es/doctorado/info/12385/formularios-doctorado/#Cotutelas.
Once authorised, the co-tutelage will be formalised in a specific agreement between both universities, stating the conditions, as well as the informati0on about the PhD student, the thesis and the thesis directors. This agreement will also establish in which university the PhD student ihas to pay the registration fee each year. The PhD student must be registered in both universities, but pays the registration fees in only one of them.
Once registered in both universities, it is a matter of carrying out the thesis with the two corresponding directors. The thesis preparation time will be divided between both universities (the minimum amount of time spent in each being 9 months).
The University of Malaga may celebrate agreements with foreign universities with strategic interest, in order to ease the development of theses in co-tutelage regime between both universities. The information about these agreements can be consulted at: http://www.uma.es/doctorado/cms/menu/Cotutela/.
H4. I am a student from a foreign university and intend to undertake a thesis in co-tutelage with the University of Malaga. I have already identified the UMA thesis director and the thesis director in the other university. What should I do now?
First of all, you need to be registered in one of the PhD programmes of one of the universities.
Those students who have undertaken PhD studies in the foreign university may gain access to the Research Period of the PhD programme in the University of Malaga, as long as they meet the admission requirements of the programme. In order to do so, the Academic Commission of the PhD programme must accredit the studies, even requesting education complements if necessary.
Once pre-admitted in the UMA PhD programme, the student must request the signature of the co-tutelage agreement between both universities, as described in the previous question.
H5. I have already finished my thesis in co-tutelage, and would like to defend it. Where and how am I to do it?
The thesis report must be written in a language accepted in any of the two universities.
It is also important to point out that those theses not written in Spanish must include a summary in the language, of at least five thousand words. Equally, when a thesis in co-tutelage is written in Spanish, it must include a summary in one of the usual languages for scientific communication in the field of study, different from any of the official languages in Spain, of at least five thousand words.
Once finished, the thesis must be deposited in both universities. The requirements for the deposit, publicity and defense of the thesis will be those established by the universities.
The thesis will be subject to a single defense in any of the two universities, in the one previously established by the specific agreement.
The tribunal before whom the thesis is to be defended will be designated by the two universities, and its composition will follow the regulation of the university where the defense takes place, but it must also meet the requirements of the 99/2011 RD. If any doubt remains, feel free to ask the postgraduate service of the University of Malaga (doctorado@uma.es)
Finally, the archiving and diffusion of the thesis will take place in both universities, according to the specific procedures of each.
H6. Who pays for the thesis and the tribunal costs?
According to the co-tutelage agreement between the two institutions, the payment of any cost produced by the defense of a thesis under the co-tutelage regime will be made as established by the regulation of the university where the defense is to take place.
If the thesis is to be defended in the University of Malaga, the administrative and financial procedures in force will be applied. Those concern the costs derived from the move of the tribunal members, as well as the possible grants to the thesis defense; without any difference from any other thesis presented in the University of Malaga.
I) ABOUT THESIS GRANTS (GRANT PLAN FOR PhD STUDENTS, APPROVED BY THE GOVERNING BOARD ON APRIL 18TH 2013)
I1. I am a PhD student in the University of Malaga. May I ask for the "Quality Contribution Publication Grant" before presenting my thesis?
Yes, you may. This grant may be requested at any time once the PhD has been registered. You just have to fill out the corresponding application, including the information about the contributions endorsing the thesis, as well as the quality indications of the contribution (see questions B.1 and B.2 of this document).
The rest of the "Grants for the Carrying out of Theses" (for defense, International Doctor Mention, belonging to Andalusia Tech, collaborations with companies and defense in three years) can only be requested after the thesis has been defended.
I2. Do I have to use the "Grant for the Carrying out of a Thesis" in one sitting?
In general, there is no restriction on how to use this kind of grants.
For example, a student who has obtained a quality publication during the second year of his/her PhD can ask for the corresponding grant when the contribution is accepted for publication. If granted, the student can use 300 of the 700€ awarded to pay the publication costs, justifying the money with the original receipt. Afterwards, before the thesis defense, 300€ can used to pay for the thesis binding. Finally, after defending the thesis and obtaining the cum laude mention, the student may ask for the corresponding 300€ and use them, along with the remaining 100€, to justify the costs of a conference.
Another student could request grants for the publication of each quality contribution, and use them all at the end, along with grants for the thesis defense and the international doctor mention, to pay a stay in a research centre after the thesis defense.
Finally, yet another student could decide not to ask for any grant for the carrying out of a thesis until its defense, and then ask for the corresponding grants all at once.
For effectiveness purposes, justifications to the use of the grant should not be of under 200€. In the event of having receipts for little sums, we recommend to group them in a single justification of at least 200€.
I3. May I request the grants of this Plan if I defended my thesis before its enforcement?
No, you may not. Only the students registering their thesis after the inforcement of the Plan (19/4/2013) may ask for the grants.
I4. I have already done a stay for the International Doctor mention, subsidised by another grant plan. May I obtain the "Grant for the International Doctor mention" of this plan in order to make another stay?
No, you may not. The aim of this grant is to give the possibility to PhD students with little resources to make a stay in order to obtain the International Doctor mention. If a student wants to make yet another stay, he/she should look for some other financing source (e.g. the Non-official Research Plan of the University, mobility grants from the Ministry or the Junta, etc.).
I5. I am currently in a PhD programme of the University of Malaga and I have published, before the enforcement of this plan, a quality contribution which meets all the necessary requirements. May I ask for the quality contribution grant today?
Yes, of course. It is not necessary to wait until the defense of the thesis, even if the contribution was obtained before the enforcement of this plan.
I6. I made a quality contribution before getting registered to the PhD programme. May I ask for a grant?
No, you may not. The contributions must have been published or accepted for publication after the registration of the thesis project (article 3.3.1 of the Grant Plan). The afore-mentioned publication cannot endorse the thesis (at least not without the explicit consent from the Academic Commission of the PhD programme and from the Postgraduate Commission).
I7. May I ask for a grant for a thesis-related publication that has been accepted for publication after the thesis defense?
No, you may not. The contributions liable to obtain grants must be endorsing the thesis, having been published or accepted for publication after the registration of the thesis project and before its defense.
I8. How do I prove the quality of a contribution endorsing the thesis?
In the grant request form, there is a section where the details on the contribution are to be indicated: authors, journal title, publication year, publisher, pages, DOI, etc., as well as the quality of the contribution.
As quality indicators, we recommend that you clearly indicate the impact index of the journal, its category and relative position in the JCR listing of the journal, the number of quotes, and any other information that may prove the quality of the contribution, according to the criteria of the ANECA in regard to the evaluation of PhD programmes with Mention to Excellence, which depend on the field of study (see question B.1).
In the event that the contribution is a publication in a journal that is not included in the indexes defined by the ANECA for the corresponding field of study, or that it is a different kind of contribution (e.g. artistic), the quality indication will rely on the international impact of the contribution.
Grants will not be given to contributions without quality indicators.
I9. How and where do I request a grant from this Plan?
The necessary forms to request and justify the grants in this Plan are available at: http://www.uma.es/cipd/info/9839/becas-alumnos-de-doctorado/
First of all, you need to fill out the form requesting the corresponding grant. Once duly completed and signed by the PhD student and the thesis director (or directors), it must be addressed, along with the required documentation, to the Director of the Postgraduate International Centre and Doctorate School (CIPD) of the University of Malaga.
The requests have to be presented through the General Register of the University of Malaga, or through any of the options appearing in the section 4, article 38 of the 30/92 Law of the Juridical Regime for Public Administrations and Common Administrative Procedure.
I10. What happens after I present the grant request?
Once received by the CIPD, and that the demanded documentation is in order, the requests are sent to the Postgraduate Commission of the University of Malaga for their evaluation and report. Once each request has been evaluated, the Director of the Postgraduate International Centre and Doctorate School will notify the resolution to the applicant.
