text:
Mark Rowley
Bayesian methodsSurvival analysisComplex data analysisSoftware development
Dr Mark Rowley is a postdoc at the London Institute. He did his PhD in Applied Mathematics at King's College London, having previously worked in mobile telecoms software development at Samsung Electronics. During his PhD, he developed Bayesian techniques for the optimal extraction of information from fluorescence imaging data. His current research is in the development of Bayesian methods, both in theory and software, for complex data analysis problems in the health sciences.
Sir Roy Anderson
Stochastic models of disease, Modelling drug administration, Dynamics of amyloid diseases
Fabrizio Antenucci
Former Postdoc
Replica methods, Phase transitions in optimisation, Information theory, Machine learning
Marco Bardoscia
Former Postdoc
Statistical physics, Socio-economic systems, Theory of complexity, Metabolic networks
James Barrett
Former Postdoc
Bayesian methods, Clinical trial design, Machine learning, High-dimensional biomedical data
Paolo Barucca
Former Postdoc
Statistical physics, Systemic risk, Network theory
Sir John Beddington
Mathematical ecology, Natural resource management, Sustainability
Jamie Blundell
Former Postdoc
Statistical mechanics, Semi-flexible filaments, Mathematical biology, Evolvability, Boolean dynamics
Robert Bywater
Research Associate
Guido Caldarelli
Scale-free networks, Fractal growth, Self-organized criticality, Systems biology
Francesco Caravelli
Former Postdoc
Non-equilibrium dynamics, Spectral methods, Memristors, Complex systems
Ton Coolen
Disordered systems, Random graphs, Processes on complex networks, Mathematical bio-medicine, Market models
Oscar Dahlsten
Quantum information, Quantum computation, Non-equilibrium statistical mechanics, Probabilistics
Nicholas Day
Former Summer Undergraduate Research Fellow
Combinatorics, Boolean networks, Discrete mathematics
Doyne Farmer
Associate Fellow
Technological progress, Financial instability, Dynamical systems, Theoretical biology
Rob Farr
Associate Fellow
Novel structures and materials, Fractals, Fractal mechanics, Dynamics of innovation, Resilience
Andrey Fedosyeyev
LIMS Ventures
Artificial intelligence, Machine learning
Thomas Fink
Combinatorics, Evolvability, Technological innovation, Resilience, Graph theory, Fractal mechanics
Alexis Gallagher
Former Postdoc
Genotype-phenotype maps, Genospace algebra, Theory of neutral evolution, Evolution of cooperation
Uwais Iqbal
Former Summer Undergraduate Research Fellow
Software development
Richard Johnson
Former Postdoc
Combinatorics, Adversarial games, Percolation
Francois Lafond
Former Postdoc
Economics of innovation, Environmental economics, Networks and complex systems, Applied econometrics
Ben Lynch
LIMS Ventures
Technology transfer, Web development, App development, Personalized media channels, Digital marketing
Catherine Meyer
Former Trustee
Alexander Mozeika
Spin systems, Replica methods, Mathematical immunology, Bayesian clustering
Chris Pickard
Associate Fellow
Electronic structure theory, Crystal structure prediction, High-pressure physics, Solid state NMR
Luciano Pietronero
Economic complexity, Financial risk, Complex systems, High-T superconductivity
Dame Shirley Porter
Former Trustee
Environmental sciences
Michał Przykucki
Former Postdoc
Extremal combinatorics, Probabilistic combinatorics, Percolation
Martin Reeves
Strategy, Technological innovation, Evolution of organizations, Science of change
Thomas Reeves
Former Summer Undergraduate Research Fellow
Spectral graph theory, Discrete mathematics, Evolutionary game theory
Mark Rowley
Bayesian methods, Survival analysis, Complex data analysis, Software development
Roman Rybiansky
LIMS Ventures
Product design, User experience, Simplicity dynamics, Digital marketing, Innovations, Technology
Stefano Sebastio
Former Postdoc
Distributed systems, Cloud computing systems, Secure peer-to-peer architectures, Artificial intelligence, Reliability
Marec Serlin
Former Summer Undergraduate Research Fellow
Fractals and fractal structures, Mechanics of materials, Choice statistics
Kedron Silsbee
Former Summer Undergraduate Research Fellow
Galaxy formation, Neutral evolution, Stochastic processes, Boolean dynamics
Paul Smith
Former Postdoc
Probabilistic combinatorics, Random discrete structures, Percolation
Elli Streit
LIMS Ventures
Corporate finance, Private equity
Ilia Teimouri
BCG Henderson Institute Postdoc
Dynamics of innovation, String theory, Quantum gravity, Machine learning, Galton-Watson processes
Antonia Tingey
Business development
Thomas Tombrello
Former Trustee
Materials, surface science, technology, geomorphology, what drives discoveries
Alexander Volkman
Former Summer Undergraduate Research Fellow
Geometric analysis, Mean curvature equations, Mean curvature surfaces, Isoperimetric problems
Dominik Vu
Former Postdoc
Combinatorics, Game theory, Algorithms
Liz Whitby
Sir Peter Williams
Ana Zegarac
Former Summer Undergraduate Research Fellow
Memristive circuits
45 / 45 people


text:
Bruce Willis impressed his onscreen love interest Mary-Louise Parker when he killed a bee that was bothering her by shooting it inches from her face.
The "Die Hard" star showed off what makes him a movie hero when he took aim at the buzzing pest on the set of "RED 2," and reduced his co-star to a quivering mess in the process.
She recalls, "I'm scared of bugs and there was a bee … and he whipped his prop gun out of his pocket and blew it away. … Shot it. … A blank is enough to take out a bee.
"Because he's Bruce Willis, he can shoot a bee and it's not gonna take out part of my nose or something. … It was so sexy. Then he just kind of put it (gun) back in his pocket and went back to being, like, Bruce Willis. It was quite hot."

subset: commoncrawl


text:
Keren Charles remembers how embarrassed she was the first time she set foot in a thrift store more than 20 years ago to buy black pants for her first job.
"I didn't want anyone to see me," said Charles, a 37-year old administrative assistant from Atlanta. "In high school, there was really a stigma attached to it. People thought you were either poor or homeless."
Now, the fashion enthusiast says, about 97 percent of her closet consists of secondhand clothes, vintage dresses and all kinds of sequined accessories. Her favorite find is a navy blue Bill Blass chiffon evening gown potentially worth hundreds of dollars that she scored for $5 at Goodwill. Her last visit to a mall -- a rare occurrence -- was months ago, to use a gift card.
She proudly flaunts her thrift store finds on her blog, Two Stylish Kays, and social media. When strangers started asking her for fashion advice, she decided to market her love of "thrifting" by becoming a part-time personal shopper. She helps clients maintain their wardrobes and advises them on new trends. She even organized Atlanta's first Thrift Fashion Week in the spring.
"I want to encourage people to try it," she said. "When you see other people doing things and you see all the great pieces they find, it kind of motivates you to at least try it."
In fact, more people have been sharing Charles' enthusiasm for secondhand clothing in recent years. Goodwill Industries, one of the most recognizable names in secondhand shopping, reported an 83 percent increase in year-to-date revenue from 2007 (PDF) to 2012, from $28.5 million to $52.5 million, which included a sharp spike in 2010 at $54.9 million.
Secondhand clothing and vintage items are showing up in couture, street wear, even everyday office wear. Besides the incentive of saving money, thrifting has also become trendy. Hip-hop duo Macklemore and Ryan Lewis won a 2013 Billboard Music Award for their hit song "Thrift Shop," which brags about "looking for a come up" in a thrift shop.
More people are discovering thrift store shopping because of the recession, said Maureen McGill, co-founder of Manhattan Vintage, New York's biggest vintage fashion market for more than 30 years. But, she believes that the love of vintage style and the thrill of the hunt will keep people coming even during good economic times.
"Vintage is the root of fashion. This is where fashion comes from. Designers use it as inspiration," she said.
What is a thrift shop, exactly?
There are three types of shops that sell used clothing, according to the Association of Resale Professionals. A resale shop buys merchandise from individual owners; a thrift shop is run by a not-for-profit organization to fund charitable causes; a consignment shop pays the owners of the merchandise a percentage when and if the items are sold.
Even thrift stores that have been funding charitable causes for decades are enjoying the popularity. Some days, a line starts forming outside Atlanta's Nearly New Thrift Shop at least 30 minutes before it opens, said Camille Kessler, president of the Atlanta chapter of the nonprofit Junior League, which benefits from the store's proceeds.
More customers began coming to the store at the start of the recession almost six years ago, and sales have been steadily increasing, Kessler said.
"We really hope this trend is here to stay."
Growing interest in the trend inspired Charles to organize a fashion show with the help of other local fashion bloggers. All clothes modeled were purchased from thrift shops, and nothing cost more than $20.
This year's winner was Neshanta Davis and her two-piece polka-dot short set, which included a matching bow tie. Davis, who is also an avid thrift shopper and stylist, says that not knowing what you will find is the best part about thrifting.
"What I love about thrifting is the thrill of it, the challenge in finding something unique that everybody else isn't going to wear," she said.
The recently popularity may be great for new shoppers and for business, but it's not so great for longtime regulars like Charles.
"The competition is kind of fierce now," she said. "You're in the thrift stores, and you're seeing so many other people, but it's still better than shopping at a department store."


