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Anti-Austerity Gloucestershire
On Saturday 30th May anti-austerity campaigners took to the steps of Shire Hall in Gloucester to demonstrate against further cuts proposed by the Government.
'Anti-Austerity Gloucestershire' is a grassroots group started by Gloucester mum Hannah Louise Lawrence. The group has already amassed over 238 members from all different walks of life in Gloucestershire.
Over a quick pre-dinner Facebook exchange with Hannah I got an overview of the demonstration;
"It went really well I think, rather stressful and difficult to put together with a 3 year old jumping on you but once you are there I think it was a lot better! [ ] Lots of Socialist and Green Party members, some anarchists, a few Labour party members too. The speeches were excellent and particularly Sheena's speech as she hasn't done much public speaking before, so she did really well! [ ]I think the way forward now is to keep people discussing ideas, having events and direct action for sure. It doesn't matter what party you are from or where you are from, what matters is working together now."
You can watch videos of speeches from the protest on youtube courtesy of Kenny Gloster. In a passionate speech Sue Powell of the Socialist Party explained how public hard-fought-for public services are being dismantled by the austerity agenda. Sue Powell called for people to join the 'End Austerity Now' national demonstration on June 20th in London for which transport would be leaving from various locations in Gloucestershire.
However the passion and thirst for change that inspired this local movement has been played out peacefully by its members who even courteously moved aside for wedding guests attending Shire Hall during the protest.
Shire Hall is the home of Gloucestershire County Council in which the Tories are the largest party but have no majority and so no overall control.
I am impressed at how quickly and positively Anti-Austerity Gloucestershire, as a local movement, has started and taken action. Instead of being phased at the daunting prospect of 5 years of painful and unnecessary cuts to public funding at the hands of a Conservative Government, they have taken decisive steps to stand up for us all and the most vulnerable in our county only 3 weeks after the election.
Anti-Austerity Gloucestershire is just one of scores of anti-austerity movements starting all over the country since the election.
What has made so many people take action now?
On 16th May George Osborne announced that there would be an emergency budget in July in which he will make clear where £12bn of cuts will be made. We don't currently know the detail but we know that Mr Osborne will be looking at child benefit, child tax credits and the disability allowance.
We are continually subject to rhetoric that austerity is necessary 'to balance the books'. Whilst anyone who has had some basic business studies will tell you 'you need to spend money to make money'.
As I have explained in a previous post Austerity is a failed economic model.
But there is a greater injustice to these cuts:
In 2014 bankers in bonuses were at £40.5bn*
In 2014Tax avoided evaded, avoided and not collected was at £120bn*
In 2014 the cost of benefit fraud and overpayment was £1.2bn*
The Government are proposing to go ahead with Trident at a cost £100bn
* http://www.thepeoplesassembly.org.uk/
The total cost of welfare in the year to April 2015 was £109.8bn. That means we could pay for our welfare system again, and then some, through the money lost to tax evasion. Yet our Government seem awfully shy about cracking down on tax evasion and are far happier to scrabble around after so-called 'benefit cheats'. Whilst I am sure no one wants to see the welfare state exploited, the money lost through benefit fraud is peanuts compared to tax evasion.
For more info take a look at the People's Assembly's 10 Myths About Austerity
What next for Anti-Austerity Gloucestershire?
Group member Owen Adams explains what he hopes are the next steps for Anti-Austerity Gloucestershire:
"I think is this needs to grow, it needs to be more visible to the mainstream public, and campaigners need to find a way to reach people out there facing the very worst effects of austerity, ie homelessness, starvation, mental illness - where they can be given practical help and solidarity."
Hannah Louise Lawrence is clear about the purpose of the group going forward. I asked her what the main aim of the group is:
"To unite various groups and individuals around Gloucestershire together to fight against the cuts. Rather than being [ ] a political party which may alienate another, I think it's super important to work together on this as humans because we are stronger together, and we are all being affected whatever group we belong to"
If you feel strongly about seeing an end to the cuts you can contact the Anti-Austerity Gloucestershire via their facebook page where they will be updating about upcoming events and meetings.
Additional info (from Philip Booth) - see Natalie Bennett in Stroud talking about alternatives to austerity: http://stroudcommunity.tv/is-there-is-an-alternative-to-austerity/
And Stroud Parliamentary candidates words on austerity earlier this year: http://stroudcommunity.tv/stroud-hustings-austerity/
And Cheltenham Green Party's Adam Van Coevorden who supported the demo writes in Feb re re austerity in the Echo: http://www.adamvancoevorden.org.uk/we-can-do-better-than-austerity/
Posted by Alex Lodge at 10:05 pm


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Counselor Education, Ed.S.
The counselor education program offers three areas of concentration leading to the degree of education specialist: school counseling, marriage and family counseling, and clinical mental health counseling. The Ed.S. degree requires 66 hours. The school counseling and the marriage and family counseling concentrations are accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP). The Clinical Mental Health concentration is a newly added area and the program will apply for CACREP accreditation for this concentration at the earliest opportunity.
The Ed.S. in Counselor Education with a concentration in school counseling fulfills the certification requirements for endorsement as a K-12 school counselor in South Carolina. Students are advised to speak to the appropriate staff in the Office of Student Affairs (Wardlaw 113) for information about the certification requirements of other states. Completion of this specialization will also satisfy South Carolina's academic requirements for application for licensure as a Licensed Professional Counselor Intern (LPC-Intern). After the completion of the required post-degree clinical hours and supervision of these hours, licensure as an LPC is possible. Students are advised to contact the appropriate licensing board for more details. Be advised that completion of this specific course of study does not prepare the graduate for licensure as a mental health counselor or for a marriage and family counselor license.
In the school counseling certification degree program, the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the S.C. State Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking school counseling certification must:
successfully complete the requirements of the degree program
achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina Department of Education
submit to an FBI check for prior felony convictions (for initial S.C. certification applicants only)
pay all certification fees as required.
Marriage, Couples, and Family Counseling
The Ed.S. in Counselor Education with a concentration in marriage, couples, and family counseling will satisfy South Carolina's academic requirements for application for licensure as a Licensed Professional Counselor Intern (LPC-Intern). Completion of this specialization may also fulfill the academic licensure requirements of states that specify the completion of a two-year program of graduate study as a marriage and family counselor/therapist. Be advised that completion of this specific course of study does not prepare the graduate for endorsement by the University as a school counselor or for licensure as a mental health counselor. The student must also be aware that state licensing boards may have additional academic and/or supervised clinical requirements beyond the qualifying degree in order to obtain a license to practice. Students are advised to contact the appropriate licensing board for application materials and to discuss these requirements with their advisors.
The Ed.S. in Counselor Education with a concentration in clinical mental health counseling will satisfy South Carolina's academic requirements for application for licensure as a Licensed Professional Counselor Intern (LPC-Intern). After the completion of the required post-degree clinical hours and supervision of these hours, licensure as an LPC is possible. Students are advised to contact the appropriate licensing board for more details. Be advised that completion of this specific course of study does not prepare the graduate for endorsement by the University as a school counselor or for a marriage and family counselor license. The student must also be aware that state licensing boards may have additional academic and/or supervised clinical requirements beyond the qualifying degree in order to obtain a license to practice. Students are advised to contact the appropriate licensing board for application materials and to deiscuss these requirements with their advisors.
Knows history, philosophy, and trends in school counseling and educational systems.
Understands ethical and legal considerations specifically related to the practice of school counseling.
Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school.
Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling.
Understands current models of school counseling programs (e.g., American School Counselor Association (ASCA) National Model) and their integral relationship to the total educational program.
Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.
Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events.
Skills and Practices
Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling.
Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program
COUNSELING, PREVENTION, AND INTERVENTION
Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students.
Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students.
Knows strategies for helping students identify strengths and cope with environmental and developmental problems.
Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.
Understands group dynamics-including counseling, psycho-educational, task, and peer helping groups-and the facilitation of teams to enable students to overcome barriers and impediments to learning.
Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention.
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.
Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.
Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, (f) factors of resiliency on student learning and development.
Demonstrates the ability to use procedures for assessing and managing suicide risk.
Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
Understands the cultural, ethical, economic, legal, and political issue surrounding diversity, equity, and excellence in terms of student learning.
Identifies community, environmental, and institutional opportunities that enhance-as well as barriers that impede-the academic, career, and personal/social development of students.
Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families.
Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.
Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.
Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.
Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.
Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.
Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social and academic functioning of students.
Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs.
Identifies various forms of needs assessments for academic, career, and personal/social development.
Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.
Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development.
Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.
Makes appropriate referrals to school/and or community resources.
Assesses barriers that impede students' academic, career, and personal/social development.
Understands how to critically evaluate research relevant to the practice of school counseling.
Knows models of program evaluation for school counseling programs.
Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation).
Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card).
Understands the outcome research data and best practices identified in the school counseling research literature.
Applies relevant research findings to inform the practice of school counseling.
Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.
Analyzes and uses data to enhance school counseling programs.
Understands the relationship of the school counseling program to the academic mission of the school.
Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school.
Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling-and guidance-related material.
Conducts programs designed to enhance student academic development.
Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.
Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.
COLLABORATION AND CONSULTATION
Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration.
Knows strategies to promote, develop, and enhance effective teamwork within the school and larger community.
Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students.
Understands systems theories, models, and processes of consultation I school system settings.
Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children.
Understands the various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them.
Knows school and community collaboration models for crisis/disaster preparedness and response.
Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.
Locates resources in the community that can be used in the school to improve student achievement and success.
Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.
Uses peer helping strategies in the school counseling program.
Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.
Knows the qualities, principles, skills, and styles of effective leadership.
Knows strategies of leadership designed to enhance the learning environment of schools.
Knows how to design, implement, manage, and evaluate a comprehensive school counseling program.
Understands the important role of the school counselor as a system change agent.
Understands the school counselor's role in student assistance programs, school leadership, curriculum, and advisory meetings.
Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.
Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).
Marriage, Couple, and Family Counseling
Knows the history, philosophy, and trends in marriage, couple, and family counseling.
Understands the ethical and legal considerations specifically related to the practice of marriage, couple, and family counseling.
Knows the roles and functions of marriage, couple, and family counselors in a variety of practice settings and in relation to other helping professionals.
Knows the professional organizations, preparation standards, and credentials relevant to the practice of marriage, couple, and family counseling.
Understands a variety of models and theories of marriage, couple, and family counseling.
Understands family development and the life cycle, sociology of the family, family phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.
Understands the impact of crises, disasters, and other trauma-causing events on marriages, couples, families, and households.
Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple, and family counseling.
Demonstrates the ability to select models or techniques appropriate to couples' or families' presenting problems.
Understands issues of marriage, couple, and family life-cycle dynamics; healthy family functioning; family structures; and family of origin and intergenerational influences in a multicultural society.
Recognizes specific problems (e.g., addictive behaviors, domestic violence, suicide risk, immigration) and interventions that can enhance family functioning.
Understands human sexuality (e.g., gender, sexual functioning, sexual orientation) and its impact on family and couple functioning.
Understands professional issues relevant to the practice of marriage, couple, and family counseling, including recognition, reimbursement, and right to practice.
Skills/Practices
Uses preventive, developmental, and wellness approaches in working with individuals, couples, families, and other systems such as premarital counseling, parenting skills training, and relationship enhancement.
Uses systems theory to conceptualize issues in marriage, couple, and family counseling.
Uses systems theories to implement treatment, planning, and intervention strategies.
Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice.
Demonstrates the ability to recognize his or her own limitations as a marriage, couple, and family counselor and to seek supervision or refer clients when appropriate.
Understands how living in a multicultural society affects couples and families.
Recognizes societal trends and treatment issues related to working with multicultural and diverse family systems (e.g., families in transition, dual-career couples, blended families, same-sex couples).
Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective in working with diverse family systems.
Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one's own life and that of the client(s).
Understands the effect of local, state, and national policies, programs, and services on diverse family systems.
Demonstrates the ability to provide effective services to clients in a multicultural society.
Maintains information regarding community resources to make appropriate referrals.
Advocates for policies, programs, and services that are equitable and responsive to the needs of couples and families.
Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse couples and families.
Knows principles and models of assessment and case conceptualization from a systems perspective, including diagnostic interviews, mental diagnostic status examinations, symptom inventories, and pscyoeducational and personality assessments.
Understands marriage, couple, and family assessment tools and techniques appropriate to clients' needs in a multicultural society.
Understands the impact of addiction, trauma, psychopharmacology, physical and mental health, wellness, and illness on marriage, couple, and family functioning.
Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system's perspective.
Uses systems assessment models and procedures to evaluate family functioning.
Determines which members of a family system should be involved in treatment.
Understands how to critically evaluate research relevant to the practice of marriage, couple, and family counseling.
Knows models of program evaluation relevant for the practice of marriage, couple, and family counseling.
Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in marriage, couple, and family counseling.
Applies relevant research findings to inform the practice of marriage, couple, and family counseling.
Develops measurable outcomes for marriage, couple, and family counseling programs, interventions, and treatments.
Analyzes and uses data to increase the effectiveness of marriage, couple, and family counseling interventions and programs.
The Counselor Education Program recommends students for admission once a year. Applicants should:
Apply the the Graduate School (www.gradschool.sc.edu)
Provide evidence of the admissions criteria listed below:
A bachelor's degree from an accredited college or university
Official transcripts of all completed college level work
Two letters of recommendation as follows:
one from a former university instructor, when possible
one from a former or present employer
Examination scores on the Graduate Record Examination (GRE): Verbal and Quantitative sections or the Miller Analogies Test (MAT)
Letter of Intent stating the student's desire to enter the degree program and outlining his/her long-term professional goals and estimated length of time to complete a program of study
Current resume
Contact Counselor Education, jcattell@mailbox.sc.edu, after you have applied.
Degree Requirements (66 Hours)
The Ed.S. degree requires 66 hours composed of:
Core Courses (33 Hours)
EDCE 510 - Introduction to Counseling
EDCE 600 - Communications Skills in Counseling
EDCE 700 - Cross-Cultural Counseling
EDCE 702 - Counselor as Consultant
EDCE 706 - Assessment in Counseling
EDCE 707 - Career Development
EDCE 710 - Professional, Legal, and Ethical Issues in Counseling
EDCE 720 - Theories of Counseling
EDCE 722 - Group Procedures in Counseling
NPSY 757 - Psychopathology for Counselors
NPSY 758 - Classification and Assessment of Mental Disorders
Specialization and Elective Courses
Marriage, Couples & Family Counseling (6 Hours)
EDCE 503 - Family Counseling
EDCE 711 - Advanced Family Counseling
K-12 School Counseling (12 Hours)
EDCE 708 - Critical Issues in School Counseling
EDCE 712 - Comprehensive Developmental School Counseling
Electives (6 Hours)
Clinical Mental Health Counseling (12 Hours)
EDCE 714 - Clinical Mental Health Counseling
NPSY 760 - Addictions Rehabilitation
Electives (6)
Clinical Preparation Courses (6-12 Hours)
Marriage, Couples & Family Counseling
EDCE 715 - Sexuality Counseling
EDCE 716 - Leaders in Counselor Education (to be taken three times)
K-12 School Counseling
EDCE 721 - Techniques of Counseling
EDCE 801 - Advanced Techniques in School Counseling
EDCE 724 - Techniques of Clinical Mental Health Counseling
Elective (3)
Clinical Courses (9 Hours)
Select one of the following (3 Hours):
EDCE 802F - Marriage, Couples, and Family Counseling Practicum
EDCE 802E - Elementary School Counseling Practicum
EDCE 802S - Secondary School Counseling Practicum
EDCE 803 - Practicum in Clinical Mental Health Counseling
EDCE 804 - Internship in Clinical Mental Health Counseling
EDCE 805F - Marriage, Couples, and Family Counseling Internship
EDCE 805E - Elementary School Counseling Internship
EDCE 805S - Secondary School Counseling Internship
Research (3 Hours)
Human Growth and Development (3 Hours)
Students who received the 18-hour Graduate Certificate in Career Development Facilitator (CDF) must complete the following 48 hours to earn the education specialist's degree.
9 credit hours in EDCE clinical courses
6 credit hours in EDCE specialization courses
EDCE 705 - Educational Measurement
3-12 credit hours of specialized studies in counseling
3-12 credit hours of social and cultural foundations
All candidates will successfully complete a comprehensive assessment prior to graduation. Courses listed on the program of study cannot be older than six years.

redpajama_set_name: RedPajamaCommonCrawl


Designed for any camera with up to a 1" size sensor. This lens has 120 lp/mm resolution at center and 80 lp/mm in corners.
This lens has a compact metal housing. The focus and aperture adjustments lock-down with thumb-screws to resist equipment vibration.
This wide-angle lens is appropriate for machine vision applications requiring a large field of view and/or short working distance.


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Valve's replacing Greenlight with Steam Direct
By Ben Woods February 11, 2017 4:11 pm GMT
Valve has announced that it will transition its community-based Greenlight games programme to a new way of bringing more games to the store that requires less oversight from the company.
Steam Greenlight has been allowing developers to submit games for community feedback since August 2012. Games that receive enough votes are reviewed by Valve staff and then make it onto the Steam store. Despite having been around in relatively the same form since it launched, the company has always maintained that it wanted more of an open marketplace approach ultimately.
Under Steam Direct, this is exactly what the company will have achieved, as developers will be able to submit games directly to the store without needing to go through the community process that saw the majority of games never make it on sale. For Valve, this means far less direct interaction with the process of putting indie games on the store.
On the upside, there will be far more games available, and on the downside, there will be far more games available – think about finding a game in the hundeds of thousands available on the App Store or Google Play. Valve, however, says it's developed an algorithm that'll show you Steam Direct releases based on the sort of games you enjoy playing, rather than making you wade through a list of 'latest releases' that include everything.
None of these changes are quite ready to roll out yet, and pricing for developers that want to submit games isn't set in stone yet either – Valve's currently considering a fee of between $200 – $5,000 per game submission.
In a community post, Valve said that any games currently going through the Greenlight process would continue to do so, and that any that don't make it can be re-submitted via Steam Direct once it launches. That will require paying another fee though. Any devs that paid for Greenlight but never actually had a game make it through can claim a refund.
The transition is expected to take place "in the next few months," according to Valve.
Related: Valve quietly beta testing DualShock 4 support in Steam
Watch The Refresh: The best tech gossip and reviews every week
Happy about the changes? Think the store will be overrun with low quality games? Let us know in the comments below
By Ben Woods
Ben Woods contributed technology related news to Trusted Reviews between 2016 and 2017. …


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Tag: Fictional crushes challenge
Fictional crush challenge addendum
On June 4, 2020 July 11, 2020 By EstherIn Actors, At the movies, Literature & Books, Richard Armitage, TV & media30 Comments
I just finished my 10 days, 10 fictional crushes challenge yesterday but as I am someone who develops crushes all the time, I decided on a bonus edition. So, here are some images of other fictional crushes that I've had that didn't make it into the 10 days. This time I'm sticking to few or no explanations, as was originally intended.
Let me start with a daddy crush on Charles Ingalls/Pa (Michael Landon) in Little House on the Prairie…
Gilbert Blythe (Jonathan Crombie) from Anne of Green Gables from when I was a teen.
I also really like Anne with an E's Gilbert (Lucas Zumann)…
…but he's the age of my son, so it's more like a mommy-crush. I keep on wanting to take care of him because he is an orphan and I keep on wanting him to be happy with his girl. I made a ton of Anne with an E (and Gilbert) videos, viewable here.
Joe Bradley (Gregory Peck) in Roman Holiday…
James McKay (also Gregory Peck) in The Big Country...
Captain Keith Mallory (Gregory Peck) in The Guns of Navarone…
Sebastian Flyte (Anthony Andrews) in Brideshead Revisited…
Sir Percy Blakeney (also Anthony Andrews) in The Scarlet Pimpernel…
Don Pedro (Denzel Washington) in Much Ado About Nothing. Beatrice should have accepted him…
Harry Kennedy (Richard Armitage) in The Vicar of Dibley…
John Porter (Richard Armitage) in Strike Back….
Thorin Oakenshield (Richard Armitage) in The Hobbit…
Neo (Keanu Reeves) in The Matrix…
Alex Wyler (also Keanu Reeves) in The Lake House…
Remington Steele (baby Pierce Brosnan) in the 1980s tv show of the same name…
Daniel Rafferty (Pierce Brosnan) in Laws of Attraction. For me, sexier than James Bond…
I made a couple of Pierce Brosnan videos for Remington Steele, Laws of Attraction and Love is all you need, to be seen here if you're so inclined.
Not normally a Mr. Bingley fan but I love this Mr. Bingley (Naveen Andrews) for this scene in Bride and Prejudice. I can't tell you how often I have seen this clip. This is the sexiest Bingley I know.
Thor (Chris Hemsworth) from the Thor Avengers movies.
Doctor Lucien Blake (Craig McLachlan) from The Doctor Blake Mysteries. This is the only one on the list where I'm not so fond of the actor himself but I do really like the character and he does a great job bringing that character to life.
And finally, Sebastian Lacroix, or Bash, (Dalmar Abuzeid) from Anne with an E…
OK, now this really is it and I am finally, truly ending this challenge. These were the honorary mentions; I'm probably missing a few more but it should still be enough.
Fictional crush challenge – day 10
On June 3, 2020 June 3, 2020 By EstherIn Actors, Actresses, TV & media4 Comments
10 days, 10 fictional crushes
Post an image of a fictional character who has been or still is your crush. No names or explanations needed. TV, movie, book, comic, cartoon characters are valid.
And so we come to the final listing in this fictional crush challenge. I've been listing my biggest crushes chronologically and this is the last one I've crushed quite heavily on…
Patrick Jane (Simon Baker) from The Mentalist. I started watching this show because a colleague at the time (in 2011) recommended it. From the first episode that I saw, I was hooked. I caught up to season 3, which was then airing, and from then on faithfully, feverishly awaited each new season and episode. There were to be 7 seasons in total, ending in 2015.
I got hooked on the charm, smarts and devious mind of Patrick Jane (Simon Baker) who helped detective Teresa Lisbon (Robin Tunney) solve murders in California. The former fake psychic turned police consultant used unusual, often amusing, methods (to the exasperation of Lisbon) but was also hell bent on taking revenge on serial killer Red John who had killed his wife and daughter. This juxtaposition of glee and tragedy is what makes Jane such a fascinating character, a man with flaws and all but still lovable. Of course, there's also the vest (gosh, he looked sexy in his vest!) and the hair and that smile. When Simon Baker flashed that wide Patrick Jane grin I often found myself grinning back at the screen. I swear that smile is the most infectious smile I know.
I made several fan videos about Jane and Lisbon (in those days I used "Hannah" as a pseudonym), they have their own page here on my blog. Looking back at them, there are some I would do differently now but I do have two favourites of the ones I've made. The first one, with only season 3 clips, from when I first started watching the show…
… and one video I made at the end of season 6.
At 7 seasons (the last season was half a season, really), the show had run its course, the finale gave Patrick a happy ending (I could also easily have seen it go another way with this character, glad that didn't happen) and it was a good time to end. Yet somewhere deep down I still miss the show, and Patrick Jane, and his vests, and his grin…
So, there you have it, the end of the 10 days, 10 fictional crushes challenge. There's a bonus fictional crushes post waiting to be published tomorrow and then it's on to other things. This was fun.
Fictional crush challenge – day 9
On June 2, 2020 July 11, 2020 By EstherIn Literature & Books, Richard Armitage, TV & media9 Comments
John Thornton (Richard Armitage) from the BBC's 2004 adaptation of North and South. To anyone who reads here regularly this isn't a surprise, I think. Four years ago, around my 10 year anniversary of crushing on Richard Armitage, I already wrote about first meeting John Thornton. It was "Look back… look back at me" that sealed the deal and forever stole my heart. That fourth episode really was everything. And oh my goodness, has it really been 14 years? I feel extra old now.
John Thornton awakened my interest in Richard Armitage, John Thornton inspired me to write fan fiction, John Thornton inspired me to go online and check out message boards and Armitage-related websites and blogs, John Thornton inspired me to actually read Elizabeth Gaskell for the first time, John Thornton still inspires me to watch some of or all of North & South again from time to time and John Thornton is on my bedroom wall (signed by Richard Armitage himself.)
For a while I thought it was only John Thornton who interested me but I have come to accept that it is something more than just John Thornton that keeps me hanging around Richard Armitage. I still can't put my finger on what quality it is exactly that keeps me interested but I do know that whatever it is, Richard used it very effectively when he portrayed Mr. Thornton. Even now, after 14 years, a few looks at John Thornton's intense gaze and furrowed brow can still make my heart skip a beat.
I used to watch a lot of N&S fan videos in those days and years when I first became a fan and later even made fan videos myself. I never made an N&S fan video (maybe I should rectify that situation but then again there already are so many good ones out there, it feels redundant now) but I have always enjoyed watching good John Thornton ones. This is one of those videos I have always loved, it has a lot of the captivating John Thornton gazes in it. The video was made by Delicateblossom who was one of my fave fan video makers at the time when she used to make them.
John Thornton will hold a piece of my heart forever. Sigh.
On June 1, 2020 July 11, 2020 By EstherIn Actors, At the movies, Literature & Books13 Comments
Aragorn (Viggo Mortensen) from The Lord of the Rings movie trilogy. I'm not really a fantasy reader or fan but Mr. Esther loved the Rings trilogy books by Tolkien so convinced me to try the first movie The Fellowship of the Ring back in 2001. I went to the cinema with trepidation and yep, in the end I fell for it, head over heels, and for Aragorn specifically. I pestered Mr. Esther to tell me what would happen next in the story but he told me to wait for the next movie in a year's time or to read the trilogy. So, I read the trilogy and the love for Aragorn deepened.
I feverishly awaited and then saw the final two movies when they came out and we bought the extended edition dvd's as they came out as well. In the fall of 2004 I travelled to Boston to see an exhibition with props from the film (and meet face to face for the first time some friends I had made online via a parenting forum). No pictures from inside the exhibition, but this is my tiny friend with me outside the Boston Museum of Science while the third friend takes the picture. I still adore these two women to this day. It's also quite lucky this fan crush post is scheduled for today, as today is also my tiny friend's birthday and she was the biggest Viggo Mortensen fan of the three of us. 🙂
I even still have a few Aragorn fan items in my possession, like the action figure Aragorn that stands next to a Thorin Oakenshield (from The Hobbit) action figure in my bedroom and an Aragorn fridge magnet my tiny friend once sent me.
I really like The Hobbit and thought my fave Richard Armitage made an excellent Thorin Oakenshield but I never crushed as hard on the Thorin character as I did on the Aragorn character. I never loved The Hobbit trilogy quite as much as I did The Lord of the Rings trilogy either but even so I still love all these films and I've enjoyed the books. I am forever grateful to Mr. Esther for introducing me to the wonderful world of Middle Earth and to Aragorn in particular.
On May 31, 2020 June 1, 2020 By EstherIn At the movies, Colin Firth, Literature & Books, TV & media10 Comments
Mr. Darcy (Colin Firth). I already loved Jane Austen's most famous novel so when this was coming to BBC TV in the autumn of 1995 I was more than ready to watch it. I had only ever watched an old Pride and Prejudice with Laurence Olivier, which I wasn't too fond of (Olivier was fine, just didn't like the adaptation so much). I wasn't prepared for the fierceness of love I felt for this 1995 TV series and for Colin Firth as Mr. Darcy in particular. I can't tell you how often I have re-watched (parts of) this adaptation over and over again. And yes, I was tickled pink when Firth reprised the character in modern times as Mark Darcy in the Bridget Jones's Diary movies.
No other Darcy was able to come close to Colin Firth's portrayal of the character (nope, not even Matthew Macfadyen – he felt more like a Brontë character to me in P&P 2005 than a Mr. Darcy). I even have a Mr. Darcy pillow…
… and yes, I completely admit to being one of those thousands (or millions?) of women who have swooned over the actor and the character. No one can top Colin Firth as Mr. Darcy for me, ever.


The Disney Tag - 15 Q&As about Disney!
The Disney Tag – 15 Q&As about Disney!
So last week I wrote 50 Things About Me, answering the questions in the TMI Tag which I self tagged myself in. I saw a Disney Tag with 15 questions, and decided again to tag myself, since it's right up my street :D But, since then and now, Ryan from Dad Creek tagged me in it, so double yay!
Arrgh, what a question to start with! I have way too many favourite Disney films! As far as the cartoons are concerned, my favourites are Robin Hood, Sleeping Beauty, Hercules, Tarzan, Tangled and The Lion King, and even then, I've left out even more favourites! For live action, right at the top is the Pirates of the Caribbean films… I LOVE the theme tune! I also love Swiss Family Robinson and Mary Poppins!
Since I can see ahead questions asking me about favourite my favourite Princess, side-kick, villain and couple, I'll say someone who doesn't fall into one of those categories! And typically, I can't just pick ONE… I have always loved Donald Duck and Chip 'n' Dale, and the cartoons which they are in together are some of my favourites!
For as long as I can remember, it has always been Princess Aurora – Sleeping Beauty. I don't know why! I, as to be expected, can't decide if I prefer her in a blue or a pink dress!
Come on with just the one choice questions! I like a lot of the side-kicks, especially the ones that make me laugh! I've always loved Pumba (The Lion King), Turkana (Tarzan) and Mushu (Mulan), a trio of hilarity!
You can check out some of my other favourite Disney songs in my Disney Sunday Sounds.
Minnie Mouse – she's sweet, yet sassy, and she loves to bake cookies! She also has great taste in hair accessories and shoes, so girl knows how to shop!
It would be either Stitch or Pluto! Both would cause mayhem, Stitch especially so, but I would love them all the same!
8. Have you ever been to Disneyland?
I've been to Disneyland Paris with hubs, for our 1st wedding anniversary, and we've been to Walt Disney World in Orlando 3 times now, with another visit planned for this year. I am planning a trip to the West Coast of the USA for my 40th birthday – still very early planning, and if we do get to go, a trip to Disneyland will naturally be on the cards!
9. Who is your Disney Alter Ego?
Oh gosh, who am I most like…I had to do a quiz to tell me… and I got Mulan: Congratulations! You should be proud that you got Mulan. She holds the strength and bravery that all girls should have, and like you, she stands her ground when others show negativity toward her. You are someone who cares the greater good of mankind and is not afraid of being in a new situation. You learn to adapt rather quickly and your learning capabilities are far from extraordinary. Selflessness is the best trait that is found in you, and everyone finds you as a trustworthy and passionate person.
It's always been Maleficent – she's beautifully wicked! And I guess it goes without saying that my favourite Princess and Villain appear in one of my favourite Disney films!
11. Do you collect anything Disney wise?
Indeedy! I collect fridge magnets from places that we visit, and have quite the collection from Walt Disney World now. I also collect Disney pins. The pins can be very expensive, so I only buy the ones I REALLY love – like these Nerds ones!
Well, it would totes have to be Pirates of the Caribbean… Captain Jack Sparrow… *swoon* Plus all that swashbuckling adventure and rum? Count me in!
13. How old were you when you watched your first Disney film?
I'm trying to think back to the first Disney movie I ever saw. I'm sure it was a dodgy video copy of 101 Dalmatians! I would imagine I would have been young, 4 or 5 years old maybe? All I know is I've been watching Disney movies forever!!
14. What do you love about Disney?
I've always loved Disney, for as long as I can remember. They're the sort of cartoons that I can watch over and over again. I laugh, cry, recite the words, sing along, and they are full of great animation and story telling. There is just something about Disney that sparks that childhood magic inside of me, and that's the reason we go back to Walt Disney World as much as we can. When immersed in that place, all my worries and stresses just fall away. I feel that way when I watch a Disney film or sing a Disney song, or even, when I look at photos of our holidays at Disney. As cheesy as it sounds, Disney gets me through my depression, because thinking about it makes me feel happy! And it will explain why you see lots of Disney related posts on my blog!
15. Who is your favourite Disney couple?
Pfft… Of course, I'm not going to have just one choice am I? Pongo and Perdita (101 Dalmatians) – what a couple they are – first, doing a bit of matchmaking with their owners so that they can be together, then standing up to Cruella de Ville to get their puppies back… and adopting all those others too?! A couple in total charge of their destiny!
Then there is Tarzan and Jane (Tarzan), there is just that spark between them. He's never seen another human being before, she teaches him the ways of the world, and then gives up her life in civilisation for him – true love man!
Now that I've answered these questions, I am supposed to tag someone… but I'm just throwing it out to YOU – if you want to answer these on your blog, go ahead! And let me know, because I would love to read them!
Great answers. Love that you love Disney so much that you could rarely narrow down 1 option for most answers. We should definitely trade pins. I try only to collect Stitch nowadays.
oh this makes me want to go back – we were in Disney Florida for Halloween last year. Luckily we're doing a few days at DLP this summer so that will have to do instead.


Prime Minister Dr Mahathir Mohamad has stressed that Israelis should not come to Malaysia as the country does not have diplomatic relations with Israel.
Dr Mahathir said Malaysia had the right to keep its border closed to certain people, especially from countries the nation feels are doing a lot of wrong things.
"Many nations today are seeing outsiders coming to their countries and are not very happy about it. They overthrow their governments because they allow immigrants to come in.
"So, a country has the right to keep its border closed to certain people, that is why the border is there, but in Malaysia, we have no diplomatic relations with Israel at all and we feel that they are doing a lot of wrong things but getting away with them because nobody dares to say anything against them," he said after delivering the Oxford Union talk that was broadcast live by Astro Awani from London early Saturday (January 19).
The Prime Minister said this when asked by Oxford Union president Daniel Wilkinson on Malaysia's ban on Israeli athletes' participation in the World Para Swimming Championships to be held in Sarawak in July.
The talk and interview thereafter were also uploaded on Dr Mahathir's official Facebook account.
Swimmers from some 70 countries are expected to compete in the July 29-Aug 4 championship, an important milestone before next year's Tokyo Paralympics.
Asked whether it was fair to penalise the Israelis rather than the Israeli government, the Prime Minister said that it seems that most Israelis support the stand taken by their government.
"We can't do very much about the Israeli government, they are very powerful. So, we don't say anything about the Israeli government but we don't have to show friendship towards them.
Dr Mahathir also said that he did not mind that his remarks towards Israel were deemed as anti-Semitic, noting that it was his right to say anything about Israel's action on Palestine.
"I can't understand this. We talk about freedom of speech and yet you cannot say anything against Israel, against the Jews, why is that so? If we are free to say what we like, we can say it, but we are being regarded as anti-Semitic by the Jews.
"That is their right to hold such opinion on me, this my right to tell them also that they have been doing a lot of wrong things," he said, drawing applause from the crowd.


Reporting to the Technical / Non-Technical Course Management Leader, the Course Executive is responsible for actively driving delivery of activities to enable implementation of L&D programmes.
Responsible for converting programme designs into an implementation plan and accountable for the overall event management of T&D programmes, working in partnership with Course Managers and other key stakeholders.
Work with external supplier management to ensure that contracts are in place and rates are negotiated (where applicable).


A malfunctioning car window has a Mississauga woman celebrating a $100,000 lottery win.
"It was a strange sequence of events," said Myrna Laberge, 61, while at the OLG Prize Centre in Toronto where she picked up her winnings.
While inside, she spotted a Crossword Tripler ticket and bought it.
Later that evening, Laberge scratched the ticket.
She scanned the ticket the next day, realizing she's a winner.
Laberge said she's planning to share a portion of her windfall with her sons and pay for her grandmother's long-term care.
Home renovations are also in the mix.
The winning ticket was purchased at a Shell gas stationin Mississauga on Winston Churchill Blvd.


text:
Q: Logical indexing in JAVA How to do access array elements using logical indexing in Java?
Matlab/Octave equivalent of what I want to do:
A = [1 2 3 4 5 6]
logicalarray=[0 1 0 0 0 1];
result= A(logical)

which gives result =[2 6]
If I have the same A and logicalarray in Java. How would I get that result without using loops?

A: As said by @Oleg you have a complete different syntax in Java and as @luk2302 mention you might use Streams
Following snippet
int[] a = {1, 2, 3, 4, 5, 6};

// logicalarray=[0 1 0 0 0 1];
// index is zero-based in Java
int[] result = IntStream.of(1, 5)
        .map(i -> a[i])
        .toArray();

System.out.println("result = " + Arrays.toString(result));

would print
result = [2, 6]

edit If you need to keep the logicalarray a possible solution could be
int[] a = {1, 2, 3, 4, 5, 6};
int[] logicalarray = {0, 1, 0, 0, 0, 1};
int[] result = IntStream.range(0, logicalarray.length) // create a stream of array indexes
        .filter(i -> logicalarray[i] == 1) // filter the indexes which are 1 in logicalarray
        .map(i -> a[i]) // map the related value from array a
        .toArray(); // create an array of the values
System.out.println("result = " + Arrays.toString(result));

A: You can try something like this:
import java.util.Arrays;
import java.util.stream.IntStream;

public class Example {
    public static void main(String[] args) {
        int[] A = {1, 2, 3, 4, 5, 6};
        int[] L = {0, 1, 0, 0, 0, 1};
        int[] n = IntStream.range(0, A.length).map(i -> A[i] * L[i]).filter(i->i>0).toArray();
        System.out.println(Arrays.toString(n));
    }
}

redpajama_set_name: RedPajamaStackExchange


I have seen periodic tables of Mendeleev (1834-1907) and Newland (1837-1898) in which masses of gases such as oxygen and nitrogen were shown. I don't think there were instruments to measure mass of gases at that time. So how were they able to predict the mass of gases at that time accurately?
Browse other questions tagged gas-laws kinetic-theory-of-gases or ask your own question.
How full is a gas cylinder?


text:
. ../spec_helper.sh
. ../../share/zfsnap/core.sh

# These include a snapshot, and should be trimmed accordingly
FS_LIST='zpool
z--pool
zpool/child
zpool/child/grandchild
data/archive'
ItsRetvalIs "TrimToFileSystem 'zpool'"                                "zpool"                  0  # pool
ItsRetvalIs "TrimToFileSystem 'data/archive'"                         "data/archive"           0  # pool w/ child
ItsRetvalIs "TrimToFileSystem 'zpool/child/grandchild'"               "zpool/child/grandchild" 0  # pool w/ grandchild
ItsRetvalIs "TrimToFileSystem 'zpool@2011-04-05_02.06.00--1y'"        "zpool"                  0  # pool  w/ snapshot
ItsRetvalIs "TrimToFileSystem 'z--pool@2011-04-05_02.06.00--1y'"      "z--pool"                0  # ttl delim in poolname w/ snapshot
ItsRetvalIs "TrimToFileSystem 'zpool/child@2010-04-05_02.06.00--1m'"  "zpool/child"            0  # w/ child w/ snapshot
ItsRetvalIs "TrimToFileSystem 'zpool/child/grandchild@2009-06-08_02.06.00--3d'" "zpool/child/grandchild"  0  # w/ grandchild w/ snapshot

# These don't contain a snapshot, an should return and empty string
ItsRetvalIs "TrimToFileSystem ''"                                     ""  1          # empty
ItsRetvalIs "TrimToFileSystem 'fake_zpool'"                           ""  1          # non-existant FS
ItsRetvalIs "TrimToFileSystem 'fake_zpool/child'"                     ""  1          # non-existant FS w/ child w/o snapshot
ItsRetvalIs "TrimToFileSystem 'fake_zpool/child/grandchild'"          ""  1          # non-existant FS w/ grandchild w/o snapshot

ExitTests

redpajama_set_name: RedPajamaGithub


Utilise Bluebeam Revu's core PDF editing, markup and collaboration capabilities on Mac. Find out more about Revu for Mac to increase your workflow productivity.... It is one of the best photo viewer freeware for Mac. Super fast photo viewer software with wonderful experience, supports almost all photos formats and RAW files, batch process and effective touch up features for photo browsing.
The main features of this best PDF reader for Mac are: Includes the option to save PDF documents from within the browser; Enables printing a PDF document from within the browser; The PDF viewer can be enabled and disabled manually; 6. Soda PDF Soda PDF is a Free PDF converter and reader available for Mac OS. You can read any PDF document and browse through catalogues, magazines, eBooks, …... 2. Foxit. Foxit is not only a light-weight alternative of acrobat reader but is also one of the best among other PDF viewers. It is a well-polished PDF viewer for cleaner and faster PDF displays.
Master PDF Editor is a simple free software for Mac to view XPS files for free. If required, you can also choose to make some minor edits to XPS file and then save as PDF.... Foxit Reader is trusted by millions of users but not available for Mac. Download the best Foxit Reader for Mac alternative to view and edit PDF on Mac.
2. Foxit. Foxit is not only a light-weight alternative of acrobat reader but is also one of the best among other PDF viewers. It is a well-polished PDF viewer for cleaner and faster PDF displays.
It is one of the best photo viewer freeware for Mac. Super fast photo viewer software with wonderful experience, supports almost all photos formats and RAW files, batch process and effective touch up features for photo browsing.


text:
Hang a tablet from your windshield (if you dare) with Bracketron's universal mount
Bracketron gives drivers wanting ready access to a tablet in the car for navigation an easy way to window-mount their devices.
Antuan Goodwin
March 7, 2014 5:12 p.m. PT
There are plenty of good reasons to want to have access to a tablet in the car (navigation first springs to mind), but I can't figure out why you'd want to block half of your car's windshield by hanging a massive 7- to 10-inch display to the forward glass. Still, the tried-and-true suction cup on glass is the easiest and most reversible way to hold your tech in place when stopping, going, and rounding bends, so when evaluating the Bracketron Universal Tablet Windshield Mount I focused on how well the cradle did its job, rather than how absurd a job it was.
The windshield mount arrives in two parts: the cradle and the mounting arm. The adjustable arm terminates on one end with a lever-activated silicon suction cup that I found did a great job of gripping the glass in my test cars.
The suction cup holds the mount firm, but the telescoping section it connects to felt a bit loose. Antuan Goodwin/CNET
Moving up the arm is a telescoping section that extends and collapses. A collar slides back to allow adjustment and forward to lock this section at its desired length. The next bit is a hinge-type joint that allows about 180 degrees of articulation and locks into place with friction by tightening an integrated knob. At first, it seemed that this hinge joint would only settle into 90-degree increments, but I was able to get more fine adjustment with patience.
The final bit of articulation on the mounting arm is a ball-in-socket joint that allows 360 degrees of rotation and a few degrees of tilt in all directions. This joint locks into place by twisting a locking ring around its socket.
The ball joint and the hinged joint that precedes it are quite nice. Antuan Goodwin/CNET
The cradle is the bit that actually holds your precious tablet, attaching to the mounting arm with a grouping of tongue-in-groove connections. The cradle itself features two arms that are adjustable to accommodate a wide range of tablets. One arm, which I'll call the bottom arm, spreads from 4.5 inches to a maximum width of 7.75 inches to wrap around the bottom corners of your tablet's frame. The upper arm doesn't spread, but extends to grip the top edge of the tablet. Devices from 5.5 to 11 inches tall will fit. The upper arm locks into place with a lever on the rear of the cradle once you've got your tablet's size dialed in. To accommodate easy removal and placement of your tablet, the lower arm has about an inch of spring-loaded stretch and play to allow you to snugly wedge the device in place.
The cradle is the bit of the system that directly holds your tablet. Antuan Goodwin/CNET
Expanding in two directions, the spring-loaded cradle can fit the vast majority of tablets. Antuan Goodwin/CNET
The Bracketron cradle's design and our expectations for it at times find themselves at odds. On the one hand, it has to hold a delicate yet bulky and relatively heavy device at the end of its arm, and hold it steadily while you drive to and fro, placing and removing the payload at each end of the trip. On the other hand, it has to flexible and adjustable; able to conform to the slope of many vehicle's windshield and the dimensions of a wide variety of tablets.
So it's no surprise that I found the cradle to be quite fiddly during setup. I'd set one joint to the right angle, only to knock it loose when adjusting another. Some joints were so stiff (such as the arm's hinge joint) that the effort required to move them made fine adjustment difficult. Others, such as the telescoping section, were so loose that keeping them locked into place was frustrating. However, I was eventually able to get my test tablet, an iPad Mini, suspended from the windshield.
The Bracketron cradle held the tablet securely, but I'd like a bit more stability and less wiggle. Antuan Goodwin/CNET
While I never felt like the tablet was in danger of falling, I was a bit annoyed by a bit of play in one of the mounting arm's joints, which allowed a bit of wobble as I drove about and when I tapped onscreen shortcuts in, for example, the Waze navigation app. Then again, I'm aware that the only way to completely eliminate the wiggle room would be to sacrifice the mount's adjustability, so I'm not judging the accessory too harshly.
I said that I wouldn't harp too much on the impracticability of windshield-mounting a tablet, but feel that I have to point out that even small tablets like the Google Nexus 7 and the iPad Mini took up a massive amount of my forward visibility, even in a large-ish sedan like the 2014 Lexus IS F or a massive truck like the 2014 Chevrolet Silverado. Dashboard mounting would probably be the best way to go here. The photos hardly do justice to how ridiculous and conspicuous I felt with that big ol' screen ahead. I don't even want to think about what driving with a full-size iPad would be like.
Fortunately, the Bracketron Universal Tablet Windshield Mount ships with an adhesive disc that can be attached to your dashboard. You can then attach its suction cup to this dish to hang the tablet lower in the cabin and out of your field of view. Unfortunately, the Bracketron system was so bulky that even mounted to the dashboard it obscured a significant amount of windshield space. Your mileage may vary depending on your car's dimensions and your mounting creativity, but I was never really able to see around the cradle and its tablet cargo while driving.
I hate to say it, but the Bracketron mount could probably use less adjustability and more streamlining. I'd take a second hinge joint closer to the suction cup in place of the mounting arm's loosey-goosey telescoping section, which I never really took advantage of. This might simplify the arm's adjustment significantly and add a good deal of stability to the system.
I tossed the Google Nexus 5 smartphone into the cradle to give a sense of scale to this windshield mount built for tablets. Antuan Goodwin/CNET
The Bracketron Universal Tablet Windshield Mount has an MSRP of $39.95. That's near the top end of what you should expect to pay for a windshield mount for a tablet (yes, there's more than one of them), with most that I've seen going for about $35. Those looking for a bargain -- or who just want to experiment with the windshield mounted tablet -- can find less expensive, less flexible options for as low as $15.
Roadshow Video Reviews Car Tech Auto Tech
Discuss: Hang a tablet from your windshield (if you dare) with Bracketron's universal mount


Youth coach for Seattle United and Washington Elite Player Development program. UEFA "B" License.
Former Pumas goalkeeper and associate head coach.
Youth coach for Rainier Valley Slammers and head varsity coach at Auburn High School. Graduate of MBP School of Coaches in Barcelona.
Former assistant coach of Levante FC Las Planas in Barcelona, Spain.
Youth coach for Seattle United.
Former goalkeeper coach at OSA FC in the NPSL.


The new PTDC housing fits to be made as IP PTZ camera and HD PTZ camera, which is supporting 4X or 5X optical zoom function for 2MP or 5MP resolutions.
The first impression for the collocation of black and white looks more simple and fresh, an high-end appearance is attracted by a majority of users. Different from traditional ideal of pan tile zoom camera, this type of new design is quite portable and propitious to be installed indoor and outdoor scenes or some hidden places.
The pan range of this mini dome camera reaches 0°- 355°and the tilt range reaches 0°-90°, each detail will be caught without blind angle. Besides, there are 16 preset points for the camera, you can preset the points according to the cruise trajectory as you want. Not only that, the speed of pan and tilt rotation are able to be adjusted, everything will be in control through the easy operation for the device.
Equipped with 1/2.7" OV 5MP CMOS sensor, a nice vision with high-definition image will be easily achieved. Moreover, the function of 4X optical zoom will bring you an unusual experience, shooting by the 2.8-12mm zoom lens, each detail will never missed by this mini camera.
With the continuous development of surveillance market demand, an increasing number of users are fond of POE function. It is not only because of its high efficiency for working, but also for saving time and cost without making the cumbersome wiring problems.


text:
Q: Muting 'Sound' instead of 'Music' in libgdx I'm developing a simple game using eclipse and libgdx.
Currently, I'm using 'Music' instead of 'Sound'  for sound effects for my game.
I made a button for muting all of the sound fx but having a problem when it comes to 'sound' instead of music.
Here's my current code:
public static Music jump;

public static void load() {
jump = Gdx.audio.newMusic(Gdx.files.internal("data/jump.wav"));
}

public static void muteFX() {
lesgo.setVolume(0);

public static void normalizeFX() {
jump.setVolume(1f);

//'muteFX' and 'normalizeFX' to be called on different class

I wanted to change it to 'Sound' (the reason is I wanted it to be more responsive on fast clicks,) So it could be like this:
public static Sound jump;

public static void load() {
jump = Gdx.audio.newSound(Gdx.files.internal("data/jump.wav"));
}

/* here comes my problem, didn't know how to set mute and normal
volume for the jump sound. I know there is also a set volume method
to 'Sound' but really confused on the terms (long soundID, float volume)
Can someone make this clear to me on how to implement the long and soundID?
*/

I'm really new to libgdx, as well as in java. I researched many forums regarding this and still can't find a more clearer explanation.
Any help will be greatly appreciated.
Thanks a lot in advance! =)

A: A quick suggestion would be to use a global variable for sound
public static VOLUME = 1.0f;

The sound api allows you to play a sound at a certain volume, so what you could do is have all the sounds in your game play at that global value when needed.
jump.play(VOLUME);

this way, all your switch will do is change the float value of volume.
public static void muteFX(){
    VOLUME = 0.0f;
}
public static void normalizeFX(){
    VOLUME = 1.0f;
}

It would be in your best interest to not use the Music class for sound effects due to memory constraints.
I hope this helps

A: In the documentation it states that the id is returned when play() or loop() methods succeed. This might not be convenient depending what are you trying to achieve. Basicly you can get the id and use it with something similar to this:
long id = sound.play(1.0f); // play new sound and keep handle for further manipulation
sound.stop(id);             // stops the sound instance immediately
sound.setPitch(id, 2);      // increases the pitch to 2x the original pitch

When I wanted to have a button Volume OFF and Volume ON I had a global variable which I would check before I play the sound somethign similar to this:
In my main Game Class:
public static boolean soundEnabled;

Whenever I wanted to play sound.
if (MyMainClass.soundEnabled)
sound.play();

In case you want any other control of the sound then inevetably you need to get the sound's id.


text:
Home / News / Honda, GS Yuasa to team up on lithium-ion batteries
Honda, GS Yuasa to team up on lithium-ion batteries
By REUTERS | 23 January 2023
TOKYO: Japanese automaker Honda Motor Co Ltd and battery maker GS Yuasa Corp said today they will collaborate in the high-capacity, high-output lithium-ion battery business, and plan to establish a joint venture by the end of this year.
The partners said they will join in the research and development of lithium-ion batteries and production methods, and will also establish a supply chain for key raw materials and a battery production system.
Autos Honda


text:
BP Alaska Well Still Leaking Gas as Plans Proceed to Close It
BP is working to secure an ongoing natural gas leak in a well on Alaska's North Slope that also sprayed crude oil for three days before that release was capped.
Freeport-McMoRan Lays Off More Workers in Houston
Phoenix-based Freeport-McMoRan will be laying off additional staff in Houston as a result of its recent divestitures.
Williams Partners Sharpens Natgas Focus With Petrochem Plant Sale
Williams Partners LP says it will sell its stake in a unit that owns 88.46% of an olefins plant in Louisiana to Nova Chemicals for $2.1B in cash.
PETRONAS Sets April Crude Price Factor At $3.50/bbl
Petronas has set the price factor for Malaysian Crude Oil (MCO) for April at $3.50 per barrel, down 70 cents.
PETRONAS Sets April Crude Price Factor At .50/bbl
BP Kills Alaska Well After Capping Oil, Natural Gas Leaks
A BP well located on Alaska's North Slope is no longer leaking crude oil or natural gas.
May US Shale Oil Output Seen Rising Most In Over 2 Years
US shale production in May was set for its biggest monthly increase in more than two years, government data shows.
Blackstone to Buy Permian Basin Pipelines for $2 Billion
Blackstone Group LP agreed to acquire pipeline company EagleClaw Midstream Ventures LLC for about $2 billion in cash, the latest deal in the prolific Permian Basin of West Texas.
Blackstone to Buy Permian Basin Pipelines for Billion
Gadfly: Permian Shale Producers Take the Strain of Lower Prices
Producers in the Permian shale basin tend to be hedging at lower prices than rivals centered on less-attractive basins such as the Bakken and Eagle Ford basins.
Oil Edges Lower, Trade Thin As Some Cash In After 3-Week Rally
Crude oil prices slipped 1% in subdued trading after a long Easter holiday weekend.
Faymonville group has acquired Industrie Cometto S.p.A
Faymonville, the manufacturer of semi-trailers for the special haulage industry reached an agreement last month to acquire a 100 per cent of the shares of the in Industrie Cometto S.p.A
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I've gotten it to work when it was in the mission.pbo, but now I'm trying to convert it to the external settings location. This is on a linux server btw. I've seem to have gotten the other things to work, but admins.sqf doesn't say it wasn't loaded, but it's not working. I also noticed when I was using the mission.pbo admins.sqf that the high admins didn't work and no idea about the low admins. Owners works fine.
//	@file Description: The server init.
// Do we need any persistence?
It would give the rpt error unless I changed it to "A3Wasteland_settings/admins.sqf" or what is is in the above code. Why isn't the admin thing working?
you need a folder called 'A3Wasteland_settings' on your server, with the 'admin.sqf' inside that. that is the one you edit.
not sure on linux, but windows system pretty sure you need 'allowedFilePatching = 1;' added to the server.cfg.
also -filePatching added to the start parametres.
I found it. I reversed my doing on the admins.sqf line of the init.sqf and went into the admins.sqf in the mission.pbo and changed the \ to / for the admins.sqf location. I've got file patching in my config and startup line, but I think it only really needs to be in the startup line. I know when I first added it for my exile server, it didn't work in the config, so I tried the startup line without removing from the config. I have no idea what to look for if I remove it from the config. Thanks.
This admin thing is making me nuts. "U" menu won't pop up.
I have a "A3Wasteland_Settings" folder in my Server root and I've tried all the suggestions except for adding the external config folder reference to the "Init.sqf" of the mission file, as my "Init.sqf" is Version 1.2 and the example above is Version 1.1 so I'm not sure where to put it.
FilePatching is in the Server.cfg and startup.
The UIDs are in the "Admins.sqf" under the mission file\Server\ also.
Not even that is working.
Check every ,. Only use, if more than 1 admin should be implemented.
There seems to be 2 different versions, but this is the one I currently have under "A3Wasteland_Settings"
Stupid question: did ya rebind key 'U'?
If not, I have no Idea ..
Thanks for the replies, got it working. It seems I missed the extra "," behind the last Admin's UID when I removed the old Admins.


text:
The impact of HR practices on the performance of business units. (2003)
by P M Wright, T M Gardner, L M Moynihan
Venue: Human Resource Management Journal ,
Impact of High-Performance Human Resource Practices
by Rebecca R Kehoe , Patrick M Wright , Rebecca R Kehoe - Academy of Management Journal, , 2007
"... Although strategic human resource (HR) management research has established a significant relationship between high-performance HR practices and firm-level financial and market outcomes, few studies have considered the important role of employees' perceptions of HR practice use or examined the ..."
Although strategic human resource (HR) management research has established a significant relationship between high-performance HR practices and firm-level financial and market outcomes, few studies have considered the important role of employees' perceptions of HR practice use or examined the more proximal outcomes of high-performance HR practices that may play mediating roles in the HR In recent years, scholars and practitioners have increasingly recognized the importance of effective human capital management for organizational performance However, studies of the HR-performance relationship have provided limited insight into the effects of high-performance HR systems on the more proximal employee outcomes that they are likely to affect most directly (Dyer & Reeves, 1995)-thereby leading to gaps in the field's understanding of the mechanisms linking HR practices to performance and resulting in calls in the SHRM literature for research attention in this area (e.g.,
...ationships, after which they become bound to return benefits or favors to their partners in exchange (Blau, 1983). High-performance HR practices, if implemented effectively, are likely to cause employees to perceive that their exchange relationship with the organization is characterized by a supportive environment based on investments in employee skills, regular unbiased performance feedback, availability of fair and attractive rewards for performance—including compensation and advancement opportunities—and mutual efforts toward meaningful goals (which employees may have helped in developing; Wright, Gardner, & Moynihan, 2003). In return, employees are likely to feel an obligation to the organization's goals and so develop an affective bond with the organization itself— which may be expressed as affective commitment (Cohen, 2003). Hypothesis 1: Employees' perceptions of high-performance HR practice use will be positively related to affective commitment. The Mediated Effect of High-Performance HR Practices on Behavioral Outcomes We suggest that employees who perceive to be managed with high-performance HR practices are likely to express increased affective commitment toward the organization based on a sort of oblig...
High-involvement work processes, work intensification and employee wellbeing: A study of New Zealand worker experiences
by Keith Macky, Peter Boxall - Asia Pacific Journal of Human Resources , 2008
"... experiences ..."
Human resource flexibility as a mediating variable between high performance work systems and performance
by Inmaculada Beltrán-martín, Vicente Roca-puig, Ana Escrig-tena, Juan Carlos Bou-llusar - Journal of Management , 2008
"... Much of the human resource management literature has demonstrated the impact of high per-formance work systems (HPWS) on organizational performance. A new generation of studies is emerging in this literature that recommends the inclusion of mediating variables between HPWS and organizational perform ..."
Much of the human resource management literature has demonstrated the impact of high per-formance work systems (HPWS) on organizational performance. A new generation of studies is emerging in this literature that recommends the inclusion of mediating variables between HPWS and organizational performance. The increasing rate of dynamism in competitive environments suggests that measures of employee adaptability should be included as a mechanism that may explain the relevance of HPWS to firm competitiveness. On a sample of 226 Spanish firms, the study's results confirm that HPWS influences performance through its impact on the firm's human resource (HR) flexibility.
Impersonal trust within the organization: what, how, and why
by Mika Vanhala, Acta Universitatis , 2011
"... ISBN 978-952-265-149-5 ..."
HRM practices and perceived service quality: The role of trust as a mediator. Research and Practice in Human Resource Management
by Shay S. Tzafrir, Amit B. A. Gur , 2007
"... The value of linkage research is in its ability to recognise the organisational practices that are the most important drivers of customer satisfaction in a specific organisation. Human Resources Management (HRM) plays a central role in the exchange relationships between the organisation's management ..."
The value of linkage research is in its ability to recognise the organisational practices that are the most important drivers of customer satisfaction in a specific organisation. Human Resources Management (HRM) plays a central role in the exchange relationships between the organisation's management and its employees. Though earlier studies investigated several facets of climate as possible mediators, none of them have examined trust as a mediating variable that affects the relationship between HRM practices and service quality (SQ). In the healthcare industry, as in most other service industries, the interaction between patients and healthcare service providers (professionals and other employees) is an integral part of the service process. Yet, the provided services are highly professional, and the layman cannot always evaluate these services professionally. The current research focused on SQ as was perceived by employees, and examined the relationship between HRM practices, and SQ as well as the mediating role of trust in management in such relations in a healthcare organisation (HCO). The study, which was undertaken within an Israeli HCO that provides health services in the community, evaluated data from 411 employees and managers. The findings suggest that trust in management affects perceived SQ directly, but also mediates the relationship between employee's perceptions of feedback and SQ. These findings are discussed in terms of relativeness for HRM policies and practices in HCOs.
Human resource management in the North American automotive industry
by Anthea Zacharatos, Y Hershcovis, Nick Turner, Julian Barling
"... A meta-analytic review ..."
A meta-analytic review
...een suggested in the literature, little research has addressed the psychosocial mechanisms that account for the relationship between human resource management practices and performance (Godard, 2001; =-=Wright et al., 2003-=-). What little research exists, however, does support the idea of employee-level mediators. For example, Wright et al. (2003) found that employees' commitment to their organization mediated the relati...
An Empirical Quest for Linkages between HPWS and Employee Behaviors – a Perspective from the Non Managerial Employees in Japanese Organizations
by Kaushik Chaudhuri
"... give rise to positive impacts on employees by increasing their commitments in workplaces. While some argued this actually have considerable negative impacts on employees with increasing possibilities of imposing strains caused by stress and intensity of such work places. Do stressful workplaces hamp ..."
give rise to positive impacts on employees by increasing their commitments in workplaces. While some argued this actually have considerable negative impacts on employees with increasing possibilities of imposing strains caused by stress and intensity of such work places. Do stressful workplaces hamper employee commitment? The author has tried to find the answer by exploring linkages between HPWS practices and its impact on employees in Japanese organizations. How negative outcomes like job intensity and workplaces and job stressors can influence different forms of employees ' commitments which can be a hindrance to their performance. Design: A close ended questionnaire survey was conducted amongst 16 large, medium and small sized Japanese companies from diverse industries around Chiba, Saitama, and Ibaraki Prefectures and in Tokyo from the month of October 2008 to February 2009. Questionnaires were aimed to the non managerial employees'
... I. INTRODUCTION ESEARCHES in HR literatures indicated some HRM Rpractices enable organizations to perform better by attracting, motivating, and retaining a number of highly committed human resources =-=[1, 2, 3]-=-.Academics tend to believe there are two models of HRM practices: the control model and the commitment model [2, 4]. As the name suggested control model is to reduce direct labor costs or improve effi...
WRKLFQUAL: A Tool for Measuring Quality of Work Life
by Indira K, Ancheri Sreekumar
"... Prior research has recognised the association between Quality of Work Life (QWL) of the service providers and the quality of service offered. Studies have also found QWL to be an important factor influencing organisational commitment and turnover intentions, which has led to assumptions an employee ..."
Prior research has recognised the association between Quality of Work Life (QWL) of the service providers and the quality of service offered. Studies have also found QWL to be an important factor influencing organisational commitment and turnover intentions, which has led to assumptions an employee attaches great importance to their work and work life and joins an organisation with certain expectations. But employee expectations are not static and understanding their perception of HR policies is crucial to understanding QWL. Despite these assumptions, the literature is devoid of any systematic study to define and measure the expected QWL for service sector employees. Thus, the present study discusses a methodology for identifying the expected dimensions of QWL, and subsequently, proposes an instrument for measuring QWL, operationally named WRKLFQUAL, based on the gap analysis tool. The rationale for subscribing to this theoretical framework is justified in this article. The implications of the study and directions for future research are discussed.
Linking human resource practices and organisational performance: Evidence from small and medium organizations in Malaysia
by Chandrakantan Subramaniam, Faridahwati Mohd Shamsudin, Hadziroh Ibrahim - Jurnal Pengurusan , 2011
"... The present study attempts to provide empirical evidence on the relationship between the four main dimensions of human resource practices and organisational performance, in response to the call by previous scholars that the influence of specific human resource practices on organisational performance ..."
The present study attempts to provide empirical evidence on the relationship between the four main dimensions of human resource practices and organisational performance, in response to the call by previous scholars that the influence of specific human resource practices on organisational performance need to be further ascertained across different organisational contexts. The dimensions considered in the study are compensation, information sharing, job security and training and development. Toward this end, a survey among 84 small and medium organisations in the central region of Peninsular Malaysia was carried out. Self-reported measures were used to obtain data pertaining to human resource practice dimensions and organisational performance. Regression analyses were run to examine the proposed relationships and it was found that all dimensions except job security showed positive relationships to organisational performance, as hypothesized. Discussion on the findings is highlighted, so as the implications for practice and future research. Limitations of the study are also offered. ABSTRAK Kajian ini bertujuan untuk memberikan bukti empirikal tentang hubungan antara empat dimensi amalan pengurusan sumber manusia dan prestasi organisasi, sebagai respons kepada sarjana terdahulu yang mengesyorkan bahawa
The Good, the Bad, and the Ordinary Work Identities in "Good " and "Bad " Jobs in the United Kingdom
by Sukanya Sengupta, Paul K. Edwards, Chin-ju Tsai
"... Much debate exists about postbureaucratic organizational forms that are sometimes felt to strengthen the polarization between good and bad jobs. Small firms provide one test in that they lack bureaucracy. Such firms from two contrasting sectors, food manufacture and the media, are used to assess, re ..."
Much debate exists about postbureaucratic organizational forms that are sometimes felt to strengthen the polarization between good and bad jobs. Small firms provide one test in that they lack bureaucracy. Such firms from two contrasting sectors, food manufacture and the media, are used to assess, respectively, the models of good and bad jobs. Data from 66 firms and 203 employees show a mixed picture: Food jobs are bad for pay but relatively good for autonomy. Media jobs offer autonomy, but this is constrained by tight performance demands and low pay. These results help to explain why national surveys find no polarization in terms of autonomy and are explained by the economic contingencies of the two sectors. Ordinariness rather than stark polarization is the key picture.


text:
Q: How do I get an image from a blob url in JS? I have a problem loading an image to a canvas from a file (image) input.  The fileInput object is the image picker.  This is all one block JS file on my site:
<script>
function picEditor() {
    var fileInput = document.createElement("input");
    fileInput.setAttribute("type", "file");
    fileInput.setAttribute("accept", "image/png");
    fileInput.setAttribute("id", "fluff");
    document.body.appendChild(fileInput);

Second part, the image is created.  The image and load button are created first.  The button's click function is supposed to set the source of the image to that of the file input's blob URL, then draw the image on the canvas.
    var img = document.createElement("img");
    var loadButton = document.createElement("button");
    loadButton.onclick = function() {
        img.src = window.URL.createObjectURL(fileInput.files[0]);
        ctx.drawImage(img, 0, 0, canvas.width, canvas.height);
    };
    loadButton.innerHTML = "Click here";
    document.body.appendChild(loadButton);

Third part, the canvas and rendering context are created.
    var canvas = document.createElement("canvas");
    canvas.style.position = "absolute";
    canvas.style.left = "740px";
    canvas.style.top = "15px";
    canvas.style.border = "1px #fa0 solid";
    canvas.width = 600;
    canvas.height = 600;
    document.body.appendChild(canvas);
    var ctx = canvas.getContext("2d");
}
window.onload = picEditor();
</script>

My three visible objects are getting drawn, but the image isn't getting drawn when an image has been inputted and the load button has been clicked.

A: You have to wait till the image is ready before drawing it on the canvas
loadButton.onclick = function() {
    img.onload = function() {
        ctx.drawImage(this, 0, 0, canvas.width, canvas.height);
    };
    img.src = window.URL.createObjectURL(fileInput.files[0]);
};


Sugar & Glue: New kids on the blog!
So I did it. I finally did it.
I have gone over and over in my head for months, even years about starting a blog devoted to my creative interests. I have started so many in the past, but nothing ever seems to come of them. I think it has always been the pressure of creating a blog specifically for one thing, and the notion that I would run out of things to write about, as well as the pressure to complete projects and write every other day. While I do have a list of ongoing projects 24/7, I never seem to have enough time to do them all.... much less write about them.
This, however will be different. I can focus on lifestyle blogging versus only crafts and recipes. It will give me more options to post about, and keep it interesting..... because let's be honest.
My life is pretty interesting.
My interests themselves span an entire array of areas. Cooking, Baking, Crafting, Designing, Photography, Family, The Holidays. The list goes on and on.... Here I can post on topics related to all of those, and more. Hopefully my readers will find them as interesting as I do.
I'm so excited for this blog-journey!


CBD Crack is a superchill euphoric hazer and medical marvel, rapidly becoming our anytime favorite.
CBD Crack Feminized Marijuana Seeds by FastBuds Seeds: CBD Crack is a superchill euphoric hazer and medical marvel, rapidly becoming our anytime favorite.
Perfect for wake & bakes, this autoflower strain guarantees a mellow, positive and focused high.
CBD Crack is FastBuds' latest medicinal wonderbreed, delivering up to 7% CBD index. These distinguished, colorful plants autoflower beautifully in pine tree style. Lovely purpling and abundant frost adorn quality buds from top to bottom, with harvests of up to 250g per plant within 75 days of seeding.
A perfectly balanced mix of THC and CBD, this bud induces a delightfully soothing, uplifting, low-anxiety effect which allows brain and body to function, while instantly easing symptoms and struggles.
CBD Crack boasts vigorous early growth, with full blooming around week 5-6, good frosting with a nice scent by week 8, and harvesting in week 10 or 11. Ponytail her to get the side branches out & up and form some nice colas. Try 500ml of feed every other day, from day 14-17 up to week 4, and increasing as required thereafter. 70cm is a good height to reach, resulting in around 120 grams of bud weight. We recommend a bit of Low Stress Training to improve light penetration, and experimentation with light defoliation.


Description: This is an online auction for the Jack & Barbara Bradley estate.
Monday, TBA, 2019, 10:00 AM – 5:00 PM CST.
Tuesday, TBA, 2019 9:00 AM – 5:00 PM CST.
Wednesday, TBA, 2019, 9:00 AM – 5:00 PM CST.
Do you have a question about 918 Jack & Barbara Bradley Estate Online Auction?


Applicator certifications must be renewed every two years on the anniversary of initial certification.
Every two years on the anniversary of initial certification.
This course will review the methods and techniques to manage vegetation on rights of way and non-cropland industrial sites safely without damage to non-target species, sites, objects or the environment in Idaho.
This course teaches the basics of disease management for landscape plantings, cost-minimizing strategies, and tools and techniques needed to successfully control disease in the highly competitive world of landscaping in Idaho.
This course focuses on the use of cage and box traps in the management of vertebrate pests in both urban and suburban environments in Idaho. Best practices surrounding appropriate traps for target animals, effective baits, and safe and humane use of traps will be outlined.
This course teaches the basics of pest and disease management in enclosed spaces where exposure is increased, and the different tools and techniques needed to successfully control the environment in Idaho.
This course focuses on the use of fumigants to effectively control burrowing animals in Idaho. Students will learn about different fumigation devices and products, and how best to comply with label restrictions to protect both non-targets and applicators from harm.
As a turf manager in Idaho you'll need to be more than someone who just applies pesticides. Good turf management requires the use of all the tools in the toolbox. This course will touch on the best practice cultural, mechanical, biological and chemical controls for turf management.
This course covers the importance of honey bees, details honey bee decline statistics, and outlines the strategies that can be implemented in Idaho to coordinate the efforts of farmers, beekeepers, and applicators to find the balance between managing pest and protecting pollinators.
Managing aquatic weeds in Idaho revolves around proper plant identification. Tailoring management strategies to address specific aquatic plant life is only possible through accurate identification. This course teaches the basics of aquatic weed identification and the different approaches to aquatic plant management.
This course provides an outline of the primary concerns of the beekeeping industry including colony collapse disorder (CCD), factors affecting honey bee decline, invasive insects, fungal disease, best practices for pollinator stewardship, and minimizing pesticide risks for pollinators in Idaho.
This course covers a range of mosquito-borne diseases with an emphasis on the Zika Virus. Zika's extent, side effects, testing, and diagnostics are detailed along with protection and reduction techniques of mosquitoes to minimize the transmission of mosquito-borne diseases in Idaho.
Wearing PPE can reduce exposure (dermal, inhalation, ocular, or oral) and thereby lower the chances of pesticide injury, illness, or poisoning. It is important that all pesticide applicators and handlers in Idaho understand the protections and limitations of PPE.
Pesticides may be applied in Idaho as sprays, dusts, granules, gases (vapors), fogs, baits, rubs, or dips and require the correct equipment for the pesticide as well as the job size and type. In addition, you must properly select, operate, calibrate, and maintain your equipment.
Pesticides are formulated to make them safer or easier to use. There are many formulations available for various pest control sites and situations in Idaho, and it is important that applicators choose the best one for the job.
Pesticides are designed to be toxic so they can control pests (e.g., plants, insects, rodents, fungi, and bacteria) while not harming non-target organisms and anyone else exposed to the product. Pesticide users in Idaho need to be concerned with the hazards associated with exposure to the chemical and not just the toxicity of the pesticide.
The pesticide label is the main method of communication between a pesticide manufacturer and pesticide users. By law, pesticide users in Idaho are required to comply with all instructions and use directions found on the pesticide product label.
Applicators and the public share concerns about how pesticides may harm the environment in Idaho. Initially, hazards to humans were the primary reason the U.S. Environmental Protection Agency (EPA) decided to classify a pesticide as a restricted-use product.
Before beginning a pesticide application in Idaho, you should know how to select the right pesticide for the job, review the label, test for pesticide compatibility before mixing, select personal protective equipment, transfer pesticides safely, and clean up after an application.
This course discusses safety and security issues that may arise when pesticides are moved or stored in Idaho, under what conditions uncertified people can make applications of restricted use products and how to communicate these issues with customers.
2 Recertification Credits Structural applicators in Idaho know that managing a bed bug infestation is difficult on many levels. This course looks at the history of bed bugs, current integrated pest management approaches to preventing and managing an infestation, and several of the chemical options available when your non-chemical controls and methods have failed.
We offer the best in Online Pesticide Education providing CEUs approved by the Idaho Department of Agriculture and Food. Our instructor-led video courses are fast, easy, affordable and meet state licensing requirements. We offer the following continuing education courses in full HD video, and they are available when you are!