Systematicity vs. Flexibility
Systematic Yet Flexible (SYF) Systems
Systematic Yet Flexible (SYF) Health IT systems are those that encourage best practices while simultaneously accommodating the tremendous variety of real-world healthcare workflow. Perer and Shneiderman first described the concept of SYF systems using an example of a network analysis tool.
Systematic Yet Flexible Systems Analysis (SYFSA) is a framework developed by SHARPC for designing and analyzing SYF systems. It is based on analyzing a task using three related problem spaces: the idealized space, the natural space, and the system space.
The idealized space represents the best practice. The idealized space for choosing a medication includes a number of constraints, such as that the medication is therapeutically appropriate, has the correct dose and route, is safe, is available for purchase in the form and dose prescribed and within the required time frame, and is as economically efficient as possible.
The natural space captures the task actions and constraints on those actions imposed by the physical world. A paper-based, handwritten prescription enforces almost none of the idealized constraints—it is too flexible. However, this flexibility allows a physician to use non-standard formulations and dosing regimens to better personalize care and to easily prescribe new medications that may not yet be in more systematic IT-based ePrescribing systems.
The system space specifies how the task is done in a redesigned, or newly designed system, including how it may deviate from the idealized space, and how the system supports or enforces constraints in the idealized space. A system space for ePrescribing explicitly considers the constraints of the idealized prescribing space, supports known constraints, while recognizing the need to cope with the inevitable exceptions and variations that are common in healthcare.
Diagram of Systematic Yet Flexible Systems Analysis
We can use SYFSA as a qualitative framework, as demonstrated above, or as an analytical framework. The analytical framework allows us to model alternative designs and calculate several relevant quantitative measures, including flexibility, error or success rates, and mean number of steps to complete a task. Mathematica code to support such analysis is available upon request from Dr. Todd Johnson.
Johnson TR, Markowitz E, Bernstam EV, Herskovic JR, Thimbleby H. SYFSA: A Framework for Systematic Yet Flexible Systems Analysis. Journal of Biomedical Informatics(2013).
A Systematic Yet Flexible Systems Analysis Framework
A Mathematica notebook containing code to automate SYFSA analysis is available upon request. Please email Dr. Todd Johnson.


'OPEN'.
 if the device is open and 'CLOSED' otherwise.
 USER - The username of the owner of the spawning program.
 NOW - The current date and time in the format
 'dd-MMM-yyyy hh:mm'. Most people are likely to use Perl
 functions instead.
 DEVICE * - The current PGPLOT device or file, see also device().
 FILE * - The filename for the current device.
 TYPE * - And the device type for the current device.
 DEV/TYPE * - This combines DEVICE and TYPE in a form that can be used
 as input to new.
 HARDCOPY * - This is flag which is set to 'YES' if the current device is
 a hardcopy device and 'NO' otherwise.
 TERMINAL * - This flag is set to 'YES' if the current device is the
 user's terminal and 'NO' otherwise.
 CURSOR * - A flag ('YES' or 'NO') to inform whether the current device
 has a cursor.
Those items marced with a * only return a valid answer if the window is open. A question mark (?) is returned if the item is not recognised or the information is not available.
This routine takes and array and returns the first hash reference found as well as those elements that are not hashes. Note the latter point because all other references to hashes in the array will be lost.
Convert a unit string or number into a PGPLOT-certified length unit specification, or return undef if it won't go.
This is a convenience routine for parsing a set of options. It returns both the full set of options and those that the user has set.
Saves the PGPLOT state so that changes to settings can be made and then the present state restored by _restore_status.
Restore the PGPLOT state. See "_save_status".
This routine checks and optionally alters the arguments given to it.
This is an internal routine that encapsulates all the nastiness of setting colours depending on the different PGPLOT colour models (although HLS is not supported).
The routine works in the following way:
 - At initialisation of the plot device the work colour index is set to 16. The work index is the index the routine will modify unless the user has specified something else.
 - The routine should be used after standard interpretation and synonym matching has been used. So if the colour is given as input is an integer that colour index is used.
 - If the colour is a reference the routine checks whether it is an ARRAY or a PDL reference. If it is not an error message is given. If it is a PDL reference it will be converted to an array ref.
 - If the array has four elements the first element is interpreted as the colour index to modify and this overrules the setting for the work index used internally. Otherwise the work index is used and incremented until the maximum number of colours for the output device is reached (as indicated by pgqcol). Should you wish to change that you need to read the PGPLOT documentation - it is somewhat device dependent.
 - When the array has been recognised the R,G and B colours of the user-set index or work index is set using the pgscr command and we are finished.
 - If the input colour instead is a string we try to set the colour using the PGPLOT routine pgscrn with no other error-checking. This should be ok, as that routine returns a rather sensible error-message.
This internal routine is the default routine for parsing options. This routine deals with a subset of options that most routines will accept.
Given a PGPLOT tr matrix and an image size, calculate the data world coordinates over which the image ranges. This is used in imag and cont. It keeps track of the required half-pixel offset to display images properly -- eg feeding in no tr matrix at all, nx=20, and ny=20 will will return (-0.5,19.5,-0.5,19.5). It also checks the options hash for XRange/YRange specifications and, if they are present, it overrides the appropriate output with the exact ranges in those fields.
Given a FITS image, return the PGPLOT transformation matrix to convert pixel coordinates to scientific coordinates. Used by fits_imag, fits_rgbi, and fits_cont, but may come in handy for other methods.
 my $tr = _FITS_tr( $win, $img );
 my $tr = _FITS_tr( $win, $img, $opts );
The return value ($tr in the examples above) is the same as returned by the transform() routine, with values set up to convert the pixel to scientific coordinate values for the two-dimensional image $img. The $opts argument is optional and should be a HASH reference; currently it only understands one key (any others are ignored):
 WCS => undef (default), "", or "A" to "Z"
Both the key name and value are case insensitive. If left as undef or "" then the primary coordinate mapping from the header is used, otherwise use the additional WCS mapping given by the appropriate letter. We make no checks that the given mapping is available; the routine falls back to the unit mapping if the specified system is not available.
The WCS option has only been tested on images from the Chandra X-ray satellite (_URL_ created by the CIAO software package (_URL_ for which you should set WCS => "P" to use the PHYSICAL coordinate system.
See _URL_ for further information on the Representation of World Coordinate Systems in FITS.
The coding tries to follow reasonable standards, so that all functions starting with an underscore should be considered as internal and should not be called from outside the package. In addition most routines have a set of options. These are encapsulated and are not accessible outside the routine. This is to avoid collisions between different variables.
Karl Glazebrook [_EMAIL_] modified by Jarle Brinchmann (_EMAIL_) who is also responsible for the OO interface, docs mangled by Tuomas J. Lukka (_EMAIL_) and Christian Soeller (_EMAIL_). Further contributions and bugfixes from Kaj Wiik, Doug Burke, Craig DeForest, and many others.


Symbols on ax pieces in China may be world's oldest writing
 | July 11, 2013 at 3:50 PM
SHANGHAI, July 11 (UPI) -- Fragments of two ancient stone axes found in China bear what could be some of the world's earliest primitive writing, archaeologists say.
Discovered as part of a large find of artifacts unearthed south of Shanghai, the ax fragments have been dated at around 5,000 years old, the BBC reported Thursday.
Currently, evidence of the world's oldest writing is thought to be from Mesopotamia from 3,300 B.C.
There has been disagreement among Chinese experts whether the markings on the axes are actual writing or a less sophisticated grouping of symbols.
"The main thing is that there are six symbols arranged together and three of them are the same," lead archaeologist Xu Xinmin said. "This clearly is a sentence expressing some kind of meaning."
Cao Jinyan, a Chinese scholar who is an expert on ancient writing, agreed.
"Although we cannot yet accurately read the meaning of the 'words' carved on the stone axes, we can be certain that they belong to the category of words, even if they are somewhat primitive," he said.


About tasks
All tasks in a workflow are listed in the Task tab in the Workflow Properties sheet. Each individual task has a Properties sheet.
Each user can see their own Tasks in Progress on the Organizer tab, see Tasks in Progress.
 Tip: The My Reviews window in RevMan will show if you have an active task for a review.
Task properties
General - Contains general information about the task such as:
 - the name of a task along with its description
 - the name of the workflow template
 - the names of a workflow manager and a task assignee
 - status of the task ('In Progress', 'Completed' and 'Skipped')
 - start and due date of a task.
History - Records all events for the individual task. All events are listed in reverse chronological order with the most recent event at the top. A workflow manager can add notes to the history of the task. These notes automatically appear in the workflow history too. You can view task history with varying detail levels (Full, Medium and Simple) using the pull-down list at the top of the History tab. The default detail level option in tasks history is set to Simple (shows the most general workflow events).
See also Creating task notes.
Email - Allows a Workflow manager to create, send/resend and delete a 'ticket' or 'information' email. It is also possible to set Notification preferences.
See also Sending a task email, Editing a task email.
Advanced - Allows the Workflow manager to create a 'ticket' to be sent by email to the task assignee and set Notification preferences.
To open task Properties
 1. Find the task you want to open (e.g., in the workflow Properties, or with Advanced Search, see Advanced task search options).
 2. Double-click the name.
 Note: If comments or files for a task have been added either via a ticket or task Properties, an icon for that task will appear on the Tasks tab of the workflow properties.


text:
Council of the IndiesArticle Free Pass
Council of the Indies, Spanish Consejo De Indias, supreme governing body of Spain's colonies in America (1524–1834). Composed of between 6 and 10 councillors appointed by the king, the council prepared and issued all legislation governing the colonies in the king's name, approved all important acts and expenditures by colonial officials, and acted as a court of last resort in civil suits appealed from colonial courts. It lost much of its importance in the 18th century.
What made you want to look up "Council of the Indies"? Please share what surprised you most...