text:
4 May 2011
Modifying data in a database
- Download the sample code and files (ZIP, 14. MB)
This sample project shows you how to connect a Flex application to server-side data to retrieve, update, add, and delete records in a database. To look at the code, right-click on the SWF in the browser and select View Source or download the sample files and view the source files in a text editor or follow the instructions to import the Flash Builder FXP.
Flex applications cannot connect directly to a remote database. Instead, they communicate with back-end servers using either direct socket connections or more commonly, through HTTP. HTTP requests are made to a remote data service written in your favorite web language (PHP, ColdFusion, Java, or any other server-side web technology) using one of the Flex framework's remote procedure call APIs: HTTPService, WebService, or RemoteObject. All three wrap Flash Player's HTTP connectivity, which in turn, uses the browser's HTTP library.
With HTTPService, you make HTTP requests to JSP, PHP, CFM, or XML files; RESTful web services; or other server files that returns text over HTTP. You specify the endpoint URL, listener functions (the callback functions to be invoked when the HTTPService request returns a successful or unsuccessful response), and a data type for the returned data (what type of data structure it should be translated into once received in the Flex application). You can specify the data to be handled as raw text and assigned to a String variable or converted to XML, E4X, or plain old ActionScript objects. If you get back JSON, you can use the Adobe Flex corelib package of classes to deserialize the JSON objects into ActionScript objects. To make calls to SOAP based web services, you can use the HTTPService API or the more specialized WebService API, which automatically handles the serialization and deserialization of SOAP formatted text to ActionScript data types and vice versa.
The third option for making remote procedure calls is to use the RemoteObject API. It makes a Flash Remoting request to a method of a server-side class (which can be a ColdFusion component) that returns binary Action Message Format (AMF) over HTTP. You specify an endpoint (which in this case is a server-side Flash Remoting class to handle the remoting request), a destination (the server-side class that has the methods you want to call), and listener functions to handle the responses. The data translation between the client and server-side data types is handled automatically.
This sample project uses Flash Remoting whose binary data transfer format enables applications to load data up to 10 times faster than with the more verbose, text-based formats such as XML, JSON, or SOAP. To see a comparison of AMF to other text-based serialization technologies, see James Ward's Census RIA Benchmark application.
Flash Remoting is a combination of client and server-side functionality that together provides a call-and-response model for accessing server-side objects from Flash Platform applications as if they were local objects. It provides transparent data transfer between ActionScript and server-side data types, handling the serialization into binary Action Message Format (AMF), deserialization, and data marshaling between the client and the server.
Flash Remoting uses client-side functionality built in to Flash Player and server-side functionality that must be installed on the application server. Flash Remoting is built in to some servers (like ColdFusion and Zend) but must be installed on other servers (as BlazeDS or LiveCycle Data Services on Java EE servers, WebORB or FluorineFX on .NET servers, the Zend Framework or amfphp on PHP servers, and more).
Let's start by taking a look at the server-side files.
Flash Remoting is built in ColdFusion servers and little setup is necessary. You need to make sure that Flash Remoting is enabled in the ColdFusion Administrator (Data & Services > Flex Integration > Enable Flash Remoting support) and then in your ColdFusion components, specify an access of remote for the functions you want to access from Flex applications. This sample project calls methods of EmployeeService.cfc located in /wwwroot/TestDrive/services/.
<cfcomponent output="false">
<cffunction name="getEmployees" output="false" access="remote" returntype="Query">
<cfset var qGetEmployees="">
<cfquery name="qGetEmployees" datasource="testdrive_db">
SELECT *FROM employees
<cfreturn qGetEmployees>
<!-- other functions -->
The files for configuring Flash Remoting files are located in /ColdFusion/wwwroot/WEB-INF/flex/. The main configuration file, services-config.xml, defines channels to specify how communication should take place between the client and server, including the protocol to use (for example, AMF over HTTP or HTTPS), the endpoints (the classes to handle and route the calls on the server), and other information for finetuning the calls (like specifying if query columns names and structure keys should be translated into ActionScript with lowercase or uppercase property names). You set the case by modifying the
<property-case> tag as shown below.
<!-- cfc property names -->
<!-- Query column names -->
<!-- struct keys -->
The services-config.xml file also includes a reference to the remoting-config.xml file, which is where you can define destinations, or mappings to specific ColdFusion components you want to call from Flex. (After changes to the configuration files, you must restart the server.) By default, remoting-config.xml contains one default destination (with an id of ColdFusion) that has its source property set to a wildcard so it can be used for any Flash Remoting calls to any ColdFusion components.
<destination id="ColdFusion">
<channel ref="my-cfamf"/>
To make a call from Flex with RemoteObject, you specify a destination of ColdFusion and a source of TestDrive.services.employeeService, the fully qualified name of the ColdFusion component that you want to call from the webroot.
You can also add named destinations to remoting-config. For example, you could create a destination called employeeService that points to that same CFC:
<destination id="employeeService">
... and then when making calls from Flex, you would specify a destination of employeeService (instead of ColFusion) and no source (because it is now included in the destination)
To use Flash Remoting with Java, you need to install an implementation of Flash Remoting on the server. Adobe provides the open-source BlazeDS or the commercial LiveCycle Data Services. This sample uses BlazeDS and the BlazeDS files (JAR files and configuration files) are included in the Test Drive WAR file along with the Java classes to call from the Flex application. For more details, read the Flex and Java technology overview and the architecture overview.
This sample project calls methods of EmployeeService located in the testdrive webapp: /testdrive/WEB-INF/classes/services/. (The source files are also included for reference in /testdrive/webapps/WEB-INF/src/services/.) It uses a typical assembler design pattern and manipulates instances of an Employee data transfer object, which we will map to a corresponding client-side ActionScript object for passing data back and forth between the client and server. To be called from Flex, the Java class must have a no argument constructor.
package services;
import java.util.List;
import services.EmployeeDAO;
import services.Employee;
public class EmployeeService {
public EmployeeService() {
public List getEmployees() {
EmployeeDAO dao = new EmployeeDAO();
return dao.getEmployees();
//more methods...
The files for configuring Flash Remoting files are located in /testdrive/WEB-INF/flex/. The main configuration file, services-config.xml, defines channels to specify how communication should take place between the client and server, including the protocol to use (for example, AMF over HTTP or HTTPS), the endpoints (the classes to handle and route the calls on the server), and other information for finetuning the calls.
The services-config.xml file also includes a reference to the remoting-config.xml file, which is where you define destinations, or mappings to the specific Java classes you want to call from Flex. Here is the destination used for the sample projects called employeeService:
<destination id="employeeService">
To make a call from Flex with RemoteObject, you specify a destination of employeeService.
To use Flash Remoting with PHP, you need to install an implementation of Flash Remoting on the server. This sample uses the Zend Framework. You must install the framework and then create a PHP file (in this sample, gateway.php) to use the framework and handle all the requests from Flex, including passing them to the appropriate PHP classes, handling all the data translation and serialization, and more. If you use the Create Data Service wizard in Flash Builder to create a data service to connect to a PHP class, the Zend framework is automatically installed on your server (if it is not already) and gateway.php and an amf-config.ini file created and placed on the server along with the SWF. Although this sample does not use service files created with the Flash Builder Data Service wizard, it does use the gateway.php and amf-config.ini files it creates. (The Flex Test Drive has a tutorial for creating the service with the wizard.)
This sample project calls methods of EmployeeService located in /htdocs/TestDrive/services/.
class EmployeeService {
public function getEmployees() {
$stmt = mysqli_prepare($this->connection,"SELECT *FROM employees");
//more code
return $rows;
//more methods
You specify directories that contain PHP classes to call from Flex in the amf-config.ini file.
;more code
To make a call from Flex with RemoteObject, you specify a destination of zend, an endpoint of gateway.php, and a source of EmployeeService, the name of the PHP class to call.
Now that we've looked at the server-side files, let's see how to call them from Flex. The first step is to define an instance of the RemoteObject class either in the Script block with ActionScript or in the Declarations tag with MXML; they are equivalent. The Declaration tag provides a way to define non-visual objects with MXML. (The green color of the tag indicates it is a compiler tag associated with compiler instructions and not an instance of a class.)
Depending upon what server you are using, the RemoteObject will have slightly different properties specified (the destination and possibly the source and/or endpoint). For ColdFusion and Java, the endpoint is set dynamically using the services-config.xml file and for ColdFusion, a source needs to be set if the default ColdFusion destination is used. After substituting the values from the constants set in the Script block of the sample code, the RemoteObject tag will look like one of these.
<!-- ColdFusion-->
<s:RemoteObject id="employeeService " destination="ColdFusion" source="TestDrive.services.EmployeeService" showBusyCursor="true"
<s:RemoteObject id="employeeService " destination="zend" source="EmployeeService" endpoint="gateway.php" showBusyCursor="true" fault="employeeService_faultHandler(event)"/>
<s:RemoteObject id="employeeService " destination="employeeService" showBusyCursor="true" fault="employeeService_faultHandler(event)"/>
You call a method of the server-side class by calling that method on this client-side object, for example,
Remote procedure calls are asynchronous so you also need to specify listener functions, the callback functions to be invoked when a request returns a successful or unsuccessful response. For Flex remote procedure calls, you register to listen for
result and
fault events. Because a data service often has multiple methods that can be called and they can be called at different times in the application, the callback functions are usually specified on a per call basis instead of on the service object.
In this sample, a
fault handler is specified for the RemoteObject but no
result handler. This
fault handler will be used for all service calls that do not have their own fault handler specified. The handler uses the Flex Alert component (which has a static
show() method), to display a popup with the fault message. The FaultEvent object has a property called
fault that is equal to an instance of the Fault class that has properties
faultString and
import mx.controls.Alert;
import mx.rpc.events.FaultEvent;
protected function employeeService_faultHandler(event:FaultEvent):void
Alert.show(event.fault.faultString + '\n' + event.fault.faultDetail,"Error");
Note: Instead of using the RemoteObject class directly as in this sample, you can also use Flash Builder's Create Data Service wizard to create a data service and then call methods of a generated service class that wraps the RemoteObject class. Flash Builder introspects the server-side class file and creates a corresponding client-side class with the same operations. (For this introspection and code generation to occur, RDS must be enabled on your server.) If the server returns strongly typed objects (which is the case for the Java classes in this sample), ActionScript classes are created that map to the corresponding objects manipulated by the methods of the class. If the server returns general objects (which is the case for the PHP class and CFC in this sample), you can configure the data service to create typed ActionScript objects whose properties match those for the general objects returned from the server. Of course, you can also write your PHP classes and CFC methods to return strongly typed objects instead of general objects as well. After creation, the data service, its methods, its argument types, and its return types are displayed in the Data/Services view and methods can be dragged and dropped on components in the application to add them. The Flex Test Drive tutorials create and use data services created with the Flash Builder Data Service wizard.
Next, let's look at the calls to the server. We want to retrieve the employee and department data on application startup. To do this, you usually specify an event handler for the Application object's
initialize or
creationComplete events. Every Flex component has a series of events that are broadcast as the component is created, from the time it is instantiated until the time it is drawn on the Flash Player drawing surface. The
initialize event is broadcast after the component has been created and all of its properties are set and those of its subobjects.
creationComplete is broadcast later after the component and all its subobjects also have sizes and positions. Use
creationComplete if any of the code references any sizes or positions.
In the sample code, a handler is specified for the Application's
initialize event:
<s:Application initialize="init()" ...>
... and inside the handler, the
getEmployees() and
getDepartments() methods of the service object are called.
protected function init():void
getEmployeesResult.token = employeeService.getEmployees();
getDepartmentsResult.token = employeeService.getDepartments();
When this code is executed, Flash Player makes a call to the server. This happens asynchronously in the background; the user can still interact with the application.
When you make a service call, you need to specify what Flash Player should do when it gets a result or error back from the server. A
When you make a service call, you need to specify what Flash Player should do when it gets a result or error back from the server. A
fault handler was specified for the data service itself and will be used to display errors returned from calls to any of its operations in a popup box.
To handle successful results, CallResponder objects are declared for each of the calls.
<s:CallResponder id="getEmployeesResult" .../>
<s:CallResponder id="getDepartmentsResult"/>
These need to be associated with the corresponding service call. When a service call is initiated, an instance of the AsyncToken class is created. To associate the CallResponder object with the service call, you set the CallResponder's
token property equal to the AsyncToken generated at the time the service call is made. When data is returned from the server, it is handled by that CallResponder.
A CallResponder object has a
lastResult property that automatically gets populated with the data when it is returned to Flash Player from the server. It can be easily used by binding a control to it. In the application, the
dataProvider property of a DataGrid component is bound to the
lastResult property of the
getDepartmentsResult CallResponder object. Whenever the value of
getDepartmentsResult.lastResult changes, the DataGrid's
dataProvider property is updated and the DataGrid repopulates itself with the new data.
<s:DataGrid id="deptDg"
dataProvider="{getDepartmentsResult.lastResult}" ...>
<s:GridColumn headerText="Name" dataField="name" />
<s:GridColumn headerText="ID" dataField="id" width="40"/>
<s:GridColumn headerText="Manager" dataField="manager" width="170"/>
<s:GridColumn dataField="budget" headerText="Budget" width="155"/>
<s:GridColumn dataField="actualexpenses" headerText="Expenses" width="155"/>
By default, one column is created for each of the fields in the objects used to populate the DataGrid. You control what properties to display and in what order by setting the columns property equal to an ArrayList of GridColumn objects. For each DataGridColumn object, you specify what property it should display (
dataField), the title for the column (
headerText), its size, and more.
Using the CallResponder
