text:
La quarantanovesima edizione del Festivali i Këngës si è tenuta dal 23 al 25 dicembre 2010 presso il Palazzo dei Congressi di Tirana e ha selezionato il rappresentante dell'Albania all'Eurovision Song Contest 2011.

La vincitrice è stata Aurela Gaçe con Kënga ime.

Organizzazione

L'emittente albanese Radio Televizioni Shqiptar (RTSH) ha confermato la propria partecipazione all'Eurovision Song Contest 2011, ospitato dalla città tedesca di Düsseldorf, il 12 settembre 2010.

Il 6 novembre 2010 è stato annunciato che l'intero evento sarebbe stato presentato da Jonida Maliqi.

Per questa edizione sono stati adottati importanti cambiamenti nel format della manifestazione: i voti, assegnati da due giurie di cui una composta da cantanti ed esperti musicali e un'altra composta dai rappresentanti delle stazioni radio-televisive locali, sono stati suddivisi in maniera simile all'Eurovision Song Contest (12, 10 e 8 e tra 7 e 1).

Partecipanti

Semifinali

Prima semifinale

Artisti emergenti

Seconda semifinale

Artisti emergenti

Finale

All'Eurovision Song Contest

L'Albania si è esibita in 3ª posizione nella prima semifinale, con la versione inglese della canzone vincitrice, Feel the Passion, classificandosi 14ª con 47 punti e non qualificandosi per la finale.

Voto

Punti assegnati all'Albania

Punti assegnati dall'Albania

Note

2010
Festival musicali del 2010

redpajama_set_name: RedPajamaWikipedia


Graduation Requirements » What is House Bill 5?
House Bill 5 (HB5) was passed by the Texas Legislature in 2013, making a number of changes to the state's curriculum and graduation requirements, assessment program, and accountability system. The new graduation requirements take affect for those students going into 9th grade during the 2014-2015 school year. Those in 10th, 11th, & 12th will finish up with their original graduation programs.
Regardless of graduation programs, all students 9-12 will be required to pass the End-of-Course (EOC) assessments for English I, English II, Algebra I, biology and U.S history.
Which Plan do I fall Under?


