to determine the equality of two object types.
Use MAP if you are performing extensive sorting or hash join operations on object instances. MAP is applied once to map the objects to scalar values, and then the database uses the scalars during sorting and merging. A MAP method is more efficient than an ORDER method, which must invoke the method for each object comparison. You must use a MAP method for hash joins. You cannot use an ORDER method because the hash mechanism hashes on the object value.
See Also:
Oracle Database Object-Relational Developer's Guide for more information about object value comparisons
MAP MEMBER This clause lets you specify a MAP member function that returns the relative position of a given instance in the ordering of all instances of the object. A MAP method is called implicitly and induces an ordering of object instances by mapping them to values of a predefined scalar type. PL/SQL uses the ordering to evaluate Boolean expressions and to perform comparisons.
If the argument to the MAP method is null, then the MAP method returns null and the method is not invoked.
An object specification can contain only one MAP method, which must be a function. The result type must be a predefined SQL scalar type, and the MAP method can have no arguments other than the implicit SELF argument.
Note:
If type_name will be referenced in queries containing sorts (through an ORDER BY, GROUP BY, DISTINCT, or UNION clause) or containing joins, and you want those queries to be parallelized, then you must specify a MAP member function.
A subtype cannot define a new MAP method. However it can override an inherited MAP method.
ORDER MEMBER This clause lets you specify an ORDER member function that takes an instance of an object as an explicit argument and the implicit SELF argument and returns either a negative, zero, or positive integer. The negative, positive, or zero indicates that the implicit SELF argument is less than, equal to, or greater than the explicit argument.
If either argument to the ORDER method is null, then the ORDER method returns null and the method is not invoked.
When instances of the same object type definition are compared in an ORDER BY clause, the ORDER method map_order_function_spec is invoked.
An object specification can contain only one ORDER method, which must be a function having the return type NUMBER.
A subtype can neither define nor override an ORDER method.
varray_type_def
The varray_type_def clause lets you create the type as an ordered set of elements, each of which has the same data type.
Restrictions on Varray Types You can create a VARRAY type of XMLType or of a LOB type for procedural purposes, for example, in PL/SQL or in view queries. However, database storage of such a varray is not supported, so you cannot create an object table or an object type column of such a varray type.
nested_table_type_def
The nested_table_type_def clause lets you create a named nested table of type datatype.
Examples
Object Type Examples The following example shows how the sample type customer_typ was created for the sample Order Entry (oe) schema. A hypothetical name is given to the table so that you can duplicate this example in your test database:
CREATE TYPE customer_typ_demo AS OBJECT
 ( customer_id NUMBER(6)
 , cust_first_name VARCHAR2(20)
 , cust_last_name VARCHAR2(20)
 , cust_address CUST_ADDRESS_TYP
 , phone_numbers PHONE_LIST_TYP
 , nls_language VARCHAR2(3)
 , nls_territory VARCHAR2(30)
 , credit_limit NUMBER(9,2)
 , cust_email VARCHAR2(30)
 , cust_orders ORDER_LIST_TYP
 ) ;
/
In the following example, the data_typ1 object type is created with one member function prod, which is implemented in the CREATE TYPE BODY statement:
CREATE TYPE data_typ1 AS OBJECT
 ( year NUMBER,
 MEMBER FUNCTION prod(invent NUMBER) RETURN NUMBER
 );
/

CREATE TYPE BODY data_typ1 IS
 MEMBER FUNCTION prod (invent NUMBER) RETURN NUMBER IS
 BEGIN
 RETURN (year + invent);
 END;
 END;
/
Subtype Example The following statement shows how the subtype corporate_customer_typ in the sample oe schema was created. It is based on the customer_typ supertype created in the preceding example and adds the account_mgr_id attribute. A hypothetical name is given to the table so that you can duplicate this example in your test database:
CREATE TYPE corporate_customer_typ_demo UNDER customer_typ
 ( account_mgr_id NUMBER(6)
 );
SQLJ Object Type Example The following examples create a SQLJ object type and subtype. The address_t type maps to the Java class Examples.Address. The subtype long_address_t maps to the Java class Examples.LongAddress. The examples specify SQLData as the mechanism used to create the Java instance of these types. Each of the functions in these type specifications has a corresponding implementation in the Java class.
See Also:
Oracle Database Object-Relational Developer's Guide for the Java implementation of the functions in these type specifications
CREATE TYPE address_t AS OBJECT
 EXTERNAL NAME 'Examples.Address' LANGUAGE JAVA
 USING SQLData(
 street_attr varchar(250) EXTERNAL NAME 'street',
 city_attr varchar(50) EXTERNAL NAME 'city',
 state varchar(50) EXTERNAL NAME 'state',
 zip_code_attr number EXTERNAL NAME 'zipCode',
 STATIC FUNCTION recom_width RETURN NUMBER
 EXTERNAL VARIABLE NAME 'recommendedWidth',
 STATIC FUNCTION create_address RETURN address_t
 EXTERNAL NAME 'create() return Examples.Address',
 STATIC FUNCTION construct RETURN address_t
 EXTERNAL NAME 'create() return Examples.Address',
 STATIC FUNCTION create_address (street VARCHAR, city VARCHAR,
 state VARCHAR, zip NUMBER) RETURN address_t
 EXTERNAL NAME 'create (java.lang.String, java.lang.String, java.lang.String, int) return Examples.Address',
 STATIC FUNCTION construct (street VARCHAR, city VARCHAR,
 state VARCHAR, zip NUMBER) RETURN address_t
 EXTERNAL NAME
 'create (java.lang.String, java.lang.String, java.lang.String, int) return Examples.Address',
 MEMBER FUNCTION to_string RETURN VARCHAR
 EXTERNAL NAME 'tojava.lang.String() return java.lang.String',
 MEMBER FUNCTION strip RETURN SELF AS RESULT
 EXTERNAL NAME 'removeLeadingBlanks () return Examples.Address'
 ) NOT FINAL;
/
CREATE OR REPLACE TYPE long_address_t
UNDER address_t
EXTERNAL NAME 'Examples.LongAddress' LANGUAGE JAVA
USING SQLData(
 street2_attr VARCHAR(250) EXTERNAL NAME 'street2',
 country_attr VARCHAR (200) EXTERNAL NAME 'country',
 address_code_attr VARCHAR (50) EXTERNAL NAME 'addrCode',
 STATIC FUNCTION create_address RETURN long_address_t
 EXTERNAL NAME 'create() return Examples.LongAddress',
 STATIC FUNCTION construct (street VARCHAR, city VARCHAR,
 state VARCHAR, country VARCHAR, addrs_cd VARCHAR)
 RETURN long_address_t
 EXTERNAL NAME
 'create(java.lang.String, java.lang.String,
 java.lang.String, java.lang.String, java.lang.String)
 return Examples.LongAddress',
 STATIC FUNCTION construct RETURN long_address_t
 EXTERNAL NAME 'Examples.LongAddress()
 return Examples.LongAddress',
 STATIC FUNCTION create_longaddress (
 street VARCHAR, city VARCHAR, state VARCHAR, country VARCHAR,
 addrs_cd VARCHAR) return long_address_t
 EXTERNAL NAME
 'Examples.LongAddress (java.lang.String, java.lang.String,
 java.lang.String, java.lang.String, java.lang.String)
 return Examples.LongAddress',
 MEMBER FUNCTION get_country RETURN VARCHAR
 EXTERNAL NAME 'country_with_code () return java.lang.String'
 );
/
Type Hierarchy Example The following statements create a type hierarchy. Type employee_t inherits the name and ssn attributes from type person_t and in addition has department_id and salary attributes. Type part_time_emp_t inherits all of the attributes from employee_t and, through employee_t, those of person_t and in addition has a num_hrs attribute. Type part_time_emp_t is final by default, so no further subtypes can be created under it.
CREATE TYPE person_t AS OBJECT (name VARCHAR2(100), ssn NUMBER)
 NOT FINAL;
/
CREATE TYPE employee_t UNDER person_t
 (department_id NUMBER, salary NUMBER) NOT FINAL;
/
CREATE TYPE part_time_emp_t UNDER employee_t (num_hrs NUMBER);
/
You can use type hierarchies to create substitutable tables and tables with substitutable columns.
Varray Type Example The following statement shows how the phone_list_typ varray type with five elements in the sample oe schema was created. A


text:
The National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care (NIHR CLAHRC) Greater Manchester is a partnership between providers and commissioners from the NHS, industry, the third sector and the University of Manchester. They aim to improve the health of people in Greater Manchester and beyond through carrying out research and putting it into practice.
They are one of 13 CLAHRCs across England, with £120 million invested in the programme nationally by the NIHR. Each CLAHRC focuses on different areas of research and improvement.
Vision and objectives
NIHR CLAHRC Greater Manchester's vision is to create true and enduring partnerships that deliver high quality research which improves healthcare and has impact in Greater Manchester and beyond.
They will achieve this through delivering on four objectives:
- Innovating through research: generating new knowledge about 'what' works and 'how' to improve care
- Getting evidence into practice: using evidence-based approaches
- Showing the difference it makes: to patients, teams, stakeholders and organsiations locally and more widely
- Developing people and organisations: through partnership, supporting research capacity development.

source: openbmb/Ultra-FineWeb


will appear. Select "Add text." Type inside the box. Put the name of the firm, the suspect shipment date and quantity. You may choose to change the size of the font before entering the data in the box from the top toolbar. You do not want to use "Text Box" to insert the text. If you do, the text and the box will not be attached and will not move together.
TO CHANGE THE SIZE OF THE BOX
To increase the size of the box, select the box (left mouse click on the box). Place the mouse pointer on one of the small squares outlining the box. You should see a double pointed arrow when it is in position. The end squares will increase the width, the top squares will increase the length and the corner squares will do both. After you have chosen the square, holding the left mouse button down, drag the square outward (or inward) until it reaches the desired size. Release the mouse button.
This box is too small.
small box
This box has been widened and lengthened.
big box

