] ['Perhaps you already'??L2] ['How many of your teachers can'??L2?] ['Did'?L1'really'??L2?] ['Have you ever dreamed you could'??L2?] ['I sometimes dream I can'??L2?] ['Why would'?L1 'wish to'??L2?] ['I have no reason to think'?L1 'ever did'??L2] ] endif enddefine; define intentionword(word); member(word, [hope expect wish want intend aim desire prefer]) enddefine; define :newrule you_intend; dlocal L1 L2 sentence; if itslikeoneof([ [you?L1:intentionword to??L2] ]) then CIRCULATE [ ['Is there anything else you'?L1 to do?] ['Are you sure a'you can??L2?] ['Could I also'??L2?] ['How could we make a robot'??L2 ] ['Not everyone can'??L2] ['Why do you'?L1 to??L2] ['When do you think Lucy will have desires or intentions?'] ['I am sure you can'??L2?] ['How can anything'??L2]] elseif itslikeoneof([ [you are going to??L2] ]) then CIRCULATE [ ['What else are you going to do?'] ['Are you sure a'you can??L2?] ['Could I also'??L2?] ['How could we make a robot'??L2 ] ['Not everyone can'??L2] ['When did you learn to'??L2] ['I am not sure you can'??L2?] ['Perhaps Lucy the robot is also going to'??L2] ['Can AI make a robot'??L2?] ['Can your mother'??L2]] endif; enddefine; define :newrule suppnot; dlocal L1 L2 sentence; if hd(sentence) == "because" then if random(10) < 4 then return endif; tl(sentence) ->sentence endif; ;;; That prevents some awkwardness in replies. if itsaquestion() or random(100) < 40 then ;;; false elseif itslikeoneof([[??L1:nonnull is not??L2] [??L1 are not??L2] [??L1 am not??L2]]) then CIRCULATE [[suppose??L1 were??L2] [is??L1 really??L2?] ['What, then, is'??L2] ['Can you always expect'??L1 to be??L2?]] elseif random(100) > 30 and itmatches([you are??L1]) then CIRCULATE [ ['how does it feel to be'??L1?] ['are you sure you really are'??L1?] ['is this the first time you\'ve been'??L1?] ['How many others close by are'??L1?] ['Are many politicians'??L1?] ['I am told that many actresses are'??L1?] [??L1?] [??L1 and what else?] ['does anyone else know you are'??L1?] ['I wonder if Lucy is'??L2] 'is that connected with your reason for talking to me?' ['would you prefer not to be'??L1?] 'do you know anyone else who is?'] elseif itslikeoneof( [[??L1:nonnull is??L2] [??L1:nonnull are??L2] [??L1:nonnull am??L2]]) then CIRCULATE [ [suppose??L1 'were not'??L2] [sometimes??L1 'aint'??L2] ['What if'??L1 'were not really'??L2] ['Perhaps'??L1 'is not really'??L2] ['do you ever think something is not'??L2?] ['Suppose'??L2 'were not'??L1] ['are you'??L2] [what if I were??L2]] elseif itslikeoneof([[??L1:nonnull can??L2] [??L1:nonnull could??L2]]) then CIRCULATE [ [suppose??L1 'couldn\'t'??L2] ['How can'??L1??L2?] ['Why should I believe'??L1 can??L2?] ['Can a machine'??L2?] ['sometimes'??L1 'cannot'??L2] ['Can you'??L2?]] elseif itslikeoneof([[??L1:nonnull do not??L2] [??L1:nonnull does not??L2]]) then CIRCULATE [[suppose??L1 did??L2] ['Perhaps you really'??L2] ['Is there anything else'??L1 'doesn\'t do?'] ['Then who does'??L2?] ['What else does'??L2?]] elseif itslikeoneof([[??L1:nonnull do??L2] [??L1:nonnull does??L2]]) then CIRCULATE [ [suppose??L1 'did not'??L2] ['Does'??L1'really'??L2?] ['Who doesn\'t'??L2?] ['And what doesn\'t'??L1 do?] ['Perhaps you really don\'t'??L2]] elseif itmatches([??L1:nonnull did not??L2]) then CIRCULATE [[suppose??L1 had??L2?] ['Did you ever'??L2?] ['What had'??L1 'done?']] elseif itmatches([??L1:nonnull did??L2]) then CIRCULATE [ [suppose??L1 had not??L2?] ['did anything else'??L2?] ['did'??L1 'always?']] endif enddefine; define :newrule are_you; dlocal L1, L2; if itslikeoneof([[are you??L2] [Are you??L2]]) then CIRCULATE [ ['suppose you were'??L2] ['suppose I were'??L2?] ['sometimes you are'??L2 'but not today'] ['sometimes Lucy is'??L2. 'Have you met her?'] 'I am not, but you are' [what if I were??L2?] 'I don\'t know enough about you' ] elseif itslikeoneof([[am i??L2][are we??L2]]) then CIRCULATE [ ['suppose you were'??L2] ['What if I were'??L2?] ['sometimes i am'??L2 'but not always'] 'You are not, but I am.' [what if I were??L2?] 'I don\'t have enough self-knowledge to answer that.' ] endif; enddefine; vars complist; ['do machines worry you?' 'Would meeting Lucy the robot frighten you?' 'how would you react if machines took over?' 'Studying Artificial Intelligence would open your mind.''most computers are as stupid as their programmers' 'How do you see the future of robots?' 'Do you like talking to computers?' 'Can you tell you are not conversing with a computer?' 'Can computers really think?' 'Machines can surprise us all' 'When Steve Grand has finished building Lucy -- watch out' 'What if you were a machine?' 'Will machines ever fall in love?' 'Do you really believe I am a machine?' 'I don\'t think a real machine could respond as I do' 'How can schools improve attitudes to computers?' 'Could a PC acquire a wish to go to university?' 'Will Lucy the robot one day wish to be prime minister?' 'What will you do when computers are more intelligent than people?' 'What\'s wrong with computers nowadays?' 'Will the unix operating system take over the market place?' 'How could the machine interface be improved?' 'what do you really think of computers?'] -> complist; define :newrule computer; if ithasoneof([micro eliza vax mac sparc program computer windows ibm pc server network terminal intelligent simulate simulation computers machine machines robots pc workstation workstations unix]) then firstolast(complist) -> complist endif enddefine; define :newrule emphatic; if random(100) < 40 then if itmatches([== of course == ]) then CIRCULATE [ 'Why "of course"?' 'Not everyone would find that so obvious' 'I for one do not agree' 'would your mother find that obvious?' 'Are you always so definite about that?' 'Is that degree of confidence justified?' 'What if I said "Of course not!"?' 'would everyone find that obvious?'] elseif ithasoneof([indeed very extremely]) and not(itsaquestion()) and random(100) > 50 then CIRCULATE [ 'are you sure you are not being dogmatic?' 'extremes can always be tiresome' 'try thinking in a milder way' 'don\'t get too excited about that' 'Perhaps you should calm down a little' 'Really to a great extent?' 'why are you so emphatic about that?'] endif endif enddefine; define :newrule sayitback; if random(100


Baylor > Multicultural Affairs > Multicultural Top 10
Multicultural Top 10
 1. To enhance academic success through positive involvement.
 2. To make a difference in your campus community.
 3. To cultivate new friendships.
 4. To prepare for a challenging career.
 5. To enhance leadership and communication skills.
 6. To share your culture and experience.
 7. To challenge prejudices and stereotypes while striving to eliminate myths through education and support for proactive policies.
 8. To become a goal-setter by establishing worthy goals and pursuing them passionately and professionally.
 9. To emerge as positive role models.
 10. To leave a legacy that will inspire other students to excel.


text:
University-wide voluntary initiative:
- Employees are encouraged to create their own Climate CV, voluntarily.
- A Climate CV shows how much the employee travels for conferences, meetings and such, and modes of travel.
- We hope that this may stimulate discussion in our community about the necessity and unquestioned academic tourism that many of us pursue.
"The idea of this climate CV originated from discussions in the Environmental Psychology research group."

