text:
Lerato's Hope Open Day Celebration
I had the privilege of attending the Lerato's Hope Open Day Celebration for their volunteers on 26 August 2018. I left Pinelands Baptist church, where the event was held, feeling very inspired as well as proud that Rustenburg is involved with this organisation.
At the event, various people working in the organisation spoke to us. The Executive Director, Vaughan Stannard, spoke of Cape Town as a divided city. He reflected on our history of segregation and how people living in privilege cannot ignore the needs of those who don't, simply because we have the ability to turn a blind eye. He said that Lerato's Hope aims to bring the city together by lending support to communities that need it.
We were also introduced to a young man who, at 13 years old, had started a book club in his township garage. From there, the initiative continued to grow and now, at 17, he heads a non-profit organisation that is entirely youth driven. I think he is a brilliant example that we can do so much to make a change in other's lives no matter our age or circumstances.
Lerato's Hope is currently tackling the topics of mercy and justice by hosting forums at Pinelands Baptist Church and in advocating for justice, they are hoping to help those previously disadvantaged by Apartheid.
The volunteers were then thanked as well as given some statistics. I learnt that, combined, the schools that host food drives for Lerato's Hope have provided over 3 000 meals to Abahlobo Crèche. I would like to extend a huge thank you to the girls who volunteer at food drives as well as to the teachers who support. We are involved in an incredible organisation and are making a difference.
We hope that the Rustenburg community will continue to support our food drives for Lerato's Hope!
Article by Kaitlyn Watt (Lerato's Hope Brand Ambassador)


Kraft Foods Europe has recruited Daryl Fielding, the former Ogilvy & Mather executive and prime architect of the Dove Real Women campaign, as its vice-president of marketing.
Fielding, whose last position was commercial director of Independent Newspapers, will join the company in the new year.
The position at Kraft is a new one; Deanie Elsner, senior vicepresident for coffee at Kraft Foods Europe, has been acting as caretaker of the role. A company spokesman says Fielding will lead all European marketing, including advertising campaigns, massmarketing, online marketing and media planning and buying.
Fielding will report to Michael Clarke, executive vice-president and president of Kraft Foods Europe, and will work closely with Kraft Foods chief marketing officer Mary-Beth West.
Fielding left her role as commercial director of The Independent and The Independent in September after just 18 months in the role. She joined the Independent from O&M, where she was managing partner after spending a decade with the agency. Prior to this, she was a board director at Lowe and DDB.
Fielding is credited with overseeing and developing Dove's Real Beauty campaign when she was global category partner at O&M. The strategy challenged the notion of using thin, and airbrushed models in ads, and replacing them with real women.
PepsiCo committed to increasing its marketing spend despite admitting spending on high profile campaigns for brands such as Pepsi and Doritos had dented profits during its second quarter.


text:
Q: ASP.NET Treeview is taking too much time to load I have a treeView on my page and it is taking too much time to load.
How can i optimise my code so as to reduce the loading time?
Below are sample of my code :
Codebehind :
public static void loadTree(TreeView tree, string username) {

    DataAccessLayer dal = null;
    string sql = null;

    try {
        dal = new DataAccessLayer();
        // SELECT * FROM dbo.TreeView
        sql = "[dbo].[usp_addParentNode]";

        dal.Command = dal.Database.GetSqlStringCommand(sql);
        dal.Command.CommandType = CommandType.StoredProcedure;
        dal.ExecuteDataSet();
        tree.Nodes.Clear();
        foreach(DataRow dataRow in dal.DataSet.Tables[0].Rows) {

            if ((string) dataRow["name"] == username) {

                TreeNode tnParent = new TreeNode();
                tnParent.Text = dataRow["Name"].ToString();
                string value = dataRow["ID"].ToString();

                tnParent.PopulateOnDemand = true;

                tnParent.Expand();
                tree.Nodes.Add(tnParent);

                FillChild(tnParent, value);

            }
        }
    } catch (System.Exception ex) {
        throw ex;
    } finally {
        dal.CloseReader();
    }

}

public static int FillChild(TreeNode parent, string ID) {
    DataAccessLayer dal = null;
    string sql = null;
    try {
        dal = new DataAccessLayer();
        //SELECT * FROM dbo.TreeView where parentId=@parentID
        sql = "[dbo].[usp_addChildNode]";
        dal.Command = dal.Database.GetSqlStringCommand(sql);
        dal.Command.CommandType = CommandType.StoredProcedure;
        dal.Database.AddInParameter(dal.Command, "@parentId", DbType.Int16, ID);
        dal.ExecuteDataSet();
        if (dal.DataSet.Tables[0].Rows.Count > 0) {

            foreach(DataRow dr in dal.DataSet.Tables[0].Rows) {
                TreeNode child = new TreeNode();
                child.Text = dr["Name"].ToString().Trim();
                string temp = dr["ID"].ToString();
                child.Collapse();
                parent.ChildNodes.Add(child);
                //child.ForeColor = Color.Orange;
                FillChild(child, temp);

            }
            return 0;
        } else {
            return 0;
        }
    } catch (System.Exception ex) {
        throw ex;
    } finally {
        dal.CloseReader();
    }

}

treeView table structure :
ID| Name | parentId

redpajama_set_name: RedPajamaStackExchange


text:
namespace ui {
namespace {

// Minimum ratio between initial X and Y motion to allow snapping.
const float kMinSnapRatio = 1.25f;

// Size of the snap rail relative to the initial snap bound threshold.
const float kSnapBoundToChannelMultiplier = 1.5f;

float CalculateChannelDistance(float snap_bound,
                               const gfx::SizeF& display_size) {
  const float kMinChannelDistance = snap_bound * kSnapBoundToChannelMultiplier;
  const float kMaxChannelDistance = kMinChannelDistance * 3.f;
  const float kSnapChannelDipsPerScreenDip = kMinChannelDistance / 480.f;
  if (display_size.IsEmpty())
    return kMinChannelDistance;

  float screen_size =
      std::abs(hypot(static_cast<float>(display_size.width()),
                     static_cast<float>(display_size.height())));

  float snap_channel_distance = screen_size * kSnapChannelDipsPerScreenDip;
  return std::max(kMinChannelDistance,
                  std::min(kMaxChannelDistance, snap_channel_distance));
}

}  // namespace

SnapScrollController::SnapScrollController(float snap_bound,
                                           const gfx::SizeF& display_size)
    : snap_bound_(snap_bound),
      channel_distance_(CalculateChannelDistance(snap_bound, display_size)),
      mode_(SNAP_NONE) {
}

SnapScrollController::~SnapScrollController() {
}

void SnapScrollController::SetSnapScrollMode(
    const MotionEvent& event,
    bool is_scale_gesture_detection_in_progress) {
  switch (event.GetAction()) {
    case MotionEvent::Action::DOWN:
      mode_ = SNAP_PENDING;
      down_position_.set_x(event.GetX());
      down_position_.set_y(event.GetY());
      break;
    case MotionEvent::Action::MOVE: {
      if (is_scale_gesture_detection_in_progress)
        break;

      if (mode_ != SNAP_PENDING)
        break;

      // Set scrolling mode to SNAP_X if scroll exceeds |snap_bound_| and the
      // ratio of x movement to y movement is sufficiently large. Similarly for
      // SNAP_Y and y movement.
      float dx = std::abs(event.GetX() - down_position_.x());
      float dy = std::abs(event.GetY() - down_position_.y());
      float kMinSnapBound = snap_bound_;
      float kMaxSnapBound = snap_bound_ * 2.f;
      if (dx * dx + dy * dy > kMinSnapBound * kMinSnapBound) {
        if (!dy || (dx / dy > kMinSnapRatio && dy < kMaxSnapBound))
          mode_ = SNAP_HORIZ;
        else if (!dx || (dy / dx > kMinSnapRatio && dx < kMaxSnapBound))
          mode_ = SNAP_VERT;
      }

      if (mode_ == SNAP_PENDING && dx > kMaxSnapBound && dy > kMaxSnapBound)
        mode_ = SNAP_NONE;
    } break;
    case MotionEvent::Action::UP:
    case MotionEvent::Action::CANCEL:
      down_position_ = gfx::PointF();
      accumulated_distance_ = gfx::Vector2dF();
      break;
    default:
      break;
  }
}

void SnapScrollController::UpdateSnapScrollMode(float distance_x,
                                                float distance_y) {
  if (!IsSnappingScrolls())
    return;

  accumulated_distance_ +=
      gfx::Vector2dF(std::abs(distance_x), std::abs(distance_y));
  if (mode_ == SNAP_HORIZ) {
    if (accumulated_distance_.y() > channel_distance_)
      mode_ = SNAP_NONE;
    else if (accumulated_distance_.x() > channel_distance_)
      accumulated_distance_ = gfx::Vector2dF();
  } else if (mode_ == SNAP_VERT) {
    if (accumulated_distance_.x() > channel_distance_)
      mode_ = SNAP_NONE;
    else if (accumulated_distance_.y() > channel_distance_)
      accumulated_distance_ = gfx::Vector2dF();
  }
}

bool SnapScrollController::IsSnapVertical() const {
  return mode_ == SNAP_VERT;
}

bool SnapScrollController::IsSnapHorizontal() const {
  return mode_ == SNAP_HORIZ;
}

bool SnapScrollController::IsSnappingScrolls() const {
  return IsSnapHorizontal() || IsSnapVertical();
}

