![]() This holds doubly true for cutting out the centers of half of the raw cookie rounds, as trying to cut out small holes in dough that's very cold will result in a cookie that cracks in multiple directions. ![]() If you've gone too far and the dough is too cold, just let it warm at room temperature a bit. Once the rounds reach the baking sheet, if they've only been chilled for 20 minutes, you should be able to cut out the centers easily. Then, cut out rounds, remove the excess dough around the rounds (saving it to reroll), and chill the rounds before moving them to the baking sheet. The best way to handle the dough is to roll it out between parchment rounds as soon as the dough is made, at room temperature. If you keep pulsing them for too long, you'll end up with a paste (which makes beautiful praline) and then a nut butter. If you're grinding nuts to make your own flour (which is really easy as you'll see below), watch them closely and don't let them go too far. Because of the structure of the dough, the cookies are fairly fragile, so they'll crack if you apply much pressure when you're adding the top cookie. And not just because this recipe uses gluten free flour. Or use them as little ice cream toppers.Īssembling these gluten free Christmas cookiesīe careful when you're assembling your new favorite holiday cookie. Keep the little center cutouts and use them for your taste testers who must try everything the second it's baked. Then, after cutting the shapes and before moving the cookies, chill the shaped dough, so it's more stable to move to the baking sheet. Your cookies won't have a smooth surface even when they're baked. If it's too cold, rolling will be too difficult.īe sure to roll it between the sheets of parchment (plastic wrap will leave too many creases) or your rolling pin will stick to the dough. If you're rolling out the dough when it's warm, be sure not to press too firmly with the rolling pin or your dough will become too thin, too fast. Any thinner and the cookie-to-jam ratio will be all wrong, and the cookies too fragile. ![]() Roll the dough when it's at cool room temperature until it's about 1/4-inch thick, or a tiny bit thicker. Roll the sheets of dough between pieces of parchment paper. Tips for cutting out Austrian Linzer cookiesīe gentle when rolling the dough as it's pretty delicate. Store the finished cookies in an airtight glass container at room temperature so that they don't absorb moisture and lose their crisp-crumbly texture. Then, when you want to bake the cookies, you just let the dough sit on the side for half an hour to soften up a bit. The dough lasts for up to a week in the refrigerator as long as you wrap it tightly. Just wrap it tightly and place in the freezer, and give it plenty of time to thaw and soften before proceeding with the rest of the recipe instructions. Then, just grab them and let them thaw for a bit before you add the jam and assemble.Īnd you can freeze the raw dough itself in a block. Wrap them tightly or place in a freezer safe container and place gently in the freezer. You can store the baked cookies, unassembled, in the freezer. I've got a few tips for you to make sure your gluten free Linzer cookies are always a success. Pro tips to make the best gluten free Linzer cookies However, if you want to stick with the original, then just switch out the hazelnuts in the recipe one-for-one with roasted, blanched almonds. Seriously, when you try the hazelnut version, you'll never want to go back to the almond. The jam peaking through the window makes them look kind of like stained glass cookies, and the sweetness of the jam perfectly balances the delectable hazelnut cookie flavor without being overwhelmingly sweet.Īnd the big difference – I use hazelnuts, not almonds! I break with tradition and use roasted hazelnuts instead of almonds because they bring a better depth of flavor and more buttery taste. It's so simple to make and the resulting cookies are just gorgeous, in both taste and appearance. Honestly, this is one of my absolute favorite holiday cookie recipes. You're only limited by what cookie cutters you have. They can be any shape, from a plain round cookie cutter to fluted, snowflakes, hearts, or stars. And, of course, they're then dusted with confectioner's sugar. Inside, and peaking through the cutout, you'll find wonderfully sweet preserves, usually raspberry or apricot. Based on the timeless Viennese Linzer torte, Linzer cookies are nut-based buttery sandwich cookies with a cutout on the top. ![]()