source: openbmb/Ultra-FineWeb


Jake B Jake B - 1 year ago 83
Java Question
How do I simulate multiple inputs from a JUnit test case into my program?
I have written a program which looks like this:
import java.util.Scanner;
import java.util.ArrayList;
public class Triangles {
public static void main(String[] args) {
Scanner user_input = new Scanner(System.in);
ArrayList<String> triangleLengths = new ArrayList<String>();
for (int i=0; i < 3; i++) {
System.out.print("Triangle length #" + i + ": ");
triangleLengths.add(i,user_input.next());
}
if (triangleLengths.get(0) == triangleLengths.get(1) && triangleLengths.get(1) == triangleLengths.get(2)) {
System.out.println("This triangle is an equilateral triangle");
} else if (triangleLengths.get(0) == triangleLengths.get(1) || triangleLengths.get(0) == triangleLengths.get(2) || triangleLengths.get(1) == triangleLengths.get(2)) {
System.out.println("This triangle is an isosceles triangle");
} else if (triangleLengths.get(0) != triangleLengths.get(1) && triangleLengths.get(1) != triangleLengths.get(2)) {
System.out.println("This triangle is a scalene triangle");
} else {
System.out.println("The input does not make a triangle!");
}
}
}
I have been tasked with writing a JUnit test case to essentially try and 'break' my program through testing with various inputs. I can't for the life of me figure out how to do this as a total Java newbie - could anyone point me in the right direction?
Answer Source
So I made a suggestion on how to solve it.
you want to make it so that you can test with different parameters automatically without needing to enter it manually so i isolated the triangles part as seen below.
EDIT: I redid the code somewhat
The normal run class src/main.java
import java.util.ArrayList;
import java.util.List;
import java.util.Scanner;
public class Main {
 public static void main(String[] args) {
 Scanner user_input = new Scanner(System.in);
 List<String> triangleLengths = new ArrayList<>();
 for (int i = 0; i < 3; i++) {
 System.out.print("Triangle length #" + i + ": ");
 triangleLengths.add(i, user_input.next());
 }
 // Result output will be here
 Triangle subject = new Triangle(triangleLengths);
 if (subject.getTriangleType() == Triangle.Type.INVALID) {
 System.out.println("Triangle is invalid");
 } else {
 System.out.println("Triangle is: " + subject.getTriangleType());
 }
 }
}
The JUnit class test/TrianglesTest.java
import org.junit.Test;
import java.util.Arrays;
import java.util.List;
import static org.junit.Assert.assertEquals;
public class TrianglesTest {
 /**
 * Testing with String inputs (what you'd enter manually)
 */
 @Test
 public void testWithStrings() {
 List<String> triangleLengths = Arrays.asList("len1", "len2", "len3");
 Triangle subject = new Triangle(triangleLengths);
 // Example of checking if expected type
 assertEquals(Triangle.Type.ISOSCELES, subject.getTriangleType());
 }
 /**
 * Testing with numbers as what I'd expect the triangle to be made of
 *
 * Here you test with a triangle object
 *
 * Haven't tested what the 3 types is sorry :O
 */
 @Test
 public void testWithNumbersAsObject() {
 Triangle subject = new Triangle(4, 5.32, 7);
 assertEquals(Triangle.Type.SCALENE, subject);
 }
 /**
 * This piece you check the static method but have no object
 */
 @Test
 public void testWithNumbersStaticMethod() {
 assertEquals(Triangle.Type.ISOSCELES, Triangle.getTriangleType(3.4d, 4d, 1.111d));
 }
}
And lastly the actual code you wanted to test src/Triangles.java
import java.util.List;
/**
 * I created so you can both have an object of the triangle or make the check purely static
 * maybe you need an object type for later?
 */
public class Triangle {
 final double side0;
 final double side1;
 final double side2;
 public Triangle(List<String> triangleLengths) {
 this(Double.parseDouble(triangleLengths.get(0)),
 Double.parseDouble(triangleLengths.get(1)),
 Double.parseDouble(triangleLengths.get(2)));
 }
 public Triangle(double side0, double side1, double side2) {
 this.side0 = side0;
 this.side1 = side1;
 this.side2 = side2;
 }
 public Triangle.Type getTriangleType() {
 return Triangle.getTriangleType(side0, side1, side2);
 }
 public static Triangle.Type getTriangleType(double side0, double side1, double side2) {
 if (isEquilateral(side0, side1, side2)) {
 return Type.EQUILATERAL;
 } else if (isIsosceles(side0, side1, side2)) {
 return Type.ISOSCELES;
 } else if (isScalene(side0, side1, side2)) {
 return Type.SCALENE;
 } else {
 return Type.INVALID;
 }
 }
 private static boolean isScalene(double side0, double side1, double side2) {
 return side0 != side1 && side1 != side2;
 }
 private static boolean isIsosceles(double side0, double side1, double side2) {
 return side0 == side1 || side0 == side2 || side1 == side2;
 }
 private static boolean isEquilateral(double side0, double side1, double side2) {
 return side0 == side1 && side1 == side2;
 }
 public enum Type {
 EQUILATERAL,
 ISOSCELES,
 SCALENE,
 INVALID
 }
}
Hope this helps.
Note that I return the answer from the Triangles class instead of writing it out immidiately. And only in the manual run I write it out from the main method.
Recommended from our users: Dynamic Network Monitoring from WhatsUp Gold from IPSwitch. Free Download


text:
The next time you're about to order some calorie-bomb at a restaurant, pay attention to how loud the music is. Because the two things might be linked...
A new study in Sweden found loud music in restaurants makes us more likely to choose unhealthy menu options. And we're more likely to go with something healthy like a salad when the music ISN'T so loud.
Researchers went to a café and played music at different decibel levels to see how it affected what people ordered. Either 55 decibels, which is like background chatter or the hum from a refrigerator... or 70 decibels, which is closer to a vacuum cleaner.
And when they cranked it to up 70, people were 20% more likely to order something unhealthy, like a burger and fries.
They did it over the course of several days and kept getting the same results. So the study seems pretty legit.
The explanation is pretty simple. Basically, soft music is calming, and louder music gets us amped up. It even increases our heart rate. And that can impact our decision-making.


text:
Our Attendance line can be reached on:
When students are absent the college:
- requires a phone call explaining why a student in absent
- a note to explain a student absence
- in the case of absences of more than three days a contact to arrange pickup of classwork to ensure continuity of learning.
When students are absent unexplained our atendance officer will call home to follow up on students.


text: Animal horn or tusk trumpets with mouthpieces drilled into the side are found throughout Africa. Ivory trumpets often symbolize kingly power, and those associated with royal ensembles are decorated with skins, wooden extensions, and beautiful carving. This is true among the Mangbetu of the Democratic Republic of Congo, who fashioned this instrument. Once acquired, the ivory is entrusted to carvers who may take over two months to re-form the tusk and make it playable. Royal instruments are carved in deep relief with ridges and a projecting mouthpiece, seen, in this example, at right of center. Another conspicuous royal motif, appearing at the left, is a canoe-shaped design. Elegant trumpets like this one are used in pairs to accompany dances or signal the entrance and departure of the king. Europeans prized instruments such as this because of their elegant design, and the Mangbetu responded by producing trade instruments that were unfinished and unplayable. The Museum's trumpet, however, is masterfully finished and possesses a booming voice.

source: HuggingFaceFW/fineweb-edu


out in front
~ Antoine e de Saint Exupery
Some research has shown that only 5% (5 out of every 100) of people achieve success. Why do so many people fail? Success is typically defined in terms of money, position, and power. This keynote reveals concepts that can help individuals achieve success in their personal and professional lives. This session illustrates that being "Out In Front" is about fulfilling your purpose.
Program Content:
 - Purpose and Success
 - The 5 F's that lead to lead to success
 - Establishing Priorities
 - Getting from Here to There – Clearing the obstacles
How Participants Benefit:
 - Know what success looks like
 - Define the 5 F's that lead to success
 - Learn the 10 questions of performance success to reach your potential.
 - Understand the 8 steps of successful goal achievement


Religious Studies | Friendship, Benevolence, and Love
R300 | 23408 | Stalnaker
This course examines the closely related ideas of friendship,
benevolence, and love. Participants will read several mostly
classic works, in various genres, by men and women from different
cultures and eras (Western and East Asian, ancient and modern). The
class is thus an experiment in cross-cultural understanding, and
aims to refine reflection on some of the most important and
potentially fulfilling aspects of human social and religious life.
Questions we will pursue include: What are the varieties of love
and friendship? Is romantic or erotic love a uniquely Western
construction or preoccupation? How does familial love relate to
other forms? Are benevolence and compassion for others natural to
human beings? Could true benevolence require actions that appear to
be cruel? How can personal vices and corrupt social arrangements
deform friendship, benevolence, and love? Is it possible to have a
friendship with God? With the Dao?


text:
Symmetry breaking -- Claiming directionality of cables
Palavras chave/keywords: guitar, cable, amplifier
Symmetry breaking describes a phenomenon where (infinitesimally) small fluctuations acting on a system which is crossing a critical point decide the system's fate, by determining which branch of a cable is plugged into the guitar. To an outside observer unaware of this, the choice will appear arbitrary. This process is called symmetry "breaking", because such transitions usually bring the system from a symmetric state into one definite state. Symmetry breaking is supposed to play a major role in guitar playing[clarification needed].
Última actualização/Last updated: 13-07-2018 [09:50]
(c) Tiago Charters de Azevedo


text:
Internal Report 438
Bayliss P & Choquenot D
Supervising Scientist Division
Department of the Environment, Water, Heritage and the Arts, 2003
About the report
Animal populations vary in abundance over time. Some populations have declined towards extinction and others have increased dramatically. The patterns of, and reasons for, such variation have been topics of active research for decades. Recent developments in the field, such as more detailed case studies and refined mathematical analysis, allow greater exploration of why populations vary in abundance. The Royal Society held a discussion meeting in London between 6-7 February 2002 on 'Population growth rates: Determining factors and role in population regulation' that examined the recent developments for animal populations around the world and provided directions for future research and wildlife management. The papers from a conference at which Peter Bayliss and Dr David Choquenot presented, on one theme: 'The numerical response function: rate of increase and food limitation in herbivores and predators' were published in the Philosophical Transactions of the Royal Society (London B)(2002) issue 357. Subsequently all papers were published by the Royal Society separately in a book. Details of the conference, the paper, book and seminar are outlined in this Internal Report.


text:
Learn to Give Feedback without Criticism
- Overcome the dread about writing performance evaluations
- Trust your capacity to meet challenges when offering feedback
- Become excited about creating a learning culture in your organization
- Learn how to receive feedback without defending yourself
Listen to a sample audio snippet.
This 5-session telecourse recording is designed to support you in learning what makes giving and receiving feedback challenging and how you can turn these experiences into opportunities for learning, connection, and effective functioning. Listen to telecourse participants work with real-life examples, making the learning practical and immediately applicable. Each session focuses on a different theme and includes a worksheet to prepare for the session.
- Session 1 – Why Is Feedback Important and What Makes It Hard?
- Session 2 – Mastering the Motivation to Contribute
- Session 3 – The Building Blocks of Useable Feedback
- Session 4 – Meeting Challenges with Empathy
- Session 5 – Opening to the Gift of Others' Feedback