lastResult property works fine if you just want to bind the results to a component as shown here, but many times you will want to execute some code when the results are returned. To do this, you register to listen for the
result or
fault events for the CallResponder. In the sample, a
result handler is registered for the
getEmployeesResult CallResponder.
<s:CallResponder id="getEmployeesResult" result="getEmployeesResult_resultHandler(event)"/>
... and the
getEmployeesResult_resultHandler() defined.
This application manipulates employee data. When you bind controls to collections of objects (as we just saw in the
deptDg DataGrid and will see next for the
empDg DataGrid), the data should be strored in a Flex collection class. For example, instead of storing the employee data objects in an Array (a top level data type in Flash Player), you should use an ArrayList or ArrayCollection. The ArrayList and ArrayCollection classes basically wraps an Array so that when any value in any position of the array changes, an event is broadcast and any controls bound to it will be updated. If the objects were stored in an Array, even if it was made bindable, events would be broadcast only when the value of the entire array changed, for example, if it went from null to a value or was set to an entirely different value. Unlike an ArrayList, an ArrayCollection can also be sorted, filtered, and traversed with a cursor.
In this application, an
employees ArrayCollection is defined in the
Declarations block:
<s:ArrayCollection id="employees"/>
... which is equivalent to setting a public, bindable variable in ActionScript:
[Bindable]public var employees:ArrayCollection;
dataProvider property of the
empDg DataGrid is bound to this collection.
<mx:DataGrid id="empDg" dataProvider="{employees}" ...>
Inside this collection, we want to store strongly typed, bindable Employee objects, not general Objects. This way we will get code-hinting when manipulating these objects and compiler and runtime property and property type checking. These objects will also be bindable, so if any of their properties change, an event will be broadcast and any objects bound to it updated.
If you look in the valueObjects folder, you will see an Employee class definition.
package valueObjects
//if server was returning typed objects like for java,
public class Employee
public var id:uint;
public var firstname:String;
public var lastname:String;
//other property declarations
public function Employee()
If the server-side class returns strongly typed objects (as does the Java class in this sample), you need to include a RemoteClass metadata tag that maps this ActionScript class to the corresponding class on the server.
This is the crucial information needed by Flash Player so it can map the server-side objects to the correct client-side objects automatically. In this case, the
getEmployeeResult_resultHandler() only needs to populate the employees ArrayCollection with the data returned from the server because the data has already been translated to an ArrayCollection of Employee objects.
protected function getEmployeesResult_resultHandler(event:ResultEvent):void
employees=event.result as ArrayCollection;
The data returned from a server-side method call is stored in the
result property of the event object that is passed to the
result event handler. The
employees variable is data typed as an ArrayCollection but the
result property of the event object is data typed as a general Object, so you have to cast
event.result to an ArrayCollection to assign it to employees.
To see what types of ActionScript objects the returned server-side data objects are converted to, place a breakpoint inside the
result handler and debug the application. You can also look at tables of the data type mappings for ActionScript and Java, ActionScript and PHP, or ActionScript and ColdFusion.
If Employee objects are not returned from the server (as is the case for the PHP class and CFC in this sample),
getEmployeesResult_resultHandler() needs to create this collection of Employee objects manually. For PHP, you get an Array of Objects back from the server and for ColdFusion, an ArrayCollection of Objects. To convert the Objects into Employee objects, you need to loop through the collection, creating a new Employee instance for each item and populating its properties with the corresponding properties of the general Object, and then adding that Employee object to the collection. You could explicitly write each property assignment:
//do the same for all properties
//do the same for all properties
... but this code instead uses the
describeType() method (in the flash.utils package).
describeType() returns an XML object that contains an accessor element (which has
type, and
declaredBy attributes) for each of object's properties. This is the ActionScript implementation of reflection.
For ColdFusion, the
getEmployeesResult_resultHandler() appears as shown here.
protected function getEmployeesResult_resultHandler(event:ResultEvent):void
var data:ArrayCollection=event.result as ArrayCollection;
for(var i:uint=0; i<data.length; i++) {
var emp:Employee=new Employee();
for each(var field:XML in describeType(emp)..accessor){
The ArrayColletion
addItem() method is used to add the new employee to the employees ArrayCollection.
The handler is slightly different for PHP because you get an Array instead of an ArrayCollection back from the server.
protected function getEmployeesResult_resultHandler(event:ResultEvent):void
var data:ArrayCollection=new ArrayCollection(event.result as Array);
for(var i:uint=0; i<data.length; i++) {
var emp:Employee=new Employee();
for each(var field:XML in describeType(emp)..accessor){
When the user selects an employee in the DataGrid, that employee's details are displayed beneath it. In the
Declarations block, you'll see an
employee variable defined of type Employee (that is bindable by default).
<valueObjects:Employee id="employee"/>
Beneath the
Declarations block, you'll see a
Binding tag:
<fx:Binding source="empDg.selectedItem as Employee" destination="employee"/>
This is just another way to create a binding between two variables without using {} in an MXML tag. Whenever the
selectedItem property of
empDg changes, the
employee variable is updated.
As well, there is code to listen for the DataGrid's
selectionChange event:
<s:DataGrid id="empDg" dataProvider="{employees}"
selectionChange="empDg_selectionChangeHandler(event)" ...>
Inside the
selectionChange handler, you switch to the application's EmployeeDetails state:
protected function empDg_selectionChangeHandler(event:GridSelectionEvent):void{
... that includes a Form container that has one Label control for each of the employee object's properties.
<s:Form includeIn="EmployeeDetails" x="63" y="325">
<s:FormItem label="Last Name">
<s:Label id="lastnameLabel" text="{employee.lastname}"/>
<s:FormItem label="First Name">
<s:Label id="firstnameLabel" text="{employee.firstname}"/>
The employee details will be displayed in the Label controls in the Form. A Flex Form container is purely a layout container, helping to easily line up multiple controls that have labels in front of them; it has no other purpose like in an HTML form. When you send data to the server which we will look at next, you specify explicity what objects to send; they have nothing to do with Form components.
Now that we have seen how to retrieve and display data from the server, let's look at how to modify this data on the server, updating, adding, and deleting records in the database. You may want to go look at your application server's class file (or CFC) now to familiarize yourself with the methods it contains before looking at the code to call these methods. If you installed the files, you can look at the source code on your server. Otherwise, you can right-click the SWF in the browser, select View Source, and browse to the appropriate PHP class, Java class, or CFC.
One way to let users update the data is to make the DataGrid editable and then to send the changes to the server. You make the DataGrid editable by setting its
editable property to true and then registering to listen for its
gridItemEditorSessionSave event which is broadcast when the user makes changes to a cell value.
<s:DataGrid id="empDg" dataProvider="{employees}" editable="true"
gridItemEditorSessionSave="empDg_gridItemEditorSessionSaveHandler(event)" ...>
Inside the handler, you need to send the modified Employee instance to the server: call the updateEmployee() method and pass to it the selected item in the DataGrid.
For ColdFusion, you need to modify this slightly. When you pass an object to a Flash Remoting request, it is treated as a group of named arguments and passed to the CFC method as individual arguments, not as a single object argument. To actually pass a single object as an argument, you must create an Object instance with the name of the argument expected by the CFC, in this case an argument called item, and pass that to the server-side method. The {} here are are an ActonScript short hand notation for creating an Object; multiple name/value pairs would be separated by commas.
In this case, you're not going to do anything after the data is successfully updated so you don't need to specify a CallResponder to handle the results.
In this application, updates are sent to the server every time the user changes data in one DataGrid cell. If a lot of changes are going to be made, you may want to wait and submit all changes to the server at once.
Only some of the employee data is displayed in the DataGrid, so you may also want to provide a form for the user to modify all of the employee data.
When an employee is selected and the EmployeeDetails state displayed, an update button is enabled.
When an employee is selected and the EmployeeDetails state displayed, an update button is enabled.
<s:Button id="updateBtn" includeIn="EmployeeAdd,EmployeeDetails,EmployeeUpdate"
label="Update" enabled.EmployeeAdd="false" enabled.EmployeeUpdate="false"
click="updateBtn_clickHandler(event)" .../>
When the user clicks this button, the application switches to its EmployeeUpdate state:
protected function updateBtn_clickHandler(event:MouseEvent):void{
... that has a Form containing one TextInput control for each of the
employee properties that can be updated.
<s:Form includeIn="EmployeeAdd,EmployeeUpdate" defaultButton="{button}"...>
<s:FormItem label="Last Name">
<s:TextInput id="lastnameTextInput" text="{employee.lastname}"/>
<s:FormItem label="First Name">
<s:TextInput id="firstnameTextInput" text="{employee.firstname}"/>
<!-- more FormItem controls -->
<s:Button id="button" label="Add" click="button_clickHandler(event)" label.EmployeeUpdate="Update"/>
When the user clicks this button in the Form container, the employee object is updated with the values the user entered in the input controls and then passed to the data service's
updateEmployee() method.
protected function button_clickHandler(event:MouseEvent):void
employee.lastname = lastnameTextInput.text;
employee.firstname = firstnameTextInput.text;
employee.title = titleTextInput.text;
//code to set the rest of the properties
//for Java and PHP
createEmployeeResult.token = employeeService.createEmployee(employee);
//for CF, createEmployeeResult.token =
//for Java and PHP
updateEmployeeResult.token = employeeService.updateEmployee(employee);
//for CF, updateEmployeeResult.token =
Similar functionionality will be used to add a new employee next, so this function has been written to handle both cases. If an existing employee is being updated,
employee.id will be non-zero, so the server-side
updateEmployee() method is called. Otherwise, the
createEmployee() method is called. As before, the code for ColdFusion is slightly different to pass an object to a server-side method.
In this case, we do want to do something after the data has successfully been sent to the server, so a new CallResponder is defined with a
result handler:
<s:CallResponder id="updateEmployeeResult"
... and the service call assigned to the CallResponder's token property.
In the
result handler, the application switches to its EmployeeDetails state and shows the details for the modified employee.
protected function updateEmployeeResult_resultHandler(event:ResultEvent):void
Similar code is used to add a new employee to the database. When an employee is selected, an add button is enabled.
<s:Button id="addBtn" label="Add" click="addBtn_clickHandler(event)"
enabled.EmployeeAdd="false" enabled.EmployeeUpdate="false" .../>
When the user clicks this button, the application switches to its EmployeeAdd state, which shows the same form as used to update an employee, but now the submit button is labeled Add instead of Update.
protected function addBtn_clickHandler(event:MouseEvent):void
employee=new Employee();
Similar code is used to add a new employee to the database. When an employee is selected, an add button is enabled.
<s:Button id="addBtn" label="Add" click="addBtn_clickHandler(event)"
enabled.EmployeeAdd="false" enabled.EmployeeUpdate="false" .../>
When the user clicks this button, the application switches to its EmployeeAdd state, which shows the same form as used to update an employee, but now the submit button is labeled Add instead of Update.
protected function addBtn_clickHandler(event:MouseEvent):void
employee=new Employee();
employee object is also set equal to a new Employee instance (
employee could currently contain the employee selected in the DataGrid) so the input controls in the Form container that are bound to it will all be set to the Employee class's default values.
The same handler is called when the user clicks the button in the form:
<s:Button id="button" label="Add" click="button_clickHandler(event)" label.EmployeeUpdate="Update"/>
... which populates
employee with the data from the input controls and now in this case,
employee.id will be zero so
employee is passed to the data service's
protected function button_clickHandler(event:MouseEvent):void
employee.lastname = lastnameTextInput.text;
employee.firstname = firstnameTextInput.text;
employee.title = titleTextInput.text;
//code to set the rest of the properties
//for Java and PHP
createEmployeeResult.token = employeeService.createEmployee(employee);
//for CF, createEmployeeResult.token =
//for Java and PHP
updateEmployeeResult.token = employeeService.updateEmployee(employee);
//for CF, updateEmployeeResult.token =
To handle results, a new CallResponder is defined with a
result handler:
<s:CallResponder id="createEmployeeResult" result="createEmployeeResult_resultHandler(event)"/>
... and the service call assigned to the CallResponder's
token property.
After the data is added successfully to the database, the EmployeeDetails state is shown with the details for this new employee.
protected function createEmployeeResult_resultHandler(event:ResultEvent):void
// more code
At this point the new employee is saved in the database, but not in the collection of data being displayed in the DataGrid. You need to assign the newly generated
id to
employee and add
employee to the data displayed in the DataGrid.
If you look in the TestDrive server-side service file, you will see that the
createEmployee() method returns an integer equal to the
id of the new employee inserted in the database. The data returned from a server-side method call is stored in the
result property of the event object that is passed to the
result event handler. The
id property of
employee is data typed as an integer and the
result property of the event object is data typed as a general Object, so you have to cast
event.result to an integer to set
id equal to it.
employee.id=event.result as int;
You use the
addItem() method to add the new employee to the employees ArrayCollection.
Note: In this example, you are writing code to update both the server-side data (stored in the database) and the client-side data (stored in the DataGrid
dataProvider). Flash Builder also has a data management feature you can use to help synchronize client and server-side data.
Then, you select it in the DataGrid:
empDg.setSelectedIndex (employees.getItemIndex(employee));
... and then scroll to it so it is displayed:
result event handler for adding an employee appears as shown here.
protected function createEmployeeResult_resultHandler(event:ResultEvent):void
employee.id=event.result as int;
The last thing to look at is how to delete an employee from the database. The process is very similar to those for adding and updating. When an employee is selected, a delete button is enabled.
<s:Button id="deleteBtn" click="deleteBtn_clickHandler(event)"
enabled.EmployeeAdd="false" includeIn="EmployeeAdd,EmployeeDetails,EmployeeUpdate"
label="Delete" enabled.EmployeeUpdate="true"/>
When the user clicks this button, the server-side
deleteEmployee() method is called.
protected function deleteBtn_clickHandler(event:MouseEvent):void
deleteEmployeeResult.token = employeeService.deleteEmployee(employee.id);
To handle results, a new CallResponder is defined with a
result handler:
<s:CallResponder id="deleteEmployeeResult" result="deleteEmployeeResult_resultHandler(event)"/>
... and the service call assigned to the CallResponder's
token property.
The server-side method expects one argument, the
id of the employee to delete.
In the
result handler, the employee is removed from the
employees ArrayCollection using its
removeItemAt() method and the application is switched to its Employees state (there is no longer any employee selected to show details for).
protected function deleteEmployeeResult_resultHandler(event:ResultEvent):void


