WEBfactory 2010
User Manager
Creating a User Manager Visualization and deploy it to IIS
Creating a User Manager Visualization using SmartEditor/Blend
The objective of this tutorial is to create a User Manager visualization using SmartEditor (See WEBfactorySmartEditor User Interface) and build it. Expression Blend or Visual Studio can be used too for achieving the same result.
The visualization will contain three WEBfactory controls:
 - a Login control (for authentication)
 - a Language selector control (for selecting the display language)
 - a User manager control (See WEBfactory User Manager for more details about User Manager)
The first step in developing a visualization is creating the project (SmartEditor/Expression Blend):
 1. in WEBfactory Smart Editor create a new project and name it DemoVisualization
 Creating a new project in SmartEditor
 2. In Expression Blend, it is necessary to create a new WEBfactory Silverlight Application + Website. Reference all the WEBfactory libraries after creating the project (right-click on References, select Add Reference and navigate to the Silverlight/Standard folder in the WEBfactory installation directory; select all the dll files and add them as references).
 Creating a visualization in Expression Blend
 3. Once the project is created, select the Page and resize it to 1024x576. This way the controls will have enough space to display properly, without being too clustered.
 4. To resize the Page in SmartEditor, go in the Property Inspector, in the Appearance category and select the desired size from the drop-down menu.
 Resize a page in SmartEditor
 5. to resize the page in Expression Blend, select the User Control from the Objects and Timeline panel, and set the desired size from the Layout category in the Properties panel.
 Resize a page in Expression Blend
 6. Next, drag the following controls on the page and arrange them to fit properly
 7. in SmartEditor, drag the controls from the Toolbox
 - User Login Dialog (from Security category);
 - Language Selector (from Language category);
 - WFUserManager (from User Management category).
 8. In Expression Blend, use the Assets button to search for the controls
 - WFUserLogin1
 - WFLanguage
 - WFUserManager
 Adding controls in Expression Blend
 The resulting layout should look like this:
 The layout of the visualization
 9. Build the project by clicking the Run button in the Ribbon (or F5) in SmartEditor, or Project > Build Project (F6) in Expression Blend.
 10. In the web browser, select the desired language and log in to gain access to the User Manager.
If the visualization is not deployed to IIS and set up, the "Error while loading the records!" error will pop up while loading the User Manager.
To use the User Manager visualization properly, it is necessary to deploy it in IIS.
Creating a User Manager Visualization using Visual Studio
This tutorial will describe the steps needed to use the User Manager control in a Visual Studio project. The process of developing a Visual Studio visualization project containing the User Manager control are:
Creating and setting up the Visual Studio project
 1. Create a new Silverlight Application project in Visual Studio and name it UserManagerVS.
 Creating a the new project in Visual Studio
 The WEBfactory Silverlight libraries need to be referenced in the project.
 2. Right click on References under the UserManagerVS project in the Solution Explorer and select add reference.
 Referencing the WEBfactory Silverlight libraries
 3. In the Add Reference window select the Browse tab and navigate to C:/Program Files/WEBfactory 2010 /Silverlight/Standard (or C:/Program Files (x86)/WEBfactory 2010 /Silverlight/Standard if using a 64 bit system).
 Select all the dll files in the Standard folder and click Ok to confirm. The process might take up to few minutes.
 We also need to reference some dll files to the web application part of the project. This dll files are necessary only for User Manager, because the User Manager needs to use the RIA services in order to work.
 4. Right-click on the References under the UserManagerVS.Web and select Add Reference.... The dll files we need to reference are located in the installation folder of WEBfactory 2010 \Studio\UserManager\bin\. Navigate to this location and reference the dll files from that folder.
 References needed for the UserManagerVS.Web application
 After the referencing is done, head into the MainPage.xaml (it should be opened by default). The page size is too small to be used with the User Manager control. The next step is expanding the MainPage surface.
 5. In MainPage XAML code, change the d:DesignHeight and d:DesignWidth values to 600 and 1000 (the default values are 400 and 600). The results can be instantly seen in the Design view of the MainPage.
 Now the project is prepared, so we will head on to the next step.
Placing the User Manager and User Login controls in XAML
In the XAML view of the MainPage, we need to insert the control. The code source will be taken from the libraries we referenced earlier.
 1. First, we need to declare the necessary namespaces in the XAML code. Add the following lines in the XAML code of the MainPage, inside the UserControl tag:
 This namespaces will add the WFUserManagement and WFGeneral assemblies to the project.
 The actual User Manager control needs to be added in the XAML Grid. In order to do so, we need to expand the Grid to the dimensions of the layout.
 2. Add the following properties to the Grid:
 - Width="1000"
 - Height="600"
 3. Inside the Grid tags, place the User Manager control:

 The result can be instantly seen in the design view.
 Notice the Margin properties we defined from the start inside the User Manager control. This margins are needed to define the placement and make room for another necessary control: the User Login control.
 The User Manager cannot work without logging in.
 4. Next, add the User Login control:

 By default, the User Manager language is German. In order to change the language to English, we will need a third control, the Language Selector control. This is an optional step.
 In order to add the Language Selector control, insert the following code after the User Login control:

 The XAML code should look like this:
 The complete XAML code
 All the positioning options (margins, alignments) or size options can be modified based on the developers needs. The values in this tutorial are example values.
 Before building the application, we will need to edit the Web.config file of our UserManagerVS.Web application.
 Earlier we had referenced dll files required by the UserManagerVS.Web application. Now we need to enable the services referenced.
 The web configuration for the web application
 The Web.config contents
 We need to add the code necessary to enable the RIA services:
 - inside the tag, before tag:
 - inside the tags:
 - after the tags:

 The Web.config file will have the following contents:
 New Web.config contents
 5. Press F6 to build the application or F5 to start the debugging and see the result in the browser (a username and password must be provided to log in to User Manager).
 The resulting visualization containing the User Manager control, User Login control and the Language Selector control
 If the Language Selector was inserted, it will appear nest to the User Login button.
Deploying the User Manager Visualization in ISS
In order to have access to the visualization using a web browser (Internet Explorer, Mozilla Firefox, Google Chrome, Safari, Opera), the visualization must be deployed in IIS.
 1. Once the User Manager visualization is build, we need to make the IIS deployment. In order to do that, we need to copy the built project in the wwwroot folder of IIS.
 2. Navigate to C:\Users\UserName\Documents\WEBfactory 2010 Projects and copy the folder DemoVisualization.Web to C:\inetpub\wwwroot.
 The Expression Blend project is located in C:\Users\UserName\Documents\Expression\Blend 4\Projects\ProjectName and it is called ProjectNameSite.
 The Visual Studio project is located in C:\Users\UserName\Documents\Visual Studio 2010\Projects\ProjectName.
 The wwwroot folder
 3. After the project is copied to the wwwroot folder, delete the following files/folders:
 - For projects - delete the Build folder inside the ProjectName.Web project folder.
 - For Visual Studio


HOME UP PREV NEXT (Power Modelling using SystemC)
Dynamic Voltage Scaling
CMOS delay is inversely proportional to supply voltage.
Voltage to a region may be varied dynamically. A higher
Operating region of the frequency/voltage curve is roughly linear.
Let's only raise VCC when we ramp up f.
 2. then adjust VCC so logic just works.
Overall: power will then have cubic dependence on f. So we achieve peak performance under heavy loads and avoid cubic overhead when idle.
Power isolation is used on a longer and larger scale (complete continents).


text: The pharmaceutical inventory management process adopted by the hospitals are facing challenges in data communication, which implied to excess inventory problems as the leading cause of bad forecast of their lack. This study aims to redesign the information flow and business process in the pharmaceutical inventory management by increasing its efficiency by implementing Vendor Managed Inventory (VMI) supported by the Internet of Things (IoT). Business Process Re-engineering (BPR) and Structured System Development (SSD) as a method used in this study. Four stages of SSD consist of structuring Entity Relationship Diagram (ERD), relational table, use case diagram, and Data Flow Diagram (DFD) for process improvement. This study proposed five improvement scenarios simulated using iGrafx. The best scenario for the hospital to consider in conducting improvement is VMI intervention, IoT technology in the form of QR Code or RFID Tag, and Hospital Management Information System (HMIS) development. The proposed model resulted in pharmaceutical inventory management's time efficiency to 95.64%, which previously took 22.11 days to 7.72 hours.

