text:
element is loaded (and classes known). doWhenBodyExists(ReaderMode.setMode); McNamara's Folly: The Denial of Individual Differences · Gwern.net
McNamara's Folly: The Denial of Individual Differences
Account of well-intentioned but ill-fated attempt to conscript unintelligent or outright mentally-retarded men into fighting in the Vietnam War after remedial education, illustrating the difficulty of social interventions, the practical consequences of low intelligence, and the cruelty & evil of ignoring the reality of individual differences.
history, IQ, politics, psychology, sociology
2018-05-17–2021-05-14 finished certainty: highly likely importance: 4 backlinks bibliography
McNamara's Folly: The Use of Low-IQ Troops in the Vietnam WarHamilton Gregory2015★★★★
(Ebook; ~2h. HistoryNet review. See also Gregory's2016 talk and Low-Aptitude Men In The Military: Who Profits, Who Pays?, Laurence and Ramberger1991.) It's not well-known, but one of the most consistent long-term sponsors of research into intelligence has been the US military. This is because, contrary to lay wisdom that 'IQ only measures how well you do on a test' or book-learning, cognitive ability predicts performance in all occupations down to the simplest manual labor; this might seem surprising, but there are a lot of ways to screw up a simple job and cause losses outside one's area. For example, aiming and pointing a rifle, or throwing a grenade, might seem like a simple task, but it's also easy to screw up by pointing at the wrong point, requires fast reflexes (reflexes are one of the most consistent correlations with intelligence), memory for procedures like stripping, the ability to read ammo box labels or orders (as one Marine drill instructor noted), and 'common sense' like not indulging in 'practical jokes' by tossing grenades at one's comrades and forgetting to remove the fuse—common sense is not so common, as the saying goes. Such men were not even useful cannon fodder, as they were as much a danger to the men around them as themselves (never mind the enemy), and jammed up the system. (A particularly striking non-Vietnam example is the case of one of the largest non-nuclear explosions ever, the Port Chicago disaster which killed 320 people—any complex disaster like that has many causes, of course, but one of them was simply that the explosives were being handled by the dregs of the Navy—not even bottom decile, but bottom duo-decile (had to look that one up), and other stations kept raiding it for anyone competent.) This is why the US military has long been legally required to not enlist people who score low on the AFQT.
There are two incidents, Project 100,000 and the ASVAB Misnorming, which demonstrate what happens when this requirement is ignored, either deliberately in the service of ideology & political convenience, or by accident. Gregory's book collates stories about what happened in the former instance: Robert McNamara & Lyndon Johnson's "Project 100,000".
The idea of Project 100,000 was to kill two birds with one stone by drafting recruits who were developmentally disabled, unhealthy, evil, or just too dumb to be conscripted previously: it would provide the warm bodies needed for Vietnam, and use the military to educate the least fortunate and give them a leg up as part of the Great Society's faith in education to eliminate individual differences and refute the idea that intelligence is real.
It did not go well.
The main value of the book is providing many concrete examples of what a lack of intelligence can mean (useful for people who spend their whole lives in high-IQ bubbles and have no idea of what ordinary competence, much less the extremes of low IQ, means; more examples in Gottfredson's "Why g Matters: The Complexity of Everyday Life"), the difficulty of implementing social welfare programs (McNamara's education fantasies never materialized for lack of funds and the enlistees not being smart enough to qualify in the first place), and a forceful denunciation of the harms and cruelty committed by a willful blindness to the fact of individual differences, harms which fall on those least able to understand or withstand them. ("…He was perpetually angry and aggrieved, and he talked back to the sergeants. When they cursed him and threatened him, he would say angrily, 'I just wanna go home! Why don't you let me go home?'") The phrase "banality of evil" comes repeatedly to mind in examining the ramifications of McNamara's blank-slatism through the military system.
Gregory himself received an early introduction into the topic when he showed up for boot camp and was put in charge of one of those conscripted men: to his bafflement, his scrawny ward 'Gupton' was illiterate, couldn't understand the idea of a war or basic training, couldn't memorize his serial number, didn't know who Hitler was nor what state he was from nor his grandmother's name/address (apparently he had no parents or didn't remember them), was terrified of injections, endlessly fascinated by the dog tags he was required to wear, and thought a nickel was worth more than a dime because it was bigger, and routinely got into trouble because he couldn't keep ranks/honorifics straight or (hopelessly literal) understand humor or military slang in commands, and while he was unable to learn to make his bed, another recruit was able to eventually teach Gupton to at least tie his shoelaces.
The cruelties began early on when Gregory accompanies several of "McNamara's morons" and Gupton to their barracks where they are ordered to leave their backpacks out, all their money is stolen in the night by the sergeant, who then tells them to 'report' the crime to him rather than the MPs, which they guilelessly do; Gregory notes that the sergeants appeared to have been targeting the morons routinely and getting away with it every time. (Life is hard, but it's much harder when you're dumb.)
While impossible to get solid statistics on, Project 100,000 participants appear to have often escaped any combat, suffering overall causalties no worse, possibly, than Vietnam draftees in general (even though they should never have been there in the first place and thus had a causalty rate of precisely 0%), perhaps because people in the system took countermeasures, both out of pity and pragmatism (no one in their right mind would put them in charge of any complicated or count on them in combat). For example, the story of Gupton has a relatively happy ending: while eventually he graduated boot camp and was sent to Vietnam despite Gregory's attempt to get him discharged, he was sheltered by a sergeant (who had a mentally handicapped sister of his own and understood), survived his tour, and returned, eventually dying at age 57. (But note that this is still far short of a normal male life expectancy: the IQ/all-cause mortality correlation is substantial, particularly at an extreme.)
Other stories did not end well. Some were trapped in boot camp: Gregory describes how many would be sent to remedial training repeatedly, failing the exercise requirements each time. They couldn't understand how to correctly execute actions: in swinging from monkey bars, they would try to swing one bar at a time, coming to a halt each time; in running an obstacle course, they would have to pause in front of each arrow and think about what an arrow meant before understanding which direction to go, costing them too much time to ever beat the deadline; they would insist on throwing grenades directly at the target like a baseball, not understanding that throwing upwards in a high parabola would gain them the necessary distance; and in the mile run, they would sprint as fast as possible at the start and be surprised when they became utterly exhausted long before the finish line. One mutinied from the drills, under the impression that being sent to the "stockade" meant going home, until it was explained to him that the word meant "jail".
One thing worth noting is that many of the short or unintelligent people came from poor environments. In thinking about the past, it's easy to forget how poor the USA was until recently; the USA during Vietnam (to say nothing of earlier: "The life of American workers in 1915") was what we would consider a Third World country.
Gupton, for example, was thin, ate ravenously during training, and had abscessed teeth because he had never seen a dentist in his part of Appalachia; one fellow enlistee considered himself blessed to be in the Army rather than Mississippi, where he could eat meat every day (indeed, every meal! of which there were three!), got beautiful new clothes, free doctor & dentist visits, and was even paid money once a month; another enlistee was thrilled about how he could suddenly see people's faces now that he had glasses, after an Army doctor gave him a vision test. (Nevertheless, the improved environment of the Army appears to have made little difference to them—too little too late.) It is not surprising that McNamara's morons could be singled on sight because of their shortness, funny-looking faces, and general ugliness. To emphasize how visible they were, Gregory goes into detail about the one exception: the handsome young Freddie Hensley, who nevertheless was diagnosably literally retarded & could never have passed any normal enlistment standards, to the surprise of everyone interacting with him1, assuming he was normal (only to discover things like his reflexes being far too slow to shoot a rifle or believing that thunder & lightning were unrelated); Hensley was sent into combat and died:
I was not surprised to discover that he had been killed in combat. With his good looks, he probably was assumed to be "normal" and was moved along to Vietnam and sent out into the field…Before long, she [his mother] was expressing grief and anger and bewilderment. She told me that when Freddie received his draft notice, she and other family members went to the induction center and explained that Freddie had been in EMR (educable mentally retarded) classes in school and had not been able to drive a car and that it would be a mistake to draft him. In response, a sergeant reassured the family that Freddie would not be put into danger—he would just do menial jobs such as sweeping floors and peeling potatoes. "He was a good boy," she said. "When he was little, we used to go everywhere together. He was my Little Man." She began to sob, and she lamented, "Why did they have to draft him? I want to know why."
When forced through basic training by hook or by crook, further training proved pointless: there weren't enough funds to pay for the extensive hand-holding, so the fancy education (direct instruction, apparently) McNamara put faith in either wasn't enough or simply never happened in the first place. (Thus demonstrating the iron and brass laws of social programs—as well, program efficacy always declines as it scales up, because it must be run by exactly those people failing at the task in the first place for lack of resources/competence/incentives/meaningful-interventions.) Where education was tried, it turned out to be futile, and those who did train them found them too slow or too dangerous to trust. A man assigned to t-shirt printing shop was unable to understand alphabetization and had to pick out each letter for printing by scanning through the box one by one; a sergeant trained two men to drive military trucks somewhat successfully but they were too dangerous drivers to be used and were transferred out; another simply forgot to get back on the helicopters after a village search, forcing a second retrieval mission; another was lucky enough to be sheltered by his sergeant in mess hall duties (until a mortar hit it, killing him); one played a prank on his squad mates, tossing a defused grenade at them two times, but on the third throw forgot to disable it; another wandered away from an ambush and wandering back, was killed by his squad; while yet another almost shot his commander with a LAW rocket when startled; another did kill his commander while on guard duty when he forgot to ask for the password before shooting; another forgot to put his rifle safety on (shooting a squad mate in the foot, who died); another tripped a booby-trap while not paying attention; another was captured by the NVA and went insane, screaming endlessly and defecating on himself while being beaten… It is unsurprising that many of them would be made to 'walk point', or ejected somehow, in addition to the constant insults and abuse—one new recruit was told the NVA would kill them all in the next few hours, so he went insane from the terror, climbed up a flag pole, and jumped off; and another was beaten to death in Marine basic training. (McNamara may have had good intentions, but in the social sciences, good results follow good intentions much as the rain follows the plow; which is to say, they do mostly by accident, and we find it easier to tailor our preferences to the results than vice-versa.) Only a few of the stories, like the recruit who was confused by having two left boots and two right boots but no complete pairs of boots, or the one who thought semen was urine, or the extremely-short man who received an honorable discharge and medical pension for contracting the terrible disability of 'dwarfism' in a war zone, or the draftee who tried to commit suicide "by drinking a bottle of Head and Shoulders shampoo" could be considered all that funny. Most are painful to read. (But educational, again, especially if you are in a high-IQ bubble and have a lack of empathy for what low intelligence means.) Once you've read some of these anecdotes, other anecdotes—like the Yuba County Five, or Scott Alexander's experiences in Haiti, or Selentelechia's parallel anecdote of thinking a nickel worth more than a dime, or Human Rights Watch's opposition2 to the death penalty for the retarded—no longer seem like such a stretch.
One of the most striking examples is that the My Lai massacre itself may have been directly due to lowered recruiting standards:
He cited Lieutenant William Calley, convicted in the murder of more than 100 unarmed civilians in the My Lai Massacre in 1968. According to Arnold R. Isaacs, the Vietnam war correspondent for the Baltimore Sun, Calley "flunked out of Palm Beach Junior College with two C's, a D, and four F's in his first year and reportedly managed to get through officer candidate school without even learning to read a map or use a compass."97 Marine Corps Colonel Robert D. Heinl said the Army had to take Calley "because no one else was available."98 His own attorney used Calley's low intelligence as a courtroom defense: the Army, he said, was to blame for My Lai because if it hadn't lowered mental standards, men like Calley never would have been commissioned. Richard A. Gabriel, who spent 22 years as a U.S. Army officer, says, "Even the staunchest defenders of the Army agree that in normal times a man of Lieutenant Calley's intelligence and predispositions would never have been allowed to hold a commission."99
Gregory concludes:
To justify lowering test scores for entry into the military, Robert McNamara said that Project 100,000 men "were not brain-poor at birth, but only privilege-poor, advantage-poor, opportunity-poor."151 His description was accurate, but only when applied to those men in Category IV who possessed "street smarts"—a sound native intelligence. They did poorly on the AFQT not because of mental deficiency but because of substandard education, learning disabilities, or weak testing skills. Some of them were successful in the military, as I will show later in this book.
What McNamara failed to see was that many Project 100,000 were incurably limited. They were indeed "brain-poor" for life, with no hope of making huge mental improvements. No amount of McNamara's audiovisual gadgetry could transform them from slow learners into bright, or even average, citizens. But wait a minute: hadn't psychologists discovered that even people with serious mental limitations were capable of absorbing much more training than society had previously thought possible? Yes, and it was a valuable insight: mentally limited persons were not hopeless—they were capable of growth and maturity. But here was the problem: they might be able to learn how to make change, but that didn't mean that they could someday create a spreadsheet. They might be able to learn how to put together parts in a factory assembly line, but that didn't mean they could someday operate a 105mm howitzer in battle. There was no hope of dramatically lifting the IQ of Project 100,000 men who missed a test question like this: "If a farmer had a bucket of 24 eggs and he stumbled and broke half of them, how many eggs would he have left?"
The men who missed such questions were slow learners who were able to live happy, productive lives if they had a protective environment—a cozy haven with loving parents, helpful friends, and sympathetic bosses. Such was not the case for many Project 100,000 men.
The stories come one after another, making it a gripping read and I finished it in one sitting.
While Vietnam was not lost because of Project 100k (wars are usually won or lost for bigger reasons), Project 100k certainly did not help matters by doubtless doing a good deal of damage the full extent of which will never be known, and arguably, Project 100k was symptomatic of both the ideological delusions of the American politicians and high-level bureaucrats which conceived and pushed through the Vietnam War, and perhaps more importantly, was a stop-gap abused to deal with the fact that they could not justify it to the public sufficiently well to get support for a true population-wide draft which would touch the middle & upper classes. If a war cannot win the support of the populace, perhaps it shouldn't be fought in the first place…
I would have liked more statistical and psychometric details (such as a short literature review of the extensive studies of IQ and job performance especially in the military eg. Kavanagh2005, how the probability of combat death correlated with lower IQ, why IQ interventions typically fail etc) but it is probably unrealistic to expect that from Gregory, and in any case, given the extensive lying, fraud, falsification of documents, misclassification of members of the 100,000 etc, the statistics would likely greatly understate the true outcomes. Fortunately, it turns out that a thorough statistical study of the available data, and a followup survey, is available in an earlier book, the Low-Aptitude Men In The Military: Who Profits, Who Pays?, Laurence and Ramberger1991—as a bonus, Laurence and Ramberger1991 cover not just Project 100,000 but the almost-too-good-to-be-true natural experiment known as the "ASVAB Misnorming", where the military accidentally and unwittingly engaged in the equivalent of a second Project 100,000 in peacetime.
The Afghanistan Papers: A Secret History of the War, Whitlock2021
Lewis Terman recounts a similar example: a 20yo Stanford freshman, "rather prepossessing" and "promptly initiated into one of the Greek letter fraternities" (despite studying hard into the late evening every day), was nevertheless so inapt at his studies that a shocked instructor asked Terman to examine him. He had been promoted through highschool, made to go to college by his family, and was relieved to flunk out to work as a store clerk. Terman provides many examples of his errors, estimating a mental age around 12.↩
HRW notes that "misunderstanding of the unique nature and implications of mental retardation remains widespread", and gives anecdotes of the kind of profound deficits which are, nevertheless, consistent with basic life functionality like being able to feed & dress oneself, often fooling naive observers into assuming normality, some even getting degrees etc.
Examples include a death row inmate asking his lawyer what he should wear to his funeral; a rapist unsure why rape is wrong, suggesting either he didn't have "permission" or it was "against her religion"; and a murderer explaining that when you stab someone to death "the breath leaves their body" but doesn't know what happens if you shoot them instead. Like the illiterate (who are often dyslexic), the retarded can learn to conceal their deficits by various strategies and deceptions: one defendant's lawyers signed him up for college calculus despite his complete inability—he had gotten his little sister to do all his prior schoolwork!
(One is reminded of Luria's peasants, and of old people, who can seem highly functional & competent in their routinized daily lives, until encountering genuinely novel changes or difficult problems. Another famous death row example, Ricky Ray Rector, is not relevant here as Rector's brain damage was due to a failed suicide attempt by shooting himself in the head.)↩


In choosing motorcycle jacket, there are factors to consider as a guide in order to have a good quality leather and comfortable to wear jacket. Deciding for the main purpose is one of the factors to consider before you get to compare the coat.
If you don't ride a motorcycle or you are living in a place with severe changes of climate you will probably doesn't want to choose a jacket made from heavy materials. There are many features of a coat that are attractive to non-motorcycle riders. On the other hand, it is invaluable for a rider who is out in the road if his jacket was designed as weatherproof and has zippered-pockets. One better feature of leather made jacket is that it doesn't look bad in years.
The uniqueness of the leather was brought out as it goes through in years. Without a need of treatment or maintenance the leather becomes more comfortable as it ages. Another feature of leather made jacket is that it was completely designed for any weather which is a good advantage for anyone who wears it.
Several panels that act as a layer of protection are another feature of the jacket that is meant to protect the rider to rein or cold weather. The collars were especially designed so if riding out in the rain the water will not get to the neck of the rider.
Variety of style and design is available for a rider to choose from to fit his unique personality. The leather can be dyed if you want a coat with a distinct color. For someone who likes simplicity there is also a jacket available in a simple design but gives an ultimate protection. The coat has an interior padded lining to keep warm or cold and can even protect the rider from accident.
The leather doesn't easily catch stain and doesn't mar easily. A scratch on leather jackets are one of the common issue of leather jackets that occurs if was suddenly dropped on sharp corners. If just in case coat was damage, you can have it fixes on leather shop. To choose your proper leather jacket will give you an option to choose the right piece to use on a specific season may it be informal wear or during riding time.


Looking for an adult job Norfolk?
Obviously, there are lots of people on the website AdultWork, but on Vivastreet Adult Jobs section you'll find all the best jobs in the adult industry in Norfolk.
We've got people looking for escorts in Norfolk for adult work, amateur men and women wanted for adult film work in Norfolk, people to work on phone lines in Norfolk, ladies who want to be in adult films in Norfolk and more. Some ladies (and gents) love the flexibility of webcam work. You decide your hours, you can work from home and you only need a laptop (and webcam!) to work.
But if you want to do adult work but want to keep your clothes on, what can you do? The industry is fascinating and people from all walks of life get involved. But not all kinds of adult work in Norfolk mean you have to get naked.
Don't fancy driving but still interested in adult work Norfolk?
So, as you can see there are lots of different opportunities if you're interested in adultwork in Norfolk. Depending on exactly how comfortable you are. You could maybe start of as a driver or receptionist, and if you like it, dip your toe in the water with some phone work. Still happy? You could try web-camming.


text:
The Board is required to investigate all jurisdictional complaints against the individuals and businesses that it regulates. lf the complaint alleges a violation of the Pharmacy Practice Act, the complaint will be investigated. An example of a non-jurisdictional complaint is one which alleges an excessive fee for services performed. The Board does not have the authority to determine how much a pharmacy charges for services.
A. The Board of Pharmacy
The Board of Pharmacy consists of nine Board members appointed by the Governor; six Board members must be pharmacists, and three members must be public members.
The Board regulates pharmacists, pharmacies, pharmacy technicians, pharmacy interns, controlled substance researchers, medical gas distributors, drug wholesalers and drug manufacturers. The Board issues licenses or registrations for these individuals or businesses, investigates complaints against them and decides when to impose disciplinary action.
B. The staff of the Board of Pharmacy consists of employees of the State of Minnesota who handle the day to day operations of the Board. Some of the staff gather and process licensing and complaint information and handle other administrative functions. Seven Board Surveyors, all of whom are licensed pharmacists, are employed to inspect all licensed facilities located within the state and to investigate complaints. The Board's Executive Director, Deputy Director, and Attorney are also involved in investigating and processing complaints.
Protocol for Complaint Processing
A. Complaints and Reports
Information regarding licensees and registrants who may be in violation of the laws and rules administered by the Board, comes to the attention of the Board through inspections or written complaints. Complaints may be filed by anyone. Complaints are not public information and may not be discussed with anyone except the respondent (subject of the investigation) and the complainant (the individual who files the complaint). The Board is required to investigate all jurisdictional complaints against individuals and businesses that it regulates. In other words, if the complaint alleges a violation of a law or rule administered by the Board, the complaint will be investigated. An example of a non-jurisdictional complaint is one which alleges an excessive cost for prescriptions or for services performed by a pharmacy. The Board does not have the authority to regulate how much a pharmacy charges for prescriptions or services.
B. Complaint Assignment and Investigation
When a jurisdictional complaint is received, office staff enters it into the Board's licensing and regulatory database system. The file is usually assigned to a Surveyor, who will investigate the complaint. Some complaints are referred to the Office of the Attorney General for investigation.
For most complaints, the surveyor will perform several tasks, including: visiting the pharmacy in question, interviewing its employees, and reviewing its policies and procedures. The Surveyor will also review and obtain copies of any relevant records and documents. The Surveyor will write a complaint investigation report and give it to the Surveyor that coordinates complaint investigations for processing.
C. Complaint Review Panel (CRP)
The CRP is comprised of two Board members and is staffed by the Board's Executive Director, Deputy Director, and the Surveyor that coordinates complaint investigations. The CRP receives legal counsel from an Assistant Attorney General.
The CRP meets regularly to review complaints for which investigations have been completed. The CRP may take one of several actions:
A continuance occurs when the CRP wants additional information about the complaint. The Surveyor may be directed to gather the additional information or the Office of the Attorney General may be asked to conduct an investigation.
Dismissal of the complaint usually occurs when the investigation of the complaint does not substantiate the allegation that was made. (In other words, when the evidence gathered does not prove that the alleged violation of law or rule actually occurred). Dismissal may also occur when the allegations are substantiated, but when discipline is not warranted. (That is, the violation of law or rule that occurred is very minor).
The CRP may decide that disciplinary action is not warranted but that the licensee or registrant needs to take appropriate corrective action. In that case, the CRP will ask the respondent to enter into an Agreement for Corrective Action (ACA). This agreement is a contract between the CRP and the respondent in which the respondent agrees to take certain remedial action to correct problems identified in the complaint review process. The remedial action might consist of taking additional training, developing new policies and procedures, retaking the pharmacy law exam, etc. Even though an ACA is not a form of discipline, it is a public document. An ACA is signed by a member of the CRP and does not require action by the full Board.
The CRP may decide that disciplinary action is appropriate. If that is the case, the Board's Executive Director and Deputy Director will work with the Assistant Attorney General to schedule a conference between the licensee or registrant with the Committee on Professional Standards. (COPS – which is also comprised of two Board members and is staffed by the Board's Executive Director, Deputy Director and Board Attorney). The licensee or registrant will receive a formal Notice of Conference that provides the date and time of the conference, lists the allegations, and provides information about the possible outcomes of the conference.
A conference between the COPS and a licensee or registrant is not open to the public. Only the members of the COPS, Board staff, the Assistant Attorney General that serves as counsel to COPS, and licensees/registrants and their attorneys can attend the conference. At the conference, the allegations are presented to the licensee/registrant, who is given an opportunity to respond to the allegations.
At the conclusion of the conference, the COPS may decide that one or more of several disciplinary actions is appropriate: dismiss the complaint; place restrictions on the license or registration of the respondent; suspend or revoke the license or registration of the respondent; ask the licensee or respondent to voluntarily surrender the license or registration; issue a reprimand; or assess a civil penalty (i.e. fine.
D. Disciplinary Orders
The most common order issued by the Board is called a Stipulation and Consent Order. The Stipulation is an agreement between the respondent and the COPS as to the facts and appropriate discipline for the case.
The Consent Order is issued by the full Board when it has reviewed and ratified the Stipulation between the COPS and the respondent. The Consent Order implements the terms of the Stipulation. The Stipulation and Consent Order are incorporated into one written document.
If the respondent refuses to agree to stipulate to the facts and consent to the discipline proposed by the COPS, the matter may proceed to a contested case hearing initiated under the Administrative Procedures Act. An Administrative Hearing is held before an Administrative Law Judge (ALJ) and involves the presentation of testimony and submission of exhibits in a manner similar to a civil trial. If the Board is successful at the contested case hearing, the ALJ will indicate that the Board's position is correct and make a recommendation which will be limited to "discipline" or "no discipline." After reviewing the ALJ report, the Board may issue a Findings of Fact, Conclusions of Law and Order, which describes the disciplinary action taken against the respondent.
Disciplinary orders are public documents and they are made available on the Board's Web site.
Download a Complaint Registration Form
Click here to download a Complaint Registration Form.
Would you like a request packet sent to you? You may e-mail your request to pharmacy.board@state.mn.us.
You can also send a written request to the address below.
2829 University Avenue SE
Suite 530&

redpajama_set_name: RedPajamaCommonCrawl


Adena Local Schools Board of Education voted Friday to hire John Balzer as the new district superintendent.
FRANKFORT - Adena Local Schools Board of Education has reached an agreement and approved the hiring of a new superintendent.
Members of the district's board of education present at Friday's meeting voted to approve the hiring of John Balzer after reaching an agreement with the Assistant Superintendent of Jackson City Schools. Balzer would replace the outgoing Superintendent Pete Ruby, who will begin his new position Aug. 1 with Huntington Local School District.
A large part of preparing for his start date will be watching and learning as he works with Ruby for a couple of weeks to get a feel for the district.
"It's not my role to just come in and just turn everything upside down, I need to come in and look and learn and listen and I've got to assess and find out a list of priorities, what needs to be taken care of first and working in conjunction with the board and the community, we move forward together. This is not about me, it's not about any one particular group, it's about us working together to do what's best for our students," Balzer said.
When he steps into the role, Balzer said he will first look at the district's academics, finances and engagement with the people the district serves, working toward a goal of bringing the community and schools together.
Balzer graduated from Jackson High School and later started his career in the Jackson City Schools district. He taught in the district for more than 20 years before becoming a principal at Westview Elementary for four years, then moving into the assistant superintendent position.
After working in schools for 30 years, Balzer said he has experience in classroom teaching, arts, special education, building and district-level leadership.
"I was very fortunate to have a superintendent who allowed me a lot opportunities to gain knowledge and experience, just allowed me to be involved in everything," Balzer said.
Balzer said these positions and opportunities have given him a variety of experience and background that he can bring to the position at Adena.
"It's just something that 25 years ago I would have never imagined I'd be doing, but I'm thrilled to be the successful candidate. I'm really impressed with the facility there, it's a beautiful building and campus. It looks like a wonderful community," Balzer said. "I'm really looking forward to meeting with the staff and the students and getting to know them and their families."
Once Balzer signs his two-year contract with the district - which will officially begin Aug. 1 - he will receive a salary of $99,280. Board members said he is expected to come into the school to sign the contract at a later date.
"I think we're all excited to get a new superintendent in place that will be a good fit for Adena Schools," said Shaune Anders, treasurer of Adena Local Schools.
The board voted on the decision at a special meeting of the board Friday morning. The session was called to consider personnel employment where members entered a 15-minute executive session before returning to vote on Balzer's hiring.
Balzer was selected due to his experience as an assistant superintendent and "excellent references," board president Kevin Pancake said.
"Everyone we spoke with spoke very highly of him," Pancake said.
The board of education brought their search back to the beginning last week, when their top two candidates from the first round of interviews decided to stay in positions with their current schools. Interviews were scheduled with five new candidates and Balzer was selected from that second group.
Board members established a meet-and-greet with Balzer, which was scheduled for 5 p.m. July 19 before the regular board meeting. The board will begin addressing regular business at 6 p.m.


This is a great VERY RARE AND UNUSUAL Georgian 14 karat gold ring inside the STUART Crystal is a hand holding enameled heart. SYMBOL OF LOVE This weighs 4 grams and it is currently a 6 and 1/2 US size.
I don't think this ring was worn very often and it has never been sized. The item "RARE UNUSUAL 14k GOLD Georgian ring with hand holding RED heart, Odd Fellows" is in sale since Monday, August 6, 2018. This item is in the category "Jewelry & Watches\Vintage & Antique Jewelry\Fine\Georgian, Pre-1837". The seller is "palsally4dzd" and is located in Sarasota, Florida. This item can be shipped to United States, Canada, United Kingdom, Australia, Japan, Sweden.


Members of Exmouth in Bloom launched their competition this week with past winners at Tythe Cottage in Littleham with the message 'Celebrating Exmouth's Gardeners'. Ref exe 21-16SH 6431. Picture: Simon Horn.
Green-fingered residents are being invited to enter this year's Exmouth in Bloom gardening competition.
There is a choice of 19 different categories, with something to suit everyone, from hanging baskets to large gardens, and open to entrants including householders, businesses, clubs and schools.
Prizes are sponsored by Kings Garden and Leisure, with prizes of vouchers worth £100 for the overall winner, £50 for the runner-up, £25 for the best child's garden, and £100 for the winner of the schools' category.
There is also a box of gardening accessories for every school that enters.
Ann added that the organisers were especially keen for children to enter.
The closing date for entries is July 2.
Judging will then take place between July 11 and July 23.


Apart from a billion Milky Way stars, ESA's Gaia spacecraft also observes extragalactic objects. Its automated alert system notifies astronomers whenever Gaia spots a transient event. A team of astronomers from SRON, Radboud University and the University of Cambridge have found out that by tweaking the existing automated system, Gaia can be used to detect hundreds of peculiar transients in the centres of galaxies. They found about 480 transients over a period of about a year. Their new method will be implemented in the system as soon as possible allowing astronomers to determine the nature of these events.
This light curve shows the change in brightness of a transient named GNTJ233855.86+433916.86. The colours of the data points indicate which of Gaia's two fields of view is used. Credit: Zuzanna Kostrzewa-Rutkowska. Large format: [ PNG ].
Z. Kostrzewa-Rutkowska, P.G. Jonker, S.T. Hodgkin, L. Wyrzykowski, M. Fraser, D.L. Harrison, G. Rixon, A. Yoldas, F. van Leeuwen, A. Delgado, M. van Leeuwen, S. E. Koposov, 2018, "Gaia transients in galactic nuclei", MNRAS, 481, 307 [ ADS ].


Prof. Dr. János Fodor, rector of Óbuda University and Mr Valter Pecly Moreira, Brazilian ambassador to Hungary opened the unique exhibition organised from the works of Brazilian students, who had spent two semesters at the university within the Science Without Borders Program.
15 students were interested in Product design engineering, either in Interior design or in Fashion design part of it. They were part time students so they didn't need to follow the original curriculum, thus they could pick up the essencial subjects from the point of view of their professional interest.
The students performed very good results. They attended the courses regularly, made their homeworks in time and showed great interest on the subjects they learened.The institute of Product Design equipped them with all the necessary tools, papers, books, etc.
The were very friendly too the other students and polite to the teachers. They set up really good contacts with both of them. They accustomed easily to the circumstances of the Faculty and worked hard in the workshops.
The Brazilian students were participating in conferences, exhibitons, among other Hungarian students. One of their project work was "Tables of nations", the other was "Eco design in the interior" or a group of them built a wooden rainbow for the Sziget festival, the largest international summer festival of Budapest.
The posters represent their best works thematically.
On the drawing course they studied the proportions of the human body, it's anatomy and made some figurative compositions, as well. During the classes they used different artistic techniques, different paper qualities, and drawing tools.
Out of their theoretical lessons they prepared a lot of products, like modular pieces from plastic, paper and leather, gypsum forms after nature, handy objects, pattern design for textiles or printed patterns on mugs, shirts and shorts on their own sizes.
The project works were the most difficult studies for them. They had to set up concept boards after a serious research work on integrated principles. Design, ergonomics, technology, materials and marketing were in their focus.
The Eco-design consept highlighted the importance of saving the environment with the tools of design, using appropriate materials and eco-friendly technologies etc.
The fashion projects were based on the Hungarian folk art which is very rich regarding its treasure of motifs, colours, shapes and techniques. Students designed innovative garments on this inspiration.
The end products were posters in unique and sophisticated styles.


text:
beeline
=======

beeline, a TOJam 9 game.  You are a swarm of bees.
Play this HTML5/melonJS game to defend against the enemies who are after you.

redpajama_set_name: RedPajamaGithub


(The Username should be between 8 and 100 characters long.
(The password should be between 8 and 100 characters long.
In a continuing effort to enhance our site, we have made changes to our security and functionality.


text:
Українська еліта — політико-управлінська еліта на українських етнічних землях.

Національні еліти визначаються як ті, що «мали моральний авторитет, фактично носії і провідники національних цінностей, які хотіли розвивати національні духовні та культурні цінності, для яких українська державність була споконвічною мрією, а в даних умовах — ще і єдиним виходом, способом уникнути повного знищення народу — як народу українського».

Українська еліта до 1917 року

Треба констатувати щонайменш тисячолітнє неперервне існування української еліти.

 Князівська Україна-Русь. Князівська, козацька еліта складали верхівку українських держав минулого — Київської Русі-України, Галицько-Волинського Королівства (князівства), Гетьманщини, Запорізької Січі. Саме еліта українського народу створила ряд відомих літописів всеслов'янського значення, започаткувала своє книгодрукарство в перші десятиріччя після його виникнення в Європі, відкрила перші в Східній Європі Академії в Острозі й Києві, створила Київський Патріархат, ряд мистецьких, художніх творів світового значення, визначні правові акти («Руську правду», Конституцію Пилипа Орлика), зробила значний внесок в розвиток доленосних для людства галузей, зокрема, космонавтики. І саме еліта очолила процес національного і державного відродження в XIX—XX столітті.

Княжий період України доніс до нас, попри великій часовий вимір, імена видатних українців з інтелектуальним потенціалом вселюдського масштабу — Ярослава Мудрого, автора «Руської правди» — збірника законів Київської держави, Володимира Великого — хрестителя Русі-України, Анни — регіни Франції — авторки першої книги рецептів з фітотерапії, дочки Я.Мудрого, Нестора-літописця, автора «Повісті временних літ» та багатьох інших.

У «Треносі» (1610) Мелетія Смотрицького подано довгий реєстр українсько-руських княжих родів, що відійшли від православної віри: Вишневецькі, і Заславські, і Збаразькі, і Сангушки, і Чарторийські… Ця еліта в основному зійшла з історичної сцени України за часів Богдана Хмельницького.

 У XV—XIV ст. українську еліту представляли відомий ректор Болонського університету Ю.Дрогобич (він викладав астрономію і молодому М.Коперніку), філософи і літератори С.Оріховський, П.Русин. Українські юнаки навчалися в університетах Парижа, Праги, Кракова, Болоньї, Падуї, Гейдельберга, Лейдена майже з часу їх заснування. А при дворі українського Короля Данила Галицького (корону якого освятив сам Папа Римський) вважалося цілком нормальним знати 5-7 і більше мов.

 Козаччина. За доби Козаччини українську еліту представляли, зокрема, такі роди: Безбородьки, Гудовичі, Ґалаґани, Завадовські, Кочубеї, Милорадовичі, Розумовські, Скоропадські, Туманські, Ханенки…

 У XIX—XVIII ст. українську еліту репрезентують поет, художник, мислитель Тарас Шевченко, композитор С. Гулак-Артемовський, історики М. Костомаров, М. Грушевський, Д. Яворницький, фізик-відкривач Х-променів І. Пулюй, математик М. Остроградський, винахідник і автор проекту ракети М. Кибальчич, філософ Г. Сковорода, поет І. Котляревський, бізнесмен і урядовець М. Терещенко, поет і філософ, мислитель І. Франко, поетеса Л. Українка і т. д.

Нічим не поступається і середньовіччя — українська шляхта, зокрема козацька, військова, була елітою народу. Та й підвалини для того були — ще в 1576 році на Волині в Острозі відкрита нами, українцями, перша в Східній Європі Академія, у 1632 р. запрацювала всесвітньовідома Києво-Могилянська Академія, у 1661 році — Львівський університет. Елітою були високоосвідчені керівники держави — Б.Хмельницький, П.Конашевич-Сагайдачний, Іван Мазепа, П.Орлик та ін.

Беззаперечні глибокі історичні джерела, тисячолітнє існування української еліти, яка складала інтелектуальну, військову і духовничу основу наших держав від Антського Союзу племен і Київської Руси-України — Галицько-Волинського князівства (королівства) — Козацької держави до XX і ХХІ сторіччя.

Українська еліта періоду визвольних змагань 1917—1921 років

Еліта України часів незалежності

З початком «оксамитової революції» в Україні з 1989 року і, навіть, з періоду «Горбачовської відлиги» 1990-тих, спершу повільно, еволюційно, а потім і з певними сплесками-стрибками склад і структура української еліти різко змінилися. Сьогодні процес формування і переформатування української еліти триває. До її складу входять, як і раніше, керівники держави, керівники провідних партій і громадських рухів, відомі науковці, митці, письменники, релігійні діячі, військові, спортсмени. Загалом серед політично-економічних еліт кінця XX-го початку XXI століть переважно домінували представники Дніпропетровського та Донецького кланів.

Водночас, існували й існують до сьогодні суттєві проблеми формування сучасної української еліти на Донбасі

Див. також
 Еліта
 Етнічна еліта
 Лідер
 Червоні директори
 Українська шляхта
 Сас (герб)

Примітки

Література
 Енциклопедія історії України: У 10 т./ Редкол.: В. А. Смолій (голова) та ін.— К.: Наук. думка, 2005.— ISBN 966-00-0632-2: Т. 3 : Е—Й.— 2005.— 672 с.: іл.— ISBN 966-00-0610-1
 Крюков О. І. Політико-управлінська еліта України як чинник державотворення: Монографія / За наук. ред. Е. А. Афоніна. — К.: Вид-во НАДУ при Президентові України, 2006. — 252 с.
 Мейс Дж. Блукання лабіринтом, або дисфункціональність українських еліт. // Сучасність. — 1997. — Ч.3. — С.59-64.
 Схід. 1995. № 3.
 Білецький В. Українська національна еліта XVII—XVIII ст. Феофан Прокопович / В. Білецький // Схід.– 1997.– № 9-10.– С. 53-57.
 Віктор Олещенко. Політичні еліти: особливості формування у період незалежності України.— Вісник Національної академії державного управління при Президентові України, № 3, 2012.— С. 175—182.
 Квасниця Ольга. Національна еліта — духовно-інтелектуальне ядро нації // Публіцистика і тенденції розвитку світу: Зб. наук. статей. — Львів, 1999. — С. 79-83.
 Вовканич Степан. Інтелектуальний потенціал та науково-технічна політика (Львів: ІРД НАНУ, 1999)
 Вовканич Степан. Духовно-інтелектуальний потенціал України та її національна ідея (Львів: ЛБА, 2001)
 Вовканич Степан. Українська національна ідея та еліта в духовно-інтелектуальному забезпеченні державотворення (Львів: ІРД НАН України, 2014)
 Білецький В. С. ФОРМУВАТИ СУЧАСНУ УКРАЇНСЬКУ ЕЛІТУ // Схід. — 1995. — № 3. — С. 21–25.
 Пірен М. І. Національна ідентичність сучасної української еліти
 Савчук Микола. Українські еліти Коломиї (1848—1939). — Коломия: Вік, 2017. — 112 с.

Посилання
 Безголов'я  //
 Безґрунтянство  //

Суспільство України
Соціальний статус
Соціальна структура та стратифікація
теорія еліт

redpajama_set_name: RedPajamaWikipedia


Our admission team can provide you with a wealth of information about Loyola and the application process.
Please feel free to contact the admission counselor in your region with any questions or concerns at 1-800-221-9107, ext. 5012, or locally at the numbers provided below. If you are interested in scheduling a visit, check out our visit page. Inquiries for transfer admission should be directed to transferadmission@loyola.edu. General inquiries should be directed to admission@loyola.edu.
Select your state to find your counselor, or scroll down to browse through the list.
Admission Counselors for First-Year Students in the U.S.


text:
Q: How to find my Graphics card's Memory sudo lshw -C display

shows ...
*-display
   description: VGA compatible controller
   product: Broadwell-U Integrated Graphics
   vendor: Intel Corporation
   physical id: 2
   bus info: pci@0000:00:02.0
   version: 09
   width: 64 bits
   clock: 33MHz
   capabilities: msi pm vga_controller bus_master cap_list rom
   configuration: driver=i915 latency=0
   resources: irq:63 memory:c3000000-c3ffffff memory:d0000000-dfffffff ioport:7000(size=64)

 *-display
   description: 3D controller
   product: GF117M [GeForce 610M/710M/820M / GT 620M/625M/630M/720M]
   vendor: NVIDIA Corporation
   physical id: 0
   bus info: pci@0000:09:00.0
   version: a1
   width: 64 bits
   clock: 33MHz
   capabilities: pm msi pciexpress bus_master cap_list
   configuration: driver=nouveau latency=0
   resources: irq:65 memory:c4000000-c4ffffff memory:b0000000-bfffffff memory:c0000000-c1ffffff ioport:4000(size=128)

Then I tried
amruth@HP-Ci5:~$ lspci | grep VGA

which returns
00:02.0 VGA compatible controller: Intel Corporation Broadwell-U Integrated Graphics (rev 09)

Then I tried
amruth@HP-Ci5:~$ lspci -v -s 00:02.0

which returns
00:02.0 VGA compatible controller: Intel Corporation Broadwell-U Integrated Graphics (rev 09) (prog-if 00 [VGA controller])
    Subsystem: Hewlett-Packard Company Device 2337
    Flags: bus master, fast devsel, latency 0, IRQ 64
    Memory at c3000000 (64-bit, non-prefetchable) [size=16M]
    Memory at d0000000 (64-bit, prefetchable) [size=256M]
    I/O ports at 7000 [size=64]
    Expansion ROM at <unassigned> [disabled]
    Capabilities: <access denied>
    Kernel driver in use: i915

From this can I conclude that my graphics card is just 256Mb. This is my new HP laptop[HP 15-r240TX Notebook (5th Gen Ci5/ 8GB/ 1TB/ Free DOS/ 2GB Graph) (L8P42PA)] from Flipcart. So I plan to request replacement. Thanks for the reply.

A: lspci | grep VGA

mark the digits in front of it. Then do...
lspci -v -s {digits}

Example from my machine:
~$ lspci | grep VGA
01:00.0 VGA compatible controller: Advanced Micro Devices, Inc.
[AMD/ATI] Whistler [Radeon HD 6630M/6650M/6750M/7670M/7690M]

and
$ lspci -vm -s 01:00.0
Device: 01:00.0
Class:  VGA compatible controller
Vendor: Advanced Micro Devices, Inc. [AMD/ATI]
Device: Whistler [Radeon HD 6630M/6650M/6750M/7670M/7690M]
SVendor:    Acer Incorporated [ALI]
SDevice:    Radeon HD 6650M

will show all the details of the videocard. edit: seems not all show the memory of the card. This methods works for more than just your videocard: details on network card both wired and wireless, USB controller are also shown (just change the command to 02:00.0, 03:00.0. My audio is on 01:00.1; just check the 1st command for the digits).

So another method:
lspci -v | grep VGA -A12
01:00.0 VGA compatible controller: Advanced Micro Devices, Inc. [AMD/ATI] Whistler [Radeon HD 6630M/6650M/6750M/7670M/7690M] (prog-if 00 [VGA controller])
    Subsystem: Acer Incorporated [ALI] Radeon HD 6650M
    Flags: bus master, fast devsel, latency 0, IRQ 35
    Memory at b0000000 (64-bit, prefetchable) [size=256M]
    Memory at c0300000 (64-bit, non-prefetchable) [size=128K]
    I/O ports at 3000 [size=256]
    Expansion ROM at c0340000 [disabled] [size=128K]
    Capabilities: <access denied>
    Kernel driver in use: fglrx_pci

*

*256Mb

A: Download SystemInfo from the official repos, or via terminal:
 sudo apt-get install sysinfo
Then, open straight from terminal:
 sysinfo
Now you can see all you need to know :)

A: Try with the following command:
lspci -vvnn  | grep -Pzo "(?s)\[03.*?\sprefetchable\) \K\[size=(\d+)M\]"

Prefer to grep for \[03 as video cards are not always listed with [0300] VGA compatible controller. They could be a [0380] Display controller, or a [0302] 3D controller.
The result for my system:
[0300]: Intel Corporation 3rd Gen Core processor Graphics Controller [8086:0166] (rev 09) (prog-if 00 [VGA controller])
    Subsystem: Lenovo Device [17aa:21fb]
    Control: I/O+ Mem+ BusMaster+ SpecCycle- MemWINV- VGASnoop- ParErr- Stepping- SERR- FastB2B- DisINTx+
    Status: Cap+ 66MHz- UDF- FastB2B+ ParErr- DEVSEL=fast >TAbort- <TAbort- <MAbort- >SERR- <PERR- INTx-
    Latency: 0
    Interrupt: pin A routed to IRQ 32
    Region 0: Memory at d0000000 (64-bit, non-prefetchable) [size=4M]
    Region 2: Memory at c0000000 (64-bit, prefetchable) [size=256M]

is:
[size=256M]

A: I stumbled across this post with a similar question, about how much shared memory is actually in use, and how much is claimable, by the integrated graphics in my laptop. I found all three of these commands helpful, although the amount of memory returned differed among them (could be measuring min vs. current vs. max allocated shared RAM -- not sure). The commands are:

*

*sudo lshw -c display

*lspci | grep VGA -->  --> lspci -v -s <PCI_ID>

*glxinfo -B
LSHW
In my case, sudo lshw -c display returns:
*-display
       description: VGA compatible controller
       product: UHD Graphics 620 (Whiskey Lake)
       vendor: Intel Corporation
       physical id: 2
       bus info: pci@0000:00:02.0
       logical name: /dev/fb0
       version: 00
       width: 64 bits
       clock: 33MHz
       capabilities: pciexpress msi pm vga_controller bus_master cap_list rom fb
       configuration: depth=32 driver=i915 latency=0 mode=3200x1800 visual=truecolor xres=3200 yres=1800
       resources: iomemory:600-5ff iomemory:400-3ff irq:150 memory:6022000000-6022ffffff memory:4000000000-400fffffff ioport:4000(size=64) memory:c0000-dffff

LSPCI
The lspci tool gives me memory addresses, which presumably could be translated into size, but that's beyond my capability. The output from lspci | grep VGA is:
00:02.0 VGA compatible controller: Intel Corporation UHD Graphics 620 (Whiskey Lake)

Plugging the PCI ID at the front of the string back into lspci and asking for more detail, we have lspci -v -s 00:02.0 which returns:
00:02.0 VGA compatible controller: Intel Corporation UHD Graphics 620 (Whiskey Lake) (prog-if 00 [VGA controller])
    Subsystem: CLEVO/KAPOK Computer UHD Graphics 620 (Whiskey Lake)
    Flags: bus master, fast devsel, latency 0, IRQ 150
    Memory at 6022000000 (64-bit, non-prefetchable) [size=16M]
    [virtual] Memory at 4000000000 (64-bit, prefetchable) [size=256M]
    I/O ports at 4000 [size=64]
    [virtual] Expansion ROM at 000c0000 [disabled] [size=128K]
    Capabilities: <access denied>
    Kernel driver in use: i915
    Kernel modules: i915

OpenGL / GLXInfo
Finally, glxinfo -B returns 3072MB. I'm guessing that's the maximum amount the integrated graphics is allowed to claim from the shared (system) RAM. Here's the full output:
name of display: :0
display: :0  screen: 0
direct rendering: Yes
Extended renderer info (GLX_MESA_query_renderer):
    Vendor: Intel Open Source Technology Center (0x8086)
    Device: Mesa DRI Intel(R) UHD Graphics (Whiskey Lake 3x8 GT2)  (0x3ea0)
    Version: 19.2.8
    Accelerated: yes
    Video memory: 3072MB
    Unified memory: yes
    Preferred profile: core (0x1)
    Max core profile version: 4.5
    Max compat profile version: 3.0
    Max GLES1 profile version: 1.1
    Max GLES[23] profile version: 3.2
OpenGL vendor string: Intel Open Source Technology Center
OpenGL renderer string: Mesa DRI Intel(R) UHD Graphics (Whiskey Lake 3x8 GT2)
OpenGL core profile version string: 4.5 (Core Profile) Mesa 19.2.8
OpenGL core profile shading language version string: 4.50
OpenGL core profile context flags: (none)
OpenGL core profile profile mask: core profile

OpenGL version string: 3.0 Mesa 19.2.8
OpenGL shading language version string: 1.30
OpenGL context flags: (none)

OpenGL ES profile version string: OpenGL ES 3.2 Mesa 19.2.8
OpenGL ES profile shading language version string: OpenGL ES GLSL ES 3.20

So, depending on what you're looking for, any or all of these commands may be useful.

redpajama_set_name: RedPajamaStackExchange


text:
import { Injectable } from '@angular/core';
import {
  Http,
  ConnectionBackend,
  RequestOptions,
  RequestOptionsArgs,
  Response,
  Headers,
  Request
} from '@angular/http';
import { Observable } from 'rxjs/Observable';
import { Router } from '@angular/router';

// import * as $ from 'jquery';

@Injectable()
export class AppHttpInterceptor extends Http {
  public router;
  public cookieUtil;
  public serviceurl;
  public requestcounter = 0;
  constructor(backend: ConnectionBackend, defaultOptions: RequestOptions, router: Router) {
    super(backend, defaultOptions);
    this.router = router;
    this.serviceurl = 'http://github.com/api/'
  }

  /*
    * Build API url.
    * @param url
    * @returns {string}
  */
  private getFullUrl(url: string): string {
    // use 1 to mock up all service from assets data
    if (url.indexOf('http://') > -1) {
      return url;
    } else {
      return this.serviceurl + url;
    }

  }

  /*
    * Request options.
    * @param options
    * @returns {RequestOptionsArgs}
    */
  private requestOptions(url: any, options?: RequestOptionsArgs): RequestOptionsArgs {

    this.requestcounter++;

    if (this.requestcounter > 0) {
            // show loader
    }
    if (!options) {
      options = new RequestOptions();
    }

    if (!options.headers) {
      options.headers = new Headers();
    }

    // set custom token
    options.headers.set('Authorization','customtoken' );
    return options;
  }

  /**
   * Performs a request with `get` http method.
   * @param url
   * @param options
   * @returns {Observable<>}
   */
  public get(url: string, options?: RequestOptionsArgs): Observable<any> {
    return super.get(this.getFullUrl(url), this.requestOptions(url, options))
      .do((res: Response) => {
        this.onSubscribeSuccess(res, url);
      }, (error: any) => {
        this.onSubscribeError(error);
      });
  }

  // Implement POST, PUT, DELETE HERE

  public post(url: string, body: any, options?: RequestOptionsArgs): Observable<any> {
    return super.post(this.getFullUrl(url), body, this.requestOptions(url, options))
      .do((res: Response) => {
        this.onSubscribeSuccess(res, url);
      }, (error: any) => {
        this.onSubscribeError(error);
      });
  }
  public put(url: string, body: string, options?: RequestOptionsArgs): Observable<any> {
    return super.put(this.getFullUrl(url), body, this.requestOptions(url, options))
      .do((res: Response) => {
        this.onSubscribeSuccess(res, url);
      }, (error: any) => {
        this.onSubscribeError(error);
      });
  }

  public delete(url: string, options?: RequestOptionsArgs): Observable<any> {
    return super.delete(this.getFullUrl(url), this.requestOptions(url, options))
      .do((res: Response) => {
        this.onSubscribeSuccess(res, url);
      }, (error: any) => {
        this.onSubscribeError(error);
      });
  }

  private onSubscribeSuccess(res: Response, url: any): any {
    this.requestcounter--;
    if (this.requestcounter === 0) {
      // hide loader
      // $('.app-outer-container').css('display', 'none');
    }
    return res;
  }
  /**
   * onSubscribeError
   * @param error
   */
  private onSubscribeError(error: any): void {
    this.requestcounter--;
    if (this.requestcounter === 0) {
      // hide loader
      // $('.app-outer-container').css('display', 'none');
    }
    // this.router.navigate(['login'], { queryParams: { redirect_uri: window.location.href.split('#')[1] } });
  }

}


Hello! I am the Director of First Steps. My husband Jon and I moved to Oconomowoc in 2004. We have two children Isaiah and Evelyn who attend Lakeside Lutheran High School in Lake Mills, Wisconsin.
Background and experience: I have a degree in Child Development and almost 20 years of experience in early childhood education. I am currently working toward earning my WELS certification from Martin Luther College. I have a passion for working with children and their families.
As a family we Enjoy: Camping, bike rides, and taking trips to Door County together.
Fun fact about me: I am the seventh child out of fifteen. My parents were foster parents for over 25 years and through that we cared for hundreds of children.
Hello! I am the 4-year-olds' teacher for First Steps. I am very excited to partner with families to help raise awesome little people! My husband, Pastor Schmidt, and I have 6 children – 4 boys and 2 girls. We moved to the Oconomowoc area in 2008.
Background and experience: I have a BS degree in Elementary Education. I taught K-3 before starting my family. After my "littles" got to be "bigs", I taught 3K preschool for 6 years. Since moving to the Oconomowoc area, I have done home childcare for the last 10 years.
Fun fact about me: My first real concert was Michael Jackson's BAD tour in 1988.
Greetings! I am the 3-year-olds' teacher of First Steps. My husband Kurt of 16 years and I live in the Watertown area where we built our house in 2001. We have 2 daughters Haddie – 14 and Molly – 11. They attend St. Peter's Lutheran school in Helenville, WI.
Background and experience: I majored in Early Childhood Education from WCTC and have 20 years of experience teaching 4k. Jesus says, let all the little children learn. I look forward to changing up my teaching role and experiencing the world of 3 year olds with embellishing on their giant personalities. I hold being a teacher very dear to my heart and find teaching to be one of life's greatest gifts from our Savior!
As a family we enjoy: Wildlife, DIY projects, gardening, cooking, mornings/evenings on our back porch, and 4H of Jefferson county.
Fun fact about me: I'm a farm girl at heart. I grew up on a dairy farm and now enjoy sharing responsibilities with Kurt, Haddie and Molly on our small hobby farm.
Hello! I am the 2-year-olds' teacher at First Steps.
Background and experience: I just graduated from California Baptist University in Spring of 2018. My degree is in Liberal Studies, with an emphasis in Early Childhood and Human Development. I have worked full time the last three summers at St. Matthew's "Summer Fun Day Camp." I desire to help children grow mentally, physically, and spiritually.
About me: I am the second oldest of six children. My dad serves as one of the pastors at St. Matthew's and my mom also works at First Steps.
Fun fact about me: I played college basketball during my time at California Baptist University.
Hello! I am the Toddler teacher of First Steps. My husband Morgan and I got married July 2017 and we live in Hartland. We are excitedly awaiting the arrival of our daughter in June!
Background and experience: I have an associates degree in Early Childhood Education from WCTC. I have about two years of experience working in a few different child cares and classrooms, ranging from infants to 4K. I have a passion for using developmentally appropriate lessons to teach children so they best learn at their age level.
As a family we enjoy: Evening walks, Sunday brunch, vacationing anywhere warm.
Fun fact about me: My dad is a pastor, so I moved every five years growing up. That may sound hard, but I would consider myself diverse with all the different people I have met.
Hello! I am the Infant Teacher at First Steps. We moved from Milwaukee to Watertown in 2018 and have two children, Ollie and Theo.
Background and experience: I have a bachelor's degree in Educational Studies from Martin Luther College with an emphasis in Early Childhood Education. I had a small daycare in my home since college so that I could stay home with my oldest son.
As a family we enjoy: Going on walks, swimming, to the park; basically anything outside.
Fun fact about me: I played collegiate volleyball and basketball.
I am excited to be the Nursery teacher at First Steps! I grew up in Oconomowoc and, after being away for 20 years, returned and became a member of St. Matthew's in 2004. In 2010 I lost my husband, Dan, to Cancer. Dan and I were blessed with three children. My oldest son, Cole, is working toward a Mechanical Engineering degree. My daughter, Kaleigh, and son, Graham, are both students at Lakeside Lutheran High School.
Background and Experience: My background is in Business Management, but I have enjoyed spending the last 20 years as a stay-at-home mom. My children attended St. Matthew's school, where I did a lot of volunteer work. I also spent three years supervising children in the after-school care program. I am currently taking the Early Childhood Professionals course.
I Enjoy: Gardening, photography and geocaching with my children.
Fun Fact about Me: I have lived in Arizona, California and New Jersey, and now live back in my childhood home with my kids.
Hi, I am the lead School Age After School Care teacher and also one of the many assisting teachers for First Steps. I currently reside in Waukesha and attend Christ Lutheran in Pewaukee where I am an active member of the our alter flower committee.
Background and Experience: I received my state certification from WCTC for early childhood. I have over 13 years experience working in early childhood.
I Enjoy: When I'm not with children, I enjoy going to the movies and spending time with my family and friends.
Fun Fact about Me: For my 31st birthday, I was able to take my dream vacation and spend a week in London, England. My favorite spot was the Lego store.