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Zooming In on Mars
By Catherine Clabby
A new map available online shows more of the red planet in greater detail than ever
A new map available online shows more of the red planet in greater detail than ever
Want a much closer look at Mars? Arizona State University (ASU) researchers and their collaborators have published the most complete map yet of the red planet, covering nearly all of its surface with a resolution of 100 meters per pixel. Only portions of Mars have been recorded with better detail. This rendering, accessible to anyone on the Internet, was made by stitching together about 21,000 images. The Thermal Emission Imaging System (THEMIS), a camera on NASA's Mars Odyssey orbiter that captures infrared and visible light, produced those images over nearly five years. Phil Christensen, director of the ASU Mars Space Flight Facility and the THEMIS principal investigator, described the project to American Scientist associate editor Catherine Clabby.
A.S. Could this map have been created five years ago?
P.C. No. We didn't have all of the images to cover the surface, and we hadn't developed all the software tools. The images are converted to digital signals, much like the digital images on modern cameras, and radioed back to Earth. When Mars is closest to Earth, the radio signal takes about four minutes to reach here, traveling at the speed of light; at its farthest, it takes about 20 minutes. Even with very sophisticated software and about 100 state-of-the-art computers, it took many months to construct the mosaic.
A.S. How will this map be useful to researchers?
P.C. In geology, it is sometimes very difficult to understand how a surface is formed if you are too close and can't see the bigger picture. But you also need to be able to see enough detail to figure out how the features were created. This new map provides both. It also provides the foundation upon which scientists can add other data and very high-resolution images. We've learned a lot already. For example, we've been able to study landforms such as river channels in more detail along the entire length of the channel.
A.S. How could the public benefit?
P.C. This is a tool anyone can use to explore Mars. It is fun just to simply roam around the image, just getting a better sense of how diverse and interesting Mars really is. We will continue to improve the map by replacing poor images, such as ones taken during dusty periods, with better ones. We are also working on a project to have the public help us register the images slightly more accurately. But the resolution of this map won't change because we are already using the full resolution of the THEMIS infrared camera.
An unannotated version of the 100-meter daytime infrared global mosaic of Mars can be viewed at http://jmars.mars.asu.edu/maps/?layer=thm_dayir_100m_v11. To explore Mars maps made from multiple data sets, visit http://jmars.mars.asu.edu/maps/. Use the "layer" drop-down feature to load "THEMIS Day IR 100m Global Mosaic" or any other data set listed.
Click "American Scientist" to access home page


