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Featured Illustrators
Lulu Delacre
Puerto Rico/USA
Rosa Colón
Anansesem's Special Offer for Caribbean American Heritage Month
Jun 19, 2019 Anansesem Add Comment Edit
Anansesem is the world's largest and most authoritative reviewer of Caribbean children's and young adult material. Get top-notch industry coverage and access to a broad range of resources and digital content.
In recognition of Caribbean American Heritage Month, we invite you to join us today with a limited-time 'buy-1-get-1-free' special offer.
Catch up on the latest writing, news, reviews and interviews from the world of Caribbean children's and YA literature. Offer ends June 30 at midnight. Get the September 2017 and May 2018 .pdf special issues (131 pages in full color) of Anansesem, the premiere publication for librarians and information specialists who work with Caribbean children and teens.
The Use of Children's Literature in Puerto Rican Learning Institutions
Jun 6, 2019 Anansesem Add Comment Edit
Stock image of a teacher reading to her students
The need to support preservice teachers in building rich and deep knowledge of culturally relevant children's and young adult (YA) literature is something that has gained traction in Puerto Rico's university teacher preparation and library studies programs. Inspired by mounting calls for books that reflect Puerto Rican children's lives in the primary and secondary school English language arts curriculum, a new generation of English teachers, youth librarians and teacher educators across the Puerto Rican archipelago are examining their reading habits. They are also investing in their own continued growth, learning, and development as advocates of Puerto Rican children's and YA literature, and youth literature more generally.
We are delighted to exclusively publish the below conversation between Yazmín Méndez Bonet and Dr. Melissa Lee García Vega, a middle school English teacher and a university English professor respectively, both of whom teach in the Aguadilla-Isabela-San Sebastián metropolitan area in northwestern Puerto Rico.
Melissa: Thinking about children's literature, my mind takes me back to second grade at Catholic school in New York City. I fell in love with books in our classroom reading corner and enjoyed meeting with my teacher for reading tutoring during the mornings. Once I was able to read independently, I started visiting one of the New York Public Library branches with a neighborhood friend. I would always select not one, but a few books to take home. My library card, the excitement of having so many books to choose from, and the library building remain clear in my mind. Those library visits played a significant role in my development as an early reader.
I also remember that in sixth grade, my dad saw my interest in reading and gifted me a copy of L. M. Montgomery's Anne of Avonlea. Because my family did not have a lot of money (my self-sacrificing parents could just barely afford to send me to Catholic school), receiving a book as a gift was a big deal, however my younger self couldn't completely identify with Anne's life, or with the red-headed girl illustrated on the book's cover. I began searching for books that spoke more directly to my experience as a young Puerto Rican girl living in a big city.
Today, I teach in the English Department at the University of Puerto Rico, Aguadilla Campus, where I also research Caribbean children's literature. Shortly after my arrival on campus, I began teaching courses in children's literature and was excited to share my teaching and reading experiences. During the first weeks of class, I always ask my undergraduate students to share their memories and experiences with children's literature. These conversations have led to an ever-broadening understanding of how children's stories support the development and shape the lives of individual readers.
Yazmin: I grew up in Rincón, a small town located on the west coast of Puerto Rico. From Kindergarten through twelfth grade, I went to public schools, and like my current students, I took classes in Spanish and was enrolled in an English as a Second Language (ESL) class. Reading was not something I used to do at home and my father only read the newspaper. I was introduced to books in my Kindergarten classroom where we read European fairy tales like The Ugly Duckling and Little Red Riding Hood. I don't recall reading books in which I could see my Puerto Rican self and heritage reflected, at least not in English class. But I do remember María Chuzema, a Puerto Rican TV show that featured María Chuzema reading different stories to children.
Visiting a library wasn't something I was
A shelf of children's books at the public library
in San Antonio, Aguadilla, Puerto Rico
encouraged to do as a child. There was a public library in my hometown, but I mainly used it to look up information for a school project or homework assignment. In middle school, I stopped by the school library several times and even participated in oratory events where I spoke about the importance of reading and the magic of books. Thinking back, I don't recall seeing a story time session at the library or a children's book display.
It wasn't until I enrolled as an undergraduate student in the English program at the University of Puerto Rico, Aguadilla Campus that I had the opportunity to learn more about children's and young adult literature. However, even in the Young Adult (YA) Literature course, only a few YA books that portrayed Puerto Ricans were assigned, and they were mainly about the Puerto Rican experience in the United States. I decided to focus my master's thesis on the use of Caribbean children's literature in the English classroom in Puerto Rican schools. I am now an English teacher at the Profesora Juana Rosario Carrero Middle School.
Melissa: For many of my students in the Children's Literature course, it was their first experience holding a picture book. In creating the course, my approach was to outline markers of quality in children's literature. I tried to expand beyond Scholastic books and Disney's picture books. I often got pushback from students since Disney stories were a big part of their childhood reading experiences.
One of the purposes of the course was to explore the intersection of learning, pleasure and language development in the reading of children's books. In these respects, Yazmin, your experiences are very similar to my students' experiences. You said that in middle school you participated in oratory events where you spoke about the magic and importance of reading. What were those experiences like for your younger self? What books or poems do you remember reciting? Do you remember choosing a story to read or did your teachers always assign them?
Yazmin: As a young student, I was eager to participate in speech contests, and my teachers noticed this. I remember how my history teacher motivated me to participate in an oratory event organized by the school librarian. I wrote my own speeches on those old square papers everyone used in school back in those days. I memorized the words all afternoon and all night. I thought about my life experiences, how I had never had the chance to travel, but how books transported me to other places, allowed me to learn about other people's lives, and sparked my imagination. I placed first in that oratory competition!
It is our responsibility as educators to share children's literature that is provoking, that reflects our children's lives, and that motivates them to read independently. This is the way to build lifelong readers.
Melissa: What you just said makes me think of the picture book The Day You Begin written by Jacqueline Woodson and illustrated by Rafael López. The main character feels different because she spent the summer at home while her classmates were off "flying and sailing." Yet, she realizes that through books she had also traveled to many places. As a child, you also experienced that sense of empowerment through reading.
Yazmin: Absolutely. To answer your question about whether the stories were assigned reading or not, my teachers chose most of the books and stories we read in class. I remember how in seventh grade my Spanish teacher took us to the computer lab and told one of my friends and I that he thought we would like El polizón del Ulises by the Spanish writer Ana María Matute. He gave us a copy and we read it and discussed it together. It was meaningful because the book exposed us to a different vocabulary and experiences outside of our own. I would also go through books at the school library by myself, even if I didn't consider myself an avid reader. I liked reading both fiction and non-fiction, especially picture books.
Melissa: Now as a high school English teacher, how do your personal experiences guide or influence you when you are matching books to students? What are you doing to ensure that your students don't view the public library as just a homework resource, and have access to story time, children's book displays, and other things your younger self didn't get to experience?
Yazmin: As teachers we often feel trapped by having to follow a curriculum and emphasize teaching practices that are "accountable". Technology and media can be distractions that hamper students from reading books for pleasure; on the other hand, technology does allow more access to books, and I am able to present stories to my students in video format. However, the reality of Puerto Rican schools is that many lack the resources and support to integrate technology and digital media in the classroom. Often, we can't put what we learn in professional development trainings into practice. But we always look for different ways to expose students to books. Recently, for International Day of Reading, I brought some of my own children's books to the classroom so students could read them in small groups. It was an enriching activity for them, and for some, a new experience.
Melissa: Thinking about Puerto Rican cultural heritage and children's literature, it's tough to think that in the 21st century we still have an undersupply of books that present our heritage. We can make a distinction between children's books that reflect island-based Puerto Rican experiences and those that reflect Puerto Rican experience in the United States. I discuss this with my students and learn from them about how the two perspectives and experiences are distinct, but also similar in some ways. There's so much to explore within the "two branches" of the Puerto Rican experience.
Many of my students are not familiar with the life and groundbreaking work of Pura Belpré, who was the first Puerto Rican librarian in New York City. In my course, pre-service teachers learn about her and review the Pura Belpré Award website to identify winning books and read them. I also assign chapter books that reflect familiar Puerto Rican childhood scenarios and immigration experiences such as Going Home and its sequel, Felita, both by Nicholasa Mohr. My students are drawn to the relatable settings and characters and consider the value of using these stories to teach English to their students.
Teaching and supervising pre-service teachers allows me to learn how to effectively incorporate best practices in teaching reading and writing into my course and professional development workshops. We discuss how students read some books over and over, how revisiting a text allows an engaged reader to explore their own path to learning, and how we should celebrate what seems like purposeless repetition because it is building independence. As an educator, I recognize that some challenges are beyond a teacher's control, and yet, the art of teaching is finding space to celebrate learning within complex social realities.
Yazmin: Using Puerto Rican children's literature, and children's literature in general, with my ESL students has helped me to build their enthusiasm for reading, and their ability to analyze and interpret themes portrayed in texts. Children's books provide the opportunity to learn about the world from a child or teenager's perspective. These viewpoints open spaces for conversations, reflection and even roleplay. Sadly, reading and ESL resources, including high-quality children's literature, are not that accessible in Puerto Rico; many of the books my students read are books I have purchased myself. Also, not all public schools have a library, and those that have one often misuse the space for meetings, storage, or as a digital media center. This undermines the school community's perception of the library.
Melissa: I often run into former students, now teachers, working in public and private schools with or without libraries. We inevitably start talking about books they are currently reading, books they are using with students, and difficulties accessing books. I love learning about new titles, and learning from their teaching experiences. Our community of educators keeps growing. We aim to create and develop libraries, story time approaches, and book displays for children. Puerto Rican students should see the library as an empowering space that belongs to them.
Yazmin: It is our responsibility as educators to share children's literature that is provoking, that reflects our children's lives, and that motivates them to read independently. This is the way to build lifelong readers. Children's books inspire readers to reflect on and question their own realities and social responsibilities. Libraries have been a part of educational reforms around the world, and to empower our Puerto Rican communities, we should advocate for fully engaged children's and youth libraries in all our towns, municipalities, and cities. Going to libraries that serve as reading and writing centers, and as technology hubs, should be an essential part of our youth culture. We must begin from an early age to foster an appreciation of the value of literature in Puerto Rican society, and we must be active in the construction of movements that promote community empowerment and growth through reading.
Dr. Melissa Lee García Vega was born in Brooklyn, New York to Puerto Rican parents. She holds a bachelor's degree in English literature from CUNY-Queens College and completed her doctoral degree examining postcolonial and global contexts in Caribbean children's literature at the UPR, Rio Piedras Campus. She is currently co-editing a collection of essays on children's and young adult literature of the Caribbean and its diaspora. She teaches courses in English literature, as well as curriculum and instruction, at the UPR, Aguadilla Campus.
Yazmín Méndez Bonet has been a secondary school English teacher for the past ten years in Puerto Rico's public school system, and has taught all grades from sixth through twelfth grades. She completed a bachelor's degree in teaching english as a second language at the University of Puerto Rico (UPR), Aguadilla Campus and a master's degree in English education at the UPR, Mayagüez Campus. As part of her professional development, Yazmín has been involved with the Maya West Writing Project, AFORMAR Academy and the WebTools Project, all at the UPR, Mayagüez Campus, and participated in the Pilar Barbosa Internship in Washington, D.C.. She is currently pursuing a doctoral degree in curriculum and instruction with a sub-concentration in instructional technology.
Exhibit to Use Books to Help Children Make Sense of Hurricane María, Climate Change
I have many memories of the months we spent in darkness after Hurricane María, when we were trapped in the largest blackout in United States history and the second largest on record worldwide. Each day, as the sun started to slip out of the sky, we would race to prepare for long nights of solar lamps and candlelight, camp stoves and generators. Woven into the sound of evening preparations and generators starting up were also the sobs of my neighbors' children, as they begged their mother, "por favor, mamá, no la noche." After enduring those endless months without electricity, many Puerto Rican children still feel terror when the night comes and have learned to fear the rain.
As a professor of literature at the University of Puerto Rico, Mayagüez Campus, I am now leading a large-scale public humanities project with a group of student collaborators titled, "Mi María: Puerto Rico After the Hurricane." The project uses biographical methodologies—with a special focus on oral history—situated within the contexts of critical disaster studies, environmental humanities, social justice, and climate justice to study the impacts of Hurricane María and its aftermath on the people of Puerto Rico. Through this academic research project, we seek to address children's needs, in the hopes of beginning to allay some of the anxieties that have taken root in the aftermath of Hurricane María.
The project is being undertaken in collaboration with Voice of Witness (VOW)—a human rights nonprofit organization dedicated to amplifying unheard voices—and the Humanities Action Lab's (HAL) Initiative on Climate and Environmental Justice, led by Columbia University, Rutgers University, and The New School. As the culmination of the project, we will publish a volume of oral histories of the hurricane and its aftermath in the VOW book series published by Haymarket Books, a social justice press in the United States, which will be accompanied by a curriculum that meets Common Core education standards.
By reading about characters involved in climate justice and saving the Earth, children can begin to cultivate a positive lifelong relationship with the environment.
We will also make a contribution to HAL's international traveling exhibition, which will be based upon our collected oral histories and other, multimodal forms of auto/biographical expression used to narrate experiences of the hurricane: parranda and other song lyrics; radio broadcasts; photography; comics and graphic narratives; micro-narratives; podcasts, and more. The Puerto Rico segment of the exhibition will travel throughout the Puerto Rican archipelago, and a digital version of the entire international exhibition will be permanently held at Rutgers.
At the core of the larger research project is the work of approximately one hundred and fifty undergraduate students from the University of Puerto Rico, Mayagüez Campus. Last semester, we trained approximately one hundred students in the ethical collection, transcription, translation, and editing of oral narratives. Currently, over fifty additional students are working to collect multimodal narratives for the HAL exhibition. Four of these students, Yarelis Marcial Acevedo, Adriana Montes Pacheco, Francheska Morales Garcia and Sharon M. Nieves Ferrer, comprise the Children's Literature Team, and together with the help of team mentor, Melissa García Vega of the University of Puerto Rico, Aguadilla campus, and Joan Baker González of Mayagüez Children's Library, we are developing a section of the HAL exhibition specifically geared toward the "María Generation" of children who have survived the hurricane and are mired in its aftermath.
The Children's Literature Team: Adriana Montes Pacheco, Sharon M. Nieves Ferrer, Francheska Morales Garcia, Yarelis Marcial Acevedo (from left to right)
This part of the exhibition is focused on using children's literature to educate children about problems related to climate change. It will include approximately thirty English, Spanish and bilingual books related to different topics under the umbrella of climate change, including recycling and working together. Although the HAL exhibition is geared towards an adult audience, it is important to include a component that addresses climate and environmental justice with children.
We are interested in picture books, and will select books with engaging illustrations that help children connect with the issues in an impactful way. Illustrations not only help children understand books, but also help them become immersed in the story, something that is even more essential when teaching children about complex issues like climate justice. It is important for us to develop effective means of speaking with children, in order to mold their attitudes during childhood, the period when most of our beliefs are formed.
We will research, select, and oversee the purchase of the books. We also plan to ask for donations of additional relevant books that will be displayed in a small bookcase and available for children to read at the exhibition. Afterward, we will donate the collected books to the Biblioteca Juvenil de Mayagüez (Children's Library of Mayagüez) and host an activity on-site.
The main goals of our work are to assist children who lived through the hurricane. We will do this by engaging them in discussions about, and actions related to, climate justice; developing their interest in environmental protection; and instilling a sense of empathy for, and connection to, others. We will encourage children who see the physical exhibition or its digital version to recognize that they are fully capable of making a positive difference in their communities, no matter how young they are. By reading about characters involved in climate justice and saving the Earth, children can begin to cultivate a positive lifelong relationship with the environment. This project will not only serve as a means to educate children, but parents and educators too, including elementary school teachers and librarians in and outside of Puerto Rico who are looking for resources to help children learn about fragile ecosystems and what they can do to help protect them.
Our final idea for the exhibition is the creation of our own children's picture book. This children's book, titled Maxy sobrevive al huracán/Mazy Survives the Hurricane, will be written in English and Spanish, and the illustrations will be done by one of our team members. The book will reflect children's experience of the hurricane through the eyes of a puppy, Maxy.
We want to write the book from a puppy's point of view so that all children can relate to the story, and also to ease some of the tension surrounding an experience as harrowing as a hurricane; hopefully child readers will come to believe that they, like the puppy, can find a way to deal with such a situation. Luckily, two social workers have agreed to read the draft of our book and provide feedback on how we can produce a thoughtful, effective book that will aid the children of Puerto Rico and other children who have gone through similar situations.
We believe that this part of the larger HAL exhibition is very important for the contributions it will make to children and for the resources it will provide for parents and teachers. We want to address the lasting psychological and emotional impact of the hurricane and its aftermath, and make a contribution to the island's recovery by instilling in children a love for the environment and an understanding of the ways in which local and global decisions impact nature.
Visit the Facebook page of the Mi María: Puerto Rico After the Hurricane project at www.facebook.com/MiMariaPR and their website at www.mimariapr.org. To donate money or children's books to the project, contact Dr. Ricia Anne Chansky at ricia.chansky@upr.edu.
Dr. Ricia Anne Chansky is professor of literature at the University of Puerto Rico, Mayagüez Campus. She is co-editor of a/b: Auto/Biography Studies and editor of the new Routledge Auto/Biography Studies book series. She is the author of recent and forthcoming essays on critical disaster studies, disaster pedagogy, climate and social justice, Puerto Rico, and the Caribbean, as well as on oral history, transnational and diasporic identity constructions, contested national identity, and gendered identity constructions. Yarelis Marcial Acevedo is studying English with a concentration in linguistics. Adriana Montes Pacheco is studying agricultural economics and wants to specialize in art. Francheska Morales García is currently completing a bachelor's degree in theoretical physics. Sharon M. Nieves Ferrer is currently completing a bachelor's degree in physics. Pictured above, they are all undergraduates at the University of Puerto Rico, Mayagüez Campus.
The University of Puerto Rico's Learning Resource Center Promotes Culturally Relevant Childhood Literacy
*Lee una traducción al español de este artículo aquí.
*Read a Spanish translation of this article here.
The Learning Resource Center (Library) at the University of Puerto Rico, Bayamón Campus is a space dedicated to study, research and the sociocultural enrichment of all our visitors. Our library offers access to information in many different formats, and our personnel educate our community on how to effectively search for information, and its ethical and critical use. Our community consists of five thousand undergraduate students, faculty, non-academic staff and the children who attend our campus preschool.
Housed in the library, in the Sala de Niños y Jóvenes Isabel Freire de Matos (Isabel Freire de Matos Children's and Youth Room), is a special collection of Puerto Rican and international children's and youth literature. With this collection, we hope to foster a love of reading and plant seeds of cultural self-awareness in the children who will hopefully make up the university's student body in the future. We aim to give them an unforgettable and formative experience by exposing them to a variety of books and helping them to see the library as a space for learning and positive socialization.
Since 2014, we have been celebrating the
Dr. Delgado-Cordero at CELELI's Reading Marathon
Maratón Puertorriqueño de Lectura (Puerto Rican Reading Marathon), an island-wide reading marathon organized by the Centro para el estudio de la lectura, la escritura y la literatura infantil (the Center for the Study of Reading, Writing and Children's Literature, abbreviated as CELELI) of the University of Puerto Rico, Río Piedras Campus. The goal of CELELI is to promote, enhance and increase research focused on reading, writing, and children's literature.
The Maratón Puertorriqueño de Lectura is a day devoted to celebrating the phenomenal benefits of reading, and we are proud to participate in this annual event. The marathon is organized as a series of interesting and enjoyable activities that allow children, teens and adults to read for pure pleasure, in an uninterrupted manner.
This past year, we celebrated the 13th edition of the Maratón by inviting Puerto Rican children's author-illustrator Isset M. Pastrana Andino to the center. She is a young educator with a degree in preschool education who grew up and attended public schools here in Bayamón. It was really special having a "daughter of Bayamón" to celebrate the reading marathon with us!
We hope to foster a love of reading and plant seeds of cultural self-awareness in the children.
On September 7th, we hosted an event where Pastrana Andino read her book, En el patio de Lucas, to our preschoolers. The tale features a boy named Lucas who enjoys close contact with nature. He loves to observe, analyze and investigate his surroundings. He decides to sow a seed he finds in his backyard and takes care of it with love using what nature gives him: water, sunlight and wind. Doing so, he discovers through the plant's germination process that it is a beautiful miramelinda flower.
Isset entranced the children with an engaging read-aloud of her book. As part of our activity, we visited a nearby nursery garden and bought some miramelindas plants and seeds to recreate Lucas' journey. The children learned about the life cycle of the plant, and at the end, each child planted a seed to take home.
At the Learning Resource Center, we are committed to the crucial work of promoting childhood literacy. We enjoy every part of designing our programs, because seeing the preschoolers' happy faces is the best reward for our hard work.
Visit the Facebook pages of the Center for the Study of Reading, Writing and Children's Literature (CELELI) and the Learning Resource Center (Library) at the University of Puerto Rico, Bayamón Campus at www.facebook.com/celeli.lectura and www.facebook.com/UPRBayamonBiblioteca respectively.
Dr. Mercy Delgado-Cordero has been a librarian since 2008, and has worked in academic libraries in both private and public institutions. For the past five years, she has been in charge of the Puerto Rican Collection in the Library of the University of Puerto Rico, Bayamón Campus, from where she vigorously promotes reading in adults and children. She has a bachelor's degree in comparative literature with a minor in art history, a post-graduate certificate in editorial arts, a Master's degree in library and information science, and a doctorate in leadership of educational organizations from the University of Puerto Rico, Río Piedras Campus. She has been a national and international speaker on the topics of library leadership, the responsibility of the librarian in the promotion of reading, and the sociocultural function of libraries.