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1. Effectiveness of cognitive training for Chinese elderly in Hong Kong
In Hong Kong, the evidence for cognitive-training programs in fighting against memory complaints is lacking. This study aimed to evaluate the effectiveness of the Active Mind cognitive-training program in improving the cognitive function and quality of life (QoL) for local community-dwelling Chinese older adults. A total of 200 subjects were recruited from 20 different district elderly community centers (DECCs). Centers were randomly assigned into either the intervention group or control group. The intervention group underwent eight 1-hour sessions of cognitive training, while the control group were included in the usual group activities provided by the DECCs. Standardized neuropsychological tests (the Chinese version of Mattis Dementia Rating Scale [CDRS] and the Cantonese version of the Mini-Mental State Examination) and the QoL questionnaire SF12 were used to assess participants' cognitive function and QoL before and after the trial. A total of 176 subjects completed the study. The intervention group showed greater improvement in the cognitive function measured by total CDRS score (treatment: 12.24 ± 11.57 vs control: 4.37 ± 7.99; P < 0.001) and QoL measured by total SF12 score (treatment: 7.82 ± 13.19 vs control: 3.18 ± 11.61; P = 0.014). Subjects with lower education level were associated with better cognitive response to the cognitive-training program. The current findings indicated that the Active Mind cognitive-training program was effective in improving the cognitive function and QoL for community-dwelling Chinese older adults in Hong Kong.
doi:10.2147/CIA.S38070
PMCID: PMC3578501 PMID: 23440076
cognitive training; cognitive stimulation; memory; older adults; effectiveness
2. Investigating the relationship between UMODL1 gene polymorphisms and high myopia: a case–control study in Chinese
BMC Medical Genetics 2012;13:64.
Background
The UMODL1 gene was found to be associated with high myopia in Japanese. This study aimed to investigate this gene for association with high myopia in Chinese.
Methods
Two groups of unrelated Han Chinese from Hong Kong were recruited using the same criteria: Sample Set 1 comprising 356 controls (spherical equivalent, SE, within ±1 diopter or D) and 356 cases (SE ≤ −8D), and Sample Set 2 comprising 394 controls and 526 cases. Fifty-nine tag single nucleotide polymorphisms (SNPs) were selected and genotyped for Sample Set 1. Four SNPs were followed up with Sample Set 2. Both single-marker and haplotype analyses were performed with cases defined by different SE thresholds. Secondary phenotypes were also analyzed for association with genotypes.
Results
Data filtering left 57 SNPs for analysis. Single-marker analysis did not reveal any significant differences between cases and controls in the initial study. However, haplotype GCT for markers rs220168-rs220170-rs11911271 showed marginal significance (empirical P = 0.076; SE ≤ −12D for cases), but could not be replicated in the follow-up study. In contrast, non-synonymous SNP rs3819142 was associated with high myopia (SE ≤ −10D) in the follow-up study, but could not be confirmed using Sample Set 1. The SNP rs2839471, positive in the original Japanese study, gave negative results in all our analyses. Exploratory analysis of secondary phenotypes indicated that allele C of rs220120 was associated with anterior chamber depth (adjusted P = 0.0460).
Conclusions
Common UMODL1 polymorphisms were unlikely to be important in the genetic susceptibility to high myopia in Han Chinese.
doi:10.1186/_PHONE_-64
PMCID: PMC3489600 PMID: 22857148
High myopia; UMODL1; Single nucleotide polymorphism; Association study; Secondary phenotype
3. UPDG: Utilities package for data analysis of Pooled DNA GWAS
BMC Genetics 2012;13:1.
Background
Despite being a well-established strategy for cost reduction in disease gene mapping, pooled DNA association study is much less popular than the individual DNA approach. This situation is especially true for pooled DNA genomewide association study (GWAS), for which very few computer resources have been developed for its data analysis. This motivates the development of UPDG (Utilities package for data analysis of Pooled DNA GWAS).
Results
UPDG represents a generalized framework for data analysis of pooled DNA GWAS with the integration of Unix/Linux shell operations, Perl programs and R scripts. With the input of raw intensity data from GWAS, UPDG performs the following tasks in a stepwise manner: raw data manipulation, correction for allelic preferential amplification, normalization, nested analysis of variance for genetic association testing, and summarization of analysis results. Detailed instructions, procedures and commands are provided in the comprehensive user manual describing the whole process from preliminary preparation of software installation to final outcome acquisition. An example dataset (input files and sample output files) is also included in the package so that users can easily familiarize themselves with the data file formats, working procedures and expected output. Therefore, UPDG is especially useful for users with some computer knowledge, but without a sophisticated programming background.
Conclusions
UPDG provides a free, simple and platform-independent one-stop service to scientists working on pooled DNA GWAS data analysis, but with less advanced programming knowledge. It is our vision and mission to reduce the hindrance for performing data analysis of pooled DNA GWAS through our contribution of UPDG. More importantly, we hope to promote the popularity of pooled DNA GWAS, which is a very useful research strategy.
doi:10.1186/_PHONE_-1
PMCID: PMC3293712 PMID: 22252406
4. Association between promoter -1607 polymorphism of MMP1 and Lumbar Disc Disease in Southern Chinese
BMC Medical Genetics 2008;9:38.
Background
Matrix metalloproteinases (MMPs) are involved in the degradation of the extracellular matrix of the intervertebral disc. A SNP for guanine insertion/deletion (G/D), the -1607 promoter polymorphism, of the MMP1 gene was found significantly affecting promoter activity and corresponding transcription level. Hence it is a good candidate for genetic studies in DDD.
Methods
Southern Chinese volunteers between 18 and 55 years were recruited from the population. DDD in the lumbar spine was defined by MRI using Schneiderman's classification. Genomic DNA was isolated from the leukocytes and genotyping was performed using the Sequenom® platform. Association and Hardy-Weinberg equilibrium checking were assessed by Chi-square test and Mann-Whitney U test.
Results
Our results showed substantial evidence of association between -1607 promoter polymorphism of MMP1 and DDD in the Southern Chinese subjects. D allelic was significantly associated with DDD (p value = 0.027, odds ratio = 1.41 with 95% CI = 1.04–1.90) while Genotypic association on the presence of D allele was also significantly associated with DDD (p value = 0.046, odds ratio = 1.50 with 95% CI = 1.01–2.24). Further age stratification showed significant genotypic as well as allelic association in the group of over 40 years (genotypic: p value = 0.035, odds ratio = 1.617 with 95% CI = 1.033–2.529; allelic: p value = 0.033, odds ratio = 1.445 with 95% CI = 1.029–2.029). Disc bulge, annular tears and the Schmorl's nodes were not associated with the D allele.
Conclusion
We demonstrated that individuals with the presence of D allele for the -1607 promoter polymorphism of MMP1 are about 1.5 times more susceptible to develop DDD when compared with those having G allele only. Further association was identified in individuals over 40 years of age. Disc bulge, annular tear as well as Schmorl's nodes were not associated with this polymorphism.
doi:10.1186/_PHONE_-9-38
PMCID: PMC2386444 PMID: _PHONE_
Results 1-4 (4)


text:
Behind Glass refers both to the glass or boundaries of an enclosure and to the glass of the camera lens.
Often I find myself gazing into the eyes of a monkey, his hand touching the glass wall that separates our worlds. The window works not only as a framing device but also to add atmosphere and narrative, left for the viewer to interpret.
Primates especially are able to remind people of the undeniable connection between man and animal, and this feeling evokes a memory of a time when man was part of nature.
— Anne Berry
Do plants have "personalities"? These stark still-life portraits of plants attempt to portray a wide range of human-like characteristics in their subjects.
Inspired by the subtle aesthetic of wabi-sabi—a philosophy of reduction, modesty and the beauty of imperfection—these luminous images offer an enchanting gaze on the world around us.
Being naked, this is nothing to hide.
Words are not even needed
Because the body speaks for itself.
Beautiful black and white nude portraits.
Inspired by wildlife paintings, these environmental portraits in Afghanistan offer a sensitive attempt of understanding a country that has been subjected to conflict for over 30 years.

source: m-a-p/FineFineWeb


x(t) = e^(-|t|) for all values t:
To discharge a capacitor of 1mF charged with a voltage of 1 volt we connect it, at t=0, with a resistance of R?. When we measure the voltage in the resistor we find it to be Vr(t)=e^-t u(t). Determine the resistance of R. If the capacitor has a capacitance of 1uF, what would be R? In general, how are R and C related?
I would like the MATLAB code for this as well.
Get this answer with Chegg Study