source: openbmb/Ultra-FineWeb


text:
If you visit the Royal Botanic Garden in Sydney, take a few minutes to look for a small bridge over a stream near the Wollemi Pine, 'Australia's homegrown Christmas tree', close to the information booth.
This is Macquarie Culvert.
The two brick arches were built as part of the construction of Mrs Macquarie's Road, which Nicholas Delaney and his gang finished on her birthday in June 1816. They had a double purpose: a drain for the creek's water, and a bridge.
Built from sandstock brick, the culvert is both typical of early 19th-century drain construction and historically significant, the historian Anna Wong says. But at the end of the 20th century it was in a state of disrepair, with most of the mortar gone and a rare giant fern's roots threatening to damage it further.
And the original road was covered with two centuries' worth of sediment. "It is one of the oldest-known sections of road in Sydney, but its existence surprised archaeologists and heritage architects from the Department of Public Works and Services when they began to dig," says the Sydney Morning Herald.
A joint team from the department and the RBG set out to conserve and restore Macquarie Culvert and the surface of the road Nicholas and his men laid nearly 200 years ago. Then the road was re-covered to preserve it for the future.
Of course, it's exciting for me as a descendant of Nicholas Delaney to know that his brick bridge still exists and has been restored, but how important is it as part of Australian history?
As Anna Wong points out, "The age and material used within its historical context makes it a significant item. Other culverts and bridges were built during the early nineteenth century, but most have collapsed or were dismantled due to poor construction and inadequate knowledge.
"This brick culvert appears to be the only brick example from this period."
So – did Nicholas build the oldest bridge in Australia?
But Macquarie Culvert beats them both. True, it's not so big or so well-known, but at a date of 1816 at the very latest, it is certainly the oldest surviving bridge in Australia.
Not a bad achievement for an illiterate peasant and transported convict.
When we were writing our book, A Rebel Hand: Nicholas Delaney of 1798, the reconstruction was still to take place and several of Nicholas's descendants were lobbying for the preservation of the stretches of his original road that still existed. It exciting to think that this part is safe for at least the next 100 years, according to the Public Works and Services department.
"The best thing is that the culvert is not high and dry in a museum," the Gardens' acting curator, Ian Innes, said at the time. "This is still working as a culvert."
I haven't got a picture of Macquarie Culvert to show you, unfortunately. A few weeks ago I emailed the Royal Botanic Gardens to ask if they would let me use one of their photos but I haven't heard back from them and I haven't found one under Creative Commons on the net.
I found useful information about early nineteenth-century drains in Anna Wong's paper in Australasian Historical Archaeology, 17, 1999 and about the restoration of Macquarie Culvert in James Woodford's article in the Sydney Morning Herald of June 24, 2002.
The AHA article also has an old photo of Macquarie Culvert before restoration. As I can't give a hyperlink to it (it's a PDF) here's a screenshot. You can find the article on Google.

source: HuggingFaceFW/fineweb-edu


text:
You must get an Rhode Island commercial driver's license (CDL) to be able to drive commercial vehicles in Rhode Island. For Federal CDL Requirements applicable to every state, click here.
Rhode Island adopted the Federal Commercial Motor Vehicle Safety Act of 1986, and is part of a nationally uniform system of classifying, testing, and licensing commercial vehicle drivers.
- When is an Rhode Island CDL Required
- Rhode Island CDL Age Requirements
- How to Apply for an Rhode Island CDL
- How much does the Rhode Island CDL cost?
- Rhode Island Truck Driving Schools and CDL Resources
When is an Rhode Island CDL Required
You need an Rhode Island CDL when you operate the following vehicles:
CLASS A – Applies only to "combination" vehicles with a Gross Combination Weight Rating (GCWR) more than 26,000 pounds, and the Gross Vehicle Weight Rating (GVWR) of the vehicle being towed is more than 10,000 pounds. A driver with a Class A CDL (plus any appropriate endorsements) can also operate all vehicles included in Class B, C, and D (below)
CLASS B – Includes single or combination vehicles where the GVWR of the single vehicle is more than 26,000 pounds. The vehicle being pulled must not be more than 10,000 pounds. A driver with an Rhode Island Class B CDL (plus appropriate endorsements) can also legally operate all vehicles in Class C or D.
CLASS C – Any single vehicle, or combination of vehicles, that meets neither the definition of Group A nor that of Group B as contained in this section, but that either is designed to transport 16 or more passengers including the driver, or is used in the transportation of materials found to be hazardous for the purposes of the Hazardous Materials Transportation Act and which require the motor vehicle to be placarded under the Hazardous Materials Regulations (49 CFR part 172, subpart F).
CLASS D – Private passenger, regular operator.
Rhode Island CDL Age Requirements
You must be at least 18 years of age to drive within state lines (intrastate).
You must be at least 21 years old to:
- drive commercial vehicles across state lines (interstate)
- haul hazardous materials
How to Apply for an Rhode Island CDL
To qualify/apply to obtain a Commercial Learner's Permit (CLP):
- You must present a valid Medical Card or Certificate.
- Possess a valid operator's license
- Provide proof of identity and proof of residency
- Complete an Application for Commercial Driver's License and Affidavit for CDL History Check
- Pass a CDL General Knowledge Test
- Pass a CDL Combination Test
- Pass a CDL Air Brakes Test
- Pass a CDL Skills Test (Road Test)
You will need to provide proper identification when you apply for your CDL. Some acceptable forms are:
- Birth Certificate
- Social Security Card (or proof of the number)
- U.S. Passport
- Birth Certificate
- A Rhode Island driver license
- Other state's driver license (if transferring from another state)
- Military ID card
How much does the Rhode Island CDL cost?
Commercial Driver's License Services Fees
- Application $10.00
- License(CDL) Chauffeur License $26.50
- License(CDL) Duplicate License $26.50
- License(CDL) License Renewal 70 and older (2 years) $29.50
- License(CDL) License Renewal (5 years) $71.50
- License(CDL) Permit Renewal/Duplicate $21.50
- License(CDL) Test (each) $11.50
- License(CDL) Transfer License (out of state) $49.50
- License(CDL) Update License $6.50
More information about fees from RI DMV.


US alone. Worst case statistics show approximately 12 ferret attacks ever recorded in the US. Dr. Bruce Williams, DVM, adds: I can say from personal experience that there are many, many more bite incidents with the household dog or cat, and that either of these species tend to do a lot more damage. I have seen children require over a hundred facial stitches from getting between the dog and its food, but never anything like this with a ferret. But I've also been nailed by my share of ferrets too. Personally, I don't recommend ferrets for people with children under 6 or 7 - either the child or the ferret ends up getting hurt.
Subject: (3.9) What are the different ferret colors? Ferrets often change colors with the seasons, lighter in the winter than in the summer, and many of them lighten as they age, too. Different ferret organizations recognize different colors and patterns, but unless you're planning to enter your ferret in a show, the exact label isn't particularly important. Some of the more commonly accepted colors are described in general terms below, adapted from summaries written by William and Diane Killian of Zen and the Art of Ferrets and Pam Troutman of STAR*Ferrets. The albino is white with red eyes and a pink nose. A dark-eyed white can have very light eyes and can possibly be confused with an albino. These can actually range from white to cream colored with the whiter the color the better. A dark-eyed white (often called a black-eyed white) is a ferret with white guard hairs but eyes darker than the red of an albino. The sable has rich dark brown guard hairs with golden highlights, with a white to golden undercoat. A black sable has blue-black guard hairs with no golden or brownish cast, with a white to cream undercoat. The chocolate is described as warm dark to milk chocolate brown with a white to golden or amber undercoat and highlights. A cinnamon is a rich light reddish brown with a golden to white undercoat. This can also be used to describe a ferret with light, tan guard hairs with pinkish or reddish highlights. Straight tan is a champagne. A silver starts out grey, or white with a few black hairs. The ferret may or may not have a mask. There is a tendency for the guard hair to lighten to white evenly over the body. As a ferret ages each progressive coat change has a higher percentage of white rather than dark guard hairs. Eventually the ferret could be all white. White patches on the throat might be called throat stars, throat stripes, or bibs; white toes, mitts (sometimes called silver mitts), or stockings go progressively further up the legs. A blaze or badger has a white stripe on the top of the head, and a panda has a fully white head. A siamese has an even darker color on the legs and tail than usual and a V-shaped mask; and a self is nearly solid in color.
Subject: (3.10) What do you call a ferret male/female/baby/group? A male is called a hob, and a female is a jill. To some people, neutered males are gibs and neutered females are sprites, but these are new terms and aren't as commonly used. A baby ferret of either sex is a kit. The most commonly accepted phrase for a group is "a business of ferrets". Some people spell it "busyness" instead. Another possibility, "fastening" or "fesnyng," is thought to be due to a misreading of "bysnys" long ago.
Subject: (3.11) How can I help the ferret community? There are lots of ways you can help the ferret community at large. If your ferrets are very trustworthy and have had their vaccinations, [9.2] take them with you to the park or pet store and show people what wonderful pets they are, to counteract all the false rumors. (Be very careful, though: if your ferret should nip or scratch someone, even by accident, some states will kill him for rabies testing, even if he's been vaccinated. You may want to only let people pet his back.) Give good ferret information, perhaps a copy of this general FAQ and the Medical FAQs [1.1], to your vet. Adopt, foster, or sponsor a ferret from a local shelter, or donate old towels, shirts, food, litter, cages, money, or time. Many shelters could use help with construction projects, computer setup and use, recordkeeping, etc., as well as day-to-day ferret care, cage cleaning, and trips to the vet. (However, shelter directors are very busy people, and may have established routines they'd rather not have disrupted, so don't be offended if your offer of help is refused. Ask if there's something else you could do instead.) To find a shelter near you, see the STAR*Ferrets list of clubs, shelters, etc. [1.2] or contact a local ferret club. Participate in the "Support Our Shelters" coupon book program, in which you send $25 and receive a book of grocery store coupons of YOUR choice worth at least $200. More information is available by sending the command SEND COUPON ORDER FERRET in the body of email to . == End of Part 1 == -- - Pamela Greene Ferret Central: _URL_ Clan Lord (online game) FAQ: _URL_ This sentence would be seven words long if it were six words shorter.
User Contributions:
Part1 - Part2 - Part3 - Part4 - Part5 - MultiPage
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Send corrections/additions to the FAQ Maintainer:
_EMAIL_ (Pamela Greene)
Last Update March 27 2014 @ 02:12 PM