Mala Mahendroo, PhD, is a Professor in the Department of Obstetrics and Gynecology's Division of Basic Reproductive Biology Research and a member of the Cecil H. and Ida Green Center for Reproductive Biology Sciences.
Dr. Mahendroo did her graduate research on the gene regulation of estrogen synthesis in human adipose in the laboratory of Dr. Evan Simpson at UT Southwestern and completed her PhD in 1992. She carried out her postdoctoral project entitled, "Targeted disruption of steroid 5alpha-reductases in mice," in David. W. Russell's laboratory in the Department of Molecular Genetics. Her postdoctoral work was supported by fellowships from the National Institutes of Health, The Lalor Foundation, and the Burroughs Wellcome Foundation. She joined the Department of Obstetrics and Gynecology as an Assistant Professor in 2000.
The molecular mechanisms of cervical ripening differ between term and preterm birth.
Cervical softening during pregnancy- regulated changes in collagen cross-linking and composition of matricellular proteins in the mouse.
Second harmonic generation imaging as a potential tool for staging pregnancy and predicting preterm birth.
Hyaluronan and its binding proteins during cervical ripening and parturition: Dynamic changes in size, distribution and temporal sequence.
A compact fiber-optic SHG scanning endomicroscope and its application to visualize cervical remodeling during pregnancy.