source: HuggingFaceFW/fineweb-edu


text:
There are many complicated file formats for reading and writing 3D mesh data. However, if you work only with 3D points in your 3D geometry application, then the ASC file format is a convenient way to read, write and display point data. ASC stands for ASCII and the files have an extension of
.asc. This is a text file format, where each line has the XYZ coordinates of one point, each coordinate separated by whitespace.
For example, the 4 points of a tetrahedron in the ASC format:
-0._PHONE_ 0.12794 0.00447467 -0._PHONE_ 0.128887 0.00190497 -0._PHONE_ 0.151244 0._PHONE_ -0.00228741 0.13015 0._PHONE_
Point data stored as ASC files can be viewed using programs such as MeshLab.

source: openbmb/Ultra-FineWeb


Edit Article
wikiHow to Make a Concrete Vase
Three Parts:Preparing the Mold and ConcretePouring the ConcreteFinishing the VaseCommunity Q&A
Concrete vases may appear plain and simple, but they can create a beautiful contrast against the delicate, colorful flowers you put into them. They can be expensive to buy, but luckily, they are cheap and easy to make. Once you know the basics, you can experiment with all sorts of different shapes and sizes.
Part 1
Preparing the Mold and Concrete
 1. 1
 Cut a large plastic bottle down to the height you want. Choose a large plastic bottle that you want to use as the base of your vase. Use a craft blade to cut the top portion off. This will not only make inserting the smaller bottle easier, but pouring the cement in as well.[1]
 2. 2
 Choose a smaller plastic bottle for the inside of you vase. The bottle needs to be small enough to fit inside the larger bottle with at least ½-inch (1.27-centimeter) of space between the two.[2] If the bottle has a label on it, be sure to remove it first, otherwise, it will show up on the finished vase.
 3. 3
 Mix the concrete in a plastic tub or bucket. Follow the instructions on the container as each brand will be a little different. In most cases, you will need to stir 1 part water into 4 parts of cement.[3] You can use a paint stick or even a trowel to mix the concrete.
 - Always wear gloves and protective goggles while mixing concrete.[4]
 4. 4
 Consider adding some color for a marbled effect. This works great with white concrete. Scoop out some of your concrete into a separate container. Stir in some pigment into it until evenly combined. Pour the white concrete into the dyed concrete. Stir it a few times until it starts to look marbled and swirly.[5]
 - Make sure that you are using concrete-appropriate pigments. If they are not sold alongside the concrete in the store, you will need to buy them online.
Part 2
Pouring the Concrete
 1. 1
 Fill the bottle ½ to ¾ of the way with concrete. Pour the concrete in slowly so as to minimize air bubbles. Don't worry if the concrete doesn't fill your large bottle all the way. The next couple of steps will fix that.
 2. 2
 Tap the bottle against your work surface. This will remove any air bubbles and make the surface of your vase smoother in the end.[6] Keep in mind that the finished product may still have some air bubbles. This is perfectly normal and part of the beauty of concrete.
 3. 3
 Push a smaller bottle down into the concrete. Do not push it all the way to the bottom of the vase, however. As you push the bottle into the cement, the cement will raise and fill the rest of the big bottle.[7] If the concrete overflows, simply brush it away.[8] Try not to get any concrete into the smaller bottle.
 4. 4
 Add more concrete, if necessary. If the concrete level isn't high enough, use a spoon to scoop more concrete into the large bottle. Keep doing this until the bottle is filled.[9] Once again, avoid getting any concrete into the small bottle.
 5. 5
 Smooth out the concrete, if desired. Wet your finger, then use it to smooth down the concrete between the two bottles. You can also leave it as it is for a more jagged, rustic touch.[10]
Part 3
Finishing the Vase
 1. 1
 Let the concrete dry. How long this takes depends on what type of cement you used. Quick-set concrete can dry in as little as 15 minutes.[11] Other types can take up to 3 to 5 hours, or even longer.[12] Refer to the package your concrete came in for more specific drying times.
 2. 2
 Remove the outer plastic bottle. Once the concrete is solid, use a craft blade to slice down the side of the plastic bottle. Tear it away in strips, revealing the concrete vase.[13] You may have to use pliers to pull the plastic away from the concrete.[14]
 3. 3
 Cut down the inner plastic bottle, if necessary. You may have portions of the small, inner plastic bottle sticking out of the concrete. This needs to go. Use a craft blade to cut the smaller bottle down until it is flush with the top of the vase.[15] Do not remove the plastic bottle. If you do, the concrete vase may absorb too much water.
 4. 4
 Let the concrete dry further, if necessary. After you remove the concrete from the bottle, it may still feel a little damp. Set it some place where it will not be disturbed, and allow it to dry completely.
 5. 5
 Consider painting your vase. You can paint it a solid color, or you can paint designs onto it, such as strips or spots. Painting the bottom of your vase a soft pastel color will look very chic![16] You don't have to do this, but it's a great way to make you vase look more interesting!
 6. 6
 Add some felt pads to the bottom of your vase to protect your furniture. You don't have to do this, but it would be a good idea if you plan on keeping your vase on surface on delicate or fragile surfaces. Simply turn your vase over, then stick 3 to 4 felt circles to the underside.[17]
 7. 7
 Use your vase. You can use your vase to display fresh or silk flowers. If you use real flowers, fill the inner vase with water. The plastic, glass, or metal will create a barrier, and prevent the concrete from absorbing all the water.
Community Q&A
Ask a Question
200 characters left
 - You can use a cardboard mailing tube or a milk carton instead of a large, plastic bottle. Be sure to spray the inside with cooking spray first, however; this will make it easier to remove it later.[18]
 - You can use glass or metal candle votive instead of a small, plastic bottle for the inner vase.
 - If you are using a metal candle votive for the inner vase, push it in so that only the top ¼-inch (0.64-centimeter) is exposed. This will give your vase an element of design.[19]
 - If you used a glass candle votive, wipe the rim with a damp towel after the concrete starts to set up. This will prevent it from looking foggy or cloudy.[20]
 Things You'll Need
 - 1 large plastic bottle
 - 1 small plastic bottle
 - Craft blade
 - Concrete
 - Plastic bucket or tub, for mixing
 - Paint stick, for stirring
 Sources and Citations
 1. _URL_
 2. _URL_
 3. _URL_
 Show more... (17)
 Article Info
 Categories: Concrete | Hobbies and Crafts
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text:
Back to Tap Water
The Back to Tap Water campaign was a joint effort by ESAC, the Environmental Proctors, and the Environmental Club. It grew naturally out of a recycling campaign which was intended to raise awareness of our recycling program and encourage community members to recycle. The analysis of the One Week's Worth of Containers that showed that 40% of recycled containers were disposable water bottles led to our subsequent efforts to reduce the unnecessary and wasteful use of disposable water bottles, hence, the Back to Tap Water Campaign.
One Week's Worth of Containers
During one week in November 2009, Deerfield set up large bins in front of the Dining Hall to display all the metal, glass, and plastic containers we captured for recycling during one week. At the end of the week, students from the Environmental Studies classes helped to count and categorize these containers. The result showed that 80% of the containers recycled were plastic and that 40% of the containers were disposable water bottles such as Dasani® and Poland Springs® bottled water. It was clear that there was an opportunity to make a meaningful change.
Blind Water Taste Test
To begin to understand the prevalence of bottled water usage, we looked at two things–taste and perceptions. One hundred sixty-eight members of the Deerfield Academy community participated in the blind water taste test set up in the Dining Hall during a Wednesday walkthrough lunch. Participants were given a score card to rank in order of preference four unlabeled pitchers of water. The only information given them was that there was both bottled and tap water among the four. The clear winner was filtered tap water from the Dining Hall. Last in preference was unfiltered tap water, which is the water available in the dorms and water fountains around campus.
Drinking Water Survey
To explore what barriers might prevent Deerfield community members from using our tap water, two student members of ESAC compiled a list of questions to survey community members. Two hundred twenty-one people responded to the questions. Key results are highlighted below:
How often do you drink bottled water?
- Rarely to never: 34%
- At least once a day: 32%
- At least once a week: 54%
If you knew that Deerfield's unfiltered tap water as safe to drink as bottled water, would you then drink tap water as opposed to bottled water?
If faucets with filtered water were present in all dormitories, would you be more likely to give up bottled water in favor of refilling a reusable bottle?
- Yes: 71%
- No: 9%
- Not in Dorm: 20%
Following water quality testing of our tap water that confirmed it was of fine quality, ESAC forwarded its recommendations to the community.
Given the community's taste preference for filtered tap water, the perception that bottled water is safer than tap, and the exceeding overuse of bottled water on campus, the Academy implemented ESAC's recommendation that one sink per floor per dorm be outfitted with an under-the-sink filtration system to improve the taste by removing chlorine. The Academy also followed ESAC's recommendation and installed Hydration Stations (as opposed to water fountains) at key locations around campus.
The Dining Services outlets on campus ceased all sales of bottled water. Parents are reminded as part of the back-to-school announcements that the use of bottled water is actively discouraged on campus.