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Ecce Vancouver
Vancouver, is that your motto?
Out with the old, in with the new?
Meanwhile, this questionable object will replace The Ridge Theatre, one of Vancouver's few historic repertory cinemas:
Apparently this passed a City of Vancouver design panel. Is there no end to the mediocrity of architecture in this city? Thousands of years of human activity culminate in this weak, destined-to-be-shortlived mess?
Why is any developer allowed to build housing developments a whole gargantuan block at a time, period, let alone a full block of this sort of architectural poverty? This town needs more small to medium developments, by widely respected architects, one or two lots at a time, not these overgrown disasters. Where is the porosity from the street, or texture, or true variety? On this note, see also the proposed Rize at historic Main/Broadway/Kingsway.
Apologies for the ongoing pathos; it's just that others in this town are covering board-of-trade-style Vancouver boosterism so well, and so slavishly, it seems more worthwhile to concentrate on the city's fast-accumulating wreckage instead.


text:
Ready to add to your leisure-time fun with
a boat, personal watercraft or motor home? Let FMCU help you
finance those dreams. We offer loans on new and used recreational
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Please contact us for
more information on loans or click
here for a loan application. Click
here for rates and terms on FMCU recreational vehicle


text: My passion is serving Bozeman Montana real estate buyers and sellers. I offer you extensive experience finding distinctive properties as well as the knowledge and expertise you need to choose and secure the right Montana property. You will benefit from working with one of Montana's top real estate agents, one of Southwest Montana's most consistent, award-winning, Realtors. Offering Bozeman luxury real estate and residential homes, Bozeman log homes and cabins, Montana ranches and land, Montana horse properties.


text:
Adventures, thoughts, ramblings of wanderLust road. We are a pop-up band that plays an eclectic assortment of original and classic tunes with a vibe from a by-gone era ranging from old blues and jazz to swing, honky-tonk, R&B, and Funk, creating "Smokey Speak-Easy". We play Weddings, Wine Festivals, Wineries, Small Clubs, house concerts, and you might find us Busking on the streets. We play as a Duet up to a 5 piece or more Band. We sell swag & curated items we find
Tuesday, March 5, 2013
Mardi Gras @ wanderLust road w/ The Gumbo Jets by: Mel Lee
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Coming not quite two years after Richard Nixon's resignation and just barely a year after the Fall Of Saigon, the 200th anniversary of the Declaration of Independence was somewhat muted by Malaise. Meanwhile, Cadillac was building its last convertible Eldorados.
Actually, the 1976 Bicentennial Eldorado convertibles were the last Eldorados GM built... until 1984, when buyers could purchase an Eldorado Biarritz convertible. Still, it felt like a bittersweet last hurrah for the big ol' convertible at the time, and so the Bicentennial Eldorado becomes The Most Patriotic Car You Can Drive.


text:
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Don't have an account? If you are a new customer, creating a new account is easy.
Simply enter your details here
This 260ml jug in black is a charming addition to the Tint range. With a soft palette and a simple aesthetic, each Tint piece is equally beautiful either on its own or as part of the set


text:
- Smart Home Products and Services
- Broadband and Entertainment Services
- Residential Security
- CE Devices and Mobility
- Smart Energy Management
- Entertainment Content
- Wellness and Independent Living
- Support Services
Consumer Research
Related Market Focus
Popular Searches
Consumer Analytics Online Search
Top 10 Most Appealing Smart Home Device Expanded Use Cases by Technology Adoption Segment (Q2/17)
360 View Update – Market Focus
Smart Home Products and Services : Quantifying Opportunities in Smart Home Adjacencies
Today the smart home is mostly limited to traditional security sensors, thermostats, lights, network cameras, door locks, and garage door openers. As the breadth of new smart devices entering the home expands, smart home platforms must consider first, whether to integrate the new products, and second, what value can they create from the integration. This research evaluates new safety, security, appliance, entertainment, and energy related capabilities as well as opportunities to expand voice control to new use cases.
View all slides for this report
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Damon Wayans Jr. stirred the wrath of many Twitter users when he made a joke about America's Independence Day.
The comedy actor and former "New Girl" star wrote on the Fourth of July, "Happy white people proud of their racist ancestors day."
More than 1,100 people liked the tweet, while more than 1,200 replied to it. And many were pretty angry.
U.S. & World
Stories that affect your life across the U.S. and around the world.
"Just another example of Hollywood talking down to Americans. They hate this country & their fans. #FabricatedRacism sadly returns @wayansjr," replied user @ViperNTheTemple.
"A joke some took too personally. So what. Jokes aren't illegal," Wayans replied.
Many people definitely did not see his tweet as a joke.
"Not illegal, but offensive & hateful," wrote user @WTPatty.
"When I think of all the men and women who have died for our independence, laughter does not come to mind," wrote user @ricknjan.
"Unbelievable. You just live in the best country in the world. You should thank God that you live in America," user @jamesdudley45 said.
Things also got personal.
"Enjoy what's left of your already s--tty career that your dad created for you," wrote user @JasonSMoonen.
"Thanks Jason :) . Will do :)," Wayans replied.
"Yep, it was a joke," he told another critic. "But feel free to be offended by it. ;)"


text:
Sermons & Other Media
Adult Sunday School at 9:15
Worship at 10:30
Children leave for Sunday School during worship, except on the first Sunday of the month when we celebrate Holy Communion and they stay with us in worship.
Come to the About Us section to find out what we're all about!
Find out about the United Church of Christ and the history of this wonderful organization on our What is UCC page.
Read our wedding policy for details and fee information.
Remember Me
10:30 September to May
10:00 June to August
View our calendar to see all of our upcoming events Read More >


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150 gm all purpose flour
1/2 tsp salt
2 large eggs,beaten
300 ml coconut milk
2 tbsp oil for brushing
2 drops yellow food coloring or 2 tbsp turmeric powder
1:Combine flour,salt,eggs,coloring or turmeric powder and coconut milk in large bowl,use whisk to beat or mix the ingredients well and smooth.Sieve the batter well into another bowl.
2:Heat non-stick omelet pan,about 8 inch at low heat.Brush the pan lightly with some oil .Dish a ladleful of batter into the roti jala cup and in a circular motion,form a thin lacy pattern or perforated appearance crepe in the pan..
3:Cook until set or lightly golden pale color,no need to cook the other side.If the standing batters is thick add few tablespoons water if necessary.Remove and fold each pancake into quarter or roll up.Serve warm with curry or rendang.
roti jala with rendang chicken
bottom of measurement cup after drilled


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Products temporarily unavailable: Folded Maps, Tableware (Coasters & Placemats), Jigsaws, Wallpaper.
Frith Tableware
Sorry, this product is currently unavailable
As you can imagine, our supplies have been disrupted. As soon as things return to normal we'll have our full range of items for sale again. Stay safe everyone and please respect the rules.
Placemats & Coasters featuring favourite Frith Photos.
Perfect for adding that finishing touch to your dining table and creating a talking point that's as unique as you are. Frith Placemats and Coasters will bring that personalised touch to your guests' dining experiences!
Order 4 or more, pay only £10.50 each.
Currently selected: Yetminster, General View c1960.
Buy Placemats of this Photo
Order 4 or more, pay only £3.50 each.
Currently selected: Yetminster, General View c1960.
Buy Coasters of this Photo
About our Tableware
- Photo colour:
- Printed Black & White
- Orientation:
- Available only for our landscape-oriented photos (those that are wider than they are tall).
- Availability:
- Hand made in the UK to your order
- Delivery:
- Up to 14 working days (Express delivery is unavailable).
- Returns:
- Our Tableware items are printed to your specific order and are non-refundable, unless faulty.
- Finish:
- Durable, long lasting melamine.
- Backing:
- Felt
- Care instructions:
- Wipe clean only. Max temp 140° C (280° F).
- Thickness:
- 5 mm
- Coaster size:
- 110 x 90 mm (approx 4" x 3.5")
- Placemat size:
- 290 x 222 mm (approx 11.5" x 8.5")
You might also like:
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David O. McKay Library Room 290
2nd Floor, East Wing
(near the Reading Center)
What is the English Transitional Center?
The English Transitional Center (ETC) is designed to help students who have English as a Second Language (ESL) adjust to their role as matriculated college students. The ETC program helps students improve and practice their listening, speaking, reading, and writing skills. Through English 102R modules, students may receive individual (peer tutor) help with pronunciation, grammar, writing, vocabulary, reading comprehension, and conversation skills. English 102R may be taken for credit or non credit. English 108 (Orientation and Verbal Communication) and English 109 (Writing) are classroom setting courses offered through the Academic Support Centers for ESL students who have been accepted to BYU-Idaho. Students receive college credit toward graduation for each of these courses.
The Goal of ETC
The ETC helps students continue to improve and practice their language skills while they are concurrently enrolled in other college courses.The English Transitional Center's mission is to do the following:
- Maintain an open, friendly, and non-threatening learning environment where students can practice and improve their language skills.
- Increase confidence and proficiency in oral and written communication through tutoring, modules, and classes.
- Support and help students as they adjust academically and culturally to American College life.
Mission Statement:
The English Transitional Center (ETC) is designed to help non-native speakers of English adjust to their role as matriculated college students at BYU-Idaho.