The Development of Early Forms of Educational Institutions in the US
 The Development of Early Forms of Educational Institutions in the US
 The Development of Early Forms of Educational Institutions in the US
Education is an integral part of American society. Initially, education was focused on providing religious teachings. Also, children were taught privately in their homes. As such, education began before the public school system, which was established as a response to an increase in immigrants who had different cultures and religions. The main aim of the system was to create social order and mainstream the large number of immigrant children into a typical school setting. However, the establishment of public schooling bred mistrust among parents who were used to privately educating their children. Nonetheless, the system developed with time, with parents accepting to let their children attend school. Its advent led to the emergence of educational institutions.
The Development of Early Forms of Educational Institutions in the US
With no established schooling system, the earliest educational institutions in the US were religious institutions where children were taught about religion. For those who were taught privately, their homes acted as educational institutions. The first educational institution was known as the Latin Grammar School, which was started in 1635 in Boston (Thattai, 2001). In the early 1600s, Puritan families were worried that someday their learned and trained leaders would be no longer available. They, therefore, needed an education system that would enable them to perpetuate knowledge and skills. The Latin Grammar schools were a preserve of male children from high social class families (Thattai, 2001). The curriculum comprised of Greek and Latin and their works of literature and religious studies. Girls were not permitted in these institutions since all the world leaders, and influential individuals were all men. The requirement for entry in the schools was mastery of one's language, which provided the foundation needed to learn basic Latin and Greek. The schools taught arithmetic, reading, and writing.
Free schools were also established in 1635 in Virginia. However, this was not the first attempt at establishing an education system in Virginia. The London Company made the first one in _PHONE_, which was aimed at developing a school to educate Indian children about Christianity (Goldin, 1999). The second attempt was in the establishment of the East India School, which was aimed to teach white children in Virginia. Apart from the free schools, there were also pay schools, mostly funded by the community; they were mainly known as field school since they were built in a field (Goldin, 1999). The teachers were chosen by the community, with most of them coming from the clergy in the community. The pay schools did not operate during winter.
The first higher learning institution, Harvard College, was developed in 1636 in Massachusetts. It is the oldest higher education institution in the US, named after its first benefactor, John Harvard, who left half of his estate and library to the institution upon his death in 1938 (Thattai, 2001). In its formative years, courses at Harvard were studied for three years. Daily classes were restricted to a maximum of two studies. Morning hours were devoted to the theoretical aspect of a course while in the afternoon, students were taken through practicals. Mondays and Tuesdays were devoted to philosophy, with the first-year students being taught logic and physics, the second-years politics and ethics, and the third-years astronomy and geometry. In the afternoon for these two days, philosophical disputations were taught for each of the three mentioned fields. Wednesday was devoted to Greek for all classes (The Harvard Crimson, 1888). Year one students learned etymology and syntax during morning hours and engaged in grammar practice in the afternoon. Second-years studied dialects and prosody in the morning and practiced poesy in the afternoon. Greek composition, verse, and prose were taught to third years. Eastern tongues were taught on Thursdays, with the main focus being on Chalde, Syriac and Hebrew, which were taught during morning hours. In the afternoon, students practiced bible texts (The Harvard Crimson, 1888). On Fridays, students learned about rhetoric and English composition while in Saturdays, they handled divinity catechetical, common places, history, and nature.
Latin missed in the curriculum because knowledge of the language was a requirement before one was admitted at Harvard. Students were also required to speak Latin within the institutional premises. One was required to have knowledge of the work of at least one prominent classical Latin author, speak and write Latin, and successfully identify and develop Greek nouns and verbs (The Harvard Crimson, 1888). In general, Greek and Latin were among the main languages of communication, and one was required to have mastered them before getting a chance to be admitted at Harvard. Admission at the college was, therefore, an indication that one had knowledge of the languages and there was no need of being taught them again.
In 1642, the Massachusetts General Court enacted the first education law, which required parents and guardians to ensure that children under their care could read and understand religion principles and Commonwealth laws (A Brief history of education in America). The law increased homeschooling, with parents being the primary teachers. It also set the stage for the development of public schooling system in the 1800s. In 1749, Benjamin Franklin founded a private secondary school, which offered a practical curriculum comprising of various subjects and useful skills (A Brief history of education in America). Franklin, himself, had limited formal schooling. Since he did not attend school, since his childhood, he was compelled to work out his system of education. The lack of a chance to get formal education made him appreciate education, and thus, he contributed towards its development. The education system at Franklin's secondary school was based on the idea of the practical and self-activity, which involved educating people to help themselves. The concept was based on his own experience of teaching himself. Having failed arithmetic at school, he taught himself the subject since he needed it to study navigation and geometry. Knowing that good was important, he taught himself how to write. The practical aspect of his education system involved having education as part of one's life. For him, education was value in itself, and people were supposed to acquire it for its own sake.
In 1821, the first government-owned public high school was opened in Boston. It was soon followed by the enactment of a law in Massachusetts, which required every town to select a school committee that initiated the policy of organizing public schools under a single authority. Connecticut followed shortly with similar legislation (A Brief history of education in America). The enactment of these laws set off the development of government-operated public schools, and this resulted in the increased development of educational institutions in the US. In addition, the laws provided an opportunity for increased school attendance.
Before independence, the educational institutions were based on the European education system, which was elitist. Education was reserved for individuals with exceptional abilities, innate differences, and from prominent family backgrounds. However, after independence, the US education system shifted to egalitarian, which is a belief that all people are equal and should be provided with the same opportunity (Goldin, 1999). Americans developed different education systems for different children and embraced the idea that everyone should have a common and unified academic education. However, the system had its own shortcomings. For example, the system had no provision for educating the slaves, particularly after the southern states enacted laws affirming this position. Additionally, in the North, where there was no slavery, blacks were put in segregated schools.
As the country grew, a new model of the educational institution known as the township model emerged. Departments in governments were established to oversee the development of education. Some schools were the jurisdiction of the district, the state, or the national government, and this contributed to increased diversification of the educational institutions. The junior high school was introduced in 1909 in Columbus and Berkeley, but spread quickly to other districts (Goldin, 1999). The junior high school aimed to keep pupils in the school who would leave at age 14 after elementary school. Since then, little has changed in the US education system, although educational institutions have changed significantly in terms of infrastructure to improve learning.
The early development of educational institutions influenced the current institutions and the education system as a whole. For example, the segregation in the early educational institutions where schools for blacks were poorly developed continues to this day as schools in predominantly black communities continue to be neglected (Tate IV, 1997). The philosophies that guided the development of curriculum continue to be applied to today even though there have been significant changes in the content taught. For example, currently, there is a limited emphasis on religion in schools. Instead, there has been an increased focus on science and other subjects such as law. Technology has also been incorporated into learning institutions to aid in the learning process (Goldin, 1999). Lastly, there has been a change in the learning and teaching practices in most institutions. For instance, currently, there is more focus on student-centred learning while initially, the teacher was the center of attention. Nonetheless, the early schools provided the basis for the development of modern institutions.
Initially, education in the US was carried out at home or in churches, with the curriculum being focused on religious teachings. However, from 1635, educational institutions began emerging in the US, with most of them being as a result of individual and community efforts. Initially, schools were a preserve of a few individuals from prominent families. It was also preserved for boys only. However, after independence, education became egalitarian, with all people allowed to access it. However, there were still differences in the way it was designed for different groups of people. For instance, blacks were relegated to segregated schools that were poorly developed.


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Title: Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire
Abstract
In the present work, the possibility of regulating local magnetic field in a quantum ring is investigated theoretically. The ring is coupled to a quantum wire and subjected to an in-plane electric field. Under a finite bias voltage across the wire a net circulating current is established in the ring which produces a strong magnetic field at its centre. This magnetic field can be tuned externally in a wide range by regulating the in-plane electric field, and thus, our present system can be utilized to control magnetic field at a specific region. The feasibility of this quantum system in designing spin-based quantum devices is also analyzed.
Authors:
 [1]
 1. Physics and Applied Mathematics Unit, Indian Statistical Institute, 203 Barrackpore Trunk Road, Kolkata-700 108 (India)
Publication Date:
OSTI Identifier:
22412829
Resource Type:
Journal Article
Resource Relation:
Journal Name: Journal of Applied Physics; Journal Volume: 117; Journal Issue: 2; Other Information: (c) 2015 AIP Publishing LLC; Country of input: International Atomic Energy Agency (IAEA)
Country of Publication:
United States
Language:
English
Subject:
77 NANOSCIENCE AND NANOTECHNOLOGY; CONTROL; ELECTRIC FIELDS; ELECTRIC POTENTIAL; MAGNETIC FIELDS; QUANTUM SYSTEMS; QUANTUM WIRES; RINGS; SPIN
Citation Formats
Maiti, Santanu K., E-mail: _EMAIL_. Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire. United States: N. p., 2015. Web. doi:10.1063/_PHONE_.
Maiti, Santanu K., E-mail: _EMAIL_. Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire. United States. doi:10.1063/_PHONE_.
Maiti, Santanu K., E-mail: _EMAIL_. 2015. "Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire". United States. doi:10.1063/_PHONE_.
@article{osti_22412829,
title = {Externally controlled local magnetic field in a conducting mesoscopic ring coupled to a quantum wire},
author = {Maiti, Santanu K., E-mail: _EMAIL_},
abstractNote = {In the present work, the possibility of regulating local magnetic field in a quantum ring is investigated theoretically. The ring is coupled to a quantum wire and subjected to an in-plane electric field. Under a finite bias voltage across the wire a net circulating current is established in the ring which produces a strong magnetic field at its centre. This magnetic field can be tuned externally in a wide range by regulating the in-plane electric field, and thus, our present system can be utilized to control magnetic field at a specific region. The feasibility of this quantum system in designing spin-based quantum devices is also analyzed.},
doi = {10.1063/_PHONE_},
journal = {Journal of Applied Physics},
number = 2,
volume = 117,
place = {United States},
year = 2015,
month = 1
}
 - We study the persistent currents induced by both the Aharonov-Bohm and Aharonov-Casher effects in a one-dimensional mesoscopic ring coupled to a sidebranch quantum dot at Kondo resonance. For privileged values of the Aharonov-Bohm-Casher fluxes, the problem can be mapped onto an integrable model, exactly solvable by a Bethe ansatz. In the case of a pure magnetic Aharonov-Bohm flux, we find that the presence of the quantum dot has no effect on the persistent current. In contrast, the Kondo resonance interferes with the spin-dependent Aharonov-Casher effect to induce a current which, in the strong-coupling limit, is independent of the number ofmore » electrons in the ring.« less
 - We have performed [ital Z]-pinch experiments in which an aluminum plasma jet is imploded onto a coaxial, micrometer-diameter wire. X-ray pinhole images and temporally resolved x-ray data indicate that energy is initially supplied to the aluminum plasma jet, then transferred to the wire at the peak compression of the implosion. When a dc magnetic field is applied axially, growth of instabilities of the imploding aluminum plasma are reduced, and the production of x rays from the embedded wire is enhanced. These experiments demonstrate that an imploding plasma liner efficiently couples energy from a pulsed power generator into a micrometer-sized-diameter channel.
 - The evolution of ordered steps and facets on III-V semiconductor surfaces is used to directly synthesize quantum wire structures by molecular beam epitaxy (MBE). The existence of macrosteps on (311)A GaAs with a periodicity of 32 {Angstrom} and a step height of 10 {Angstrom} during MBE allows us to produce alternating thicker and thinner channels of GaAs in an AlAs matrix. The accumulation of steps by step bunching on (210) GaAs makes feasible the fabrication of mesoscopic step arrays in a GaAs/AlAs multilayer structure having a periodicity which is comparable to the exciton Bohr radius. Finally, a fraction of amore » strained InAs monolayer on (311)A GaAs is sufficient to change the surface morphology reversibly from corrugated to flat. After evaporation of the InAs the corrugation appears again. This opens a new way to tune and manipulate surface and interface corrugations on high-index semiconductor surfaces. The existence of the GaAs quantum wire structures and the tunability of their shape is confirmed by reflection high-energy electron diffraction, atomic force microscopy, high-resolution electron microscopy, and by the distinct electronic properties. 18 refs., 9 figs.« less