text:
World Association of Lesson Studies (WALS) International Conference 2018
23-26November 2018, Beijing Normal University, Beijing,People's Republic of China
LESSON STUDY AND TEACHER EDUCATION:
I. Invitation to Conference
The theme of the WALS 2018 is Lesson Study and Teacher Education: International Dialogue. It aims to provide a platform for an international and cross-cultural dialogue through which educators and researchers from different parts of the world can contribute to a broad vision for sharing their knowledge, understanding and experience of lesson study as a form of practice-based research.
Over the past decades, Lesson Study has contributed significantly to the quality enhancement of teaching and learning, teacher education, and development of schools as learning communities.
In China, which has the largest teaching force in the world, a long tradition of lesson study has been integrated into the professional lives of teachers. Since the 1950s, lesson study as a tool of professional learning facilitated the development of a culture of teaching among Chinese teachers. For the enhancement of their teaching and professional development, Chinese teachers are engaged in "teaching research", which is a form of lesson study organized along the disciplinary lines of school subjects and implemented by "teaching research groups" in schools. Indeed, lesson study is a commonly shared endeavor among Chinese teachers who are engaged in collective planning, studying and evaluating various kinds of lessons on a daily basis. Through time, the "teaching research group" has been developed into a system of "teaching research" that is unique to schooling in China.
In previous WALS annual conferences, educators and teachers from Asia, Australia, Europe, and North America came together to share their research findings and best practices in lesson study. This is the first time that WALS will hold its annual conference in Mainland China. WALS 2018 will provide a valuable opportunity for the exploration of ideas that will enrich the field of Lesson Study. We hope that participants from all over the world will come and share wisdom that is drawn from their own societal contexts and join us in an international dialogue that aims to achieve multi-cultural understanding of Lesson Study.
We cordially invite researchers, teachers and educators from all countries and regions to join us at the WALS 2018, which will be held on the campus of Beijing Normal University in Beijing, the capital of The People's Republic of China, during 23-26 November 2018.
Activities of the Conference will include keynote speeches, paper presentations,topical symposia, workshops, poster presentations, and school visits.
We are proud to announce that Professor Elaine Munthe of the University of Stavanger, Norway, Professor XudongZhu of Beijing Normal University, China, and Professor Jan Vermunt of the University of Cambridge, United Kingdom, have been invited to deliver keynote speeches at the Conference.
In addition to the keynote speeches, several plenary sessions will be organized for noteworthy scholars and practitioners in the field. These sessions will elucidate important topics that are relevant to teaching and learning in schools and universities as well as critical issues in special education, pre-school education, and large-scale educational development projects.
School visits in Beijing will be planned as a main activity on the final day of the conference.
II. Call for Proposals
1. Lesson study and teacher preparation
2. Lesson study and teacher professional development
3. Lesson study in rural classrooms
4. Lesson study and school as learning community
5. History of lesson study and teaching research
6. Interdisciplinary lesson study
7. Research methodology for lesson study
8. Practical models of lesson study
9. Big data and lesson analysis
10. Online lesson study
Four types of activities will be organized for the Conference:
1. Paper presentations (30 minutes per paper)
There will be 3 paper presentations in each parallel session. Each paper will be given 20 minutes for presentation and 10 minutes for Q&A. The following types of papers are suitable for submission:
a. Research papers
Full research papers in any of the strands listed above or related areas.
b. Student papers
Research completed by students in any of the strands listed above or related areas.
c. Case studies
Case studies in any of the strands listed above or related areas.
d. Work-in-progress reports or idea papers for future research
Research in progress or ideas for future research in order to generate discussion and feedback in any of the strands listed above or related areas.
e. Reports on issues related to teaching
Reports related to innovative instructional techniques or research related to teaching in any of the strands listed above or related areas.
2. Topical symposia (1.5 hours per session)
Interested participants may propose symposia for topics that are related to any of the aforesaid strands. 90 minutes will be allocated to each symposium. We anticipate 3 inter-related papers to be presented at a symposium. Symposium organizers should observe the deadline listed in the "Important Dates" below. They are also advised to appoint a chairperson and a discussant for each symposium session.
Examples of symposia
a. Researchers of common interests may wish to collaborate on a symposium that consists of 3 research papers covering inter-related topics.
b. A school may be interested to organize a symposium consisting of 3 presentations that draw professional insights from its school leaders and teachers.
c. Teachers serving in different schools may wish to present case studies of common interests.
3. Workshops (1.5 hours per session)
Workshops are informative, interesting and interactive sessions that are designed for general conference participants or for specific target-groups (e.g. teachers, school leaders, educators, researchers). Workshops may consist of hands-on activities, demonstration, and/or discussion. The topics of proposed workshops should be related to any of the aforementioned strands.
4. Poster presentation (1.5 hours per session)
Posters may include reports of ongoing research or case studies of professional practices. Research reports should clearly state the research topic, research question(s), and methods of data collection, data analysis and preliminary research findings. Posters of good practices should include such information as the background of school, context of case study, data analysis (where applicable), findings and recommendations. Presenters are advised to prudently use texts and graphics in the layout of their posters as space for display will be limited.
January31, 2018: First call for proposals
March 31, 2018: Second call for proposals
March 1, 2018: Submission begins
June 30, 2018: Submission ends
August 24, 2018: Review result announcement
May 1- August 31, 2018: Early-bird registration
September 1-October 31, 2018: Regular registration
September 1-December 31, 2018: Submission for full papers
November 23-25, 2018: WALS International Conference 2018
November 26, 2018: School visit
III. Languages of Conference
IV. Registration Fees
All participants are required to register prior to the conference and submit the proposal and full paper via the on-line registration and paper submission system. Please visit the conference website for detailed information: _URL_. If you have any questions regarding registration, please contact us at _EMAIL_
* Registration Fees Include conference kits, lunch, and 1 year WALS membership fee)
For student registration; scanned copy of student ID card must be attached.
Note: Conference Fees above include the bank charge and VAT (5.0%).
1. School visit = 300RMB or 45 USD
2. Social function = 300RMB or 45 USD
MODE OF PAYMENT
Credit card (a payment menu will appear after login)
V. Contact Us
The WALS 2018 Organizing Committee, Center for Teacher Education Research, Beijing Normal University, Beijing, China.


Can an Expungement be Reversed?
June 3, 2021
image 1
Table of Contents
Are your records expunged? Can an expungement be reversed? Here's what to know.
The term "expungement" should be easily defined, yet the term will vary depending upon state laws. Even the federal government has no inherent expungement statutes. Nor do the federal courts have any explicit authority to be able to expunge records of any valid convictions.
That said, federal courts have given some leeway here. But to understand whether that question of can an expungement be reversed, first, we must look at expungements.
What is an Expungement?
Generally defined, an expungement is when a court orders the removal of criminal charges. Dictionaries trace the origin of this word to around 1600. Then, the term grew from a Latin verb to refer to when scribes mark words in manuscripts for deletion.
Today, we use the term to describe the deletion of a criminal record.
It is important to note that having records expunged is not the same as 'forgiveness'. Someone who gets their record expunged is not getting a "not guilty" post-conviction verdict.
However, there is a term and a process for that! Forgiveness for a person who commits a crime and the jury/judge finds them guilty for that crime is available via a "legal pardon."
However, legal pardons do not expunge records just as expungement does not equate with forgiveness.
Another key difference between pardons and expungements involves who gives them:
 - Legal pardons are only grantable by certain public officials. State constitutions will specifically lay out where the pardoning power lies in that state. But generally stated, only state governors or an official state pardon board can issue a pardon — and only for state offenses. The President of the United States can likewise pardon any criminal of federal law, but not state laws.
 - Court officials grant expungements. In contrast, there isn't one person or one board that can grant an expungement. Rather, expungements go through the courts where a judge decides them.
Next on our journey to answer "can an expungement be reversed," we take a closer look at:
How Do Expungements Happen?
Expungements for Federal Crimes
First off, expungements from federal courts are rare. Extremely rare. This is due to there being no federal statute regarding a federal expungement. As such, for many crimes, it is easier to get a presidential pardon than it is to get an expungement of a federal crime.
Note, however, the use of "many" but not all crimes. The federal government did pass an important federal First Offender Act. Under this law, persons with no prior drug convictions found guilty of misdemeanor possession are in luck. At least in terms of expungements, but only depending upon age.
This act specifically targets those defendants under the age of 21 at the time of the offense. Those applicable may receive expungement of all records related to the drug charges.
To receive such an expungement, the case must go through federal courts.
Expungements for State Courts
To have charges expunged in state courts, one must first look at the state's law. Each state has its own laws about what is and isn't eligible for expungement. These laws will include procedures people must go through and define how expungements will occur.
For most states, there is a list of criminal offenses that are ineligible for expungement. This list generally consists of more serious felonies. Felonies related to things like:
 - Violent assault
 - Child abuse (including child neglect cases)
 - Sex crimes
 - Drunk driving
In fact, some states will not allow expungement for any driving offenses. For example, Ohio has very strict expungement-related laws. Their laws include the disallowing of expungement for most traffic offenses.
Even more interesting is Kentucky. That state recently passed a law that will automatically expunge all cases ruled as acquittal or dismissal. With one big exception. No expungements for traffic cases, even those acquitted or dismissed.
But those really are big exceptions. Generally put, most misdemeanors and even more minor felonies are eligible for expungement. The best way to find out if a charge is eligible is to talk with an experienced attorney.
If the charge is, then next up is the expungement process.
When asking "can an expungement be reversed?", it's important to know:
What Do I Need to Do to Get an Offense Expunged?
Once a case is determined eligible for expungement, the real work begins. Expungements are not easy processes and will require research and a lot of documentation. You don't legally need an attorney or similar representation, but it certainly can help.
Parts of the expungement process will include:
 - The required time or other requirements. Many states will have a stated time required as part of their expungement process. For example, a person may have to wait three years following the end of their sentence to apply. The idea behind this is that if you make it without another arrest in that time frame, you were properly rehabilitated or are otherwise clear to go.
 - Have your disposition ready. Every state expungement court process will request a copy of the disposition. That is because the disposition will clearly state the results of the case. A person that doesn't have the disposition may get it from the clerk of courts.
 - Have the arrest affidavit ready. It is also necessary to have the arrest affidavit. This affidavit will include other key information like the arrest date and arresting agency.
 - Complete the application required by the state. Each state will have a form or expungement application that must get filled out.
 - Follow up on the court date. All of the above documents are critical, but nothing is more critical than the court presentation. Here, one should have a resume and personal people on hand to testify to character. Many expungement cases get decided by one person: The judge. Applicants must persuade that judge why they are worth of expungement and why it's needed.
Why Does a Person Need an Expungement?
One of the questions the judge will invariably ask is why is an expungement needed. For most going through this process, the answer is obvious. For those who don't yet understand, the most commonly cited reasons are:
Trouble finding a job
Job applications will often ask about previous arrests and convictions. A conviction, even of a misdemeanor crime, can absolutely damage a person's chances of getting their dream job. However, a person who has an expunged record can truthfully answer "no" to questions regarding convictions. That is because expungement legally erases the arrest and charges from ever having occurred.
Note, some states have certain jobs/licensing (finance-related licenses often fit this bill) that mandate a clean driving record. This is partly why DUIs are not eligible for expungement.
Getting a loan
Yes, sadly while redlining on basis of ethnicity and race is illegal, it isn't illegal to deny someone a loan due to past crimes. Banks and other financial institutes may deny a person a loan for a home, car, etc. on basis of a criminal conviction. This can severely handicap a person as they try to restart their life. The good news is that an expungement can erase this problem.
Adoption or fostering
Want to add a child to your life? If you are looking to adopt or foster, you may find yourself denied on the basis of a criminal conviction. Even if that conviction is a misdemeanor. Even if that conviction is five, ten, fifteen years old.
Firearm restoration
Individuals convicted of felony laws and domestic violence offenses can lose their right to own firearms. Some states also have laws that will further deny individuals convicted of other stated crimes. An expungement or a pardon is the only two ways to get that right back. Although, even expungement is not enough in a few states.
Voter rights restoration
Voting restrictions can also come into play in certain states. Thankfully, most states are changing laws to give the previously incarcerated their voting rights back. But barring that, an expungement is a sure way to restore one's voter rights.
Get off mugshot websites
An expunged record means a person never committed a crime. This means that mugshot websites have no right to post that individual's arrest information.
Simple peace of mind
Some people may choose an expungement simply because it takes away the anxieties. All the anxieties related to whether so and so will find out. Or whether it will impact a job change or promotion. Or impact any other of a thousand life decisions.
A person that did their time should feel that they can move on. If they can't, an expungement might be one good solution for how to.
Can an Expungement Be Reversed?
Finally, we get to that primary question. Can an expungement be reversed? Not in 49 states. In 49 states, excluding California, once expunged, that is it. Same as with a pardon. Some exceptions, but very very rare.
Furthermore, the federal government can only reverse a federal expungement in the case of a repeat offense. The courts must charge and convict the person of the same crime and only after conviction is the prior case available for reversal.
This same type of exception is also true for California. If the state of California conv


Healthcare Seminar Overview
Cultural Diversity Seminar for Healthcare Leaders
Designed for hospital executives, administrators, medical department directors, physicians, nurses and other healthcare leaders, this seminar titled, "Developing Cultural Competency: Healthcare for the Muslim Patient" provides valuable information and resources for enhancing understanding and cultural competency skills that improve healthcare delivery for Muslim patients.
"Cultural competence training for healthcare professionals… increases their ability to provide care to diverse populations… It should be an on-going, life-long education." A Manager's Guide to Cultural Competence Education for Healthcare Professionals, The California Endowment
Healthcare Seminar: Developing Cultural Competency: Healthcare for the Muslim Patient
The purpose of this diversity seminar is to provide healthcare providers with a picture of the challenges faced by Muslim patients in the current environment and suggestions for better serving this population. This seminar begins with a description of the impact of anti-Muslim bigotry, including on Muslim patients. The seminar then provides a better understanding of the faith and practices of American Muslims as well as the implications of these beliefs and practices for healthcare delivery. Topics include Islamic perspectives towards illness and healthcare, family systems, decision making processes, dress codes, privacy and gender issues, dietary guidelines, women's healthcare including reproductive issues and labor and delivery, views on death and dying, end of life issues, emergency treatment, life support, terminal illness and palliative care.
 - Improved awareness and understanding of the current environment and its impact on Muslims generally and Muslim patients specifically.
 - Reduction in misunderstandings and barriers to accessing healthcare.
 - Cultural awareness and development of cultural competency skills as it relates to working with the American Muslim patients and their families.
 - Increased healthcare provider capacity for addressing growing diversity, persistent disparities, and the promotion of health equity.
 - More culturally appropriate responses to the needs of Muslim patients based on understanding of and respect for their cultural and ethnic backgrounds.
 - Fulfillment of requirements for professional development and medical education, including those that comply with CLAS and other healthcare training standards.
Hospital and healthcare executives and administrators; medical directors, physicians, nurses and other healthcare service leaders; deans, department chairs and faculty in medical and nursing schools.
Workshop Length: 1-3 hours
Number of Participants: 20 or more
Available: onsite or via webinar
For More Information
Contact us at [email protected] or call _PHONE_, extension 160. To schedule a seminar, please complete the form below.
Use This Form to Schedule a Cultural Diversity Seminar


text:
Definitions of extensive
a. - Having wide extent; of much superficial extent; expanded; large; broad; wide; comprehensive; as, an extensive farm; an extensive lake; an extensive sphere of operations; extensive benevolence; extensive greatness. 2
a. - Capable of being extended. 2
The word "extensive" uses 9 letters: E E E I N S T V X.
No direct anagrams for extensive found in this word list.
Adding one letter to extensive does not form any other word in this word list.Words within extensive not shown as it has more than seven letters.
All words formed from extensive by changing one letter
Browse words starting with extensive by next letter


pdf2 MB
Community-Based Adaptation in Practice
This paper documents CARE's current practice of Community-Based Adaptation (CBA) to climate change and shows how, increasingly, elements of the approach are evolving and being integrated into other development sectors. This synthesis of 16 CBA project examples from Africa, Asia, and Latin America and the Caribbean informs an ongoing process to update CARE's various tools and approaches to CBA for practitioner use.
CARE promotes Community-Based Adaptation to climate change because we believe it to be a highly effective approach for the following reasons:
 - Generating adaptation strategies with communities and other local stakeholders improves the uptake and sustainability of the process because communities develop a strong sense of ownership and their priorities are met.
 - Enhancing communities' awareness and understanding of climate change and uncertainty enables them to create responsive plans and make more flexible and context-appropriate decisions.
 - Embedding new knowledge and understanding into existing community structures expands and strengthens those structures as well as institutional mechanisms.


Consumer Behaviour of Purchasing Digital Camera
6737 Words27 Pages
Consumer Behaviour of Purchasing Digital Camera
1.0 Introduction
In order to market the product into the market successfully, marketers need to have some marketing strategy to enter the desired market and make profit. Market segmentation is the process of dividing a market into subsets of consumers with common needs or characteristics (Schiffman et al., 2011). Understanding the market size and segmentation is valuable, but the keys to effective targeting is to know just how valuable specific consumer groups are, and being able to quantify the impact of consumer trends ( Berry, 1999).
The purpose if this paper is to define the market segmentation for digital camera. Especially focus on Nikon digital camera which is the chosen product in
…show more content…
According to the consumer feedback survey conducted by Nikon in 2011, the consumers considered Nikon digital camera as user-friendly, affordable price, well performance and good quality. The significant signal to explain this stage can be affordable price and good quality of the product.
2.1.2. Product benefits
After the product attributes it goes to the second stage which is product benefits. There are two consequences can discussed under the field of product benefits, namely as functional consequences and psychosocial consequences.
The functional consequences is the tangible consequences of the product, it focus more on "what function is perform?'Also, it can be considered as an external influence to the consumer. In this case the consequences may be user-friendly and excellence photographic performance.
The psychosocial consequence is a combination of psychological and social consequences. It emphasized more on 'How I feel?' and 'How people feel about me?'which is more likely to be the internal influences to the consumers. Attraction and communication are significantly elements in this part. For example, Nikon consumer may feel they catch people attention when they are using Nikon digital camera which is the psychological consequence. Also the consumer may feel happy when they are using Nikon digital camera with others and create positiveexperience about the product, this may considered as social consequence.
2.1.3 Personal values
The last
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Thursday, December 21, 2017
Starting an Emacs Daemon Automatically and Transparently using ZSH
If GNU Emacs is one of your editors of choice, then you may want to consider running Emacs as a server. Using an Emacs server is very convenient, especially if you open many Emacs processes (as it happens when the EDITOR variable is set to emacs in your shell). The reasons why you would use an Emacs server are manifold, and the most important are:
 - Using an Emacs server results in a great increase in speed and responsiveness of Emacs.
 - The fact that sharing the same Emacs process implies sharing buffers, command history, and many other information.
Starting an Emacs Server
An Emacs server can be started in two ways:
 - Running Emacs as a daemon, using the --daemon option:
$ emacs --daemon
 - By launching it from inside an Emacs process using the server-start function:
M-x server-start
Once an Emacs server is running, you can use the emacsclient program to tell a running Emacs server to visit a file. The server and the client are quite sophisticated, and you can use them for example to connect a client to a server running on a remote machine. Most of the time, however, you'll be running the daemon and the client on the same host.
A question I get often is: how to start the server if it's not running and then connect to it? I've seen a lot of solutions to this problem, and probably one of the commonest is starting an Emacs server at login, and then using emacsclient to connect to it.
There's a fundamental thing I don't like about it: it's not transparent. However, since it's a very common approach, I'll quickly document how it's accomplished on macOS.
Starting an Emacs Daemon on macOS at Login
The canonical way to start a process when a user logs in on macOS is using launchd. launchd is the "system wide and per-user daemon/agent manager" and it "manages processes, both for the system as a whole and for individual users" (launchd(8) man page). The processes to be started at user login are called launch agents and are defined in plist files in the ~/Library/LaunchAgents directory.
The easiest way to start an Emacs server, then, is to launch emacs with the --daemon option. The corresponding launch agent file is the following:
Note: the emacs path and the UserName element must contain correct values for your system.
Once the launch agent descriptor has been created, it can be loaded using the following command:
# launchctl load -w /Library/LaunchAgents/gnu.emacs.daemon.plist
This solution is fine, but it has two major disadvantages: it requires a configuration, and the configuration is non-portable.
Starting an Emacs Daemon On-Demand and Transparently
A simpler and portable solution (provided you're using ZSH) is leveraging emacsclient's ability to start a daemon if none is found in a ZSH function. Instead of having to explicitly use emacsclient after a server has been started, wouldn't it be nice to always use the same command, start a server if none is running, and connect to it transparently? Assuming we can do that, why not just calling this command emacs?
Fortunately, this is very easy to accomplish with emacsclient and ZSH:
 - emacsclient is able to start an Emacs daemon if none is running using the -a option with an empty argument.
 - emacsclient can be invoked without a file name when the -c option is used, in which case a new frame showing the *scratch* buffer is created, mimicking emacs behaviour.
 - ZSH lets us easily create "aliases on steroids" using a function such as the following:
Now, every time you invoke emacs in ZSH, the shell will run the emacs() function instead, which will run emacsclient -c -a= and will forward all its arguments to it.
When using an Emacs daemon there are some things to take into account. And that's what the official documentation is for. I will only say that since you are now sharing a single Emacs process, its frames and its buffers, you may now want to use C-x # when done with a buffer (or C-x C-k). This way you will kill the buffer and it won't be left hanging around.
No comments:


text:
Spurge Hawkmoth - Hyles euphorbiae
The forewing upperside of the Spurge Hawkmoth (Hyles euphorbiae
) is pale yellow-gray to lavender-gray, with a dark brown spot at the center of the costa and at the wing base, and a dark brown band running from the wing tip to the inner margin. The costal and outer margins may be dusted with pink or gray. The hindwing upperside is black with a pale greenish outer margin and a pinkish brown median band which becomes white at the inner margin. The wing span is about 64 -77 mm (Opler et al. 2010).
The larvae are also conspicuously colored, with a pronounced tail or "horn" near the rear end. Young larvae are variously patterned with green, yellow, and black. Older larvae have a distinctive red, black, and yellow pattern with a double row of white spots on each side and white speckles (Balaban and Balaban 2005).
Adult Spurge Hawkmoths are present beginning in early to mid-summer (Batra 1983). The females lay eggs singly or in small clusters on spurge leaves. (Opler et al. 2010). After hatching, larvae consume leafy spurge leaves and flowers. Mature larvae enter the soil to pupate. There are one or two generations per year, with soil-inhabiting pupae as the overwintering stage (Batra 1983).
The larvae of the Bedstraw Hawkmoth (H. gallii) are somewhat similar. However, the Bedstraw Hawkmoth has a single row of spots, and the Spurge Hawksmoth has a double row of spots (Balaban and Balaban 2005).
Populations of the Spurge Hawkmoth are present in several western states, including Montana, Idaho, and Oregon. The Spurge Hawkmoth was the first classical biological agent released against leafy spurge in the United States, with approval for introduction granted in 1965 (Batra 1983).
Summary of Observations Submitted for Montana
Number of Observations:
(Click on the following maps and charts to see full sized version)
Map Help and Descriptions
(Records associated with a range of dates are excluded from time charts)
Disturbed meadows and valleys with dense stands of leafy spurge (Opler et al. 2010).
The larvae feed on various species of Euphorbia
in the spurge family Euphorbiaceae. Adults feed on flower nectar (Opler et al. 2010).


text:
1. Why does Edna say she is a wicked woman?
2. Why does she think at the same time that she is not?
3. What is Alcee's response to Edna's question?
4. What is significant about Alcee's response?
5. What does Mademoiselle Reisz tell Edna about courage?
6. How does Edna feel after kissing Alcee?
7. What is the significance of the reproach Edna imagines from Robert?
8. What does Edna understand about life after being with Alcee?
9. What specifically does Edna not feel?
(The entire page is 282 words.)
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text:
Familia Ona de viage
Selk'nam man, woman and children wrapped in guanaco hide robes, wearing conical hats, walking through clearing in underbrush. The man and boy carry a bow and arrows
Father Alberto Maria De Agostini, Non-Indian, _PHONE_
Isla Grande de Tierra del Fuego; Tierra del Fuego Province, Magallanes y Antártica Chilena Region XII; Argentina, Chile
Father Alberto María De Agostini was an Italian missionary and a dedicated mountaineer, explorer, geographer, ethnographer, photographer and cinematographer; his missionary work was based in Tierra del Fuego and Patagonia. This and other images of Father De Agostini's were published as postcards, probably during the 1930s. No other collection history information available.
3.25 x 5 in.
Click on the image or the magnifying glass to see a larger view; click again to close the pop-up window. Scroll through Other Images and Media to see other views of this item; click on any image to make it appear in the larger window. Catalog card scans are provided to illustrate the information that originally accompanied the objects. Please recognize that unacceptable or offensive terminology represents historic data and not NMAI's current usage.


text:
Northern Sea Oats (Chasmanthium latifolium)
The drooping seed heads hang in clusters from slightly arching stems atop an upright clump of bamboo-like foliage. Its green leaves turn
copper in fall and the seed heads emerge green but turn purplish bronze
by late summer then dry to a straw color.
Clumping grasses like this
provide nest sites and winter cover for quail and sparrows. They also
provide fall and winter seeds for a number of birds including
cardinals, towhees, juncos, sparrows and finches.


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will open. Click on the "Colors an Lines" tab, then select "Fill Effects... " from the Color drop down menu, then click the "Pattern" tab. Select black in the window under "Foreground:" and white in the window under "Background:" Select the pattern you want, then click "OK." Click "OK" in the "Format Data Series" dialogue box.
- The column on your chart should now contain a black-and-white fill pattern. Repeat these steps for the other columns.
- Repeat steps a. and b. Click the button next to "Rows" under "Series in." Click the "Series" tab, and remove "Adults" and "Spawning" life stages. Click "Next," and repeat steps d. and e. You now have a second column chart that shows the relative abundance of alewife eggs, larvae, and juveniles in each salinity zone for each month. Adjust the column fills if necessary.
- When are spawning adults most abundant?
- When are eggs most abundant?
- When are larvae most abundant?
- When are juveniles most abundant?
- When are adults most abundant?
- Are any of these life stages more abundant in certain salinity zones?
For the Winyah Bay alewife example, adults and spawning adults are most abundant in March, April and May; eggs are most abundant in March, April and May; larvae are most abundant in March, April, May and June; juveniles are abundant from April through November. Notice that all life stages of alewife are absent from December through February. Different life stages of alewife appear to have different salinity preferences. Alewife eggs and larvae are found only in salinities of 0 - 0.5 ppt. Juveniles are also confined to this salinity zone during April, May, June, and July; but are found in the 0.5 - 25 ppt salinity zone between August and November, and in the > 25 ppt zone between September and November. Alewife adults are found in all three salinity zones, but spawning adults are only found in the 0 - 0.5 ppt zone.


set the the different variables as the object is created. For example, in our test project, you can create a controller object and give it a key or mouse event, and in that event, you can add something like this:
Create Dialog Instance
Here we are creating a dialog instance and then using the Apply to... action to set the text, number of lines, and the width and position of the dialog object. You could even create a new function that does all this for you using these actions as a template.
That's it for this Coffee-break Tutorial, and we hope it's been useful to you!
Happy GameMaking!


text:
Dashboard week has started.
Dashboard Week, The Data Schools' challenge to consultants nearing the end of their intense fourth month training before starting placement. The challenge for each day this week – create a dashboard and tell a story using a newly provided dataset each day. Each day will present a new challenge, requiring us to recall parts of our training to access data and create our dashboards. For example, we will at some point need to use an API to access the data. And to top it all off, we will then present our story dashboards to data school colleagues and staff.
Day 1 – Australian Charities
The first dataset, downloaded from the ACNC website contained information on registered charities across Australia. Inspecting the dataset, the data provided a general overview of registered charities looking at registered charities over the last 9 years. Looking closer, it contained information on:
- charity contact information,
- charities by where they operate in Australia,
- establishment and registration date,
- charities grouped by categories and sub-categories.
My approach to the challenge was to clean the data and then explore different aspects of the data. This took a bit of time but I was able to find my story. The focus being on the number of new charities registering and revenue reported.
One aspect of my approach that helped understand my story was in finding a user guide. The user guide from the ACNC website provided a detailed breakdown of the data contained in each column and some additional details. For example, I was able to identify the values for categories and sub-categories as well as make sense of any acronyms. Finding the user guide was a big help!
Inputting the data into Alteryx, overall it was fairly clean. However there were a few values to fix and the format was not ideal to start create my dashboard. For example, the categories and sub-categories for each charity was broken into individual columns which meant most of the rows were empty. My approach was to transpose the data so that I had one column each for categories and subcategories.
I was also able to add some additional information from the user guide into the dataset – revenue groups. This was done by matching the size of the charity with the revenue descriptions.
For simplicity and to get into Tableau, I outputted for tables from the original dataset with the intension of joining the data back up using relationships. I took this approach as some charities were grouped by multiple categories and subcategories which was not ideal to combine.
The hardest part about making this dashboard was thinking of the story. After playing around with the data and a few different charts, I was able to identify two trends:
1 – The number of charities reporting revenue has drastically declined since 2013
This could be due to charities not receiving any revenue or that they are simply not reporting. I took the view that charities weren't receiving revenue as I would have thought charities would need to report their revenue to keep their status with the Australian authority of charities (ACNC).
2 – The number of new charities registering across Australia has been declining over recent years
Adding to the first trend, I thought that looking at the decline of new charities registering could be linked to revenue. Drawing a conclusion that less organisations are becoming charities because charities are receiving less revenue.
Functionality included in the dashboard allows the user to drill down by year, state, revenue and sub-type (charity category) and compare multiple sub-types over these variables. I have also included help buttons to help with navigation and interactivity.