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This post was originally published on Huffington Post Women & The Levo League
Hi. My name is Mollie Vandor, and I'm a stalker.
No, I haven't boiled any bunny rabbits lately. My particular brand of stalking has nothing to do with my romantic life, although it is all about passion — my passion for my career, and for the industry that I work in.
You see, I don't stalk ex-boyfriends or old high school friends — at least not that often, and never without a few glasses of wine in me first. I do, however, regularly stalk strangers. And by strangers, I specifically mean people I consider to be mentors. Now, I've never met most of these mentors, and the ones I have actually met have generally been via brief handshakes against the background of a loud, crowded tech conference, which isn't exactly prime real estate for establishing a deep, involved relationship.
Even though I'm not personally in touch with most of these mentors, I do maintain a strong personal relationship with them. Their successes are inspiration for my future successes. Their failures are lessons I learn for myself. And, their blogs, tweets and posts about these topics are the conversation that keeps me learning and growing from their example — however one-sided that conversation may be.
Celebrities — not diamonds — in the rough
For example, I've considered Danielle Morill a mentor ever since I met her at the Twiistup tech conference a few years ago. Danielle made her name as one of the driving forces behind the hugely successful company Twilio. When we met, she and I had a frank discussion about being young women in the tech industry, maintaining relationships and busy schedules and general tech trends and topics. I'm sure the talk meant a lot more to me than it did her, and I'm pretty sure she barely remembers it, if at all. Since then, although we haven't talked personally, I've followed her on Twitter and via her blog, where she recently posted about the decision to start her own company, Referly.Her post — a timeline of the process to take her idea from conception to full-blown company creation — is a blueprint for me, not just in terms of the specific steps she took, but in terms of the way she was thinking and feeling while taking them. It's not just about following in her footsteps, it's about understanding how and why she decided which steps to take in the first place.
I feel the same way about my other mentors. That list — and yes, there is an actual list I maintain on Twitter as well as a list of blog and Facebook bookmarks in my browser — includes Sheryl Sandberg,Marissa Mayer, Joel Spolsky, Leah Culver, Molly Holzschlag, Rand Fishkin , Gina Bianchini andBethenny Frankel. Yes, Bethenny Frankel. I may not necessarily want to emulate all of my mentors' careers. But, I do learn an awful lot from following their day-to-day thoughts and actions via Facebook, Twitter and the blogosphere. In fact, that's where most of the value of my mentorships comes from.
Small moves
Case in point: I've been following Gina Bianchini's career for years, and have consistently been blown away by her ability to keep her eyes — and her hands — on multiple tech industry trends, before the rest of the world even knows they're trending. Sure, I could simply watch her moves as they're breathlessly reported by the industry press. But frankly, that's not what I find interesting about her. What I find most fascinating is her Twitterstream, where she talks about everything from Fifty Shades of Grey to The Wall Street Journal's paywall. It's not necessarily always about the big moves she's making, it's about the mosaic of little thoughts that end up informing those big moves.That's why we love social media in general — it's a voyeuristic look inside someone's day to day life, a sort of Rear Window in 140 characters or less. And, it's why social media stalking makes for such great mentorship. Not only do I get to follow what people I admire are doing. I get to follow what they're thinking while they do it. Which, by the way, makes me feel much better about my own doubts and decisions, and helps inspire me in countless other ways as well.
Democratization and infinite possibilities
Sure, a traditional mentor might take me to lunch, check in on me once in a while, or help me out with a job recommendation. But, my social media mentors are available 24/7, providing all of their wisdom and support without even knowing it, simply by living — and sharing — their own lives. And, in fact, I'd argue that they share an awful lot more with me without ever knowing it than they would in a more traditional, formal and professional mentorship relationship.Now, some people might not call my particular brand of 'aspirational social media stalking' mentorship. They may say I don't have mentors, I merely have role models. Or people to look up to. But, the dictionary defines a 'mentor' as "a wise and trusted counselor or teacher." In contrast, a 'role model' is simply "a person regarded by others, especially younger people, as a good example to follow."
The difference is clear. A mentor is someone who counsels and teaches, not necessarily by being a paragon of perfection as a person or professional, but simply by being someone with wisdom worth listening to. Often, the best of that wisdom comes from the moments when a mentor is being the opposite of a good example — the times they take risks that don't work out, make decisions they regret later, or accidentally admit to something they probably shouldn't have. That's when I learn the most from my mentors. They're not role models, and they're certainly not perfect. But they are teachers. Even when they don't know it.


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EC3989 — Executive Communication116th Congress (2019-2020)
Senate Communication
Congressional Record Date:
- 02/12/2020
- A communication from the Management and Program Analyst, Federal Aviation Administration, Department of Transportation, transmitting, pursuant to law, the report of a rule entitled "Airworthiness Directives; Airbus SAS Airplanes" ((RIN2120-AA64)(Docket No. FAA-2019-1078)) received during adjournment of the Senate in the Office of the President of the Senate on February 7, 2020; to the Committee on Commerce, Science, and Transportation.
Referred to Committee Date:
- 02/12/2020 — Senate Commerce, Science, and Transportation


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Latest Comments
"am not too craftie but i absolutely like this site. I just hope its not going to be like the rest when yes they start off free then ...haha not no longer"
"Linda try to do the right thing and update these links, these people all over the world see your old videos using Friendly Plastic and then spend hours trying to locate this stuff. Hopeless. At least AMACO should have put a parting message on friendlyplastic.blogspot.com . These old FAVEcrafts pages have never been updated and misdirect so many people into wasting so many hours. Why not see what you can do ?"
"Would like to know how to do a broom stick stitch"
"Oh thank you so much so simple direction , I had found a video years ago but now it is deleted off of you tube I was just lost how to do this but now found LOL Thank You"
Tunisian Flower Shawl
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The beauty of this afghan is sure to blow you away. Made using the Tunisian crochet style, this Flower Shawl could also double as a crocheted afghan and makes a wonderful gift for the special woman in your life. A challenging, yet rewarding, project, this shawl is something you'll love showing off to your family and friends. Curl up with this afghan on a dark and stormy day and spend some time with a cup of tea and a good book. You'll be so glad that you did!
- 9 skein Caron International's Simply Soft Shadows yarn in Mardi Grey (MC)
- 1 skein Caron International's Simply Soft yarn in Sage (A)
- 1 skein Caron International's Simply Soft yarn in Plum Wine (B)
- 1 skein Caron International's Simply Soft yarn in Light Country Blue (C)
- 1 skein Caron International's Simply Soft yarn in Soft Yellow (D)
- Tunisian (Afghan) hook, size US K/10 1/2 (6.5 mm), or size to obtain gauge
- US J/10 (6 mm) crochet hook
- Yarn needle
- Embroidery needle
- 72 yellow seed beads
- Beading needle and thread
Gauge: In Tunisian crochet (Afghan stitch), 16 sts and 16 rows = 4"/10 cm, using Tunisian hook
Special Stitches:
- Ldc (Linked double crochet): Insert hook under horizontal bar of dc just completed, yarn over, draw up loop, insert hook in next st, yarn over, draw up loop, (yarn over, draw loop through 2 loops on hook) twice.
Width 72"/183 cm across upper edge
Length 50"/127 cm, excluding fringe
Each row of Tunisian crochet is worked in two steps after the Foundation Row.
Foundation Row (counts as Step 1): Chain the number of sts indicated in the instructions; skip first ch, * insert hook in next ch, yarn over and draw up a loop (2 loops on hook); repeat from * across, drawing up a loop in each ch. Complete Foundation Row by working Step 2, then work Steps 1 and 2 for remainder of piece.
With RS facing, working from right to left, pick up stitches for the row:
Beginning in the second vertical bar of the previous row, * insert hook into the vertical bar of the previous row, yarn over and draw loop through the vertical bar (2 loops on hook); repeat from * across, drawing up a loop in each vertical bar.
Step 2: Working from left to right, work off the stitches:
Yarn over and draw through first loop on hook, * yarn over and draw through 2 loops on hook; repeat from * across.
1. Complete embroidery before joining Side panels to Flower Panel.
2. Separate 4-ply yarn as shown in Chart Key before beginning to work from chart.
Using Tunisian hook and MC, chain 70.
Begin Tunisian crochet; work even for 70 rows.
Do NOT fasten off; do NOT turn.
Round 1: Change to smaller hook; ch 1, sc in each vertical loop across to last st, work 3 sc in last st; working along row ends, sc in each row end to beginning ch; work 3 sc in first sc of beginning ch, working in rem loops of beginning ch, sc across to last st, work 3 sc in last st; working along row ends, sc in each row end to beginning of round, work 3 sc in last st—288 sts.
Fasten off.
Using yarn needle, weave in ends.
Note: Separate 4-ply strands of B and D into two 2-ply strands; separate A and C into 1-ply strands, then hold 1 strand of each (A and C) together for leaves.
Flowers, Stems and Leaves
Working from Chart, using embroidery needle and colors indicated, cross stitch flowers, stems and leaves.
Flower Centers
Before working Flower centers, using beading needle and thread, string 4 beads for each cross-stitch; hold beading thread together with 2-ply strand of D while working, and slide 2 beads up for first half of st, and 2 beads up for second half of st.
MESH SIDE PANELS (make 2)
Using smaller hook and MC, chain 5.
Row 1: Dc in the fifth ch from hook – this is the first ch worked (counts as dc, ch 1, dc)—1 mesh.
Row 2: Ch 4 (counts as dc, ch 1), dc in first dc (second ch of beginning ch-5), ch 1, skip next ch, [dc, ch 1, dc] in 4th ch of beginning ch-5, turn—3 mesh.
Row 3: Ch 4 (counts as dc, ch 1), dc in first dc (increase), ch 1, skip ch-1 space, work [dc, ch 1] in each dc across to last dc (third ch of beginning ch-4), [dc, ch 1, dc] in last dc (increase), turn—5 mesh.
Rows 4 – 27: Repeat Row 3, increasing 1 mesh st each side every row—53 mesh after Row 27.
Fasten off, leaving a 20" tail.
Using yarn needle and tail, sew one Mesh Side Panel to each upper side edge of Flower Square. Weave in ends.
With RS facing, attach yarn to beginning dc of right-hand side Mesh Panel, ready to work across the upper edge.
Row 1: Ch 4 (counts as dc, ch-1), dc in same space (1 mesh increased), ch 1, skip ch-1 space, work [dc, ch 1] in each dc across to last st, working ch 1 between dcs in center where Side Panels and Flower Square join, end work [dc, ch 1, dc] in last st—109 mesh.
Rows 2 - 9: Ch 4 (counts as dc, ch-1), dc in first dc, ch 1, skip ch-1 space, [dc, ch 1] in each dc across to last st, [dc, ch 1, dc] in last st, turn—111 mesh after Row 2; 123 mesh after Row 9.
Fasten off. Weave in ends.
With RS facing, attach yarn to center of 3 sc at lower point of Flower panel.
Round 1: Ch 3 (counts as dc), Ldc in same space, Ldc in each sc to end of Flower Panel; work 3 Ldc in ends of rows of Side Panel and Upper Panel; work 5 Ldc in third ch of beginning ch-4 on last row of Upper Panel; Ldc in each ch-1 space and dc across Upper Panel, working 5 Ldc in last dc; Ldc in ends of rows of Upper Panel and Side Panel as for opposite side; Ldc in each sc of Flower panel, end Ldc in same space as beginning ch-3, slip st in third ch of beginning ch-3 to join—617 Ldc.
Rounds 2 – 5: Ch 3, Ldc in same space and in each Ldc across to second Ldc of corner 5-Ldc group, work [2 Ldc in second st, 3 Ldc in third st, 2 Ldc in fourth st, Ldc fifth st] of this group; work LDC in each Ldc across Top to second Ldc of corner, work as previous corner; Ldc in each Ldc to beginning, end Ldc in same space as beginning ch-3, slip st in third ch of beginning ch-3 to join—657 Ldc after Round 5.
Do NOT fasten off.
Slip st in next Ldc; [sc in each of next 4 Ldc, ch 2, skip 1] across to corner; [sc, ch 1 in next Ldc]across upper edge to corner; sc in next Ldc; * ch 2, skip 1 Ldc, sc in each of next 4 Ldc; repeat from * to beginning, end ch 2, join with slip st to beginning sc.
Fasten off.
Weave in ends.
Using MC, cut strands 16" long. Holding 3 strands together, fold fringe in half. Using crochet hook, * insert hook from WS to RS into first ch-2 space on side edge at upper edge of Shawl, pull through loop, insert ends into loop and pull tight against edge; using 5 strands, repeat from *, working into every ch-2 space along both sides of Shawl; end with 3 strands in last ch-2 space.
When all fringes have been attached, knot all strands of first Fringe with half the strands of second Fringe, about 2" down from Shawl edge (see diagram). * Using remaining strands of previous Fringe, knot with half the strands of next Fringe at same distance from edge; repeat from * around, knotting all strands of last Fringe with the remaining strands of previous Fringe.
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Nov 02, 2014
Does anyone have a good substitute yarn for simply soft shadows mardi grey (it is no longer being made)?
Apr 26, 2012
Look under 'flower square'. It says chain 70. Then under 'mesh side panels (make 2) it says chain 5.
Teddie Seeley
Mar 18, 2012
This is so beautiful, but it does not tell you how many chains to start with, and I can see Sharon asked that question in May of 2011, and did not get an answer. Teddie
schallman65 328464 4
May 12, 2011
where does it state how many chains to start off with? Someone said it says 68 chains next the the word wrap. I don't find that. Sharon
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My Pregnancy Week 3Brought to you by
Congratulations! One lucky sperm and your egg have come together in your fallopian tube! This fertilized ovum is now called a zygote, and will migrate down through your fallopian tube to your uterus. As it travels, it will undergo several rapid mitotic divisions, reaching the size of approximately 120 cells.
At this point, the embryo is now called a blastocyst. A blastocyst is made up of two cell types. It has an inner cell mass, or the embryoblast, which will form the embryo; and an outer cell mass, called the trophoblast, which forms the placenta. (Over the next nine months, the placenta will feed and nourish your baby, while also disposing of your baby's waste.) After reaching your uterus, the blastocyst will attach to the blood-rich tissue, called the endometrium, through an implantation process.
This is also when your baby's gender is determined, due to the sex chromosomes in the father's sperm. If two, or more, eggs are released from the ovaries, and then fertilized by two, or more, separate sperm, fraternal twins, or multiples, have been conceived. If one egg is fertilized and later divides in two, identical twins will develop (or divides into three, identical triplets will develop, etc).