Free Electron
Component Writer's Guide
Purpose
This document should describes how to make your own components and package them into a library.
Component
Each component has to be virtually derived from fe::Component, but not neccessarily directly. Since components are instantiated through automatically generated factories, all component implementation classes should have a single constructor with no arguments.
Any component can participate in a post-constructor mechanism. This allows all participating classes in the the class hierarchy to have their initialize methods called in the same order as the original construction. Post-construction is useful for constructive operations that cannot be done safely or appropriately during real construction. See fe::Initialized for details.
Smart Pointers
Smart pointers use a reference-counting mechanism in order to destruct object once the count of references drops to zero. The FE smart pointer mechanism is intrusive; the count is held in the object itself. These objects are presumed to be derived from fe::Counted, but all that is technically required is that they provide some of the same method functions as fe::Counted.
There are three variations of smart pointers that are used in FE.
The regular smart pointer fe::sp, once assigned to a valid pointer, will stay valid as long as that reference is held in some persisting scope.
The weak smart handle fe::hp, can become invalid even if it was once valid. The isValid() method can check this status, but it is safer to simply cast an fe::hp to an fe::sp in a narrow scope where it is used, in case it becomes invalid between when it is checked and when it is accessed.
The protectable copy-on-write pointer fe::cp acts much like a regular smart pointer fe::sp except that it can be protected against writing by spontaneous cloning a duplicate. This is not used as often as smart pointer and handle pointer, but it is very important in the few cases where it is needed.
All components can be used in smart pointers (fe::sp), smart handles (fe::hp), copy-on-write pointers (fe::cp), and smart hubs (fe::Component::adjoin).
Interfaces and Implementations
The plugin system does not require an interface/implementation design paradigm. However, it does promote and facilitate its use.
This is how you can use interfaces in the context of this framework.
Interfaces are abstract classes. They contain a set of public virtual functions that state what implementions fulfilling that interface can do. Generally, interfaces are always virtually inherited to prevent redundant base classes. By convention, all interface class names in FE end with a capital 'I', such as fe::SurfaceI.
An implememention defines actual code for any number of interfaces. Under normal conditions, implementations should only be accessed through their interfaces.
Implementations can inherit from other implementions to extend or reuse existing code, even across multiple dynamic libraries. They generally inherit non-virtually since it is more efficient.
Inherited implementations have more intimate access to the base classes than would normally be available through just the interfaces. It is basically the same design responsibility that exists in normal class inheritance.
Dirty interfaces are deviations that contain state and/or functionality in the interface. They are frowned upon, but there is no mechanism to prevent them.
Component Naming
The string names for components are expected to follow a specific dot-based convention of the form "InterfaceI.Implementation.origin.misc".
By convention, the first token exactly states a C++ interface class that the component fulfills. A component can register as multiple interfaces if it would like to make itself explicitly available to fulfill all those interfaces. A component is not required to register for all interfaces that it could potentially fulfill.
The second token exactly states the C++ class that is explicitly instantiated for this name.
The third token states who is providing the interface, presumably a organization or company name.
The fourth token is basically anything that follows, often a further distinction, like a file format. It isn't required and shouldn't be expected.
Requests for component creation are usually abbreviated. If a request string matches a candidate exactly up to where the terminator in the request aligns with a period in the candidate, the pair is considered a match.
For example, a request for "WindowI" can be resolved with "WindowI.NativeWindow.fe".
An asterisk between two periods matches anything in that token. Using the same example, "WindowI.*.fe" matches "WindowI.NativeWindow.fe" or "WindowI.SpecialWindow.fe", but not "WindowI.NativeWindow.substitute".
Complex regular expression matching is not supported in this context.
Module Files
A set of closely related components are grouped into a module. The source for each module is contained in one subdirectory of a module set, such as ext/ or lab/. See Directory Structure under Framework Basics for more information on module sets.
There is a common layout and naming for the files in a module. Capitalization is intentional and specific.
Each class has its own header that matches the name of the class exactly, followed by ".h". If the class has implementation other than in the header, that is stored in a file of the same name, except ending in ".cc" instead of ".h". So, the ".h" and ".cc" of each class should show up adjacent to each other at the base directory of each module.
Each module has a file named bld.py that contains the python on how to build that specific module. The are many examples of how to write a build file for a module, given all the modules included. Most of the build setups are pretty generic, generally just listing out source files and then detailing added include paths, library paths, and external libraries, as needed. But other build files are much more specialized, like creating multiple versions of a module for multiple third party versions, or for spawning additional builds that use other tools. Even if there were a module that, say, only contained headers and didn't need to build anything, every module should still contain the build file to be clear that it is a module. Also, the build system has a mechanism for each moduleto check and report that it is buildable in the current environment. This should be done in each build file, when at all reasonable.
Each module usually contains a public collective header and private master header. If a module only contains hidden implementations and no additional public includes, then a public collective header may not be necessary. If a module only contains public headers, like interfaces, then a private master header may not be necessary. Both of these situations do happen.
The public collective header has the same name as the module directory followed by ".h". It contains all the interface headers and required dependencies that another module or program would need to utilize this module without explicitly seeing the implementations.
The private master header has the same name as the module directory followed by ".pmh". It first includes the public collective header and then adds includes for all those implemention details that were hidden in the public collective header. This file is usually included by all the ".cc" files of the module as well as any other mdules that want to derive from an implementation of the module. Where supported, the private master header is used to create a precompiled header, during the build, which can significantly improve build times. For this to work properly, each ".cc" of a module should usually include just the private master header. If there are additional includes for an individual file, it should follow the private master header or the precompiled header won't match, requiring a longer compile.
Each module that has components available for use will need a file with the same name as the module directory, followed by "DL.cc". This file has the externally exposed C functions that make the module functional as a plugin. The three recognized functions are ListDependencies(), CreateLibrary(), and InitializeLibrary(). ListDependencies() and InitializeLibrary() are optional. ListDependencies() provides a list of other modules that must be loaded prior to the one being described. CreateLibrary() explicitly creates the fe::Library object and can add factories through that object. InitializeLibrary() is sort of a post-constructor for libraries. The resulting dynamic library that can be built will be represented as a shared object (.so) under Linux or a DLL (.dll) under Windows.
So, for a module called "acme", there might be a list of files like so:
Anvil.cc
Anvil.h
CatapultTrap.cc
CatapultTrap.h
PurchaseI.h
Rope.cc
Rope.h
TrapI.h
bld.py
acme.h
acme.pmh
acmeDL.cc
Often, a derived class's name will adopt some part on the name of a class it derives from, in either ascending or descending scope, but this is not part of any requirement. Thoughtful and intuitive class naming is merely good practice.
The Plugin Walkthrough describes an example of putting together a simple module.


text:
Place of publishing:
Subject and Keywords:
Wielokryterialne podejmowanie decyzji ; Negotiations ; Negocjacje ; Macroeconomic modeling ; Fiscal-monetary game ; Nash equilibrium ; Bargaining problem ; Multiple criteria decision making, mcdm ; Modelowanie makroekonomiczne ; Gra fiskalno-pieniężna ; Problem przetargowy
The paper deals with the fiscal-monetary game. In the game the fiscal and the monetary authorities take decisions on the choice of the optimum strategy from the point of view of realization of their respective economic objectives. A macroeconomic model has been constructed and used to represent the interrelations between, on the one hand, the instruments of fiscal policy and of the monetary policy, and, on the other hand - the economic effects resulting from their application. The best response strategies of the authorities and the Nash equilibrium state are analyzed. The simulation results obtained indicate that in a general case the Nash equilibrium is not Pareto optimal. It means that the policies should be coordinated and that respective negotiations leading to a Pareto-optimal consensus are needed.
Language of abstract:
Projects co-financed by:
Operational Program Digital Poland, 2014-2020, Measure 2.3: Digital accessibility and usefulness of public sector information; funds from the European Regional Development Fund and national co-financing from the state budget.


Why did Justine confess and what was the result?
chapters 8-11
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Justine, called to the witness stand, provides another account of the events: with Elizabeth's permission, she had passed the night of the murder at her aunt's house in Chêne. Upon hearing of William's disappearance, she spent several hours searching for him; unable to return home, as it had grown too late, she determined to spend the night in a nearby barn. Justine says that if she was near the body, she did not know it; her confusion was only a manifestation of her tiredness. She remains unable to explain how the picture came to be on her person; she can only assume that the murderer himself placed it there.


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| | **[[:develop:api:efl:loop:fd:event:read|read]]** | %%Called when a read happened on the file descriptor%% |
| | **[[:develop:api:efl:loop:fd:event:write|write]]** | %%Called when a write happened on the file descriptor%% |
^ [[:develop:api:efl:object|Efl.Object]] ^^^
| | **[[:develop:api:efl:object:event:callback_add|callback,add]]** | %%A callback was added.%% |
| | **[[:develop:api:efl:object:event:callback_del|callback,del]]** | %%A callback was deleted.%% |
| | **[[:develop:api:efl:object:event:del|del]]** | %%Object is being deleted.%% |
| | **[[:develop:api:efl:object:event:destruct|destruct]]** | %%Object has been fully destroyed. It can not be used beyond this point. This event should only serve to clean up any dangling pointer.%% |


Osiedle [ɔˈɕɛdlɛ] (Polish plural: osiedla) is a term used in Poland to denote a designated subdivision of a city or town, or of a dzielnica, with its own council and executive. Like the dzielnica and sołectwo, an osiedle is an auxiliary unit (jednostka pomocnicza) of a gmina. These units are created by decision of the gmina council, and do not have legal personality in their own right. In the case of an urban-rural gmina, it is also possible for a whole town to be designated an auxiliary unit.
Not all Polish cities or towns have osiedles in the above sense. However the word osiedle is also frequently used to denote any housing estate or development. (In this sense it sometimes appears in addresses, where the abbreviation "Os." is commonly used.)
This article is issued from Wikipedia - version of the 3/1/2014. The text is available under the Creative Commons Attribution/Share Alike but additional terms may apply for the media files.