GLAMi nomination: PAMM AR
nominated by: Brendan Ciecko, Cuseum, USA
institution: Pérez Art Museum Miami
category: Groundbreaking
In December 2017, Pérez Art Museum Miami launched the first fully augmented reality-powered art exhibition. The exhibition was also the first public use of Apple's new ARKit technology in the museum sector, as well as potentially the first "agile" museum exhibition where feedback on initial works of art was used to influence future works that were introduced throughout the duration of the exhibition.
Influenced by geophilosophy—a field of thought shaped by Gilles Deleuze and Félix Guattari that analyzes the relationship between physical and mental territories—Grodin draws on her training as an architect to explore the mutable within landscape, architecture, and her urban surroundings. Felice Grodin: Invasive Species interacts with PAMM's architecture, evolving and transforming the museum's environment for the duration of the exhibition.
The show launches with two AR site-specific works—Mezzbug and Terrafish (both 2017)—that engage with and virtually enhance the museum's building. In Terrafish, Grodin overlaps PAMM's hanging gardens on the waterfront terrace with the translucent body of a digital species she created, which is suggestive of non-native jellyfish found in South Florida waters. By drawing on the destructive impact of invasive species and creating a new digital environment, Grodin highlights the transformative and unstable state of our ecosystem, speculating about a not-so-distant future affected by climate change and overtaken by uncanny creatures.


text:
Name of Group Game: Battle of the Sexes
Small Group (3 - 9 people)
Large Group (20 + people)
Age: High School - Adults
Time: 20 - 25 minutes
Download FREE Battle of the Sexes Powerpoint:
Summary: Test each teams' knowledge of the opposite gendersports, fashion and more!
Goal: The team with the most correct answers wins the game.
- Download the Powerpoint
- Pen/Paper for each team
How to Play the Battle of the Sexes Game:
1. Set the laptop to project on a screen. Separate everyone into two teams (men vs. women) and provide each team with paper and pens. Open the Powerpoint and let the teams know that their goal is to get as many correct answers as they can. Each correct answer is worth one point.
2. There are 15 questions in the Powerpoint. Go through each slide one by one. The answers will appear at the end of the slide
3. The team with the most points wins the game.
To add this game to your website or blog, simply copy and paste the following URL:
You May Also Enjoy:
Picture Guess - Song Title Game - Jeopardy Powerpoint Template


text:
Why It Works...
For a given area and all other factors being equal, a flat shape with the highest coefficient of drag gives the best grip on the water. When various flat surfaces of equal area are pulled through the water, a round shape gives the least drag and a long rectangular shape, such as a Greenland style, gives the highest drag or best 'bite (which is what is desired)'. A wide blade paddle falls somewhere in between these shapes. When a paddle is pulled through the water, the water on the working blade moves outward to the edges of the paddle and curls around forming an eddy or vortex on the back side These are shed alternately and is the reason for the zigzag motion felt at certain speeds. It is these eddies that create the 'push' on the paddle. Only with a narrow paddle is this vortex shedding noticeable because the vortex is large in relation to the blade.
The opposite is true for the non working blade. In hydrodynamics, the rectangular shape has the highest coefficient of drag but aerodynamically it has one of the lowest. This coupled with the lower Greenland stroke makes the effect of wind on the blade minimal. With feathered paddles, as the working blade is pulling through the water, the other is edge on to the wind. This may be a slight advantage for wide paddles when heading into the wind but what happens when paddling with a beam wind. A sudden, powerful gust may catch the unprepared paddler and capsize them. The working blade is edge on to the water and will offer no support to counteract the effect of the wind.
Where a wide bladed paddle is useful for quick, powerful strokes such as would be needed on the river or in racing, it can be very fatiguing for touring. Similar to a mountain bike in low gear for going through dirt and sand versus a touring bike in high gear. Initially, a narrow paddle will offer less power but after a kayak is at cruising speed it makes no difference.
Another consideration is that a narrow paddle gives less muscle shock since it develops resistance more slowly. Wooden paddles flex more, acting as shock absorbers in the beginning of the stroke and giving back the snap at the end.
It has been said that the Greenlanders did not have the technology to make wide bladed paddles or feather them. Nonsense. The paddle could have been made as a frame and covered with skin or thin pieces of wood or they could have built up the width the same way they attached the bone or ivory tips and edging to the narrow bladed paddles. As far as feathering goes, there is no secret to making a feathered Greenland paddle.They have been made quite easily and there are a few feathered Greenland paddles in the museums so the validity of that statement disintegrates. The paddle evolved as a narrow and unfeathered blade because, quite simply, it works.
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text: This article presents silhouette–attraction (Sil–Att), a simple and effective method for text clustering, which is based on two main concepts: the silhouette coefficient and the idea of attraction. The combination of both principles allows us to obtain a general technique that can be used either as a boosting method, which improves results of other clustering algorithms, or as an independent clustering algorithm. The experimental work shows that Sil–Att is able to obtain high-quality results on text corpora with very different characteristics. Furthermore, its stable performance on all the considered corpora is indicative that it is a very robust method. This is a very interesting positive aspect of Sil–Att with respect to the other algorithms used in the experiments, whose performances heavily depend on specific characteristics of the corpora being considered.


text:
QUILT OF HONOUR CAMPAIGN
A speaker, mother, widow, and award-winning volunteer, Susan Hess speaks from the heart of real life experience. She moves audiences to both laughter and tears with stories about bringing up a child with mental illness.
While others ask what can be done about "out-of-control" kids, sad kids or angry kids, Susan is providing answers and changing lives.
Choose from among Susan's distinctive, informative, motivational and inspirational presentations. If you live or work with children in any way, you will gain fresh insight and understanding from Susan's presentation.
Please don't forget my daughter: Stories behind the Quilt of Honour
A strong advocate on behalf of children with mental health problems, Susan uses the Quilt of Honour as a visible testament to all children who struggle with mental illness. Susan shares the compelling stories of the children on the Quilt of Honour, including her own daughter's journey from chaotic violent illness to award-winning volunteer.
The stories of the children who are featured on the Quilt of Honour emphasize the importance of mental health services, treatments and supports for the child as well as the family.
Stigma: We Can, We Will, We Must
A gripping presentation about how stigma affects people's reactions to traumatic illness or tragedy in the lives of others. Drawing from her family's experience with suicide, cancer, and mental illness, Susan tells what stigma looks like, its impact on people's lives, and how to overcome stigma in yourself and others.
A note for high schools:
Susan has developed a special stigma presentation suitable for teenage audiences. Working with selected student leaders, she presents an interactive demonstration of the impact of bullying, name-calling and labeling. Susan's no-holds-barred approach holds the students' interest and helps them understand clearly the reality of stigma and how to triumph over it. Students have said, "Thank you for telling our story.
School is both the social and work environment for children. Using examples from her daughter's experiences at school, and her own knowledge as a teacher, Susan distinguishes between discipline and punishment in the schools, and how those terms might have different applications for children with mental health problems. The presentation includes practical suggestions for educators on recognizing and nurturing children with mental health problems.
Coping with mental illness tears families apart, destroys lives, and plunges survivors into darkness. Children and families can become victims, adapt and survive. By following a small light of hope and finding the fragments of joy, Susan Hess tells the story of how she held herself and her family together and brought them successfully into a new life. In this presentation, Susan inspires her audience to believe that finding the light in the darkness is not only possible, but the only choice.
From Here to There: Parent Mobilization
Susan outlines the steps taken to develop the Quilt of Honour Campaign and expand it into a model of parent mobilization that works. From an idea to presentations to workshops, Susan talks about the vision, the risks and the results of giving parents a voice.
Workshop: Caring for the Caregiver
This workshop is especially designed for anyone caring for someone who is seriously physically or mentally ill. Find out how to be selfish in a positive way, recognize warning signs of overload, and techniques of caring for yourself so you can care for others.
Workshop: Coping with Suicide
This workshop follows Susan Hess' personal journey as she describes the impact of suicide on her family and her community. The workshop includes a discussion of the reality of stigma associated with suicide, and the family's eventual triumph over it.
What do people say about the Quilt of Honour presentation?
"Thank you for telling your story and removing the stigma and isolation that exist for those of us affected by children's mental illness."
"Your gentle and compassionate spirit invites warmth and love in all you do."
"You have moved my soul."
"Your seminar reminds us of why we come to work each day. We understand that we do make a difference."
"No book can teach in the way a person sharing their personal journey can."
Past Volunteer President of Parents for Children's Mental Health, Susan is available to speak to your organization, church, school, community or business about the impact of children's mental health problems on the children and their families. Susan draws universal truths from her experiences that resonate with many types of audiences including social workers, medical professionals, high school students, teachers, parents, business leaders, legal professionals and politicians.
For more information or to book Susan Hess, please call or email:
Susan Hess _PHONE_ _EMAIL_


text:
An excerpt from _URL_ archives copyright © 2000 - 2013
Where did the French Bodri family come from? What is the French Bodri family crest and coat of arms? When did the Bodri family first arrive in the United States? Where did the various branches of the family go? What is the Bodri family history?The origins of the name Bodri belongs to a very particular southern region that was once known as Languedoc. The name is derived from the ancient Norman personal name Baldric.
One can encounter great variation in the spelling of French surnames; in part, as spelling, and the spelling names was not yet standardized during the early development of the written French language. Later, there was much branching and movement of families, and spellings would change according to region. Variations of the name Bodri include Beaudry, Beaudri, Beaudrie, Beaudris, Beauddry, Beauddri, Beauddrie, Beauddris, Bodry, Bodri, Bodrie, Bodris, Boddry, Boddri, Boddrie, Boddris, Baudry, Baudri, Baudrie, Baudris, Bauddry, Bauddri, Bauddrie, Bauddris, Beudry, Beudri, Beudrie, Beudris, Beuddry, Beuddri, Beuddrie and many more.
This web page shows only a small excerpt of our Bodri research. Another 231 words(16 lines of text) are included under the topic Early Bodri History in all our PDF Extended History products.
More information is included under the topic Early Bodri Notables in all our PDF Extended History products.
In 1643, 109 years after the first landings by Cartier, there were only about 300 people in Quebec. Migration was slow. The fur trade attracted migrants, both noble and commoner. By 1675, there were 7000 French in Quebec. By the same year the French Acadian presence in the Maritimes had reached 500. The French founded Lower Canada, thus becoming one of the two great founding nations of Canada. The family name Bodri has made many distinguished contributions in France and New France to the world of science, culture, religion, and education. Amongst the settlers in North America with this distinguished name Bodri were Pindence Beaudry who settled in San Francisco in 1850; Pierre Baudry who settled in Virginia in 1700; Louis Baudry, son of Toussaint and Françoise Archambault, who married Catherine Picard in 1720 and married again Marguerite Lacombe, daughter of Jean and Marie Millet in 1728.
The Bodri Family Crest was acquired from the Houseofnames.com archives. The Bodri Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 28 February 2012 at 12:16.
houseofnames.com is an internet property owned by Swyrich Corporation.