}  // namespace ui

redpajama_set_name: RedPajamaGithub


text:
Volume 2 Issue 3 July - September 2013
Pairing Figure Skating and Mathematics
Diana Cheng* , Tetyana Berezovski**
* Assistant Professor, Towson University, Maryland, USA.
** Associate Professor, St. Joseph's University, Pennsylvania, USA.
Cheng, D., and Berezovski, T. (2013). Pairing Figure Skating and Mathematics. i-manager's Journal on Mathematics, 2(3), 1-6. https://doi.org/10.26634/jmat.2.3.2456
In light of the Winter Olympic Games, a modeling problem is presented in the context of pair's figure skating. Prospective and in-service high school teachers used related rates to solve the problem that involved differentiating the Pythagorean theorem and a trigonometric equation. Student work is analyzed and discussed.
[1]. Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/assets/
[2]. Kerrigan, Nancy & Spencer, Mary. (2003). Artistry on Ice: Figure Skating Skills and Style, Human Kinetics: Champaign, IL.
[3]. United States Figure Skating Association. (1998). The official book of figure skating, Simon & Shuster Editions: New York, NY.
[4]. Martin, Tami. (2000). "Calculus Students' Ability to Solve Geometric Related-Rates Problems,"Mathematics Education Research Journal, 12:2, 74-91.
[5]. Teuscher, Dawn, and Robert E. Reys. (2010). "Slope, Rate of Change, and Steepness: Do Students Understand These Concepts?", Mathematics Teacher, 103:7, 519-24.
[7]. Weber, Keith. (2005). "Students' Understanding of Trigonometric Functions," Mathematics Education Research Journal, 17:3, 94–115.
[8]. White, Paul, and Michael Mitchelmore. (1996). "Conceptual Knowledge in Introductory Calculus,"Journal for Research in Mathematics Education, 27:1, 79-95.
Some Characterization of Curves of Constant Breadth According to Bishop Frame in E3 Space
Hülya Gün Bozok* , Handan Öztekin**
* Department of Mathematics, Osmaniye Korkut Ata University, Osmaniye, Turkey.
** Department of Mathematics, Firat University, Elazig, Turkey.
Bozok, H.G., and Öztekin, H. (2013). Some Characterization of Curves of Constant Breadth 3 According to Bishop Frame in E3 Space. i-manager's Journal on Mathematics, 2(3), 7-11. https://doi.org/10.26634/jmat.2.3.2457
In this paper, some characterizations of curves of constant breadth according to Bishop frame in E are presented.
[1]. A. Magden and Ö. Köse, (1997). On the curves of constant breadth in E space, Turkish J. Math. 21, No.3, 277-284.
[2]. A. P. Mellish, (1931). Notes on differential geometry, Ann. of Math. (2) 32, No. 1, 181- 190.
[3]. Bükcü B, Karacan MK (2009). "The Slant Helices According to Bishop Frame." Int. J. Comput. Math. Sci., 3(2): 67-70.
[4]. D. J. Struik, (1931). Differential geometry in the large, Bull. Amer. Math. Soc. 37, no. 2, 49-62.
[5]. E. Barbier, (1860). J. de Math. 2. No. 5, 272-286.
[6]. F. Reuleaux, (1963). The Kinematics of Machinery, Trans. by, A. B. W. Kennedy, Dover Pub, New York.
[7]. Gluck, H., (1966). Higher curvatures of curves in Euclidean space, Amer. Math. Monthly, 73, 699-704.
[8]. H. H. Hacisalihoglu, (2000). Differential Geometry, Ankara University Faculty of Science.
[9]. H. H. Hacisalihoglu and R. Öztürk, On the Characterization of Inclined Curves in E I. Tensor, N.S. Vol. 64, pp.163-170.
[10]. H. Tanaka, (1976). Kinematics Design of Cam Follower Systems, Doctoral Thesis, Columbia Univ.
[11]. L.R. Bishop, (1975). There is More Than one way to Frame a Curve, Am. Math. Monthly, 82(3): 246-251.
[12]. L. Euler, De curvis triangularibus, Acta Acad. Prtropol. (1778), (1780), 3-30.
[13]. M. Fujivara, On Space Curves of Constant Breadth, Tohoku Math. J. 5 (1914), 179-184.
[14]. M. Kazaz, M. Önder, and H. Kocayit, (2008). Space like curves of constant breadth in Minkowski 4-space, Int. J. Math. Anal. (Ruse) 2, No. 21-24, 1061-1068.
[15]. M. Sezer, (1989). Differential equations characterizing space curves of constant breadth and a criterion for these curves, Doga Mat. 13, No. 2, 70-78.
[16]. N. H. Ball, (1930). On Ovals, Amer. Math. Monthly 37, No. 7, 348-353.
[17]. Ö. Köse, (1986). On space curves of constant breadth, Doga Mat. 10 (1986), No. 1, 11{14.21, No. 3, 277-284
[18]. W. Blaschke, (1915). Konvexe Bereiche gegebener konstanter Breite und kleinsten Inhalts, Math. Ann. 76, No. 4, 504-513.
Applied Mathematical Statistical Modeling to Determine the Validity and Reliability of Independent Instructional Measures
James Edward Osler II* , Mahmud A. Mansaray**
* North Carolina Central University.
** Research Analyst, Department of Research, Evaluation and Planning, North Carolina Central University.
Osler, J. E., II. and Mansaray, M.A. (2013). Applied Mathematical Statistical Modeling to Determine The Validity And Reliability of Independent Instructional Measures. i-manager's Journal on Mathematics, 2(3), 12-31. https://doi.org/10.26634/jmat.2.3.2458
Most universities and colleges in United States and elsewhere use student ratings of instruction for summative (e.g. faculty promotion, etc.) and formative (e.g. instructional improvement, etc.) evaluation purposes. This research examines the reliability and validity of the rating instrument used to evaluate teaching effectiveness and student learning outcomes. The sample consisted of 7,919 students of Historic Black College and University [HBCU] who completed the 2012 spring semester. Student Ratings of Instruction [SRI] survey (a measurement instrument used by students to assess instruction in courses in which they are currently enrolled) was used. The application of the Cronbach's Alpha Reliability Model, in the study helps to find strong internal reliability [consistency] of the rating instrument used to comprehensively assess teaching quality. At the same time, the application of Principal Component Factor Analysis with Varimax Rotation also finds strong construct validity of the assessment tool used to evaluate faculty.
[1]. Agbetsiafa, D. (2010). Evaluating effective teaching in college level Economics using student ratings of instruction: A factor analytic approach, Journal of College Teaching & Learning, 7(5), 57-66.
[2]. Anastasiadou, S. D. (2011). Reliability and validity testing of a new scale for measuring attitudes toward learning statistics with technology. Acta Didactica Napocensia, 4(1), 1-10.
[3]. Anderson, J., Brown, G., & Spaeth, S. (2006). Online student evaluations and response rates reconsidered. Innovate: Journal of Online Education, 2(6). Retrieved from https://rugby.ou.edu/content/dam/provost/documents/evaluations/ evaluate-Online- Student-Evaluations-and-Response-Rates.pdf
[4]. Barry, R. A. (2010). Teaching effectiveness and why it matters. Marylhurst University and the Chalkboard Project, Retrieved from http://chalkboardproject.org/wp-content/uploads/2010/12/teacher-effectiveness-and-why-it-matters.pdf
[5]. Beran, T., & Rokosh, J. (2009). Instructors' perspectives on the utility of student ratings of instruction. Instructional Science, 37(2), 171-184. doi:10.1007/s11251-007-9045-2.
[6]. Beran, T., Violato, C., Kline, D., & Frideres, J. (2009). What do students consider useful about student ratings?. Assessment & Evaluation in Higher Education, 34(5), 519-527.
[7]. Beran, T., Violato, C., & Kline, D. (2007). What's the "Use" of student ratings of instruction for administrators? One university's experience. Canadian Journal of Higher Education, 37(1), 27-43.
[8]. Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-62.
[9]. Bland, J., & Altman, D. G. (1997). Cronbach's Alpha . BMJ: British Medical Journal (International Edition), 314(7080), 572.
[10]. Bo, Z., Johnston, L., & Kilic, G. (2008). Assessing the reliability of self- and peer rating in student group work. Assessment & Evaluation in Higher Education, 33(3), 329-340. doi:10.1080/02602930701293181.
[11]. Chen, G., & Watkins, D. (2010). Stability and correlates of student evaluations of teaching at a Chinese university. Assessment & Evaluation in Higher Education, 35(6), 675-685. doi:10.1080/02602930902977715.
[12]. Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what students learn?. Journal of Marketing Education, 31(1), 16-30.
[13]. Donnon, T., Delver, H., & Beran, T. (2010). Student and teaching characteristics related to ratings of instruction in medical sciences graduate programs, Medical Teacher, 32(4), 327-332. doi:10.3109/01421590903480097.
[14]. El Hassan, K. (2009). Investigating substantive and consequential validity of student ratings of instruction. Higher Education Research & Development, 28(3), 319-333. doi:10.1080/07294360902839917.
[15]. Field, A. (2009). Discovering statistics using spss. (3rd ed.). Thousand Oaks, CA: SAGE Publications Inc.
[16]. Fitzpatrick, J. L., & Miller-Stevens, K. (2009). A case study of measuring outcomes in an MPA program. Journal of Public Affairs Education, 15(1), 17-31.
[17]. Frick, T., Chadha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Educational Technology Research & Development, 57(5), 705-720. doi:10.1007/s11423-007-9079-9.
[18]. Gillmore, G. M., Kane, M. T., & Naccarato, R. W. (1978). The generalizability of student ratings of Instruction: Estimation of the teacher and course components. Journal of Educational Measurement, 15, 1-13.
[19]. Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality, Retrieved from http://www.tqsource.org/publications/EvaluatingTeach Effectiveness.pdf
[20]. Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto, ON: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Student%20 Course%20Evaluations.pdf
[21]. Haladyna, T. M., & Amrein-Beardsley, A. (2009). Validation of a research-based student survey of instruction in a college of education. Educational Assessment, Evaluation and Accountability, 21(3), 255-276. doi:10.1007/s11092-008-9065-8.
[22]. Hassel, B. C. (2009). How should state define teacher effectiveness?. Center for American Progress, Retrieved from http://publicimpact.com/publications/PublicImpact-How_Should_States_Define_Teacher_Effectiveness.pdf
[23]. Héfer, B. (2009). Teaching effectiveness, course evaluation, and academic performance: The role of academic delay of gratification. Journal of Advanced Academics, 20(2), 326-355.