Modernism and the Theater of Censorship
Modernism and the Theater of Censorship
Author: Adam Parkes
ISBN 13: 9780195097023
ISBN 10: 195097025
Edition: 1
Publisher: Oxford University Press
Publication Date: 1996-02-22
Format: Hardcover
Pages: 256
List Price: $155.00
Adam Parkes investigates the literary and cultural implications of the censorship encountered by several modern novelists in the early twentieth century. He situates modernism in the context of this censorship, examining the relations between such authors as D.H. Lawrence, James Joyce, Radclyffe Hall, and Virginia Woolf and the public controversies generated by their fictional explorations of modern sexual themes. These authors located "obscenity" at the level of stylistic and formal experiment. The Rainbow, Lady Chatterley's Lover, Ulysses, and Orlando dramatized problems of sexuality and expression in ways that subverted the moral, political, and aesthetic premises on which their censors operated. In showing how modernism evolved within a culture of censorship, Modernism and the Theater of Censorship suggests that modern novelists, while shaped by their culture, attempted to reshape it.


text:
Large artery. Coloured scanning electron micrograph (SEM) of a resin cast of a large artery, with smaller blood vessels in the background. The cast was made by injecting resin into the blood vessels. The surrounding tissues were then chemically digested. This means that the surface of the resin cast shows the pattern seen on the inside of the blood vessels. In this case, the innermost layer of the artery, the endothelial cells of the tunica intima, form the pattern seen here. Arteries are blood vessels that carry blood from the heart to the body tissues. Except for the pulmonary artery, the arteries carry oxygenated blood.
Model release not required. Property release not required.


text:
Information Risk Management Group - Terms of Reference
Approved by the Board: January 2020; Next Review: January 2021
The Terms of Reference for the Information Risk Management Group (IRMG) were agreed by the Medical Sciences Divisional Board as follows:
The Membership of the IRMG should remain small and multi-disciplinary. The Group's tasks include operational and coordinating activities as well as strategic advice. The initial membership of the Group is as set out below. Membership may be changed from time to time by approval of MSD Board.
- Head of Commercial Strategy and Risk, MSD (Chair)
- Data Privacy Coordinator, MSD (Secretary)
- Head of MSD IT Services
- NDM Compliance Manager
- Security, Governance, Risk and Compliance Officer, IT Services
2. Interaction with other Committees and Groups
- The IRMG will report to MSD Board on its activities and on the current Risk Analysis status twice in each academic year
- The Information Risk Advisory Group (IRAG) will report to the IRMG on a termly basis, following each of IRAG's meetings, to provide input from across the Division on emerging risks relating to information governance and relevant proposals for improvement.
- Represent the Division at the University Joint Information Security Advisory Group (JISAG). Refer critical issues to and receive advice from JISAG for formal or informal guidance.
- To raise and maintain awareness of information governance as a fundamental element of good organisational governance and integrity in research;
- To provide assessments, advice, guidance and recommendations to the MSD Board on managing information governance risks;
- To embed information governance policy, procedure and processes across the Division, achieving consistency unless this is incompatible with local requirements;
- To encourage a culture of information governance across the Division that enables compliance with regulatory and procedural obligations to be clearly demonstrated;
- To support work towards a higher level of information governance maturity to enable proactive use of information for strategic planning purposes;
- To review the processes used across MSD for the delivery of training and advice on information governance requirements and risks;
- To provide assurance, through audit and other review activities, on the satisfactory maintenance of information governance standards across the Division; and
- To foster a culture of continuous improvement through 'lessons learned' and other appropriate means.
- To compile, review and maintain an information governance risk analysis relevant to the Division on behalf of the Board;
- To identify priority projects to mitigate information governance risks in the Division and scope, seek approval for and undertake such projects;
- To identify gaps in information governance which require central University action and support central functions to deliver solutions;
- To create and support a community of information governance professionals across the Division;
- To plan training programmes for relevant staff groups and seek appropriate resource to implement training programmes where not centrally provided;
- To plan and implement audit and review activities to test the effectiveness of information governance and selected projects; and
- To assess the Division's business continuity plans and advise the Board on their adequacy with regard to information governance requirements.


text:
« Back to Tree Recycling
Homes and Nests for Wildlife
For the past decade, town crews in Easton, Md., have taken discarded trees to Poplar Island. The trees, strategically placed across the island, provide habitat and nesting sites for birds like common terns, least terns and American black ducks. Other trees are screwed into stumps and become nesting areas for egrets and herons.
Poplar Island is home to more than 200 bird species and 26 nesting species. Projects like using Christmas trees helps attract wildlife to the uninhabited island. Read more.


text:
- If you are looking for the episodes of this name, they are located at "Chain of Command, Part I" and "Chain of Command, Part II".
The chain of command was a ranking system used by militaries and other organized groups. It represented the line of authority down which orders are passed from one officer to another, and also the line down which passed command of a particular vessel or installation.
Aboard a starship, or most starbases the chain of command began with the assigned commanding officer, usually an officer of the rank of captain, or in some cases commander. If the commanding officer, for any reason, was unavailable to command his or her post then those responsibilities passed down the "chain" to the first officer, then the second officer, etc.
Between the launch of the Enterprise NX-01 and the late 23rd century, the position of first officer, or executive officer (abbreviated as XO) was filled by the highest ranking officer assigned to the ship aside from the captain. The position was not a separate assignment as it would later become. The designated first officer would perform their normal duties until it became necessary for them to take command.
This had changed by the late 24th century, when the XO's position had become a completely separate position in a starship's crew held by an officer of commander or lieutenant commander rank grade who held no other position aboard the vessel.
After the executive officer, command responsibilities passed down the chain from officer to officer as necessary in accordance with each officer's rank. And it was common practice for a commanding officer to designate a second officer to take command if both the captain and first officer were unavailable or unable to perform their duties.
This aspect of the command chain functioned similarly aboard a starbase, or space station, as well as in a planetary installation.
More broadly, the chain of command could refer to Starfleet, in general, with the chain beginning with the admiralty. And the Federation Council, and/or the President of the Federation could be considered to be at the ultimate top of the chain.
When Spock inquired to Dr. McCoy if he had noticed Captain Kirk acting strangely lately, McCoy replied, "the man on top walks a lonely street. The chain of command is often a noose." In response to McCoy's words, Spock told him to "spare me your philosophical metaphors." Spock then pointed out Kirk's transfer of Kevin Riley to engineering, and McCoy explained that "he's the Captain, he can transfer whoever he pleases," adding "you can look that up in a hundred volumes of space regulations somewhere." (TOS: "The Conscience of the King")
Benjamin Sisko learned many things from Captain Leyton aboard the USS Okinawa, including that "a good officer has to respect the chain of command." Leyton believed that without it "Starfleet would cease to function and we wouldn't stand a chance against our enemies." (DS9: "Paradise Lost")


text: Bland County was formed in 1861 from portions of Giles, Tazewell, and Wythe Counties. The people of the area had become dissatisfied with the distance to the various county seats. The rough mountain trails did not lend themselves to the quick and pleasant conduct of necessary legal affairs. There was also great dissatisfaction with taxes paid for the benefit of those far removed from the rugged mountains and valleys of Bland. Thus an act to establish the County of Bland passed the General Assembly of the State of Virginia on March 30, 1861.The county was named after Richard Bland, a leader of Colonial Virginia whose arguments laid the intellectual foundation for freedom and independence from the mother country.


Broadcast live on:
Wednesday 13 May 2020
 - free
 - 45 mins
 - 11-14, 14-16, 16-18
FREE - How to sample for plastics
This live investigation broadcast is a great way of learning about how extensive the issue of microplastics is. Scientists have already identified microplastics in the Arctic, but how much is there? Students will consider how to appropriately answer this question by exploring the sampling techniques needed to conduct a fair test.
Print Microplastics Sampling Student Sheet (or Advanced version depending on the ability of students), one per student. Both these Student Sheets can be found in the What you'll need section for this activity.
Arrange students into groups, organise all resources needed for the experiment, found here.
You will need to create trays of ice with simulated 'microplastics' to represent a 'region of the Arctic'. Your students will be challenged to sample and quantify the amount of 'microplastics' in that 'region of the Arctic sea ice'.
Session steps
1. Introduction (5 mins)
2. Subject knowledge (5 mins)
Jamie will then proceed to speak about the emergence of microplastics in the environment and the importance of working scientifically to better understand where these microplastics are and what impact they may have on whole ecosystems.
Jamie will focus on why coming up with an appropriate sampling strategy is important and discuss factors to consider to obtain the most accurate results.
3. Activity time (25 mins)
Students will be challenged to design their sampling strategy and think of ways to separate microplastics from ice samples, which can be thought of as impure mixtures.
Jamie will demonstrate a method to separate the 'microplastics' from the ice and how they will record their findings using a data table.
Jamie will discuss his findings and the importance of replicates within an experiment and replication of experiments for accuracy and peer review as well as an understanding of long-term effects on ecosystems including biomagnification of toxins in food webs.
4. Q&A and conclusion (10 mins)
AL2020 Speaker Jamie
Jamie Buchanan-Dunlop
Executive Director, Encounter Edu
Brought to you by
With the support of


