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Learning how to intimately work with the most fleshed-out portions of WordPress can be a detailed, arduous task, but as you get pretty hardcore with some of the handstands you’d like WordPress to perform on your behalf, you may well find the need to go to the most low-level functions WordPress has to offer. To this end, the WordPress API offers some avenues to really fine-tune your installation.
Developers differ in their ideas of what an API is because, in practice, it’s often presented as a tool that performs a very specific function. Since most of us pick up new concepts as we go on an as-needed basis, we tend to learn how to work with a particular API, and then assume that all APIs are used for that particular purpose. Usually, the term API is used in relation to providing an interface within a particular software program that other external programs can use to form a common language and communicate data between one another. When you make your website talk to Facebook, for example, you are mainly using the Facebook API. Likewise, providing an interface for websites to use a particular merchant account vendor is often done using the API terminology. Whether this is your exposure to APIs, or otherwise, you probably already have a fair idea of its definition.See All Chapters
How do we teach people how to supervise others? The multiplication of courses, and requirements for super-vision qualifications are fairly new. We used to trust counsellors and psychotherapists to “just know” how to supervise. When looking for a supervisor we searched out someone with experience and a good reputation, perhaps someone who used the model we were comfortable with, who was willing to take on the role. That was how I found my first supervisor, and how I started to do it myself.
Then, after training, having supervision, and practising in a solution-focused (SF) way for some years, I learned more about SF supervision at BRIEF (www.brieftherapy.org.uk) in a two-day course. I went on doing that with my supervisees. Eventually, the world wagged a finger and said, “Two days is not long enough to be properly trained in supervision”. So I completed a longer university module, based on the person-centred and Hawkins and Shohet (2006) models. I appreciated the tutors’ input, enjoyed the company of the rest of the group, did my best with the work, and passed comfortably. But the course seemed to make supervision unnecessarily complicated, and I have always been a fan of KISS—Keep itSee All Chapters
|Stephen M Norris||Indiana University Press||ePub|
Looking back along the path I’ve trod, one cannot help but recall the Russian women—Communist activists—Artiukhina, Kollontai, Liubimova . . . They were the ones who, in those hard years, explained to us, Uzbek women, the party’s policies, and helped us understand the laws of the new life. They helped us with everything . . . we were taught to work among Uzbek women, to bring them out of seclusion on the road to freedom, equality, and light. Those remarkable daughters of the Russian nation, humble, attentive, with wide open souls, came to Turkestan in the struggle for liberation of the women of the East. . . . And one recalls the first Uzbek women activists—Burnasheva, Shodieva, Narbayeva . . . and many, many others. Different in age and character, they were united by one idea—the idea of the party, which called for the liberation of the woman of the Soviet East. It was they who, in the first years, and continually, fought for strengthening and consolidating Soviet power in Uzbekistan.1See All Chapters
|Michael Balint||Karnac Books||ePub|
A FRIEND of mine, who had been giving some lectures at a conference on children’s behaviour problems, was attacked by a teacher: ‘You child guidance people talk a lot about giving the child security. Well and good, but I wish you would give us teachers a little of that security too. Even in the most modern schools there must be some order—we must restrict the children’s freedom in some way or other; and these days we can do so only with a guilty conscience.’
Now let us contrast this hesitant and worried teacher with the happy, vociferous and confident sergeant whom I saw recently drilling the boys of an A.T.G. squadron. He had no guilty conscience, no qualms whatever about imposing arbitrary restrictions, the methods chosen for imposing them, and so on, all of which apparently caused so much worry to our conscientious teacher.
Here we have two quite different attitudes to teaching and discipline. That of the sergeant, and the older school method, is obviously the simpler. They have a firm-set and safe pattern to aim at: for the sergeant a ‘smart soldier’, for the traditional Public School a ‘Christian gentleman’ or a ‘leader of men’. They are not worried by the problem of whether the pattern is right or wrong. They are convinced that their pattern is right, and they have the same unshakable confidence in their method. It is certainly arbitrary, but does that really matter? They know it is the right method,See All Chapters
|Dr. A.J. Nair||Laxmi Publications|
factors) including the alternate forms of genes called alleles. Today, we know both its biochemical as well as genetical aspects. A gene is defined as a segment of DNA molecule (A DNA molecule = a chromosome), which carries all the biochemical information of a polypeptide or RNA molecule, along with its regulatory elements. A complete gene should have the coding region of the protein or RNA along with its control elements. The size of genes varies greatly. The minimum number or the average number of nucleotides in a gene is 1,000 bp. The part of the gene that holds the sequences for the polypeptide chain or the RNA molecule (in the case of non-protein genes such as rRNA and tRNA, etc.) is called the cistron or the coding region. Some genes, as in the case of prokaryotes, have more than one cistron in a gene controlled by a single regulatory element and such genes are known as polycistronic genes. The controlling elements are known as promoters and are located upstream to the coding region of a gene. The end of the cistron, or the coding region, is marked by specific signals called termination codons. In some cases, the regulatory elements also include certain sequences in addition to the promoters known as enhancers near or away from the promoters.See All Chapters
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