[24]. Hogan, T. P. (1973). Similarity of student ratings across instructors, courses, and time. Research in Higher Education, 1, 149-154.
[25]. Hunsaker, S. L., Nielsen, A., & Bartlett, B. (2010). Correlates of teacher practices influencing s t u d e n t o u t c ome s i n reading instruction for advanced readers. Gifted Child Quarterly, 54(4), 273-282. doi:10.1177/0016986210374506.
[26]. Ibrahim, A. (2011). Using generalizability theory to estimate the relative effect of class size and number of items on the dependability of student ratings of instruction. Psychological Reports, 109(1), 252-258. doi:10.2466/03.07.11.PR0.109.4.252-258.
[27]. Jones, B. (2010). An examination of motivation model components in face-to-face and online instruction. Electronic Journal of Research in Educational Psychology, 8(3), 915-944.
[28]. Keeley, J., Furr, R., & Buskist, W. (2010). Differentiating psychology students' perceptions of teachers using the teacher behavior checklist. Teaching of Psychology, 37(1), 16-20. doi:10.1080/00986280903426282.
[29]. Kneipp, L. B., Kelly, K. E., Biscoe, J. D., & Richard, B. (2010). The impact of instructor's personality characteristics on quality of instruction. College Student Journal, 44(4), 901-905.
[30]. Kozub, R. M. (2010). Relationship of course, instructor, and student characteristics to dimensions of student ratings of teaching effectiveness in business schools. American Journal of Business Education, 3(1), 33-40.
[31]. Leech, N. A., Barrett, K. C., Morgan, G. A. (2011). IBM: SPSS for intermediate statistics use and interpretation. (4th ed.). New York, NY: Taylor & Francis Group.
[32]. Lüdtke, O., Trautwein, U., Kunter, M., & Baumert, J. (2006). Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data. Learning Environments Research, 9(3), 215-230. doi:10.1007/s10984-006-9014-8.
[33]. Madden, T. J., Dillon, W. R., & Leak, R. L. (2010). Students' evaluation of teaching: Concerns of item diagnosticity. Journal of Marketing Education, 32(3), 264-274. doi:10.1177/0273475310377759.
[34]. Marsh, H. W. (1982). The use of path analysis to estimate teacher and course effects in student rating's of instructional effectiveness, Applied Psychological Measurement, 6, 47-59.
[35]. Marsh, H. W. (2007). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and usefulness. In R. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319-383). Netherlands: Springer.
[36]. Marsh, H. W., Ginns, P., Morin, A. S., Nagengast, B., & Martin, A. J. (2011). Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103(3), 733-748. doi:10.1037/a0024221.
[37]. McKeachie, W. J. (2007). Good teaching makes a difference—And we know what it is. In R. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 457-474). Netherlands: Springer.
[38]. Perry, R. & Smart, J. C. (2007). The scholarship of teaching and learning in higher education: An evidence-based perspective. Netherlands: Springer.
[39]. Pounder, J. (2007). Is student evaluation of teaching worthwhile? An analytical framework for answering the question. Quality Assurance in Education, 18(1), 47-63.
[40]. Roche, L. A., & Marsh, H. W. (2000). Multiple dimensions of university teacher selfconcept. Instructional Science, 28(5), 439-468.
[41]. Safavi, S., Bakar, K., Tarmizi, R., & Alwi, N. (2012). The role of student ratings of instruction from perspectives of the higher education administrators. International Journal of Business and Social Science, 3(9), 233-239.
[42]. Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M. H., & Jernberg, K. A. (2008). Communication Education, 57(2), 180-200. doi:10.1080/03634520701840303.
[43]. Skowronek, J., Friesen, B., & Masonjones, H. (2011). Developing a statistically valid and practically useful student evaluation instrument, International Journal for the Scholarship of Teaching and Learning, 5(1), 1-19.
[44]. Spooren, P. P., Mortelmans, D. D., & Denekens, J. J. (2007). Student evaluation of teaching quality in higher education: Development of an instrument based on 10 Likert-scales, Assessment & Evaluation in Higher Education, 32(6), 667-679. doi:10.1080/02602930601117191.
[45]. Sprinkle, J. E. (2008). Student perceptions of effectiveness: An examination of the influence of student biases, College Student Journal, 42(2), 276-293.
[46]. Stowell, J. R., Addison, W. E., & Smith, J. L. (2012). Comparison of online and classroom-based student evaluations of instruction, Assessment & Evaluation in Higher Education, 37(4), 465-473. doi:10.1080/02602938.2010.545869.
[47]. Theall, M. (2010). Evaluating teaching: From reliability to accountability, New Directions for Teaching and Learning, 2010(123), 85-95. doi:10.1002/tl.412.
[48]. Titus, J. (2008). Student ratings in a consumerist academy: Leveraging pedagogical control and authority, Sociological Perspective, 51, 397-422.
[49]. Vogt, W. (1984). Developing a teacher evaluation system, Spectrum, 2(1), 41-46.
[50]. Young, S., & Shaw, D. G. (1999). Profiles of effective college and university teachers, Higher Education, 70(6), 670-686.
[51]. Zerbini, T., & Abbad, G. (2009). Reação aos procedimentos instrucionais de um curso via internet: Validação de uma escala. Estudos De Psicologia, 26(3), 363-371. doi:10.1590/S0103-166X2009000300009.
Another Locus Property of the Thomson Cubic
Mikhail Goldenberg* **
* Department of Mathematics, The Ingenuity Project Baltimore Polytechnic Institute 1400 W, Cold Spring Lane Baltimore.
** Adjunct Professor, Department of Mathematics, Towson University, York Road Towson.
Goldenberg, M., and Kaplan, M. (2013). Another Locus Property of The Thomson Cubic. i-manager's Journal on Mathematics, 2(3), 32-37. https://doi.org/10.26634/jmat.2.3.2459
Generalizing the concept of the symmedian point of a triangle we introduce the point called quasi-symmedian point and prove that the locus of quasi-symmedian points is the Thomson cubic.
[1]. Coxeter, H. S. M. (1993). The Real Projective Plane (3rd ed.). Cambridge, England: Cambridge University Press, p. 103.
[2]. Cundy, H. M., Parry, C. F. (1995). Some Cubic Curves Associated with a Triangle. Journals of Geom. 53, 41-66.
[3]. Gibert, B. (2012, June 25). Thomson Cubic. St Etienne, France: Cubics in the Triangle Plane. Retrieved from http://perso.wanadoo.fr/bernard.gibert/Exemples/k002.html
[4]. Honsberger, R. (1995). Episodes in Nineteenth and Twentieth Century Euclidean Geometry. Washington, DC: Math. Assoc. Amer, pp. 98-124.
[5]. Kimberling, C. (1994). Central Points and Central Lines in the Plane of a Triangle. Math. Mag., 67, 163-187.
[6]. Kimberling, C. (1998). Triangle Centers and Central Triangles. Congr. Numer., 129, 1-295.
[7]. Rubio, P. (1989). Cubic Lines Relative to a Triangle. Journals of Geom. 34, 152-171.
[8]. Sigur, S. (2005). Where are the Conjugates? Forum Geom. 5, 1-15.
[9]. Wells, D. (1991). The Penguin Dictionary of Curious and Interesting Geometry. London, England: Penguin, pp. 190-191.
[10]. Yiu, P. (2000). The uses of homogeneous barycentric coordinates in plane euclidean geometry. Int. Journals of Math. Educ. Sci. Technol., 31, 569 – 578.
Collections Of Statements Related To Point-Set Domination Numbers In Graphs
D. R. Robert Joan*
Assistant Professor, M.Ed. Department, M.E.T. College of Education, Chenbagaramanputhoor, Tamilnadu, India.
Joan, D.R.R. (2013). Collections of Statements Related to Pointset Domination Numbers in Graphs. i-manager's Journal on Mathematics, 2(3), 38-49. https://doi.org/10.26634/jmat.2.3.2460
Let G be a connected graph. A set D V(G) is a point-set dominating set (psd-set) of G if for every set S V – D, there exists a vertex v D such that the subgraph induced by S {v} is connected. The point-set domination number γ (G) p of G is the minimum cardinality of a psd-set. This paper provides a comprehensive treatment of point set domination in graphs. First introduce the point-set domination number of a graph G, and determine this number for various known graphs. The relationship between set domination number with r point set domination number, point-set domination number and also few results regarding point-set are given as statements. Also In this paper the investigator say about global set-domination number γ and global point-set domination number γ of a graph G and determine these sg pg numbers for various known graphs and obtain some bounds for the graph G of diameters 3 and 4 in terms of γ. Finally the concept of the strong point-set domination number of a graph G is introduced, and its exact value is determined for some known graphs.
[1]. Acharya, B. D., and Gupta, P. (2005). On Point-Set Domination in Graphs II: Minimum PSD-Sets. 2(2), 87 - 98.
[2]. Garey., Michael, R., Johnson., & David, S. (1979). Computers and Intractability: A Guide to the Theory of NP-Completeness. ISBN 0-7167-1045-5, 190.
[3]. Sampathkumar, E., and Latha, L.P. (1993). Point-Set Domination Number of a graph, Indian Journal of pure applied Mathematics, 24(4), 225 - 229.
[4]. Sampathkumar, E., and Latha, L.P. (1994). The Global Set-Domination Number of a Graph, Indian Journal of pure applied Mathematics, 25(10), 1053-1057.
[5]. Sampathkumar, E. (1989). The Global Domination Number of a Graph, The Journal of mathematics, 23(5), 377 - 385.
[6]. Swaminathan., and Poovazhaki, R. (2003). Global Strong Point-Set Domination Number of a Graph. Proceedings of the KMA, National Seminar on Discrete Mathematics and Applications, St. Thomas College, Kozhencherry, 107 - 112.
[7]. Swaminathan., and Poovazhaki, R. (2002). Strong point-set domination number of graphs, Proceedings of the KMA, National Seminar on Graph Theory, St. Mary's College, Thrissur, 131 - 143.
[8]. Kulli, V.R., and Janakiram, B. (2005). Global non split domination in graphs. Proceedings of the National Academy of Sciences, India, 11-12.
[9]. Haynes., Teresa, W., Hedetniemi., Stephen., Slater., and Peter. (1998). Fundamentals of Domination in Graphs. Marcel Dekker, Madison Avenue, New York , 10016 ISBN 0-8247-0033-3, OCLC 37903553 INC., 270.