text:
Download Research Tools
It began with a simple question: "Why can't students earn digital rewards for being awesome?" A research group comprised of university faculty, staff, and students at the Rochester Institute of Technology (RIT) decided to find out. The team delved into the everyday travails of college life—from academia to social activities—and developed a real-world game, Just Press Play, which helps students earn a digital reward for the ultimate achievement: collegiate success.
Each game participant receives trading cards equipped with secret codes and a radio-frequency identification (RFID) keychain that they can swipe to "check-in" at permanent and temporary locations. The cards and the keychain are just the first two tools that the students must learn to use in order to progress through the various aspects of the game. The game is based around challenges that occur both online and in the real world. The challenges are designed to encourage students to venture out of their comfort zones and get involved in all aspects of school—including interactions with school faculty and staff. Completing the challenges also gives the player access to web pages and videos that tell the story of an alternate history of RIT.
Blending Technology and the Humanities
The alternate history of RIT describes a battle fought between two rival factions: The Athenaeum and the Mechanics Institute. The Athenaeum represents the creative and exploratory aspects of a student's academic journey and the Mechanics Institute represents technical mastery. In order to succeed, the student must understand both aspects, although they may ultimately join one side or the other.
As the program manager who chose to fund this project, it should come as no surprise that I have a background in both science and art—and that I manage programs in games for learning as well as digital humanities. Our project team likes how RIT blends the technology and humanities disciplines. RIT focuses not only on STEM—science, technology, engineering, and math—but also on what we like to call STEAM: science, technology, engineering, arts, and math.
Financial support for the development of Just Press Play was provided by Microsoft Research. This project is also the culmination of three years of collaboration with RIT's School of Interactive Games and Media as part of our Games for Learning Institute. The mission of the institute is to study and create games that are fun, educational, and effective. Just Press Play fits that bill perfectly.
Just Press Play officially launched on October 13 at the RIT School of Interactive Games and Media. The kick-off event was streamed live to project partners at the University of Wisconsin, Teachers College at Columbia, and the New York Law School. These partners are assessing the effectiveness of the program and also exploring legal issues related to gameful education.
The Just Press Play team intends to expand the game throughout RIT next year if the initial pilot is successful, but other educational institutions will have to wait a bit before trying out the technology for themselves. Just Press Play will initially be available exclusively to students enrolled at RIT. The Just Press Play team will refine the structure of the game based on early results and then roll it out to partner schools at a later date. The developers are hopeful that the lessons learned from these early "games" could eventually be expanded to include more college-level institutions and, potentially, all education starting with pre-school and extending through lifelong learning and professional training.
The ultimate goal of the Microsoft Research Gameful Education project is to support the development of a unified game layer for education, one that can unify gameful experiences across schools and technologies. This platform will drive better educational outcomes and enable entirely new types of educational research.
—Donald Brinkman, Research Program Manager, Games for Learning, Digital Heritage, Digital Humanities, Microsoft Research Connections
Today (November 4) is the first anniversary of the launch of Kinect for Xbox 360 in the United States, with subsequent availability around the world. It has been a smashing success since its debut, thanks in part to contributions from Microsoft Research to its audio, skeletal-tracking, and facial-recognition capabilities. And further refinements could mean the best is yet to come.
Kinect for Xbox 360 has been a smashing success since its debut a year ago.
For more on this, we have collated a resource page of stories, videos, publications, and other information, all easily accessible in one place at Microsoft Research Contributions to Kinect for Xbox 360.
Microsoft Research Connections continues its focus on helping getting the word out about the Kinect for Windows SDK beta. Some of the results of this are starting to be shown through showcases such as the Kinect projects gallery at Channel 9. There are more than 100 entries shown there at the time of writing.
Microsoft built Kinect to revolutionize the way you play games and how you experience entertainment. But along the way, people started using Kinect in ways we never imagined. From helping children with autism, to helping doctors in the operating room, people are taking Kinect beyond games. And that's what we call the Kinect Effect.
What will you do with Kinect next? See the future of possibilities of Kinect that go beyond the expected, into truly amazing things that people around the world are beginning to imagine.
Released today: download the Kinect for Windows SDK Beta 2 now!
—Stewart Tansley, Director of Natural User Interface, Microsoft Research Connections
From November 9 to 12, 2011, Portland, Oregon, the City of Roses, becomes the City of Hoppers, as technology-minded women from the across the United States flock to the Grace Hopper Celebration (GHC) of Women in Computing, an annual conference that brings the research and career interests of women in computing to the forefront. Named for the legendary computer scientist, U.S. Navy Rear Admiral Grace Hopper, past GHCs have drawn 1,500 or more participants and dozens of corporate sponsors. This year, a record number of attendees (more than 2,000) are expected.
As in the past, leading researchers will present their current work, and special sessions will focus on the role of women in computer science, information technology, research, and engineering—as well as trends in these fields. And as always, a large contingent of corporate recruiters will be on hand—including many from Microsoft—looking to snag the top talent that GHC attracts and to help researchers and technical professionals expand their computer science knowledge and networks.
It's exciting to see the lineup of amazing speakers from academic institutions, governments, nonprofits, and industry—including more than a dozen from Microsoft. All in all, more than 100 Microsoft researchers and technical employees will be attending, and the company is involved in more than 16 plenaries and sessions (see the line-up of Microsoft speakers). We also will be actively involved in the career night, the poster session, and the Sponsor Night Party. Fact is, Microsoft is a Platinum Sponsor of the Grace Hopper Celebration, for the fifth year in a row. We are proud to support the GHC and the contributions of the Anita Borg Institute and the Association for Computing Machinery, which are critical in attracting and retaining the women who will create the new technologies and drive new innovations for our global future. Be sure to come visit our booth (Exhibit Hall B 417), learn about natural user interfaces, and try out Kinect for Xbox at our Kinect Lounge in Hall C next to CyberCenter.
Now, let me plug my hometown for just a minute. As the United States' top green city, Portland derives half its power from renewable sources; a quarter of the workforce commutes by bike, carpool, or public transportation; and it has more than 35 buildings certified by the U.S. Green Building Council. Microsoft shares Portland's focus on harnessing green technology and was recently named one of the Top Green IT organizations by ComputerWorld. In line with our efforts to reduce carbon emissions by 30 percent per unit of revenue by 2012, Microsoft will be going collateral free at this year's GHC, so we encourage all attendees to visit our Grace Hopper event site to find the information that would typically have been available as booth handouts.
That said, we still want every Hopper to stop by the Microsoft booth to pick out a photosynthetic "research partner" from our Project Epiphyte nursery. You and your air plant will collaboratively recycle carbon dioxide and oxygen as you symbiotically photosynthesize and respire, and you will join the Project Epiphyte community of dedicated plant-human partners. What's more, you might even beautify your workspace. The epiphyte is more than just a highly-evolved organism that has transcended the limitations of its soil-bound ancestors. It symbolizes our desire to nurture a lasting relationship with GHC attendees and is a metaphor for the collaborative process of research, where knowledge is built on previous efforts and leads to entirely new fields of study. The first 1,500 attendees who visit our booth will receive an epiphyte and our renowned Microsoft Grace Hopper chocolate.
Stop by the Microsoft booth to participate in Project Epiphyte and learn what these items are all about.
Also, visit our recruiting booth (Exhibit Hall A566). In addition to full-time positions, we offer a number of internships, scholarships, and fellowships. We think Microsoft is a great place for technological women (and men) to realize their ambitions, and we aren't alone. Just last month, Great Place to Work, a global research, consulting, and training firm, named Microsoft the world's best global company at which to work. As I have been telling all my friends for the last 10 years that I work at the best company in the world, now they don't have to only take my word for it! So while you stop to smell the roses in the City of Roses, set aside some time to sniff out the possibilities of becoming a "Softie."
"What If" is this year's theme of the GHC,


St. Tweety
6 12 2010
Someone sent me this article about the saints venerated by Mexican drug smugglers. This one was a little out of the ordinary:
Traffickers also rely on good-luck charms, such as Scarface posters and pictures of Tweety, the yellow bird from Looney Tunes. Apparently traffickers find comfort in the idea that although Sylvester chases Tweety, he never catches the wily bird, Almonte said.
Next to their pictures of St. Jude and Santa Muerte can also be found pictures of a cartoon character. This is not surprising, as even back in Mexico, people would carry and "pray to" sea beans and heads of garlic for luck in such things as games of chance.
This perhaps is another chapter in the phenomenology of the divine: how does something go from being popular image or inanimate object, to being a saint, a demi-god, or a god itself. What is the difference between luck and Providence; a local manifestation of the preternatural and the metaphysical ens causa sui of philosophy?
Perhaps the "god of philosophy" or the "god of ethics" is just as much an "idol" as Tweety, and serves almost the same purpose.