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![]() ![]() Concerto for 2 Violins in B-flat major, RV 528 (now in RV 381).Concerto for 2 Violins in B-flat major, RV 527.Concerto for 2 Violins in B-flat major, RV 526 (incomplete, La Cetra 1728).Concerto for 2 Violins in B-flat major, RV 525.Concerto for 2 Violins in B-flat major, RV 524.Concerto for 2 Violins in A minor, RV 523.Concerto for 2 Violins in A minor, RV 522 (Op.3 No.8).Concerto for 2 Violins in A major, RV 521.Concerto for 2 Violins in A major, RV 520 (incomplete, La Cetra 1728).Concerto for 2 Violins in A major, RV 519 (Op.3 No.5).Concerto for 2 Violins in A major, RV 518 (now in RV 335).Concerto for 2 Violins in G minor, RV 517.Concerto for 2 Violins in G major, RV 516.Concerto for 2 Violins in E-flat major, RV 515.Concerto for 2 Violins in D minor, RV 514.Concerto for 2 Violins in D major, RV 513 ( Witvogel 48 No.Concerto for 2 Violins in D major, RV 512.Concerto for 2 Violins in D major, RV 511.Concerto for 2 Violins in C minor, RV 510.Concerto for 2 Violins in C minor, RV 509.Concerto for 2 Violins in C major, RV 508.Concerto for 2 Violins in C major, RV 507.Concerto for 2 Violins in C major, RV 506.Concerto for 2 Violins in C major, RV 505.Concertos for Two, Three and Four Violins by Antonio Vivaldi IMSLP does not assume any sort of legal responsibility or liability for the consequences of downloading files that are not in the public domain in your country.Ĭoncerto in Sol minore per due violini, archi e basso continuoĬoncerto pour 2 violons en sol mineur de Vivaldi ![]() Please obey the copyright laws of your country. You may need to check the publication date and details of the work's first publication in order to determine the work's copyright status, especially for the United States. In the United States, copyright can only apply to new creative work, and the re-engraving of a public domain piece (not including new additions of creative material) should not qualify for a new copyright, despite copyright claims (which properly would only apply to new material). In most European Union countries, these editions (except new original material) are generally protected for no more than 25 years from publication (30 years in Poland). In Canada, new editions/re-engravings of public domain works (when not including new original material) should be in the public domain due to failing to meet the threshold of originality. Any commentary or critical apparatus, if protected by copyright, should not be included in the scan(s) available here. ![]() This is an urtext/critical/scholarly/scientific edition (or a simple re-engraving). ![]() ![]() ![]() Statements modifying data do not block statements reading data.Statements reading data do not block statements modifying data.RCSI changes the behavior of the read committed isolation level to use row-versioning to provide statement-level consistency without the use of shared (S) locks for SELECT statements. New databases in Azure SQL Database enable read committed snapshot (RCSI) by default. Default isolation level in Azure SQL Database Learn more about how to design retry logic for transient errors. It is a best practice to introduce a short, randomized delay before retry to avoid encountering the same deadlock again. The application with the transaction chosen as the deadlock victim should retry the transaction, which usually completes after the other transaction or transactions involved in the deadlock have finished. Learn more about the criteria for choosing a deadlock victim in the Deadlock process list section of this article. Rerun the transaction." Breaking the deadlock in this way allows the other task or tasks in the deadlock to complete their transactions. If the deadlock monitor detects a cyclic dependency, it chooses one of the tasks as a victim and terminates its transaction with error 1205, "Transaction (Process ID N) was deadlocked on lock resources with another process and has been chosen as the deadlock victim. The database engine deadlock monitor periodically checks for tasks that are in a deadlock. Session A is blocked by Session B on SalesLT.ProductDescription.Īll transactions in a deadlock will wait indefinitely unless one of the participating transactions is rolled back, for example, because its session was terminated. Session A continues its transaction, and now runs an update against the SalesLT.ProductDescription table.Session B needs a shared lock on rows on the table SalesLT.Product, including the row that is locked by Session A.Session B acquires an update (U) lock on 72 rows on the SalesLT.ProductDescription table.The update statement joins to the SalesLT.Product table to find the correct rows to update. Session B runs an update statement that modifies the SalesLT.ProductDescription table. ![]()