redpajama_set_name: RedPajamaCommonCrawl


text:
export class Icon {
    constructor() {
        this.svgContent = null;
        /**
         * Specifies the label to use for accessibility. Defaults to the icon name.
         */
        this.ariaLabel = '';
        /**
         * Specifies which icon to use on `ios` mode.
         */
        this.ios = '';
        /**
         * Specifies which icon to use on `md` mode.
         */
        this.md = '';
        /**
         * Specifies which icon to use. The appropriate icon will be used based on the mode.
         * For more information, see [Ionicons](/docs/ionicons/).
         */
        this.name = '';
    }
    get iconName() {
        let iconName = this.name.toLowerCase();
        // default to "md" if somehow the mode wasn't set
        const mode = this.mode || 'md';
        // if an icon was passed in using the ios or md attributes
        // set the iconName to whatever was passed in
        if (this.ios && mode === 'ios') {
            iconName = this.ios.toLowerCase();
        }
        else if (this.md && mode === 'md') {
            iconName = this.md.toLowerCase();
            // this does not have one of the defaults
            // so lets auto add in the mode prefix for them
        }
        else if (iconName && !(/^md-|^ios-|^logo-/.test(iconName))) {
            iconName = mode + '-' + iconName;
        }
        // only allow alpha characters and dash
        const invalidChars = iconName.replace(/[a-z]|-|\d/g, '');
        if (invalidChars !== '') {
            console.error(`invalid characters in ion-icon name: ${invalidChars}`);
            return null;
        }
        return iconName;
    }
    hostData() {
        const attrs = {
            'role': 'img'
        };
        if (this.ariaLabel) {
            // user provided label
            attrs['aria-label'] = this.ariaLabel;
        }
        else {
            // come up with the label based on the icon name
            const iconName = this.iconName;
            if (iconName) {
                attrs['aria-label'] =
                    iconName
                        .replace('ios-', '')
                        .replace('md-', '')
                        .replace('-outline', '')
                        .replace(/\-/g, ' ');
            }
        }
        const iconClasses = {};
        if (this.size) {
            iconClasses[`icon-${this.size}`] = true;
        }
        return Object.assign({}, attrs, { class: iconClasses });
    }
    render() {
        if (this.isServer) {
            return h("div", { class: "icon-inner" });
        }
        const iconName = this.iconName;
        if (!iconName) {
            // we don't have good data
            return h("div", { class: "icon-inner" });
        }
        const svgContent = svgContents[iconName];
        if (svgContent === this.svgContent) {
            // we've already loaded up this svg at one point
            // and the svg content we've loaded and assigned checks out
            // render this svg!!
            return h("div", { class: "icon-inner", innerHTML: svgContent });
        }
        // haven't loaded this svg yet
        // start the request
        loadSvgContent(iconName, this.publicPath, loadedSvgContent => {
            // we're finished loading the svg content!
            // set to this.svgContent so we do another render
            this.svgContent = loadedSvgContent;
        });
        // actively requesting the svg, so let's just render a div for now
        return h("div", { class: "icon-inner" });
    }
    static get is() { return "ion-icon"; }
    static get host() { return { "theme": "icon" }; }
    static get properties() { return { "ariaLabel": { "type": String, "attr": "aria-label" }, "color": { "type": String, "attr": "color" }, "ios": { "type": String, "attr": "ios" }, "isServer": { "context": "isServer" }, "md": { "type": String, "attr": "md" }, "mode": { "context": "mode" }, "name": { "type": String, "attr": "name" }, "publicPath": { "context": "publicPath" }, "size": { "type": String, "attr": "size" }, "svgContent": { "state": true } }; }
    static get style() { return "/**style-placeholder:ion-icon:**/"; }
}
function loadSvgContent(iconName, publicPath, callback) {
    // static since all IonIcons use this same function and pointing at global/shared data
    // passed in callback will have instance info
    // add to the list of callbacks to fiure when this url is finished loading
    (loadCallbacks[iconName] = loadCallbacks[iconName] || []).push(callback);
    if (activeRequests[iconName]) {
        // already requesting this icon, don't bother kicking off another
        return;
    }
    // add this icons to our list of active requests
    activeRequests[iconName] = true;
    // kick off the request for the external svg file
    // create a script element to add to the document.head
    var scriptElm = document.createElement('script');
    scriptElm.charset = 'utf-8';
    scriptElm.async = true;
    scriptElm.src = `${publicPath}svg/${iconName}.js`;
    // create a fallback timeout if something goes wrong
    var tmrId = setTimeout(onScriptComplete, 120000);
    function onScriptComplete() {
        clearTimeout(tmrId);
        scriptElm.onerror = scriptElm.onload = null;
        scriptElm.parentNode.removeChild(scriptElm);
        // remove from our list of active requests
        delete activeRequests[iconName];
    }
    // add script completed listener to this script element
    scriptElm.onerror = scriptElm.onload = onScriptComplete;
    // inject a script tag in the head
    // kick off the actual request
    document.head.appendChild(scriptElm);
}
const activeRequests = {};
const loadCallbacks = [];
const svgContents = {};
// add a jsonp handler to the window
// as svg jsonp files are requested
// once they load they'll call this method
window.loadIonicon = function loadIonicon(svgContent, iconName) {
    // awesome, we've finished loading the svg file
    // remove this url from the active requests
    delete activeRequests[iconName];
    svgContents[iconName] = svgContent;
    // find any callbacks waiting on this icon
    const svgLoadCallbacks = loadCallbacks[iconName];
    if (svgLoadCallbacks) {
        // loop through all the callbacks that are waiting on the svg content
        svgLoadCallbacks.forEach(cb => {
            // fire off this callback which was provided by an instance
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        });
        delete loadCallbacks[iconName];
    }
};


text:
static std::mutex m;

typedef std::chrono::system_clock Clock;
typedef Clock::time_point time_point;
typedef Clock::duration duration;
typedef std::chrono::milliseconds ms;
typedef std::chrono::nanoseconds ns;

static int f()
{
    time_point t0 = Clock::now();
    time_point t1;
    {
    std::unique_lock<std::mutex> ul(m);
    t1 = Clock::now();
    }
    ns d = t1 - t0 - ms(250);
    TC_ASSERT_EXPR(d < ms(50));  // within 50ms
    return 0;
}

int tc_libcxx_thread_thread_lock_unique_cons_mutex(void)
{
    m.lock();
    std::thread t(f);
    std::this_thread::sleep_for(ms(250));
    m.unlock();
    t.join();

#ifdef __cpp_deduction_guides
    std::unique_lock ul(m);
    static_assert((std::is_same<decltype(ul), std::unique_lock<decltype(m)>>::value), "" );
#endif
    TC_SUCCESS_RESULT();
    return 0;
}


text:
MY JCU
An American university in the heart of Rome
Search JCU News
Alaska Native Student Lisa Lynch Leads Indigenous Peoples' Day Celebration at JCU
by Elisa Aceri
Student Lisa S. K. Lynch
Professor Andrea Lanzone's HS 290 Native American History and Traditions class welcomed student Lisa S. K. Lynch, reigning Miss Arctic Native Brotherhood, on Tuesday, October 9, 2018. Lisa, who is a Classical Studies and History major from Nome, Alaska, gave a presentation on the occasion of Indigenous Peoples' Day. This talk followed the first Indigenous People's Day celebration at JCU that took place on October 8 in the Lemon Tree Courtyard.
Dressed in traditional clothing, Lisa began by explaining that the Miss Arctic Native Brotherhood is a pageant that values culture and knowledge of current Native issues, as well as outdoors skills. In July 2018, Lisa represented the Bering Strait region at the World Eskimo-Indian Olympics in Fairbanks.
Lisa's grandfather started herding reindeers in the 1960s and now her family owns the Midnite Sun Reindeer Ranch and land in Nome, Alaska. The Reindeer Act of 1937 states that only Alaska Natives are allowed to own reindeers. Lisa, who is a reindeer herder herself, explained that subsistence hunting is very important in Alaska. For Alaska Natives it is essential to gather enough provisions to sustain their whole family throughout the winter.
Lisa explained the difference between the terms "Native Alaskan" and "Alaska Native," which indicate two distinct groups of people. Native Alaskan refers to people who were born in Alaska but who do not rely on subsistence. Alaska Native, on the other hand, indicates people who were born in Alaska and who depend on the land for survival. Lisa also clarified the difference between the terms Inuit and Inupiaq. Inuit is an umbrella term under which various ethnic groups fall, whereas Inupiaq indicates a specific ethnic group, which Lisa belongs to.
In 1867, land in Alaska was being sold for "2 cents per acre" said Lisa. In 1959 Alaska obtained its statehood, however, there was still a lack of rights and representation. The Alaska Federation of Natives (AFN) was formed in 1966 with the mission to promote the cultural, economic and political voice of the entire Alaska Native Community.
Indigenous People's Day Celebration at JCU. Lisa S. K. Lynch third from left, Dean Mary Merva fourth from left.
Lisa then explained that in Alaska, land rights are tied to blood quantum, which refers to the percentage of Native blood. The Alaska Native Claims Settlement Act (ANCSA) of 1971/72 established that the land would be divided among 12 Native regional corporations, as a way to preserve Native culture. According to Lisa, Native culture is greatly at risk, especially the various indigenous languages, who have very few remaining native speakers. Lisa said that boarding schools had a negative effect on Native culture because those who attended were forced to give up their traditions and embrace the English language. Her grandmother was one of the last few people in her city who was fluent in Inupiaq.
Lisa concluded the presentation with some pictures of her family's ranch, which at one point had about 10 million reindeer.
Professor Lanzone thanked Lisa for her presentation and said that she managed to illustrate very effectively many of the issues that he touches upon in class.
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©2022 John Cabot University, Via della Lungara 233
00165 Rome, Italy | +39066819121 | C.F. 01476880586


text:
Q: Insert input into a drupal form programmatically How can i populate the input field programmatically in drupal form API?
Let me illustrate, consider the following example
function form(){
return drupal_get_form('myform');
}
function myform($form_state){
$form['name'] = array(
'#type' => 'textfield',
'$title' => 'Name: ',
 );
$form['submit'] = array(
'#type' => 'submit',
'#value' => 'Save',
 );
 return $form;
}
function myform_submit($form,&$form_state){
$form_id = 'myform';
$form_state['values']['name'] = 'Hello World';
drupal_execute($form_id,$form_state);
}

Here, when submit event occurs, instead of getting the values populated, i get the white blank screen of death on the screen. Is something wrong with my syntax??

A: This is the proper way to use drupal_execute.  However, there are other problems with the way you're handling that form: try attaching a submit and validate function to the form.  When you do that, you will also need to move the drupal_execute out of the submit function (which may be causing the problem you're having now).  If you need to save data, you need to use the DB abstraction layer, drupal_write_record, or one of the existing hooks.
$form_state = array(
  'submitted' => true,
  'values' => array(
    'name' => 'Hello World',
    'op' => t('Save'),
    'submit' => t('Save'),
    'form_id' => 'myform',
  ),
);

drupal_execute('myform', $form_state);


It's time for you to KNOW THE TRUTH ABOUT YOUR BODY. It's time for your mothers, your sisters, your daughters to know the truth about their bodies.
The science is out there. Now it is time to CLAIM YOUR RIGHTS AS WOMEN to live happier and healthier lives according to the plan God has for you.
Meet a new generation of medical professionals who are embracing true women's health through the new scientific approach to Natural Family Planning. Featuring Doctors Alexis Simon, Brooke Jemelka, Gavin Puthoff, Kathleen McGlynn, Simon Patton and Jacob Peyton.
Natural Family Planning (NFP) is the general title for the scientific, natural, and moral methods of family planning that can help married couples either achieve or avoid pregnancies.
NFP is a system of understanding a couple's combined fertility through observation of naturally occurring signs and symptoms of the fertile and infertile phases of a woman's menstrual cycle. No drugs, devices, or surgical procedures are used to avoid pregnancy. Since the methods of NFP respect the love-giving (unitive) and life-giving (procreative) nature of the conjugal act, they support God's design for married love!
Barring any medical problems, men are always fertile. On the other hand, women alternate between times of fertility and infertility. NFP is based on the hormones that naturally occur during the woman's menstrual cycle causing changes in her body that she can observe. With proper instruction and by cooperating with this cycle, couples can effectively achieve or avoid pregnancy. For more information and a brief description of the methods, click here.
Para información en español contactar crms.rocioaguayo@gmail.com.