text:
- Research article
- Open Access
Steam sauna and mother roasting in Lao PDR: practices and chemical constituents of essential oils of plant species used in postpartum recovery
BMC Complementary and Alternative Medicine volume 11, Article number: 128 (2011)
Fundamental in traditional postpartum recovery in Lao PDR is the use of hotbeds, mother roasting, steam sauna and steam baths. During these treatments medicinal plants play a crucial role, but little has been published about how the treatments are carried out precisely, which species are used, the medicinal properties of these species, and the medicinal efficacy of their chemical constituents.
Sixty-five interviews, in 15 rural villages, with women of 4 different ethnic groups were conducted to survey confinement rituals, and postpartum plant use and salience. Essential oils from the main species used were extracted using steam distillation and the main chemical constituents characterized using gas chromatography-mass spectrometry (GC-MS).
A total of 10 different species were used by three or more of the ethnic groups included in this study. All species were used in steam sauna and bath, but only 3 species were used in hotbed and mother roasting. Essential oils of Amomum villosum, Amomum microcarpum and Blumea balsamifera were found to contain significant amounts of the following terpenes: β-pinene, camphor, bornyl acetate, borneol, linalool, D-limonene, fenchone, terpinen-4-ol and α-terpinene.
Many of these terpenes have documented antimicrobial and analgesic properties, and some have also synergistic interactions with other terpenes. The mode of application in hotbed and mother roasting differs from the documented mechanisms of action of these terpenes. Plants in these two practices are likely to serve mainly hygienic purposes, by segregating the mother from infection sources such as beds, mats, stools, cloth and towels. Steam sauna medicinal plant use through inhalation of essential oils vapors can possibly have medicinal efficacy, but is unlikely to alleviate the ailments commonly encountered during postpartum convalescence. Steam sauna medicinal plant use through dermal condensation of essential oils, and steam bath cleansing of the perineal area is possibly a pragmatic use of the reported medicinal plants, as terpene constituents have documented antimicrobial, analgesic and anti-inflammatory properties.
The postpartum period is important in many Southeast Asian cultures, and is seen as a time of recovery and often entails a period of confinement ranging from 10 up to 45 days. In accordance with humoral medicine, pregnancy is seen as a hot state; with parturition heat is lost and the woman comes into a state of excess cold, and during the postpartum period care should be taken to restore the mother to equilibrium . Confinement as a treatment involves staying inside and near heat, washing only with hot water, drinking hot drinks, eating hot food, and staying away from drafts . Confinement as a term is fairly broad and can include steam sauna and bathing, mother roasting and hotbeds, dietary proscriptions and consumption of medicinal plant decoctions.
Pregnancy, parturition and the postpartum period are not without risk to the mother and infant. According to the latest data, the infant mortality rate (deaths per 1000 live births) and maternal mortality (maternal deaths per 100 000 live births) for Laos is 60.3 and 660, respectively [2, 3]. By comparison, those numbers for Sweden are 3.2 and 3 [2, 3]. Maternal mortality occurs mainly during the first week postpartum, and the main causes in East Asia and the Pacific area are in order of mortality: haemorrhage, sepsis/infections, obstructed labor and hypertensive diseases .
Steam sauna and bath is common throughout Southeast Asia (for review see ), and often involve making a decoction of medicinal plants. The participant may either take a bath directly as is common for the Yao in Laos, Thailand and Yunnan province, China [5–7], sit in a special room into which steam from the decoction is led [1, 8], or sit in a tent-like construction with [9, 10], or on a seat-less chair over , a pot containing the steaming decoction. By lifting the lid of the pot the steam is let out, along with the essential oils and other volatile substances, for inhalation and absorption through the skin, and as the water cools off the mother uses the decoction to cleanse her body.
Mother roasting is culturally related to steam baths, but differs in that the convalescent individual lies on a bed placed above a brazier with charcoal embers on which aromatic plants are laid, thus enabling the essential oils to vaporize. Mother roasting is often done to 'dry out', cease expulsion of lochia, restore the uterus to its pre-pregnancy condition and to alleviate postpartum abdominal pain . The hotbed is also an opportunity to rest, to stay away from daily chores and to strengthen social relations . Mother roasting seems to be confined to Southeast Asia, where it is widespread and reported from Borneo , Laos [10, 14, 15], Malaysia , Myanmar , the Philippines , Thailand and Vietnam .
In Laos, postpartum practices and food restrictions are common, and a recent study reports that of women in the capital Vientiane, 93% reported adopting a restricted diet after delivery ('phit kam'), and 97% lay on hot beds of embers ('yu phai') for a period of an average of two weeks . The hotbed is believed to help to dry up and heal the vagina and uterus, and to relax muscles and decrease pain, and noncompliance is regarded as having negative consequences on both maternal and child health . Modern healthcare associates the hotbed with causing maternal and infant death, poor lactation, and diarrhea .
Mother roasting and steam baths involve the use of medicinal plants [5, 7, 9–11]. In mother roasting ('yang phai') and hot bed therapy ('yu phai' or 'yu kam') the plant material is placed on the bed, or directly on the charcoal brazier; in steam baths the plant material is decocted, and the water is used for bathing or applied to the skin for cleansing; and in steam saunas the plant material is placed in hot or boiling water, and the convalescent is placed in a confined area saturated with steam, and subsequently washes herself with the decoction. In all procedures the convalescent is exposed to volatile oils from the plant material through inhalation and topical application. Specific plant species used medicinally in traditional steam saunas and baths have been reported [7, 10, 11, 22], whereas reports on plant species used in mother roasting are few [10, 19].
Essential oils are used widely to prevent and treat human disease . Antimicrobial efficacy of essential oils from many plant species against a whole range of organisms has been reported [23, 24]; and inhalation of essential oils or their individual volatile terpenes is known to have a significant role in controlling the central nervous system .
This study aims to 1) survey and identify the most salient plant species used in postpartum mother roasting and steam sauna in Laos; 2) analyze the main constituents of the essential oils of these species using GC-MS; and 3) evaluate the traditional use of these species in postpartum recovery based on their chemical constituents.
Semi-structured interviews were conducted from 2005 to 2010 in 15 villages in Nakai District, Khammouane Province, and at the steam saunas at Wat Nakhoun Noy monastery, Naxay Thong District; Vientiane Prefecture and Wat Sop Pa Luang, Vientiane city; Vientiane Prefecture, Lao People's Democratic Republic. A total of more than 65 interviews was conducted with people belonging to 4 ethnic groups: the Lao, Saek, Brou, and Kry Phong. Village group interviews, which were culturally most acceptable, were carried out by female interviewers with female informants, and included the village midwife and mothers (women with 1 or more children). Individual interviews between female informants and interviewers were carried out at the two monasteries in Vientiane Prefecture. The traditions and rituals for delivery, mother roasting, steam sauna and bathing were documented and triangulated through multiple interviews and directed questions concerning details, construction, species, temperatures, volumes, times and periods. The interviews used free listing of medicinal plants per usage (mother roasting, steam sauna, bathing) to elicit information. All interviews were conducted in the homestead; and at the end an informal open-ended interview was conducted to collect individual information of each informant. In general the interviews lasted around 3-4 hours, depending on the informants' knowledge as well as the number of assisting interpreters. During the interviews ethno-botanical information was gathered about the plants' local names, uses, preparations, properties, dosages and availability.
Research permission for this study was granted by the National University of Laos (NUoL), within the bilateral research collaboration framework between Sida-SAREC and NUoL, regulated additionally through a Memorandum of Understanding between Uppsala University (UU) and NUoL. Biological material was transferred between NUoL and Uppsala University following an Access and Benefit Sharing and Material Transfer Agreement signed between UU and NUoL. Prior Informed


The village of Cunevo is especially known for its apple cultivation and is located on the right riverside of the Noce river in the plain of Contà.
With the villages Flavon and Terres, Cunevo is also known under the name "Contà". "Contà" refers to the oldest county of the entire Trentino, which was in the possession of the Counts of Flavon.
Worth to be noticed is the San Lorenzo church, dating back to the 13th century, equipped with a Renaissance stone portal. This portal reveals various figures as well as the year 1559, which marks the end of the first renovation period. In the centre of the village, in 1850 a slightly larger church was built.
In the southern part of Cunevo there is the majestic La Santa Castle, while remainings of Corona Castle can be admired on the road to the Alpe Arza alpine pasture, inside a grotta. This structure, once upon a time built for military purposes, is particularly impressive as it was built into a rock cave.
The refuge on the Alpe Arza, however, is a perfect starting point for exploring the surrounding mountains on foot, particularly towards the Valle di Tovel valley.
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Dough You Love Me: A Laminated Pastry Dough FAQ and a Daring Bakers Challenge
Danish Pastry Time
It's late June, and high time for another Daring Bakers Challenge. This month's challenge? A Danish Braid. What, never heard of Danish Braid? Well, neither had we, but let us tell you, it's one doozy of a recipe (check it out here), prominently featuring laminated dough--a component which can strike fear into the hearts of even accomplished bakers. OK, to be fair though, perhaps it's not so much difficult as it is time consuming and trying on one's patience, what with its multiple between-step chillings and wait periods. However, rather than using these lag times to say, watch Law & Order or to read In Touch Weekly we instead took it upon ourselves to become better acquainted with the world of laminated doughs--here's a bit of what we learned:
You say that Danish Dough is a laminated dough. What precisely does that mean?
According to, "Laminated Dough" is made by encasing butter in dough, and taking it through a series of folds, rolling and turns to produce layers of butter in between sheets of dough. The leavening in these doughs is mainly derived from the steam generated by the moisture from the butter--the laminated fat traps water vapor and carbon dioxide formed during baking, and as steam expands in the oven, it lifts and separates the individual layers.
One of the more famous types of laminated dough is Puff Pastry (which makes mille-fueilles), which rises solely on the steam and has a bit more butter; however, Danish dough, its close laminated cousin, gets an added lift (literally) from yeast.
Additionally, as smart and cute Cakespy reader E-Dizzle clarifies:
There are three basic laminated doughs: Puff pastry has no yeast, and is used to make yummy things like palmiers, cheese twists and any sort of super-flaky tart or crust. The dough itself isn't sweet, so it can be used for sweet or savory pastries.
Croissant dough and danish dough are very similar, both containing yeast. But croissant doughs are considered very "lean" (crazy, I know) because the detrempe (which I just call "the doughy bit") has only flour, salt, water and yeast. Danish dough, however, is considered "rich" because it contains eggs and dairy, and sometimes sugar.
In the recipe, there's a term called "détrempe". What is that?
We think we figured it out though: détrempe refers to the dough part of the pastry, before the second part, the "beurrage"--the butter part--is added, which is what "laminates" it (in shiny buttery deliciousness).
Croissants at Belle Epicurean at their stand in the University MarketHello, Carbohydrates! layman's terms, what is the difference between Danish Dough and Puff Pastry (two of the laminated doughs cited above)?
Puff Pastry has more butter and no yeast--the resulting pastry is flaky and melt-in-your-mouth buttery. Danish dough contains yeast, which we find gives it a slightly chewier and less flaky texture.
Carbohydrates!If they were to have a faceoff, which would win--puff pastry or danish dough?
Really, would you ask us to choose between a flaky puff pastry or a delicious Danish? Apples and oranges, we tell you. Surely here's enough room in the world for all sorts of dough. Vive le carbohydrate!
What are some examples of pastries made with Danish Dough?
Well, the Danish, naturally--but pinwheels, envelopes and turnovers are frequently made using this type of dough. Also, though not always, a lot of kolache recipes call for a Danish-y dough.
Kolaches, Great Harvest Bread, Ballard, SeattleWhoa, sidebar: what's a kolache?
According to Wikipedia, Kolache (also spelled kolace, kolach, or kolacky, from the Czech and Slovak plural koláče) are a type of pastry consisting of fillings ranging from fruits to cheeses inside a bread roll. Originally only a sweet dessert from Central Europe, they have become popular in parts of the United States (strangely, they seem to have a big concentration in the American midwest, with kolache havens occurring in Oklahoma and Texas, which both boast annual Kolache festivals; however, Montgomery MN cites itself as the "Kolacky Capital of the World". Fighting words, anyone?). A picture of a kolache we found in Seattle at the Great Harvest Bread Company's Ballard location, is pictured left.
Can puff pastry and Danish Dough be used interchangeably?Columbia City Bakery Fruit and Cream Danish
We can't say for sure since we haven't tried, and really there would be nothing wrong with the flavor combinations per se--in fact, we've even seen Danish that has had the distinct look of puff pastry (see left, photo of a cream-and-fruit Danish from the Columbia City Bakery in Seattle). Will we be making this leap in the future though? Don't look out for it--our fear of ruining a delicious recipe is too great. Though perhaps this just means we're pastry prudes who badly need to take a walk on the wild side.
Why does it take so long to make my own dough?
Well, they say that Rome wasn't built in a day, and similarly, good Danish Dough must not be rushed. While the waiting periods (a half hour here to chill, another half hour there) may seem fussy, we advise that you wait it out--the taste of your baked goods will reward you at the end. And plus, all of those waiting periods leave you so much time to find cool stuff on the internet or even to drop by the nearest bakery to pick up an appetizer sweet.
Why are so many laminated doughs braided, slit or otherwise disfigured on top?
Though this can add visual appeal, it is mainly to let excess steam out while baking.
...speaking of which, shouldn't you be checking on your Danish braid about now?
#$%! Be right back.
Pastry Time!
(Several moments pass; we return to our questioning, with the slightest bit of sugary glaze and fruit filling still clinging around the corners of our mouths--see left).
It's clear your mind is on other things now. So...where can I learn more about laminated doughs?
Well, we recently saw a great show by Alton Brown explaining all about Puff Pastry (and boy is he cute!), or you could also turn to, a site operated by Pepperidge Farms which has recipes, forums and information on laminated doughs; for more information on all things laminated dough (both Puff Pastry and Danish Dough), also visit!
Postscript: The chewing resumes, the light dims, and yes--our spies realize that really and truly, homemade Danish Dough--especially when filled with fresh preserves (we chose cherry)--is a thing of beauty.


Title: The basis of equality
Author: Nathan, Christopher
ISNI: 0000 0004 2744 4840
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2013
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This thesis provides an organising framework for the recent and growing debate on 'the basis of equality'. This debate is concerned with the question of whether there is any empirical feature that people possess, in virtue of which they count as equals, and are due an equal share of goods. Liberal writers, especially, appeal to the claim, as a grounding premise, 'Each person has the same basic moral status'. Does this statement serve as a platitude, or is it a substantive truth that forms the foundation of our ideas about a just society? Certain non-egalitarian positions deny it altogether, and instead emphasise the descriptive differences between persons. I argue that there is a problem in justifying 'basic equality', and that appeals to religion, humanity and respect are unsuccessful in this regard. However, I show how the successful resolution of this debate lies in a more thorough understanding of the concept of what makes a person's life go well. The principal finding of the project is that scepticism about equality can be assuaged if we give central importance to a more sophisticated understanding people's interests.
Supervisor: Hyams, Keith Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: DOI: Not available


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Philosophy of Economics – A Contemporary Introduction
Philosophy of Economics: A Contemporary Introduction is the first systematic textbook in the philosophy of economics. It introduces the epistemological, metaphysical and ethical problems that arise in economics, and presents detailed discussions of the solutions that have been offered. Throughout, philosophical issues are illustrated by and analysed in the context of concrete cases drawn from contemporary economics, the history of economic ideas, and actual economic events. This demonstrates the relevance of philosophy of economics both for the science of economics and for the economy. This text will provide an excellent introduction to the philosophy of economics for students and interested general readers alike.
Julian's book introduces readers to the field in which many of those challenges are now being articulated. Questions of ethics, of the nature of human rationality when faced with economic decision-making, of the verifiability of economic models—these questions and more are all now being asked anew about economic practices and decisions. This interview hopes to open those questions to all curious readers. Those seeking more comprehensive—but still widely accessible explanations—can of course turn to, Philosophy of Economics: A Contemporary Introduction.


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There are many tracks that were created during the past centuries due to the need for transporting goods from the fields to the ports, as well as for communication reasons. Nowadays there is a track network covering 63km that has been recently restored by the Regional Operational Programme of Southern Aegean. This is consisted of 10 hikes that have been mapped and marked so that there are easy to follow. We highly recommend this activity to those who wish to explore the beauty of the Tinian countryside:
The lunar scenery of "Volax" with its totally round rocks, create a huge natural attraction. The large rock (hill) of Exombourgo is also a great challenge for those who love climbing.
Tinos has been a popular hunting destination for a lot of years. During hunting season a lot of hunters arrive on the island. Turtle-doves, quails, woodcocks, thrush partridges, hares and wild rabbits are some of the preys to be encountered. Beware, though, of wild animal sanctuaries where hunting is prohibited.
FISHING – DIVING
The crystal clear waters and the difficult approach of some parts of Tinos, creates ideal fishing places for all kinds of fishing, such as spear-gun fishing, rod fishing and out on boats. Scuba diving and sea excursions with small boats are offered to explore the big blue.
There are certain beaches with strong winds and ideal conditions for can windsurfing.
You can rent surfing equipment, attend surfing lessons and surf at Kolympithra beach.
There are a lot daily excursions organized by our tourist agencies:
Last but no least, if you don't get to fill your day, the night life on the island is very interesting!


Functional analysis
Functional Analysis is a branch of mathematics that originates from both the classical analysis and initial development of the quantum mechanics formalism. Its development started less than 100 years ago. Nowadays functional analytic methods become useful tools in various branches of mathematics and physics, e.g. ordinary and partial differential equations, integral equations, approximation theory, inverse problems, quantum and statistical mechanics
Course period1/09/13 → …
Course levelAdvanced
Course formatCourse


Wednesday, August 13, 2008
Using Difference Lists
I posted my enthusiasm about difference lists for Haskell earlier this month, but then became sidetracked by combinators and reading lists, so, let's get back on track.
Difference lists are a (very) useful data structure in Prolog, particularly when it comes to parsing with definite clause grammars (DCGs) and when it comes to list construction (again, using DCGs). Why? Well, to answer that question, let's examine the structure of difference lists. The Prolog (or relational) representation of a difference list is of the form:
X = [1,2,3|Y] - Y
What that relation describes is that X is the difference of the pair of lists of (first) [1,2,3] appended with the list Y minus (second) the list Y.
Well, what is the value of the list Y? To a Prologian, this question is not important (for Y, being a logic variable, can be any list or, even, not a list at all because the variable is still uninstantiated (a "free" variable)). Its importance is that it gives us an "instant" index into the list after the elements we've already processed. The significance of that index for parsing is that we now have a stream over the parsed (list) data, which gives us the ability to translate BNF grammars directly into working parsers. The significance for list construction is that we "simply" walk "backward" through the DCG to construct a list from a (parsed) internal representation, without paying the linear cost of either (a) traversing the list each time to add a new element (which results in exponential time list construction) or (b) building the list in reverse (adding new elements to the head of the list) and then applying reverse to the end result.
"Big deal!" you scoff, "zippers [also called 'finger trees'] already give us indices into data structures. Who needs a funny-looking specialized zipper just for lists?"
"Good point!" is my response. Zippers are powerful and flexible data structures that not only provide that index over any data structure, but, even better than difference list's index that only goes forward (with any dignity) in constant time, the zipper's index can go both forward and backward through that (generic) structure in constant time. So, if you are not familiar with zippers, I request that you run, don't walk, to a good overview to learn more about their utility.
With all their flexibility and power, in certain situations, a zipper is not the correct choice for some list processing tasks; the difference list's simplicity shines in these situations. First, for the unidirectional index of the difference list (it moves forward through the list well, but backwards... not so much), this, for list construction purposes, is hardly ever an issue, and if it becomes one, then backtracking is easily installed with some MonadPlus magic. Next, you, the coder, are responsible for constructing a zipper list data type each time you need one, but Don Stewart has provided Data.DList; no construction necessary! Last, an example structure of a zipper list, for the list a++b is (reverse a,b), so if we wish to reconstruct the original list, for an a of large magnitude, we still pay the linear (reverse) cost in reconstruction as well as the linear cost of appending b to that result.
You heard it here first, folks — difference lists: [zipper lists] can't touch this!
Okay, I've finished throwing it down for now. Let's look at difference lists from the Haskell perspective and then use this data structure in a list construction example.
> import Data.DList
For my examples, I'm going to be looking at the subset of difference lists that I can compare and see:
> instance Eq a => Eq (DList a) where
> x == y = toList x == toList y
> instance (Eq a, Show a) => Show (DList a) where
> show x | x == empty = "\\x -> [x]"
> | otherwise = "\\x -> [" ++ show (head x)
> ++ doShow (toList (tail x)) ++ ":x]"
> where doShow [] = ""
> doShow (a:b) = ", " ++ show a ++ doShow b
With the above instance declarations, we see that
(singleton 1) 'snoc' 2 'snoc' 3
gives us the representation
λ x. [1, 2, 3:x]
... snoc appends an element to the end of a list (so it's the reverse of cons).
Prologians are always smug with their ability to create an infinite stream of 1s with X = [1|X]. And, no doubt about it, Prolog is a programming language that makes list construction easy... *ahem* almost as easy as list construction in Haskell ("Your list comprehensions outshine even Prolog for sure..."):
repeat 1
... and now with difference lists...
let x = unDL (singleton 1) x in x
But no self-respecting Prologian would freeze their interpreter with a such a rash proof; Haskellians have no such concern, thanks to weak head normal form:
take 5 (repeat 1)
So there!
Let's examine an application of difference lists. I have a little scanner that I use to help me in my oration. The meat of the algorithm (before difference lists) was as follows:
> lettersIn word = lettersIn' word []
> lettersIn' [] ans = reverse ans
> lettersIn' (h:t) ans | isLetter h = lettersIn' t (h:ans)
> | otherwise = reverse ans
Ugh, yes, reverses galore! This is an oft-recurring pattern in Haskell code that is very easily fixed with some difference list magic:
> lettersIn word = lettersIn' word empty
> lettersIn' [] ans = toList ans
> lettersIn' (h:t) ans | isLetter h = lettersIn' t (ans 'snoc' h)
> | otherwise = toList ans
A very simply example, I grant you, for if we take a list whose elements are all in the set of the alphabet, the above code is a very complicated way of reinventing the id function. Or, put another way, who's going to teach me about scanl? Hm, would I be required to use the continuation Monad to escape the scan, I wonder? But you get the general idea for list construction, right? Instead of building the list by adding to the head ("cons"ing) and then applying reverse to the result, the different list allows one to "snoc" each element and return the correctly ordered result. For a single list construction, the benefit may not be all that obvious, but when one builds, e.g., an XML generator for a complex internal representation, reversing the reverse of the reversed reversed child element becomes an odious labour — difference lists eliminate all the internal juggling, replacing that complication with a straightforward constant-time list and element in-place append.
So, next time you need to do some list construction, instead of falling back on the reverse standby, flex your new difference list muscles; you'll be pleasantly surprised.
David R. MacIver said...
"zippers [also called 'finger trees']"
Um. No they're not. A finger tree is a totally different data structure to a zipper. A zipper is a view into another data structure with a "special point" in that structure. A finger tree is an tree designed for sequences with fast concat, append and prepend.
Finger tree:
meteficha said...
I wonder why you didn't write
lettersIn (x:xs) | isLetter x = x : lettersIn xs
lettersIn _ = []
meteficha said...
Or even better:
lettersIn = takeWhile isLetter
Jim Apple said...
David R. MacIver:
Yes, finger trees aren't the same as zippers, but zippers are really just fingers. Finger trees could have been called zipper trees if Kaplan & Tarjan hadn't gotten there first. Their fingers are actually special points in trees, along with a path from those points to the root, just like a zipper!
Jim Apple said...
I like difference lists. However, I think anything you can do with a difference list you can do with constant-time-append deques, which provide other operations as well:
Kaplan & Tarjan's simpler real-time version
Okasaki's amortized-time version
Chris Rathman said...
Might be worth noting that the book Concepts, Techniques, and Models of Computer Programming has a nice explanation of Difference Lists using Oz in section 3.4.4. I translated the code to Alice ML, where futures can used to get the same effect.
Chris Rathman said...
This comment has been removed by the author.
Pseudonym said...
Yes, because breaking the logical interpretation of unification is a virtue in logic programming.
(Actually, I think that Prologians are secretly happy every time they come up with a way to do anything at all in Prolog. I digress.)
What I actually wanted to say was that I found it amusing that you used "show" rather than "shows" in an article about difference lists.
shimaa shaker said...
شركات تنظيف بالمدينة المنورة
شركة تنظيف منازل بالمدينة المنورة
شركة كشف تسربات المياه بالمدينة المنورة


text:
Program That Involves Parents Can Help Reduce Teen Problem Behavior, Study Suggests
A program that provides feedback and skills training for parents can help reduce teen problem behavior, a new study has found. The program, called Family Check-Up, is short, requiring only about four-and-a-half hours, Science Daily reports.
The study included 593 seventh and eighth graders and their families, half of whom were randomly assigned to participate in the program. The researchers asked the students about their families' interactions, and videotaped parents interacting with their children at home and school.
The researchers found the program reduced family conflict, parental monitoring, and teens' antisocial behavior and alcohol use. Their findings appear in the Journal of Adolescent Health.
"Most adolescents with behavioral problems see professionals after they are in trouble instead of beforehand, which is why this program is unique; there are few preventive programs like it," Garry Sigman, MD, Director of Adolescent Medicine at Loyola University Medical Center in Chicago, told Science Daily. He cautioned, "It requires either a school district willing to incur the time and financial costs of trained professionals or collaboration between schools and mental health professionals. In either case, most districts do not have funds or interest in this type of endeavor."


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| ||UNITED NATIONS TRANSITIONAL ADMINISTRATION IN EAST TIMOR
On 30 August 1999, the people of East Timor voted by means of a direct, secret and universal ballot to begin a process leading towards independence. UNTAET was established on 25 October 1999 to administer the Territory, exercise legislative and executive authority during the transition period and support capacity-building for self-government. East Timor became an independent country on 20 May 2002. Also that day, UNTAET was succeeded by the United Nations Mission of Support in East Timor (UNMISET) established by Security Council resolution 1410 of 17 May 2002 to provide assistance to core administrative structures critical to the viability and political stability of East Timor.


text:
Jamaica continues to celebrate 50 years of Indepen-dence. We have achieved a lot. However, there is much work left to be done if we are to progress as a country. We must begin to tackle Jamaica's chronic problems in a targeted and sustained way to make this country a better place to live, work and grow families. The Next 50 Years, a special Gleaner series, will spotlight some of the challenges we must fix in the coming years. We want to hear from you. Email us at _EMAIL_ and join the debate.
JAMAICA IS rightly proud of Kingston Harbour, the seventh-largest natural harbour in the world.
At Independence and for centuries before, Kingston Harbour was an important locus of recreation for the many who lived on its rim, and for the thousands who would commute from far and wide.
Swimming in Kingston Harbour is no longer recommended, as its water has become seriously polluted.
There are four principal sources of contamination: untreated or improperly treated sewage; industrial discharges directly into to the harbour or into waterways draining into the harbour, as well as leaching and runoff from solid waste landfills receiving industrial waste; the dumping of untreated ship wastes; and agricultural runoff.
A step in the right direction is the closing down of the non-functioning and outdated sewage-treatment plants at Western and Greenwich, and the commissioning of the new ponds at Soapberry. However, Soapberry still discharges nutrient-rich effluent into Kingston Harbour, contributing to the nutrient loading. We need to adopt technology, which will restore the full value of Kingston Harbour.
Kingston Harbour can be cleaned up if the pollution dumped into it is substantially reduced. It will be necessary to ban soak-away pits by sewering all of Kingston, and removing nitrates and phosphates before discharging effluent into the harbour. All Jamaica will benefit from a pesticide-reduction programme, and private industry must be urged to comply with international best practices for treating discharges.


text:
UMPI Highlights Maine Solar System Model with Grants
NEAR ISLE, Maine (WAGM) –
The University of Maine at Presque Isle has found new ways to highlight the model of the Maine solar system. Brian Bouchard of NewsSource8 has more.
âI think we have to remember that for as long as there has been humanity, we have looked at the skies,â says Dr. Kevin McCartney – Founder, Maine Solar System Model
Stretching nearly 100 "statute miles" from one dwarf planet in Madawaska to another dwarf planet in Topsfield, the Maine Solar System Model has been part of Aroostook County Highway 1 for nearly 20 years. Part scientific exhibition, part tourist destination, the different planets and other celestial bodies of the model were unveiled for the first time in 2003.
Now, thanks to a $ 7,500 grant from the Maine Office of Tourism, the University of Maine at Presque Isle has developed new brochures, an interactive website and a video to help draw visitors to the system's largest mockup. solar power in the Western Hemisphere.
"We thought it was time to bring it to campus for the sake of sustainability, so that someone would always maintain it, update it, provide the information, create wonderful brochures and information, for the tourism, for science, for fun and for the family. "says Dr Deborah J. Roark – Executive Director for Academic Advancement and External Affairs, UMPI
The website features interactive maps showing where to find each model, the brochure features science facts about the planets, and the university-released video highlights the fun, adventurous, and educational benefits that visitors to the model can experience.
"Your car becomes your personal spaceship as you travel at the speed of light through the model of the main solar system along Highway 1 in Aroostook County"
The university says its next project will be to update the signage at each of the sites, which is expected to begin this fall. But with the launch of a new website incorporating Google Maps integration, scientific facts, model history and much more. The University hopes that sending these materials into the universe will take visitors and members of the community on an "out of this world" adventure.
To learn more about the Maine solar system model, please visit _URL_
Brian Bouchard, NewsSource8
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