in line with what's appropriate in each case.
We'll discuss only part of the discourse, one in which the Buddha instructs a layperson called Sigala in how to "honor the six directions". In ancient India (and in some places even today), a daily devotional practice included honoring the six directions: east, south, west, north, below, and above. The Buddha used this pattern to invite reflection and wholesome action in six types of relationships: those between (1) parents and children, (2) teachers and pupils, (3) spouses or partners, (4) friends and colleagues, (5) employers and employees, and lastly, (6) holy people and seekers. In each case, particular duties are described for both parties in the relationship. In the course of a lifetime, it is possible you may fill all of the roles listed. In any role, if you adopt the Buddha's guidance for how to behave, the maximum possible benefit will accrue to all concerned.
It is important that you bring an open mind and as much honesty as you can to this reflection. This is not a scorecard, but a bouquet of helpful suggestions. You'll notice that other people often fall short of fulfilling their roles perfectly. You could take these failures as opportunities to practice forgiveness. Judging others will not help you become more free, it will hinder your progress. It is only your own actions that you can alter. Sometimes others will respond in kind if you behave in a more harmonious way. If you want to know how to make your life sweeter, more meaningful, and more helpful to those around you, read on.
The five ways in which children ought to respect parents fall into two general categories. In the first, an adult child is implied. Supporting and doing one's duty towards parents could include financially supporting one's parents, either regularly or sporadically. But it could also mean providing emotional support – that regular phone call might be the bright spot in mom's or dad's week. Or it could mean encouraging one or both parents to make a necessary change, and then helping make the change successful. As you age, the relationship tends to reverse itself. As parents once cared for your safety, comfort and relative security, later you have an opportunity to help them in these ways. Your duty to parents does not include doing whatever they say, of course. It does normally include finding ways to let them know they are loved and respected.
Maintaining family lineage and tradition, being worthy of an inheritance, and making donations on behalf of dead ancestors can be done by children of any age. However, one must wonder what these instructions mean in a modern culture. If you're lucky enough to come from a family in which honesty, respect and love are dominant, then this is your lineage and tradition. This is your real inheritance, in a truer sense than any financial inheritance. If you are not so fortunate, then it may be up to you to find in your growing up years those things that you want to have as your inheritance. Every family has some gifts that are passed down: stories, traditions, family heirlooms, songs. In my own family it has taken some time for me to see the kindness beneath some rough surfaces. The idea here is to make yourself worthy of receiving good things, material or not. Give your parents a reason to be proud of you.
The concept of honoring one's ancestors is an ancient one. You are part of a big and varied tribe, if you look back a few generations. In this sense, you are never alone. If you insist on rejecting this legacy you may believe you are alone and disconnected from everyone. This is likely to lead to negative behaviors, speech and thoughts. The most important offering you can make to dead relatives is to be inspired by them and act in ways that you think would honor them.
Restraining children from wrongdoing and guiding them towards good actions are the most important duties of parents. How this is accomplished remains largely mysterious, but teaching by example is arguably the best tool. The more honesty and kindness one can bring to the home, the more likely it is that honesty and kindness will be produced in the home and spill out of it. If parents are sensitive to the pain and joy a child can generate, then the parents will watch carefully for actions that are damaging (to self or others) and actions that are beautiful. Parents are often in a situation where it's not obvious what is best for the child. The principle of non-harming is always a good guideline.
Good and faithful parents will do everything possible to see that their children are able to support themselves in the world. What this means will vary with geography and local custom, but it probably includes a completed education (at some level) and encouragement towards a living that is sufficient to present needs. In today's world, it's particularly important for female children to have an education and a way to make a living, so they are not entirely dependent on a spouse or partner for their basic needs.
As children form partnerships, only occasionally do they seek parental approval, though I think it is often keenly desired. Encouraging the establishment of wholesome friendships is one way parents can support the hope of a happy match later in a child's life. Sadly, it is often a parent's lot to support a child through the end of a relationship – a heartbreak for all concerned. But if communications between parent and child are honest and supportive, things will move in a positive direction. Conversely, celebrating a child's happy partnership is one of the chief joys of parenthood.
Inheritance is not much discussed in modern society. But it has an effect. I know of one family in which the patriarch held annual meetings of all his heirs, for the social interaction, and to make clear what everyone could expect, in the current year and upon his death. It struck me as an exceedingly kind and mature way to deal with the question of inheritance. Some people are so reluctant to believe they will ever die, that they never get around to making a will or making their wishes known. The result can be a real mess for those left behind. So, regardless of the size of your income or assets, do your relatives a favor and make a will. Another act of kindness toward your family is the creation of a medical directives document detailing your wishes in the event that you become incapacitated, including saying who you'd want to make decisions for you. These actions will help you focus your thoughts.
In five ways should teachers as the southern direction be respected by a student: by rising for them, regularly attending lessons, eagerly desiring to learn, duly serving them, and receiving instruction.
And, teachers so respected reciprocate with compassion in five ways: by training in self-discipline, ensuring the teachings are well-grasped, instructing in every branch of knowledge, introducing their friends and colleagues, and providing safeguards in every direction.
In this way, the southern direction is protected and made peaceful and secure.
Usually, a teacher is the first formal (non-intimate) relationship in a child's life. Unless you've been very unlucky, you can right now name at least a few teachers who have served you as positive role models, mentors, and maybe even heroes. As mentioned in the section of the discourse quoted above, respect and compassion are complementary parts of the relationship between student and teacher. Standing up when a teacher enters a room may be a forgotten practice in most places, but there are other ways in which students can signal respect. Showing up regularly and on time, listening to what is being taught, asking questions, and volunteering to help in any appropriate way demonstrate respect. Doing the work assigned demonstrates respect. Refraining from showing disrespect is critical. Even refraining from criticizing a teacher outside of his/her hearing is a good exercise in respect.
Most teachers are motivated, at least in part, by compassion. A good teacher will show you how to learn, as well as sharing what specific knowledge she might possess. A teacher who experiences the respect of students will go to great lengths to make sure the students succeed in their studies. A modern equivalent of "introducing their friends and colleagues" might be writing recommendations for further study or employment. A teacher and her network of friends and acquaintances can be a great support to graduating students: they can discuss career options and give advice about further education or employment opportunities.
"Providing safeguards in every direction" is a testament to the dangers of entering adulthood. Trouble can come from within ourselves or from others. A true teacher will try to help you avoid the pitfalls common to your current stage of development. This could refer to both academic issues and to more general dangers.
In five ways should a wife as the western direction be respected by a husband: by honoring, not disrespecting, being faithful, sharing authority, and by giving gifts.
And, the wife so respected reciprocates with compassion in five ways: by being well-organized, being kindly disposed to the in-laws and household workers, being faithful, looking after the household goods, and being skilful and diligent in all duties.
It's interesting to note that in this section, the wife is listed first. The husband offers the wife respect and the wife, out of compassion, reciprocates. In the previous two sections, the senior "partner" is listed first, i.e. parents and teachers. This may be a tiny corrective to the undeniable fact that wives in ancient India had to depend on the kindness of husbands and the husbands' extended families. Even though the situation may be quite different now, there are a few important lessons to take from this paragraph. Being faithful is the one element that is mentioned as essential in both directions of an upright relationship between partners. Where there is no faithfulness, no honesty and loyalty, little else can go right.
For our purposes, the whole list might apply to both committed partners: showing honor and respect, sharing authority (regardless of who is the primary provider), giving gifts, looking after common spaces and resources, and making life easy for the other person by trying to be well-organized and diligent. Different families have different customs about gift-giving, but I haven't yet witnessed a relationship in which the absence of gifts is a positive sign. The practice of visible generosity is an important nourishment to intimate relationships. The relationship with one's partner's family could be a book in itself. Human psychology lays a trap here — sometimes a conflict in loyalty arises between one's parents and one's partner. But the discourse rightly points out that "being kindly disposed" towards relatives and non-relatives alike is the policy with the best outcomes for all. Assume the best about people for as long as you can. And when something unseemly in someone's behavior comes to light, don't forget that this doesn't represent the whole of the person's character. There is good and bad in all of us, and we'd do well to focus on the good and overlook the bad as often as possible.
Sometimes you might think that at home is where you can relax your efforts at kindness, honesty, or politeness. But this is inverted logic. Why would you show your worst side to the people who mean the most to you? At home is where we should practice the highest standard of love and care.
In five ways should friends and colleagues as the northern direction be respected: by generosity, kind words, acting for their welfare, impartiality, and honesty.
And, friends and colleagues so respected reciprocate with compassion in five ways: by protecting you when you are vulnerable, and likewise your wealth, being a refuge when you are afraid, not abandoning you in misfortunes, and honoring all your descendants.
In this way, the northern direction is protected and made peaceful and secure.
We move now to more public relationships. Friends and colleagues, whether at school, work or in other activities, form a constantly changing set of contacts. Friends come and go, and become closer or more distant. People move away from each other, literally and socially. As one's work situation changes, new people come into the picture.
Between friends and colleagues, good relationships are characterized by generosity, kind words, being aware of the other's welfare, treating people evenhandedly (not showing undue favoritism), and a reliable honesty. Think for a moment. Would your friends and colleagues describe you in this way? What behaviors would you have to change to be perceived as honest, fair, kind and generous? Which of these characteristics is most in need of improvement? This might be a good time to go back and have a second look at the posts on wise speech. Speaking with care can prevent many unintentional hurts. Careful speech, if practiced diligently, will support increasing honesty, generosity and other desirable modes of behavior.
In return, friends and colleagues respond by protecting you when you are vulnerable, for example when you've suffered a major loss, or are temporarily incapacitated. A good friend will also help you avoid doing foolish things with your resources. She will provide comfort when you are afraid, whether your fear is reasonable or not. And she will stand by you when circumstances are difficult.
The idea of honoring one's descendants may simply mean that the respect one has for a friend or colleague automatically extends to that person's family. You might look after the children of a friend who is unwell or absent. Once respect and compassion are established in the relationship, they naturally extend outward.
In five ways should workers and servants as the lower direction be respected by an employer: by allocating work according to aptitude, providing wages and food, looking after the sick, sharing special treats, and giving reasonable time off work.
And, workers and servants so respected reciprocate with compassion in five ways: being willing to start early and finish late when necessary, taking only what is given, doing work well, and promoting a good reputation.
In this way, the lower direction is protected and made peaceful and secure.
This section provides remarkably apt advice, especially considering it was composed two and a half thousand years ago. One distinguishing feature of any good employer is that she adjusts the work to suit the workers as much as possible; provides challenge where that is helpful, moves people towards the areas in which they feel the most interest and confidence. It's more art than science, and a good manager will work at it every day. We can't assume that all employers give fair pay. There are many people today working for less than a living wage. Health benefits and time off for recreation have usually been expected from employers, but cannot be taken for granted in today's economy. Reasonable time off from work is one more feature of a healthy workplace relationship. These are the indicators of a wholesome relationship between employers and workers. If you find yourself in a management position where you are unable to offer these signs of respect to workers, it is your duty to consider what may be done to improve the situation.
For the respected employee, there is a willingness to make the employer's goals her own. Giving a full day's work, providing value for money; these are things a worker may take pride in. Showing respect and pride in one's work benefits both the employer and the employee.
Outside of your own workplace, there is a steady stream of encounters with service people. How kind are you to the check-out person in the grocery store? The plumber, handyman, or meter reader? The harassed clerk taking your credit card at the gas station? You can make a bright spot in a shopkeeper's day, or create one more burden for her.
In some cultures, certain work is held up as of higher status than other work. But the status is not intrinsic to the job. An honest and cheerful bus driver or sanitation worker brings more light to the world than an unethical corporate executive. Don't be fooled by equating money with success. Real success is measured by the harmony and joy you bring to whatever situation you encounter.
In five ways should ascetics and Brahmins [wise elders] as the upper direction be respected: by kindly actions, speech, and thoughts, having an open door, and providing material needs.
And, ascetics and Brahmins so respected reciprocate with compassion in six ways: by restraining you from wrongdoing, guiding you to good actions, thinking compassionately, telling you what you ought to know, clarifying what you already know, and showing you the path to heaven [happiness].
In this way, the upper direction is protected and made peaceful and secure.
While this may seem an irrelevant category in the 21st century world, I would argue that the neglect of relationships with holy people has caused tremendous harm. In ancient India, where nearly everyone traveled on foot, and gossip was the main entertainment (no TV), face to face relationships were the norm. In village life, you could ask who the respected leaders were, and you'd get pretty much the same list from everyone. Today, what's our situation? Who are our respected leaders, our guides and mentors? Sports figures? Insecure movie stars? Judging from public life, we seem to have lost our way. Superficiality and cynicism have become standard. Sometimes it seems we've even abandoned the idea that we need guides and mentors. Many people want to find their own ways without being told what to do, without consulting anyone at all. But there is a high price for such determined ignorance.
Consider for a moment: who are your role models? Who do you look up to? When you have a life crisis, to whom do you turn? Who are your wise elders? A relative, a member of the clergy, a friend or acquaintance, a teacher, a community leader? Write your list on a piece of paper. It's all right to have people you don't know personally on the list, e.g. Nelson Mandela or Mother Teresa, but there needs to be at least one living person with whom you could have personal contact. If you can't think of any specific person, then who do you know who might serve in that role for you? Doing this exercise is an important element of orienting your life towards wholesomeness. If you can't muster the humility to have at least one guide, then you are likely to have difficulty feeling at ease in the world.
The very idea of honoring or revering living persons is essential. If you don't practice respect for others, how can you honor your own best intentions? If no one in your life is worthy of honor, what sort of person can you aspire to become?
The group represented by the phrase "ascetics and Brahmins" are these wise elders. In ancient India, the ascetics were people who had left the home life behind to give all their energy to finding a way to end human suffering. The Brahmins were the village leaders, the educated ones, the teachers, the priests. So wisdom is recognized as coming from more than one quarter, from both the wandering philosophers and the scholars. At different life stages, different teachers or guides will be appropriate. The thing that should not change is the reverence shown to such people.
The way you would show respect to your guides or mentors is simply a focused form of the respect you show to everyone. Kindness in thought, speech and action towards the person might even be spontaneous if the respect is deep. If you know who your guides and mentors are, please let them know that you appreciate and depend on their examples.
"Having an open door and providing material needs" describes the custom of giving housing, food and medicine to holy people, since they have renounced worldly possessions. If you should come across such an ascetic, please be sure to offer food and shelter! But for most of your respected people, you will find other appropriate ways to demonstrate your respect and admiration.
Do not expect perfection – it's a common trap. Pay attention when you meet a person from whom you can learn something important. You should sense a compassionate motivation in the mentor (watch for ego trips). A true guide deserves your complete attention when you're in her presence. In your heart, you'll know when she is true, and when it's time to leave.
If you don't know any such people, don't you think it's time to seek them out and set them in their proper place in your life?


