A Scalable Implementation for Human-Friendly URIs

Abstract. In the Web, Uniform Resource Identifiers (URIs) are used to name resources. The most common form of URI, the Uniform Resource Locator (URL) has, unfortunately, some scalability problems. In this paper, we proposes the use of Human-Friendly Names (HFNs) to solve these scalability problems. HFNs are high-level names that allow (human) users to easily deal with names. We also describes a scalable HFN-to-URL resolution mechanism. This mechanism is based on the existing Domain Name System (DNS) and the Globe Location Service. To gain experience and validate our ideas, we have implemented our HFN resolution scheme

DENS INVAGINATUS (DENS IN DENTE): A MULTIDISCIPLINARY APPROACH. CASE REPORT

Aim: The purpose of this report was to demonstrate how a multidisciplinary surgical and endodontic approach in this type of tooth anomaly, may improve the prognosis both functionally and aesthetically. Dens invaginatus is a developmental anomaly resulting from infolding of the surface of the tooth crown before calcification has occurred. Many mechanisms have been proposed as a cause of this phenomenon, including local delay in enamel formation, infolding of the enamel organ within the dental pulp and local external influences on the tooth germ, but the aetiology of dens in dente is still not entirely known. The most common teeth interested by this malformation are maxillary lateral incisors, sometimes it occurs bilaterally. Morphologically the malformation is classified in three types: Type I: An enamel-lined minor invagination occurring within the crown not extending beyond the amelocemental junction. Type II: An enamel-lined form that invades the root but remains confined as a blind sac. It may or not communicate with dental pulp. Type III: a form that penetrates through the root perforating at the apical area showing “a second foramen” in the apical or periodontal area. There is no immediate communication with the pulp. The invagination may be completely lined by enamel, but frequently cementum will be found lining the invagination. The invagination commonly communicates with the oral cavity, allowing the entry of irritants and microorganisms either to the pulpal tissue or to an area that is only separated from pulpal tissue by a thin layer of dentin or enamel. This continual admission of irritants and the consequent inflammation usually leads to necrosis of the adjacent pulpal tissue and induces a periodontal or apical abscess. Other reported sequels of undiagnosed and untreated invaginated teeth include cysts, delay eruption and internal resorption. Sometimes Dens in Dente is associated with dental anomalies like taurodontia, microdontia, supernumerary teeth, gemination, and dentinogenesis imperfecta. Description and procedures: A 24- year old male patient came to the Dental Clinic for aesthetic reasons. Intraoral examination disclosed the presence of a maxillary right lateral incisor with unusual morphological features. The crown of the tooth had a peg-shaped appearance. Radiological evaluation showed that a large periapical lesion existed corresponding to the area of the lateral incisor, and irregular root canal borders and an enamel-lined invagination extended through the root. A Type III Dens Invaginatus was diagnosed. The patient was invited to have a maxillary Dental Scan done that showed exactly the wideness of the bone loss. After several irrigations with 5% NaClO, the endodontic treatment was performed: Ca(OH)2 was left in the root canal for one month and then Thermafil Obturators (Dentsply, Maillefer) were used for endodontic closure. After eight months, although the initial improvement , we decided for the surgical removal of the cysts and apicectomy of the tooth. Conclusion: Dens invaginatus has an unpredictable root canals anatomy. For a good clinical outcome we need to associate the surgical approach with the endodontic treatment

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Seedling root architecture and its relationship with seed yield across diverse environments in \u3ci\u3ePhaseolus vulgaris\u3c/i\u3e

Seedling root phenotypes may have important impacts on fitness and are more easily measured than mature root phenotypes. We phenotyped the roots of 577 genotypes of common bean (Phaseolus vulgaris), representing the bulk of the genetic diversity for recent cultivars and landraces in this species. Root architectural phenotypes of seedlings germinated for nine days were compared to root architectural phenotypes in the field as well as seed yield across 51 environments with an array of abiotic stresses including drought, nutrient deficiency, and heat, as well as non-stress conditions. We observed repeatability ranging from 0.52–0.57 for measures of root phenotypes in seedlings, significant variation in root phene states between gene pools and races, relationships between seedling and field phenotypes, and varying correlations between seedling root phenes and seed yield under a variety of environmental conditions. Seed yield was significantly related to seedling basal root number in 22% of environments, seedling adventitious root abundance in 35% of environments, and seedling taproot length in 12% of environments. Cluster analysis grouped genotypes by their aggregated seedling root phenotype, and variation in seed yield among these clusters under non-stress, drought, and low fertility conditions was observed. These results highlight the existence and influence of integrated root phenotypes for adaptation to edaphic stress, and suggest root phenes have value as breeding targets under real-world conditions

Seedling root architecture and its relationship with seed yield across diverse environments in \u3ci\u3ePhaseolus vulgaris\u3c/i\u3e

Seedling root phenotypes may have important impacts on fitness and are more easily measured than mature root phenotypes. We phenotyped the roots of 577 genotypes of common bean (Phaseolus vulgaris), representing the bulk of the genetic diversity for recent cultivars and landraces in this species. Root architectural phenotypes of seedlings germinated for nine days were compared to root architectural phenotypes in the field as well as seed yield across 51 environments with an array of abiotic stresses including drought, nutrient deficiency, and heat, as well as non-stress conditions. We observed repeatability ranging from 0.52–0.57 for measures of root phenotypes in seedlings, significant variation in root phene states between gene pools and races, relationships between seedling and field phenotypes, and varying correlations between seedling root phenes and seed yield under a variety of environmental conditions. Seed yield was significantly related to seedling basal root number in 22% of environments, seedling adventitious root abundance in 35% of environments, and seedling taproot length in 12% of environments. Cluster analysis grouped genotypes by their aggregated seedling root phenotype, and variation in seed yield among these clusters under non-stress, drought, and low fertility conditions was observed. These results highlight the existence and influence of integrated root phenotypes for adaptation to edaphic stress, and suggest root phenes have value as breeding targets under real-world conditions

Seedling root architecture and its relationship with seed yield across diverse environments in \u3ci\u3ePhaseolus vulgaris\u3c/i\u3e

Seedling root phenotypes may have important impacts on fitness and are more easily measured than mature root phenotypes. We phenotyped the roots of 577 genotypes of common bean (Phaseolus vulgaris), representing the bulk of the genetic diversity for recent cultivars and landraces in this species. Root architectural phenotypes of seedlings germinated for nine days were compared to root architectural phenotypes in the field as well as seed yield across 51 environments with an array of abiotic stresses including drought, nutrient deficiency, and heat, as well as non-stress conditions. We observed repeatability ranging from 0.52–0.57 for measures of root phenotypes in seedlings, significant variation in root phene states between gene pools and races, relationships between seedling and field phenotypes, and varying correlations between seedling root phenes and seed yield under a variety of environmental conditions. Seed yield was significantly related to seedling basal root number in 22% of environments, seedling adventitious root abundance in 35% of environments, and seedling taproot length in 12% of environments. Cluster analysis grouped genotypes by their aggregated seedling root phenotype, and variation in seed yield among these clusters under non-stress, drought, and low fertility conditions was observed. These results highlight the existence and influence of integrated root phenotypes for adaptation to edaphic stress, and suggest root phenes have value as breeding targets under real-world conditions