For weeks after their return from Ville Marie, Kateri and Marie Therese spoke of nothing else but their visit to the sisters. They were both ablaze with new ideas and plans.
“Kateri,” Marie Therese exclaimed one day, “why can’t we start our own convent somewhere near the village? We could live apart from the others, and pray and work as do the sisters in Ville Marie. By selling our belts and moccasins, we would have the means to help others, especially those who are poor or sick.”
“That’s a wonderful idea, Marie Therese, but maybe we should ask someone else to join us, someone who knows more about how to be a sister.”
Marie Therese thought for a moment and then said, “I know who—Marie Skarichions (ska-LEE-shoos). She’s older and used to live at the mission called Our Lady of Loretto in Quebec.”
The three women met to discuss their plans. As Marie Therese had thought, Marie Skarichions’s acquaintance with the nuns in Quebec had given her a practical knowledge of convent life.
“Now we must decide where our convent should be,” concluded Marie Therese enthusiastically.
chapter looks at the tools and systems used to build applications
throughout the rest of the book. I'm assuming that
you have some basic familiarity with building Java applications
already. You should be familiar with basic object-oriented
development, know how to add libraries to your class path, understand TCP/IP and basic
networking, and be familiar with basic JSP-based web application
development. You don't need to be familiar with
Enterprise JavaBeans (EJB) or other J2EE
technologies, such as Java Message Service (JMS).
The sample applications demonstrate the easiest mechanisms for
accessing web services. This book isn't concerned
with the persistence layer of the application. It's
up to you to decide the best mechanism for saving data. You may want
to store your data on the filesystem or in a relational database,
using any of a variety of APIs such as JDBC or Java Data Objects
We will use Java exclusively (specifically, all
examples are built and tested on Windows XP Professional, Java
Version 1.4.2_03). If you don't already have Java
1.4.2 or later installed, please visit http://java.sun.com/, and download and
install the J2SE 1.4 SDK.
You may be offered
the opportunity to download the NetBeans integrated development
environment (IDE) bundled with the SDK; if you don't
already have a Java development environment, this is an excellent
choice (the free, open source Eclipse, http://www.eclipse.org/, is another
excellent, free Java IDE).
AppMath_B1_053-104:AppMath_B1_053-104 11/2/10 10:17 AM Page 71
♠ A Card Game (for Two or More Players)
The goal of this game is to increase the value of your investment. First, you toss the number cube. Then you draw a card and follow directions.
Deck of event cards (on the next page), tally sheet, one number cube.
1. Title each column on the tally sheet with the name of one player.
Write $1,000 under each name. This is the amount of money that each player starts with in a special investment account.
2. Player 1 tosses the number cube, picks the next card off the deck, and follows the directions: Replace x on the card with the number showing on the number cube. Make the calculation on the amount in your special investment account, as directed by the card. Write this new value in as the next entry under your name on the tally sheet.
This is the new amount in your special investment account.
3. Players take turns tossing the number cube, picking the next card off the deck, and following the directions. The other players check the calculations.
I (Jim) began working for First Indiana Bank in 1997 after several years as a management and career consultant. My boss is Marni McKinney,
Chairman of First Indiana Bank and CEO of First Indiana Corporation. When I ﬁrst started, she told me, “Jim, when you plan and conduct training, please make sure that participants ﬁnd it worthwhile and want to come back for more.”
In 1998 she asked me, “How do you think our training is going? I surely hope people are not only enjoying it, but are learning something!” And in 2000 she said, “You know, our people are spending a lot of time in training. I would really like to know if they are able to apply what they are learning.”
Two years ago (2002), she said, “As you know, we have great responsibility to our shareholders to meet our ﬁnancial goals for 2003 and beyond. I need to be able to see how training is impacting the bottom line. I don’t want people spending a lot of time away from their jobs in activities that are not directly contributing to positive results.”
Bertoti, Delores B. (1991). Effect of Therapeutic Horseback Riding on Extremity Weightbearing in a Child with Hemiplegic Cerebral Palsy:
A Case Report as an Example of Clinical Research. Pediatric Physical
Therapy, 3(4), 219-222.
Bertoti, Delores B. (1988). Effect of Therapeutic Horseback Riding on Children with Cerebral Palsy. Physical Therapy, 68(10), 1505-1512.
Biery, Martha J., and Kauffman, Nancy (1989). Effects of Therapeutic Horseback Riding on Balance. Adapted Physical Activity Quarterly,
Bizub, Al, Joy, A., and Davidson, L. (2003). It’s Like Being in Another World: Demonstrating the Beneﬁts of Therapeutic Horseback Riding for Individuals with Psychiatric Disability. Psychiatric Rehabilitation
Journal, 26(4), 377-384.
Bliss, B. (1997). Complementary Therapies—Therapeutic Horseback
Riding? RN, 60(10), 69-70.
Bouffard, Marcel (1990). Movement Problem Solutions by Educable