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Kill the 'zombie': Springfield demonstration calls for end to biomass proposal after decade-long battle
Updated: Sep. 06, 2020, 10:34 a.m. |
Published: Sep. 03, 2020, 7:07 p.m.
Demonstration in opposition to Springfield biomass plant
Peter Goonan | pgoonan@repub.com
SPRINGFIELD — More than 75 people gathered on the steps of City Hall on Thursday calling for an end to a long-proposed biomass project in East Springfield, saying it is a threat to public health and an environmental hazard.
Some of those speaking used he phrase "we can't breathe" in expressing their strong opposition to the wood-to-energy plant proposed by Palmer Renewable Energy LLC at 1000 Page Blvd.
Verne McArthur, of the Springfield Climate Justice Coalition, led the activists and residents in chants against the biomass project, including, "We will, we will, block you, block you."
"This event is about the zombie project — this biomass plant that Palmer Renewable wants to build and keeps pulling political strings to get loopholes to go do it," McArthur said. "We've been fighting it for 10 years and they're now trying to come back."
There is a climate bill before the state Legislature, in conference committee, that includes one proposed clause that would list biomass energy plants as "non-emitting sources" — a designation that would help the developers receive subsidies, opponents said. Ten city councilors have urged legislators to reject the clause, and there is also a signature petition.
The demonstration occurred after a recent council subcommittee meeting in which the city's building commissioner, Steven Desilets, said the biomass building permit remains valid despite being initially approved in 2011 and later extended.
Palmer Renewable Energy plans a $150 million, 35-megawatt plant to convert green wood to energy. It obtained a special permit for the project 12 years ago, and has prevailed each time the project was challenged in court.
The developers have defended the project, saying it would not be harmful to public health and would not worsen air pollution. A spokesman was not immediately available for comment Thursday.
At the rally, Tanisha Arena of Arise for Social Justice said she refuses to be complicit in "demise and destruction" brought by biomass energy.
"We can't breathe," Arena said. "I live here, my kids live here. I have to breathe what they burn. Biomass is not clean energy. We have a right to breathe clean air. Springfield, stand up."
Zulma Rivera, of Neighbor to Neighbor, urged residents to remain vigilant. She said everyone and their families deserve clean air. Biomass is "not clean energy, it's not renewable energy," she said.
Councilor Jesse Lederman said: "We know that clean air does not come out of a smoke stack." Tons of harmful gases and materials would be emitted, he said.
The plant is "bad for the air and therefore bad for breathing, and therefore really bad for asthmatic people," McArthur said. In addition, there would be several trucks visiting the site daily, bringing their own carbon pollution.
Opponents are also concerned that, if the plant is allowed in Springfield, it would open the door to other biomass plants in the state, he said.
Organizations and individuals that participated in Thursday's demonstration included the Springfield Climate Justice Coalition, Arise for Social Justice, Neighbor to Neighbor, Sunrise Western Mass Coalition, Public Health Institute of Western Massachusetts, the Climate Action Now Western Massachusetts, and members of the faith community.
Springfield schedules painting of Black Lives Matter mural at Court Square
Springfield councilors question permit status of long-delayed biomass project
'It's really an issue of equity': Pioneer Valley Planning Commission, politicians target air pollution

redpajama_set_name: RedPajamaCommonCrawl


exercise is supposed to be good for you, right?
I was at the colo about a month ago, and while my coworker was away, i figured i'd do a few pullups on a fallow rack because, hey, exercise. After i was done, i let go and my foot landed on a piece of galvanized steel pipe, which neatly flipped up and delivered a quick blow to my left shin. I pulled up my pant leg, expecting to see a nasty welt, and was instead surprised by a trickle of blood. I took the picture as i cleaned up the wound at the first aid station. Naturally, i played soccer that night, and the next night, with only minimal bleeding.
I stopped a shot with my mouth today. Now my jaw won't close correctly (i can force it but it hurts). What makes it worse is that Centavo was undefeated until tonight. Ugh. It was inevitable, though, as yesterday, Quakes finally won its first game of the session after four straight losses.
rone: "Man, one of the other guys gave me a good kick on the shin. It's sore."
Teammate: "Aren't you wearing shin guards?"
It actually looked a lot worse than it felt.
If i recall correctly, this was from the game where i got checked into the boards head first and the ref made no call; i guessed that my elbow hit the boards, too. The tip of the elbow hurt like hell if i rested it on anything, but the rest of the bruise felt fine.


Experience the magic and romanticism of a horse drawn carriage ride or a Wild West adventure in the pastures of Wolcott. Snuggle up with someone you care about and tour a magical winter wonderland or stargaze with your family from the warmth of a horse drawn sleigh. Whether the sun is shining brightly or snow is falling lightly it's a ride you'll always remember.
Enjoy breathtaking views of the Colorado Rockies while taking a mid-day sleigh ride through snow-covered pastures. In the evening you can snuggle up under a cozy blanket and enjoy a starlit journey. Relax to the jingle of the sleigh bells while gliding along under a star-spangled sky. Embrace the romance of lightly falling snow, sip warm drinks, dine on gourmet cuisine, fireside, and enjoy being serenaded on a memorable trip through the high country.
Our photos are a collection from various people enjoying the myriad of activities available to us here in the Vail Valley. If you are out enjoying the area and would like to share your photos, please email us. We are putting together an exciting gallery of photos for all to enjoy. Wouldn't you like to show off your photos to thousands of people?!


Around 270 medium-mass residual nuclei, formed in spallation reactions induced by 136Xe projectiles impinging on a liquid hydrogen target at 500 A MeV, have been unambiguously identified at GSI using the magnetic spectrometer FRS. The individual production cross sections and the longitudinal momentum distributions have been determined with high accuracy. These data represent an important constraint for theoretical models describing spallation reactions. © 2013 Elsevier B.V.


The ExpressLane™ PEX8764 is a 64-lane, 16-port, PCIe Gen3 switch device developed on 40nm technology. PEX8764 offers Multi-Host PCI Express switching capability that enables users to connect multiple hosts to their respective endpoints via scalable, high-bandwidth, non-blocking interconnection to a wide variety of applications including servers, storage, communications, and graphics platforms. In addition to high number lane/port count, the device offers two NT ports and clock isolation capability. Due to their backwards compatibility, designing with PCIe Gen3 switches in mixed (Gen1, Gen2 and Gen3) systems allows designers to future-proof their designs for full Gen3 enablement when migrating to next-generation end-points. The PEX8764 is well suited for fan-out, aggregation, and peer-to-peer traffic patterns. Included is PLX's proprietary visionPAK debug software, which allows, for example, internal receive-eye observation after equalization and access to the devices' internal debug registers thus enabling faster time to market.


In addition to "Big Boggle", now we have the regular 4x4 size available! We also have a new method for making the die's rounded corners--it's a small difference, but one I'm proud of. :o) Also notice the splines that (as well as looking stylish), reinforce the corners of the top. This is something I've been adding to our big boggle sets for a while as well, but haven't gotten around to taking new pics.


You might be thinking "I'm an Airframe and Powerplant Mechanic not an Aircraft Maintenance Engineer," but they are one in the same. As with many things, in different parts of the world terminologies are different. Maintenance Engineer, Technician, and Mechanic are all synonymous words for our craft.
We are responding to statements by EASA (European Aviation Safety Administration) that they would like to eliminate government licensing of maintenance personnel and change to a system where each Airline or MRO issues their own license or authorization.
The Australian Licensed Aircraft Engineers Association has been locked in a difficult struggle with Qantas. Qantas announced job cuts amounting to 1 in 6 employees. AEI issued a press release along with many of the affiliates, including AMFA, issuing their own letters of support. These letters of support are now posted at maintenance bases all over Australia as a reminder that they are not alone in this fight.
We continue to investigate flight crew pocket write ups by analyzing logbook data. This is a very concerning issue as write-ups that are allowed to fly until the aircraft reaches a maintenance base are a significant safety concern. Additionally they allow a carrier to reduce the number of maintenance bases and the overall maintenance staffing.
Much work has been done to amend the existing EASA language regarding release authority, and better define the functions and responsibilities of licensed support staff. This is an ongoing item but is very encouraging, and has future implications on our own FAR's.


I bought an Ice Cream Maker!!! Finally ♥~ It's not very popular to use an Ice Cream Maker to make your own Ice Cream at home. Maybe cos' Malaysia is just waaaaayy too hot. Oh Well, I'm just too disappointed about the ice cream sold in the market right here. Flavor is limited... quality is hardly up to standard... *sigh* So I'm making my own ice cream~ Yay!!
In a medium saucepan, mix milk and milo. Warm until foam forms around the edges. Remove from heat.
In a large bowl, beat the egg yolks and sugar until frothy. Gradually pour the warm milk into the egg yolks, whisking constantly. Return mixture to saucepan; cook over medium heat, stirring with a wooden spoon until the mixture gels slightly and coats the back of the spoon. If small egg lumps begin to show, remove from heat immediately.
Pour the mixture through a sieve or fine strainer into a bowl. Mix cream into the custard. Cover, and chill for several hours or overnight.
Pour the mixture into an ice cream maker, and freeze according to the manufacturer's instructions. Transfer to a sealed container, and freeze until firm. If the ice cream is too firm, place it in the refrigerator until it reaches the desired consistency.
Try making Vanilla mixed with Cocoa Powder and Raisin. Awesome wei.
If rajin then make the vanilla ice-cream from scratch, and add the raisins and cocoa powder. By the way Van Houten cocoa powder is good.


text:
Back Religion & Spirituality | March Newsletter
SelectReads News
Becoming Wise: An Inquiry into the Mystery and Art of Living
Krista Tippett · Penguin Press
"I'm a person who listens for a living. I listen for wisdom, and beauty, and for voices not shouting to be heard. This book chronicles some of what I've learned in what has become a conversation across time and generations, across disciplines and denominations." Peabody Award-winning...
Blood and Faith: Christianity in American White Nationalism
Damon T Berry · Syracuse University Press
Since the 1980 US presidential races, the term "religious right" has come to signify a politically and socially conservative form of Christianity. This term implies a joining of socially conservative evangelical Christianity with conservative politics that continues to shape the Republican...
The Souls of China: The Return of Religion After Mao
Ian Johnson · Pantheon
From the Pulitzer Prize-winning journalist, a revelatory portrait of religion in China today - its history, the spiritual traditions of its Eastern and Western faiths, and the ways in which it is influencing China's future. The Souls of China tells the story of one of the world's great...
When One Religion Isn't Enough: The Lives of Spiritually Fluid People
Duane R. Bidwell · Beacon Press
An exploration into the lives of people who embrace two or more religious traditions, and what this growing community tells us about change in our societyIn the United States, we often assume religious and spiritual identity are pure, static, and singular. But some people regularly cross...
Wild way : designing spiritual gardens
Mary Reynolds · Uit Cambridge Ltd.
An award-winning garden designer's unique union of a practical how-to book with stories and philosophy The Garden Awakening is a step-by-step manual to creating a garden in harmony with the life force in the earth, addressing not only what the people in charge of the land want but also...
A History of Judaism
MARTIN GOODMAN · Princeton University Press
A sweeping history of Judaism over more than three millenniaJudaism is one of the oldest religions in the world, and it has preserved its distinctive identity despite the extraordinarily diverse forms and beliefs it has embodied over the course of more than three millennia. A History of Judaism...
What If It's True?: A Storyteller's Journey with Jesus
Charles Martin · Thomas Nelson
With the same depth, sensitivity, and emotion that has made his novels beloved to millions, Charles Martin helps us engage the fundamental principles of our faith in new and inspiring ways. Years ago, Martin cracked open his Bible and began wrestling with a few fundamental questions. He asked,...
Tao Tantric Arts for Women: Cultivating Sexual Energy, Love, and Spirit
Minke de Vos · Destiny Books
Awaken sexual energy for radiant love and empowerment, healing of emotional trauma and chronic conditions, and celebration of each stage of a woman's life* Reveals how to channel sexual energy to experience the 3 kinds of female orgasm, clear trauma, and heal issues related to PMS,...
The Land of Truth: Talmud Tales, Timeless Teachings
Jeffrey L. Rubenstein · The Jewish Publication Society
Making the rich narrative world of Talmud tales fully accessible to modern readers, renowned Talmud scholar Jeffrey L. Rubenstein turns his spotlight on both famous and little-known stories, analyzing the tales in their original contexts, exploring their cultural meanings and literary artistry,...
Almost Everything: Notes on Hope
Anne Lamott · Riverhead Books
From the bestselling author of Hallelujah Anyway, Bird by Bird, and Help, Thanks, Wow, comes a new book about the place hope holds in our lives."I am stockpiling antibiotics for the Apocalypse, even as I await the blossoming of paperwhites on the windowsill in the kitchen," Anne...
Believe Me: The Evangelical Road to Donald Trump
JOHN FEA · Eerdmans
A historian's acute take on current American politics "Believe me" may be the most commonly used phrase in Donald Trump's lexicon. Whether about building a wall or protecting the Christian heritage, the refrain is constant. And to the surprise of many, about eighty percent of white...
Kosher USA: How Coke Became Kosher and Other Tales of Modern Food
Roger Horowitz · Roger Horowitz
Kosher USA follows the fascinating and surprising journey of kosher food through the modern industrial food system. Drawing on episodes from the lives of the author's own family, it traces how iconic products such as Coca-Cola and Jell-O tried to become kosher; the contentious debates among...
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STEPHEN LANCASTER · Llewellyn Publications
When paranormal investigator Stephen Lancaster brought home an old doll from an antique shop, he had no idea what bizarre and terrifying things were about to occur. From Day One, Norman the doll raised Hell. He caused sudden infestations of rats and spiders. He frightened dogs and put children...
The Oxford Illustrated History of Witchcraft and Magic
Owen Davies · Oxford University Press
This richly illustrated history provides a readable and fresh approach to the extensive and complex story of witchcraft and magic. Beginning with the invention of writing in the ancient world, the author explores a wide range of magical beliefs and practices, the rise of the witch trials,...
Archaeology: The Essential Guide to Our Human Past
Paul G Bahn · Smithsonian Books
Epic in scope, yet filled with detail, this illustrated guide takes readers through the whole of our human past. Spanning the dawn of human civilization through the present, it provides a tour of every site of key archaeological importance. From the prehistoric cave paintings of Lascaux...
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HPV vaccine programme supported
We support a move to roll-out a national vaccination programme to prevent cervical cancer and welcome recent media reports that a decision on the programme is imminent.
Our chief executive Jackie Edmond says criticism of the proposed programme is focussing on the fact that the virus is sexually transmitted.
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"Our overriding concern is that parents and caregivers understand that this vaccine can protect their young women against a significant and life-threatening disease. The vaccine is a medical response to a medical issue – as a developed country, New Zealand should be using every resource it has to keep its young people safe."
The vaccine is currently available through our clinics nationwide at a cost of $450 for the three vaccinations required.
The move to introduce a national vaccination scheme would reduce the barrier of cost and allow all young women access to the vaccination programme.
We provide a range of services including sexual and reproductive health information, clinical services, education and training and research.
Reproductive cancers are cancers that occur in the reproductive organs.
Make an appointment at any of our clinics by phone, online or by visiting a clinic.
The human papillomavirus (HPV) vaccine is available at some of our clinics.


text:
Q: IQueryable into a hierarchy I currently have an IQueryable of Questions.  In my Question object I have and "id" and a "parentId" which can be used to create a hierarchy.  Currently, I bind a RadTreeView to the IQueryable of Questions and the RadTreeView takes care of creating the hierarchy because I define the dataId and dataParentId for the TreeView in the markup.  I am now in need of actually having the data sorted into a hierarchy PRIOR to passing it off to my RadTreeView.  How can I do this?

A: You could add a numeric field to the table, and populate it by recursively walking the tree and filling the numeric field with an incrementing value.
ParentID   ID      Sequence
1          7       1
1          4       2
1          9       3
2          6       4
2          5       5
2          3       6

..etc.

A: If you have access to the SQL Server, you can set something up using Common Table Expressions to return data in the proper order.. See:
http://a-kicker-n.blogspot.com/2009/04/how-to-sort-hierarchical-recursive.html
See also: Hierarchical data in Linq - options and performance

redpajama_set_name: RedPajamaStackExchange


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Rew*
Rew* plays music for kidz of all ages. She has graced the stage with many of her inspirations including Regina Spektor, Joey Ramone, Patti Smith, David Johanson, Murphy's Law, BETTY, the Spin Doctors and more. Her latest release, that*s*rite, has been receiving rave reviews and songs are in rotation on Sirius Radio and lots of college radio stations. Her song, "u suck" is featured in the television series, "Bad Girls Club" on the Oxygen Network; her song, "u persued me," recently won a songwriting contest. Rew* is a core organizer and performer for the Girls Rock Girls Rule Tour and Mamapalooza. Rew* performs regularly in her hometown of NYC, tours the United States and has also performed at world-renowned festivals like SXSW, CMJ, and Jazzfest. "This is what you moved to NYC for..." (Village Voice)