In general, the evaluation and notification procedure will be of under a month since the request is received at the CIPD.
In the event of a positive resolution, the applicant may use the granted money through the corresponding "Justification" form, available at: http://www.uma.es/cipd/info/9839/becas-alumnos-de-doctorado/
I11. What can I do if a grant request of mine has been denied?
Negative resolutions will be accompanied by the corresponding justification from the Postgraduate Commission. If disconformities with the negative resolution prevail, the applicant may make a complaint to the Director of the Postgraduate International Centre and Doctorate School.
The afore-mentioned complaint must be presented through the General Register of the University of Malaga or through any of the options appearing in the section 4, article 38 of the 30/92 Law of the Juridical Regime for Public Administrations and Common Administrative Procedure.
I12. May I use the grant in order to pay the costs from the thesis reading, tutelage and degree dispatch?
Yes, you may. Those costs can be justified, with the original receipts.
I13. May I use the grant money to pay the thesis tribunal costs?
No, you may not, as the University of Malaga already pays for costs related to travels and expenses of the tribunal. Regarding other costs, such as food, it is impossible, as these grants do not cover expenses related to protocol.
I14. Do the grants for the publication of quality contributions include publications in conference minutes (as the plan establishes that publications in indexed journals or equivalent merits)? What would be considered as equivalent merits?
In general, conference contributions are not taken into account for the thesis evaluation. However, in certain fields of study, the works and architectural projects with international awards, patents, etc. are taken into account, as explained in the B section of this document.
I15. The point 3.6.2 of the Grant Plan specifies that the PhD student has up to 6 months after reading the thesis to use the grant, justifying the expenditures with bills or receipts. Can I, then, justify something (a congress or stay, for example) that has taken place after presenting my thesis and within those six months?
Actually, that's the idea; that you can use the money to make a stay or go to a conference, once the thesis is presented: the answer is yes.
I16. Regarding the bookbinding costs, is there a limit to the number of bindings?
I17. Regarding the material costs during the thesis, are the printer ink and sheets of paper included?
Yes, those expenditures can be included as material costs, if justified with the original bill or receipts. The same applies to the material used for thesis experiments (e.g. laboratory material).
I18. I am interested in requesting two kinds of grants: the one for quality contributions and the one for the doctoral thesis reading. Can the quality contributions used to justify both grants be the same?
Yes, they can. In fact, they usually are.
I19. I've seen than one of the justifiable expenditures of the thesis defense grant is "assisting to congresses". Does the grant cover the registration payment of the congress?
Yes, it does, along with the accommodation (hotel), plane or train tickets, taxis, etc. However, it does not include food or mileage expenditures.
I20. I have just requested a grant to the Junta of Andalusia for a stay, research and exchange of ideas related to teaching. It has not been granted to me yet, but I want to stay abroad for a month. Is it incompatible with THESIS WITH INTERNATIONAL MENTION GRANT?
If you are to use the stay requested to the Junta of Andalusia to endorse the International Doctorate mention, then it is incompatible; but, as it has not been granted yet, you may request the one from the UMA, clearly stating in the form that you have also requested the grant from the Junta. In any case, the grants from the UMA are granted for stays of at least three months, so your stay should be complemented with some others of another two months in order to be requested.
I21. I have seen that one of the justifiable expenditures of the thesis defense grant is "attending congresses". When I was making my thesis, a grant covered part of these expenditures, but not all of them. May I use the thesis defense grant to pay for expenditures that are not covered by other grants?
Yes, you may, only when these expenditures have not been covered by other grants. It is important to point out that no expenditure can be covered by more than one grant. Therefore, if I have attended a conference or a stay that has been financed by another grant, I will not be able to justify expenditures already covered by other grants. However, if there are enrollment fees, accommodation or transportation costs that could not be covered by any other grant, they could be eligible for this grant, as long as they are justified with the original bills or receipts. It is also essential for the applicant to provide a sworn declaration claiming that these costs have not been covered by any other grant.
I22. Does the University of Malaga have to appear in the quality contributions used to obtain the grant for publications?
Yes, of course. As a PhD student at the UMA, you must indicate the UMA as an affiliation when signing scientific contributions, as stated in the B5 question. If the UMA does not appear in the affiliation, you will not receive any grant.
Furthermore, since the "Good Practice Manual for Normalisation, Institutional Affiliation and Name of Authors in Scientific publications" of the University of Malaga was published, on February 11th 2014, it is essential that these institutional affiliations respect what is indicated in it for the grant to be received, and so that the publication is correctly indexed and considered as a UMA publication.
J1. What does the structure and contents of the Research Plan have to be like?
According to the 99/2011 RD, all the PhD students registered in PhD programmes regulated by the RD must make, before the end of the first year, a Research Plan, endorsed by the tutor and the thesis director and approved by the Academic Commission of the programme. The format and contents vary from one field of study to another, and will be established by each PhD programme. The research plan is aimed at evaluating if the student possesses a concrete work plan for the thesis. This plan is written under the supervision of the thesis director and must contain, at least:
1. The definition of a clear research problem that the student intends to treat in the thesis, or a problem meant to be solved. This implies a brief study on the state of the art on the thesis subject, demonstrating a sufficient knowledge of the relevant literature in order to undertake the thesis.
2. The work hypothesis or contributions intended to solve the problem.
3. The aims that the PhD student wishes to accomplish.
4. A methodology, a work plan and a chronogram in order to tackle the research with success.
5. A result dissemination plan (publications, congresses, etc.).
6. A list of the expected results after concluding the thesis, both scientific and academic (e.g. developed abilities).
J2. Is there any limit regarding its extension or any format requirement?
There is no limit on the University's account, but the PhD programmes may establish some recommendations or requirements if they wish. In another case, the number of pages, format, etc. are decided by the thesis director.
K1. May the coauthor of one of the articles endorsing the thesis belong to the evaluation tribunal or be an external evaluator?
No, according to the articles 25.6 and 26.1 of the UMA Doctorate Regulation.
K2. May a coauthor of any of the contributions derived from the thesis work be a member of the thesis tribunal (or serve as an external evaluator)?
The answer is no. As a coauthor of a part of it, he/she could not judge the thesis independently and objectively, according to the articles 28 and 29, Chapter III, Title II of the 30/92 Public Administration Juridical Regime Law for abstention and disqualifying.
By "contributions derived from the thesis work", we mean those contributions that belong to the work developed in the thesis.
In general, those contributions describe results obtained during the thesis work, being directly related to it, or closely related to it (e.g. those contributions previous to the thesis establishing the theoretical basis or the model that the thesis develops).
The publications "endorsing" a thesis (used in the thesis defense, when requesting grants) are an example of these contributions. The publications belonging to the manuscript of a thesis by compendium of publications are, too, although they may not be the only ones.
Are not included in this circumstance the coauthors of contributions unrelated to the thesis work.
K3. May a PhD student's relative serve as a thesis tribunal member, or be an external evaluator?
No, he/she may not, according to the articles 28 and 29, Chapter III, Title II of the 30/92 Public Administration Juridical Regime Law for abstention and disqualifying. A relative may serve as a thesis director, but not as a tribunal member or an external evaluator.
L1. May a student undertake a distance PhD?
In general, PhD students follow in-site courses. However, in order to increase the internationalization of the UMA PhD programmes and of the students themselves, the Postgraduate Commission agreed on the following possibilities:
1. Those students whose thesis includes field work or research focused in a setting far from the University of Malaga and demanding a long stay will be able to request to the Academic Commission that certain education activities are undertaken in a virtual or semi in-site manner. These activities will be accounted as additional mobility hours of the programme.
2. The requests may affect students in full-time regime as well as students in part-time regime.
3. The Academic Commission will fix the minimum amount of hours that the student will have to attend in person at the University of Malaga, and the annual evaluation procedure.
4. The Postgraduate Commission of the University of Malaga may take into account those students' particularities in the grants that they may request.
5. Except for the existence of a specific agreement stating otherwise, or justified reasons preventing so, the thesis defense will take place at the University of Malaga, where the PhD must attend.