Artists > Artist 33 of 57
Lyn Bungawanga
Lyn Bungawanga
Lyn's mother taught her the traditional pastime of weaving when she was a young girl. Lyn recalls sitting with her mother, grandmothers, aunties and cousins as the ladies wove and shared stories with one another. Whilst the women of the families, her father and uncles would often take her brothers and male cousins hunting and as an artist himself, also taught the importance of keeping culture strong through art.
Today, Lyn still collects pandanas daily and enjoys sharing her stories and weaving techniques with her children, grandchildren and extended family.
Dalabon, Jawoyn, Mayali
Maningrida : NT


php implementation code for reading large files
 - 2020-05-27 04:38:17
 - OfStack
In php, the fastest way to read a file is to use some functions such as file, file_get_contents, and so on. A few lines of code can do what we need very nicely. However, when the operating file is a relatively large file, these functions may be inadequate, the following will start with a requirement to explain the common operation method for reading large files.
There is a log file of 800M, which has more than 5 million lines, and php returns the last few lines.
Implementation method
1. Directly use file function to operate
Note: as file function is all content of one sex will read into memory, and php written 1 in order to prevent some poor program takes up too much memory and lead to system memory is insufficient, the server downtime, so by default only maximum 16 M USES memory, this is done through php. ini memory_limit = 16 M to set, in this value if set to 1, the memory usage is not restricted.
The following is a snippet of code using file to fetch the last line of the file.
The entire code takes _PHONE_ (s) to complete.
$fp = fopen($file, "r");
$num = 10;
$chunk = 4096;
$fs = sprintf("%u", filesize($file));
$max = (intval($fs) == PHP_INT_MAX)? PHP_INT_MAX : filesize($file);
for ($len = 0; $len < $max; $len += $chunk) {
$seekSize = ($max - $len > $chunk)? $chunk : $max - $len;
fseek($fp, ($len + $seekSize) * -1, SEEK_END);
$readData = fread($fp, $seekSize). $readData;
if (substr_count($readData, "\n") >= $num + 1) {
preg_match("!(.*?\n){".($num)."}$!", $readData, $match);
$data = $match[0];
echo $data;
My machine is 2 G memory, when press F5 operation, system directly gray, nearly 20 minutes to recover, visible all such a big file read into memory directly, how much is serious, so not all may not, memory_limit this things can't be too high, otherwise just make a phone call to the room, let the reset machine.
2. Directly call linux's tail command to display the last few lines
From the linux command line, you can use tail-n 10 access.log to easily display the last few lines of the log file. You can use php to invoke the tail command.
The entire code execution takes 0.0034 (s)
file = 'access.log';
$file = escapeshellarg($file); // Secure escape of command line arguments
$line = 'tail -n 1 $file';
echo $line;
3. Directly use fseek of php for file operation
This is the most common method, which does not need to read all the contents of the file into the content, but operates directly through the pointer, so the efficiency is quite efficient. There are many different methods to operate the file using fseek, and the efficiency may be slightly different.
Method 1
First, find the last bit of EOF through fseek, then find the starting position of the last row, take the data of this row, find the starting position of this row again, take the position of this row, and so on, until you find the $num row.
The implementation code is as follows
The entire code execution takes 0.0095 (s)
function tail($fp,$n,$base=5)
$pos = $n+1;
$lines = array();
while(count($lines)< =$n){
} catch (Exception $e){
$pos *= $base;
return array_slice($lines,0,$n);
Method 2
The method of fseek is still used to read from the end of the file, but instead of 1 bit and 1 bit, it is 1 block and 1 block. For each block of data read, the read data will be put into 1 buf, and then the number of line feed characters (\n) will be used to judge whether the last $num line data has been read.
The implementation code is as follows
The entire code takes 0.0009(s) to complete.
$line = 10;
$pos = -2;
$t = " ";
$data = "";
while ($line > 0) {
while ($t!= "\n") {
fseek($fp, $pos, SEEK_END);
$t = fgetc($fp);
$pos --;
$t = " ";
$data.= fgets($fp);
$line --;
fclose ($fp);
echo $data
Methods 3
The entire code execution takes 0.0003(s)
$file = 'access.log';
$data = file($file);
$line = $data[count($data)-1];
echo $line;
Related articles:


text:
In probability theory, a conditional expectation (also known as conditional expected value or conditional mean) is the expected value of a real random variable with respect to a conditional probability distribution.
The concept of conditional expectation is extremely important in Kolmogorov's measure-theoretic definition of probability theory. In fact, the concept of conditional probability itself is actually defined in terms of conditional expectation.
Let X and Y be discrete random variables, then the conditional expectation of X given the event Y=y is a function of y over the range of Y
where is the range of X.
A problem arises when we attempt to extend this to the case where Y is a continuous random variable. In this case, the probability P(Y=y) = 0, and the Borel–Kolmogorov paradox demonstrates the ambiguity of attempting to define conditional probability along these lines.
However the above expression may be rearranged:
and although this is trivial for individual values of y (since both sides are zero), it should hold for any measurable subset B of the domain of Y that:
In fact, this is a sufficient condition to define both conditional expectation and conditional probability.
Formal definition
Note that is simply the name of the conditional expectation function.
A couple of points worth noting about the definition:
- This is not a constructive definition; we are merely given the required property that a conditional expectation must satisfy.
- The required property has the same form as the last expression in the Introduction section.
- Existence of a conditional expectation function is determined by the Radon–Nikodym theorem, a sufficient condition is that the (unconditional) expected value for X exist.
- Uniqueness can be shown to be almost sure: that is, versions of the same conditional expectation will only differ on a set of probability zero.
- The σ-algebra controls the "granularity" of the conditioning. A conditional expectation over a finer-grained σ-algebra will allow us to condition on a wider variety of events.
- To condition freely on values of a random variable Y with state space, it suffices to define the conditional expectation using the pre-image of Σ with respect to Y:
- This suffices to ensure that the conditional expectation is σ(Y)-measurable. Although conditional expectation is defined to condition on events in the underlying probability space Ω, the requirement that it be σ(Y)-measurable allows us to condition on as in the introduction.
Definition of conditional probability
For any event, define the indicator function:
which is a random variable with respect to the Borel σ-algebra on (0,1). Note that the expectation of this random variable is equal to the probability of A itself:
Then the conditional probability given is a function such that is the conditional expectation of the indicator function for A:
In other words, is a -measurable function satisfying
A conditional probability is regular if is also a probability measure for all ω ∈ Ω. An expectation of a random variable with respect to a regular conditional probability is equal to its conditional expectation.
- For the trivial sigma algebra the conditional probability is (almost surely) a constant function,
- For, as outlined above,.
Conditioning as factorization
In the definition of conditional expectation that we provided above, the fact that Y is a real random variable is irrelevant: Let U be a measurable space, that is, a set equipped with a σ-algebra of subsets. A U-valued random variable is a function such that for any measurable subset of U.
We consider the measure Q on U given as above: Q(B) = P(Y−1(B)) for every measurable subset B of U. Then Q is a probability measure on the measurable space U defined on its σ-algebra of measurable sets.
Theorem. If X is an integrable random variable on Ω then there is one and, up to equivalence a.e. relative to Q, only one integrable function g on U (which is written ) such that for any measurable subset B of U:
There are a number of ways of proving this; one as suggested above, is to note that the expression on the left hand side defines, as a function of the set B, a countably additive signed measure μ on the measurable subsets of U. Moreover, this measure μ is absolutely continuous relative to Q. Indeed Q(B) = 0 means exactly that Y−1(B) has probability 0. The integral of an integrable function on a set of probability 0 is itself 0. This proves absolute continuity. Then the Radon–Nikodym theorem provides the function g, equal to the density of μ with respect to Q.
The defining condition of conditional expectation then is the equation
and it holds that
We can further interpret this equality by considering the abstract change of variables formula to transport the integral on the right hand side to an integral over Ω:
This equation can be interpreted to say that the following diagram is commutative in the average.
E(X|Y)= goY Ω ───────────────────────────> R Y g=E(X|Y= ·) Ω ──────────> R ───────────> R ω ──────────> Y(ω) ───────────> g(Y(ω)) = E(X|Y=Y(ω)) y ───────────> g( y ) = E(X|Y= y )
The equation means that the integrals of X and the composition over sets of the form Y−1(B), for B a measurable subset of U, are identical.
Conditioning relative to a subalgebra
There is another viewpoint for conditioning involving σ-subalgebras N of the σ-algebra M. This version is a trivial specialization of the preceding: we simply take U to be the space Ω with the σ-algebra N and Y the identity map. We state the result:
Theorem. If X is an integrable real random variable on Ω then there is one and, up to equivalence a.e. relative to P, only one integrable function g such that for any set B belonging to the subalgebra N
where g is measurable with respect to N (a stricter condition than the measurability with respect to M required of X). This form of conditional expectation is usually written: E(X | N). This version is preferred by probabilists. One reason is that on the Hilbert space of square-integrable real random variables (in other words, real random variables with finite second moment) the mapping X → E(X | N) is self-adjoint
and a projection (i.e. idempotent)
Basic properties
Let (Ω, M, P) be a probability space, and let N be a σ-subalgebra of M.
- Conditioning with respect to N is linear on the space of integrable real random variables.
- More generally, for every integrable N–measurable random variable Y on Ω.
- for all B ∈ N and every integrable random variable X on Ω.
- Conditioning is a contractive projection
- for any s ≥ 1.
See also
- Law of total probability
- Law of total expectation
- Law of total variance
- Law of total cumulance (generalizes the other three)
- Conditioning (probability)
- Joint probability distribution
- Disintegration theorem
- Loève (1978), p. 7
||This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (November 2010)|
- Kolmogorov, Andrey (1933). Grundbegriffe der Wahrscheinlichkeitsrechnung (in German). Berlin: Julius Springer.[page needed]
- Loève, Michel (1978). "Chapter 27. Concept of Conditioning". Probability Theory vol. II (4th ed.). Springer. ISBN 0-387-90262-7.[page needed]
- William Feller, An Introduction to Probability Theory and its Applications, vol 1, 1950[page needed]
- Paul A. Meyer, Probability and Potentials, Blaisdell Publishing Co., 1966[page needed]
- Grimmett, Geoffrey; Stirzaker, David (2001). Probability and Random Processes (3rd ed.). Oxford University Press. ISBN 0-19-857222-0., pages 67-69


PokéBase - Pokémon Q&A
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Is it a ferret or something?
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Mienshao seems to be based on an ermine and also seems to have drawn inspiration from whip fighting as well as a variety of martial arts, such as Shaolin Kung Fu. The fur on its arms also resemble the shuixiu (水袖) or "water sleeves", which are long, white, flowing sleeves used by performers of Chinese operas to express the emotions of their character.
Mienshao, according to Bulbapedia, is based on an ermine, not a ferret. However, on the Wikipedia page linked in the Bulbapedia article, it states that ermines belong to the Mustelidae family, which includes ferrets, along with weasels. The Bulbapedia page also states that the literal translation for Mienshao's Mandarin Chinese name is "master weasel", and, on Mienfoo's page, it states that its name in the same language literally translates to "Kung-Fu weasel".
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text:
The conflict and resolution in the fable 'the fox and the grapes' - Conflict Essay Example
The conflict and resolution in the fable 'the fox and the grapes'
Aesop's fable, "The Fox and the Grapes" is a about a fox who finds a bunch of grapes hanging from a vine and attempts to reach the grapes. In the end, the fox is unable to acquire the grapes and gives up saying that…
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More Conflict Essay Topics.
THE CONFLICT AND RESOLUTION IN THE FABLE
'THE FOX AND THE GRAPES'
Aesop's fable, "The Fox and the Grapes" is a about a fox who finds a bunch of grapes hanging from a vine and attempts to reach the grapes. In the end, the fox is unable to acquire the grapes and gives up saying that the grapes are sour.
There are three levels of conflict in this fable and the first occurs within the fox itself. The thirst of the fox is the initial conflict that disturbs the established order within the creature.
It is because of this thirst that, instead of walking on along its carefree way, the fox decides to stop and take a chance at getting the grapes. The reason why the 'thirst factor' is described as an internal conflict is because this particular phenomenon happens to the fox itself. It is an event that causes a shift in the otherwise passive characterization of the fox. This first conflict is what makes the fox stop in its tracks and attempt to acquire the grapes which "had been trained over a lofty branch." (Æsop, 600 BC).
Then, upon seeing this bunch of grapes hanging from a branch, another conflict is introduced which we could call the external/environmental/circumstantial conflict – the grapes being out of the fox's reach. While the grapes could easily be located in an area that is within the reach of the fox, this is not the case, hence, we may consider this particular detail in the fable a conflict in itself. This particular detail in the fable serves to disturb the normalcy of the tale by the circumstance surrounding the object of desire, which is the bunch of grapes; and could therefore be considered a conflict.
(your family name) 3
With these two elements of the story combined, we are then introduced to a third and final conflict which is a result of the internal conflict occurring within the fox and the external conflict that is seen in the environment. This third and final conflict may be referred to as the consequential conflict which is another conflict that results from the other conflicts that were initially introduced. This third conflict is characterized by the efforts of the fox to reach for the bunch of grapes, and is clear in the passage, "Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried…" (Æsop, 600 BC) This particular conflict is now between the fox and the bunch of grapes, but is a result of the two minor initial conflicts of the fox's thirst and the grapes being located beyond the fox's reach. Conflicts in stories can be seen in various elements of the tale, as is with any other tale. Sometimes the conflict can only be in the major character, the circumstances surrounding a particular event, the setting, or a combination of all of these.
Finally, in the end, the fox "at last had to give it up, and walked away with his nose in the air" (Æsop, 600 BC). This now is the story's resolution. The resolution of the story is referred to as the consequential result of all the events that took place in the story. This usually follows the 'cause and effect' principle; hence, the thirst of the fox made him attempt to acquire a bunch of grapes that were beyond his reach; all these elements led to one thing – the fox's giving up its attempt to acquire the grapes and walk away saying that the "grapes are sour". (Æsop, 600 BC). The story resolution is therefore the final action of the fox, which is to stop yearning for the grapes and just simply dismiss the item and walk away. The story is thus resolved.
(your family name) 4
Æsop. Fables, retold by Joseph Jacobs. Vol. XVII, Part 1. The Harvard Classics. New York: P.F.
Collier & Son, 1909–14; Bartleby.com, 2001. _URL_ [Date of


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Remote and unresearched : a contextualized study of non-Indigenous educational leaders working in Yukon Indigenous communities
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Title: Remote and unresearched : a contextualized study of non-Indigenous educational leaders working in Yukon Indigenous communities
Author: Blakesley, Simon C.
Degree: Doctor of Philosophy - PhD
Program: Educational Studies
Copyright Date: 2010
Issue Date: 2010-05-19
Publisher University of British Columbia
Abstract: This study engages in a critical analysis of the lived experiences of non-Indigenous educational leaders working in Indigenous communities in the Yukon Territory, Canada. It sheds light on the epistemic and cross-cultural tensions underpinning much of the literature on educational leadership, and aims to address Walker and Dimmock's (2000) concern that studies of comparative education have been generally absent from educational leadership and management, thereby limiting the available body of knowledge specific to culture and leadership. The study focuses on five questions: How do non-Indigenous Yukon principals construct their professional identity and their role as educational leaders? How do they construct their notions of educational leadership and practice? Given the Yukon's distinct governance and policy contexts, how do they construct understandings of 'indigeneity' in relation to local Indigenous culture? How do they address the tensions arising at the juncture of policies imported from outside the Yukon and the Yukon Education Act (1990)? A critical ethnographic research approach is used to shed light upon these questions. Extensive semi-structured interviews with two male and two female participants in four Yukon schools are conducted. Detailed observations create unique 'portraits' of each school and their principals. Pertinent documents are also examined to provide further information and context. This examination suggests that non-Indigenous Yukon principals are caught at the center of micro (school), meso (community), and macro (government) operational and policy levels that powerfully shape their professional identities and their perceptions of their roles as principals. While referred to as 'educational leaders' by the extant body of literature and governments, they do not use this term in their identity constructions. Trapped betwixt and between their schools, communities, and government policies in a fragmented Yukon educational field, instead they refer to themselves in managerial and administrative ways as they juggle educational ends mandated by distinct, and somewhat competing, jurisdictions. This study presents another lens through which to examine educational leadership, and offers insights into the use of ethnographic methods as a powerful research tool. Based on these contributions, this study should be informative to current and future practitioners and scholars of education and educational leadership.
Affiliation: Education, Faculty of
URI: _URL_
Scholarly Level: Graduate
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text:
Study reveals common bush medicine links
Common knowledge Sourcing drugs from traditional medicines, known as bioprospecting, has been given a boost by a study showing three geographically-separate cultures using similar plants for similar medicinal purposes.
A team of researchers led by Dr Julie Hawkins of the University of Reading collated information on medicinal plant use from New Zealand, Nepal and South Africa, recording what plants were used to treat what conditions, then used genetic data to build up a phylogenetic, or family tree of the samples.
The study, published in the Proceedings of the National Academy of Sciences, also found that closely-related plants often share medicinal properties.
"Our study is unique in being a phylogenetic analysis of traditionally used plants spanning whole floras and different cultures," the researchers write.
"We demonstrate shared phylogenetic patterns across the floras: related plants from these regions are used to treat medical conditions in the same therapeutic areas."
The phylogenetic analysis revealed 'hot nodes' of plants used in traditional medicine - clusters of closely-related plants all sharing similar medicinal properties.
The findings support the somewhat neglected approach of using traditional medicine to guide the search for new medicinal compounds, and suggests that scientists looking for new medicines might benefit from focusing their search on the relatives of known medicinal plants.
The researchers say the current approach to bioprospecting tends to involve a scattergun approach of random collection and analysis of enormous quantities of samples.
"Automated high-throughput screening has enabled the rapid testing of thousands of samples against specific targets and requires little or no previous knowledge of the medicinal uses of the plant," they write.
"We propose a more sophisticated framework of identifying plants with high medicinal potential based on traditional medicine, combining two criteria: phylogenetic signal and cross-cultural agreement."
Associate Professor Joanna Jamie, co-director of the Indigenous Bioresources Research Group at Macquarie University in Sydney, says the study highlights the benefit of developing strong relationships with custodians of traditional knowledge.
"It's a partnership, capacity-building, and the term 'bioprospecting' doesn't give that justice," says Jamie.
While the pharmaceutical industry has had some success with its large-scale approach to the challenge, Jamie believes there is a shift towards engaging with traditional knowledge.
"There has certainly been a lot of papers that now show that natural products are still where you get the majority of new medicines and traditional medicine is a big part of how we've identified the natural products," Jamie says.