TO MOVE THE BOX
To move the box (and text) to a new position, select the box and place the mouse pointer on an edge of the box until a double arrow appears. Click (and hold) the left mouse button down and drag the box to the desired position. Release the mouse button. You may edit any box anytime by selecting it (left mouse click). To delete an unwanted box simply select it and press delete.
ADDING ARROWS
To add arrows to the flow diagram, select the arrow arrowicon from the "Drawing" toolbar. Again you will see a " + " . Place this where you want to begin the arrow. Click and hold the left mouse button and drag to where you want the arrow point to end. Release the mouse button.
MOVING AND CHANGING ARROWS
To move, shorten or change arrows, simply click on the arrow and a square will appear at each end of the arrow. Using the left mouse button, click and drag these squares to lengthen, shorten or redirect either end of the arrow. To move the entire arrow, place the mouse pointer in the center of the selected arrow and a crossed arrow will appear. Again, left mouse click, hold and drag to new location.
To change the direction of an arrow, select the icon on the "drawing" toolbar that has the 4 arrows lined up horizontally. From there select the arrow direction or type that you want.
To delete an unwanted arrow, simply select it and press delete. arrowarrowarrowarrow
STANDARD ARROW USAGE
Since these flow diagrams will be used to share information between districts and with EOC a standard protocol should be followed. All arrows should point in the direction of the traceback. For example, the arrows should start at the point of service and go in the direction towards the source. For a traceforward (if you are asked to do one), direct the arrows from the source (or starting point of the traceforward) towards the point of service.
HELPFUL HINTS
Each of the levels of the Time Line and Flow Diagram should be consistent with one another. The levels (i.e., to 5A, from 4A) are for illustrative purposes. You will use the name of the Firm. If the diagram does not fit on one page, you will need to indicate where the chart is connected on the next page. (For inserting these instructions, you can use the "text box" option on the "Drawing" toolbar).
Here is an example:
arrow
TO ADD A NEW PAGE
Press Ctrl (hold) and END.
Select "Insert" from the top toolbar. Select "New Page." Be sure to check the "Page Set Up" to see that it is still in Landscape format for this new page.
TO VIEW ENTIRE PAGE
This is helpful to see that all the levels are lined up and the arrows are connected correctly. Select "View." Select "Zoom." Select "Whole page." You will then see the document one page at a time. You may make edits from this view. To change back to the previous page or to another viewing size, Select "View" and choose the size you want.
TIME LINE
TO BEGIN A NEW TIME LINE
Open MS WORD.
Select "File." Select "Open." Select "Save As."
Select Save In: Choose a file location (example: the newly named "event folder.")
Select File name: give the file a name (example: timeline. doc)
Select "Table" from the toolbar.
Select "Insert Table."
For number of columns: Choose Shelf Life plus 2 (1 column for event date and 1 for labels).
For number of rows: Begin with 10 and add as needed (as investigation proceeds).
Column width: Auto Format
Select "OK."
When the time line is complete, be sure to "save" and then it can be submitted electronically via the e-mail system as an attachment.
TO FILL IN THE TIME LINE TABLE
Use the instruction forms provided in this document as to how a time line is completed and analyzed. Remember to analyze at each level using the time line and flow diagram and to consult with EOC before proceeding to the next level. Place the cursor in the desired cell. Type "Date" in the 1st column, 1st Row. Then fill in the dates (the furthest right hand column will contain the event date). The second row will contain the name of the POS and inventory (if kept) on each of the dates. The third row begins the list of distributors who supplied to the POS during the shelf life prior to the event. After these have been listed, the next level will begin. It should start with "at Distributor (A)", the name of the first supplier to the POS, and continue one row for each of the supplier to Distributor (A). Label these "from Supplier C" (using the name of the firm) for all suppliers to this first distributor. Refer to other information on how to fill out and use a time line.
TO ADD MORE ROWS TO THE TABLE
When there are no more blank rows left in the table, you may need to add more rows.
Place the cursor at the end of the number in the final cell. Press "TAB." You will now have a new row.
TO CONTINUE A TABLE ON A NEW PAGE
If the table is too long for one page, choose a place to end the table. Try not to split a distributor's list of suppliers between pages. Select the final row in the table, by placing the cursor on the row. Select "Table." Select "Select Row." After highlighting the final row for page 1, Select "Split Table." This will split the table. However on the new page you will need to label the first row with the dates.
You may choose instead to Select "Insert." Select "Break." Select "New page." On the new page repeat the above instructions for creating a new table, including completely filling out the dates. If the table is too wide (long shelf life), you will need to continue it on a new page, beginning with the next date.
Example:
NEW PAGE Example
SUSPECT SHIPMENT IDENTIFICATION ON THE TIME LINE
This table will be transmitted electronically, so you will need to be able to indicate which shipments on the time line are suspect. To do this, you may either put the shipment(s) in bold or shade in the cell containing the shipment(s).
To indicate suspect shipment(s) by BOLD letters simply put the mouse pointer to the left of the first number in the cell and click the left mouse button (and hold) and drag across the numbers you want to be in bold. They will be highlighted. Then from the lowest toolbar at the top of the screen there will be a letter B. Select "B." The numbers you have highlighted will now be bold.
Date
5/10
Distributor A
5
Distributor B
6
To indicate suspect shipments by SHADING the cell containing the shipment(s), simply highlight the entire cell by pointing the mouse pointer (move it until there is an arrow pointing in the cell) and click the left mouse button. This will highlight the entire cell. Select "Format" from the top toolbar. Select "Borders and Shading." Select "Shading" tab. From the Patterns/ Style menu you will see "CLEAR" as the selected choice, scroll down until you see 5% or 10% (grey). Select either of these two options. The 10% grey is shown below.
Date
5/10
Distributor A
5
Distributor B
6
Attachment 5: Interview Questions
In the July 1998 Traceback Guide, a questionnaire was completed and included in the final reports. This questionnaire is no longer required. However, many investigators have found these questions useful for eliciting information, so they are included here as a reference.
POS Event Information
 1. Product Preparation Date/Time (a.m./p.m.):
 2. Have there been any reports of illness to the POS?
 3. Were any of your employees ill during the two weeks prior to the event?
Outgoing Deliveries to Customers and Incoming Deliveries from Suppliers
 1. Can the source of implicated product delivered to customers be tracked precisely by the use of a lot numbering system?
 2. How are customer deliveries documented or recorded?
 3. Are the outgoing delivery records initialed or stamped with the delivery date?
 4. How are supplier deliveries documented or recorded?
 5. Are the records of an incoming shipment initialed or stamped with the receipt date?
 6. If the records don't reflect receipt dates, explain how should the recorded dates be adjusted to


text:
Ultimate Destinations in Space: A NASA Solar Ambassador Program
Join Penn State professor, Dr. Ann Schmiedekamp as she takes us to the edge of the solar system. What space missions have explored the edges of our Solar System and what have they found? Meet Ultima Thule and find out where the edge of the solar system is. Dr. Schmiedekap is a Solar System Ambassador, representing NASA in the community. Check out their website at here.
This program by the Friends of the Warminster Library

source: m-a-p/FineFineWeb


text: This study analyzes over 100 camps for Haiti's internally displaced persons (IDPs), a random sample of one in eight of the 861 in the Port-au-Prince metropolitan area. Despite the billions in aid pledged to Haiti, most of the estimated 1.5 million IDPs are living in substandard conditions. For example, seven months following the earthquake, 40 percent of IDP camps did not have access to water, and 30 percent did not have toilets of any kind. Only a fifth of camps have education, health care, or psycho-social facilities on site. Services in the camps vary quite significantly according to a range of factors. Camps in Cité Soleil have almost no services, while those in Pétion-Ville are better managed. Smaller camps, with 100 or fewer families, have demonstrably fewer services. Camps situated on private land – 71 percent of the sample – are significantly worse off than those on public land. These conditions were prime breeding ground for the cholera epidemic, which as of the submission of the article claimed more than 1,700 lives. This article ends with recommendations to improve the quality of life within the camps.

source: HuggingFaceFW/fineweb-edu


text:
Tree of Knowledge
A tree stands tall and delights in the animals, the wind and weather that surround it. Consider what is happening below, the deep roots that grow and help to nourish and sustain it. The tree grows in the security that both its branches and its roots grow in harmony. The Tree of Knowledge reminds us that knowledge is about harmony and balance in all things. Once we have secured this knowledge we can allow it to flow into our lives and feel peace.