Anna Hibiscus
Written by: Atinuke
Illustrated by: Lauren Tobia
Before Reading
K-W-L Chart
Anna Hibiscus is a book about a young girl who loves living in Africa with her large family. Work together to create a K-W-L chart that will help your child think about the story before you dive in. Under the "What I Know" section, write down your child's answers to questions like, "What can we learn from the cover of this book? What about the book's description on the back? Have you heard anything about this book?" In the "What I Would Like To Know" section, write about what your child would like to discover in this story like whether or not Anna Hibiscus will actually get to see snow, why she likes living with her whole family, and what it's like to live in Africa.
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Make Predictions
Allow your child to make predictions about what will happen in the story by asking "What do you think will happen in this story?" You can even add an extra column for "Predictions" on your chart to keep track of which of your predictions are accurate.
As You Read
Take Turns Reading
Even if your child is able to read on his/her own, it is still beneficial for you to alternate reading pages or chapters. This will allow you to have discussions about the story as you go along, and enable your child to address any questions that s/he might have throughout the book.
Vocabulary Building
As you and your child go through the story, encourage him/her to stop when s/he comes across a new word. Allow him/her to use context clues in the sentence to discover what a word might mean. An example of a new word in Anna Hibiscus is CASSAVA.
Make Connections
Help your child connect to the story as you go along by asking how different events in the book may relate to events in your child's own life. For example, when Anna Hibiscus' family discusses how Auntie Comfort goes by another name, talk to your child about the significance of his/her name and whether or not s/he likes it.
After Reading
Use these discussion questions to help your child think about the story you have just read, as well as how it relates to your child's life.
Why did Anna Hibiscus like living with her whole family?
What happened when they went on their vacation?
Ask About Your Child's Life
Who lives in our home? Do you like having a big/small family? Why or why not?
Where is our family from? Are there any traditions that we have from our culture?
Anna Hibiscus lives in Africa. How is her life in Africa different from yours in _______?
Activity: Virtual Adventure to Nigeria
Tell your child that you are going to go on a virtual adventure to Nigeria! Use the internet to do some research on the country and its people and write down all of your findings! You can also print out pictures of interesting images that you might find and create a collage.
 1. Start off by planning what kinds of clothes you would pack! This would require you to learn about the climate and the different landscapes to figure out if you'll need some ski pants or some shorts.
 2. Next, discover what languages they speak to see if you will need to learn some new phrases.
 3. You can also try to learn about any interesting traditions or cultural differences that may exist. This includes the yummy foods that you would eat if you were there!
 4. Look at a map to see how far Nigeria is from where you live.
Use resources like National Geographic and Time for Kids to figure these things out! Go on to discover more countries throughout Africa and explain to your child that Africa is a vibrant continent made up of many different countries.


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LISBON, Mar 22 (IPS) - The huge impact of the economic crisis on male employment in Portugal has led to a sharp increase in the proportion of women who have become the main breadwinners in their families. But that has not translated into progress towards equality.
"Today there is more male unemployment than female, because the crisis has especially affected the civil construction industry," said Anália Torres, a professor at the Technical University of Lisbon's Higher Institute of Social and Political Sciences.
"With less economic activity in that industry, which traditionally employs men, the male unemployment rate has climbed, while in sectors that generally employ women, unemployment grew much less," Torres said in an interview with IPS.
The European Commission expects unemployment in Portugal to reach 17.3 percent in 2013. But opposition parties and trade unions project a rate of 24 percent.
Professor Anália Torres at the Technical University of Lisbon's Higher Institute of Social and Political Sciences. Credit: Mario Queiroz/IPS
The gap between the figures is explained by the thousands of people who have stopped registering at the government employment centres or have moved abroad, mainly to other European countries or to the former Portuguese colonies of Brazil, Angola, Mozambique or Macau.
Among those who only have a primary school education, "the woman always earns less than the man," Torres said. "And as the educational level increases, the difference between the incomes of men and women grows. A woman with a doctorate earns much less than a man (with the same degree)."
In areas like education and health, where women earn 20 percent less than men, it is men who are most often laid off "because they are more expensive."
Another factor that puts women in the position of bringing home the bacon "is that many remunerated activities carried out by women are in the informal economy, undeclared or unskilled work, such as cleaning or babysitting in the homes of the well-off," the academic said.
In Portugal, the _PHONE_ colonial war in the country's overseas territories in Africa – Angola, Guinea-Bissau and Mozambique – "led to large numbers of women replacing men (in the workplace)," Torres said.
Since then, "the idea of the working woman who helps support her family has remained in place," she added.
During the war, Portugal maintained a permanent force of 220,000 military troops – an enormous figure compared to a population at the time of 8.8 million (10.6 million today).
In the 1960s, one million people from Portugal moved abroad for economic reasons or to avoid being sent to war in Africa. Women, Torres said, "took on a central role in a country with very few men of working age."
Nevertheless, "the predominant sexism persisted, and men continue to make a show of unacceptable machismo today," she said.
"By refusing to help do things around the home on the argument that 'I am a man, I don't do that kind of work', which also causes serious domestic violence problems, men show that the sexist culture is still in place."
Women are sometimes the target of violence, often with tragic results, because many men "base their masculinity on their wage-earning power, even though both men and women have been working and supporting the family for a long time now in Portugal," Torres added.
Between January and November 2012, 30 women were killed in Portugal by their partners or ex-partners, according to UMAR, one of the largest women's organisations in the country.
That makes Portugal the country with the largest number of femicides – gender-related murders – in the European Union, in proportion to the population.
But "working is also a kind of insurance against machismo, in the sense of women being aware that they are making a living and don't need men," Torres said.
Sociologist and researcher Sofia Aboim of the University of Lisbon's Institute of Social Sciences said that in the last eight years, the proportion of couples in which the woman is the main breadwinner has risen from two to 16.5 percent.
It is "obvious" that many men "have suffered a strong blow to their self-esteem, because their masculinity is traditionally associated closely with supporting the family," she wrote in the newspaper Público about the conclusions of a study on the subject.
Aboim said this situation was seen especially in couples with low levels of education and in older couples, especially between the ages of 51 and 65.
But Torres said discrimination against women is also deeply rooted among more educated segments of the population, even though "there are many women with excellent educations - teachers and professors, for instance."
In general, "the highest-level posts are filled by men, even though, for example in the academic world, studies show that there is no difference in the production of research or articles. But women are not heads of institutes and are not on the boards of universities, with very few exceptions," she said.
One big exception is the Centre for Judicial Studies, which provides training for future judges and prosecutors. Because the centre accepts lawyers on the basis of competitive examinations, "80 percent of those who have been accepted for training as magistrates in the last decade were women, because they scored higher than men."
The problems plaguing Portugal affect everyone, "but in the crisis, women face greater difficulties, aggravated in cases in which their husbands are unemployed, because they still have to take everything on their shoulders.
"The worst thing about this government (of conservative Prime Minister Pedro Passos Coelho) is its complete insensitivity and indifference towards the plight of the people," Torres said.
This is especially serious in Portugal and other countries where sexism is predominant, she said, because "if a woman has work and her partner does not, she continues to do the housework, unlike what occurs in other places, where men participate in the housework when they are unemployed."
© Inter Press Service (2013) — All Rights ReservedOriginal source: Inter Press Service
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Hospital Capacity Management: Handling Complex Care Patients
Among the range of groups whose care sucks up a disproportionate amount of healthcare resources, "Complex Care Patients" present a special challenge for hospital leaders seeking to improve their hospital's capacity management. These patients require special processes and a deliberate strategy to ensure that their hospital stay isn't prolonged further than necessary. Failure to address complex care patients directly will have an adverse impact on hospital capacity management.
If a 300 bed hospital has 5 percent of its patient population with a length of stay (LOS) of more than 20 days, for example, those 15 patients will essentially utilize the equivalent number of bed days as 75 patients who stayed in the hospital for four days.
Setting the Threshold for Review
The threshold set by hospitals to review lengths of stay varies based on institution and the types of patients served. Small hospitals without significant subspecialty support for such things like dialysis, long term respiratory care or even psychiatric care can often set a lower threshold for length of stay and subsequent intervention by transferring patients to higher acuity facilities. Tertiary care facilities may have a more challenging patient population to manage. These facilities are often the recipient of long term complex care patients from smaller hospitals.
Regardless of size, though, every hospital should consistently manage and review patients whose LOS has become extended for whatever reason. Many hospitals have a defined a list of patients who have been there for an extended period. This list may include patients admitted more than 30 days ago or perhaps 25 or 20 days. Some hospitals set the threshold as low as 7 days.
Complex Care Patient Types
Many complex care patients have more than one issue or multiple obstacles to overcome before arriving at a strategy for care, either to continue to treat or to transfer to another facility. One example would be a bariatric chronic vent patient on hemodialysis with osteomyelitis – but the list of conditions is long. These include patients with certain respiratory conditions, certain nephrology or infectious disease patients, patients with specialty equipment needs, certain psychiatric patients, and in some cases patients with either legal guardianship or end of life issues.
Strategies for Complex Care Capacity Management
Regardless of the volume of patients, every hospital should have a system and team to review these patients and develop a plan for them if necessary. The challenges surrounding this complex patient population can be daunting. Hospitals can employ a number of strategies to manage this complex patient population:
 - Provide long-term care within the acute care facility
 - Transfer the patient to an alternative hospital due to extenuating care delivery circumstances
 - Build or modify an existing long term care facility to provide the necessary long term acute care needs to transfer the patient from the acute care hospital
 - Institute agreements with long term care facilities to accommodate the complex care patient population
The Complex Care Team
Whatever strategies are used to manage these patients, a coordinated team effort is required to daily review and update treatment plans and alternative care options. This team is ideally composed of the following:
 - Physician leadership
 - Care management representation from each med/surg/psych unit
 - Infectious disease representation
 - Representatives from long term care facilities
 - Palliative Care
 - Administration representative
This group should meet weekly to identify all complex care patients exceeding defined LOS thresholds and associated treatment plans for each patient. As focus and resources are directed toward this group of challenging patients, there needs to be continued emphasis on reducing the LOS threshold to provide continuous improvement and a team approach to patient disposition.
Complex care management should also involve daily rounding by the physician champion on the various units with care management to determine barriers to patient disposition. This type of pro-active management can provide earlier assistance in the use of consultation such as palliative care intervention.
More Efficient Care
This type of daily and weekly multi-pronged team approach to identification and disposition of this patient population can have significant impact on hospital capacity. Reducing the LOS of this population can have a positive impact on every aspect of hospital capacity management, reducing bottlenecks, making more efficient use of the beds that are available, and ultimately improving patient satisfaction. Few patients want to stay in the hospital longer than absolutely necessary, after all.