![]() ![]() Alternatively, Alice isn't so innocent as she looks, and is cynically manipulating Bob for her own ends, while Bob, a prisoner of his own attraction and Alice's mind games, can only follow along helplessly, knowing that if he slips up, or she gets bored with him, Alice can ruin his reputation and get him thrown in jail with ease and make herself look like the victim.Which happens.and leaves Alice either pregnant, or dead. She believes that he loves her, but he's only paving the way for sex. Played For Drama: Bob is manipulating Alice.This causes awkward reactions, and often misunderstandings, from people who don't know them. Bob, her boyfriend, is proud of this and they are never shy about acting like a typical couple in public. Alice is 20 years old, but she looks like a grade schooler and loves to dress as one.Bob has to explain himself, and (of course) the cops don't believe him. Played For Laughs: The police arrest Bob for dating Alice, who is Really Seven Hundred Years Old.Conversed: "Isn't Bob a little old to be even considering Alice? I mean, for God's sake, she's twelve!".Discussed: "Isn't Alice a little young to be dating Bob?".Defied: Bob acknowledges that Alice is pretty, but will not make any moves towards her until she reaches the age of consent.Invoked: Bob develops a crush on 12-year-old Alice, and attempts to seduce her.(Especially if the girl in question is a consenting adult but looks like a little girl. Endemic to Japan: censorship laws do not allow pubic hair to be visible this is a way of getting around that law.(As always, whether it is Fetish Fuel or Fetish Retardant is subjective.) Averted: Alice and Bob are both over (or both under) the age of consent.They manage to live happy lives together, in secret. Besides, Bob has a change of heart and ends up truly loving Alice. Reconstructed: Alice is not easily manipulated by older men and she's as mature as Bob.Also, it can cause physical problems (injury and infertility) for the girl and her underdeveloped reproductive system.Secondly, Bob could be manipulating Alice, and Alice is (presumably) too young to know what's really best for her. Deconstructed: First of all, this is generally illegal in this day and age.or: Bob is really a year older than Alice, but everyone still calls him a Lolicon.Parodied: Bob comes out of the wedding chapel holding a baby that's all dolled up to look like a bride.Alice makes a Childhood Marriage Promise with Bob and receives an engagement ring.But Alice stopped aging physically at the age of 12.Double Subverted: But they got together when Alice was still in Junior High.So he keeps a Like Brother and Sister relationship until she grows up. Although Bob loves Alice, he knows that she's too young to make such an important decision.Alice is older than she looks and only looks like a young girl.Subverted: Alice has just turned 18, and she's marrying Bob, who's 36.Justified: Alice and Bob are in a place and/or time period where girls were married off as soon as they reached puberty, usually to older men that could provide for them (and pay a nice bride price to her family.).Downplayed: Bob is 18, and Alice is 12.Bob is a human form of Bill Cipher, and Alice is Dipper's infant daughter.Bob has full harem of girls between 8-12.Exaggerated: Alice is 12, and Bob is 80.Played Straight: Alice is 12 years old, but she's already in a relationship with Bob, who is 24.Basic Trope: An adult (usually a man, though not always) in a relationship with an prepubescent girl.PAGES WILL BE DELETED OTHERWISE IF THEY ARE MISSING BASIC MARKUP. DON'T MAKE PAGES MANUALLY UNLESS A TEMPLATE IS BROKEN, AND REPORT IT THAT IS THE CASE. THIS SHOULD BE WORKING NOW, REPORT ANY ISSUES TO Janna2000, SelfCloak or RRabbit42. The Trope workshop specific templates can then be removed and it will be regarded as a regular trope page after being moved to the Main namespace. All new trope pages will be made with the "Trope Workshop" found on the "Troper Tools" menu and worked on until they have at least three examples.Pages that don't do this will be subject to deletion, with or without explanation. All new pages should use the preloadable templates feature on the edit page to add the appropriate basic page markup. All images MUST now have proper attribution, those who neglect to assign at least the "fair use" licensing to an image may have it deleted.Failure to do so may result in deletion of contributions and blocks of users who refuse to learn to do so. Before making a single edit, Tropedia EXPECTS our site policy and manual of style to be followed. ![]() ![]() ![]() This makes it easier to study and model how atoms will interact to form chemical bonds. The electron configuration is of great help to scientists as it provides an easy method for writing and communicating how electrons are arranged around the nucleus of an atom. It is also used in the prediction of the behavior of atomic and molecular systems, such as in the development of quantum mechanical models and in the study of electronic structure and bonding. The electron configuration of a neutral carbon atom is 1s 2 2s 2 2p 2, indicating that there are two electrons in the 1s orbital, two electrons in the 2s orbital, and two electrons in the 2p orbital.