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This is a follow-up to Question 146635, namely Expected symmetry in the diophantine approximations of an irrational number, which I will refer to for notation and terminology used here without explanation.
Let $x$ be an irrational number and $\mu$ its irrationality measure. For each $s \in \{2\} \cup [2,\mu[$ set
$$G_s := \{n \in \mathbb{N}^+: \|nx\| < n^{1-s}\},$$ and then define $G_s^- := \big\{n \in \mathbb{N}^+: \|nx\| = \{nx\}\big\}$ and $G_s^+ := G_s \setminus G_s^-$ (recall that $\mu \ge 2$). It was already remarked in the other thread that $G_s$ is infinite (by Dirichlet's approximation theorem and the definition itself of $\mu$), so at least one of $G_s^-$ or $G_s^+$ is infinite too.
However, while $G_2^-$ and $G_2^+$ are both infinite, Noam Elkies' example proves that it can well happen that one of $G_s^-$ or $G_s^+$ is finite for all $s \in \; ]2,\mu[$. Moreover, the same example can be generalized to produce a countably infinite family of such examples, by considering Mahler numbers of the form $\sum_{n=0}^\infty a^{-b^n}$, where $a$ and $b$ are integers with $a \ge 2$ and $b \ge 3$ (each of these numbers has irrationality measure equal to $b$; see here for a discussion on this point). As for the case $\mu = \infty$, we can consider Liouville numbers of the form $\sum_{n=0}^\infty 2^{-(n!)^k}$ for $k = 1, 2, \ldots$
Having the above in mind, let us say that $x$ is a balanced number if both $G_s^-$ and $G_s^+$ are infinite for all $s \in \;]2, \mu[$, and unbalanced otherwise. As mentioned in the other thread, almost all numbers are balanced (just because almost all numbers have an irrationality measure equal to $2$). It seems then natural to ask the following:
Q1. Are there uncountably many unbalanced numbers? Q2. More specifically, are there uncountably many [un]balanced numbers of any prescribed irrationality measure (either finite or not)?
I'm pretty sure that the question of deciding whether or not a number is balanced has been stated and studied before, possibly in a more general form. If this is actually the case, then:
Q3. Would you kindly provide me with a reference?
Some further remarks: When $2 \le \mu < \infty$, a rough idea could be to consider a number $x$ of the form $2 \cdot \sum_{n = v}^\infty 3^{-\lfloor \lambda \mu^n\rfloor}$, where $\lambda \in \mathbb{R}^+$ and $v$ is a sufficiently large integer (depending on $\lambda$ and $\mu$). It is known after Y. Bugeaud's Diophantine approximations and Cantor sets (Math. Ann. 341, No. 3 (2008), 677-684) that the irrationality measure of $x$ is $\mu$. However, it seems a little difficult to make Noam's reasoning work in this case too (but I would be rather happy to learn that I'm wrong). Furthermore, this would not cover the case when $\mu$ is infinite.
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1 Answer 1
up vote 6 down vote accepted
Yes, there are uncountably many examples (maybe I should have mentioned this variation with my previous answer). For example, $\sum_{k=0}^\infty b_k 10^{-3^k}$ with each $b_k=1$ or $2$. There are uncountably many choices (cardinality of the continuum, even), and for each there are infinitely many lower approximants with exponent approaching 3 (the partial sums, as before), and no comparably good upper approximants.
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Cool! This answers Q2 (and hence Q1) in the unbalanced case ($\mu = \infty$ can now be treated in a similar way). But what about the balanced case? – Salvo Tringali Nov 3 '13 at 0:39
Sure: just let $b_k$ be $1$ or $-1$ instead. (If you want to make sure they're exactly balanced then require also that $b_{2k+2} = -b_{2k+1}$.) – Noam D. Elkies Nov 3 '13 at 0:44
Oh yes, I see. Thank you much! – Salvo Tringali Nov 3 '13 at 0:47
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Red Plum Trees: Everything You Need To Know About Red Plums
Red plums and red plum trees are actually canopy terms that encompass many specific plum cultivars.
We on this site talk about all the fantastic and exotic types of plums out there, so it can be baffling to go to grocery store after grocery store and see exactly two types: red and black. How is it possible to read about plums like the Methley and Bruce but only find something as tame as a red plum? Believe it or not, you are might just be buying a Methley or Bruce plum as they are popular red plum varieties.
Basket of Red Plums
It is also a description that can have a couple of meanings. Read on to learn about those red plums you see in stores and what you are actually buying.
What Are Red Plums
The term 'red plum' is used in two primary ways. First, it can be used to describe the two native North American plums. They are the Prunus americana and the Prunus nigra. The Prunus americana is more commonly known as the American plum, Marshall's sweet yellow plum, or the wild plum. The Prunus nigra is more commonly known as the Canada plum or the red plum. Together, these types of plums are often called wild plums.
Wild Plum Tree At Sunset
Second, the term 'red plum' describes any plum cultivar that has a red-toned skin and yellow-ish flesh. The Methley, Bruce, and Burbank all meet this description. You will also find them labeled as red plums in stores. Most varieties belong to a group of Japanese plums, Prunus salycina
Regardless of the use of the term, red plum encompasses a selection of plums with overlapping physical characteristics. Know though that when you purchase something called a red plum, you are most likely purchasing a Methley plum or other Japanese red plum.
History of Red Plums
The history of the red plum varies wildly based on whether it is a Japanese plum or one of the plums native to North American. Both have been known to humans for at least 1,000 years.
How Do Red Plums Taste
A tart flavor or sour tinge characterizes most red plums. The wild plums of North America are a rangier, tougher fruit. They are also smaller and less ideal for fresh eating. As you might imagine, these characteristics do not make for a widely grown grocery store fruit.
Homemade Plum Pie
Thee Methley plum, however, is a red plum known for a mild flavor. They really represent the plum flavor most of us think of thanks to their mild flavor and wide growing range. The so-called red plums in the grocery store can easily be other types of Japanese plums or hybrid plums though. Unfortunately, there is no good way for the consumer to know what they are buying before they bite into the fruit.
How to Use Red Plums
Red plums hold their own with both fresh eating, canning, and cooking. The more mild Methleys plums generally make for better fresh eating than the wild plums because they are not as tart. However, most red plums do get sweeter as they ripen. If fresh eating is on your mind, stay away from the firmest red plums.
Red plums bring a bit of zing to cut the sweetness in baked goods. Try them in an eggless plum cake or in a gooey plum crisp. They also make great jellies and jams because they add some depth to an otherwise sweet dish. For more red plum ideas, take a look at 21 Plum Recipes to Try at Home.
Red Plum Jam
The wild red plums can be very hit or miss in terms of flavor. When using them in baking, I strongly recommend taste-testing each batch (as if we need an excuse!). Even within one tree, you may notice a taste variation, so keep sampling.
Where to Buy Red Plums and Red Plum Trees
If your grocery store has any plums, they are likely red plums. They are one of the most widely available plums in the United States.
You can also grow your own red plum trees at home. Because red plum trees can be so many different types of trees, you have a fantastic chance finding one near you.
If you are new to fruit tree growing, the Methley plum is one red plum perfect for beginners. Methley plums are very popular trees because they are so accessible, and they have a wide growing range, meaning there is a strong chance you can pick one up at your local nursery.
If you find that your local, in-person options are limited, you may have more success online. The variety is very popular because it can be grown in most of the country.
Our preferred online nursery is Nature Hills Nursery. They offer 1 to 3 foot trees that can produce fruit the first growing season.
For the best selection of trees, always plan to make online purchases well before you want to plant. For spring planting, you will need to purchase in late winter, if not the previous fall.
For those of us who like to plant in the fall, it can be challenging to find the most popular trees, like the Methley, for a summer or fall purchase.
Nature Hills does have other red plum trees, including a North American plum tree, an Ozark Premier Japanese plum,
How to Grow Red Plum Trees
Japanese red plum trees bloom white flowers in early spring, as early as February and March, and its plums will be ready to harvest in May to July, depending on the weather and climate.
Planting Trees
Wild red plum trees both bloom later and yield fruit later in the season.
Both wild red plums and Japanese red plums are among the easiest trees to grow. Among plum trees, they both bear fruit earlier in the tree's life cycle than other types of plums.
Red Plum Tree Characteristics
Red plum trees come in all shapes and sizes. For all the consistency regarding appearance that the fruit holds, the trees themselves have enough variety to fit any yard or commercial space.
Your Methley plum tree will have a rather fast growth rate and should be mature in 3 years. Growers can have the best of both worlds of cost savings by purchasing a bare root tree but still enjoy a well-developed tree in just a few years.
This type of consistency and convenience can be hard to find in the world of fruit trees.
Red Plum Tree in Blossom
Red Plum Tree in blossom
Planting Zones
The recommended USDA growing zones vary based on the specific red plum tree. The Methley plum tree and Prunus nigra are recommended for USDA zones 4 through 9 and are cold hardy down to -15 degrees Fahrenheit. Prunus americana grows in zones 3 through 8, but actually has the best cold hardiness of plums and can survive down to -50 degrees when fully dormant! The wild plum certainly demonstrates the value in choosing native species
Red Plum Tree Size and Spacing
I address Methley plums in this article specifically because they are so popular. One of the many reasons that it is such a popular fruit tree is that it has a really convenient shape and size for both private homes and commercial applications. They naturally only reach about 12 feet in height, but with minor pruning can easily be kept under 10 feet. It has an upright shape and a spreading canopy, so it produces an aesthetically pleasing shape for yards and can fit in even a small space.
Red Plums on a Tree
The North American plums naturally reach a higher height of 15 to 25 feet, and the canopy is correspondingly larger. If you have space for this and want a large shade tree, this could be a good fit. The wild trees are less tolerant of drought than the Japanese red plum tres.
The great thing about modern tree growing is that larger trees are often grown on the rootstock of smaller trees, like peach and cherry trees. This means that you can get the fruit of a larger plum tree on a much shorter and more compact tree.
When spacing your trees, be sure to situate them far enough apart to allow them to grow to their intended size. Planting to allow for growth is ultimately easier than aggressively pruning every year.
Japanese plums, including Methley plums are considered self-fertile, but the tree will bear more plentiful yields when within 50 feet of another plum tree. Remember, Japanese plums and European plums do not pollinate each other because the two types have a different number of chromosomes. The Methley is a Japanese plum, so you cannot rely on any nearby European plums for assistance
Japanese plums can be cross-pollinated with American plums. American or wild plums are self-fruitful.
Similar Fruits
If you are looking for a more familiar plum to compare the Japanese red plum to before committing to a tree, you can think of it as something of a mix between an Italian plum and a Chickasaw plum. It looks similar to the Chickasaw plum in that it is a smaller, lighter colored plum, but its juicy sweet flavor has more in common with an Italian plum.
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Suppose G is an algebraic group (over a field, say; maybe even over ℂ) and H⊆G is a closed subgroup. Does there necessarily exist an action of G on a scheme X and a point x∈X such that H=Stab(x)?
Before you jump out of your seat and say, "take X=G/H," let me point out that the question is basically equivalent to "Is G/H a scheme?" If G/H is a scheme, you can take X=G/H. On the other hand, if you have X and x∈X, then the orbit of x (which is G/H) is open in its closure, so it inherits a scheme structure (it's an open subscheme of a closed subscheme of X).
I say "basically equivalent" because in my argument, I assumed that the action of G on X is quasi-compact and quasi-separated so that the closure of the orbit (i.e. the scheme-theoretic closed image of G×{x}→X) makes sense. I'm also using Chevalley's theorem to say the the image is open in its closure, which requires that the action is locally finitely presented. I suppose it's possible that there's a bizarre example where this fails.
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2 Answers 2
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In his book "Linear algebraic groups", 6.8, p98, Borel shows that the quotient of an affine algebraic group over a field by an algebraic subgroup exists as an algebraic variety, and he notes p.105 that Weil proved a similar result for arbitrary algebraic groups.
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Great. I think the precise reference is Proposition 2 of this paper: jstor.org/stable/_PHONE_ – Anton Geraschenko Dec 14 '09 at 3:25
The representability theorem [Demazure-Gabriel, III.2.7.1, p. 318] implies the following.
Let $A$ be a local artinian ring, let $G$ be a group over $A$ locally of finite type, and let $H\hookrightarrow G$ be a closed subgroup which is flat over $A$. Then the quotient $G/H$ in the category of fppf sheaves is a scheme; and the canonical morphism $G\rightarrow G/H$ is faithfully flat and of finite presentation.
Note that the group $G$ in the above theorem need not be either affine or flat over $A$; also, Demazure-Gabriel write in comprehensible language, unlike Weil.
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text:
Babies - 'Prayer before birth' by Louis MacNeice and 'The Tay Moses' by Kathleen JamieJohn O'Donoghue
A lesson focusing on two poems that explore the theme of infancy from differing perspectives.
To explore the ways poets write about infants To encourage students to write their own poems on the theme of infancy
Poetry Archive recordings of Kathleen Jamie reading 'The Tay Moses and Louis MacNeice reading 'Prayer Before Birth' Whiteboard linked to the Poetry Archive website for viewing the texts of the poems
Teaching sequence of activities
Both of these poems explore the experience of birth: 'The Tay Moses' from a mother's point of view; 'Prayer Before Birth' from the point of view of a baby about be born. Both invoke religious texts - the story of Moses; prayer - to create poetry. The teacher asks students to talk in pairs and suggest reasons for why the theme of birth should inspire religious approaches to writing poems, eg birth as a'mystery' religious ritual used as rite of passage for new-born babies, eg circumcision, baptism the innocence of babies as a symbol of goodness babies as new beginnings, as an opportunity to renew humanity
The teacher plays the recording of Kathleen Jamie reading 'The Tay Moses' to the class, and displays the text on the whiteboard. Students are asked to make a note of any odd words, and/or any words they may not have come across before, such as creel, river-rashes, oriole, uplands, eddies, spawn, birl, river-pilot and grieve. Students feed back some of these words to the class. Students are then asked to predict what part of speech some of these words may be through Q & A, e.g. birl is a verb, grieve a noun. How can students tell what parts of speech the words are? Word order, or syntax, is what gives them a clue. Once they have worked out all the meanings of the odd words, the poem is played again. What differences do they note now? Do they have a fuller understanding of the poem? Why did Kathleen Jamie use these kinds of words? (Some are dialect; some come from geography or biology; some have artistic or poetic associations, eg oriole). The teacher now asks further questions about the syntactical structure of the poem: How is punctuation used to link various parts of the poem? (Dashes.) How does this use of punctuation determine the pace of the poem? (Speeds up as it goes along, or'snowballs') What do the students notice about the overall structure of the poem? (It's one long sentence) At what point does the poet switch pronouns? (Begins poem addressing 'you' - the new-born baby; ends in italics talking about 'him'). What's the effect of this? Next, the class listens to the recording of Louis MacNiece reading 'Prayer Before Birth'. The teacher suggests that this is another'snowball' poem. It accumulates lines as it goes. But this is not done in an arbitrary fashion: there is a pattern to this poem. Can students in pairs discern what the pattern is? (the first line and the last line rhymes, but when the middle line(s) come they have a Biblical structure, rather like'verses' in the Bible). This 'prayer' is a litany - that is, a prayer that uses repetition to create a sense of focus, invocation and wonder. Yet the tone of the poem is perhaps more secular than religious. The teacher explains that this poem was written at the height of WW2. Students in pairs are asked to find evidence of this context in the poem, eg the specific threats to the child which foreground the times MacNeice was living through when he wrote this poem. Then the teacher takes feedback, and reminds students that this is a poem, not a newspaper report, and that takes the form of a litany, or prayer. MacNeice, the son of a Church of Ireland minister, has made his language deliberately timeless in some parts of the poem and quite contemporary in others. Why does MacNeice use language in this way? The teacher now asks students to write either: A poem from the point of view of the 'farm-wife' who ends up with the baby in her arms. What kind of language would a 'farm-wife' use? What kind of person would she be? Do they imagine her as younger or older than the mother in the poem? What would her reaction be to the events described in the poem? Does she perhaps have a story - about babies, about motherhood, about her farm, or her husband -which we have not been told? What would that story be, and how would she tell it in a poem? Or: What modern joys, what modern woes, would a baby about to be born have to look forward to or fear today? Make a list of modern joys and woes, and using Louis MacNeice's litany form, update 'Prayer Before Birth' for contemporary readers
Sharing of poems in class.
An evaluative essay reflecting on the process of creating the new poem: how students went about it, how they used the poems studied in class, what they liked about the poems studied in class, what they didn't like, what they like about their own poems, what they think of writing poetry.


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This article is offered as framework for beginning a dialogue among practitioners and academics about this two statute guardianship regime in New York state by highlighting the underlying goals of national guardianship reform efforts, the history of SCPA 17-A, and some emerging issues posed by recent interpretations of SCPA 17-A.
New York has two major forms of guardianship for an incapacitated person 1: Article 81 of the Mental Hygiene Law, titled "Proceedings for Appointment of a Guardian for Personal Needs or Property Management" 2 ("MHL 81") and Article 17-A of the Surrogate's Court Procedure Act, titled "Guardians of Mentally Retarded and Developmentally Disabled Persons" 3 ("SCPA 17-A"). These two statutes, which had their beginnings in different eras – SCPA 17-A in 1969 4 and MHL 81 in 1992 5 – reflect different motivations and purposes in the approach to guardianships. The authors acknowledge that the term "intellectual disability" has replaced the term "mental retardation" and its derivatives in the federal government and most states, including New York with its renamed Office of People with Developmental Disabilities (OPWDD). However, SCPA 17-A has not been amended to reflect this change. Because this article relies heavily on the language of the statute and its legislative history, it will use the term "mental retardation." Perhaps changing the terminology of the statute could be the beginning of the consideration of other changes discussed here.
Publisher: Albany Law Review


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Article4 min read
How important is it for employees to belong?
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Hannah Price
Culture Amp, Writer
Everyone knows how it feels to not belong somewhere; at a party, at a restaurant, in a neighborhood. It makes you feel uncomfortable and insecure. It's certainly something you try to avoid.
Yet, belonging in the workplace isn't something we often discuss. Even though employees who don't feel like they belong are less engaged and less productive.
In this article we delve into why it's essential to foster a sense of belonging in today's workplace, and we have three steps on how to get started.
Don't have time to read this article right now?
Download 6 Ways to Foster Belonging in the Workplace
Note: For our purposes, belonging is defined as the feeling of security and support when there is a sense of acceptance, inclusion, and identity for a member of a certain group or place.
Belonging = Engagement
In life outside of work, it's quite easy to avoid situations in which you don't feel like you belong. You cultivate a life that doesn't include them.
If you find yourself at an event where you don't feel comfortable, you generally don't have to wait long until you can politely excuse yourself.
The same cannot be said for the workplace. If you don't feel comfortable at work, it's a lot harder to simply pick up and move on. It can take months of diligent applications and interviews to land another job, and the whole process takes energy and time; which a lot of people don't have.
All of this means that people get stuck in workplaces that don't work for them. For five days of every week, they diligently wake up to their alarm and commute to a place where they will spend most of their waking hours feeling uncomfortable and out-of-place.
Not only is this a terrible situation for the individual, it's not good for the company either.
In a 2018 survey, Culture Amp and Paradigm measured employee experience across seven factors of diversity, belonging, and inclusion. We found that belonging factors are most strongly and consistently correlated with employee engagement.
In fact, the one single metric that consistently and universally tied to a person's workplace commitment, motivation, and pride was a sense of belonging.
Regardless of an employee's gender, ethnicity, age or sexual orientation, they are more likely to be engaged if they feel like they belong. (If you're interested, here is the report for more information.)
Why belonging will only grow in importance
Perhaps unsurprisingly, the correlation between belonging and engagement was particularly high for historically underrepresented groups. This is something employers cannot ignore.
The workforce is becoming more diverse year on year. From our survey, we discovered that Straight White Men make up 46% of people exiting the workforce but only 34% of the people entering the workforce.
This growing diversity means there's potential for more unique perspectives, fresh ideas, and a hotbed for innovation. But none of that will happen if these underrepresented groups don't feel like they belong.
Only when people feel like they belong and they're psychologically safe will they freely share ideas and confidently speak out. Alternatively, if they don't feel these things, they're more likely to leave and take their ideas on to the next place.
Is it possible to foster a sense of belonging?
The reason why one person feels a sense of belonging at their workplace can differ from that of their colleague, depending on personal traits, if they're from an underrepresented group, and which group that is.
However, there is significant evidence (outside the workplace) that setting the scene for belonging can impact whether or not a person feels they belong, and even how successful they are. Thus, incorporating belonging should be part of any diversity and inclusion strategy.
3 ways to help people feel like they belong
After completing our research, survey and report, Culture Amp developed actionable tips for effectively fostering belonging in the workplace. In brief, these are:
 1. Survey. Ensure you are using employee surveys to discover your weaknesses and strengths. Tracking belonging and inclusion is a must.
 2. Social. Explore opportunities to encourage social bonds through team structures and group problem-solving.
 3. Trust. Encourage trusting relationships through structured employee programs and mentorships.
If you want more details on these tips and three bonus tips, check out our ebook on 6 ways to foster belonging. This ebook also delves deeper into the topic of belonging and the factors we've discussed in this article.
If companies want to build a robust and healthy business, they cannot afford to ignore the element of belonging. Not only does it affect employee wellness and happiness, it affects engagement, motivation, and retention. All of which impacts the bottom-line.
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Question:
In a particular case, the design gradient is 1 in 25. If a horizontal curve of 100 m radius is to be introduced on this gradient, the compensated gradient on this curve is _________.
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Options:
 1. 0.75%
 2. 1.3%
 3. 2.7%
 4. 4%
Correct Answer: Option 4 (Solution Below)
This question was previously asked in
MPSC AE CE Mains 2019 Official (Paper 2)
Solution:
Download Question With Solution PDF ››
Concept:-
IRC Recommendations for grade compensation:
IRC gave the following guidelines for grade compensations:-
 1. Grade compensation is not required for grades flatter than 4% because the loss of tractive force is negligible.
 2. Grade compensation is \(\frac{{30 + {\rm{R}}}}{{\rm{R}}}{\rm{\% }}\), where R – radius of horizontal curve in m.
 3. The maximum grade compensation is limited to \(\frac{{75}}{{\rm{R}}}{\rm{\% }}\)
Calculation:
Given:
The gradient of the Curve \(= \frac{1}{{25}} \times 100 = 4{\rm{\% }}\)
\(\Rightarrow {\rm{GC}} = \frac{{30 + 100}}{{100}} \le \frac{{75}}{{100}}\)
⇒ GC = 0.75%
\(∴ {\rm{Compensated\;Gradient}} = \left( {\frac{1}{{25}} \times 100} \right) - 0.75 = {\rm{\;}}4 - 0.75 = 3.25{\rm{\% }}\)
But, Compensated Gradient (C.G) should be ≥ 4 %
Since the gradient of the curve is 4 %, no grade compensation is required.
∴ C.G = 4%
Download Question With Solution PDF ››
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text:
Rainfall in the eastern part of the Czech Republic has led to the flooding of smaller rivers, causing concern among local communities. On Wednesday morning, the water levels of numerous rivers reached flood stages at multiple locations. The Velička River, for instance, briefly reached the third level of flood activity at the Velká nad Veličkou station.
Meteorologists have predicted a swift decrease in water levels following the peak, with the downstream flow causing the water levels to rise further along the river, potentially reaching the third flood level in Strážnice. However, they do not anticipate the flood level being exceeded in the Morava River.
The Czech Hydrometeorological Institute (ČHMÚ) issued flood alerts at various monitoring stations in the affected regions. Stations in Bystřička, located above and below the Vsetínsko reservoir, reported flood vigilance. Additionally, the first level of flood vigilance was implemented along the Vsetínská Bečva in Vsetín, Velká Stanovnice below the Karolinka reservoir, and Zděchovka in Zděchov.
Other rivers under flood vigilance included the Bečva in Teplice nad Bečvou, Lubina in Petřvald, and Ropičanka in the village of Řeka. Authorities emphasized the need for caution and vigilance in these areas.
Meteorologists have observed significant precipitation in the affected regions. Some areas in the Beskids and Jeseníky Mountains experienced rainfall of around 50 millimeters per square meter at night. The ČHMÚ warned of potential river flooding, particularly in the Dyje, Jihlava, and Třebůvka basins. They predict that water levels in the Lužnice basin in southern Bohemia will peak on Thursday.
Over the next 24 hours, an additional 30 millimeters of precipitation is expected in the eastern part of the country. The ČHMÚ's warning regarding rising water levels remains in effect, urging residents to stay vigilant and take necessary precautions.


text:
Max-Planck-Institut für extraterrestrische Physik
History / Archive
|MPE High-Energy Astrophysics Projects ZETA|
Recent Results and News
MPE Web Site
ZETA Test Facility
(1975 - 2000)
In the past MPE maintained at the ZETA-Lab a medium-sized facility for scattering low energy X-rays to investigate components for X-ray telescopes, for X-ray cameras, and for monitoring instruments. The employment spectrum of the facility reached from methodological studies on probes for a range of suitable materials over functionality tests of systems to calibrations of high-sensitive measurement intruments.
Source chamber (red), beam guide (yellow), specimen chamber (green), detector chamber (blue).
Tiff image (8.2 MB)
The sketch to the left shows an overview of the test facility. A tunable source provides a bunch of X-rays with energies between 0.1 and 20 keV. The following collimator system mounted inside a vaccum tube blinds out a parallel X-ray beam from this bunch which can be scattered on test specimen (e.g. mirrors, gratings, filters) inside the specimen chamber. The scattered X-rays will be detected by a proportional counter in the detector chamber. Focalplane instruments can be calibrated in the experimental chamber.
Tiff image (1.8 MB)
The ZETA Test Facility, proved already since more than twenty years, was always modernized and adapted to state of the art to meet the requirements of progressive projects. In 1991 the data acquisition system was rebuilt and connected to MPE's computer net. Lastly a multi-target X-ray source was developed, installed, and calibrated in 1995 to be able to measure the efficiency of new developed transmission gratings.
The various projects performed at the ZETA test facility over the years are compilated in the following table overview.
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Last update: 2010-05-20 by H. Steinle
Contact person: P. Predehl
|© Max-Planck-Institut für extraterrestrische Physik|


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SetStringVar - method of object PmBuffer
Description:
Writing the character string with variable lenght (terminated by the NULL character).
Syntax:
Empty SetStringVar(Long nOffset, String sValue, [Long nAttr], [Long nEncoding])
Calling:
PmBuffer.SetStringVar(nOffset, sValue, nAttr, nEncoding)
Parameters:
nOffset(Long) Defines the position of written value in the data block.
The whole written item muyst be inside the data block, or the whole item is added to the end of the data block. The item is written either whole or not read at all.
>= 0 - Index (in bytes, zero-based index) in data block.
-2 - The whole item is added to the end of the data block. The size of the data bloc is then increased by the written item.
-4 - The internal automatic position is used (see AutoOffset). It points behind the last read or written value and increases continually.
If the items are read/written one by one then it is not necessary to define the position, but it is better to use this automated positioning.
sValue(String) String that is being written.
nAttr[optional] (Long)
0 (default) - The string is saved with the NULL character at the end.
1 - The string is saved without the NULL ending character.
nEncoding[optional] (Long) Encoding of character string in the data block.
0 (default) - (ANSI) Each character is stored in a single byte. The values from 0 to 127 represent an ASCII character table that is not changing in meaning. The values from 128 to 255 have different meaning in various localizations (code pages, e.g. Windows CP-1250).
1 - (UTF-8) Each character is stored in 1, 2 or 4 bytes, i.e has variable lenght. The advantage is that the latin characters (ASCII) are stored in a single byte. Only special characters and characters with diacritics are stored in multiple bytes. This storage is therefore very efficient.
This encoding is commonly used for data exchange, data persistence and on the web.
2 - (UTF-16) Each character is stored in 2 bytes (or exceptionally in 4 bytes), i.e. it has a fixed lenght. The advantage is that most characters are stored in 2 bytes so these strings are easy to work with (because of the fixed lenght).
This encoding is used internally in Windows, but also in JavaScript or .NET, because the mannipulation with these fixed strings is easier.
Note:
This method is also functional in Web panels. For nEcoding=0 the characters with higher value than 127 cannot be encoded and for InternetExplorer, the UTF-8 encoding does not work (nEcoding=1).
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The Counterfeit Family Tree of Vee Crawford-Wong
 - The Counterfeit Family Tree of Vee Crawford-Wong
 - The Counterfeit Family Tree of Vee Crawford-Wong
The Counterfeit Family Tree of Vee Crawford-Wong
by L. Tam Holland
View All Available Formats & Editions
When Vee Crawford-Wong's history teacher assigns an essay on his family history, Vee knows he's in trouble. His parents—Chinese-born dad and… See more details below
Editorial Reviews
School Library Journal
Gr 9 Up—High school sophomore Vee Crawford-Wong is smart, witty, insecure, occasionally brash, and living with parents who refuse to talk about their pasts. When his history teacher assigns an essay on family history, the teen invents grandparents and experiences to explain his half-Chinese, half-Texan identity. Angry at his parents' silence on this issue, Vee, with the help of his Asian friend, Madison, forges a letter from Vee's imagined Chinese grandparents inviting their son and his family to visit China. When the trip becomes a reality and his dying grandfather is actually located, Vee at last begins to understand his father and himself. This engaging narrative is brimming with what-I-am-thinking vs. what-I-just-did quandaries about girls, sex, athletics, bullies, teachers, coaches, and family relationships. Vee's crush on volatile hottie Adele temporarily blinds him to the loyalty and support of Madison and the integrity of his teacher. His joking demeanor belies his (and possibly readers') understandable frustration with his parents' lack of communication. Ultimately, his mother's and father's family histories and tensions are partially revealed. Although rambling in spots, Vee's story is upbeat, entertaining, and humorous. His personal dilemmas and explicit descriptions and language capture the adolescent male psyche; offer a mixed-ethnicity perspective; portray the social crosscurrents of public high school; and highlight the values of family, forgiveness, and self-respect.—Gerry Larson, formerly at Durham School of the Arts, NC
Publishers Weekly
An assignment to write an essay on family history kickstarts a high school sophomore's mission to understand his hyphenated identity in this funny and profane first novel. All Vee knows about his Texas grandparents is that their annual Christmas card always makes his mother cry; his father, meanwhile, left China for college and never looked back. Already in trouble for lackluster academics, Vee can't get his parents to talk about their pasts, so he completes the essay by inventing a backstory for his father's family in a fishing village along the Yangtze. After he gets away with that, he's on a roll. The question of when Vee's lies and machinations will catch up with him gives the second half of this novel some much-needed tension. Vee is intelligent and self-effacing, and he's also the yin to Sherman Alexie's yang. Whereas Junior in The Absolutely True Diary of a Part-Time Indian was determined to better himself despite poverty and a dysfunctional family, Vee is a privileged kid with wonderful parents who travels a long, tortured path to find there's no place like home. Ages 14–up. Agent: Joëlle Delbourgo, Joëlle Delbourgo Associates. (July)
From the Publisher
The Children's Bulletin
Children's Literature - Uma Krishnaswami
Flavors of irony and yearning infuse this funny, irreverent debut novel narrated by the titular Vee (named for the letter). Vee is part Chinese, part Texan, and all teenager. A family history assignment sends him into a mission of his own: to ask the impossible questions his parents have managed never to answer about their pasts. Vee knows none of the family on either side, and this is clearly a hole in his life. Now he can either "write some joke of a paper…or blow a hole through my parents' happiness." The make-believe history he conjures up for the assignment sets in motion a story about truth and lies. With some help from his best friend Madison (whose Chinese name is Miao-Ling) Vee finds himself launched on a journey from which there is no going back. Vee is an intelligent narrator, and the humor in the book is equal parts profanity and self-deprecation. The voice is entertaining and engaging, and the basketball and high school contexts are woven together, despite a somewhat slow beginning. The pace picks up in the latter half of the novel, however. Vee's experience of his family, coming together against the backdrop of Dad's old home in China, is formative and touching. Reviewer: Uma Krishnaswami; Ages 14 up.
Kirkus Reviews
A school assignment to research his family tree sends Vee (named for the letter) on a journey of discovery, real and metaphorical, hilarious and moving, that's as much about the future as the past. Future anthropologist and basketballer-wannabe Vee knows he's an underachiever, thanks. Unlike his best friend Madison (Miao-ling at home), Vee doesn't conform to the Asian-nerd stereotype. (He blames his heritage: Chinese immigrant dad and tall, blonde Texan mom.) They're great parents, but their families are a taboo topic. Life's not all bad--managing the girls' basketball team has a lot going for it, like gorgeous but inaccessible senior Adele. Still, frustrations mount. Obsessed with digging up his roots and stonewalled by his parents, Vee enlists Madison's help. She can't help it if she looks like his father's child more than Vee does and speaks Mandarin at home. (In Vee's family, English is the common language.) Like the rounded characters, the plot avoids cliché and oversimplification. Life is a balancing act, Vee finds, in this book that belongs on every multicultural reading list. Knowing where we come from matters, but assigning too much power to ancestry can be more limiting than illuminating. While characters with mixed heritages are increasingly visible in teen literature, their experience in a rapidly shifting cultural landscape is seldom explored in depth. This first-rate debut does exactly that. (Fiction. 12 & up)
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Simon & Schuster Books For Young Readers
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Read an Excerpt
The Counterfeit Family Tree of Vee Crawford-Wong
 - Dad was like China, full of sad irony and ancient secrets. These were the words he used to describe the country he abandoned, and they were full of philosophy and poetry, like him, and I didn't understand them at all. I knew he grew up in a little village along the Yangtze, and I knew he left to become a freethinking American, and I knew he'd never been back and he'd never take me, but everything else I had to imagine. Which usually wasn't a problem, because I had a crazy imagination, but now it was a problem. Now I needed to know more, which was a big, big problem.
 When I imagined Dad in China, I always saw the same thing: a hut, like ones I'd seen in National Geographic, perched on a muddy bank and about to tumble into the insistent current; and Dad as a raggedy, rascally teenager—in many ways just like me, the same slants and bulges, the same horrible sense of humor, the same awkward eagerness and lack of social skills. I always figured social awkwardness was a Chinese curse. I watched Dad putter around the edges of a social circle, never telling the right jokes at the right time, and using the wrong words and pausing in the wrong places.
 Because of Dad my upper lip sagged a little and looked swollen, like I'd just been punched in the mouth. My teeth lined up too neatly. They were too small and flat for my mouth. Even though I played basketball, my shoulders sloped unathletically. I also had freckles. On my nose, my shoulders, even the tops of my knees. I had a mole on my left cheek, the cheek down there. It was galactic and had pulled other small moles and freckles into its orbit.
 So a man goes to a doctor with a frog growing out of a lump on his head. The doctor asks: "When did this all start?" The frog replies: "It all began with a pimple on my ass."
 Frog, lump, pimple, ass. These were words that spoke to me.
 "What are you laughing for?" Dad asked. He stood in front of the stove and cracked eggs into a wok. I was supposed to be setting the table.
 "Is that lump-o-stuff?" I asked. That was our nickname for fried rice.
 "Yangzhou style," Dad said, "which comes from my very own village."
 This wasn't true, or at least it wasn't true that his village invented fried rice. Fried rice, like gravity and cockroaches, had probably been around since the big bang.
 He tossed me the empty egg carton and said, "I appreciate the flavor of irony. Yangzhou fried rice is not actually from Yangzhou."
 I knew all this already. I stomped on the egg carton and put it in the trash. I watched the gunk in the pan—the egg congealing on the rice kernels and char siu and shrimp and carrots and


text:
Birthplace of the Yuin People
Biamanga and Gulaga National Parks, Australia
The weathered granite tors of the mountains peaking through misty eucalypt forests of the lands now encompassing Biamanga and Gulaga National Parks lie within the traditional country of the Yuin [Djuwin] people. Aboriginal people have inhabited the Yuin country since time immemorial. Mumbulla Mountain is the central place of Aboriginal significance in what is now Biamanga National Park and Gulaga Mountain is the focal point of Gulaga National Park. Mythologically these lands are interconnected and are viewed as a single cultural landscape. The mountains, Gulaga to the north and Biamanga to the south, dominate a landscape of mixed forests and farmlands with the Aboriginal-owned former reserve of Wallaga Lake between. Biamanga and Gulaga National Parks are both listed as IUCN category II – national park.
View images of the park
The management of national parks and nature reserves in New South Wales (NSW) occurs with in the context of a legislative and policy framework, primarily the National Parks and Wildlife Act 1974, the Threatened Species Conservation Act 1995 and the policies of the National Parks and Wildlife Service. Other legislation, international agreements and charters may also apply to management of the area. In December 1996 both Houses of the NSW Parliament unanimously passed the National Parks and Wildlife Amendment (Aboriginal Ownership) Act providing for the return of traditional lands to Aboriginal ownership with a lease between Aboriginal Land Councils and the Minister for the Environment for the lands continued management as a formal protected area. Both Gulaga and Biamanga are Aboriginal-owned National Parks listed under Schedule 14 of the National Parks and Wildlife Act.
Contemporary management of the reserve system includes strong community involvement in order to grow a park, protect biodiversity and enable opportunities for enjoyment and appreciation. The Regional Community Advisory Committee, reserve neighbours, the Rural Fire Service, volunteers and the Livestock, Health and Pest Authority help to ensure reserves are managed effectively by providing advice and assistance.
Extensive logging in the 1970s motivated Gubbo Ted Thomas to lead the Yuin people in protest against logging on Mumbulla Mountain. This action heightened awareness of the significance of the lands to Aboriginal people and in 1980 part of the lands in and around what is now Biamanga National Park became an Aboriginal Place. Biamanga National Park was first proclaimed in 1994 and was later extended with the addition of State forest to the park as part of the Eden Regional Forest Agreement.
Gulaga National Park was created by amalgamating the existing Wallaga Lake National Park, Goura Nature Reserve, and Mt Dromedary Flora Reserve (State forest). As part of the Southern Regional Forest Agreement Biamanga and Gulaga NP's were placed on Schedule 14 of the NPW Act at the request of Yuin people. Before the lands were formally returned to Aboriginal Ownership, a lease for Biamanga and Gulaga NP's was negotiated with the Aboriginal Owners to allow for the parks to be jointly managed with the NSW Government. This process took two years and recognises the cultural significance of the land to Aboriginal people whilst at the same time maintaining their status as part of the conservation estate of NSW.
Context, location and size
Biamanga National Park covers and area of 13,749 hectares and Gulaga National Park covers 4,673 hectares in the hinterland of the south coast of New South Wales approximately 350 kilometres south of Sydney. The surrounding townships of the region include Central Tilba, Narooma, Bermagui and Bega. Biamanga National Park shares its south-eastern border with Murrah and Mumbulla State Forests and the north-east with Bermaguee Nature Reserve. Gulaga National Park shares its northern border with Bodalla State Forest and the west with Kooraban National Park.
Biodiversity and Cultural features protected
Biamanga National Park is centred on a mass of granite rock that solidified under the earth's surface from magma over 360 million years ago. This granite crops out as large boulders and rounded tors on the slopes of the mountain. The Park rises from the hilly coastal terrain at an elevation of 100m to the peak of Mumbulla at 774m.
Gulaga was born through a volcanic eruption which occurred about 100 million years ago. During that time the mountain rose two kilometres above surrounding countryside, with lava-clad slopes reaching beyond Bermagui to the south and Tuross in the north. As cooling occurred, vapours seeping upwards gradually deposited as gold, quartz and other minerals. A long period of erosion then stripped away most of the lava and all the ash leaving Gulaga, the core of the main volcanic vent surrounded by granite. This core has an altitude of 797m, and a spur running for about 1km from the summit to the northwest leads to a slightly higher western summit of 806m. Bare rock exists on some ridges and gully heads, and in places the granite has weathered into rounded tors.
Biamanga and Gulaga National Parks are special places for the Yuin people as they are culturally significant and a source of traditional foods and medicine. Gulaga is the place of origin for Yuin people. It is the focal point of the Yuin creation story and is a sacred place which contains 'the enduring presence of the spirit'. Mumbulla Mountain in Biamaga National Park is sacred to the Yuin people in association with 'bunan' initiation ceremonies and contains a complex of important initiation sites linked by pathways associated with a series of ritual practices. Archaeological evidence has confirmed that Aboriginal people have maintained a continuous connection with the land of the area for more than 20,000 years. There are archaeological sites along the coastal strip and in the hinterland indicating rich resource base camps. The ongoing occupation and use of the local land and waterways fostered the development of a diverse cultural heritage which continues today.
Early European contact was marked by the 1770 passing of Lieutenant James Cook who observed habitation in the vicinity of Gulaga and gave the mountain the European name of Mt Dromedary. In 1797 the survivors of the wrecked Sydney Cove had the first face-to-face contact with the Yuin people as they passed through on their way from Gippsland to Sydney. Early European settlement and development of the surrounding area involved logging, whaling and the pastoral industries. B
iodiversity in Gulaga and Biamanga is very important to the Yuin people. The bush of the mountains is mainly eucalypt forest with patches of rainforest and small pockets of casuarina, wetland and seagrass in both parks. Food in the bush is abundant and plants that are used for food include pigface, geebung, native cherry and raspberry, wattlegum, snotgollion, superjack, lillypilly, bullrush and bracken. There are over 417 recorded plant species in Biamanga and 491 in Gulaga. The mountains are also home to over 270 species of bird, 50 of mammal, 20 of reptiles and 14 species of amphibians. On both mountains you will find platypus, echidna, antechinus, wombats, possums, gliders, potoroo, kangaroos, wallabies, bush rats and over 15 species of bats.
The IUCN Red List endangered species recorded in Biamanga and Gulaga include the Australasian Bittern (Botaurus poiciloptilus), Swift Parrot (Lathamus discolor), Eastern Bristlebird (Dasyornis brachypterus) and the Regent Honeyeater (Xanthomyza phrygia). Vulnerable species include the Stuttering Frog (Mixophyes balbus), Green and Golden Bell Frog (Litoria aurea), Giant Burrowing Frog (Heleioporus australiacus), Providence Petrel (Pterodroma solandri), Wandering Albertross (Diomedea exulans), White-footed Dunnart (Sminthopsis leucopus), Grey-headed flying fox (Pteropus poliocephalus) and the Eastern Freetail-bat (Mormopterus norfolkensis). There are also over 40 other species listed as 'least concerned' or 'near threatened'.
Pest animal and weed management programs are identified and prioritised in Biamanga and Gulaga National Parks through regional pest management strategies and integrated into the NSW Threatened Species Priorities Action Statement, threat abatement plans, recovery plans and reserve management plans. Long-running cooperative programmes are in place with a variety of landholders, land management agencies and community groups for the management of weeds (such as bitou bush, and lantana), pest animals (such as foxes, wild dogs, pigs and deer) and forest health (such as bell miner associated dieback). These programs are also integrated with other park management programs such as fire management. Fire is a natural and recurring factor that shapes the NSW environment. Fire Management in Biamanga and Gulaga National Parks is a mix of prevention, mitigation, planned use and suppression to help minimise treats to human life, property and cultural heritage and tourism, while maintaining ecological processes that support the area's rich biodiversity. Fire has been used in Aboriginal land management for thousands of years and continues as an integral part of current Biamanga and Gulaga National Park Fire Management Strategies.
Opportunities for enjoyment
Archaeological evidence confirms that Aboriginal people have visited and the far south coast of Australia and called it home for more than 20,000 years


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Noun: hat trick hat trik
 1. (sport) three consecutive scores by one player or three scores in one game (as in cricket or ice hockey etc.)
Derived forms: hat tricks
Type of: score
Encyclopedia: Hat trick


text:
The oscillatory shear flow properties, dynamic storage and loss moduli (G' and G"), of a thermotropic liquid-crystalline polymer (TLCP) in both the isotropic and nematic regions were measured as functions of angular frequency (~o), using a cone-and-plate rheometer. For the study, an aromatic polyester, poly[(phenyl sulfonyl)-p-phenylene 1,10-decamethylene-bis(4-oxybenzoate)] (PSHQ10), was synthesized in our laboratory. The PSHQ10 was found to have (1) a glass transition temperature of 88°C, (2) a melting point of 115°C, and (3) a nematic-to-isotropic transition temperature of 175°C. We found that the oscillatory shear flow properties of PSHQ10 in the nematic region were strongly dependent on its thermal history (i.e. annealing temperature and the duration of annealing) and shear history. Thus, in order to completely erase the thermal history associated with polymerization and sample preparation, a solvent-cast PSHQ10 specimen was first heated to the isotropic region (e.g. 190°C), sheared there at a very low shear rate (0.0085 s- 1) for ~ 5 min, and then cooled very slowly down to a predetermined temperature (130, 140, 150, 160 or 170°C) in the nematic region. We found that in the isotropic region time-temperature superposition holds and plots of log G' versus log G" give rise to a temperature-independent correlation. On the other hand, we found that in the nematic region preshearing has a profound influence on the oscillatory shear flow properties and log G' versus log G" plots show temperature dependency. This suggests that time-temperature superposition would not hold in the nematic region of PSHQ10 (and also of other types of TLCPs). We thus conclude that log G' versus log G" plots are very sensitive to variations in the morphological state of PSHQ10 as the temperature varies in the nematic region. We found that the Cox-Merz rule holds for PSHQ10 in the isotropic region and the morphological state of a specimen plays an important role in determining whether or not the Cox-Merz rule holds in the nematic region; specifically an unsheared specimen does not follow the Cox-Merz rule, whereas a sheared specimen does.
Посилання на статтю:
Oscillatory shear flow behaviour of a thermotropic liquid-crystalline polymer / Seung Su Kim and Chang Dae Han // Polymer. – 1994. – Vol 35. – P. 93-103.
Oscillatory shear flow behaviour of a thermotropic liquid-crystalline polymer - Завантажити.


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Ice cubes are more than just frozen water. They can be an excellent addition to your beauty routine and can help you achieve glowing, youthful skin. Here are some amazing beauty tips using ice cubes that can make you look and feel beautiful:
- Reduce Puffiness and Inflammation: If you have puffy eyes or inflammation on your face, ice cubes can be a great remedy. Wrap a few ice cubes in a clean cloth and place it on the affected area for a few minutes. The cold temperature will constrict blood vessels, reduce swelling and inflammation, and help you achieve a refreshed and revitalized look.
- Tighten Pores: Large pores can make your skin look dull and uneven. Rubbing an ice cube on your face can help tighten your pores and reduce their appearance. The cold temperature of the ice cube will also help to reduce oil secretion, preventing breakouts and acne.
- Soothe Sunburn: Sunburn can cause redness, inflammation, and discomfort. Applying an ice cube to the affected area can help soothe the skin and reduce redness and inflammation. The cooling sensation of the ice cube can also provide relief from the heat and pain associated with sunburn.
- Reduce Wrinkles: Ice cubes can help reduce the appearance of wrinkles and fine lines. Rubbing an ice cube on your face can improve blood circulation and stimulate collagen production, which can help reduce the signs of aging and make your skin look younger and more radiant.
- Improve Skin Texture: Ice cubes can help improve skin texture by exfoliating dead skin cells and unclogging pores. Rubbing an ice cube on your face can help remove dirt and impurities, leaving your skin feeling smooth and refreshed.
- Enhance Makeup: Ice cubes can help enhance your makeup by making it last longer. Before applying your makeup, rub an ice cube over your face to tighten your pores and create a smooth, even surface. This will help your makeup to stay in place and prevent it from smudging or melting.
- Reduce Eye Bags: Ice cubes can also help reduce the appearance of under-eye bags and dark circles. Place an ice cube under your eyes for a few minutes to constrict blood vessels, reduce swelling, and brighten your eyes.
- Relieve Headaches: If you suffer from headaches or migraines, ice cubes can be a natural remedy. Apply an ice cube to your forehead or temples for a few minutes to reduce pain and inflammation. The cooling sensation of the ice cube can also help you relax and feel more comfortable.
- Improve Blood Circulation: Ice cubes can help improve blood circulation, which is essential for healthy and glowing skin. Rubbing an ice cube on your face can stimulate blood flow, reduce puffiness, and give your skin a radiant glow.
In conclusion, ice cubes can be a versatile and affordable beauty tool that can help you achieve a wide range of beauty benefits. Whether you want to reduce puffiness, tighten pores, or improve the texture of your skin, ice cubes can be a great addition to your beauty routine. So the next time you want to pamper yourself, grab an ice cube, and experience the amazing beauty benefits it offers.


close up fern leaves
Making Decisions
Understanding Risk
Women diagnosed with DCIS will often hear about risk or chance. Risk information is complex and can be presented in various ways. This can make it difficult to use risk to help make medical decisions. Understanding some of the basic principles of risk can make it easier to think about it when discussing decisions with providers or doing your own research.
What is risk?
Risk (or chance) is very closely related to probability. Human health is a complicated system and determining risks are complex, but there are familiar systems that can illustrate what risk is which are much simpler; for example, tossing a coin.
A "fair" coin is one that is not weighted to favor one side or the other. If you imagine dropping a fair coin one time you cannot predict what will happen. It cannot be known for sure whether it will land heads up or tails up. But if you drop 100 fair coins a pattern will became apparent. About half the coins (50) will land heads up and half will land tails up. Probability describes the pattern that is seen after many repetitions. Experts study these patterns (probabilities) to describe the risk or chance of an event happening. In the case of the fair coin, many repetitions (over several centuries) have shown that the chance of it landing face up is about one half (50%). You still cannot predict what will happen to any one coin, but you CAN say a coin is just as likely to land heads up as heads down.
Determining risk for health conditions such as DCIS is far more complicated, but it is a very similar process. If we look at just one patient we cannot see a pattern, but if we see what happens to many patients with the same condition, a pattern may emerge. Studying this pattern may help us to determine the risks or chances that something may happen, for example a future breast cancer.
How do we know about risk?
It may seem obvious that a fair coin would land face up half the time. But in science and medicine it is always necessary to have evidence. Many trials have been done with large numbers of coins over the last three centuries. In one trial, a coin was tossed 24,000 times! It landed heads up 12,012 times about 50.05% of the time.
In a similar way, researchers study many patients with the same condition in as many different groups as they can to be sure they are seeing a true pattern. Just like the coins, once they are confident in that pattern, they use it to determine risk or chance. In medicine, these studies are conducted in different ways, but one of the most important types of study is a clinical trial. There is a section on this website that describes clinical trials in more detail. It also includes a video.
Understanding Relative Risk, Actual Risk and Individual Risk
As you talk with your providers or do your own reading, you may see or hear about different types of risk. It is important to know what type of risk is being described. Two of the most common types are relative risk and absolute risk.
RELATIVE RISK compares two or more GROUPS. For example, we can compare a bag of one hundred marbles that contains ONE blue marble with a second bag that contains TWO blue marbles. The risk of drawing a blue marble is twice as high for the second bag as the first. The relative risk of drawing a blue marble from the second bag is 200% compared to (relative to) the first bag. This does not tell us anything about the risk for any one marble drawn from either bag alone.
ABSOLUTE RISK tells what is more or less likely to happen for ANY given member of a group being studied. In the example above, the absolute risk of drawing a blue marble from the first bag is only 1 out of 100 (1%). The absolute risk of drawing a blue marble from the second bag is 2 out of 100 (2%). Even though RELATIVE RISK is twice as high for the second bag compared to the first bag, the ABSOLUTE risk is still very small for the second bag.
Relative risk and absolute risk are also used when discussing groups of patients. When you are using risk assessment to help make a medical decision, it is always best to use absolute risk. It is describing what is more likely to happen to any individual in the group being studied.
INDIVIDUAL RISK tells us what is more or less likely to happen to a SPECIFIC individual. It can be difficult to estimate the risk for an individual person (or even an individual coin). This is because there are many factors that must be considered. For a woman diagnosed with DCIS, her age, environment, genetics, family history, diet/exercise habits, and grade/size of DCIS, can all influence her INDIVIDUAL risk.
It is easy to think that the risks you hear about are YOUR risks, but this is rarely the case. There are some computer programs that can give you a more personalized risk, but they still cannot predict exactly what will happen to YOU — only what is more likely to happen to someone in your situation. It is important that you fully understand different types of risk so you can make the decision that is best for you.
Past Uncertainty and Differing Information
DCIS is far more complex than coins or marbles. It has only recently become a more common diagnosis and researchers have not yet had the opportunity to study patients in large enough groups to fully understand all the patterns (probabilities). Because of this, experts disagree about what the risks are and how they can be reduced. Medical researchers cannot accurately predict which DCIS will lead to invasive breast cancer. Women may receive different advice about treatment options. Studies have shown that women diagnosed with DCIS often overestimate their breast cancer risk. For example, they may believe the chance of DCIS returning and dying of cancer is higher than it actually is.
TIPS for using risk in medical decision-making:
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text:
But in regards to differences in sister ships built at the exact same time but in different yards, I believe that you'll find a lot of examples in British and French destroyers built between _PHONE_, and German destroyers up to 1918, where all the ships built in one yard differed from sisters built in a different yard. Sometimes details were small, sometimes large enough to readily see. Why this is, I don't know. Perhaps it was due to suggestions made by the builder and his staff during construction? Sometimes ships in a class were even distinguished from others in the same class by the name of the builder, such as German ships which were given numbers, with a letter prefix such as S13 or B97, the letter indicating what yard built the ship.
: Like many of you, I can be obsessive that a
: model I buy be an accurate replica of a
: particular ship. This then leads me to a
: question.... take the WWII USN CV-5, CV-6,
: and CV-8. All members of the same class.
: Yet, there were a number of differences
: between them, especially wrt their
: superstructures. Surely the builders were
: using plans, accurate copies of which could
: be made and disseminated to the respective
: building crews. So HOW do these variations
: come to take place? I can see how members
: of a class built over a long stretch of time
: could differ (the Burkes being an example)
: because later ships could be modified to
: exploit lessons learned with earlier
: sisters. But when they're all building at
: the same time? Do builders just take
: liberty with plans? Surely not... surely
: someone has to suggest a change, have a
: reason for it, and get it approved. Does
: anyone know?
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Memory Management in Objective-C | Vega IT
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Memory Management in Objective-C
Memory Management in Objective-C
Due to some issues found inside of a few Objective-C projects, I started with examination of memory footprints which are made by Objective-C applications. Almost always, memory consumption kept growing as the time was passing, especially when applications worked fully loaded with lots of threads and large loops (which create a lot of temporary object) inside of them. The Mac developer library contains some useful information which indicates that autorelease block is necessary even though the ARC is used inside of a project. In the following text, series of tests are described. In general, three types of tests were performed in three different environments. The tests are:
 1. Testing of loops, in this test large loops are created and they are making a lot of temporary objects.
 2. Testing of local variables, in this test large number of functions is called which are creating a lot of local variables.
 3. Testing of work inside of multiple threads, in this test multiple threads are created (100 of them) and each of them creates a big set of local variables and calls functions which either perform large loops (with a lot of temporary objects) or create a lot of local variables by itself.
During the testing, three projects are created, each containing same set of tests but projects are differently configured. Those differences among projects are related to the memory management. Therefore, we have following project configurations:
 1. Project 1: Memory management without ARC, in this project ARC is not used and leaks are intentionally left. It means that release and auto-release calls are not made. A purpose of this project is to create a good reference for memory handling inside of the ARC environment with and without autorelease blocks.
 2. Project 2: Memory management with ARC, in this project ARC is used but autorelease blocks are not. Results made by this project, compared to the other projects' results, show when the ARC is actually efficient and where not.
 3. Project 3. Memory management with ARC and autorelease blocks, in this project, both ARC and autorelease blocks are used. A purpose of this project is to demonstrate when autorelease blocks should be used and where not (Because, there are situation in which autorelease block is not necessary and it will even increase a memory footprint a little).
And, in the end, two types of test data are used:
 1. Simple objects (native), this include: int, string, bool, array and similar.
 2. Complex objects (custom), this include objects which are instantiated from custom made classes. In the testing 'Person' class is used. It is simple data transfer class which contains 22 string properties.
Test descriptions
In this chapter details of the tests will be shown. Each project used during this testing is quite simple, all of them are COCOA applications and all of them are just calling one specific test method at the time (either test of loops, test of l. variables or test of threads) from main method. The test of loops looks like:
- (void)testLoops:(BOOL)testComplexObjects
{
 for (int i = 0; i < 15; i++)
 {
 if (testComplexObjects)
 {
 [self testLoopsWithComplexObjectsInternal];
 }
 else
 {
 [self testLoopsInternal];
 }
 }
}
- (void)testLoopsInternal
{
 NSMutableArray *array = [NSMutableArray array];
 for (int j = 0; j < 200000; j++)
 {
 @autoreleasepool //this wrapper only exists in test with autorelease pool
 {
 NSString *string = [NSString stringWithFormat:@"string - %d", j];
 [array addObject:string];
 }
 }
}
- (void)testLoopsWithComplexObjectsInternal
{
 NSMutableArray *array = [NSMutableArray array];
 for (int j = 0; j < 200000; j++)
 {
 @autoreleasepool //this wrapper only exists in test with autorelease pool
 {
 Person *person = [[Person alloc] init];
 [array addObject:person];
 }
 }
}
Please note that only project which should test autorelease blocks actually has autorelease block in the code. Therefore, for other two types of projects just imagine that this block doesn't exist. The test of local variables looks like:
- (void)testThreads
{
 dispatch_group_t dispatchGroup = dispatch_group_create();
 for (int i = 0; i < 100; i++)
 {
 dispatch_group_async(dispatchGroup,
 dispatch_get_global_queue(DISPATCH_QUEUE_PRIORITY_DEFAULT, 0),
 ^{
 @autoreleasepool//this wrapper only exists in test with autorelease pool
 {
 int a = 2222, b = 1111, c = 3333, d = 333,
 f = 333, g = 333, h = 333;

 //and so on, this variable declaration's block is pretty much the same
 //as in the previous test, I will just leave dots to save some space…
 //……. Declarations continue here
 if (testComplexObjects)
 [self testLoopsWithComplexObjectsInternal];
 else
 [self testLoopsInternal];
 [self testLocalVariables:testComplexObjects];

 }
 });
 if (i % 10 == 0)
 {
 [NSThread sleepForTimeInterval:1.5];
 }
 }
 dispatch_group_wait(dispatchGroup, 120);
 NSLog(@"Work completed");
}
As you can see, we are creating 100 threads and there is a small suspension (relaxing) time included in loop just to demonstrate more realistic scenario of a thread usage in an application (And to avoid choking of a processor). The test results in this scenario are collected twice, firstly when job is completed (so, when 'Work completed' sentence is written in output), and secondly when cool-down period is completed, therefore when all threads are killed.
Test results
These are the test results for simple objects (string, int, bool, float, array and similar). Special results are added in table cells, and they are described in more details bellow the table.
Type of the testMemory management without ARC and manual releaseMemory management with ARCMemory management with ARC and auto-release pool
Test of loops89.8Mb (for strings as temp objects)
31.2Mb (for integer, double and float variables as temp object)
76.4Mb (*1* special result : 74.5Mb) - for string as temp objects
16.5Mb ( for integer, double and float variables as temp object)
26.5Mb (*2* special result: 34.5Mb) for string as temp objects
15.6Mb ( for integer, double and float variables as temp object)
Test of local variables12.7Mb10.3Mb10.7Mb
Test of work in multiple threads645.5Mb when job done
163.2Mb after a cool-down period
594.7Mb when job done
156.5Mb after a cool-down period
48.9Mb when job done
42.3Mb after a cool-down period
45.5Mb when job done *3* special result
42.7Mb after cool-down period - *4* special result
Special result *1* refers to the situation in which the string is declared above loop:
NSString *string;
for (int j = 0; j < 200000; j++)
{
 string = [NSString stringWithFormat:@"string - %d", j];
 [array addObject:string];
}
Special result *2* refers to the situation in which the string is declared above loop and auto-release block exists:
@autoreleasepool {
 NSString *string;
 for (int j = 0; j < 200000; j++)
 {
 string = [NSString stringWithFormat:@"string - %d", j];
 [array addObject:string];
 }
}
Special result *3* and special result *4* refer to the situation in which there is no auto-release block directly inside of a thread (but auto-release blocks remain in all other loops). Result *3* refers to the moment when job is done and result *4* refers to the moment when a cool-down period is completed. This scenario looks like:
dispatch_group_async(dispatchGroup, dispatch_get_global_queue(DISPATCH_QUEUE_PRIORITY_DEFAULT, 0),
 ^{
 //code without autorelease block
 };
The following table shows results for complex objects (A person object is used which contains 22 string properties).
Type of the testMemory management without the ARC and manual objects' releasesMemory management with the ARCMemory management with the ARC and the auto-release pool
The test of loops668.0Mb31.4Mb23.6Mb
The test of local variables22.1Mb10.2Mb10.2Mb
The test of work in multiple threads2.48Gb66.0Mb66.6


text:
The uses of Combantrin include: Treats pinworms / threadworms in a single dose.
These anti-worm products will only treat the adult worms currently residing in the intestines. They will not treat the eggs or immature worms. This is why it is important to treat the whole family at the same time and to check roughly two weeks after the initial dose in case a second dose of treatment is required. This is because existing threadworm eggs in your environment can cause a reinfection and treatment will not prevent your children from contracting threadworm again if they ingest more eggs.
Other infections: Roundworm and hookworm infections can be treated with Combantrin adult strength tablets but you should seek medical advice before beginning treatment if you suspect that you have either of these worm infections because they are often difficult to diagnose.