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Tweak MRS settings to avoid interruptions
The words "corrupted mailbox data" tend to make Microsoft Exchange administrators break out in a cold sweat. After all, the first thing that those words bring to mind is the possible necessity of a database restore. And we all know how much fun those are.
The TechNet Exchange 2010 Server forum contains multiple discussions about encountering bad or corrupted items during mailbox moves and the resulting fuss when administrators see messages such as Error: This mailbox exceeded the maximum number of corrupted items that were specified for this move request. This error appears when administrators run the Get-MoveRequestStatistics cmdlet to check the status of a mailbox move that's in progress. The error can also be seen logged as event 1100 from the source MSExchange Mailbox Replication in the Application event log.
Just what causes such problematic items? How worried should you be if you encounter this error? And what can you do about the issue? Read on to find out.
Mailbox Replication Service and Bad Items
Conceptually, the error is easy to understand. The Exchange 2010 Mailbox Replication Service (MRS) runs on Client Access servers and is responsible for moving mailbox contents asynchronously. In other words, MRS moves mailboxes behind the scenes so that users can continue to work until their new mailboxes are available and MRS switches the AD points for the user account to point to the new mailbox location. MRS can deal with Exchange Server 2003, Exchange Server 2007, Exchange 2010, and Exchange Online (part of Microsoft), so it's a pretty capable component. As we'll discuss later, MRS can also play a role in keeping your Exchange databases in good health.
MRS processes mailboxes according to move requests. A move request describes the target database and other parameters that influence how MRS should deal with the mailbox. For example, one of the parameters (SuspendWhenReadyToComplete) for a move request can be used to suspend the move after the mailbox contents are nearly fully copied. This action allows an administrator to review the move report, decide that everything is OK, and then resume the move request to allow MRS to flip the Active Directory (AD) settings, and redirect the user to his or her new mailbox before resuming the move. Another parameter indicates the permitted bad item limit -- in other words, the number of corrupted items that MRS can tolerate before completing a mailbox move request. In this context, "corrupted" means that MRS determines a property or properties of the item to be incorrect, malformed, or in some other form that is unacceptable to Exchange.
The default value for the bad item limit is 0, meaning that MRS will tolerate no data loss in a mailbox move. This is sometimes appropriate when data absolutely must be retained. However, you might find that you can't move mailboxes at all because MRS continues to encounter corrupted data and fail with the error message mentioned earlier. For this reason, best practice is to set a reasonable limit for bad items. You should also check mailbox-move reports after requests complete, to determine whether the limit is in fact reasonable or if valuable data is being lost. I think anything in the 10-to-20 range is reasonable, but that depends on your circumstances and organizational requirements.
If you decide that a mailbox really must be moved no matter how much data is lost en route, you can set a very high bad item limit, which forces MRS to move the mailbox at all costs. The maximum setting is _PHONE_, but 100 is probably a better starting point. Note that after you specify a bad item limit equal to or higher than 51, you also need to pass the AcceptLargeDataLoss switch parameter to tell MRS that it's acceptable to drop all corrupted items.
Positive Intervention Is Required
If a move request is halted because MRS encounters too many bad items, an administrator can intervene to amend the move-request parameters and get things moving again. Use the Set-MoveRequest cmdlet to amend the BadItemLimit parameter and increase the tolerance for bad items until MRS can move the mailbox, and then instruct MRS to resume the move.
For example, suppose that the move for TRedmond's mailbox has stalled because MRS has encountered too many bad items. The first order of business is to view the move report. Use the Exchange Management Console (EMC) to view the properties of the move request, find the items that are causing trouble, and perhaps figure out whether you need to intervene in the mailbox before continuing. See the Microsoft article "View Move Request Properties" for details about how to access a mailbox-move report.
Suppose that the original bad item limit for the move request was 10, and MRS encountered more than 10 corruptions as it copied data from the source to the new target mailbox. We can scan the mailbox move report to discover how far MRS managed to get before reaching this limit. MRS creates checkpoints on a frequent basis so that it can resume a move request without redoing work; MRS reports this checkpoint status in terms of percentage complete. This percentage reports the overall progress of the move and takes into account other processing, such as connecting to source and target servers, setting up the target mailbox, and preparing to copy. The phase between 25 and 90 percent of the overall move is when copying of mailbox data occurs. If MRS encounters a bad item limit, it will happen at some point in this range.
In our example, suppose that the mailbox-move report indicates that MRS reached 80 percent before stopping the move. The last 10 percent or so of a mailbox move is used to perform a final incremental synchronization of mailbox contents and to switch the mailbox pointers in AD. At 80 percent, there isn't much more mailbox data to copy, so there's a fair chance that MRS can finish copying data from the source mailbox if you increase the bad item count to 20. To do so, you can run the following commands in the Exchange Management Shell (EMS):
Set-MoveRequest -BadItemLimit 20 |
The first command retrieves information about the move request. This information is piped to the second command, which increases the bad item limit to 20 and pipes the data to the third command. That final command tells MRS to resume working on the move request. If things happen as we expect, MRS will complete the move request and all will be well in the world.
Fools Rush In Where MRS Discards Data
Before you increase bad item limits, you must understand that MRS discards every bad item that it meets; it doesn't copy this data from the source to the target mailbox. Thus, a limit of 20 bad items means that MRS can discard as many as 20 discrete pieces of data from a user's mailbox while it is en route to a new home. This data might be terribly unimportant, as in the case of an old calendar meeting request. Then again, it might be a message that contains an Excel attachment describing the current year's budget. Fortunately, in 99.9999 percent of cases, bad items are extremely corrupted and highly unlikely to be accessible by a client.
Letting MRS dump a lot of bad data as it moves mailboxes might be deemed a very bad thing. However, bad items are corrupted, and it's good to give the mailbox the equivalent of a colonic irrigation from time to time, to remove accumulated debris. Indeed, Microsoft moves mailboxes frequently between databases in its Exchange Online cloud service, both to balance workload across available servers and to ensure that mailboxes stay squeaky clean and don't introduce corruption that could compromise the databases' service.
Corrupted items arise through many sources. Bugs are the most obvious and can occur on both the server and its clients. Exchange is now a very mature product, and its developers have had years to eliminate potential problems that might introduce corruption at the database level. You're likely to see more corrupted items when you move mailboxes from an Exchange 2003 server than when moving mailboxes from Exchange 2007 or Exchange 2010.
The root cause of item corruption is more likely to be a client problem than a server issue. A profusion of clients can connect to Exchange, using a multitude of connection methods, including add-on software products that integrate with clients such as Microsoft Outlook. Clashes and corruption can occur when multiple clients attempt to access the same item concurrently. Given the number of mobile devices that connect to Exchange, it should be no surprise that corruptions exist, especially in calendar items.
Based on purely anecdotal evidence in online forums, users of Research In Motion (RIM) BlackBerry devices seem to experience more corrupted calendar items than do users who access Exchange only through Outlook or Microsoft ActiveSync devices. A look through calendar items in a mailbox (use the Outlook list view) often identifies problems such as apparently blank items or items with multiple versions (i.e., conflicts). Items such as these can cause MRS problems and are best removed before mailbox moves are attempted.
The general rule is that the older the item, the more likely it is to cause a problem. If you, like me, have items in your mailbox that go back to 1996, it should be no surprise that some item properties that Exchange expects a well-behaved MAPI client to populate might not have been written correctly into the database.
Other Bad Item Limits
Mailbox moves aren't the only work that MRS does. Any request that MRS processes can have a defined bad item limit. Think of MRS as a component that shuttles data around for Exchange, and you can understand why it implements bad item limits in everything it does. Clearly, there's no point in moving corrupted data from one place to another


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Africanized Honey Bees On the Move - Lesson Plans
University of Arizona. Africanized Honey Bee Education Project.
Lesson Plans for Grades K-3, 4-6, 7-8, and 9-12
Lakes Worm Watch - Games and Activities
University of Minnesota - Duluth. Great Lakes Worm
Gypsy Moth Classroom Activities
University of Wisconsin - River Falls. Agricultural Education Department.
Includes Teacher and Student Guidelines and a Gypsy Moth PowerPoint Presentation