Įlectron configuration is important because it determines the chemical properties of an atom or molecule, including its reactivity and stability. In general, the electron configuration of an atom or molecule can be represented by writing the orbitals in order of increasing energy, starting with the lowest energy orbital, and indicating the number of electrons in each orbital using the electron-dot notation.įor example, the electron configuration of a neutral helium atom is 1s 2, indicating that there are two electrons in the 1s orbital. It indicates the distribution of electrons among the various atomic orbitals, which are the regions around the nucleus where electrons are likely to be found. General and abbreviated electron configurationĮlectron configuration is a way of describing the arrangement of electrons in an atom or molecule.This result will consist of the following data: Then you just have to press the “ Solve” button and a box with the result will automatically open.In case of selecting ion, you must indicate its charge, using the + or – signs followed by the number For example, if we want to obtain the electronic configuration of the sulfide ion (S -2), we must select the sulfur element, select the ion option and then enter -2 in the box corresponding to the charge. Electron configuration describes the distribution of electrons within an atom. Indicate if you want to obtain the electronic configuration of the selected element or of an ion.To use the Electronic Configuration Calculator you must follow these steps: The oxidation state of the element changes depending on the bond formation. Chromium exhibits +2, +3 and +6 oxidation states. The electron configuration of chromium ion (Cr 3+) is 1s 2 2s 2 2p 6 3s 2 3p 6 3d 3. Which will allow you to quickly know the electronic configuration of any element in its general and abbreviated form. Atomic number, atomic weight and charge of chromium ion. To help all those students or professionals related to the field of chemistry, we have created the Electronic Configuration Calculator. ![]() ![]() ![]() You can always try both with classes, and then decide, or allow students to provide input. I build relationships with students and trust because they see my process. I provide students with outline examples for how-to speeches and narrative speeches. Some students did not write enough information, but for the students who put forth effort, their outlines were their own, very organized and personalized. And? As students progressed, the topic outlines turned into sentence outlines. One time (I can’t remember why), I assigned a topic outline. Students were more prepared, and the longer outlines gave them structure. What do I use? At first, I only used sentence outlines. A speaking experience like that frustrates students. A topic sentence does not force students to think completely through a speech. If students do not practice, a speech given from a topic outline is short. If students practice a topic outline, they may deliver a strong speech. Because they are short, students can spend more time practicing the speech than writing the speech.Ĭons: Students can write the subjects and not fully think the talking points for the speech. It is more a working document – moldable. During practice, students can add points, practice, and then move or delete what doesn’t work. Pros: The short nature of topic outlines is easy to manipulate. These outlines are longer, and students may leave a portion that needs work because that one portion interferes with the flow of the entire speech. Finally, students can be reluctant to alter a sentence outline. They may enjoy the different pace of a speech class, but they feel that they are writing papers with an additional step (speaking). ![]() With a sentence outline, students will hear the speech in their heads, and it may come naturally to them as they deliver the speech.Ĭons: Students who dislike writing struggle with this stage. From a topic outline, students will need to develop different parts of the speech each time. Students can also read over the speech and get an idea of how the speech will sound. The speech is typically more developed than a speech from a topic outline. Students can add sentence transitions, which help an audience more than one word transitions. Pros: A sentence outline gives a polished picture of the speech. ![]() Here are pros and cons when deciding between speech outlines for students. As the teacher, you must decide which speech outline students should use: sentence or topic. ![]() When I taught middle school speech, I found that designing a speech outline with students calmed nerves and gave students a tool for practicing.