Roland Bürli has about 18 years of post-graduate experience in medicinal chemistry and preclinical drug discovery. In industry, he first worked in the anti-infective field at Genesoft, a startup Biotech in South San Francisco, and later joined Amgen (Thousand Oaks) where he led early and late-stage projects across various therapeutic areas (inflammation, CNS, haematology). In 2008, he joined BioFocus, a UK-based CRO, where he initiated and led several fully integrated research collaborations. He currently is project director in the Neuroscience unit at AstraZeneca/MedImmune. Roland studied chemistry and obtained his PhD at the ETH (Zürich) followed by postdoctoral work at Caltech (Pasadena). He has co-authored about 85 scientific publications and patents. Roland has a passion for all aspects of preclinical drug discovery; in particular, he emphasizes that early proof-of-concept studies aimed at target validation are performed with tool molecules that exhibit the right characteristics.


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Global Transdermal Drug Delivery System Market is anticipated to grow at a CAGR of 12.18% by 2023
Mon Jan 14, 2019 - 10:30am UTC
Market Study Report adds Global Transdermal Drug Delivery System market report that gives meticulous investigation of current scenario of the market size, share, demand, growth, trends, companies active in the industry and forecasts for the coming years.
Selbyville, Delaware – January 14, 2019 —
The report titled Global Transdermal Drug Delivery System Market: Analysis By Type (Patches, Gels), By Technique (Ionophoresis, Electroporation, Sonophoresis, Others), By End-User, By Region, By Country (2018 Edition): Trends, Opportunities and Forecast (2013-2023) has covered and analyzed the potential of global transdermal drug delivery system market and provides statistics and information on market size, shares and growth factors. The report intends to provide cutting-edge market intelligence and help decision makers take sound investment evaluation. Besides, the report also identifies and analyses the emerging trends along with major drivers, challenges and opportunities in the global transdermal drug delivery system market. Additionally, the report also highlights market entry strategies for various companies across the globe.
Request a sample of this premium report at: https://www.marketstudyreport.com/request-a-sample/1357064/
Company Analysis 3M Pharmaceutical, Boehringer Ingelheim, Mylan, Novartis, GlaxoSmithKline, Noven, Lohmann Therapeutics Systems, Johnson & Johnson, Bayer AG, Corium International.
According to research report titled Global Transdermal Drug Delivery System Market: Analysis By Type (Patches, Gels), By Technique (Ionophoresis, Electroporation, Sonophoresis, Others), By End-User, By Region, By Country (2018 Edition): Trends, Opportunities and Forecast (2013-2023) global Transdermal Drug Delivery Market is projected to display a high growth represented by a CAGR of 12.18% during 2018 2023.
A comprehensive research report created through extensive primary research (inputs from industry experts, companies, stakeholders) and secondary research, the report aims to present the analysis of Global Transdermal Drug Delivery Market. The report analyzes the Global Transdermal Drug Delivery Market By Type (Patches, Gels), By Techniques (Iontophoresis, Electroporation, Sonophoresis and Others) and By End user (Hospital & Clinic, Homecare). The report analyzes the Global Transdermal Drug Delivery Market for the Regions (North America, Europe, Asia Pacific, Rest of the world) and for the Countries (U.S, Canada, Germany, U.K, Japan, China, India, Brazil). The report assesses the Transdermal Drug Delivery Market for the historical period of 2013-2017 and the forecast period of 2018-2023.
Over the recent years, global transdermal drug delivery system market has been witnessing growth, on account of several driving factors including rising incidence of chronic diseases, increasing healthcare awareness amongst consumers, flourishing market for minimally invasive products, new device approvals along with increasing health expenditure in developing countries. Moreover, increase in sedentary lifestyle, obesity and stress with significant population suffering from serious consequences of hypertension, hormonal imbalance, is expected to propel the demand for transdermal drug delivery system. In this research report, the market is segmented on the basis of techniques, as well as end user. By type, the segment of patches is predicted to hold its dominant position in the market. Amongst the regions, North America accounts for the largest regional share in the global transdermal drug delivery system market in 2018. However, Asia Pacific is predicted to advance at the highest rate. Presence of vast consumer base, particularly in emerging nations such as China and India, in addition to growing per capita expenditure on healthcare is likely to drive the regional market.
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Global Transdermal Drug Delivery System Market (Actual Period: 2013-2017, Forecast Period: 2018-2023)
Transdermal Drug Delivery System Size, Growth, Forecast
By Type Patches, Gels
By Techniques- Iontophoresis, Electroporation, Sonophoresis, Others
By End User Hospital & Clinic, Homecare: By Value
Regional Markets North America, Europe, Asia-Pacific, Rest of the World
(Actual Period: 2013-2017, Forecast Period: 2018-2023)
Country Analysis U.S., Canada, Germany, U.K, Japan, India, China, Brazil (Actual Period: 2013-2017, Forecast Period: 2018-2023)
By Techniques- Iontophoresis, Electroporation, Sonophoresis and Others
Other Report Highlights
Market Dynamics Drivers and Restraints
Company Share Analysis
Porter Five Force Analysis
Supply Chain Analysis
Policy and Regulatory Landscape
Customization of the Report
The report could be customized according to the client s specific research requirements. No additional cost will be required to pay for limited additional research.
1 Research Methodology
3. Strategic Recommendation
3.1 Increase bioavailability of poor penetration drugs and increase application of transdermal drug delivery system
3.2 APAC region to witness augmented growth in the forecast period
4. Transdermal Drug Delivery System Outlook
5. Transdermal Drug Delivery System Market: Growth and Forecast
5.1 By Value (2013-2017)
6. Transdermal Drug Delivery System Market: Segmental Analysis
6.1 Transdermal Drug Delivery System Market Size, By Type: Breakdown (%)
6.1.1 Transdermal Drug Delivery System Market Size, By Type, 2017 (%)
6.2 Global Patches Type Market Size, By Value (2013-2023)
6.3 Global Gels Type Market Size, By Value (2013-2023)
6.4 Global Transdermal Drug Delivery System Market Size, By Technique : Breakdown(%)
6.4.1 Transdermal Drug Delivery System Market Size, By Technique, 2017 (%)
6.5 Global Iontophoresis Technique TDDS Market Size, By Value (2013-2023)
6.6 Global Electroporation Technique TDDS Market Size, By Value (2013-2023)
6.7 Global Sonophoresis Technique TDDS Market Size, By Value (2013-2023)
6.8 Global Others Technique TDDS Market Size, By Value (2013-2023)
6.9 Global Transdermal Drug Delivery System Market Size, By End User: Breakdown (%)
6.9.1 Transdermal Drug Delivery System System Market Size, By End User, 2017 (%)
6.9.2 Transdermal Drug Delivery System System Market Size, By End User , 2023 (%)
6.10 Global Hospital & Clinic Transdermal Drug Delivery System Market Size, By Value (2013-2023)
6.11 Global Homecare Transdermal Drug Delivery System Market Size, By Value (2013-2023)
More Details on this Report: https://tinyurl.com/y93xj8n3
Name: Arun Hegde
Organization: Market Study Report
Address: 4 North Main Street, Selbyville, Delaware 19975 USA
Website: https://www.marketstudyreport.com
Apple Acquires First Indian Startup, TuplejumpSingaporean iFashion acquires lifestyle marketplace Megafash for US$2.23 millionMyanmar's Trust Venture takes minority stake in career advisory firm Live the DreamVC Firm Intudo Ventures Closes US$50 Million Second FundMyanmar's Food2U secures six-digit funding from locales to expand operations

redpajama_set_name: RedPajamaCommonCrawl


The Mercury is a fantastic all-around board that is perfect for flat water and small surf paddling as well as offering a smoothed out rocker and a stable, extra wide platform for riders to enjoy at all skill levels. The board features a great balance of length and width proportion to ensure a comfortable ride no matter what the water conditions are.
The 4mm diamond grooved footpad ensures you have plenty of grip while the signature Aztron Double Chamber construction increases the board's stiffness and rigidity, keeping the board performing at the highest standard at all times. Easy and forgiving, the Mercury is the air board that makes you look good.
This 2019 Aztron SUP is an incremental improvement over the 2018 Aqua Marina line. Slightly better i every way, the paddle, the tether strap, the additional storage net, and most of all the dual action air pump and dual chamber air compartments. It might have been nice to see a kickboard (although maybe not practical at 10'10") and 3 fins on the bottom. But apart from that, there is nothing else to be improved upon. Great communication, service and rapid delivery.


text:
package common.tx;

import javax.transaction.SystemException;

import common.tx.model.Fault;
import common.tx.model.context.CoordinationContextType;

/**
 * Wrapper around low level Registration Coordinator messaging.
 */
public class RegistrationCoordinator {

	/**
	 * Register the participant in the protocol.
	 * @param coordinationContext The current coordination context
	 * @param messageID The messageID to use.
	 * @param protocol
	 * @param participant
	 * @param participantProtocolService The participant protocol service.
	 * @param protocolIdentifier The protocol identifier.
	 * @return The endpoint reference of the coordinator protocol service.
	 * @throws AlreadyRegisteredException If the participant is already registered.
	 * @throws InvalidProtocolException If the protocol is unsupported.
	 * @throws InvalidStateException If the state is invalid
	 * @throws NoActivityException If there is to activity context active.
	 * @throws Fault for errors during processing.
	 */
	//public static W3CEndpointReference register(CoordinationContextType coordinationContext, String messageID, W3CEndpointReference participantEndpoint, String protocolIdentifier) throws CannotRegisterException, InvalidProtocolException, InvalidStateException, Fault {
	public static void register(CoordinationContextType coordinationContext, String messageID, String protocolIdentifier) throws SystemException {

//		W3CEndpointReference endpointReference = coordinationContext.getRegistrationService();
//		try {
//			RegisterType registerType = new RegisterType();
//			RegisterResponseType response;
//			registerType.setProtocolIdentifier(protocolIdentifier);
//			registerType.setParticipantProtocolService(participantEndpoint);
//			RegistrationPortType port = WSCOORClient.getRegistrationPort(endpointReference, CoordinationConstants.WSCOOR_ACTION_REGISTER, messageID);
//			response = port.registerOperation(registerType);
//			return response.getCoordinatorProtocolService();
//
//		} catch (Exception e) {
//			throw new Fault(e);
//		}
	}

}

redpajama_set_name: RedPajamaGithub


Here's our latest and favorite gluten-free (and dairy-free) bread recipe. This gluten-free bread has a terrific springiness and is neither too dry or too wet. And, it has a wonderful yeasty flavor and calls for simple ingredients that are easy to find.
When followed exactly this recipe is consistently dependable. The batter rises quickly and as the loaf bakes it doesn't bubble over the sides of the pan. As it cools it doesn't cave in.
It's highly recommended that you use a good kitchen scale to weigh ingredients, don't substitute with other gluten-free ingredients and use an instant read digital thermometer to know when your bread is done. And if you have a good stand mixer that helps too.
You will see two out-of-the-ordinary recommendations in our new gluten-free bread recipe. The directions call for using both xanthan gum and guar gum, and in smaller amounts than most gluten-free bread recipes call for.
Also, an optional ingredient called for is "apple fiber." Most health food markets and lots of online stores carry this inexpensive nutritional supplement which contains about 10% apple pectin. Apple pectin adds texture and flavor to bread recipes, even though a small amount is used. We like the NOW Foods brand apple fiber quality and price.
Check out our Step-by-Step Guide – How to Make Homemade Gluten-Free Bread.
Note – For consistent baking results, it's highly recommended that you weigh your dry ingredients, especially the flours and starches. If you bake bread often, it's so much faster and easier to weigh than to measure!
Note: If you store your gluten-free flour in the refrigerator or freezer, be sure to bring these ingredients to room temperature before preparing bread recipes. Chilled ingredients will stunt the rise of the bread.
Grease one 8 X 4-inch loaf pan, preferably a heavy-duty metal pan. This recipe was developed specifically for use in this size loaf pan.
Place a 2-quart bowl on kitchen scale. Weigh each dry ingredient into bowl. Be sure to press the "zero" feature on your scale before weighing each ingredient. Use a whisk to thoroughly blend dry ingredients.
Place room temperature egg whites in mixing bowl of stand mixer. Use paddle attachment and beat on high for 1 minute. Eggs will be frothy. Add olive oil and apple cider vinegar and beat to blend.
Add dry ingredients to the egg mixture. Beat on low for about 10 seconds. Add water and beat on low until mixture forms a thick batter. Beat on high for 3 minutes.
At this point, preheat oven to 375° F / 190° C. Use a thin plastic "spreader" spatula to scrape the thick bread batter into prepared 8 X 4-inch loaf pan. Hold the spatula upright and insert it into batter throughout to break up any air pockets in batter. Dip spatula in some water and use it to shape a nice smooth loaf. Run the spatula down the sides and over the top of the loaf until it's nice and smooth.
Cover the batter loosely with plastic wrap and set the pan in a warm, draft-free location to rise. This takes about 30-45 minutes. The loaf should rise just about the top edge of your pan.
Place pan in preheated oven. Bake for about 30 minutes, or until deep golden brown. Tent loosely with foil. Bake for another 30 minutes or until an instant read digital thermometer reads 208° F / 97.8° C. This is an important step and will ensure that your bread is completely cooked.
Use your thin spreader spatula or a knife to release loaf from pan immediately after removing it from oven. Cool on a wire rack. When completely cool slice bread.
I know you say "don't substitute ingredients," but I am sensitive to eggs. Could I use flax meal and water, or Ener-G egg replacer?


text:
Q: How can I use MEF to resolve dependencies during unit testing? The component I'm developing has to interface with several external systems.  I don't want to interact with the external systems when I'm running unit tests, just when we're doing integrated testing (or production, of course!)   :-)   In its most ugly-looking-form, it would be something along the lines of:
if (<Flag in App.config> == true)
{
    // get result from external system
}
else
{
    // get a mocked-up result
}

Is there an example of a better way to implement something like this using dependency injection so my code doesn't have to be polluted with IF-statements?  I was looking at using MEF because it's included in the .NET Framework.

A: MEF is not a framework for unit testing, it is for extensiblily, to let others write plug-in for your software.
As I think, you should look into dependency IoC containers, here's a list of IoCs for .NET.

redpajama_set_name: RedPajamaStackExchange


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text:
#ifdef HAVE_CONFIG_H
#include <jansson_private_config.h>
#endif

#include <jansson_config.h>

#include "util.h"
#include <jansson.h>
#include <math.h>
#include <stdio.h>
#include <string.h>

#ifdef INFINITY
// This test triggers "warning C4756: overflow in constant arithmetic"
// in Visual Studio. This warning is triggered here by design, so disable it.
// (This can only be done on function level so we keep these tests separate)
#ifdef _MSC_VER
#pragma warning(push)
#pragma warning(disable : 4756)
#endif
static void test_inifity() {
    json_error_t error;

    if (json_pack_ex(&error, 0, "f", INFINITY))
        fail("json_pack infinity incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                1, 1);

    if (json_pack_ex(&error, 0, "[f]", INFINITY))
        fail("json_pack infinity array element incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                2, 2);

    if (json_pack_ex(&error, 0, "{s:f}", "key", INFINITY))
        fail("json_pack infinity object value incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                4, 4);

#ifdef _MSC_VER
#pragma warning(pop)
#endif
}
#endif // INFINITY

static void run_tests() {
    json_t *value;
    int i;
    char buffer[4] = {'t', 'e', 's', 't'};
    json_error_t error;

    /*
     * Simple, valid json_pack cases
     */
    /* true */
    value = json_pack("b", 1);
    if (!json_is_true(value))
        fail("json_pack boolean failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack boolean refcount failed");
    json_decref(value);

    /* false */
    value = json_pack("b", 0);
    if (!json_is_false(value))
        fail("json_pack boolean failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack boolean refcount failed");
    json_decref(value);

    /* null */
    value = json_pack("n");
    if (!json_is_null(value))
        fail("json_pack null failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack null refcount failed");
    json_decref(value);

    /* integer */
    value = json_pack("i", 1);
    if (!json_is_integer(value) || json_integer_value(value) != 1)
        fail("json_pack integer failed");
    if (value->refcount != (size_t)1)
        fail("json_pack integer refcount failed");
    json_decref(value);

    /* integer from json_int_t */
    value = json_pack("I", (json_int_t)555555);
    if (!json_is_integer(value) || json_integer_value(value) != 555555)
        fail("json_pack json_int_t failed");
    if (value->refcount != (size_t)1)
        fail("json_pack integer refcount failed");
    json_decref(value);

    /* real */
    value = json_pack("f", 1.0);
    if (!json_is_real(value) || json_real_value(value) != 1.0)
        fail("json_pack real failed");
    if (value->refcount != (size_t)1)
        fail("json_pack real refcount failed");
    json_decref(value);

    /* string */
    value = json_pack("s", "test");
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string refcount failed");
    json_decref(value);

    /* nullable string (defined case) */
    value = json_pack("s?", "test");
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack nullable string (defined case) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack nullable string (defined case) refcount failed");
    json_decref(value);

    /* nullable string (NULL case) */
    value = json_pack("s?", NULL);
    if (!json_is_null(value))
        fail("json_pack nullable string (NULL case) failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack nullable string (NULL case) refcount failed");
    json_decref(value);

    /* nullable string concatenation */
    if (json_pack_ex(&error, 0, "s?+", "test", "ing"))
        fail("json_pack failed to catch invalid format 's?+'");
    check_error(json_error_invalid_format, "Cannot use '+' on optional strings",
                "<format>", 1, 2, 2);

    /* nullable string with integer length */
    if (json_pack_ex(&error, 0, "s?#", "test", 4))
        fail("json_pack failed to catch invalid format 's?#'");
    check_error(json_error_invalid_format, "Cannot use '#' on optional strings",
                "<format>", 1, 2, 2);

    /* string and length (int) */
    value = json_pack("s#", "test asdf", 4);
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string and length failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string and length refcount failed");
    json_decref(value);

    /* string and length (size_t) */
    value = json_pack("s%", "test asdf", (size_t)4);
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string and length failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string and length refcount failed");
    json_decref(value);

    /* string and length (int), non-NUL terminated string */
    value = json_pack("s#", buffer, 4);
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string and length (int) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string and length (int) refcount failed");
    json_decref(value);

    /* string and length (size_t), non-NUL terminated string */
    value = json_pack("s%", buffer, (size_t)4);
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string and length (size_t) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string and length (size_t) refcount failed");
    json_decref(value);

    /* string concatenation */
    if (json_pack("s+", "test", NULL))
        fail("json_pack string concatenation succeeded with NULL string");

    value = json_pack("s++", "te", "st", "ing");
    if (!json_is_string(value) || strcmp("testing", json_string_value(value)))
        fail("json_pack string concatenation failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string concatenation refcount failed");
    json_decref(value);

    /* string concatenation and length (int) */
    value = json_pack("s#+#+", "test", 1, "test", 2, "test");
    if (!json_is_string(value) || strcmp("ttetest", json_string_value(value)))
        fail("json_pack string concatenation and length (int) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string concatenation and length (int) refcount failed");
    json_decref(value);

    /* string concatenation and length (size_t) */
    value = json_pack("s%+%+", "test", (size_t)1, "test", (size_t)2, "test");
    if (!json_is_string(value) || strcmp("ttetest", json_string_value(value)))
        fail("json_pack string concatenation and length (size_t) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack string concatenation and length (size_t) refcount "
             "failed");
    json_decref(value);

    /* empty object */
    value = json_pack("{}", 1.0);
    if (!json_is_object(value) || json_object_size(value) != 0)
        fail("json_pack empty object failed");
    if (value->refcount != (size_t)1)
        fail("json_pack empty object refcount failed");
    json_decref(value);

    /* empty list */
    value = json_pack("[]", 1.0);
    if (!json_is_array(value) || json_array_size(value) != 0)
        fail("json_pack empty list failed");
    if (value->refcount != (size_t)1)
        fail("json_pack empty list failed");
    json_decref(value);

    /* non-incref'd object */
    value = json_pack("o", json_integer(1));
    if (!json_is_integer(value) || json_integer_value(value) != 1)
        fail("json_pack object failed");
    if (value->refcount != (size_t)1)
        fail("json_pack integer refcount failed");
    json_decref(value);

    /* non-incref'd nullable object (defined case) */
    value = json_pack("o?", json_integer(1));
    if (!json_is_integer(value) || json_integer_value(value) != 1)
        fail("json_pack nullable object (defined case) failed");
    if (value->refcount != (size_t)1)
        fail("json_pack nullable object (defined case) refcount failed");
    json_decref(value);

    /* non-incref'd nullable object (NULL case) */
    value = json_pack("o?", NULL);
    if (!json_is_null(value))
        fail("json_pack nullable object (NULL case) failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack nullable object (NULL case) refcount failed");
    json_decref(value);

    /* incref'd object */
    value = json_pack("O", json_integer(1));
    if (!json_is_integer(value) || json_integer_value(value) != 1)
        fail("json_pack object failed");
    if (value->refcount != (size_t)2)
        fail("json_pack integer refcount failed");
    json_decref(value);
    json_decref(value);

    /* incref'd nullable object (defined case) */
    value = json_pack("O?", json_integer(1));
    if (!json_is_integer(value) || json_integer_value(value) != 1)
        fail("json_pack incref'd nullable object (defined case) failed");
    if (value->refcount != (size_t)2)
        fail("json_pack incref'd nullable object (defined case) refcount "
             "failed");
    json_decref(value);
    json_decref(value);

    /* incref'd nullable object (NULL case) */
    value = json_pack("O?", NULL);
    if (!json_is_null(value))
        fail("json_pack incref'd nullable object (NULL case) failed");
    if (value->refcount != (size_t)-1)
        fail("json_pack incref'd nullable object (NULL case) refcount failed");

    /* simple object */
    value = json_pack("{s:[]}", "foo");
    if (!json_is_object(value) || json_object_size(value) != 1)
        fail("json_pack array failed");
    if (!json_is_array(json_object_get(value, "foo")))
        fail("json_pack array failed");
    if (json_object_get(value, "foo")->refcount != (size_t)1)
        fail("json_pack object refcount failed");
    json_decref(value);

    /* object with complex key */
    value = json_pack("{s+#+: []}", "foo", "barbar", 3, "baz");
    if (!json_is_object(value) || json_object_size(value) != 1)
        fail("json_pack array failed");
    if (!json_is_array(json_object_get(value, "foobarbaz")))
        fail("json_pack array failed");
    if (json_object_get(value, "foobarbaz")->refcount != (size_t)1)
        fail("json_pack object refcount failed");
    json_decref(value);

    /* object with optional members */
    value = json_pack("{s:s,s:o,s:O}", "a", NULL, "b", NULL, "c", NULL);
    if (value)
        fail("json_pack object optional incorrectly succeeded");

    value = json_pack("{s:**}", "a", NULL);
    if (value)
        fail("json_pack object optional invalid incorrectly succeeded");

    if (json_pack_ex(&error, 0, "{s:i*}", "a", 1))
        fail("json_pack object optional invalid incorrectly succeeded");
    check_error(json_error_invalid_format, "Expected format 's', got '*'", "<format>", 1,
                5, 5);

    value = json_pack("{s:s*,s:o*,s:O*}", "a", NULL, "b", NULL, "c", NULL);
    if (!json_is_object(value) || json_object_size(value) != 0)
        fail("json_pack object optional failed");
    json_decref(value);

    value = json_pack("{s:s*}", "key", "\xff\xff");
    if (value)
        fail("json_pack object optional with invalid UTF-8 incorrectly "
             "succeeded");

    if (json_pack_ex(&error, 0, "{s: s*#}", "key", "test", 1))
        fail("json_pack failed to catch invalid format 's*#'");
    check_error(json_error_invalid_format, "Cannot use '#' on optional strings",
                "<format>", 1, 6, 6);

    if (json_pack_ex(&error, 0, "{s: s*+}", "key", "test", "ing"))
        fail("json_pack failed to catch invalid format 's*+'");
    check_error(json_error_invalid_format, "Cannot use '+' on optional strings",
                "<format>", 1, 6, 6);

    /* simple array */
    value = json_pack("[i,i,i]", 0, 1, 2);
    if (!json_is_array(value) || json_array_size(value) != 3)
        fail("json_pack object failed");
    for (i = 0; i < 3; i++) {
        if (!json_is_integer(json_array_get(value, i)) ||
            json_integer_value(json_array_get(value, i)) != i)

            fail("json_pack integer array failed");
    }
    json_decref(value);

    /* simple array with optional members */
    value = json_pack("[s,o,O]", NULL, NULL, NULL);
    if (value)
        fail("json_pack array optional incorrectly succeeded");

    if (json_pack_ex(&error, 0, "[i*]", 1))
        fail("json_pack array optional invalid incorrectly succeeded");
    check_error(json_error_invalid_format, "Unexpected format character '*'", "<format>",
                1, 3, 3);

    value = json_pack("[**]", NULL);
    if (value)
        fail("json_pack array optional invalid incorrectly succeeded");
    value = json_pack("[s*,o*,O*]", NULL, NULL, NULL);
    if (!json_is_array(value) || json_array_size(value) != 0)
        fail("json_pack array optional failed");
    json_decref(value);

#ifdef NAN
    /* Invalid float values */
    if (json_pack_ex(&error, 0, "f", NAN))
        fail("json_pack NAN incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                1, 1);

    if (json_pack_ex(&error, 0, "[f]", NAN))
        fail("json_pack NAN array element incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                2, 2);

    if (json_pack_ex(&error, 0, "{s:f}", "key", NAN))
        fail("json_pack NAN object value incorrectly succeeded");
    check_error(json_error_numeric_overflow, "Invalid floating point value", "<args>", 1,
                4, 4);
#endif

#ifdef INFINITY
    test_inifity();
#endif

    /* Whitespace; regular string */
    value = json_pack(" s\t ", "test");
    if (!json_is_string(value) || strcmp("test", json_string_value(value)))
        fail("json_pack string (with whitespace) failed");
    json_decref(value);

    /* Whitespace; empty array */
    value = json_pack("[ ]");
    if (!json_is_array(value) || json_array_size(value) != 0)
        fail("json_pack empty array (with whitespace) failed");
    json_decref(value);

    /* Whitespace; array */
    value = json_pack("[ i , i,  i ] ", 1, 2, 3);
    if (!json_is_array(value) || json_array_size(value) != 3)
        fail("json_pack array (with whitespace) failed");
    json_decref(value);

    /*
     * Invalid cases
     */

    /* newline in format string */
    if (json_pack_ex(&error, 0, "{\n\n1"))
        fail("json_pack failed to catch invalid format '1'");
    check_error(json_error_invalid_format, "Expected format 's', got '1'", "<format>", 3,
                1, 4);

    /* mismatched open/close array/object */
    if (json_pack_ex(&error, 0, "[}"))
        fail("json_pack failed to catch mismatched '}'");
    check_error(json_error_invalid_format, "Unexpected format character '}'", "<format>",
                1, 2, 2);

    if (json_pack_ex(&error, 0, "{]"))
        fail("json_pack failed to catch mismatched ']'");
    check_error(json_error_invalid_format, "Expected format 's', got ']'", "<format>", 1,
                2, 2);

    /* missing close array */
    if (json_pack_ex(&error, 0, "["))
        fail("json_pack failed to catch missing ']'");
    check_error(json_error_invalid_format, "Unexpected end of format string", "<format>",
                1, 2, 2);

    /* missing close object */
    if (json_pack_ex(&error, 0, "{"))
        fail("json_pack failed to catch missing '}'");
    check_error(json_error_invalid_format, "Unexpected end of format string", "<format>",
                1, 2, 2);

    /* garbage after format string */
    if (json_pack_ex(&error, 0, "[i]a", 42))
        fail("json_pack failed to catch garbage after format string");
    check_error(json_error_invalid_format, "Garbage after format string", "<format>", 1,
                4, 4);

    if (json_pack_ex(&error, 0, "ia", 42))
        fail("json_pack failed to catch garbage after format string");
    check_error(json_error_invalid_format, "Garbage after format string", "<format>", 1,
                2, 2);

    /* NULL string */
    if (json_pack_ex(&error, 0, "s", NULL))
        fail("json_pack failed to catch null argument string");
    check_error(json_error_null_value, "NULL string", "<args>", 1, 1, 1);

    /* + on its own */
    if (json_pack_ex(&error, 0, "+", NULL))
        fail("json_pack failed to a lone +");
    check_error(json_error_invalid_format, "Unexpected format character '+'", "<format>",
                1, 1, 1);

    /* Empty format */
    if (json_pack_ex(&error, 0, ""))
        fail("json_pack failed to catch empty format string");
    check_error(json_error_invalid_argument, "NULL or empty format string", "<format>",
                -1, -1, 0);

    /* NULL format */
    if (json_pack_ex(&error, 0, NULL))
        fail("json_pack failed to catch NULL format string");
    check_error(json_error_invalid_argument, "NULL or empty format string", "<format>",
                -1, -1, 0);

    /* NULL key */
    if (json_pack_ex(&error, 0, "{s:i}", NULL, 1))
        fail("json_pack failed to catch NULL key");
    check_error(json_error_null_value, "NULL object key", "<args>", 1, 2, 2);

    /* NULL value followed by object still steals the object's ref */
    value = json_incref(json_object());
    if (json_pack_ex(&error, 0, "{s:s,s:o}", "badnull", NULL, "dontleak", value))
        fail("json_pack failed to catch NULL value");
    check_error(json_error_null_value, "NULL string", "<args>", 1, 4, 4);
    if (value->refcount != (size_t)1)
        fail("json_pack failed to steal reference after error.");
    json_decref(value);

    /* More complicated checks for row/columns */
    if (json_pack_ex(&error, 0, "{ {}: s }", "foo"))
        fail("json_pack failed to catch object as key");
    check_error(json_error_invalid_format, "Expected format 's', got '{'", "<format>", 1,
                3, 3);

    /* Complex object */
    if (json_pack_ex(&error, 0, "{ s: {},  s:[ii{} }", "foo", "bar", 12, 13))
        fail("json_pack failed to catch missing ]");
    check_error(json_error_invalid_format, "Unexpected format character '}'", "<format>",
                1, 19, 19);

    /* Complex array */
    if (json_pack_ex(&error, 0, "[[[[[   [[[[[  [[[[ }]]]] ]]]] ]]]]]"))
        fail("json_pack failed to catch extra }");
    check_error(json_error_invalid_format, "Unexpected format character '}'", "<format>",
                1, 21, 21);

    /* Invalid UTF-8 in object key */
    if (json_pack_ex(&error, 0, "{s:i}", "\xff\xff", 42))
        fail("json_pack failed to catch invalid UTF-8 in an object key");
    check_error(json_error_invalid_utf8, "Invalid UTF-8 object key", "<args>", 1, 2, 2);

    /* Invalid UTF-8 in a string */
    if (json_pack_ex(&error, 0, "{s:s}", "foo", "\xff\xff"))
        fail("json_pack failed to catch invalid UTF-8 in a string");
    check_error(json_error_invalid_utf8, "Invalid UTF-8 string", "<args>", 1, 4, 4);

    /* Invalid UTF-8 in an optional '?' string */
    if (json_pack_ex(&error, 0, "{s:s?}", "foo", "\xff\xff"))
        fail("json_pack failed to catch invalid UTF-8 in an optional '?' "
             "string");
    check_error(json_error_invalid_utf8, "Invalid UTF-8 string", "<args>", 1, 5, 5);

    /* Invalid UTF-8 in an optional '*' string */
    if (json_pack_ex(&error, 0, "{s:s*}", "foo", "\xff\xff"))
        fail("json_pack failed to catch invalid UTF-8 in an optional '*' "
             "string");
    check_error(json_error_invalid_utf8, "Invalid UTF-8 string", "<args>", 1, 5, 5);

    /* Invalid UTF-8 in a concatenated key */
    if (json_pack_ex(&error, 0, "{s+:i}", "\xff\xff", "concat", 42))
        fail("json_pack failed to catch invalid UTF-8 in an object key");
    check_error(json_error_invalid_utf8, "Invalid UTF-8 object key", "<args>", 1, 3, 3);

    if (json_pack_ex(&error, 0, "{s:o}", "foo", NULL))
        fail("json_pack failed to catch nullable object");
    check_error(json_error_null_value, "NULL object", "<args>", 1, 4, 4);

    if (json_pack_ex(&error, 0, "{s:O}", "foo", NULL))
        fail("json_pack failed to catch nullable incref object");
    check_error(json_error_null_value, "NULL object", "<args>", 1, 4, 4);

    if (json_pack_ex(&error, 0, "{s+:o}", "foo", "bar", NULL))
        fail("json_pack failed to catch non-nullable object value");
    check_error(json_error_null_value, "NULL object", "<args>", 1, 5, 5);

    if (json_pack_ex(&error, 0, "[1s", "Hi"))
        fail("json_pack failed to catch invalid format");
    check_error(json_error_invalid_format, "Unexpected format character '1'", "<format>",
                1, 2, 2);

    if (json_pack_ex(&error, 0, "[1s+", "Hi", "ya"))
        fail("json_pack failed to catch invalid format");
    check_error(json_error_invalid_format, "Unexpected format character '1'", "<format>",
                1, 2, 2);

    if (json_pack_ex(&error, 0, "[so]", NULL, json_object()))
        fail("json_pack failed to catch NULL value");
    check_error(json_error_null_value, "NULL string", "<args>", 1, 2, 2);
}


The "Lost in the Mall" technique, or the "lost in the mall" experiment, is a memory implantation technique used to demonstrate that confabulations about events that never took place – such as having been lost in a shopping mall as a child – can be created through suggestions made to experimental subjects. It was first developed by Elizabeth Loftus and her undergraduate student Jim Coan, as support for the claim that it is possible to implant entirely false memories in people. The technique was developed in the context of the debate about the existence of repressed memories and false memories (see False memory syndrome).
Coan designed the first lost in the mall experiment as an extra-credit assignment for a course in cognitive psychology. The professor—Loftus—invited her students to design and execute an experiment implanting false memories in subjects. Coan enlisted his mother, sister and brother as subjects. He assembled booklets containing four short narratives describing childhood events, and instructed them to try to remember as much as possible about each of the four events, and to write down those details over the course of six days. Unbeknownst to the participants, one of the narratives was false; it described Coan's brother getting lost in a shopping mall at around the age of 5, then being rescued by an elderly person and reunited with his family. During the experiment, Coan's brother unwittingly invented several additional details of the false narrative. At the conclusion of the experiment during a tape-recorded debriefing when told that one of the narratives was false, Coan's brother could not identify which one was false and expressed disbelief when told.
Coan later refined the study methodology for his senior thesis, in collaboration with Loftus and graduate student Jacqueline Pickrell. In their experiment, they adapted the methods Coan had used on his brother in a formal study with 24 participants, 25% of whom reported remembering the false event. The memory for the false event was usually reported to be less clear than the true events, and people generally used more words to describe the true events than the false events. At the end of the study when the participants were told that one of the 4 events was false, some people (5 out of 24) failed to identify the lost in the mall event as the false event and instead picked one of the true events to be false. Loftus calls this study "existence proof" for the phenomenon of false memory creation and suggests that the false memory is formed as a result of the suggested event (being lost in a mall) being incorporated into already existing memories of going to the mall. With the passage of time it becomes harder for people to differentiate between what actually happened and what was imagined and they make memory errors.
The lost in the mall experiment has been replicated and extended with different ages of subjects. About 25 percent of the participants not only "remembered" the implanted memory but also filled in the missing details.
The Lost in the Mall technique is generally accepted as a memory implantation study that is useful for investigating the effect of suggestions on memory. However some people have argued that this is not generalizable to memories for traumatic events. An article in the journal Child Development by Pezdek and Hodges described an extension of the experiment. By using the subjects' family members to do the interviewing, their study was able to replicate Loftus' findings that memories of being lost in the mall could be created and were more likely to occur in young children. However, a much smaller number of children reported false memories of another untrue incident: that of a painful and embarrassing enema. Another article by Kenneth Pope in the American Psychologist suggested possible confounding variables in the study as well as questioning whether the technique's ability to generate a false memory could be compared with the ability of a therapist to create a pseudomemory of childhood sexual abuse.
In 1995, Lynn Crook who had recovered memories of childhood sexual abuse, filed an ethics complaint with the American Psychological Association charging Loftus with misrepresenting Crook's successful recovered memory lawsuit in a media interview with Psychology Today ("Dispatch from the Memory War"). In an article (1999 in the Journal Ethics & Behavior) two women who had recovered memories of childhood sexual abuse, Lynn Crook and Martha Dean, questioned Loftus' Lost in the Mall-study, arguing that the methods used were unethical and the results not generalizable to real life memories of trauma. Loftus responded to Crook and Dean's criticism pointing to the exaggerations, omissions and errors in Crook and Dean's description of the technique and their mistakes about the study's representation in the media. Loftus made it clear that the Lost in the Mall study and other studies using memory implantation techniques in no way tried to claim that all memories of childhood sexual abuse discovered in therapy are false, they merely try to show how relatively easy it is to manipulate human memory. Loftus also accused Crook of writing the article as part of a long series of efforts to discredit her integrity as a researcher and her work.
^ a b Bessel Van Der Kolk, M.D. (2014). The Body Keeps the Score. Brain, Mind, and Body in the Healing of Trauma. New York: Viking. pp. 191–192. ISBN 978-0-670-78593-3.
^ Loftus EF, Coan J., Pickrell, JE. Manufacturing false memories using bits of reality. In Reder, Lynne M., ed. (1996). Implicit Memory and Metacognition. Lawrence Erlbaum. ISBN 9780805818604.
^ a b Loftus, E.F.; Pickrell JE (1995). "The formation of false memories" (pdf). Psychiatric Annals. 25: 720–725.
^ a b Pezdek, K; Hodge, D. (July–August 1999). "Planting false childhood memories: The role of event plausibility". Child Development. 70 (4): 887–895. doi:10.1111/1467-8624.00064. JSTOR 1132249.
^ Pope, K. (1996). "Memory, Abuse, and Science: Questioning Claims About the False Memory Syndrome Epidemic". American Psychologist. 51 (9): 957–74. doi:10.1037/0003-066X.51.9.957. PMID 8819364. Retrieved 2008-01-31.
^ Crook, L.; Dean, Martha (1999). "Lost in a Shopping Mall—A Breach of Professional Ethics". Ethics & Behavior. 9 (1): 39–50. doi:10.1207/s15327019eb0901_3. PMID 11657487. Retrieved 2008-01-18.
^ Editorial (1996). "Dispatch from the memory war". Psychology Today.
Loftus, E.F. (Nov 2003). "Make-Believe Memories" (PDF). The American Psychologist. American Psychologist. 58 (11): 867–73. doi:10.1037/0003-066X.58.11.867. PMID 14609374.
This page was last edited on 28 February 2019, at 19:16 (UTC).


text:
Why Spanish women don't write…
amwalker Uncategorized Laura Freixas, Spain, speculative fiction, Sue Burke 3 Comments
by Sue Burke, writer and certified translator living in Madrid, Spain
Why do women in Spain write very little speculative fiction (SF)? This umbrella term refers to science fiction, fantasy, alternate history, and horror, since they share overlapping authors and readers. It's the genre I love and write in, and when I began to search for locally written SF when I moved to Spain thirteen years ago, I found lots of excellent work, but hardly any of it by women.
In the English-speaking world, things are different. Statistics from Broad Universe show that one-third of the SF authors are women and one-third of the published works are by female authors, although the data also reveal continuing problems and raise the question of why fewer women than men write SF in English. This is why Broad Universe, dedicated to promoting women writers in SF, is a busy organization.
(Mainstream writing suffers from similar problems, according to statistics in The Count by VIDA, which explores critical and cultural perceptions of writing by women.)
Equivalent statistics for SF in Spain haven't been collected, but I have a piece of raw data at hand that in my experience is fairly representative. Among this year's candidates for the Ignotus Awards, the top award for SF in Spain and equivalent to the Hugos, there are no women among the five nominations for novels, three out of five for novella, and only two out of seven for short story. Compared to the pool from which the nominees were drawn, women writers may actually be over-represented as candidates. Yet despite encouragement and recognition, Spanish women write hardly any SF.
The reason why takes us into a broader examination of Spanish culture. Laura Freixas, author of the book Literatura y mujeres (Literature and Women) and president of an organization for gender equality in culture, has provided some statistics about women in the arts:
On any given week, female authors account for 10% of the best-selling fiction by Spanish writers. Only 7% of films are directed by women. Only 5% of art exhibitions are of female artists. Only 24% of executives in the communications industry are women, though they are 46% of the professionals. In theater, among the candidates for the prestigious Max Prizes in 2008, 25% of the directors and 19% of the authors were women. Between 1977 and 1987, only 3% of the winners of the annual National Prize in the categories of fiction, non-fiction, and poetry were women; between 1998 and 2007, that number increased to a whopping 13%. In the leading magazine about literature and ideas, Letras Libres, only 8% of the correspondents are women.
"The absence of women among the creators of culture," she concludes, "produce contents that legitimize and normalize the absence of women, and vice versa."
Women may be absent in Spanish culture, but SF is an import, and it has its own rules even within Spain. Although the genre started in the United States, like another US invention, rock music, it grew across borders. And as it grew, SF developed certain trappings. These include a close connection to its fan base and rituals like annual conventions. This year, 6,060 people attended the 71st World Science Fiction Convention in San Antonio, Texas; next year, fans will gather in London. Spain celebrates a national annual convention similar to any other SF convention worldwide but unlike anything else in Spanish literature.
The worldwide SF community has always been connected by regular face-to-face meetings and by the best technology of its day. Decades ago, the letters columns of fanzines contained lively debates; now those debates have moved to the Internet. The worldwide web keeps the community connected with such sites as Europa SF, Science Fiction and Fantasy Translation Awards, countless others, through both personal blogs and organizational web pages. Fan and writers anywhere in the world can easily learn about authors like Isaac Asimov, Ursula K. Le Guin, Ken Liu, or Aliette de Bodard. And they can observe the continuing, noisy debate about gender equality in SF: for example this entry in Justine Larbalestier's blog. These debates become fodder for discussion in many languages.
What does that mean for the world's female SF writers? Equality is the stated norm with an open, active, even acrimonious effort to achieve real equality. Another norm is the encouragement of new authors, so anyone who wants to write can get useful advice from the Science Fiction and Fantasy Writers of America. A good place for a thematic analysis is Ada, a journal of gender, new media, and technology; the genre has a deep past and present, and writers who understand it will write better.
But for female writers in Spain, the big hurdle to taking up the pen is located outside SF but within national borders. That seems harder to overcome, and the loss extends beyond the SF world.
For other writing by Sue Burke, visit: http://www.sue.burke.name
FemTechNet classes meet in Second Life	Livestreaming Place, as well as Agency, Bodies and Care
Why Spanish Women Don't Write SF ? – Sue Burke (American Writer and Certified Translator living in Madrid, Spain) – Europa SF – The European Science Fiction portal
[…] Reposted by Sue's kind permission from Femtechnet : http://femtechnet.newschool.edu/blog/why-spanish-women-dont-write/ […]
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R. Vega
I'm a Spanish female amateur (to this day) writer and my main genre is SF, fantasy over all. I've never published anything and, although I agree that female SF writers are scarce in Spain.
That said, I would like to point out that publishing something in Spain is different from publishing in the US. I've read George Martin saying that he sent many short stories to many different magazines. Stephen King and Chuck Palanhiuk did as well. SF magazines (usually targeted on men) that are unknown in here. We don't have that. We don't read like that. Not SF, not anything else… at least as far as I'm concerned.
How can you become a SF writer? Well, you can try winning a Minotauro award. They publish your book and give you a kickstart, but that's it. You don't get to publish a little here and a little there, you don't climb anything. You are lucky enough for a publishing firm to notice you, or you try autopublishing. That's it. I wish there was another way, and if someone out there knows about it, please tell me. But that's it.
When I think of SF female writers, the only name I get is Laura Gallego. She writes YA-SF novels, and she became quite popular ten years ago. I'm not a fan and I think her most famous books are her worst (La leyenda del Rey Errante is, from my point of view, her best), but many teens love her. Teens, I said. Most of the SF I've read was targeted for teens. Maybe that's another reason why is so scarce and not so loved by the public.
I would love to have a Spanish Rowling, Jacqueline Carey, Cherie Priest, Ellen Kushner or Tamora Pierce. I'd really love that. As a reader and as a writer, I'd would feel so glad you can't imagine. But I don't think we'll get that, not soon and maybe ever. I don't think the Spanish publishing world is like that. We tend to prefer historical or criminal drama, I believe. And that, writing what I write, really sucks 🙁


text:
BOOKS: Jerald LeVon Hoover Blends a Love of Sport & Friendship into New Children's Book
#NNPA BlackPress Books Commentary Community Education Featured Media National News NNPA NNPA Newswire
BOOKS: Jerald LeVon Hoover Blends a Love of Sport & Friendship into New Children's Book
NNPA NEWSWIRE — Through colorful pictures with vibrant imagery, young readers will easily get drawn into the exciting adventures of Bennett Mayco Wilson's fictional yet exciting world and learn valuable childhood lessons together, when Bennet gets a basketball as a present from his father on his fourth birthday.
Jerald L. Hoover is a multi-talented individual with countless accomplishments in the creative, literary, and entertainment worlds.
'A Basketball Hero is Born' is a part of The Hero Book Series by Jerald LeVon Hoover, which aims to inspire youth to make a positive change in their communities and the world in general
Widely celebrated African American author, Jerald LeVon Hoover, is once again inspiring young people to make a positive change in their communities with the launch of a new children's book. Titled A Basketball Hero is Born, the new children's reading book contains colorful pictures that warm the heart and keep young readers glued to its pages.
The plot follows the exciting adventures of Bennett Mayco Wilson who gets a basketball as a present from his father on his fourth birthday. Affectionately naming the new basketball "Lucky," the story unfolds as young Bennett tries to take his new best friend everywhere, including the dinner table, to school, and to bed when it is time for sleep.
Jerald L. Hoover
Through colorful pictures with vibrant imagery, young readers will easily get drawn into Bennett's fictional yet exciting world and learn valuable childhood lessons together. Currently available for purchase on Amazon, A Basketball Hero is Born is a part of The Hero Book Series by Jerald LeVon Hoover, which emphasizes instilling a love of sports and friendship in young readers.
Jerald L. Hoover is a multi-talented individual with countless accomplishments in the creative, literary, and entertainment worlds. After winning an award for "The Best New Male Writer of the Year" for his fictional novel, My Friend, My Hero Jerald went on to be listed from 1994 – 1996 as a best-selling author among young Black writers in various African American publications. In 1995, he was awarded the Writers Corp Award by then-President Bill Clinton. In 1998, Jerald was inducted into the Mount Vernon Boy's and Girl's Club Hall of Fame. Since then, Jerald has won several other awards and is also an in-demand motivational speaker who overcame a childhood speech impediment.
Related Topics:African American authorbasketballbedBennett Mayco WilsonBennett's fictionalcolorful picturesdinner tableexciting adventuresexciting worldfeaturedfriendshipinspire youthJerald LeVon Hooverlove of sportsnew best friend everywherenew children's bookpositive change in their communitiesschoolThe Hero Book Seriesvaluable childhood lessonsvibrant imageryyoung readers'A Basketball Hero is Born'
Lawsuit Alleges U.S. Government Discriminated Against Black Veterans for Decades
Warnock vs. Walker, Trump vs. DeSantis & What's at Risk Moving Forward


Life is an adventure. Savor it!
han-ker : to have a strong desire.
Throughout my explorations, I have found that each day brings about a new hankering for something delicious, exciting or different. I also have come to realize that sometimes the sweetest moments in life are savory.


Rose petals and twinkling lights adorn the hotel as you and your significant other partake of such options as overnight stays, special culinary offerings and spa packages.
This is real barbecue — smoky, moist, excellent texture and down-to-the-bone flavor. It's addictively good!


Our culture seems to have a love/hate relationship with women. While we've come a long way, we still find ourselves negotiating our roles at home and in the workplace. How do you define your value as a woman? What weighs you down? What lifts you up?
On Saturday November 12, easy (the ingenious company that sends you 100% organic cotton tampons + chocolate in the mail) presents a woman's worth.
Enjoy a gratifying evening in a candle-lit, window-lined loft (32 Britain St). The team at easy will serve you dinner and wine while having a serious/hilarious/thought-provoking discussion on what it means to be a woman today, finding sustenance from within and releasing what weighs us down. Based on the book by Marianne Williamson, A Woman's Worth, this will be a night you won't forget.
Tix are $30, get them here.
Now tourism is more and more, a travel time and high precision mechanical watch is equipped with essential travel, tourism and the differences of http://www.expowatches.co.uk climate and environment changes is also great, if the temporary fault repair and maintenance is quite troublesome. Therefore, in order to avoid the impact of mechanical failure of the table, it is best to be able to travel before a mechanical table maintenance. Swiss mechanical watch is the most important Is a waterpro of http://www.hotswisswatches.co.uk/iwc-watches.html mechanical watch, mechanical watch water reasons usually have two ways, one is engaged in more than waterproof performance activities, the other one is over the maintenance period, such as waterproof washer parts problems, so it is necessary to confirm whether the watch over the maintenance period, and confirm the destination or waterproof nature of http://www.rolexreplicauk.co.uk activities the general form 3 to 4 years maintenance must be carried out, so as to avoid the hardening of the waterproof gasket, or the impact of the oil drying caused by mechanical operation of the problem.


Points in the paint-WESTLINN 14,BEAVER 6. Points off turnovers-WESTLINN 12,BEAVER 12.
2nd chance points-WESTLINN 3,BEAVER 6. Fast break points-WESTLINN 0,BEAVER 0.
Bench points-WESTLINN 3,BEAVER 2. Score tied-0 times. Lead changed-2 times.
Last FG-WESTLINN 4th-05:01, BEAVER 4th-03:27.
Largest lead-WESTLINN by 15 3rd-06:52, BEAVER by 1 1st-06:52.
Technical fouls: West Linn-None. Beaverton-None.
Points in the paint-WESTLINN 8,BEAVER 2. Points off turnovers-WESTLINN 10,BEAVER 2.
2nd chance points-WESTLINN 1,BEAVER 1. Fast break points-WESTLINN 0,BEAVER 0.
Bench points-WESTLINN 1,BEAVER 0. Score tied-0 times. Lead changed-2 times.
Points in the paint-WESTLINN 6,BEAVER 4. Points off turnovers-WESTLINN 2,BEAVER 10.
2nd chance points-WESTLINN 2,BEAVER 5. Fast break points-WESTLINN 0,BEAVER 0.
Bench points-WESTLINN 2,BEAVER 2. Score tied-0 times. Lead changed-0 times.
Burkhartzmeyer 0-0 0-0 0. Totals 12-31 10-14 38.
0-0 0-0 0. Totals 10-42 8-15 33.
Beaverton 13. Technical fouls--West Linn-None, Beaverton-None.


text:
HomeMother-daughter team provides college scholarships for individuals with Down syndromeYearly Archives: 2022
British dance show features first celebrity contestant with Down syndrome
For the first time since its founding in 2004, British dance competition show Strictly Come Dancing is featuring a celebrity contestant with Down...
Toddler with Down syndrome featured in Tesco marketing campaign
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How a neurological link with Down Syndrome could help with Alzheimer's early onset prevention
A new study from researchers at the University of San Francisco (UCSF) has revealed a surprising connection between the neuropathology of those...
Filmmaker raises money to create movie about brother with Down syndrome
Earlier this month, ABC 15 featured a story about an Arizona man who is producing a movie about his brother with Down syndrome. A decade ago, Luke...
Canadian swimmer claims six medals at World Down Syndrome Swim Championships
At this year's World Down Syndrome Swimming Championships in Portugal, one competitor stood out among the rest. Julia Lane, a 22-year-old from...
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In an effort to connect individuals with Down syndrome with potential employers, the Canadian Down Syndrome Society (CDSS) partnered with strategy...
Catholic media organization launches fellowship program in honor of Jerome Lejeune
Earlier this month, nonprofit global media apostolate Word on Fire Catholic Ministries announced the launch of its Venerable Jerome Lejeune...
Scottish theater troupe features actress with Down syndrome in latest show
This month, Scottish acting troupe Cutting Edge Theatre is touring the country with a new production that features a young woman with Down...
Chris Nikic becomes the first person with Down syndrome to finish Ironman World Championship
Last week, Chris Nikic set a new record by becoming the first person with Down syndrome to finish the Ironman World Championship. After his...
New research provides insight into eating habits of children with Down syndrome
Food scientists recently conducted a new study in an effort to understand why children with Down syndrome prefer eating different food groups than...
Young entrepreneur with Down syndrome featured on CBS News
This week, CBS News did a special feature highlighting how a young entrepreneur with Down syndrome, Suzy Sukalski, founded her own snack business...
From JLF France: The European Court of Human Rights refuses to address the place of people with Down syndrome in the French advertising landscape
The following has been adapted from a recent press release from the Fondation Jérôme Lejeune, our sister organization in France. The European...
PRESS RELEASE: Jerome Lejeune Foundation USA to Open First U.S. Hospital Specifically for Patients with Down Syndrome
May 18, 2017by JLF USA Team
Down Syndrome Awareness Month — #Care4DS 2020
October 7, 2017by David G. Lejeune