text:
© 2017 Routematch
peoplewhomovepeople@gmail.com
People Who Move People is a collection of written stories about trailblazers and visionaries of public transit, which is a world that appears incomprehensible to those living outside it. Respecting the many moving parts within a public transit operation, People who Move People presents a cross-section of those who contribute to the field—from bus driver to executive. When possible, interviews are conducted in person while riding public transit. The series strives to capture the essence not only of a career in public transit but the life behind it.
The idea for People Who Move People was conceived of during a chance meeting between Laura Lee and Bahman Irvani, CEO of RouteMatch, which has endowed the initiative.
Roll Up Your Sleeves
To Change the Mobility Game
Right By My Old Trolleys


text:
/* See LICENSE for licensing information */

#ifndef NAMEMAP_ST_H
#define NAMEMAP_ST_H

/**
 * @file namemap_st.h
 * @brief Internal declarations for namemap structure.
 **/

#include "lib/cc/compat_compiler.h"
#include "ext/ht.h"

struct smartlist_t;

/** Longest allowed name that's allowed in a namemap_t. */
#define MAX_NAMEMAP_NAME_LEN 128

/** An entry inside a namemap_t. Maps a string to a numeric identifier. */
typedef struct mapped_name_t {
  HT_ENTRY(mapped_name_t) node;
  unsigned intval;
  char name[FLEXIBLE_ARRAY_MEMBER];
} mapped_name_t;

/** A structure that allocates small numeric identifiers for names and maps
 * back and forth between them.  */
struct namemap_t {
  HT_HEAD(namemap_ht, mapped_name_t) ht;
  struct smartlist_t *names;
};

#ifndef COCCI
/** Macro to initialize a namemap. */
#define NAMEMAP_INIT() { HT_INITIALIZER(), NULL }
#endif

#endif /* !defined(NAMEMAP_ST_H) */


latergrams from highline ballroom, new york city, february 2014.
can't wait to hit the city again.
because…I heart denetia and sene!
I TALK TO STRANGERS®- What if the people of the world decided to talk to each other?


Vitamin A, particularly beta carotene contained in this fruit is required for healthy skin, cell growth and reproduction.
Vitamin C is an antioxidant that provides protection against free radical damage, thus preventing pre-mature aging and keeping your immune system strong.
This facial is excellent for pre-wedding, event or dinners, it instantly brightens your skin with no downtime. It is also recommend for people who suffers from uneven skin tone.
What type of skin conditions do Organic Renewal Facial treat ?


Thuongmai Viet Nam is published every Tuesday; The Vietnam Post is published every Friday. Serving the Asian Communities in Houston since 1980, the each weekly newspaper have a large circulation and are distributed FREE.
Thuongmai Viet Nam and The Vietnam Post contain several topics include World, National and Local News, Sports, Common Knowlege, Medical & Health Issues, Women and Family, US Movies, Television of Hong Kong and Vietnam, Fashion, Natural Science and Computer Science, Short Stories, and Novels by well-know international writers, among other things.
Thuongmai Vietnam and The Vietnam Post not only provide intellectual information to Asian families with weekly recreational coverage but also provide advertisers with opportunities to fruitfully promote their businesses, purchase and/or sale activities, including help wanted, and classified ads.
© 2016 by The Vietnam Post.


There are several physician license categories in Massachusetts based on the stage of your education and career, as well as the role to be fulfilled while working in the Commonwealth of Massachusetts.
A full medical license allows a physician to practice medicine independently.
A limited license is issued to physicians enrolled in post-graduate training programs in health care facilities. All such training must be done in ACGME accredited programs, or in a subspecialty clinical training or fellowship program in a training facility that has an approved program in the parent specialty. A physician who holds or who has ever held a full Massachusetts license is not eligible for a limited license.
There are also several temporary license categories which may be granted by the Board.
Pre-Medical Education: Completion of a minimum of two or more academic years at a legally chartered college or university, which must include courses in biology, inorganic chemistry, organic chemistry and physics, or their equivalent as determined by the Board.
Medical Education: Completion of four academic years of instruction, of not less than thirty-two weeks in each academic year, in a legally chartered medical school, and receipt of the degree of doctor of medicine or its equivalents. A waiver for substantial equivalency of medical school education must be completed if any required or elective medical school clinical study was completed offsite of the medical school and without supervision by the medical school faculty.
Post-Graduate Medical Education: Completion of two (2) years of ACGME approved or accredited Canadian post-graduate medical training.
Pre-Medical Education: Completion of a minimum of two or more academic years, of not less than thirty-two weeks in each academic year, of a pre-medical education at a legally chartered college or university which must include courses in biology, inorganic chemistry, organic chemistry and physics, or their equivalents as determined by the Board.
Medical Education: Completion of four (4) academic years of instruction, of not less than thirty-two weeks in each academic year, at a legally chartered medical school which education is substantially equivalent to that of graduates of U.S. medical schools, and receipt of the degree of medical doctor or its equivalent.
ECFMG Certificate: Possession of an ECFMG certificate which is valid on its face and valid as of the date of licensure.
Post-Graduate Medical Education: Completion of at least three (3) years of ACGME approved post-graduate medical training in the U.S. or at least three (3) years of accredited Canadian post-graduate medical training.
A state examination given prior to June 19, 1970.
A color photograph of the applicant which must be a likeness adequate for positive identification.
A written statement attesting to the applicant's moral character. The statement should be executed by someone other than a relative who knows the applicant well and for a substantial period of time. The Board especially seeks statements from physicians licensed to practice in Massachusetts.
A written statement explaining the applicant's involvement in civil litigation related to the practice of medicine and any criminal litigation.
A description of the applicant's clinical training and experience, particularly hospital internship and residency.
A written statement of the other jurisdictions in which the applicant is or has been licensed to practice medicine.
A written statement of any specialty board of which the applicant is a diplomate.
A written statement of any professional disciplinary action to which the applicant has been subjected. This statement must include action taken by government agencies, professional societies, health care providers, and third-party carriers against the applicant.
A written statement of the results of any medical licensure examination the applicant has taken.
A written statement concerning the applicant's qualifications to possess or dispense controlled substances.
A written statement concerning the applicant's present physical or mental health, including an explanation of any chronic condition.
A statement that the applicant will not charge to or collect from a Medicare beneficiary more than the Medicare reasonable charge for the physician's services, in compliance with M.G.L. c. 112, § 2.
A limited license is issued to physicians enrolled in post-graduate training programs in health care facilities in the Commonwealth of Massachusetts. All such training must be done in ACGME accredited programs, or in a subspecialty clinical training or fellowship program in a training facility that has an approved program in the parent specialty. A physician who holds or who has ever held a full Massachusetts license is not eligible for a limited license.
To request an application for a limited license, please contact the health care facility where the post-graduate training will occur. A limited license application must be signed by the program director of the post-graduate training program prior to submission to the Board of Registration in Medicine.
When the application is complete it will be processed as soon as possible. Applications with malpractice or legal issues will require additional processing time. An applicant may not engage in direct or indirect patient care until the Board has issued a limited license. After an initial limited license is issued by the Board, the relevant post-graduate training program will receive from the Board a certificate verifying the physician's limited license number. That license number will be retained for the duration of the physician's tenure in that particular training program.
A physician with a limited license is prohibited from "moonlighting" under any circumstances.
Pre-medical Education: Completion of two years of a pre-medical course of study in a college or university.
Medical Education: Not less than three and one-half years of study in a legally chartered medical school having the power to grant degrees in medicine.
Pre-Medical Education: Completion of a minimum of two or more academic years, of not less than thirty-two weeks in each academic year, of a pre-medical education at a legally chartered college or university which must include courses in biology, inorganic chemistry, organic chemistry and physics, or their equivalent as determined by the Board.
Medical Education: (a) completion and attendance of four academic years of instruction of not less than thirty-two weeks in each academic year at a medical school which education is substantially equivalent to that of graduates of U.S. medical schools; and (b) completion of medical school clinical training which is substantially equivalent to the minimum standards required of U.S. medical school graduates, and done under the direct control of the medical school dean and under onsite supervision and evaluation by the faculty of the medical school in which the applicant was enrolled. Limited license applicants who cannot meet (b) must submit a request for a waiver of this requirement.
A notarized copy of the medical school diploma and a notarized copy of the English translation, if applicable.
Medical school transcripts with evaluations received directly from the medical school.
An ECFMG status report form received directly from ECFMG verifying completion of USMLE Steps 1 and 2, or NBME Parts I and II, or FLEX Components 1 and 2.
Passing scores on USMLE Step 1 and Step 2, CK and CS, COMLEX or NBME Parts I and II, FLEX, or all parts of MCCQE (LMCC).
A visiting physician holding a license in another state or territory who has a temporary faculty appointment (instructor, associate professor, assistant professor or higher) certified by the dean of a medical school in the Commonwealth for purposes of medical education in an accredited hospital associated with a medical school. A temporary faculty appointment license may be renewed for a maximum of three years. A request for renewal of temporary licensure must be submitted at least sixty days prior to the expiration date.
A temporary license may be granted to a physician who is licensed to practice medicine in another state, or a physician who is eligible for a Massachusetts medical license and is a diplomate of a specialty board approved by the AMA or AOA. Such temporary license enables him/her to act as a substitute physician for a fully licensed Massachusetts physician who is sick, on vacation or maternity leave. Category 2 is limited to three months.
Category 3 enables a physician with a current full medical license in another state, territory, the District of Columbia or another country to attend a course of continuing medical education in Massachusetts. Category 3 temporary licensure will terminate automatically at the completion of the CME course and, in any event, at the end of three months.
A short-term temporary license may be granted to a physician who wishes to serve for not more than thirty days as visiting faculty in an accredited hospital associated with a medical school in Massachusetts.