Īn outline is the preferred design when prepping a speech. As students practice their delivery, they can easily add and subtract from an outline. Looking at a speech line by line aids in transitions, and in creating a balance of material. Writing outlines with students is an important activity. You want to provide an example, but you don’t want to limit their creativity. Creating speech outlines for students can be tricky though. An outline allows students to see each point individually. Since audience do not have the advantage of visually seeing the words, a speech’s organization is of the utmost importance. Speech textbooks encourage students to write outlines for their speeches. Speech outlines for students? How should you design them, especially younger students like middle school public speaking students? ![]() ![]() ![]() You may want to solve the position first (White to move) before looking at what Anneliese played. Jetan, the strategy game devised by Edgar Rice Burroughs for his Barsoom novels about a dying civilization on the planet Mars, is a variant of chess. Check out the way she finished her first-round game in the K-12 Scholastic (under 1000 section) of the 84th annual Southwest Open. In our last photo, taken September 1, 2018, 10-year-old Anneliese is now up to my shoulder. For the second photo (in March of 2017), Klaus was already taller than me. For the first photo, in October of 2014, eleven-year-old Klaus was shorter than me. So I make sure to get a photo each time with Klaus and Anneliese. Since El Paso is a nine-hour drive from Dallas, I do not see the Garcia family often. Renate also coaches chess at her daughter’s school, Vista Hills Elementary School. Renate found a sponsor, The Dental Ark, to provide medals for the tournaments. The rules presented here are the basic rules of the game of chess, but a. Check it out on Facebook to learn more about this club, which does not charge any money for club meetings or for tournaments. Play Chess online for free, against the computer, or other people from around. Renate named the group Crusader Chess Club. As she told me, her running the library chess clubs (and monthly tournaments during the school year) allows children who don’t have chess at their schools to still be part of an organized chess group. When his younger sister also started to play in tournaments, Renate began coaching chess at branches of the El Paso Public Library. At first, in 2012, Renate just brought Klaus to tournaments. ![]() When Igor is away on active duty, Renate is in charge of the home front, which includes chess. ![]() Igor serves in the US Army National Guard. When Igor is away on active duty, Renate is in charge of the home front, which includes chess. Sparkchess it's one of our selected brain and learning games classified in our category with cool math games offered free on our website. Attending the presentations were Renate Garcia and her two children, Anneliese and Klaus. Play Sparkchess game online for free on Which is a fun 3D realistic game of Chess available on mobiles and browsers for free. With each chessboard distributed, with each young mind ignited with the thrill of the game, Ivie Urieto exemplifies the power of determination and the potential for change.īeyond her age, she displays wisdom that transcends boundaries, proving that even the youngest among us can be agents of transformation.In 2014, I presented about chess at two public library branches in El Paso, Texas. Uzoamaka Uzouku, a teacher who has witnessed the transformation first hand, praises Ivie's influence, saying, "Before her arrival, we already had a chess club, but her coming boosted it. ![]() Ivie stands at the forefront of this noble endeavor, igniting the spark of interest in young minds and nurturing their love for the game.Īt local schools, Ivie's presence has breathed new life into existing chess clubs. Supported by generous donors, "The Gift of Chess" has an audacious goal of distributing 1 million chess sets worldwide by the year 2030. "I go around giving chess because I want people to learn how to play so that there will be no crime in the world," Ivie said. Her vision is clear – by teaching and encouraging others to play chess, she aims to quell the tide of crime that threatens her world. Armed with chess boards and boundless passion, she embarks on a mission to bring the magic of the game to local schools and orphanages. ![]() ![]() ![]() This way, students can get peer feedback that may help push them to explore new ideas. While many may think critiques are just for finished work, I often do them with works in progress. In this way, you also get to learn how to better support your students in all areas of their development. It’s also a nice time to find out what they enjoy or are not enjoying about your classroom. During this time you can find out more about what they are learning and how