text:
Energy for Residents
Shareholder Account Access
Investors Fact Sheet
View printer-friendly version << Back
Unitil/FG&E Electric Restructuring Plan Is Approved
January 25, 1999; Hampton, NH - In a decision issued January 15, 1999, the Massachusetts Department of Telecommunications and Energy (MDTE) has given its final approval of the Electric Restructuring Plan originally filed by Unitil/Fitchburg Gas and Electric Light Company (Unitil/FG&E) on December 31, 1997.
Although certain rate components will change as a result of the order, the overall level of customer bills will be unchanged and will continue to reflect the 10% rate decrease implemented on March 1, 1998.
The Company's Transition Costs, estimated at approximately $140 million, have been approved for rate recovery over a period of years, and will be subject to mitigation through divestiture of the company's power supply portfolio. The Company's plan for divestiture was also approved and is being implemented.
Robert G. Schoenberger, Unitil's Chairman and Chief Executive Officer, said, "We are pleased that the Department has approved our Restructuring Plan. This will enable us to complete the divestiture of our power supply portfolio and deliver the additional 5% rate reduction to our customers that was promised under our Plan."
The 80-page decision concludes that "the Plan substantially complies or is consistent with G.L. c. 164 and is in full compliance with other provisions of the Act. Accordingly, the Department hereby approves the Plan and allows it to be implemented."
The decision contains instructions on various matters with which the Company must comply, and requires a filing by the Company of a Compliance Tariff prior to the implementation of various rate changes resulting from the Order. Unitil/FG&E has requested a technical conference to clarify certain compliance items, and intends to complete its compliance filing on or before February 1, 1999.
Unitil is a public utility holding company with subsidiaries providing electric service in New Hampshire, electric and gas service in Massachusetts and energy services throughout the region. Its subsidiaries are Fitchburg Gas and Electric Light Company, Concord Electric Company, Exeter & Hampton Electric Company, Unitil Power Corp., Unitil Realty Corp., Unitil Resources, Inc. and Unitil
For additional information: Unitil/FG&E Electric Plan Fact Sheet
George Gantz
gantz@unitil.com
Liberty Lane West
Hampton, NH 03842-1720
Investor Relations / Financial News / Unitil/FG&E Electric Restructuring Plan Is Approved
© 2020 Unitil Corporation - All Rights Reserved - 6 Liberty Lane West, Hampton, NH 03842-1720 - P: 603-772-0775 follow us: | |
Privacy Policy | Terms of Use | Contractors | Contact |


text:
Q: How to detect a certain string in a payload in XSLT I want to do some image detection based on payload information in XSLT (with Xpath 2.0). I have found out that all images of the format I wish to detect start with the characters "jP" or "OQ" in the payload. When the element  contains the substrings "JP" or "OQ" as the first characters in the element, I want to create a new element yes or something similar, based on which my information flow (Oracle SOA suite 12c) will go a certain direction. I have an example of my payload and my current XSLT underneath. My question is why my XSLT does not function yet, and if you would tackle my topic otherwise.
My payload looks something like this:
             <ns3:BlablablaExample>
                <ns3:Attachments>
                   <ns3:Images>
                      <ns3:Image>
                         <ns3:AttachmentID>11223344</ns3:AttachmentID>
                         <ns3:MetaData>
                            <ns3:OriginalTimestamp>2020-11-10T10:52:07.539Z</ns3:OriginalTimestamp>
                            <ns3:CreationTimestamp>2020-11-10T10:52:07.539Z</ns3:CreationTimestamp>
                         </ns3:MetaData>
                         <ns3:DataSource>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))))0000oo)oooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooo))oo)))000oooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKAP//Z</ns3:DataSource>
                      </ns3:Image>
                   </ns3:Images>
                </ns3:Attachments>
             </ns3:BlablablaExample>

I imagine my XSLT will look something like this:
<xsl:stylesheet xmlns:xsl="http://www.w3.org/1999/XSL/Transform" version="1.0"
                xmlns:xp20="http://www.oracle.com/XSL/Transform/java/oracle.tip.pc.services.functions.Xpath20"
                xmlns:ns3="http://www.randomnamespace.com/example/awesomestuff">
    <xsl:output method="xml" indent="yes" encoding="UTF-8"/>
    <xsl:template match="text()"/>
        <xsl:for-each select="ns3:BlablablaExample/ns3:Attachments/ns3:Images/ns3:Image">
            <xsl:choose>
                    <xsl:when test="substring(/ns3:DataSource,1,2)" == "jP" || "OQ">
                        <JPEG2000>Yes</JPEG2000>
                    </xsl:when>
                    <xsl:otherwise>
                        <JPEG2000>No</JPEG2000>
                    </xsl:otherwise>
                </xsl:choose>
            </xsl:element>
        </xsl:for-each>
    </xsl:template>
</xsl:stylesheet>

However, as I mentioned, the xslt doesnt work.
My question is, what is wrong with the above XSLT, and how in your opinion would you perhaps tackle this problem otherwise? :)
Thank you kindly!
Jesper

A:
"My question is, what is wrong with the above XSLT"

There are so many things wrong with your XSLT sample that it's hard to know where to begin. It's syntactically invalid XML. It's semantically invalid XSLT. It contains invalid XPath. XPath has no || operator, and even if it had, the construct if x is a or b means "if x is a or x is b" in next to no programming language in existence. There are a couple of other things, but I guess that's already taking your question a little too literally.
You meant to write something like this:
<xsl:stylesheet version="2.0"
  xmlns:xsl="http://www.w3.org/1999/XSL/Transform"
  xmlns:xp20="http://www.oracle.com/XSL/Transform/java/oracle.tip.pc.services.functions.Xpath20"
  xmlns:ns3="http://www.randomnamespace.com/example/awesomestuff"
>
  <xsl:output method="xml" indent="yes" encoding="UTF-8"/>

  <xsl:template match="ns3:Image">
    <JPEG2000>
      <xsl:choose>
        <xsl:when test="substring(ns3:DataSource,1,2) = ('jP','OQ')">Yes</xsl:when>
        <xsl:otherwise>No</xsl:otherwise>
      </xsl:choose>
    </JPEG2000>
  </xsl:template>
</xsl:stylesheet>


Contemporary Fantasy Genre – What's the best definition for the contemporary fantasy fiction genre? Books in the contemporary fantasy genre are made up of fantasy stories set in a modern setting. The genre is also known as "urban fantasy." They characters are setting in this genre are set in present day setting, with elements of magic and/or magical creatures. The magic and magical creatures either live in our world, or in an alternate world that leaks into our own.
Review this list of popular examples to help you get a better understanding of the contemporary fantasy fiction genre.


text:
Home » Latest Department News, Newsroom, Office of the Governor Press Releases » AG NEWS RELEASE: Attorney General charges woman with welfare recipient fraud
AG NEWS RELEASE: Attorney General charges woman with welfare recipient fraud
HONOLULU – Attorney General Doug Chin announced today that Kianna Ah Lee Sam has been charged with theft in the first degree. Ms. Sam, who is forty years old, allegedly received public assistance benefits to which she was not entitled.
The Attorney General alleges that between November 1, 2007 and November 30, 2014, Ms. Sam applied for and received public assistance benefits to which she was not entitled. This resulted in the Department of Human Services making overpayments to Ms. Sam in an amount exceeding twenty thousand dollars ($20,000).
The charge against Ms. Sam is brought under sections 708-830(2) and 708-830.5(1)(a) of the Hawaii Revised Statutes (HRS). A conviction for theft in the first degree is a class B felony that carries with it an indeterminate sentence not to exceed ten years, pursuant to HRS section 706-660. The minimum term of imprisonment shall be set by the Hawaii Paroling Authority, pursuant to HRS section 706-669.
Ms. Sam is presumed innocent unless and until she is found guilty of the charges beyond a reasonable doubt.
Joshua A. Wisch
Special Assistant to the Attorney General
http://ag.hawaii.gov


Fits Longer SLR Lenses600 Denier TXP with PaddingThe Lowepro Lens Case 3 (Black) is made from water-..
D-SLR Camera 1-2 Lens Kit600D Polyester Polymesh Fabric210D Nylon Brushed TricotExpandable Compartme..
The black Photo Sport 200 AW Backpack from Lowepro is a lightweight pack designed for heavyweight ou..
For Pro Digital SLR OutfitFor DV Camcorder OutfitTwo CompartmentsCyclepet ExteriorHatch and Memory C..
The Lowepro Pro Runner 350 AW Backpack (Black) is designed to carry and protect a Digital SLR camera..
The Lowepro Pro Runner 450 AW Backpack (Black) is designed to carry and protect a Pro digital SLR ca..
Designed for the Pro Photographer inside & out, the Toploader Pro 75 AW by Lowepro is made for actio..
If you find me shooting,you will probably also find at least one Lowepro Toploader Pro hanging from ..
Carry and protect your pro DSLR and attached 24-70mm f/2.8 or 14-24mm f/2.8 lens in this black Toplo..
The black Lowepro Toploader Zoom 50 AW is a holster-type bag designed to carry a digital SLR camera ..
The black Lowepro Toploader Zoom 55 AW is a holster-type bag designed to carry a digital SLR camera ..
The LCS-VCD Carrying Case for NEX-VG Series Camcorders from Sony is a large gadget bag designed to c..