text:
Everything After Z by Dictionary.com
Literature & Arts
Previous Week Next Week
popple
[ pop-uhl ]
to move in a tumbling, irregular manner, as boiling water.
Jul 22 qua
Jul 20 daedal
learn about the english language
What is the origin of popple?
It is difficult to analyze the parts of popple, and most authorities say "imitative"—of the motion, of the sound, of both? There are possible related words in Frisian popelje "to throb, bubble up" and Dutch popelen "to throb, quiver (with emotion)," and German dialect poppeln "to bubble, bubble up." Popple in the sense of "to move in a tumbling, irregular manner" entered English by the 15th century.
how is popple used?
The breeze had so far raised no more than a little ripple on the water, so that the boat poppled, and thumped gently, as it drifted along, but kept all the time one general course.
Frederick H. Costello, Sure-Dart, 1909
The leaves upon the aspen-tree / They poppled in the breeze / And held the drifting harmony / Of music in the trees.
Liberty Hyde Bailey, "Symphony," Wind and Weather, 1916
WORD OF THE DAY QUIZ
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ALEXA, ENABLE DICTIONARY.COM
Now you can ask Alexa what the Word of the Day is at any time.
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[ deed-l ]
skillful; ingenious.
Jul 21 popple
Jul 19 jollier
What is the origin of daedal?
The adjective daedal (also spelled dedal) comes via the Latin adjective daedalus and proper noun Daedalus from the Greek adjective daídalos "skillful, skillfully made" and proper noun Daídalos, the mythical Athenian hero who built the Labyrinth at Knossos for King Minos and was the father of Icarus. Further etymology is unclear: daídalos is likely to be from a pre-Greek language. Daedal entered English in the late 16th century.
how is daedal used?
After dinner, they took a turn in the garden; where Leontine was surprized [sic] to see how greatly the daedal hand of nature had been improved by the assistance of art.
"The Danger of Deception; or, Loves of Clora and Leontine," The New Novelist's Magazine, Vol. 1, 1787
An unrestrained genius with a daedal mind, Plumer was New Hampshire's only Jeffersonian.
John Reid, "The Arena of the Giants: Rockingham County, New Hampshire," ABA Journal, February 1960
jollier
[ jol-ee-er ]
a person who talks or acts agreeably to someone, in order to keep that person in good humor, especially in the hope of gaining something.
Jul 18 cosplay
What is the origin of jollier?
The noun jollier, a derivative of the informal verb jolly "to talk or act agreeably in order to keep someone in good humor, especially in the hope of gaining something," is an Americanism dating back to the end of the 19th century. If only there were fewer jolliers and "jollyees."
how is jollier used?
Certainly he would never dream that a "jollier" could become the leader of a great English political party.
Edward Porrit, "Paradoxes of Gladstone's Popularity," Annual Report of the American Historical Association for the Year 1909, 1911
The Jollier jollied Mr. Thompson up and down the sweet nerve of flattery in a manner truly artistic, then came away with a double half column ad.
J. Angus MacDonald, Successful Advertising: How to Accomplish It, 1902
[ kos-pley ]
the art or practice of wearing costumes to portray characters from fiction, especially from manga, animation, and science fiction.
Jul 17 ideogram
What is the origin of cosplay?
Cosplay is a blend of costume and play, but the combination is masking a much more complex performance. Japanese borrowed the English compound noun costume play (as in theater) and rendered it into its sound system as kosuchūmu-purē, which was shortened by the 1980s to kosupure and narrowed to the more specific sense "the art or practice of wearing costumes to portray characters from fiction, especially from manga, animation, and science fiction" (as well as characters from video games). English borrowed back kosupure and refashioned it as cosplay by the 1990s. Japanese words like kosupure are considered pseudo-English Japanese coinages known as wasei-eigo. Other familiar examples adopted into English from Japanese include salaryman, anime, and Pokémon, the latter itself a popular subject of cosplay.
how is cosplay used?
Although cosplay isn't a requirement at Comic-Con, many people participate, and they take it extremely seriously.
Michael Hardy, "The Best Costumes at Comic-Con 2018," Wired, July 23, 2018
The goal, many cosplayers interviewed said, is to disrupt popular ideas of what cosplay can and should look like and to help create a more racially tolerant environment through cosplay, both in Black Panther costumes and outside of them.
Walter Thompson-Hernández, "'Black Panther' Cosplayers: 'We're Helping People See Us as Heroes," New York Times, February 15, 2018
[ id-ee-uh-gram, ahy-dee- ]
a written symbol that represents an idea or object directly rather than a particular word or speech sound, as a Chinese character.
Jul 16 Barmecidal
What is the origin of ideogram?
An ideogram or ideograph is "a written symbol that represents an idea or object directly rather than a word or speech sound, as a Chinese character." Ideogram and ideograph literally mean "a written idea," from Greek idéa "idea" and the noun grámma or the Greek combining form –graphos, both meaning "something written," which are derivatives of the verb gráphein "to write." Because ideograms convey meaning, not words or sounds, 5 can be pronounced five, fünf, pięć, pĕt, pénte, pémpe, or in several thousand other ways. Ideogram and ideograph both entered English in the first half of the 19th century.
how is ideogram used?
Ideograms are symbols that represent ideas or concepts rather than objects themselves—a circle with a line through it (🚫) to indicate prohibition, for example. Many emoji are hybrids of ideograms and pictograms.
Ian Bogost, "Emoji Don't Mean What They Used To," The Atlantic, February 11, 2019
Chinese characters are based on the simplified outlines of concrete elements in the visible world. Reduced to abstract lines and combined together, these yield the thousands of characters called ideograms, i.e.: idea transcribers.
Souren Melikian, "Separating East from West with a calligrapher's touch," New York Times, June 20, 2008
Barmecidal
[ bahr-muh-sahyd-l ]
giving only the illusion of plenty; illusory: a Barmecidal banquet.
Jul 15 remora
What is the origin of Barmecidal?
It is forgivable, even rational—but nevertheless incorrect—to think that Barmecidal means something like "killing Barm or a Barm or a barm or barms," just as the adjective homicidal is formed from the noun homicide. Analyzing Barmecidal from back to front, we see the familiar adjectival suffix –al. The element –id or –ide is the not so familiar Greek noun suffix –id, a feminine patronymic suffix having the general sense "offspring of, descendant of," and used especially with the names of dynasties (such as Pisistratid, Abbasid, Attalid). The first two syllables, Barmec-, come from Persian Barmak, the name of a wealthy Iranian family that was very influential in Baghdad under the Abassid dynasty, and famous for its patronage of the arts and sciences. A Barmecidal banquet (or feast) refers to a story from the The Arabian Nights Entertainments; its "hero" is Ja'far ibn Yahya Barmaki (Ja'far al-Barmaki, also Giafar), who served a beggar a series of empty platters, pretending the empty platters were a sumptuous feast, a fiction or nasty joke that the beggar cheerfully accepted.
how is Barmecidal used?
The men employed by Mr. Hackley, the Street Contractor, assembled yesterday, the regular pay-day, at the office, in the Park, to receive their semi-monthly wages, but they were met by the assurance that there was no money, and that it was only a Barmecidal pay-day.
"The Street Contractor's Pay-Day, but no Money," New York Times, January 22, 1862
Why … did I leave the Great Gatsby bemoaning not the Barmecidal mousetrap of the American dream, but rather the director's Liza-Minnelli-performing-"All-the-Single-Ladies"-in-Sex-and-the-City-2 style of adapting epic tragedies?
Moze Halperin, "How '#Rich Kids of Beverly Hills' Makes 'The Wolf of Wall Street,' 'Gatsby,' and 'The Bling Ring' Obsolete," Flavorwire, January 29, 2014
[ rem-er-uh ]
an obstacle, hindrance, or obstruction.
What is the origin of remora?
Remora comes directly from Latin remora "hindrance, delay," composed of the prefix re– "back, backward, again" and the noun mora "delay, obstacle, pause." Other English words ultimately derived from mora include moratorium and demur. Remora is first recorded in English in the early 16th century as a name for the suckerfish, which has sucking disks on its head by which it can attach to the likes of sharks, turtles, and ships. This name is found in Late Latin in the 4th century a.d., so called because the fish was believed to slow the progress of ships. In Book 32, Chapter 1 of his Natural History, Pliny the Elder (a.d. 23–79 ) gives mora as a classical Latin gloss of Greek echenēis, literally meaning "holding (back) a ship," and marvels at the supposed power of these fish: "But alas for human vanity!—when their prows, beaked as they are with brass and with iron, and armed for the onset, can thus be arrested and rivetted to the spot by a little fish, no more than some half foot in length!" (translated by John Bostock and Henry T. Riley, 1855). Remora in the archaic sense "obstacle, hindrance, obstruction" entered English by the early 1600s.
how is remora used?
… notwithstanding the remora of their dismasted ship, and the disadvantage of repairing damages at sea, the French fleet arrived in safety ….
David Price, Memoirs of the Early Life and Service of a Field Officer, 1839
The great remora to any improvement in our civil code, is the reduction that such reform must produce in the revenue.
Charles Caleb Colton, Lacon; or, Many Things in Few Words, Vol. 1, 1820
More word of the day
Jul 14, 2019 raison d'être
Jul 13, 2019 infare
Jul 12, 2019 federalese
Jul 11, 2019 peccable
Jul 10, 2019 eye-minded
Jul 09, 2019 donnish
Jul 08, 2019 caducity
Jul 07, 2019 everywhen
Jul 06, 2019 ansa
Expand your vocabulary daily


Read "Part One". The following will make more sense if you do.
So the second time I took my fancy new bike for a ride after my nightmarish first go-round, I opted to ride along the boardwalk early in the day. I had taken this ride hundreds of times growing up, so knew there shouldn't be any drama this time around.
When I got to the boardwalk, the ocean was calm, bright sunny sky, birds flying above – it made perfect sense to bring the bike along the water and ride along the compacted, water-soaked sand.
After giving it a try, I quickly found I couldn't build up the speed necessary to continue on. So I stood to watch the ocean.
I squared up with the sea and held the bike with one hand by the center of its handlebar as it stood next to me.
I saw a wave begin to build as it neared the shoreline. I took a step back.
It grew larger than I first anticipated. I took another step back.
The wave crashed and rushed to my feet.
I freakedthefuckout and forgot I was holding a bike.
I turned toward the bike to run. But the bike was in my way.
I tripped over it. The water rushed over me and the bike as I laid there, unable to get up as my legs were on top of the bike.
I rode home soaking wet. Barely able to ride because of all the sand in the gears.
And the bike was then covered and full of corrosive salt water.
And I never rode the bike again.


text:
ALBUM THROWBACK: TAYLOR SWIFT | SPEAK NOW (2010)
We look back at Grammy-nominated superstar Taylor Swift's third album, a beloved album by fans titled "Speak Now." The album released back on October 25, 2010, celebrated its 10th-anniversary last year. She decided not to write with anyone else and shows that she could make a catchy country song good enough to cross over to pop radio all on her own. In this era, Taylor continued to turn away from the country genre and into pop one and displays her sharpening songwriting skills, and includes songs like "Mean," "Back to December," and, of course, "Dear John."
She had just turned 20 years old when we had written "Speak Now," and by that age, she had already had accomplished a lot for herself. She released her 2006 self-titled debut and followed it up by her blockbuster 2008 album "Fearless," which won her first Grammy for Album Of The Year. With this album, her country background makes for the most enduring material: the songs, more often than not just Swift and her guitar. She's at her best on songs like "Back To December," which uses a single month as the pivot point for a failed relationship, and the withering "Dear John." Every song on the album sounds like a viable radio single and sure is no pop masterpiece, though it's sure to be hailed as such in some circles.


text:
Q: How do we construct the projective line? According to  Example $5.5)$ on the following PDF, projective line $\mathbb{P}^{1}$ is obtained from the following process. And the author defines $\mathbb{A}^1 \cup \left \{ \infty \right \}:= \mathbb{P}^1$.

Then, I want to see the relation between $\mathbb{A}^1 \cup \left \{ \infty \right \}:= \mathbb{P}^1$ and
general defintion of projective space, $\mathbb{P}_{k}^n:= K^{n+1}\setminus \left \{ 0 \right \}/\sim $. (of course, in this case is $n=1$).
$\mathbb{A}^1 \cup \left \{ \infty \right \}:= \mathbb{P}^1$ ,the projective line from prevariety, and  $\mathbb{P}_{k}^1:= K^{2}\setminus \left \{ (0,0) \right \}/\sim $ seem to be same structure. That means that these two set is likely to be isomorphism or homeomorphism. But I cannot come to mind a map is given. One thought I come to mind is that $\mathbb{R} \cup \left \{ \infty \right \} $ is homeomorhpic to $S^{1}$ and then $S^1$ is homeomorhpic to real projective $\mathbb{RP}^1$ , a real projective line, and therefore $\mathbb{R} \cup \left \{ \infty \right \} $  is homeomorphic to $\mathbb{RP}^1$. Is it a no problem if I apply the same logic I mentioned to  $\mathbb{A}^1 \cup \left \{ \infty \right \} $ ?
Otherwise, is it no any specical realtion between them? Because $\mathbb{P}^1$ on the PDF is not mentioned the field $k$. (That is $\mathbb{P}^1$ but not $\mathbb{P}_{k}^1$ ).

A: Question: "How do we construct the projective line?"
A "set theoretic" construction: For simplicity let us study the projective line and the map
$$\pi: S:=\mathbb{A}^2_k-\{(0,0)\}\rightarrow C:=\mathbb{P}^1_k$$
defined "pointwise" by $\pi(a,b):=(a:b) \in C$. if $\lambda \in k^*$ it follows $\pi(\lambda a, \lambda b):=(\lambda a: \lambda b)=(a:b)$. There is a "set theoretic"  action of $k^*$ on $S$ and $\pi(\lambda p)=\pi(p)$.
A "schematic construction": We want to define a surjective map of schemes $\pi: S \rightarrow C$, using an open cover.
Let $C$ have homogeneous coordinates $x_0,x_1$ and let $S:=Spec(k[x,y])-\{(0,0)\}$.
Let $D(x_0):=Spec(k[x_1/x_0])$ and let $D(x_1):=Spec(k[x_0/x_1])$. Define the maps
$$\phi_0:k[x_0/x_1] \rightarrow k[x,y,1/y]$$
by $\phi_0(x_0/x_1):= x/y$ and define
$$\phi_1:k[x_1/x_0] \rightarrow k[x,1/x,y]$$
by $\phi_1(x_1/x_0):=y/x$. There is a well defined induced map
$$\rho:k[x_0/x_1,x_1/x_0] \rightarrow k[x,1/x,y,1/y]$$
since $1=(x_0/x_1)(x_1/x_0) \rightarrow (x/y)(y/x).$ You get
$$1=\rho(1)=\rho((x_0/x_1)(x_1/x_0))=(x/y)(y/x)=1$$
hence the induced map $\rho$ is well defined: The maps $\phi_0,\phi_1$ glue.
Example: The "scheme maps" induced by $\phi_0,\phi_1$ are (at the level of $k$-rational points) as follows:
$$\phi_0^*(a,b):= a/b$$
and
$$\phi_1^*(a,b):=b/a.$$
Here $\mathfrak{m}:=(x-a,y-b) \subseteq k[x,y]$ is a $k$-rational point with $(a,b) (\neq (0,0)) \in k^2$. Equivalently, at the level of maximal ideals you get
$$\phi_0^{-1}(x-a,y-b)=(x_1/x_0-a/b)$$
and
$$\phi_1^{-1}(x-a,y-b)=(x_0/x_1-b/a).$$
Hence the maps $Spec(k[x,y,1/y])\rightarrow D(x_1)$ and $Spec(k[x,1/x,y]) \rightarrow D(x_0)$ glue to a "global" surjective  map of schemes $\pi: S \rightarrow C$. The map $\pi$ has the property that
$$\pi^{-1}(D(x_i)) \cong Spec(k[t,1/t]) \times_k \mathbb{A}^1_k \cong GL(1,k)\times_k \mathbb{A}^1_k,$$
for $i=0,1$. The map $\pi^{-1}(D(x_i)) \rightarrow D(x_i) \cong \mathbb{A}^1_k$ is the projection map. Hence $\{D(x_i)\}$ is a trivialization of $\pi$ in the Zariski topology. The map $\pi$ is a "principal $GL(1,k)$-bundle" on $C$. The group scheme $GL(1,k):=Spec([t,1/t])$ has as $k$-rational points $k^*$ - the multiplicative group of non-zero elements in $k$.
Note: There is a well defined action
$$\sigma: GL(1,k) \times_k S \rightarrow S$$
and an isomorphism $S/GL(1,k) \cong C$. Hence you may view the projective line $C$ as the "geometric quotient" (in the sense of Mumford) of $S$ by $GL(1,k)$.
Example: Projective space: This construction generalize. Let $X:=\mathbb{A}^{n+1}_k-\{(0,..,0)\}$ and define similarly a map
$$\gamma: X \rightarrow Y:=\mathbb{P}^n_k.$$
Let $D(x_i) \subseteq Y$ be the "standard" open affine cover of $Y$. It follows
$$\pi_i: \pi^{-1}(D(x_i)) \cong GL(1,k)\times_k D(x_i) \rightarrow D(x_i)$$
is the projection map onto $D(x_i)$. There is an action
$$\sigma: GL(1,k)\times_k X \rightarrow X$$
and an isomorphism $X/GL(1,k) \cong Y$. Hence $Y:=\mathbb{P}^n_k$ is the "geometric quotient" of $X$ by $GL(1,k)$. $Y$ is a principal $GL(1,k)$-bundle and $D(x_i)$ is a local trivialization of $\pi$.
Note: If you wish to study this topic you should - as an exercise - generalize the above construction to projective space of any dimension: Write down explicit formulas for the maps of rings and prove that they glue to give a global map of schemes.
Your comment: "...there is no need to check gluing because the map is globally defined. So my question is: Is this map globally defined on points or on functions? "
The problem is that $X$ is a non-affine scheme, and to construct a map you must define it locally and prove it glues to a global map. If $U:=Spec(B), V:=Spec(A)$ it follows
$$F1.\text{  }Hom_{Sch}(U,V) \cong Hom_{rings}(A,B).$$
Hence for affine schemes you define a map $\phi: U \rightarrow V$ via  a map $f: A\rightarrow B$. Since $X$ above is non-affine you use formula $F1$ locally and define maps locally. To get a well defined global map of schemes you must prove that these locally defined maps glue (agree on intersections).
It seems to me this is what is "explained" on the photo, but there are no explicit formulas. Above I give such formulas for the projective line.
Example: More generally you may for $X:=\mathbb{A}^{n+1}_k -\{(0)\}$ construct a left $G:=GL(1,k)$-action $\sigma_a$ on $X$ which "pointwise" is the action (let $a:=(a_0,..,a_n)\in \mathbb{Z}^{n+1}$)
$$\sigma_a(\alpha,(x_0,..,x_n)):=(\alpha^{a_0}x_0,..,\alpha^{a_n}x_n)$$
and you may ask for a construction of the quotient $X/G$. This is how weighted projective space is constructed. The canonical map $\pi: X \rightarrow X/G:=\mathbb{P}(a_0,..,a_n)$ is a principal $G$-bundle. If $a_i=1$ for all $i$ you get projective space. You may also construct multi projective space as an "algebraic stack" (a stack quotient) using this construction.
Note: The map $\pi: X:=\mathbb{A}^{n+1}_k-\{(0)\} \rightarrow \mathbb{P}^n_k$ is a map of schemes and you get canonically an induced map of functors of points
$$ h_{\pi}:h_X \rightarrow h_{\mathbb{P}^n_k},$$
and the functor $h_{\mathbb{P}^n_k}$ may be defined as "a functor parametrizing line bundle quotients". You may also try to construct $h_{\pi}$
using this language, but the above construction is "more elementary" and "direct".


By Carolyn Lange / Forum News Service on Apr 5, 2019 at 5:20 p.m.
ROSEN, Minn. — Kor Mulder was on the phone talking to a TV news reporter from his homeland in the Netherlands when yet another reporter walked into the kitchen of his farm home.
Earlier in the day, he had been talking to a reporter from New York who was going to make the trek to Mulder's 350-head dairy farm that's perched on the wide-open spaces of western Lac qui Parle County in western Minnesota.
A Twin Cities TV station had already been there twice and Mulder was struggling to schedule all the new requests for interviews between his milking chores.
The fleet of reporters were looking for a story on how this hard-working immigrant – who has been farming here with his family for 18 years – was getting ready to give up on his American dream and go back to his native country because of what he says is a broken, unfair system of getting a green card or becoming a U.S. citizen.
"It's just not right," Mulder said.
He said he's here as a legal immigrant but still can't obtain the permanent residency granted by a green card.
Mulder has been fighting that system for many years, spending tens of thousands of dollars in attorney's fees and writing letters to lawmakers pleading his case to keep his family here, without any luck.
There had been an occasional news story about the family's struggle, including last year when Mulder's oldest son, Garion, was forced to return to the Netherlands when he turned 21, but it didn't sway U.S. immigration services.
His other son, Kelsey, turns 21 this summer and is also required under the current visa to return to the Netherlands.
With the prospect of being left alone to milk his cows – and with his own visa needing to be renewed, Mulder told his neighbors he was going to pack up his house, sell his cows and leave.
Mulder operated a small, 35-head dairy farm in the Netherlands. But regulations, cost and proximity to urban areas made it difficult to grow and make a living for his wife and young family.
Eager for a new chance at farming, Mulder said he was enticed by a South Dakota marketing campaign to move to the Midwest to start a dairy operation.
He said the campaign included plans for Europeans to use an E-2 investor visa to come here, buy a farm and find success.
He knew at the time there were limitations with this type of visa, which does not guarantee a green card or path to citizenship and allows minor children to stay only until they turn 21.
But since his sons were 3½ and 2½ years old then, Mulder said he was assured by ag company representatives at these marketing expos that there would be plenty of time to figure out the permanent residency issue.
So, in 2001, he decided to grab an opportunity to farm here in hopes the operation would grow big enough to support his sons and their future families.
He found a small farm he could afford just across the South Dakota border near the tiny town of Rosen, Minn., and he and his wife and sons settled in and started working.
The barns on the 11-acre farm were already set up for milking and Mulder started buying cows and feed, paid taxes and became part of the community. His kids grew up and went to school here.
Every few years, Mulder's E-2 visa has to be renewed, which requires a trip back to the Netherlands and thousands of dollars. He also has to renew an I-94 form every couple years and sign state papers every January that allow a foreign citizen to own farmland in Minnesota.
Over the years, there were numerous meetings with immigration officials and attorneys — and again more money spent — to find a way for Mulder to get a green card and for his children to become citizens.
He said an E-2 investor visa could lead to a green card if he had 10 employees. But Mulder said he can't afford to operate a big enough dairy to hire 10 people.
The other option is to marry a U.S. citizen. Mulder and his wife recently divorced and she moved back to the Netherlands. But Mulder said even if he, or his sons, married a U.S. citizen today, it could take years before citizenship would be granted.
Even after living and farming here for 18 years, "to the government I'm still a visitor," he said.
So, with one son gone, another leaving shortly and his own visa set to expire, Mulder said he gave up hope and threw in the towel.
An editorial a few weeks ago in the Western Guard newspaper about the imminent demise of Mulder Dairy Farm suddenly got the attention of lawmakers, candidates and reporters eager to hear Mulder's story.
Some lawmakers are using it as an example of problems with the current immigration system that seemingly penalizes people who are here working hard and investing in their communities.
A neighbor started an online petition that has more than 38,000 signatures — with the count going up each minute. It's signed by people all over the country and is addressed to Gov. Tim Walz, Sen. Amy Klobuchar, Sen. Tina Smith, Rep. Collin Peterson and Lee Francis Cissna, the director of U.S. Citizenship and Immigration Services.
Buoyed by the support and renewed interest, Mulder now has hope. "The response nationwide is unbelievable," he said.
He's put the move on hold in case the strong interest in his story results in a change that would allow him and his children to stay and farm.
Mulder said people here on E-2 visas "contribute big time to the economy" and yet are left out when it comes to citizenship. "Why does it have to be so hard, when it should be so much easier?" he said.


text:
Q: Laravel - Redirect on model constructor I have a Laravel project with some model which have been pointed to external databases (from Magento). On the constructor of this models I want to check a session variable in order to change the model connection to the user selection. One of this checks must be if the user selected some external platform, for connecting to this, if not I wanna redirect to the selection page. I am trying with this to avoid session expiration and manual route writing (without platform selection).
How can I redirect the user to certain page in the model constructor?
Main Model
class MagentoModel extends Model
{
    protected $platform;

    public function __construct(array $attributes = [])
    {
        parent::__construct($attributes);
        $this->platform = app('selectedPlatform');
        if ($this->platform->id < 1) {
            return redirect()->route('index');
            // Maybe I have to use Redirect::route('index');
        }
    }
}

Certain model extending MagentoModel
class Customer extends MagentoModel
{
    public function __construct(array $attributes = [])
    {
        parent::__construct($attributes);
        $this->connection = $this->platfom->connection_key;
        $this->table = config('customersTable');
    }
}

It throws an error right now:

Trying to get property 'connection_key' of non-object

I supose the parent constructor (MagentoModel) is not being executed before the line $this->connection = $this->platfom->connection_key;. Is possible my OOP comprehension is not right just in this case.


text:
My Heart Is Melting Watching James Van Der Beek and His Daughter Annabel Do a Samba Routine
James Van Der Beek Dancing With Daughter Annabel Video
11 November, 2019 by Chanel Vargas
A post shared by James Van Der Beek (@vanderjames) on Nov 8, 2019 at 10:01am PST
James Van Der Beek is still crushing it week after week on Dancing With the Stars, and his 5-year-old daughter, Annabel, has been a huge fan of his performances, so much so that she asked to be his dance partner and re-create her dad's Week 6 performance. In an Instagram post on Friday, James shared a video of himself standing on his knees — because of the noticeable height difference — and doing a shorter version of his samba routine from the show, dips and spins included.
From the adorable smile on her face to the flourish in that final dip, it's clear that Annabel is having a fantastic time and absolutely nailing the routine. "The request to re-create Week 6's samba made how hard it was to learn 100 percent worth it — and then some," James captioned the video. My heart! See the full, supersweet routine here, and prepare for your heart to melt just a little.
Celebrity KidsCelebrity InstagramsCelebrity FamiliesJames Van Der Beek
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text:
How would one of your vessels or proposed vessels respond in the event of a fire? How would passengers and crew be able to escape?
Discover the answers to these crucial questions and more with Brookes Bell's fire and escape simulation analysis service.
We use the latest simulation tools to evaluate fire hazards or to support forensic investigations.
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With these capabilities we are able to assess:
The impact of fire and smoke on the structural integrity of affected compartments
The effectiveness of passive fire-protection and active fire-fighting systems
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Fire dynamics simulator is a CFD code specifically developed for fire-driven fluid flow. FDS has been developed by the National Institute of Standards and Technology (USA) for analysis of low-speed, thermally-driven flow, with an emphasis on smoke and heat transport from fires.
Want to know more about Brookes Bell's maritime fire and escape simulation analysis capabilities? Then contact us today for a free, no-obligation consultation


Betting on the NFL is always a challenge given just how sharp the lines are set. However, that hardly matters when you are just flat-out wrong with your picks, which is what happened to me in Week 4. On the year, my record for my top picks now stands at 5-7 after a very rough day.
Not to be discouraged, I have broken down the stats, facts and betting trends for all of this Sunday's NFL matchups to release this week's Top 3 Picks using betting odds from BetOnline.
The Bills have been on a bit of a roller-coaster ride through their first four weeks with solid wins over Indianapolis and Miami, a shootout loss to New England and a no-show last week at home against the New York Giants in a 24-10 loss as 6.5-point favorites. There is still quite a bit to be excited about when it comes to Buffalo, especially when it comes to putting points on the board.
Tennessee is coming off an early bye following a 1-2 straight-up start. Rookie quarterback Marcus Mariota has shown some flashes of brilliance in his first three games, but he has also looked like a rookie at times. The concern in this matchup is a defense that is 22nd in the league in points allowed and that will work against the Titans this Sunday afternoon in another loss.
The Jaguars are off to a predictable 1-3 start, but they were able to cover against Indianapolis last week as four-point road underdogs to improve to 2-2 against the spread. They are still having trouble scoring with an average of 15.5 points a game, but with Blake Bortles throwing the ball and TJ Yeldon running it, this offense continues to move in the right direction.
Tampa Bay is going through some major growing pains with Jameis Winston at the helm as its starting quarterback at 1-3 both SU and ATS. The rookie has thrown for 965 yards and six touchdowns, but he has completed just 54.9 percent of his 133 attempts and he has been picked-off seven times with two going back for scores. I will take Jacksonville and the points in a matchup between two very young teams.
Denver is one of six undefeated teams in the NFL after four weeks of play, but there are still some cracks in the foundation with an offense that is ranked 29th in the league in rushing and 27th in total yards per game. The Broncos' defense remains as solid as a rock, but unless it can score with the ball this is the type of divisional matchup that could easily remain close to the final gun.
The Raiders are off to a 2-2 start both SU and ATS and there have been some positive signs that they may have turned the corner towards a much brighter future with second-year quarterback Derek Carr throwing the ball to rookie wide receiver Amari Cooper. These two have connected 24 times this season for 339 yards and two scores. Look for this duo to come up big again this Sunday as Oakland stuns the Broncos with a SU win in my "upset special" of the week.


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The Other Places: Valencia, Spain.
By Lucy May 15th March 2019
Photo by Shuishi Pan
Valencia, an architectural juxtaposition of tradition and the ultra-modern, could have jumped straight out of a sci-fi novel. Put the labyrinth of meandering streets and cathedrals next to space-age structures, like the Ciudad de les Artes y las Ciencias, and it's easy to where the city gets its 'whatever goes' vibe. It might not get the same footfall as Madrid or Barcelona but we're kinda happy about that – here's where you've gotta hit when in Valencia.
Valencia is an absolute foodie heaven. The Central Market is the jewel in the crown of the city's food experience: a real feast for the eyes as an architectural diamond filled with fresh fruit, locally caught fish and saffron as far as the eye can see. Highlights are the fresh Valencian orange juice, oysters and deliciously rich churros.
Would it be wrong to visit without having paella? Yes. It would. If you're looking for authentic Valencian cuisine, La Riuà is your place, on the aptly named Carrer del Mar. It's a family-run restaurant in the historic centre that boasts the city's best version of the classic Spanish dish. With a small collection of awards, it remains a typically humble, excellent place to dine.
It would be sacrilegious to mention Valencia without mentioning Las Fallas (1-19 March). Every day for this period men, women and children take to the streets in traditional dress to celebrate the daily ritual of the Mascleta – a five-minute bombardment of noise. It's a firework display of thousands upon thousands of bangers, set off in rhythm, that shake the city. Smoke fills the air and the sound begins to feel like it's coming from within you. For a few short minutes, people dance on the street to the rhythm as if it's a baseline. The festival ends in one big party called the 'Crema', where satirical effigies of politicians, celebrities and public figures are burnt. Each town and village has its own skillfully crafted sculpture, which often tells a socially critical tale.
Outside the mayhem, this is a city of curiosities and learning. A long walk in the Turia Gardens, cultivated in the dried-up river bed, will take you on a flowing journey through the city. It leads up to the spaceship-like Ciudad de les Artes y las Ciencias, which houses an iMax cinema, an ocean-focused zoo, an interactive science museum and an arts centre.
Caro Hotel – Valencia
Housed in a 19th-century palace in central Valencia, Caro Hotel is the living embodiment of those two opposing design concepts found all over the city, marrying the ultra-modern with historical features to create a contemporary and stylish hotel.
See listing here.
Valencia Lounge Hostel
Located in a renovated historic building in the quarter of 'El Carmen', Valencia Lounge Hostel is a great place to stay if you're on a budget. There are 11 neo-classical bedrooms, as well as a living room and kitchen where you can prepare your own meals and make life-long connections.


text:
package skettios.mods.livingthread.enums;

public enum EnumMaterial
{
    WRAPPED_IRON_SCREW("wrapped_iron_screw"),
    WRAPPED_GOLD_SCREW("wrapped_gold_screw"),
    WRAPPED_DIAMOND_SCREW("wrapped_diamond_screw"),
    WRAPPED_EMERALD_SCREW("wrapped_emerald_screw");

    public final String unlocalizedName;

    EnumMaterial(String unlocalizedName)
    {
        this.unlocalizedName = unlocalizedName;
    }
}