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Program Goal VI: Communication
"Communication is the process of exchanging knowledge, ideas, opinions, and feelings through the use of verbal or non-verbal language" (Smith and Tyler, 2010, p. 121). The Education Department regards communication as a critical component of the teaching process, and we agree with Dettmer, Thurston, and Dyck (1996); West and Cannon (1988); and Carl Rogers (1962) that communication is among the most important skills an educator can possess The paragraphs that follow describe selected elements of effective classroom communication and provide a brief overview of language development and communication disorders.
Effective Classroom Communication Skills: Dance and Larson (1976) have noted that successful leaders must be effective communicators and must match their communication behaviors to their goals and monitor the effect of their communication. These researchers identified three clusters of communication skills that are essential for good leadership: 1) Linking, which includes monitoring the environment, creating a trusting climate, and building cooperative teams; 2) Envisioning, which encompasses creating new agendas, visions, or knowledge out of previously existing elements; and 3) Regulating, which involves influencing others by developing credibility and power, using effective verbal and nonverbal communication, creating positive expectations, managing change, guiding compliance, and negotiating.
The regulation cluster, particularly non-verbal communication, is very important in the classroom. Research has shown that non-verbal communication accounts for up to 65% of meaning (Cooper, 1995), and educators who use nonverbal cues consciously in their teaching tend to be more effective than those who are not aware of their use of nonverbal cues (Love and Roderick, 1971). Cooper (1995) has listed the following six aspects of nonverbal communication that are especially important for teachers to know and understand:
Proximity: using fixed and personal space to enhance student learning and keep students' attention;
Spatial arrangements: arranging classrooms in ways that positively impact student participation;
Environmental Factors: using lighting, color, and temperature to improve classroom climate;
Time: having appropriate wait-time for student responses;
Kinesthetic Behavior: effectively using body movements, gestures, facial expression, and eye contact;
Vocal Qualities: knowing the importance of intensity, pitch, range, rhythm, articulation, tempo, variation.
According to Friend and Cook (1992) listening skills are another essential aspect of communication for effective teaching. These writers noted that listening is the primary means of gaining information. Students, as well as teachers, acquire knowledge, develop language skills, increase communication skills, and gain understanding of the world through listening. Listening is also a major tool in establishing rapport with others. Cooper (1995) noted that a good listener attends to the intent as well as the content of a message, reflects on and paraphrases what is being said, asks clarifying questions, elaborates and summarizes what is said, and gives and receives feedback.
Role of Language in Learning: According to Cooper (1995) and Hurt et al. (1978), the teaching-learning process is primarily a communication process. Any variable that prohibits effective communication can adversely affect learning. Norton (1983) adds that the teacher's communication style and skills have an extreme impact on students' motivation to learn and participate. Teachers who manipulate their communication style to fit the lesson and its content, as well as their students' needs, are more likely to create a positive attitude towards school and subject matter and, thus, positively impact student motivation and learning.
Communicating Effectively through Teacher Presentation: Joyce, Weil, and Calhoun (2009), provide an excellent overview of David Ausubel's advance-organizer (or expository teaching) model for organizing and communicating large amounts of information in a meaningful and efficient manner. This model emphasizes the "parallel between the way subject matter is organized and the way people organize knowledge in their minds (p. 250) and emphasizes the importance of presenting content hierarchically by beginning with the broadest, most general and abstract concepts before proceeding to the more specific and concrete concepts and facts. An effective teacher presentation should begin with a clarification of the aims of the lesson and then provide an advance organizer which contains introductory ideas that help "explain, integrate, and interrelate the material in the learning task with previously learned material" (Joyce, Weil, and Calhoun, 2009, p. 253). Advance organizers often contain examples and analogies and utilize terms and ideas that are familiar to students. When ideas are communicated in this way, "they become a structural map that students can use to analyze particular domains and solve problems within them those domains" (p. 251). Following the advance organizer, the content is communicated in a way that makes the organization "explicit to the students so that they have an overall sense of direction and can see the logical order of the material and how the organization relates to the advance organizer" (p. 257). The presentation should conclude with an attempt to anchor and solidify the new learning material by summarizing, clarifying, and reminding students of key points. Having students summarize the content in their own words, asking them for additional examples, or requiring them to apply the new material in some way are also effective ways to anchor the new learning.
Language Development: The development of language and literacy is considered the school's first and foremost responsibility. Teachers who understand language development and its implications for learning are more likely to make effective instructional decisions (Kohler, 1983). Strickland (1983) has identified the following areas of language development as essential for educators to understand and consider in teaching:
- Language universals: The function of language, its developmental sequence, and components occur systematically across all natural languages.
- Differences in language development: Many factors influence language development, and students vary in the rate at which they develop language;
- Relationships between language and thought: cognitive theories such as those of Piaget and Vygotsky emphasize the important connection between cognition and the use of language;
- Interrelationships: linguistic awareness, syntax, vocabulary, and the development of academic skills, especially reading and writing, are strongly connected.
Theories of Language Development: There are several theories that have attempted to explain language development. These include environmental theories that emphasize imitation and reinforcement, nativist theories that claim language develops because of an in-born capacity or "language acquisition device," and constructivist theories that argue language develops through the process of cognitive development as the child constructs language in the same way as other cognitive understandings (Bee & Boyd, 2010). Though no theory seems entirely satisfactory, a viewpoint that integrates ideas from the nativist and constructivist approaches may provide the best explanation (Bee and Boyd, 2010).
Communication Disorders: "A communication disorder impairs the ability to transmit or receive ideas, facts, feelings, and desires and may involve language, speech, or both, including hearing, listening, reading, and writing" (Hallahan, Kauffman, and Pullen, 2012, p. 267). Communication disorders include both speech and language impairments. Articulation disorders, the "abnormal production of speech sounds" (Smith and Tyler, 2010, p. 123), are the most common form of speech disorder and are often encountered in primary-grade classrooms. It is important to note, however, that children may not correctly pronounce all phonemes until they are seven or even eight years old (Smith and Tyler, 2010). Therefore, speech therapy may not be necessary for young children with mild articulation disorders. Other common speech disorders include fluency problems (stuttering) and voice problems. Language impairments include both delays and disorders.
Early identification and intervention are very important for children with speech and language disorders (Hallahan, Kauffman, and Pullen, 2012). Therefore, it is crucial for classroom teachers who are concerned about a student's speech or language to consult with special education personnel, including the speech-language pathologist, and refer the child for evaluation and possible special education services.
Anderson, J.& Powell, R (1988). Cultural influences on educational processes. In L. Samovar and R. Porter (eds.) Intercultural communication: A reader. Belmont, CA: Wadsworth.
Bee, H. and Boyd, B. (2010). The developing child (12th Edition). Boston: Allyn and Bacon.
Bowman, B. (1989). Educating language minority children: Challenges and opportunities. Phi Delta Kappan, October: 118-120.
Butler, D. A. & Manning M. L. (1998). Addressing gender differences in young adolescents. Association for Childhood Education International.
CEO Forum (1999). School technology and readiness (STAR) Report. Professional development: A link to better learning.
Cooper, P. (1995). Communication for the classroom teacher (5th edition). Scottsdale AZ: Gorsuch Scarisbrick.
Dance, F E & Larson C (1976). The functions of human communication: A theoretical approach. New York: Holt, Rinehart and Winston.
Delpit, L. D. (1990). Language diversity and learning. In Hynds, S and Rubin D. L. (Eds.) Perspectives on talk and learning. Urbana: National Council of Teachers of English.
Dettmer, P. A., Thurston, L. P., & Dyck, N. T. (1996). Consultation, collaboration and teamwork for students with special needs. Needham Heights, MA; Allyn & Bacon.
Friend, M. & Cook, L. (1992). Interactions. Collaboration skills for school professionals. White Plains, NY: Longman.
Gay. G. (1978). Viewing the pluralistic classroom as a cultural microcosm. Educational Research Quarterly, 2: p 52.
Hallahan, D. & Kauffman, J& Pullen. (2012) Exceptional learners: An introduction to special education (12th Ed). Upper Saddle River, NJ: Pearson Education Inc.
Hurt, H. T.: Scott, M., D., & McCroskey J. C. (1978). Communication in the classroom. Menlo Park: Addison-Wesley.
Joyce, B., Weil, W., & Calhoun, E. (2009). Models of teaching and learning (8th Edition). Boston: Allyn and Bacon.
Koehler, V. (1983): A research base for the content of teacher education. In David C. Smith, Essential knowledge for beginning educators. Washington DC: ERIC Clearinghouse of Teacher Education.
Love, A & Roderick, J. (1971). Teacher nonverbal communication: The development and field testing of an awareness unit. Theory into Practice, 10: 295-299.
Mosenson, A. & Johnson, J. (2008). Instructional strategies and resources: Exploring the use of technology. Journal of Family Consumer Sciences Education, 26 (National Teacher Standards 3), 17-35.
National Education Association (2004). Technology in Schools. http://www.nea.org/cet
Norton, R. (1983). Communicator style: Theory, application, and measures. Beverly Hills, CA: Sage.
Rogers, C. (1962). The interpersonal relationship: The core of guidance. Harvard Education Review, 32: 46.
Secretary's Report on Achieving Necessary Skills (SCANS) (1991): What work requires of schools. Department of Labor.
Schunk, D. (2012). Learning Theories: An Educational Perspective, 6th Edition. Boston: Pearson Education, Inc.
Smith, D. & Tyler, N. (2010). Introduction to Special Education: Making a Difference (7th Edition). Upper Saddle River, NJ: Pearson Education, Inc.
Strickland, D S (1983). The development of language and literacy: Essential knowledge for effective teaching and learning. In David C. Smith. Essential knowledge for beginning educators. Washington DC: ERIC Clearinghouse of Teacher Education.
US Department of Education. National Center for Education Statistics (1998). Internet access in public schools.
West, J. F. and Cannon, G. W. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21 (1), 56 - 63, 28.
Updated July 2012 by Edmund J. Sass