Farming and technology: How the rise of lab-grown proteins could impact NZ farmers
Embracing technology is key for New Zealand's agriculture sector to achieve its ambitious economic and environmental goals. But long term, there are fears technology could also pose an existential threat to some farmers.
With agriculture accounting for almost half of New Zealand's total greenhouse gas emissions and increasingly greater pressure from consumers for "greener" food, some are predicting the development of alternative proteins - including lab-grown meat and milk - could end up forcing traditional Kiwi farmers out of business.
In its ambitious Fit for a Better World plan - which aims to boost primary sector exports by $44 billion over the next decade - the Government acknowledges that technology will have a far-reaching impact on the sector, predicting that "within 10 years our businesses and production systems should be almost unrecognisable from today".
The report stresses the importance of moving with the times and using technology to enhance the country's primary industries.
Already well aware of the possibilities technology can play is David Downs, who leads the Government's agritech task force.
As part of that task force, he's focused on growing the agritech sector to help increase exports and advance sustainable primary production in the country.
Downs told Newshub that currently too much of New Zealand's primary production lies in the "volume space" and not in the "premium space", something the industry is working to change.
"Being a commodity supplier on a global market means you're a price taker, not a price maker," he says.
"So embracing technology is part of a strategy to move up the value chain that we're already part of."
Much of the technology developed in recent years, such as blockchain - which makes it possible to show traceability and providence of agricultural products in a way not easily done previously - works to New Zealand's advantage, especially given we're already largely seen as being a "premium supplier".
"The way to defend that position and retain it is by making sure that you are staying premium and that you're proven to be premium, by proving provenance, improving quality - and being able to give consumers what they want in terms of traceability is going to be a big part of it," says Downs.
More and more companies - such as dairy giant Fonterra - are also utilising technology to measure on-farm emissions, giving farmers precise data and tools to reduce their carbon footprint.
Arama Kukutai, co-founder of US-based agritech investment company Finistere Ventures, says while technology providing transparency around products' traceability and carbon footprint is a good start, companies will have to do much more if they are to remain competitive and keep up with consumer demands.
"I call that enabling technology," he says, "it's not transformative technology."
"I think those are becoming, frankly, the price of admission, they're not unique factors."
With the focus on greener, more sustainable agriculture, he says more and more companies are investing in technology that has the potential to revolutionise farming as we know it.
The gaining popularity of alternative proteins
One growing field of technology that could be gamechanger for the sector is alternative proteins.
Kukutai says in recent years there has been an explosion of investment into these proteins, which include everything from algae and plant-based foods to cultured or 'clean' meat and lab-made milk.
He predicts such investment - particularly into lab-grown proteins - could have far-reaching consequences for farmers around the world, including here in New Zealand.
Advocates for lab-grown proteins say they are beneficial both in terms of animal welfare and the environment. And with more and more consumers showing a greater interest in where their food comes from the fledgling industry is gaining steam.
Cultured meat is grown in a lab and requires no slaughtering of animals.
Cultured meat is grown in a lab and requires no slaughtering of animals. Photo credit: File / Getty
Last year authorities in Singapore gave the green light for "no-kill, lab-grown" chicken meat to be sold in the country. Approval of the cultured meat, which is produced in bioreactors without the slaughter of any animals, was hailed as a landmark moment for the industry, with some suggesting it could open the door to a future where all meat is produced without killing any livestock.
Kukutai says if the level of investment taking place is anything to go by, such lab-grown food could become commonplace one day in the not-too-distant future.
"There's something of a renaissance of technology and investment into plant and meat substitutes as well as an explosion of new alternative dairy products."
While lab-based meats remain a relatively small category in total dollar numbers relative to the meat consumed from cattle sources, he says many newer companies, as well as large traditional players, are beginning to hedge their bets and invest in alternative proteins.
A record US$3.1 billion was invested in alternative proteins in 2020 - three times more than that invested in 2019 and 4.5 times than in 2018, according to The Good Food Institute, an alternative protein advocacy group.
One recent study out of the US predicts alternative meat, eggs, dairy and seafood products will make up 11 percent of the overall protein market by 2035, representing a total of US$290 million.
However, "faster technological innovation and full regulatory support" could see that share rise to 22 percent, concluded the study by management consulting firm BCG and venture capital firm Blue Horizon.
"At that rate, Europe and North America would reach 'peak meat' by 2025, and then the consumption of animal protein in those markets would actually begin to decline," the report states.
The result of such growth, says Kukutai, is that ultimately alternative proteins - especially those grown in labs - could pose an "existential threat" to traditional farmers, given they are "not meat substitutes but are actual meat produced without the use of animals, or the slaughter of animals, or warranting milking of animals".
"I think traditional agriculture producers cannot underestimate the potential of this segment to disrupt their traditional businesses."
'A transition, not a switch'
Brendan O'Connell, chief executive of Agritech NZ, says while alternative proteins would "necessitate some important changes" for the sector, he doesn't think New Zealand farmers would be significantly affected - at least not for a while.
Calling the technology an existential threat, he says, is "a bit too strong".
"I think the conversations on that topic need a bit more acuity," he told Newshub.
"'New food systems will destroy old ones', is just too simple and dramatic a dialogue. Globally there will be a reduced role for meat and dairy in many diets in some regions, and an increased role in others. Even if the overall position is a decline, that doesn't mean there can't be an increase in particular systems like well-managed, grass-fed systems."
Photo credit: Getty
He says even with more options in the market, natural food systems - such as those in New Zealand - will still have a place as consumers will value what is rare, and hopefully pay top dollar for it.
"The trick," he says, "is to grab 5 percent of the plate choices of those who can afford to recognise the value of values."
Moreover, the key is to amplify that value through continued change and improvements.
"Technology will have a significant role to play in that," he says, "[by] creating new levers to farm sustainably, prove provenance, manage and protect scarce resources, build connections and, where animals play a part, enable improved per animal productivity and welfare."
The result, he adds, will be a gradual change to our farming methods - "a transition, not a switch".
"We know that commodity products like ground beef and standard milk powder pay the bills currently. That's unlikely to be the case in 20 years' time."


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The post about Wooden Paddle With Holes was uploaded on November 1, 2017 at 5:59 am. It is published at the Wooden category. Wooden Paddle With Holes is tagged with Wooden Paddle With Holes, Wooden, Paddle, With, Holes..
Woodenwood•en (wŏŏd′n),USA pronunciation adj.
- consisting or made of wood;
wood: a wooden ship.
- stiff, ungainly, or awkward: a wooden gait.
- without spirit, animation, or awareness.
- dull or stupid.
- indicating the fifth event of a series, as a wedding anniversary.
Paddlepad•dle1 (pad′l),USA pronunciation n., v., -dled, -dling.
- a short, flat bladed oar for propelling and steering a canoe or small boat, usually held by both hands and moved more or less through a vertical arc.
- any of various similar implements used for mixing, stirring, or beating.
- any of various similar but smaller implements with a short handle for holding in one hand and a wide or rounded blade, used for a racket in table tennis, paddle tennis, etc.
- such an implement or a similarly shaped makeshift one, used to spank or beat someone.
- an implement used for beating garments while washing them in running water, as in a stream.
- Also called float, floatboard. a blade of a paddle wheel.
- See paddle wheel.
- any of the blades by which a water wheel is turned.
- a flipper or limb of a penguin, turtle, whale, etc.
- an act of paddling.
- Also, pattle. Brit. Dial. a small spade with a long handle, used to dig up thistles.
- (in a gate of a lock or sluice) a panel that slides to permit the passage of water.
- to propel or travel in a canoe or the like by using a paddle.
- to row lightly or gently with oars.
- to move by means of paddle wheels, as a steamer.
- to propel with a paddle: to paddle a canoe.
- to spank or beat with or as with a paddle.
- to stir, mix, or beat with or as with a paddle
- to convey by paddling, as a canoe.
- to hit (a table-tennis ball or the like) with a paddle.
- paddle one's own canoe. See canoe (def. 3).
Withwith (with, wiᵺ),USA pronunciation prep.
- accompanied by;
accompanying: I will go with you. He fought with his brother against the enemy.
- in some particular relation to (esp. implying interaction, company, association, conjunction, or connection): I dealt with the problem. She agreed with me.
- characterized by or having: a person with initiative.
- (of means or instrument) by the use of;
using: to line a coat with silk; to cut with a knife.
- (of manner) using or showing: to work with diligence.
- in correspondence, comparison, or proportion to: Their power increased with their number. How does their plan compare with ours?
- in regard to: to be pleased with a gift.
- (of cause) owing to: to die with pneumonia; to pale with fear.
- in the region, sphere, or view of: It is day with us while it is night with the Chinese.
- (of separation) from: to part with a thing.
- against, as in opposition or competition: He fought with his brother over the inheritance.
- in the keeping or service of: to leave something with a friend.
- in affecting the judgment, estimation, or consideration of: Her argument carried a lot of weight with the trustees.
- at the same time as or immediately after;
upon: And with that last remark, she turned and left.
- of the same opinion or conviction as: Are you with me or against me?
- in proximity to or in the same household as: He lives with his parents.
- (used as a function word to specify an additional circumstance or condition): We climbed the hill, with Jeff following behind.
- in with. See in (def. 22).
- with child, pregnant.
- with it:
- knowledgeable about, sympathetic to, or partaking of the most up-to-date trends, fashions, art, etc.
- representing or characterized by the most up-to-date trends, fashions, art, etc.
- with that. See that (def. 10).
Holeshole (hōl),USA pronunciation n., v., holed, hol•ing.
- an opening through something;
aperture: a hole in the roof; a hole in my sock.
- a hollow place in a solid body or mass;
a cavity: a hole in the ground.
- the excavated habitation of an animal;
- a small, dingy, or shabby place: I couldn't live in a hole like that.
- a place of solitary confinement;
- an embarrassing position or predicament: to find oneself in a hole.
- a cove or small harbor.
- a fault or flaw: They found serious holes in his reasoning.
- a deep, still place in a stream: a swimming hole.
- a small cavity, into which a marble, ball, or the like is to be played.
- a score made by so playing.
- the circular opening in a green into which the ball is to be played.
- a part of a golf course from a tee to the hole corresponding to it, including fairway, rough, and hazards.
- the number of strokes taken to hit the ball from a tee into the hole corresponding to it.
slot: The radio program was scheduled for the p.m. hole. We need an experienced person to fill a hole in our accounting department.
- (in wire drawing) one reduction of a section.
- a mobile vacancy in the electronic structure of a semiconductor that acts as a positive charge carrier and has equivalent mass.
- an air pocket that causes a plane or other aircraft to drop suddenly.
- burn a hole in one's pocket, to urge one to spend money quickly: His inheritance was burning a hole in his pocket.
- hole in the wall, a small or confining place, esp. one that is dingy, shabby, or out-of-the-way: Their first shop was a real hole in the wall.
- in a or the hole:
- in debt;
in straitened circumstances: After Christmas I am always in the hole for at least a month.
- [Baseball, Softball.]pitching or batting with the count of balls or balls and strikes to one's disadvantage, esp. batting with a count of two strikes and one ball or none.
- [Stud Poker.]being the card or one of the cards dealt face down in the first round: a king in the hole.
- make a hole in, to take a large part of: A large bill from the dentist made a hole in her savings.
- pick a hole or holes in, to find a fault or flaw in: As soon as I presented my argument, he began to pick holes in it.
- to make a hole or holes in.
- to put or drive into a hole.
- [Golf.]to hit the ball into (a hole).
- to bore (a tunnel, passage, etc.).
- to make a hole or holes.
- hole out, [Golf.]to strike the ball into a hole: He holed out in five, one over par.
- hole up:
- to go into a hole;
retire for the winter, as a hibernating animal.
- to hide, as from pursuers, the police, etc.: The police think the bank robbers are holed up in Chicago.
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Drexel dragonThe Math ForumDonate to the Math Forum
The Math Forum Internet Mathematics Library
The Let's Make a Deal Applet
Visit this site: _URL_
Author:West, Street; Dept. of Statistics, Univ. of South Carolina
Description: As a motivating example behind the discussion of probability, this applet allows students to investigate the Let's Make a Deal Paradox (also known as the Monty Hall Problem, or The Three Doors). This paradox is related to a popular television show in the 1970's. In the show, a contestant was given a choice of three doors of which one contained a prize. The other two doors contained gag gifts like a chicken or a donkey. After the contestant chose an initial door, the host of the show then revealed an empty door among the two unchosen doors, and asks the contestant if he or she would like to switch to the other unchosen door. The question is, should the contestant switch? Do the odds of winning increase by switching to the remaining door? This applet lets you test for probability: pick a door, then switch or stay by clicking on the numbers.
Levels: High School (9-12), College
Languages: English
Resource Types: Problems/Puzzles, Web Interactive/Java
Math Topics: Probability
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text: This work develops a grid based rainfall-runoff model (GRM), which is a physically based and spatially distributed model. Surface flow was analyzed using a kinematic wave model with the governing equations discretized using the finite volume method (FVM). This paper suggests a grid network flow analysis technique using variable rainfall intensity according to the flow directions to analyze one-dimensional flows between the grids. The model was evaluated by applying it to the Wuicheon watershed, a tributary of the Nakdonggang (Riv.), in Korea. The results showed that the grid-based, one-dimensional kinematic wave model adopted the FVM and the grid network flow analysis technique well. The simulation results showed good agreement with the observed hydrographs and the initial soil saturation ratio was most sensitive to the modeling results.