you can better support their art goals. As students explore centers, pull one student at a time aside to talk with them. Interviews can also be referred to as student conferences. Then, when students disperse to centers, you can pull anyone at the weaving center who said they wanted more instruction aside for another short lesson. You can get a feel for your students’ comfort level with the process by asking them to give a thumbs up if they feel they are ready to try it out or a thumbs down if they need more instruction. Let’s say you decide to do a mini-lesson about weaving. Having students do a show of hands on a particular topic or questions allows you to quickly see if the students grasped the information. What was your favorite part of class today?.Which studio habit of mind did you focus on? How?.How did the artist inspiration inspire your work?.How did the skill-builder inspire your work?.Here are a few questions you could ask your students to share on their exit ticket: You can have students share something they learned during their studio time or have them answer a particular question about the skill builder taught that day. You can use a sticky note, note card, blank sheet of paper, or even create an exit ticket digitally. A quick way to grasp what they have learned is to give them an exit ticket. In a TAB classroom, you will see students in a variety of centers exploring and creating. This can be done during or after a demonstration, artist presentation, or discussion.įor instance, if you started class with an artist presentation or mini-lesson about how artists stretch and explore, you could pose the question, “Why do artists stretch and explore?” or, “Why is it important to stretch and explore as an artist?” You can easily pace the room to listen to your students as they discuss to check for understanding. This allows your students to share information with a peer. Think-Pair-ShareĪnother fun way to see what your students know is through the Think-Pair-Share routine. One simple way to record what you see is with a notebook or checklist. Often, your students will willingly share what they are creating giving you more insight into their artistic process. This includes any sketches and planning students do before they work on their final piece or as they work on a final piece. A great way to assess students and check for understanding is to look at the art your students are creating. You can watch them think about their ideas, explore new techniques and processes, create things that inspire them, and make mistakes into happy accidents. One of the best things about being in the art room is watching your students create. ![]() Check out these six strategies for fast and formative assessments you can begin using today. My personal go-to? Quick, formative assessments. Finding the proper ways to assess is important so as not to disrupt the creative flow of this type of classroom. They work at their own pace, following their own lines of inquiry, and develop skills as they need them.” In other words, the students are treated as artists.Īt the same time, the teacher is there to teach skills, art vocabulary, art history, and any other information or techniques students need to successfully carry out their ideas. Students scaffold their own learning, sometimes going deeply into specific subjects or media. The TAB website describes the learning environment by stating, “TAB classrooms are highly structured environments. I personally teach from a Teaching for Artistic Behavior (TAB) point of view. However, honing in on the perfect assessment system can be tricky. Finding assessments that fit your teaching style is key, so they are meaningful to you and your students. While assessments are not the most exciting thing to do in the art room, many districts require them. ![]() ![]() ![]() Use a seaborn figure-level plot, and use the col or row parameter.groupby object.ĭfg = dfm.groupby('variable') # get data for each unique value in the first columnįor (group, data), color, ax in zip(dfg, colors, axes):ĭata.plot(kind='density', ax=ax, color=color, title=group, legend=False) This is similar to 2., except it zips color and axes to a.Each object must be the same length.įig, axes = plt.subplots(nrows=2, ncols=2, figsize=(10, 6)) # define the figure and subplotsĬols = df.columns # create a list of dataframe columns to useĬolors = # list of colors for each subplot, otherwise all subplots will be one colorįor col, color, ax in zip(cols, colors, axes):ĭf.plot(kind='density', ax=ax, color=color, label=col, title=col)įig.delaxes(axes) # delete the empty subplotģ. Any variables applying to each axes, that need to be iterate through, are combined with.It's easiest to collapse the subplot array of Axes into one dimension with. ![]()
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