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You're ready to buy a new-to-you car. You'd like a blind spot detection system, great speakers, all-wheel drive and — why not — leather seats. But have you budgeted enough for these features, and will you really use (and enjoy) them? Use this four-step plan to sort out amenities and the best car safety features.
Step 1: Make a master list
At home, before you even think about a dealer visit or a scan of private car sales, rank vehicle features as wants or needs. Consider:
- Driver assistance features and alerts such as park assist, a blind spot detection system and front crash prevention
- Entertainment systems
- The drivetrain: all-wheel drive, front-wheel drive, rear-wheel drive
- Interior and exterior amenities including heated and leather seats
- Transmission type — automatic versus manual versus continuously variable transmission (CVT)
- Engine size and power
Step 2: Prioritize
Once you have your list, you can sort through it with the knowledge that you don't have an unlimited budget — and that the more power, bells and whistles and amenities you require, the more your purchase price will increase. For example, more driver assistance features equal more tech-forward options for your vehicle, but they may also add to the cost. If you know what you're able to sacrifice, you'll have more vehicles to choose from.
Step 3: Link your priorities to the price
It's easy to pay attention to a model's sticker price, but that's usually for the base model of the car, which translates to minimal features. Use online tools such as the manufacturer's "Build & Price" website option and the Kelley Blue Book® to see how various features change the price of vehicles you're interested in. Then consider the budget you've set. If you've reviewed potential vehicles and features and the cost is still higher than what you've budgeted, you can make adjustments to your search or your priorities.
Step 4: Compromise
Remember: If your car-feature list is fairly inflexible, you may need more flexibility in your budget. If you're determined to get a specific model, reconsider the model year, for example. Or review similar models with lower base prices; adding extra features to those options may help you stay within budget. Either way, buying a car ends up being a give and take.


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Gas condensing-boiler technology
The energy saving concept that makes a difference with gas in commercial dishwashing
Nowadays, one can hardly imagine a professional kitchen that does not use gas as an energy source or as a heating medium. What then is more logical than to take advantage of the economical and ecological benefits of gas within the wash-up area.
MEIKO has consequently followed this line of thought and has now developed a concept that sets totally new standards for both:
- economical targets
- ecological standpoints
With this concept, the heating energy required by the dishwasher in order to achieve a perfect hygienic cleaning result, is generated, by a MEIKO condensing gas boiler PWM.
This latest technology works towards a dramatic reduction of energy costs and provides a measurable benefit to the environment.
Function of the MEIKO condensing gas boiler PWM
Using the combustible heat of the gas and the condensation heat of the exhaust gas, the PWM boiler-produces hot water at approximately 90° C.
This water is then used in a closed circuit system to provide all of the heating requirements of the dishwashing machine with the heating energy needed for a hygienic cleaning result:
- Tank heating for temperatures of 55 - 65° C in main wash zones
- Booster heater for temperatures of 80 - 85° C in the fresh water final rinse
- Drying section (belt conveyor machines) for temperatures of 55 – 60°C
Gas fired condensing boiler: A convincing energy saving concept
As washing dishes is the most important function of the wash-up area, the control of the PWM boiler is controlled directly through the dishwashing machine.
The advantage to the operators:
- the daily wash-up operation from start to finish is carried out as normal on the dishwasher
- no additional operating or monitoring control is necessary
According to the required heating capacity, three models of PWM condensing gas boilers are available, ranging from a heating capacity of 6.0 kW through to 60.0 kW, and designed to suit all types of wash-up operations.
It is therefore also possible to supply two dishwashing machines working independently from one another, but with the heating energy of only one MEIKO PWM condensing gas boiler. This is especially interesting for instance if a utensil washer is operated within the same area as the dishwashing machine.
Should a heating capacity of more than 60 kW be required, then two boilers can be coupled.
Advantages provided by gas-heated MEIKO-dishwashing machines
- Fixed costs avoiding peak rate charges
- Reduced running costs
- Short pay back periods
- Protection of the environment by using the oldest fossil combustible fuel with the lowest emission
- Gain of additional electrical capacity, when all electrical lines are already fully loaded
- With the calorific value technology you will achieve utmost energy output
Other machine models such as pot and utensil washing machines can also be supplied with the PWM gas boiler
Contact us for an individual calculation of operating costs using the PWM heating system:
Pay back of initial investment is possible within a 12 month period!


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Vogue India
Photographer: Ruven Afanador
Fashion Stylist: Anaita Shroff Adajania
Location: New York, NY
Walker is a Barcelona & New York based producer, agent and photo editor with more than 15 years experience working with global advertising agencies, fashion/lifestyle brands, and award winning photographers.
Select Clients include: Grey, Ogilvy, DDB Chicago, FCB, The Martin Agency, Droga5, JWT, LPK, Smartwater, Hanes, Nike, Aveeno, V Magazine, The Hollywood Reporter, Hearst magazines, Vogue Paris and New York Magazine.
Additionally, Walker co-founded counterculture magazine, www.vagamagazine.com in 2010.


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