text:
Optimizing the Master of Science Degree in Health Informatics and Information Management—Part 2
by Ray Hales Hylock, PhD; Paul David Bell, PhD, RHIA, CTR; Susie Tolar Harris, PhD, MBA, RHIA, CCS, FAHIMA; James Anthony Woodward; and Robert James Campbell, EdD, CPEHR, CPHIMS
The Master of Science in Health Informatics and Information Management (MS in HIIM) at East Carolina University commenced in the fall of 2013 in response to AHIMA's call for more graduate programs. In this article (the second of a three-part series), we discuss the need for optimization of the program and describe the process undertaken during initial revision of the MS in HIIM. We begin with competition analysis and describe how the deficiencies identified led to the creation of a committee charged with optimizing the program. The construction of the committee, framework for evaluation, completed assessment, and prescribed outcomes are detailed. The committee recommended administrative, programmatic, and sequencing alterations to improve competitiveness, consolidate options, and better serve students. These alterations are discussed at length, and subsequent institutional steps to implement the suggested changes are presented. Lastly, we discuss ongoing modifications to the MS in HIIM, illustrating the fluid and cyclical process of program review and enhancement.
Keywords: health informatics program; health information management program; master's program; optimization
In the first part of this three-part series,1 we described the construction of the Master of Science (MS) in Health Informatics and Information Management (HIIM) program at East Carolina University (ECU). The intent of the program was to serve the expanding pool of students seeking master's-level education that would result in eligibility to sit for the Registered Health Information Administrator (RHIA) exam.2 The MS in HIIM curriculum was designed to suit this need, and three options emerged.
The RHIA option represented the intended design of the MS in HIIM as noted. The second and third options (i.e., thesis and nonthesis options) modified the curriculum to produce a more health informatics (HI)–oriented focus. Graduates of the thesis and nonthesis options were not eligible to sit for the RHIA exam but were exposed to topics such as information systems, decision support, and software engineering. Interested parties included information technology and systems professionals, programmers, project managers, and database administrators attracted to technical careers in healthcare.
When the MS in HIIM program commenced in the fall of 2013, the three options each required 48 semester credit hours (SCH). As depicted in Figure 1, this requirement included 12 core courses (36 SCH) and four concentration courses (12 SCH). The equivalent requirements for the different options were established out of convenience and necessity because of resource constraints within the department. That is, it was not possible to establish two significantly diverging paths (i.e., health information management [HIM] and HI) within the master's degree because the anticipated class sizes (especially in HI) were small, faculty workloads were extended to maximum capacity, and faculty alone were responsible for program administration and advising. These constraints placed significant strain on already depleted resources, necessitating integration of the options. The estimated program completion time for full-time students was 2 to 2.5 years, with an additional year for part-time students.
Immediately after inception of the program, the MS in HIIM leadership team began monitoring and evaluating the program in search of ways to improve its content and delivery. The team soon realized that while the RHIA option was competitive with other programs in terms of credit hours, the thesis and nonthesis options were not. This realization spurred efforts to optimize the MS in HIIM program beginning in the spring of 2014.
In this article (part two of the three-part series), we discuss the evaluation and optimization process. The original analysis leading to the proposed optimization, committee findings, updated curriculum, modification process, and timeline for completing the modifications are detailed. Furthermore, ongoing efforts to consolidate graduate programs with overlapping interests are presented.
Evaluating the MS in HIIM
Seeing the idea of a master's program through to fruition requires years of effort, countless meetings, writing and revising hundreds of pages, conceiving a novel curriculum, proposing new courses, following complex and bureaucratic approval processes, and securing faculty backing. However, this process is only the beginning. After the program is in place, necessary tasks include marketing the program and recruiting students (see part one of this series3) as well as monitoring, evaluating, and adjusting elements of the program and its interrelationship with existing programs. In this section, we focus on the initial evaluation of the MS in HIIM program.
Competitiveness Evaluation
Routine evaluation of a program is essential to confirm adherence to accreditation standards, ascertain effectiveness of the curriculum, ensure that the content prepares students for the workforce, and safeguard the program's competitiveness. The MS in HIIM began during the formative years of master's programs in HI and HIM nationwide. At the time, only four MS in HI and five MS in HIM accredited programs existed.4 Nonaccredited programs existed but were few in number and highly specialized to the needs of their institutions and students.
At the time, our focus was the professional student seeking RHIA certification, with programmatic support for those interested in HI. However, with the influx of HI and HIM programs both applying for and receiving accreditation,5 the efforts of the American Health Information Management Association (AHIMA)6, 7 and the American Medical Informatics Association (AMIA)8, 9 to establish concrete and contending HI standards and credentials, and the unprecedented growth of the fields,10–12 the market quickly became quite competitive—particularly in an environment dominated by online education. Therefore, to attract top prospects and retain our high standing,13–16 we undertook a detailed reevaluation of all the options, granting equal weight to both the HIM and HI foci.
In the spring of 2014, we undertook our initial evaluation. In the first year, the emphasis was on ensuring that competencies were addressed and that the program was competitive with existing and emerging degree programs. The gap analysis proceeded in an orderly fashion and played no major role in our competitiveness evaluation because we were adhering to generally accepted accreditation standards. It did, however, play an important role during optimization, and therefore it is discussed in that section below. The remainder of this section focuses on program competitiveness in terms of SCH. Tuition factors into competitiveness but is beyond our ability to control. That being said, the programs at ECU, and the MS in particular, are nationally regarded.17–20
We compared the MS in HIIM against three program cohorts in terms of required SCH. The first comparison was with the 11 degrees offered by the nine programs accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM).21 Although our program did not follow the MS in HIM curriculum (rather, it followed the MS in HI curriculum), it adhered to the same baccalaureate requirements for accreditation mandated for RHIA eligibility. Thus, the RHIA and thesis/nonthesis options could be compared on equal footing with the MS in HIM and MS in HI accredited programs, respectively.
However, comparison with accredited programs is insufficient for relatively unstandardized degree programs, such as the MS in HI. For example, MS in HI program accreditation is not currently necessary for students to achieve eligibility to sit for a certification exam, although this is expected to change when AHIMA22, 23 and AMIA24, 25 standards and credentials become as widely adopted and valued by employers as the RHIA credential is today. Therefore, our second set of comparisons focused on unaccredited programs competing directly against our own. Two universities offering such programs were identified during our analysis: the University of North Carolina at Chapel Hill and the University of North Carolina at Charlotte. Both offer similar, unaccredited master's degrees and contend for the same students, especially at the state level.
Lastly, we considered the competitive landscape within our own institution. Intra-university marketing is an efficient and cost-effective way to reach many potential students. Whether through university-sponsored events, advising sessions, or open houses, programs are given direct access to current students to promote internal degrees. Therefore, one must consider the competitive landscape within the institution. Thus, the analysis was extended to incorporate all master's-level programs within ECU.
The RHIA option was found to be consistent with peer institutions' programs. The 48 SCH placed the program in the middle of the pool. The average accredited program required the completion of 50.25 ± 11.97 SCH. We therefore determined that the modification of the RHIA option did not require a specific focus on credit reduction. This conclusion did not eliminate the need for evaluation of the credit-hour requirement; it meant only that we would not be forced to reduce it.
The results for the thesis and nonthesis options, however, highlighted major credit hour concerns. CAHIIM-accredited programs required, on average, 38.00 ± 4.60 SCH. When the unaccredited programs at the University of North Carolina at Chapel Hill and the University of North Carolina at Charlotte were included in the analysis, the total decreased slightly to 37.33 ± 4.24 SCH. Thus, the 48 SCH required by our program was more than two standard deviations above the mean. This finding was corroborated via analysis of internal programs. The master's programs at ECU required an average of 39.17 ± 4.43 SCH, or 35.32 ± 5.15 SCH after clinical/practicum-based programs (e.g., the physician assistant program, which required 99 SCH) were excluded. Thus, the thesis and nonthesis options would require extensive optimization to create more concise curricula consistent with the credit-hour requirements of comparable programs.
Optimizing the MS in HIIM
Modifying a program is a long and arduous process. In the following sections, we discuss the three-step method followed to optimize the MS in HIIM. The first step is to obtain the consent of the department faculty. After consent is obtained, the actual optimization process begins, resulting in a determination of the changes to be made. Lastly, the results of the optimization process must be submitted as official change requests to the appropriate committees for approval prior to adoption. Although these activities and the timeline were specific to our institution, our overall experience is generalizable because many organizations follow similar processes.
Step 1—Proposal and Committee Creation
A proposal to establish an optimization committee was brought to the department at the annual retreat in the spring of 2014. The need and comparisons were shared with the faculty, who unanimously voted for the creation of the MS in HIIM Optimization Committee, charged with streamlining and segmenting the options. This committee consisted of the four-person leadership team (see part 1 of the series for details26) and an MS in HIIM faculty member with a background in HI. The committee met throughout the summer and into the fall.
Step 2—Program Optimization
The initial action of the committee was to ensure that the gap analysis of the MS in HIIM program was current. Many of the courses offered were created exclusively for the master's program and did not exist beyond a proposal before the first year. Thus, the program's gap analysis was continually updated as courses began to be offered. Not every course successfully implemented the designated standards, but gaps were generally offset by the addition of competencies to other courses. It was imperative for the gap analysis to be both comprehensive and complete prior to program modification to avoid introducing gaps and thus rendering the process counterproductive. After the committee determined that the gap analysis was up to date, course evaluations commenced.
The committee identified three possible recommendations for each course: retain, remove, or merge. Retention was indicated as either mandatory or desired. The mandatory retention policy was defined as follows: Courses primarily covering an accreditation standard or necessary for one of our four graduate certificate programs must be retained. The latter consideration was necessary because other departmental programs (e.g., graduate certificates) affect faculty workload. Therefore, removing a course from the master's program might not mean that it could be discontinued entirely. The desired retention designation was established to ensure that courses and subjects deemed necessary by the committee, regardless of accreditation requirements, were retained.
Of the 20 distinct courses in the master's program (see Figure 1), 17 courses met the definition of mandatory retention. Three of those were recommended strictly because of certificate programs (COHE 6000, COHE 6480, and COHE 6630). The three courses that did not meet the definition of mandatory retention were those offered by external departments (BIOS 7021, MIS 6843, and SENG 6230), which had not been not assigned accreditation standards because of lack of control by our department. The committee determined biostatistics (BIOS 7021) to be of great importance, and this course was thus held under the desired retention policy. For the remaining two courses, syllabi and student feedback were collected.
The MIS course (MIS 6843) was offered by the College of Business and covered standard topics such as project management, modeling, and design. Additionally, the College of Business surcharged $100 (at the time) per credit hour, meaning that our students paid an additional $300 for the course. Student feedback was generally positive; however, they felt that the course did not adequately represent the challenges faced in healthcare. Software Engineering (SENG 6230) introduced students to basics such as project management, modeling, design, and programming. No feedback was found because students in our program had yet to take the course.
The outcomes of the optimization process are summarized in three categories: administrative, programmatic, and sequencing. The revised curriculum map in Figure 2 incorporates all outcomes of the optimization process.
Administrative Outcomes
The initial administrative outcome (of three) was the renaming of the options to comply with CAHIIM requirements. Following established naming conventions, we changed "RHIA Option" to "HIM Concentration." Similarly, the committee merged the thesis and nonthesis options into a single concentration (termed "HI Concentration"), with thesis/internship course options. The consolidation of these options was trivial because they varied by the single thesis/internship course alone.
The second administrative outcome aimed to minimize confusion regarding course sections. Before the optimization, COHE 6600 had been deemed insufficient for the RHIA option. A new course was created to addresses these deficiencies, but it was offered as a special section within COHE 6600 as opposed to an official course. This was done out of necessity because creating a new course requires a great deal of administrative overhead and time (roughly one year), whereas a section can be added without prior approval. Because this offering was time-sensitive, the special section route was followed. Unfortunately, many students failed to realize the distinction and instead registered for the default (non-MS) section. This problem increased the burden of advising and student distress. Therefore, as part of the optimization process, the special section was made into a new course—COHE 6640, Management of Health Information Systems.
The last administrative outcome was a name change for HIMA 6060. The title "Theories and Applications," while appropriate for the pre-MS aim of the course, no longer reflected the content and HI intent of the course as modified to accommodate accreditation requirements. Thus, the course was given a new title: "Health Informatics."
Programmatic Outcomes
The first programmatic outcome was the relegation of COHE 6000 to the foundation level. The course provides a basic overview of the healthcare landscape, something that students with healthcare backgrounds and experience gain little, if anything, from. Thus, for such students, this change reduced the number of SCH for the program by three. Roughly half of the students enrolled under the new program definition have received COHE 6000 waivers. This course could not be eliminated because it is required by other departmental programs. Thus, this outcome has zero effect on faculty workload, other than slightly reducing the number of students in the course.
Second, the biostatistics course (BIOS 7021), which as noted previously was determined by the committee to be of great importance, was held under the desired retention policy for the HIM concentration only. The HI concentration includes Decision Support in Health Care (COHE 6450), which provides the necessary empirical instruction in that concentration. Thus, the HI concentration was reduced by another three SCH. Because the course is external to our department, no workload adjustment resulted from this change.
Lastly, MIS 6843 and SENG 6230 were combined to form a new, internal course named COHE 6550, Health Informatics Project Design and Management. The justification is as follows. The two courses overlapped considerably in content (albeit from differing perspectives). Most of our students do not have programming backgrounds and are therefore ill equipped for the rigorous graduate-level software engineering course. Although the MS in HI CAHIIM accreditation standards (2012) required programming languages (Facet III.2), the removal of SENG 6230 did not affect the overall program because we had not ascribed any standards to this course, which was not under our department's control. Instead, relevant competencies were met by internally controlled courses that included languages such as intermediate SQL, basic Java, and beginning Python. While one can debate the merits of imperative and object-oriented paradigms and the need to establish an intermediate baseline in both, our perspective was one of understanding concepts, syntax, structure, and development processes beyond language fluency. That said, students are required to display a competent level of ability in the aforementioned languages. The net effect on faculty workload resulting from the creation of the new course was an increase of three SCH.
Overall, the changes reduced the number of SCH from 48 to 39 (42 for students without healthcare experience) in the HI concentration and to 45 (48 for students without healthcare experience) in the HIM concentration. This outcome achieved the goal of minimizing SCH for the HI concentration to acceptable standards. The change to 39 (or 42) SCH in the HI concentration brought it to within one standard deviation of all programs in the comparative pool. A welcomed byproduct of this process was the potential foundation waiver of three SCH for students in the HIM concentration. The overall effect on faculty workload was a permanent increase of one course, COHE 6550.
Sequencing Outcomes
Merging MIS 6843 and SENG 6230 into COHE 6550 provided a few sequencing challenges for students still needing one (for HIM students) or both (for HI students) of these courses. Thus, a special summer course was offered to offset any ill effects the new course would have on those who had expected to take the course or courses in the fall (when originally offered) versus our placement of the new course in the spring.
One other course sequencing change was made based on instructor feedback. COHE 6430 and COHE 6490 were swapped (fall and spring to spring and fall, respectively) to encourage students to take the foundation course (COHE 6490) before the database course (COHE 6430). The program does not have a set semester sequence because it offers rolling enrollment and has many part-time students. However, the change allows us to encourage enrollment in the course during what is typically a student's inaugural semester (i.e., fall). This change affected the planned course sequence of many students because it resulted in COHE 6490 being offered in consecutive semesters during the 2015 calendar year. COHE 6430 was not offered during this time because we were able to adjust students' plans of study to compensate.
The effect of these sequencing modifications was a one-time workload increase of three SCH for the summer COHE 6550 offering. The duplication of COHE 6490 was offset by the lapse of COHE 6430 during the 2015 calendar year. The credit-hour equilibrium was maintained only because both courses were taught by the same instructor.
Step 3—Procedure for Changing the Program Requirements and Timeline of Completion
A university graduate program can make changes to its existing curriculum only with the approval of the university's graduate curriculum committee (GCC) and other institutional oversight bodies. Once that approval is obtained, the proposed changes are included in the next academic year's official catalog and implemented. For example, changes that are reviewed and approved during the 2016–2017 academic year would be included in the university's 2017–2018 graduate catalog. It is important for academic units at a university to be aware of the chronology of the academic program revision process when planning to make curricular changes to graduate programs. Although the procedures described herein reflect ECU's internal processes, they are by no means unique or protracted, and are thus generalizable to other institutions.
The initial step is to consult university policies pertaining to the actions one intends to perform. As set forth in ECU's GCC Curricular Actions Table (part of which is shown in Table 1), multiple steps were necessary for the undertaking to be successful. Revisions included the addition of new courses and removal of existing courses, designation of prerequisites, changes to the concentration names, and a course title change (see Table 2). As indicated, the procedure for changing the MS in HIIM degree program requirements involved intradepartmental as well as extradepartmental review and approval.
After the departmental faculty had agreed to the recommended changes to the MS in HIIM program, the appropriate graduate teaching faculty wrote the revision package and submitted it to the departmental academic affairs committee. Next, the package of proposed changes was submitted for approval to the GCC within the college. After their endorsement was received, the package was sent to the university's GCC. It is important to obtain departmental as well as unit-level approval for a proposal package as quickly as possible (within a few weeks) to get the proposed changes into the review queue at the university level for a particular academic cycle. Otherwise, the changes might not be reviewed until the following academic year.
Regarding the actual timeline, we present the following as an example of what one might encounter.
At ECU, the approximate last date by which a proposed program change will be considered for inclusion in the university's catalog for the next academic year is March 15. However, the package must be electronically provided to the committee no later than March 1—the true deadline. Regardless of when the proposal is submitted, the program director and other select persons appear before the committee to explain and answer any questions concerning the proposed program modifications. If the university GCC agrees with the proposal, then the changes will be implemented and scheduled to appear in the next iteration of the university graduate catalog upon approval by the faculty senate and chancellor (typically done in bulk at the end of the semester). In our case, the proposal was accepted during academic year 2014–2015 by all parties, with changes going into effect in the following academic catalog (2015–2016). If the proposal had been unsuccessful, it would have been sent back for revision, which would have pushed it back to the 2015–2016 academic year docket for potential inclusion in the 2016–2017 catalog.
Ongoing Modifications to the MS in HIIM Program
When the MS in HIIM program commenced in the fall of 2013, the undergraduate HIM program was discontinued. This strategic decision was not made lightly. The expectation was that there would be great interest in the RHIA concentration. The transition left a void in North Carolina because no other baccalaureate-level RHIA program existed in the state. Many faculty in two-year programs offering Registered Health Information Technician (RHIT)27 certification eligibility voiced the concern that a barrier was erected to achieving RHIA certification in-state. Likewise, baccalaureate-prepared students simply seeking RHIA eligibility were put off by the thought of completing an entire master's program. In response to these concerns, the HIM Graduate Certificate program was established.
Although it is a step beyond the baccalaureate level, the graduate certificate program requires only eight courses (see Figure 3) to earn eligibility to sit for the RHIA examination (for students who meet the prerequisites and have earned a baccalaureate degree). This program constitutes half of the optimized HIM concentration in the MS in HIIM program. Therefore, once a student completes the certificate, he or she could apply to the HIM concentration in the MS in HIIM, transfer all coursework, and complete the degree in an additional 1 to 1.5 years. As an enticement to do so, those graduating from the certificate with a 3.5 GPA or higher will have the GRE/GMAT requirement waived. The same waiver is applied to the HI graduate certificate as well.
Since its inception in the fall of 2015, 37 students have enrolled in the certificate program. It is difficult to fully identify students' intent for enrollment. That is, students enter the certificate for one of three reasons:
for RHIA eligibility alone,
for RHIA eligibility with the possibility of continuing in the master's program, or
to bypass the GRE/GMAT requirement when applying to the HIM concentration in the master's program.
Thus, direct enrollment in the MS in HIIM program—specifically the HIM concentration—has been stagnant, but matriculation from certificate programs (i.e., HIM and HI) has risen. This trend is expected to continue. As a result, the HIM concentration has become redundant in definition and administration, and will therefore be ended.
The discontinuation of the HIM concentration results in the MS in HIIM curriculum map proposed in Figure 4. A notable observation is the absence of biostatistics (BIOS 7021). This course was featured in the HIM concentration only and will no long be necessary once the concentration is removed. Because it was an extradepartmental course, no accreditation competencies were applied to it. Thus, the loss of the course has no effect on our gap analysis.
Students who would have chosen the HIM concentration will instead be enrolled in the HIM graduate certificate and the proposed MS in HIIM program. The necessary courses can be found in Figure 3 and Figure 5. The effect of this transition on the number of SCH required for completion of the existing concentrations is as follows. For the HI concentration, the course load remains unchanged because the proposed MS is the same as the HI concentration. For the HIM concentration, combining the HIM certificate program and the proposed MS program (which includes the elimination of the biostatistics course) results in an unchanged course load.
The Return of the BS in HIM
The RHIA eligibility that our program offers is tied to the BS in HIM program. Although the program has been discontinued (i.e., no new enrollment is allowed), it still exists for accreditation purposes. CAHIIM has agreed to the arrangement, but the Southern Association of Colleges and Schools (our regional accreditor) has not. Thus, our department was given an ultimatum—revive the BS in HIM or terminate it entirely.
The MS advisory committee met to discuss the options. The first option was to abandon the BS in HIM and seek RHIA eligibility through accreditation of the MS in HIM program—an option that only recently became available.28 While this arrangement would suit the needs of our master's students, we had several reservations. First, the curriculum was vastly different from the MS in HI, requiring a complete reanalysis and, most likely, alterations to existing courses and the development of new courses. Second, it was unclear if the HIM graduate certificate would be covered under the accreditation of the MS in HIM program. Lastly, we still had a strong desire to serve the community at the baccalaureate level.
The second option was to resurrect the BS in HIM. This option presented several drawbacks of its own. First, a majority of the courses overlapped with the remaining baccalaureate program (BS in health services management [HSM]). The BS in HSM is a highly sought-after and competitive degree. Students entering the BS in HIM program would reduce the number of admissions to the HSM program and could potentially decrease overall classroom performance if applicants to the BS in HIM program were ill prepared for the rigors of the curriculum. Second, five courses would have to be revived.
With strained resources, both options seemed daunting. However, the faculty ultimately decided and agreed to reinstate the BS in HIM. A committee was convened to address the concerns previously raised and to set a date for program commencement. Beginning in the fall of 2017, the BS in HIM program will officially offer courses.
Graduate enrollment will be closely monitored during the initial period of the BS in HIM offering. If necessary, the optimization committee will act in accordance with the steps outlined in this article. A slight drop in HIM graduate certificate enrollment is expected because many of our HSM students matriculate in the certificate program (having met all prerequisites by virtue of completing the degree). However, we expect that many of the BS in HIM students will proceed into the proposed MS in HIIM program (see Figure 4) as internal demand for our graduate programs continues to climb.
The competitive academic environment, not unlike healthcare itself, is always in flux. Prudence demands program flexibility and a vigilant oversight committee. Since our MS in HIIM program first began, the number of graduate programs in HI and/or HIM (accredited or otherwise) has significantly increased. Departments must continually monitor, assess, and adjust programs to ensure that they are both timely and successful. In this article, we described such a process for the MS in HIIM at ECU.
Work began with market analysis and moved into a committee specifically charged with optimizing the three original options. This article details the administrative, programmatic, and sequencing outcomes of the committee's work, along with the institutional processes required to see the changes through to fruition. As a result of this process, the course load was decreased, courses were removed or replaced, and options were consolidated to provide the most current, relevant, and efficient program for our students. Lastly, this article discusses ongoing modifications to the degree, highlighting continued efforts to maximize student success. In the final installment of this three-part series, we will present the steps we took to achieve accreditation.
Ray Hales Hylock, PhD, is an assistant professor in the Department of Health Services and Information Management at East Carolina University in Greenville, NC.
Paul David Bell, PhD, RHIA, CTR, is a professor in the Department of Health Services and Information Management at East Carolina University in Greenville, NC.
Susie Tolar Harris, PhD, MBA, RHIA, CCS, FAHIMA, is an associate professor in the Department of Health Services and Information Management at East Carolina University in Greenville, NC.
James Anthony Woodward is a graduate assistant in the Department of Health Services and Information Management at East Carolina University in Greenville, NC.
Robert James Campbell, EdD, CPEHR, CPHIMS, is an associate professor in the Department of Health Services and Information Management at East Carolina University in Greenville, NC.
Harris, Susie Tolar, Paul David Bell, and James Anthony Woodward. "First Steps in Starting a Master of Science Program in Health Informatics and Information Management." Educational Perspectives in Health Informatics and Information Management (Winter 2016): 1–15. Available at http://eduperspectives.ahima.org/firststeps/.
American Health Information Management Association. "Registered Health Information Administrator (RHIA)." Available at http://www.ahima.org/certification/RHIA (accessed March 12, 2017).
Harris, Susie Tolar, Paul David Bell, and James Anthony Woodward. "First Steps in Starting a Master of Science Program in Health Informatics and Information Management."
Commission on Accreditation for Health Informatics and Information Management Education. "Welcome to CAHIIM." Available at http://www.cahiim.org/ (accessed March 12, 2017).
American Health Information Management Association. "Certified Professional in Health Informatics (CPHI)." http://www.ahima.org/certification/CPHI (accessed March 12, 2017).
American Health Information Management Association. Graduate Health Informatics Task Force.
Gadd, Cynthia S., Jeffrey J. Williamson, Elaine B. Steen, and Douglas B. Fridsma. "Creating Advanced Health Informatics Certification." Journal of the American Medical Informatics Association 23, no. 4 (2016): 848–50.
Gadd, Cynthia S., Jeffrey J. Williamson, Elaine B. Steen, Katherine P. Andriole, Connie Delaney, Karl Gumpper, Martin LaVenture, Doug Rosendale, Dean F. Sittig, Thankam Thyvalikakath, Peggy Turner, and Douglas B. Fridsma. "Eligibility Requirements for Advanced Health Informatics Certification." Journal of the American Medical Informatics Association 23, no. 4 (2016): 851–54.
US Bureau of Labor Statistics. "Occupational Outlook Handbook: 2016–17 Edition, Medical and Health Services Managers." Available at https://www.bls.gov/ooh/management/medical-and-health-services-managers.htm (accessed March 12, 2017).
Burning Glass Technologies. Missed Opportunities? The Labor Market in Health Informatics, 2014. Available at http://burning-glass.com/wp-content/uploads/BG-Health_Informatics_2014.pdf (accessed September 5, 2017).
Study.com. "Salary and Career Info for a Masters in Health Informatics." Available at http://study.com/articles/Salary_and_Career_Info_for_a_Masters_in_Health_Informatics.html (accessed March 12, 2017).
Health Informatics Degree Center. "Top 10 Master's in Health Informatics Online 2016-2017." September 2016. Available at http://www.healthinformaticsdegrees.org/masters-in-health-informatics-online/ (accessed March 12, 2017).
Best Colleges. "25 Best Online Master's in Health Informatics Programs." 2017. Available at http://www.bestcolleges.com/features/best-online-masters-in-health-informatics-programs/ (accessed September 5, 2017).
Center for Online Education. "Best Online Master's in Health Informatics Degree Programs." Available at http://www.onlinecolleges.net/rankings/best-online-masters-health-informatics-degree-programs/ (accessed September 5, 2017).
Best College Reviews. "The 25 Best Online Masters in Healthcare Informatics Degree Programs." Available at http://www.bestcollegereviews.org/top/online-masters-in-healthcare-informatics-degree-programs/ (accessed March 12, 2017).
Washington Monthly. "2016 College Guide and Rankings." Available at http://washingtonmonthly.com/college_guide (accessed March 12, 2017).
Educate to Career. "ETC College Rankings Index Results." Available at https://www.jobsearchintelligence.com/etc/college-rankings-result.php (accessed March 12, 2017).
Best Value Schools. "Top 15 Cheap Online Health Informatics Master's Degree Programs." Available at http://www.bestvalueschools.com/cheap/online/masters-health-informatics-degree-programs/ (accessed September 5, 2017).
Health Care Administration Degree Programs. "30 Most Affordable Master's in Health Informatics Programs 2015." Available at http://www.healthcare-administration-degree.net/about/affordable-masters-health-informatics-degree/ (accessed March 12, 2017).
Commission on Accreditation for Health Informatics and Information Management Education. "Welcome to CAHIIM."
American Health Information Management Association. "Certified Professional in Health Informatics (CPHI)."
Gadd, Cynthia S., Jeffrey J. Williamson, Elaine B. Steen, and Douglas B. Fridsma. "Creating Advanced Health Informatics Certification."
Gadd, Cynthia S., Jeffrey J. Williamson, Elaine B. Steen, Katherine P. Andriole, Connie Delaney, Karl Gumpper, Martin LaVenture, Doug Rosendale, Dean F. Sittig, Thankam Thyvalikakath, Peggy Turner, and Douglas B. Fridsma. "Eligibility Requirements for Advanced Health Informatics Certification."
American Health Information Management Association. "Registered Health Information Technician (RHIT)." Available at http://www.ahima.org/certification/RHIT (accessed March 12, 2017).
American Health Information Management Association. "Registered Health Information Administrator (RHIA)."
health informatics program; health information management program; master's program; optimization
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Hey there! Hope all of you are doing well. Today I am sharing a healthy vegetable stew recipe especially for my vegetarian friends. These healthy stews are storehouse of nutrition. It has great health benefits to the people of all age, from toddlers to the aged ones . It can also be taken as a wholesome meal option for them who are following a diet regimen.
You can also use other vegetables like broccoli, baby corn, zucchini or spinach leaves for your vegetable stew. It's totally your choice.
open cover and add the milk. Once the stew starts boiling, switch off the flames and add the remaining black pepper powder, mix well and serve hot.
It's mid November, the onset of winter season. This is the time when we get to see lots of fresh vegetables in the market and more number of veg dishes on our dining table. I'm a Bengali and I have noticed that people from my community are attracted towards fried snacks like chops, cutlets, pakoras, samosas, etc., more in the winter season than any other time of the year. We enjoyed the cold evenings with a steaming hot cup of tea along with some hot fried bites. One of these snacks, is the vegetable chop or vegetable cutlet, which is more enjoyed in the winters than any other time of the year. So, today I am writing the recipe of vegetable chop or cutlet.
now, take these chops one at a time, dip them into the batter and then, roll them over the bread crumbs. Do this process one more time, first dip into the batter and then roll over the bread crumb.
vegetable chop is ready. Serve it hot with some kasundi or mustard sauce and tomato ketchup. These cutlets can also be served as a starter.


text:
Q: Validating 2 things for TextFormField I have a textformfield which validates min length to be at least 3 characters. Later on, I'll validate with backend that the username is unique.
But currently, I'm having trouble showing 2 error text for 2 errors. Namely, one for min length ( "Please enter at least 3 characters for your username") and one for non-unique username ('Your username is popular, please try another one.')
Questions:

*

*How to make the suffix icon appear only when at least 1 character is typed? instead of by default, I know it's linked to hasMinLengthUnique = false.

*How to show different error text for respective errors?

*And later on, how to put a ternary operator on the navigation to another page based on value hasMinLengthUnique = true.
Bcos right now, whether hasMinLengthUnique = true or false, the navigation doesn't happen.
Form(
                  key: _formKey,
                  autovalidateMode: AutovalidateMode.always,
                  child: TextFormField(
                    controller: _controller,
                    validator: (value) {
                      return (0 < value.length && value.length < 3)
                          ? "Please enter at least 3 characters for your username"
                          : null;
                    },
                    onChanged: (value) {
                      setState(() {
                        value.length > 2

                            // && username must be unique

                            ? hasMinLengthUnique = true
                            : hasMinLengthUnique = false;
                      });
                    },
                    style: TextStyle(color: Colors.white),
                    autofocus: true,
                    maxLength: 15,
                    decoration: InputDecoration(
                      suffix: hasMinLengthUnique
                          ? IconButton(
                              icon:
                                  Icon(Icons.check_circle, color: Colors.green))
                          : IconButton(
                              icon: Icon(Icons.cancel, color: Colors.red)),
                      errorBorder: UnderlineInputBorder(
                        borderSide: BorderSide(color: Colors.blue, width: 1.0),
                      ),
                      errorStyle: TextStyle(color: Color(0xff4aa3f8)),
                      focusedErrorBorder: UnderlineInputBorder(
                        borderSide: BorderSide.none,
                      ),
                      border: OutlineInputBorder(),
                      focusedBorder: OutlineInputBorder(
                        borderRadius: BorderRadius.all(Radius.circular(15)),
                        // borderSide: BorderSide(width: 1, color: Colors.white),
                      ),
                    ),
                  ),
                ),
              ),
            ),
            SizedBox(
              height: MediaQuery.of(context).size.height * 0.18,
            ),
            Padding(
                padding: EdgeInsets.only(
                  right: MediaQuery.of(context).size.height * 0.015,
                ),
                child: DelayedDisplay(
                  delay: Duration(seconds: 3),
                  child: Align(
                      alignment: Alignment.centerRight,
                      child: ElevatedButton(
                          style: ElevatedButton.styleFrom(
                              onPrimary: Colors.white,
                              primary: Color(0xff3a327f)),
                          child: Icon(Icons.chevron_right, size: 27),
                          onPressed: () async {
                            // if (formKey.currentState.validate()) {
                            Navigator.push(context, _createRoute());
                            // }
                          })),
                ))
          ]),
        ));

A: Have you tried if else statement in onChanged Value
var isValidate;
onChanged(){
if(1st condition){
setState(){}
}
else if(2nd condition){
setState(){}
}
}

A: Here is the code

*

*It checks whether a username is greater than 2 or not

*Then it will check whether your username is popular or not (try typing admin)

*It will update your hasMinLengthUnique accordingly that will update your UI of IconButton()

*It will update your ElevatedButton() as well. It becomes disable if hasMinLengthUnique is false and become enable if hasMinLengthUnique is true.

import 'package:flutter/material.dart';

void main() {
  runApp(MyApp());
}

class MyApp extends StatelessWidget {
  @override
  Widget build(BuildContext context) {
    return MaterialApp(
      title: 'Flutter Demo',
      theme: ThemeData(
        primarySwatch: Colors.blue,
      ),
      home: MyHomePage(title: 'Flutter Demo Home Page'),
    );
  }
}

class MyHomePage extends StatefulWidget {
  MyHomePage({Key key, this.title}) : super(key: key);
  final String title;

  @override
  _MyHomePageState createState() => _MyHomePageState();
}

class _MyHomePageState extends State<MyHomePage> {
  bool hasMinLengthUnique = false;
  var _controller = TextEditingController();
  GlobalKey<FormState> _formKey = GlobalKey();
  var defUsername = ["admin"];

  @override
  Widget build(BuildContext context) {
    return Scaffold(
      appBar: AppBar(
        title: Text(widget.title),
      ),
      body: Center(
        child: Container(
          color: Colors.lightBlue[900],
          child: Column(
            children: [
              Form(
                key: _formKey,
            autovalidateMode: AutovalidateMode.always,
            child: Padding(
              padding: const EdgeInsets.all(8.0),
              child: TextFormField(
                controller: _controller,
                validator: (value) {
                  if (value.length < 3) {
                    return "Please enter at least 3 characters for your username";
                  }
                  if (value.contains(defUsername[0])) {
                    return "Username is too popular";
                  }
                  return null;
                },
                onChanged: (value) {
                  setState(() {
                    if (value.contains(defUsername[0]) ||
                        value.length <= 2) {
                      hasMinLengthUnique = false;
                    } else {
                      hasMinLengthUnique = true;
                    }
                  });
                },
                style: TextStyle(color: Colors.white),
                autofocus: true,
                maxLength: 15,
                decoration: InputDecoration(
                  contentPadding:
                      EdgeInsets.symmetric(vertical: 0, horizontal: 10),
                  labelText: "Username",
                  suffix: hasMinLengthUnique
                      ? Icon(Icons.check_circle, color: Colors.green)
                      : _controller.text.isEmpty
                          ? Icon(null, color: Colors.red)
                          : Icon(Icons.cancel, color: Colors.red),
                  border: OutlineInputBorder(),
                ),
              ),
            ),
              ),
              SizedBox(
                height: MediaQuery.of(context).size.height * 0.18,
              ),
              Padding(
                padding: EdgeInsets.only(
                  right: MediaQuery.of(context).size.height * 0.015,
                ),
                child: Container(
                  child: Align(
                    alignment: Alignment.centerRight,
                    child: ElevatedButton(
                      style: ElevatedButton.styleFrom(
                          onPrimary: Colors.white, primary: Color(0xff3a327f)),
                      child: Icon(Icons.chevron_right, size: 27),
                      onPressed: hasMinLengthUnique
                          ? () {
                              print("go to next screen");
                            }
                          : null,
                    ),
                  ),
                ),
              )
            ],
          ),
        ),
      ),
    );
  }
}

Thank you!