Meat fiesta - with chicken, salmon and lamb flavour.
Being first and foremost carnivores, feline friends simply love meat.
That's what make this meaty feast both appetizing and perfectly adapted to adult cat's need.


text:
Women in Motion: Globalization, State Policies, and Labor Migration in Asia
Oishi, Nana. 2005. Women in Motion: Globalization, State Policies, and Labor Migration in Asia. Stanford, CA: Stanford University Press.
Author: Nana Oishi
Women make up about half of the world's migrants, so it is little surprise that the international migration of women has been attracting significant attention in recent years. Most agree that global restructuring increasingly forces a large number of women in developing countries to emigrate to richer countries. But is poverty the only motivating factor?
In Women in Motion, Nana Oishi examines the cross-national patterns of international female migration in Asia. Drawing on fieldwork in ten countries—both migrant-sending and migrant-receiving—the author investigates the differential impact of globalization, state policies, individual autonomy, and various social factors. This is the first study of its kind to provide an integrative approach to and a comparative perspective on female migration flows from multiple countries. (Amazon)
1. Introduction: Women in Global Migration
2. Economic Development and Immigration Policies: The Role of the State and Society in Destination Countries
3. Value-Driven Emigration Policies: The Role of the State in Countries of Origin
4. Why Gendered Policies? The State, Society, and Symbolic Gender Politics
5. The Road from Home: Women's Autonomy, Migration, and the Trapping Mechanism
6. Social Legitimacy: The Nexus of Globalization and Women's Migration
7. Conclusion: Toward Global Governance of Migration
Epilogue: Migration and Women's Empowerment
Topics: Development, Displacement & Migration, Migration, Economies, Gender, Women, Globalization Regions: Asia

redpajama_set_name: RedPajamaCommonCrawl


A Question in the year of the algorithm, 2017?
Journalism Is Broken - Twitter, Trump, & The NYTimes "Leaving Twitter means people send you articles about others who leave Twitter, so I saw the story of a NY Times reporter leaving Twitter, and then the follow-up analysis of what that means."
Ev Williams is sorry if Twitter is responsible for President Trump (The Verge) "Twitter's co-founder thinks that the 'internet is broken'"
Do you move to non-public places such as Slack or different social media like Mastodon?
Finding Unused Tags. Search for no results?
Twitter TAGs is a Google Spreadsheet created by Martin Hawksey to automatically save copies of tweets to a Google Spreadsheet for a specific hashtag or search item. By collecting this data, the spreadsheet offers a number of ways to view a summary of the activity, including a visualized "Conversation Explorer".
Storify is likely the most versatile tool to collect disparate web content that you can weave in a stand alone collection. The process includes using the tools find content from many social media services, or directly if you know the URL of the item you wish include. Once added to the vertical timeline on the left, you can re-arrange the order, and you can add text commentary or explanation wrapped around any item.
If your students are tagging things in different social media services, you might want to give Tagboard a try. It can collect responses by tag from within Twitter, Flickr, Facebook, Vine, Instagram, and Google+, and it generates a Pinterest style visual display. As the owner, you can select items to feature on the front view.


Last week was below freezing, this week it's above normal and rain – lot's of it through the weekend.
It's time for a few reminders about rainy weather and winter – it's not over yet.
With rain in the forecast, make sure gutters and downspouts are clean and unblocked.
If you have water or drain pipes that are prone to freezing, insulate them before the next cold snap. Check out heating tape that can be plugged in and will keep pipes warm enough not to freeze.


Showing results for tags 'western europe'.
I am wondering how many friends here either love or hate the Roman Empire? I know that some people here may share interests about the Roman Empire and how the twin bothers, Romulus and Remus were nursed by a mother wolf near the land the Roman Empire would be born. Romulus killed his brother, Remus, bathed in his blood, and founded Rome. Before Rome, there were the Etrucians and the Etrucian kings. After the Roman Empire expanded its lands, their power became shaky and split into Eastern Roman Empire and Western Roman Empire. Their end had come later on. Here is my quick opinion about it. Hopefully, some of you here may share something in common with other commentaires here. The more I read or watch stuff about Rome, the more I wish that the empire was still around. The fall of the Roman Empire makes me very sad because it meant it's the end of a great empire. However, going to Roman-themed places make me fall in love with them instantly because I have this strong unexplainable affection towards the Roman Empire. I can't explain why and I still can't explain about my strong affection of Rome. It's a long story. Architecture, government, great emperors, generals, military, etc.


"Overall, Professor Lee has produced a substantial critical theory of history that develops in detail a number of Popper's often rudimentary and incomplete arguments on the topic. In so doing, Lee has thrown out many challenges to received wisdoms in the philosophy of history. ... By his systematic and thorough analysis of the problem of history, Han Goo Lee has performed a great service not only to the philosophy of history, but also for Popper scholarship.
"In an age when relativism and skepticism prevails, this [book] serves as an important bulwark for the idea of an objective history. This book offers many important arguments for understanding history as a science from the perspective of critical rationalism and traverses the fields of ontology, epistemology , and the methodology of historical science."
8. How Do We Establish the Objectivity of Historical Knowledge?


The GS1000 was Suzuki's first large 4-stroke and traces its history back to 1976. These classic Suzuki motorcycles have often been hailed as the first Japanese motorcycles that actually handled well. The combination of air-assisted front forks, a stiff chassis and adjustable dual Kayaba rear shocks made for an above-average ride around the tightest of twisties, despite a longish 59.3-inch wheelbase. By comparison, a same year Moto Guzzi 850 stretched 58 inches. Contemporary journalists praised the GS's comfortable seat, excellent power delivery and handling, and its good brakes. Suzuki clearly had racing in mind when it designed the GS1000, which migrated to the track shortly after it was introduced. Wes Cooley turned both Superbike racing and the GS1000 into major attractions, with wheelies and smoked tires and flamboyantly winning races aboard a GS tuned by the legendary "Pops" Yoshimura.


text:
Azerbaijan starts shipping Shah Deniz Gas to Europe
There is now peace in Nagorno-Karabakh. Can either of the warring sides be considered a victor – most certainly not. But if we look at controlled territories before and after the conflict, there is clear a loser – Armenia. This is also confirmed by the dissatisfaction expressed by the Armenian people. However, objectively speaking the peace deal can be considered Armenia's "success" story, writes Zintis Znotiņš.
No one, especially Armenia and Azerbaijan, believes that the situation in Nagorno-Karabakh has been resolved completely and forever. Therefore, it's no surprise that Armenian Prime Minister Nikol Pashinyan has invited Russia to expand military co-operation. "We hope to expand not only security cooperation, but military-technical cooperation as well. Times were difficult before the war, and now the situation is even more severe," Pashinyan told the press after meeting with Russian Minister of Defense Sergey Shoygu in Yerevan.1
Pashinyan' words made me think. Russia and Armenia are already cooperating on multiple platforms. We should remember that after the collapse of the USSR Armenia became the only post-Soviet country – Russia's only ally in Transcaucasia. And for Armenia Russia is not merely a partner, because Armenia sees Russia as its strategic ally that has significantly helped Armenia on numerous economic and security matters.2
This co-operation has also been established officially on the highest level, i.e. in the form of the CSTO and CIS. More than 250 bilateral agreements have been signed between both countries, including the Treaty on Friendship, Co-operation and Mutual Assistance.3 This poses a logical question – how do you strengthen something that has already been established on the highest level?
Reading between the lines of Pashinyan's statements, it's clear that Armenia wants to prepare its revenge and requires additional support from Russia. One of the ways of strengthening military co-operation is to purchase armaments from one another. Russia has always been the largest provider of weapons for Armenia. Moreover, in 2020 Pashinyan criticized former president Serzh Sargsyan for spending $42 million on metal scraps, instead of weapons and equipment.4 This means that the Armenian people have already witnessed their "strategic ally" betray them regarding armaments deliveries and participation in different organizations.
If Armenia was already doing worse than Azerbaijan before the conflict, it would be unreasonable to assume that Armenia will now become richer are able to afford better armaments.
If we compare their armed forces, Azerbaijan has always had more weapons. What concerns the quality of these weapons, Azerbaijan is again a few steps ahead of Armenia. Additionally, Azerbaijan also has equipment produced by countries other than Russia.
Therefore, it's unlikely that Armenia will be able to afford enough modern weapons in the next decade to stand against Azerbaijan, which will also likely continue modernizing its armed forces.
Equipment and weapons are important, but human resources are what really matters. Armenia has a population of roughly three million, while Azerbaijan is home to ten million people. If we look at how many of them are fit for military service, the numbers are 1.4 million for Armenia and 3.8 million for Azerbaijan. There are 45,000 soldiers in the Armenian Armed Forces and 131,000 in the Azerbaijani Armed Forces. What concerns the number of reservists, Armenia has 200,000 of them and Azerbaijan has 850,000.5
This means that even if something miraculous happens and Armenia acquires a sufficient amount of modern equipment, it still has fewer people. If only…
Let's talk about the "if only".
What does Pashinyan mean by saying: "We hope to expand not only security cooperation, but military-technical cooperation as well?" As we know, Armenia doesn't have the money to purchase any armaments. Moreover, all the previous forms of cooperation and integration have been insufficient for Russia to really wish to solve Armenia's problems.
The recent events prove that Armenia gains nothing from being a part of the CSTO or the CIS. From this point of view, Armenia's only solution is tighter integration with Russia so that the armed forces of Armenia and Russia are a single entity. This would be possible only if Armenia were to become Russia's subject, or if they decide to establish a union state.
In order to establish a union state, the position of Belarus must be taken into account. After the recent events, Lukashenko has most likely agreed with all of Putin's demands. Armenia's geographic location would benefit Moscow, and we know that if there's another country between two parts of Russia, it's only a matter of time until this country loses its independence. This, of course, doesn't concern countries that join NATO.
It's difficult to predict how Armenians would welcome such a turn of events. They would surely be happy to defeat Azerbaijan and regain Nagorno-Karabakh, but would they be happy if Armenia returned to the Kremlin's gentle embrace? One thing is certain – if this happens, Georgia and Azerbaijan must strengthen their armed forces and consider joining NATO.
1 https://www.delfi.lv/news/arzemes/pasinjans-pec-sagraves-kara-grib-vairak-militari-tuvinaties-krievijai.d?id=52687527
2 https://ru.armeniasputnik.am/trend/russia-armenia-sotrudnichestvo/
3 https://www.mfa.am/ru/bilateral-relations/ru
4 https://minval.az/news/123969164?__cf_chl_jschl_tk__=3c1fa3a58496fb586b369317ac2a8b8d08b904c8-1606307230-0-AeV9H0lgZJoxaNLLL-LsWbQCmj2fwaDsHfNxI1A_aVcfay0gJ6ddLg9-JZcdY2hZux09Z42iH_62VgGlAJlpV7sZjmrbfNfTzU8fjrQHv1xKwIWRzYpKhzJbmbuQbHqP3wtY2aeEfLRj6C9xMnDJKJfK40Mfi4iIsGdi9Euxe4ZbRZJmeQtK1cn0PAfY_HcspvrobE_xnWpHV15RMKhxtDwfXa7txsdiaCEdEyvO1ly6xzUfyKjX23lHbZyipnDFZg519aOsOID-NRKJr6oG4QPsxKToi1aNmiReSQL6c-c2bO_xwcDDNpoQjFLMlLBiV-KyUU6j8OrMFtSzGJat0LsXWWy1gfUVeazH8jO57V07njRXfNLz661GQ2hkGacjHA
5 https://www.gazeta.ru/army/2020/09/28/13271497.shtml?updated
The views expressed in the above article are those of the author alone, and do not reflect any opinions on the part of EU Reporter.
Russia detains Kremlin critic Alexei Navalny, faces clash with Western nations →
Investing in local resources for Europe's strategic autonomy →
The best of 5G is yet to come →
Huawei and Sofia University to co-operate in AI and other new high-end technologies →


text:
Q: smooth image movement does anyone know how i can make my image move smoothly?
here is a snippet of my code:
 @Override
        public void onDraw(Canvas canvas) {
            Bitmap _scratch = BitmapFactory.decodeResource(getResources(),R.drawable.terrain);
            canvas.drawColor(Color.BLACK);
            canvas.drawBitmap(_scratch, _x, _y, null);
            _y-=10;
        }

its been based off the lunar lander tutorial.
what it does is stutter, it does on both my emulator, and my phone.
i have tried moving it by one, but it doesnt execute fast enough to give me the motion i want.
sorry if this isnt formated correctly, the editor was playing up.

A: decodeResource is a hugely expensive call. You shouldn't do it so often, and especially not in this method. Decode it earlier and store the result as a field, which you would then use in the onDraw(..) call.

redpajama_set_name: RedPajamaStackExchange


text:
Moon Records – niezależna, nieistniejąca już wytwórnia płytowa założona w 1973 roku w Toronto. Założona przez menadżera zespołu Rush, Raya Dannielsa, ponieważ żadna inna wytwórnia nie chciała wydać ich debiutanckiej płyty. Wydała pierwszy album zespołu oraz ich pierwszy singel Not Fade Away. W 1977 roku przekształciła się w Anthem Records.

Przypisy

Rush
Kanadyjskie wytwórnie muzyczne
Nieistniejące wytwórnie muzyczne

redpajama_set_name: RedPajamaWikipedia


Cooking is a great way to bring people together and this four-part series of classes is designed for seniors who would like to learn to cook from scratch and meet new people. You will even take food with you from the sessions to be enjoyed at home. The emphasis is on making meals that are not time consuming and that can be prepared with ease.
The design of the course also takes into consideration nutritional advice for seniors as well as the latest scientific dietary information. During the course of the classes, delicious food is produced where these guidelines are borne in mind.
Very importantly, our Senior Suppers classes are a chance to meet others, learn to cook a wonderful meal together and then settle down to enjoy it with your new comrades – with a glass of wine if desired – around the Cookery School table.
At the end of the class, you will take away a dish of food that has been cooked during the class to be eaten for another meal or to be frozen so that it is ready for eating at some other time.
We request that all participants bring a container and fridge bag to the class so that they can transport their food home safely and in the best possible condition.
The classes will provide an opportunity to cook and we will have time each week to reinforce what has been learnt and to practice similar techniques in different recipes to build up culinary confidence.


text:
Dakota Wicohan News Features
Click the links below to read or watch.
Dakota Wicohan Co Founder and Former Executive Director Teresa Luckow Peterson, Receives Distinguished Alumni Award!
Dakota Wicohan Tawokaga Art Exhibit in Granite a Grand Success!
MPR Feature on Dakota Wicohan Summer Camp!
Watch Dakota Wicohan on Postcards Public Television
Land of 10,000 Stories – Reviving the dying Dakota Language
MORTON, Minn. — The words date back to a time in Minnesota when English was a foreign language — when the prairies, the sun, and the wind were described in Dakota.
This summer the Dakota language is being spoken at a park in Renville County; passed on at a day-camp to a new generation of young speakers. It is not unlike the early stages of the bald eagle's flight back from near extinction.
Dallas Goldtooth, 27, who teaches at the camp, took visitors to the cemetery where his deceased grandparents are buried. It is where the Dakota language had ended for his family.
"They all spoke Dakota, but they never taught my mom," he explains.
The loss of the language is one legacy of the era of Indian boarding schools. The Indian school in Pipestone and dozens of others throughout the country served a government policy of separating Native American children from their families, traditions and language.
Assimilating the natives was the objective of Richard Henry Pratt, an influential boarding school advocate who famously said in 1892, "Kill the Indian in him, and save the man."
The philosophies of Pratt and others like him were like a hacksaw to a century's long chain that had linked the transfer of the Dakota language from one generation to the next.
Unlike the bald eagle, there is no endangered species act to revive a language. Those efforts have begun on a scale less grand in small pockets across the state.
Yvonne Leith is an elder in Southwestern Minnesota's Upper Sioux community. In June she was recorded as part of an effort to capture on video the state's few remaining Dakota speakers.
When the project was launched three years ago organizers estimated that the number of fluent Dakota speakers in Minnesota, who'd grown up with the language, had dwindled to fewer than a dozen.
Since then several of those, including Gary Cavender, have passed away. Before he died, an emotional Cavender recounted on video the day at boarding school when he forgot his English and spoke Dakota. As he told it, the teacher became angry. "'We don't speak that devil's language. We speak English,'" he remembers her saying. "Then she hit me. She really hurt me."
Though Leith grew up speaking the language, she does not consider herself fluent. Still, her knowledge is sufficient to help mentor young apprentices like Goldtooth who then share the language with teens at summer camp. It is an effort to reconnect the broken links.
"For hundreds of years now the control of our lives has been dictated by the decisions of others," said Goldtooth, "and we're finally in a place as a people and as individuals where we can start taking control of ourselves."
"I see this as we're trying to rebuild that tiwahe and tiospaye, that family and that extended family component," said Teresa Peterson, the executive director of the project known as Dakota Wicohan – meaning "Way of Life."
"So what you're seeing is that reclaiming of kinship, in the way that we treat each other. That's the way of life," explained Peterson.
Dakota Wicohan recieves its funding primarily through state and federal grants, including monetary contributions from the Minnesota Legacy Amendment administered through the Minnesota Historical Society.
Gianna Strong is among those learning the language through the summer day camp. "I can eventually pass it down to my children," she said. "I think it's a big responsibility."
It's a generational passage already renewed by Dallas Goldtooth who now regularly communicates with his young children in both English and Dakota.
"How can you see the world as a Dakota, if you can't define the world with Dakota words?" he reasons. "That's where we're trying to get back."
Count Goldtooth among those convinced it's not too late to rescue the language of the Dakota, as well as saving an early voice of Minnesota.
(Copyright 2011 by KARE. All Rights Reserved.)


Q: How do you know if a blonde has been sending e-mail?
Q: How do you electrocute a blonde?
A: Tell her to demonstrate the proper usage of an electric chair.
Q: Did you hear about the Blonde who got a pair of water-skis?
A: She's still looking for a lake with a slope.


text:
ASB invests in keeping Kiwis' finances safe, sound and secure
ASB today reported a statutory net profit after taxation (NPAT) of $1,274 million for the year ended 30 June 2019. This represents an 8% increase on the prior year. This included a one-off $46 million gain from the sale of Paymark Ltd.
Cash NPAT was $1,191 million, an increase of 4% on the prior year. Cash NPAT presents ASB's underlying operating results and excludes items that introduce volatility and/or one-off distortions which are not considered representative of ASB's on-going financial performance[1].
ASB Chief Executive Vittoria Shortt said the result was the product of a solid across the board performance. "While all parts of the business contributed to the result, growth in underlying profit was more subdued this year, reflecting a backdrop of slowing credit growth in the business and consumer finance sectors."
Safe, sound and secure
"We are continuing to make significant investments in order to keep our customers and their information safe," says Ms Shortt. "This focus on financial crimes prevention and cyber security has contributed to an increase in operating expenses of 4%.
"Our long-term financial performance is driven partly by our continued focus on investing in and driving efficiency. Our cost efficiency advantage positions us strongly and allows us to be more resilient and remain profitable in the event of an economic downturn.
"A resilient, secure and efficient banking sector is important for New Zealand's economy and society. Over the financial year we have further strengthened our balance sheet resilience, increasing our Common Equity Tier 1 (CET1) capital by $0.5bn (to $6.4bn), and lifting our CET1 ratio to 11.4% of Risk Weighted Exposures."
Investing in the wellbeing of New Zealand
"ASB has a strong heritage of supporting our communities. This began when our founders opened the first ASB branch in 1847, with a focus on helping New Zealand society, and has continually evolved to the significant support that ASB teams and people provide across all our communities today. We are fortunate to have a number of longstanding charitable partners, such as St John, which continues to provide vital services to the community as first responders and through the provision of first aid training to students and other groups.
"We have also continued to build new relationships with organisations like KidsCan. In June we announced a partnership that will see ASB and KidsCan working with 740 low decile schools to deliver essential items to students who would otherwise go without, ensuring they are fed, warm and healthy, so they can focus on their learning.
"Having the opportunity to contribute to the community is important to our people, and is often one of the reasons people choose to work at ASB. With this in mind, earlier this year we were pleased to launch the ASB Volunteer Hours Programme which is designed to give our people the opportunity to get directly involved in helping our communities. ASB employees are entitled to take 12 paid voluntary hours per year to support community groups. This will deliver approximately 60,000 hours of service to New Zealand annually.
"Promoting and championing a workplace where everyone can make an impact and where all our people have the opportunity to reach their full potential remains an important area of focus for ASB. We were extremely proud that ASB, through our Diversity and Inclusion network group 'Unity', was named the winner of the Community and Advocacy category at the annual New Zealand Rainbow Excellence Awards in May.
Investing in better customer outcomes
"I am proud of the commitment of our people to delivering good customer outcomes and experiences that make banking simpler, easier and safer," says Ms Shortt. "We have listened to the feedback from some of our stakeholders around sales targets and incentives and have responded accordingly. This includes reviewing how we remunerate and incentivise our people including the removal of sales targets for frontline staff.
"The current low interest rate environment provides an ideal opportunity for home owners to pay down debt and a big focus for ASB has been on providing customers with the tools to help them achieve this. ASB Home Central helps our more than 230,000 home lending customers manage their home loan online and explore options to get mortgage free faster. With more than 930,000 visits over the financial year to adjust repayment options, many customers have saved tens of thousands of dollars over the course of their home loan," says Ms Shortt. "As an acknowledgement of the range of tools the Bank has available for its customers as well as the expertise of our home lenders, ASB received Canstar's Bank of the Year - Home Loans award for the second year running. We were also recognised for our work in helping Kiwis into their first homes, winning the Canstar First Home Buyer Award for 2019.
"We have had a particular focus on working with our rural customers to help them make the most of the current low interest rate environment and historically high commodity prices. Encouragingly, we have seen many rural customers focus on paying down debt, and transitioning to more resilient and sustainable business settings.
"Our customers want their banking experience to be simple and seamless, with the knowledge they are using the most suitable products for their circumstances, as they change over time. Our investment in data and analytics has helped us to become more proactive in the way we engage with customers. Through investing in this capability, more than 217,000 customers took an action in FY19 that resulted in them being better off financially."
Key performance elements
ASB's cash net interest margin (NIM) decreased by 3bps (to 221bps) on the prior year. The decline in NIM was predominantly driven by higher funding costs and a continued customer preference for fixed rate loans, partly offset by lower costs relating to customers breaking fixed rate loans.
ASB's impairment losses on financial assets (write-offs and funds set aside for bad debts) increased by 35% (to $108 million). "Overall, credit quality remains sound, notwithstanding a rise in impairment provisions that have been impacted by a change in accounting standards," says Ms Shortt.
On a cash basis, ASB's cost to income ratio for FY19 was 35.6%, an improvement of 40bps on the prior year. Operating income growth was 5% while operating expenses grew by 4%. "We have continued to invest significant resources in ensuring we are safe, sound and secure to help us protect the trust our customers and community have placed in us," says Ms Shortt. "At the same time, we are continuing to invest in our digital and innovation capabilities to reengineer processes, enhance our channels and make it easier and simpler for our customers to bank with us, however they choose to do so."
Key financial points
Cash NPAT of $1,191 million, an increase of 4% on the prior year
Statutory NPAT of $1,274 million, an increase of 8%
Cash net interest margin decreased by 3bps to 2.21%
Advances to customers up 6% to $88 billion
Customer deposits up 6% to $66 billion
Impairment losses on financial assets increased 35% to $108 million
Continued momentum in funds management with 13% income growth
Cost to income ratio (cash basis) of 35.6%, an improvement of 40bps
Operating expenses increased 4%
[1] Items include hedging and IFRS volatility, the notional cost of capital charged by the Commonwealth Bank of Australia (the ultimate parent of ASB) and other material non-recurring items. These items are calculated consistently period on period and do not discriminate between positive and negative adjustments. Refer to the Consolidated Performance in Brief for a reconciliation of the statutory and cash net profit after taxation, and for further information on these items.
Media Centre› Media Releases› ASB invests in keeping Kiwis' finances safe, sound and secure


Laura here from Where the Magic Happens Blog. A few weeks ago I was invited to present at the 2016 South Eastern Reading Recovery Conference in Myrtle Beach. I was actually invited by my favorite professor (and mentor) from grad school. To say that I was humbled and honored is an understatement.
I have HUGE respect for Reading Recovery teachers because they are the real deal.
They know the nitty- gritty.
The understand the reading and writing process better than anybody else.
Every single RR teacher that I have ever met radiates knowledge and wisdom.
What do I have to offer to such a knowledgeable crowd?
What will I share with them if they already know it all?
Close reading. Yes, that was my topic.
Anyhow, one of the most recurring questions in my sessions had to do with the things that I do to set up close reading routines with my firsties.
Close reading is purposeful, and careful repeated readings of a complex text.
Close Reading is challenging. As a teacher you need be able to model and show your students the differences with guided reading.
The very first time I attempted close reading with my firsties, one of my sweet students told me that close reading is like peeling an onion because you uncover layers and layers.
Then, my sweet teacher friend Krystal from next door also mentioned that she had seen something similar on Pinterest where a teacher used an Oreo cookie to introduce close reading to her students.
Of course I thought about this like at 9:30 at night when I was taking a bath with calming oils.
I usually keep tangerines in my house for me and my boys, but I was out. People at my school may have thought that I was going coo-coo when they received my text messages asking if they had tangerine oranges in their homes. My beautiful and stylish literacy coach even offered to stop by the grocery store to get fruit. So sweet. I ended up going to the closest Harris Teeter before school and I purchased a big bag of "cuties."
But why a tangerine? And what does a tangerine have to do with the phases of close reading?
Some researchers may use terms like cold read, hot read, or warm read to name the phases of close reading.
I particularly like how Fisher & Frey "spell out" the phases of a close read.
And others that I don't quite recall at this moment. I have reached and age in which I forget a lot of things. You just cannot tell because I use really good skincare.
Each pair of students got to hold one tangerine. After I asked each question, I gave my firsties 30 seconds to do a "think-pair-share." What is important to consider here is how all the questions are grounded on the things that we can "see" about the tangerine, just like the questions of a first read in a close reading.
For stage two or "how does the text work" I asked my students to get the tangerine ready to eat. They had to peel it, get the pieces ready, and some of them even had to take some of those white strings off.
What would happen if you didn't peel your tangerine?
Why do we have to pull the little pieces apart?
Just like in the second read where we discuss vocabulary, author's purpose, and my favorite: text structure.
What did it taste like and why?
For stage four or "what does the ext inspire you to do" I asked for their personal opinion about the tangerine using evidence from their experience.
But why going to all the trouble about finding tangerines for this activity in the middle of the night?
A couple of years ago I decided that I was going to start a vegetable garden. I bought books, seeds, Honey Graham built two raised beds, and he ordered some manure enriched soil. This was close to our anniversary, so when my mom asked what gift I had received, I openly told her that he had given me a pile of sh.
Here I am with all this stuff in front of me and no tools. Not. A. Single. One.
Not a little shovel, nothing.
I had to go and find some little plastic shovels out of the boys' beach toys pile.
So what if I had done this wonderful tangerine lesson and my firsties had no idea what to do when I asked them to read closely.
In the primary classroom, a close reading MUST be guided by the teacher the whole time. There is no sit over there with this paper and answer these questions. That is NOT a close read. I would call that a worksheet.
Isn't our job to prepare kids for anything? Aren't we supposed to give them the tools to do so?
Well... same thing with a close read.
What is inside this jar?
Three markers: each marker is for the first three phases of a close read. I put these labels on each of the markers so the kids know what to do and when.
I am so sorry I do not have pictures of the labeled markers.
You may download this set of labels by clicking HERE!!! the labels are Avery 5160.
These are the labels that you can put on the jars. You can get them by clicking HERE!
Oh, BTW... the jars came from Oriental Trading Company.
Oh anchor charts and Thinking Maps... how I love you so.
I am going to let these pictures of this anchor chart speak for themselves.
I am an anchor chart aficionado. In my experience, they offer an opportunity for my students to process deeply when they are offered as an initial experience.
In case you are interested, you can stop by my TPT store and check out my close reading packs.
I hope that you have found these tips useful and they can help you set up classroom routines for your students.


The Utah Jazz tried to force the left-handed James Harden onto his right to make things more difficult on him on Game One of their first round play-off series against the Houston Rockets on Sunday night.
It didn't matter much to Harden and the Rockets though. He still led the team in scoring and helped facilitate solid offensive nights from everyone else in the starting lineup in the lopsided win.
Harden had 29 points and 10 assists to help the Rockets rout the Jazz 122-90 in the opener of the best-of-seven series.
Houston's entire starting line-up had at least 10 points. Eric Gordon had 17, Clint Capela scored 16, Chris Paul added 14 and P.J. Tucker had 11.
'They throw something at him and they might get him a little bit and he figures it out and they don't get him anymore,' coach Mike D'Antoni said about the defensive strategy on Harden.
Harden wasn't surprised at Utah's defensive tactic.
'The third quarter we got some stops and we didn't get shots on the other end and that's tough to overcome,' Jazz coach Quin Snyder said.
It's the second consecutive year the teams have met in the post-season after the Rockets eliminated Utah in five games in the second round last season.
Game Two is on Wednesday night in Houston.
Houston were up by 15 in the fourth quarter before Harden, who had eight rebounds, scored six points in a 9-2 run that stretched the lead to 108-86 with four minutes left and both teams cleared their benches about a minute after that.
Rudy Gobert had 22 points and 12 rebounds to lead the Jazz after not scoring more than 15 points in a game in the play-off series against the Rockets last season.
Donovan Mitchell had 19 points, but did not have an assist as the Jazz went long stretches without scoring.
Mitchell was disappointed with his assist-to-turnover ratio.
Ricky Rubio started after missing four of the last five games of the regular season with a quadriceps injury. Rubio, who finished with 15 points, didn't play against Houston in the play-offs last season after injuring his hamstring in a first-round series win over the Oklahoma City Thunder.
Houston had a 12-point lead entering the fourth quarter and an 8-0 spurt, with two 3-pointers from Danuel House, extended it to 95-75 with nine minutes remaining.
The Rockets led by 17 when Harden re-entered the game about a minute later. Soon after he returned he found House behind the 3-point line in the corner and drove to the basket and finished with a one-handed slam.
The Rockets were up by 15 at half-time, but Utah opened the second half with a 10-3 run, with six points from Gobert, to cut it to 62-54 with nine minutes left in the third.
The Jazz got within five with a shot from Mitchell later in the third, before the Rockets scored next 10 points, with a 3 from Gordon and a three-point play from Harden, to make it 76-61 with about four minutes left in the quarter.
Mitchell ended a Utah scoring drought of about 4 minutes after that with a 3-pointer, but Harden hit a 3 seconds later to leave the Rockets up 79-64.
Utah cut into the lead a bit after that and trailed 83-71 after three.


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text:
<?php
namespace FluidTYPO3\Flux\Form;

/**
 * @package Flux
 * @subpackage Form
 */
interface FieldInterface extends FormInterface {

	/**
	 * @return array
	 */
	public function buildConfiguration();

	/**
	 * @param boolean $clearable
	 * @return FieldInterface
	 */
	public function setClearable($clearable);

	/**
	 * @return boolean
	 */
	public function getClearable();

	/**
	 * @param boolean $required
	 * @return FieldInterface
	 */
	public function setRequired($required);

	/**
	 * @return boolean
	 */
	public function getRequired();

	/**
	 * @param mixed $default
	 * @return FieldInterface
	 */
	public function setDefault($default);

	/**
	 * @return mixed
	 */
	public function getDefault();

	/**
	 * @param string $transform
	 * @return FieldInterface
	 */
	public function setTransform($transform);

	/**
	 * @return string
	 */
	public function getTransform();

	/**
	 * @param string $displayCondition
	 * @return FieldInterface
	 */
	public function setDisplayCondition($displayCondition);

	/**
	 * @return string
	 */
	public function getDisplayCondition();

	/**
	 * @param boolean $requestUpdate
	 * @return FieldInterface
	 */
	public function setRequestUpdate($requestUpdate);

	/**
	 * @return boolean
	 */
	public function getRequestUpdate();

	/**
	 * @param integer $inherit
	 * @return FieldInterface
	 */
	public function setInherit($inherit);

	/**
	 * @return integer
	 */
	public function getInherit();

	/**
	 * @param boolean $inheritEmpty
	 * @return FieldInterface
	 */
	public function setInheritEmpty($inheritEmpty);

	/**
	 * @return boolean
	 */
	public function getInheritEmpty();

	/**
	 * @param boolean $stopInheritance
	 * @return FieldInterface
	 */
	public function setStopInheritance($stopInheritance);

	/**
	 * @return boolean
	 */
	public function getStopInheritance();

	/**
	 * @param boolean $exclude
	 * @return FieldInterface
	 */
	public function setExclude($exclude);

	/**
	 * @return boolean
	 */
	public function getExclude();

	/**
	 * @param boolean $enable
	 * @return FieldInterface
	 */
	public function setEnable($enable);

	/**
	 * @return boolean
	 */
	public function getEnable();

	/**
	 * @param WizardInterface $wizard
	 * @return FormInterface
	 */
	public function add(WizardInterface $wizard);

	/**
	 * @param string $wizardName
	 * @return WizardInterface|FALSE
	 */
	public function remove($wizardName);

}

redpajama_set_name: RedPajamaGithub


This old village house from the 19th century was once the council house. Meanwhile, the officials are housed elsewhere and the house is again privately owned. The structure of the house is in relatively good condition. The outer walls are built of granite. The inner structure and the roof are of recent date and of concrete. The interior can still be completely organized according to your own insight. The built surface of the house is 127 m2 and consists of 2 floors and an attic (with windows).
Electricity runs to the house. Mains water pipe and sewerage run along the house.
Behind the house is a modest outdoor area of about 70 m2.
The village house is located in the village of Oliveira do Conde. Here are some cafes, but it is especially known for its beautiful cultural heritage and wine producing quintas. The accessibility is good via a paved road. Carregal do Sal is about 2 km away. In this small province town are all important facilities are present such as shops, post office, banks, restaurants, first aid, schools, weekly market and a station. The larger towns of Viseu and Coimbra are about 35 and 50 km away respectively.


text:
Q: Best way to read through xml HI I have a xml document like this:
<Students>
<student name="A" class="1"/>
<student name="B"class="2"/>
<student name="c" class="3"/>
</Students>

I want to use XmlReader to read through this xml and return a list of students as List<student>.
I know this can be achieved as follows:
 List<Student> students = new List<Student>();
    XmlReader reader = XmlReader.Create("AppManifest.xml");
    while (reader.Read())
    {
       if (reader.NodeType == XmlNodeType.Element && reader.Name == "student")
       {
            students.Add(new Student()
            {
                 Name = reader.GetAttribute("name"),
                 Class = reader.GetAttribute("Class")
             });
        }
     }

I just want to know if there is any better solution for this?
I am using silverlight 4. The xml structure is static, ie. it will have only one Students node and all the student node with above said attributes will only be there.

A: It's alot easier if we're using Linq xml:
var xDoc = XDocument.Load("AppManifest.xml");

var students =
    xDoc.Root.Elements("student")
    .Select(n =>
        new Student
        {
            Name = (string)n.Attribute("name"),
            Class = (string)n.Attribute("class"),
        })
    .ToList();

A: Absolutely - use LINQ to XML. It's so much simpler:
XDocument doc = XDocument.Load("AppManifest.xml");
var students = doc.Root
                  .Elements("student")
                  .Select(x => new Student {
                              Name = (string) x.Attribute("name"),
                              Class = (string) x.Attribute("class")
                          })
                  .ToList();

XmlReader is a relatively low-level type - I would avoid it unless you really can't afford to slurp the whole of the XML into memory at a time. Even then there are ways of using LINQ to XML in conjunction with XmlReader if you just want subtrees of the document.

A: List<Student> students = (from student in doc.Element("Students").Elements("student")
                          select new Student {
                              Name = student.Attribute("name"),
                              Class = student.Attribute("class") }
                          ).ToList();

A: Refer to the link below,
http://www.nearinfinity.com/blogs/joe_ferner/performance_linq_to_sql_vs.html
XmlReader is supported in Silverlight
(http://msdn.microsoft.com/en-us/library/cc189001(v=vs.95).aspx)
XmlReader like a SQLDataReader is basically a non-cached model, so they are performance oriented but you can move only 'Forward' with that.

A: You can use like that:
protected void Page_Load(object sender, EventArgs e)
{
    XmlTextReader reader = new XmlTextReader(Server.MapPath("~/XML"));

    while(reader.Read())
    {
        switch(reader.NodeType)
        {
            case XmlNodeType.Element:
                var lbl = new  Label();
                lbl.Text=(reader.Name + " -> " );
                break;

            case XmlNodeType.Text:
                Response.Write(reader.Value + "<br />");
                 break;

            case XmlNodeType.EndElement:
                 Response.Write("</" + reader.Name + ">");
                 break;
        }
    }
}