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I'm trying to take a directory and list its contents in a string array so that a while loop can loop through the contents to find the.out files I'm reading. My program currently can read one of the.out files if given the specific file directory.
Problem is that I need it to be able to find the parent folder of the other folders so that it can then loop through each child folder, get the.out file, find and write the information needed then move onto the next child folder.
The only trouble I'm having is converting the string directory into a format that the.list() method can read. Any ideas?


Enabling the Monitoring API
Before you can use the Monitoring API, you must enable it and authorize users to access it.
This page describes how to enable and authorize use of the Monitoring API v3.
Enabling the API
The Monitoring API must be enabled before it can be used. You can check the status and enable the API if necessary by using either the Cloud SDK gcloud command-line tool or the Google Cloud Console.
Cloud SDK
 1. If you have not already installed the Cloud SDK on your workstation, see Cloud SDK.
 2. To see if the Monitoring API is enabled, run the following command on your workstation:
 gcloud services list
 If monitoring.googleapis.com appears in the output, the API is enabled.
 3. If the API is not enabled, run the following command to enable it:
 gcloud services enable monitoring
For more information, see gcloud services.
Cloud Console
Go to APIs & services
 1. Select the project you will use to access the API.
 2. Click the Enable APIs and Service button.
 3. Search for "Monitoring".
 4. In the search results, click through to "Stackdriver Monitoring API".
 5. If "API enabled" is displayed, then the API is already enabled. If not, click the Enable button.
Authorizing use of the API
Access to the API is controlled by Identity and Access Management (IAM) roles and permissions. There is a permission associated with each method, and permissions for related methods are clustered into roles, which can then be granted to users. See Access control for more information.
Once access to the API is authorized, the API can be used from anywhere. For example, you can use the timeSeries.list method from your local workstation. You can also use the API to send metrics against any entity that can be represented as a monitored resource. See Choosing a monitored-resource type for the list of available types. However, the Cloud Monitoring agent is designed to run on a cloud VM and does not work on a local workstation.
If you are writing an application that uses the Monitoring API, the recommended client libraries authorize your application using Application Default Credentials. This hides authorization details from your application code.
You might also be able to use API keys in some situations, but service accounts are generally recommended. API keys are useful in clients like browsers and mobile applications that don't have a backend server. For more information, see Using API Keys.
You can find out more about authentication and authorization for Cloud APIs in our Authentication guide.
Using client libraries
After you have enabled and authorized the use of the API, you are ready to start writing code. See Client libraries to get started using the Monitoring client libraries.


Why am I not getting any push notifications from my SecurlyHome app?
If you believe you are not receiving any push notifications from the SecurlyHome app, it could either be because:
 - Your SecurlyHome notifications are disabled.
 - Your child's school has chosen to not send notifications.
 - There are no events to notify about.
Enable Notifications via SecurlyHome
SecurlyHome sends you push notifications for flagged activities. If you are not receiving notifications you would need to check if they have been disabled by navigating to Account > Manage Notifications page in your SecurlyHome app. If notifications are disabled, simply toggle the button in front of it to start receiving notifications.
Enable notifications on iPhones and iPads
If you are an iOS user you would also need to check if you have enabled notifications for the SecurlyHome app on your device.
Notifications for Flagged Activities
These notifications are sent to parents at the discretion of the school. You will be displayed the Flagged Activities switch only when the school chooses to allow parents to receive these notifications. Please contact your school admin for any questions about it.
Have more questions? Submit a request


Stress in a name
Stress in a word is often on the last syllable (stress shown in bold below).
ka = door
araba = car
pazar = market, bazaar
Pazar = Sunday (= market day)
With composite words, one of the sub-words takes the stress:
Pazartesi = Monday (literally: Pazar + ertesi = the day after Sunday)
As suffixes get appended, the stress still remains on the last syllable, unless the suffix is an unstressed suffix:
zel = beatiful
güzellik = beauty
güzelliğin = your beauty
güzelliğinden = from your beauty
In proper names such as city and country names, the second last syllable mostly takes the stress:
 - Istanbul
 - İzmir
 - Edirne
 - Nikaragua
 - İngiltere
 - Yugoslavya
 - Ankara
İstanbul from space:
- left: Europe, right: Asia
- north: Black Sea, south: Marmara Sea
- in between: the Bosphorus
The old İstanbul is a little below the center of the photo.


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Working with Workspaces
To store the results of your investigations, dotMemory uses workspaces. A workspace, as the name suggests, saves everything you see on the screen: all open analyses including all collected snapshots and analyses paths. In other words, it saves the current state of dotMemory.
After the profiling session ends, the workspace is saved automatically to a default location (you may change it anytime). As workspace files can be very large, we recommend that you automate workspace files cleanup by setting up workspace auto-deletion.
In case you want to copy a workspace to another computer, you can save it as a single archive.
In this section:
- Saving and Opening Workspaces
- Importing and Exporting Workspaces
- Importing Process Dumps
- Adding Annotations to Workspaces
- Deleting Workspaces
- Auto-Deleting Workspaces


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OBSOLETE UNITS PACKAGE SYMBOL
As of version 9.0, unit functionality is built into Mathematica
is a unit of temperature.
- To use, you first need to load the Units Package using Needs["Units'"].
- A temperature range of one is equivalent to one Kelvin (SI units).
- ConvertTemperature[n, Centigrade, newscale] converts n degrees into the temperature scale newscale.


# HOW TO EDIT THIS FILE: # The "handy ruler" below makes it easier to edit a package description. Line # up the first '|' above the ':' following the base package name, and the '|' on # the right side marks the last column you can put a character in. You must make # exactly 11 lines for the formatting to be correct. It's also customary to # leave one space after the ':'. |-----handy-ruler------------------------------------------------------| ksudoku: ksudoku (sudoku game) ksudoku: ksudoku: KSudoku is a logic-based symbol placement puzzle. ksudoku: The player has to fill a grid so that each column, row as well as ksudoku: each square block on the game field contains only one instance of ksudoku: each symbol. ksudoku: ksudoku: ksudoku: ksudoku: For more information, visit: _URL_ ksudoku: