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A group of friends embark on a 600 km long traverse, challenging themselves and commemorating those, who suffered the ordeal.
Sofija Korf, Karolis Pilypas Liutkevicius, Berta Tilmantaite, Mindaugas Drigotas
Mindaugas Drigotas, Karolis Pilypas Liutkevicius, Gediminas Andriukaitis, Berta Tilmantaite
Vitalis Staugaitis, Gediminas Andriukaitis, Darius Vilkisius, Viktoras Siurgotas, Vigimantas Girnys
Country / Nationality
Our Judges say:
Thoughtful and surprising, this is a different kind of adventure film. Siberia is a tough landscape to navigate, and the psychological and historical journey is equally difficult. Really recommended.
Anna Paxton
It's great to have a film that doesn't through all the answers at you. You descover the expedition and grow with the crew. Great story and storytelling.
Ed Birch Director of Salt-Street productions
In the autumn of 1942 the Lena river delta became a prison for almost three thousand innocent Lithuanian men and women, young and old, who were secretly deported here by the Stalin's regime. These forced labour camps (Russian, Gulags) on the banks of Lena and the shore of the Laptev Sea, were supposed to supply Soviet army with fish during World War II, became graveyards for thousands. Those who died in this faraway land and those, who survived the ordeal, were later proudly called "the Laptevians". Inspired by the legacy of Gulag survivors and led by the son of a Laptevian a group of four friends and experienced adventurers decided to embark on an unprecedented traverse, lasting more than 600 km laying the route that no one has ever done before. The aim of the trip was to cross the Verkhoyansky range using nothing but their feet, inflatable boats and a spirit of friendship, in order to endure a 30-day long unsupported expedition from Batagay Alyta to the Kyusyur – a village on the bank of Lena – a place where the father of one of the members of expedition was born, hoping to meet ancestors of Lithuanian gulag survivors, who might be living there until the present day. Finally, the group planned to reach the notorious Tit-Ary island in the Lena delta, visiting abandoned Gulag and cemetery, paying tribute to all that suffered there. Initially a 4 part web-documentary "Traces" is a part of a multimedia project, which encompasses the trials of this expedition and the past events that linger in the subconscious of the Lithuanian society. It invites the viewer to explore the map with the route of the expedition, see archival material which helps to understand the history of deportations, hear the stories of survivors and relive the experience of the expedition in a mini series of short video documentaries. As a multimedia project it was nominated for an award at European broadcasting festival PRIX EUROPA 2018.
Part of Spirit Of Adventure Films 3


Based in Gangwon-do Province, South Korea, Museum of Musical Instruments of the World (MMIW) was established with the aim of preserving traditional music instruments from around the world. As of 2013, it had over 2000 instruments from 115 countries and has two more branches in Paju and Busan. Countries included in the collection include ethnic music instruments from Asia, Europe, America, Africa, Oceania and Middle East. The collection also includes various artefacts such as ceramics, masks, costumes, amulets, music and anthropology related stamps, audio materials, and books.


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Emergency Shelter Support for Newly Arrived Rohingya People
Nearly 700,000 refugees have sought safety in Bangladesh since August 25, 2017, having fled violence and persecution in Myanmar. The death tolls and injuries happened by the Myanmar Army, left the Rohingya people in distressed, abandoned and least capacity to leading life. The speed and scale of influx was escalating humanitarian crisis, adding pressure to its existing services in refugee camps and makeshift settlements in Cox's Bazar. At that emergency situation, Al-Khair Foundation started the shelter program, building 2,000 units of shelters in collaboration with SHED on emergency basis which provided accommodation for around 12,000 Rohingya people.
Sanoara, a 13-year-old girl, had been living happily with her parents in Gopi village, located within Budichang district, Myanmar. Her life changed on the day of holy Eid-ul Adha. While Sanoara was playing at home with other kids from her neighbourhood, her mother went to bring water from nearby well, while her father was working in the field. Suddenly, she heard gunshots from everywhere. The Myanmar army started firing on the villagers and was setting houses on fire. Hearing gunshots, the horrified villagers started fleeing to save their lives. Sanoara had no option but to escape with her neighbours, as she couldn't find her parents. While escaping the crackdown with her neighbours, Sanoara had to witness the traumatic sight of finding her parents' dead bodies. She couldn't do anything except leave her parents dead bodies behind and flee with her community. An estimated 5,000 villagers from that village fled the army's persecution. They had to walk for 10 days through the jungle and over mountains to cross the border into Bangladesh. Sanoara, along with her neighbours, took refuge in Jamtoli camp, where they spent 15 days. They were then relocated to Kutupanlong camp. The people who were once Sanoara's neighbours had now become her only family. Initially, they were struggling as there was crisis for shelters in Kutupalong camp. Moreover, the monsoon made the situation worse. However, with the assistance of AKF's volunteers they found a safe shelter to sleep under. Sanoara has experienced severe trauma ad though her family managed to find a shelter for their, they continue to live in extremely difficult conditions.
SIDA Conference
City Giving Day
WE STAND UNITED…

redpajama_set_name: RedPajamaCommonCrawl


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Keywords: Dental hygiene education, perception, profession, self-esteem
Gupta S, Jain A, Garg S, Sood S, Kumari B. Perceptions of Indian dental hygiene students toward their profession and its relationship with their explicit self-esteem scores . Indian J Dent 2014;5:202-10
Gupta S, Jain A, Garg S, Sood S, Kumari B. Perceptions of Indian dental hygiene students toward their profession and its relationship with their explicit self-esteem scores . Indian J Dent [serial online] 2014 [cited 2019 Jul 17];5:202-10. Available from: http://www.ijdentistry.com/text.asp?2014/5/4/202/144728
Studies regarding perceptions toward a profession have been conducted in nursing and other health care professions. [1],[2],[3] The information obtained through these studies is considered important in evaluating the current status of education. Dental hygienists have to interact with patients on a daily basis. The nature of health care professions is such that it involves a high degree of personal and group interaction. In dentistry, however, information regarding student perceptions of the profession and its influencing factors is scarce. More so in India, there has never been an attempt to evaluate the perceptions of dental hygienists toward their career. The term "perception" describes how the students view themselves, their environment, ways of thinking and feelings about dentistry, the opportunity to act in clinical and educational situations and, most importantly, their satisfaction and aspiration levels with the profession of their choice.
Human behaviors and perceptions are thought to be influenced by many psychological factors including self-esteem; therefore, the present study explored students' self-esteem. Self-esteem is a positive or negative orientation toward oneself, an overall evaluation of one's worth or value. Rosenberg defined self-esteem as an evaluation that an individual makes and maintains with regard to him or herself. [4] Self-esteem expresses an attitude of approval or disapproval toward oneself. People with high self-esteem have self respect, consider themselves to be of worth and are proud of their achievements. On the contrary, people with low self-esteem tend to lack confidence, are self-critical and consider themselves less worthy and competent than others. [4]
Self-esteem has been shown to be linked to social anxiety and is therefore related to the fear of negative evaluation. [5] Greenberg et al. found self-esteem to function as a buffer that protected against the negative impact of stress and reduced anxiety. [6] But, despite its buffering effects, self-esteem has not been sufficiently studied in the domain of dentistry to determine whether or not it acts as a buffer to work-induced stress in the profession. Self-esteem has also been linked, positively, to improved self-perception of clinical competence. [7] It is also considered the most important personal resource in coping with work-related stress. [8]
There is little research conducted on dental hygienists in this regard. An attempt was made by Eda [9] to investigate the relationship between self-esteem and professional identity of Japanese dental hygiene students. He reported that the levels of self-esteem and professional identity of the students increased after clinical rotations. Saito et al. also investigated the difference in perception toward profession and self-esteem of Japanese and Canadian dental hygiene students. [10],[11] They concluded that there were significant differences between the two groups, with the Canadian students reporting greater levels of self-esteem than the Japanese students.
However, there is no data for Indian students and it is all the more important because here there is not much of career counseling at the entry level to their career and age of entry of the student to their career is 3-4 years lesser than in the western world. At this age, rational thinking in the students is probably not fully developed owing to less exposure and interactions toward different career options available. Therefore, the chance to get influenced by external pressures and opt for a career that they do not know much about is very high.
The aims of the study were to evaluate:
The perceptions toward the profession by estimating the dimensions of "Motivation," "Expectation" and "Environment"
The level of explicit self-esteem (ESE) by using the Rosenberg self-esteem scale
The relationship of self-esteem (ESE) with perceptions toward the profession
To develop educational strategies to positively influence students' perceptions
To evaluate the level of satisfaction of the students to the current status of professional employment in the country.
ESE is a conscious and reflective self-evaluation of a person's disposition, whereas implicit self-esteem (ISE) entails an evaluation in a spontaneous, automatic or unconscious manner. ESE is a direct measurement of self-esteem and captures the individual's conscious act of self-judgement, episodic memory for this act or semantic memory for its propositional derivatives. It was hence the test of choice in our study. [12]
The sample group was a convenience sampling of 50 second year dental hygienists undertaking training and education in two dental hospitals (Government Dental College and Hospital, Shimla, and Bhojia Dental College and Hospital Baddi, India). Burns and Groove (1993) [13] note that convenience samples are inexpensive and accessible and usually require less time to acquire than other types of samples. Convenience samples provide means to conduct studies on topics that could not be examined using probability samples. They provide means to inquire information in unexplored areas.
Given that this was an exploratory study and one that was an attempt to identify students' self-reporting of their own self-esteem levels, a convenience sample despite its limitations was deemed appropriate. The limitations of such a sample, however, need to be kept in mind when reviewing the outcomes of such a study.
A survey with 10 items developed by Saito et al. was used (after prior permission from the authors) to obtain Indian students' perceptions about the profession by estimating the dimensions of "Motivation," "Expectation" and "Environment." [10] The items 1-9 are listed in [Table 1]. [10] The participants were asked to respond to a variety of questions involving rating scales as well as other types of categorical options. For item 10, the Rosenberg self-esteem scale was used to assess levels of ESE [Table 2]. [10],[14] A four-point rating scale was used for each of the subscale questions. Questionnaire attached as Appendix.[Additional file 1]
Table 1: The survey instrument for dental hygiene students (items 1-9) for estimating perceptions toward the profession
Table 2: Item 10 in the survey instrument. The Rosenberg self-esteem scale
For statistical analysis of the data, a software package, SPSS for Windows (version 15.0; SPSS Inc., Chicago, IL, USA), was used. All the students in both the colleges (50) were included in the study. A total of 42 surveys were returned. The response rate was 84%. No invalid form was received. We checked the reliability by Cronbach's alfa. The reliability was found to be 0.702; therefore, our data were reliable.
The mean age of the respondents was 20.5 (range 17-29) years. 78.6% were females and 21.4% were males. A summary of the responses to items 2, 3 and 4 is shown in [Table 3]. A -5-point scale was applied. As for the motivation to become a dental hygienist, the percentage of respondents whose answers were either "very high" or "high" was approximately 42.8%, and 57.1% respondents felt that their motivations were "low" and "very low."
Table 3: Summary of response to items 2, 3 and 4
When asked to rate their expectations toward the profession, 54.7% of the respondents gave a rating of "very high" or "high," while 45.2% felt that their expectations were "low" and "very low." When asked to rate the professional environment for dental hygienists, 59.5% of the respondents rated the environment as "very good" or "good," while 40.4% felt that the professional environment was "moderate" (94.11%) and 5.8% rated it as "bad." However, none of them rated the environment at the lowest rating scale of "very bad."
The students were asked to indicate their reasons for choosing dental hygiene as a career. The following values indicate the percentage of the respondents' main reasons:
57.1% quoted having interest in health care
14.3% as a life time career
4.8% for obtaining professional license
2.4% indicated monetary advantages
21.4% were influenced by family members or relatives, which led them to choose this profession.
The students were then asked to indicate the factors in dental hygiene that appeal to them. The following values indicate the percentage of their responses:
14.3% as professional license
16.7% indicating acquisition of professional knowledge and skills
14.3% indicating provision of professional care
54.8% as opportunity to provide healthcare or independent practice.
When asked "how long do you plan to work as a dental hygienist?," the responses were as follows:
52.4% as lifetime
40.5% having no specific plan
7.1% indicating until becoming a parent.
When asked to indicate the professional area they wish to go into, prevention of periodontal diseases was the most prevalent answer, accounting for 35.7% of the respondents. The rest of the responses were:
26.2% indicating public health service
19% in education
11.9% in oral health care for elderly
2.4% as prevention of caries
2.4% indicating not sure
2.4% as pediatric dentistry.
When asked how they felt about independent practice if allowed, 88.1% of the respondents answered that they would like to go into independent practice. The following reasons against the independent practice were provided by the rest of the 11.9% of respondents:
Too much responsibility (83.3%)
Practice management seems overwhelming (7.1%)
Better care can be provided by practice with dentists (9.5%).
In item 10, levels of students' self-esteem were sought [Table 4]. Self-esteem scores were evaluated [Table 5]. 92.9% of the students fell under the category of high self-esteem. When correlations between scores of items 2, 3 and 4 and self-esteem level were examined, a highly significant correlation (P < 0.001) was found between items 2, 3 and 4. That is, all three of "motivation," "expectation" and "professional environment" had a positive correlation with the self-esteem scores [Table 6].
Table 4: Results of the item 10 in the survey instrument. The Rosenberg self-esteem scale[14]
Table 5: Self-esteem scores
Table 6: Relationship between scores for items 2, 3 and 4 and self-esteemed scores
The present study is a pilot study to assess the professional perceptions held by Indian dental hygiene students and its relationship to their ESE scores. No such other study has been conducted in India to the best of our knowledge. As per the results of our study, the Indian students' motivation to become a dental hygienist was significantly high. The majority of the Indian students enrolled into the programme immediately after graduation from high school or university. This is in contrast to the results of a study by Saito et al., who reported previous work experience of Canadian dental hygienists to be a probable cause for their higher self-esteem levels than Japanese hygienists. [10] Whereas in accordance with our results, a study of Japanese nursing students found that students with previous work experiences were likely to have less incentive to become a nurse at school entry, although most studied enthusiastically while in school. [15]
The level of expectation for the profession was significantly high for the Indian students. Dentistry in India has acquired many of the attributes of a profession. It is therefore possible that the social status of dentistry may have influenced the students' expectations in the present study.
When asked to indicate their reasons for choosing dental hygiene as a career at the time of enrollment, interest in health care and influence of family or relatives were the most frequent answers among the Indian students. This is in contrast to the Saito study, where "professional license" was the most frequent answer among the Japanese students. [10] In the close knit family structure of India, relatives and family members play a crucial role in deciding the field to be pursued by the young family member. Doctors and health care workers are considered to be messengers of God and hence are highly respected. Whereas in the Japanese society, achieving a professional license is highly valued. [10]
As for the students' future career plans, "life time" was the most frequent answer among the Indian students. A number of work style options are available for Indian dental hygienists. Many dental hygienists choose to work part-time or freelance in temporary positions or as self-employed contractors. These factors may influence students' desires for a future career plan.
When asked to indicate the area they would like to go into as a dental hygienist, they showed an interest in prevention of periodontal diseases. This trend was consistent with the unique practice of dental hygiene.
When asked to indicate the aspect of dental hygiene that appealed to them, opportunity to provide health care or independent practice was the most frequent choice (54.8%). This is in accordance to their wish to go into independent practice (88.1%). In the present study, the students' evaluation of the professional environment was significantly high as compared with the other studies.
Self-esteem is a complex, multifaceted phenomenon. What was interesting when examining the subscales was that 92.9% of the students were rated as having a high level of social self-esteem. This could be due in part to the role played by social groups at the university and the importance placed on socializing with each other by the students. Beetencourt et al. suggest that there may be a relationship between academic adjustment and the role played by positively valued group membership on wellbeing. [16] The majority of students in the study were female (78.6%); therefore, it was interesting to find consistent high levels of self-esteem. Previous research has demonstrated that males score higher on standard measures of global self-esteem compared with females, but that this difference was small. [3],[17]
It is well documented that concepts of "self" vary from culture to culture. It has been shown that East Asians, including Japanese, have less positive self-concepts than Westerners, and cultural differences have been quoted as a possible reason for the same. [10],[18],[19],[20] This is in direct contrast with our study, where we found the self-esteem levels of the Indian students to be high. This implies that environmental factors may be more influential than innate cultural factors for the development of self-esteem.
In our study, a statistically highly significant correlation (P < 0.001) was found between "motivation," "expectation" and "professional environment" and the self-esteem scores. This was in contrast with the study conducted by Saito et al., where they reported a significant correlation only between "expectation" and the self-esteem scores of the Canadian dental hygienist students as compared with the Japanese students. [10] The Japanese students had lower levels of motivation, expectation and evaluation of professional environment. The dental hygiene programmes who participated in our study have different educational philosophy, entry requirements and selection procedures. Moreover, independent practice is allowed in India, although not in Japan. These differences could be the reason for the contrasting results.
The dental hygienist course in India is a 2-year training programme. Students who have passed class XII in the science stream are eligible to apply to the various universities. The universities hold written multiple choice-based exams for selection of the candidates. The number of seats varies from 10 to 20 per university. During the 2-year training programme, the students are taught both general education courses and courses specific to the field of dental hygiene. General education courses include courses like English, Basics of Computers and Record Keeping. Courses specific to dental hygiene may include anatomy, oral anatomy, dental materials, pharmacology, radiography, periodontology, nutrition and clinical skills. They are posted to the various clinical departments during their course and are taught common procedures that include oral prophylaxis, taking of prescribed radiographs, dental sealants, administration of fluoride and providing instructions for proper oral hygiene and care. They are taught to keep a record of the patient, do the necessary charting that includes a full review of the patient's medical history, necessary X-rays to be taken, a clinical examination and a periodontal assessment by probing and exploring areas of the patients' mouth.
Some studies have suggested that East Asians may be just as positive in ISE as are Americans. [21],[22],[23]
The similarities in ISE across cultures may arise from cross-cultural similarities in child-rearing practices. Perhaps in all cultures, including East Asian and American cultures, parents and other adults provide unconditional love to infants and praise young children. [18] Such early experiences may foster implicit self-positivity among Japanese and Chinese children, as much as among American children. Our finding that ESE measures reveal self-positivity in East Asians suggests that positive ESE may also be cultural universally and influenced by the same factors as ISE.
Eda reported that the levels of self-esteem and professional identity of Japanese dental hygiene students increased after the clinical rotations. [9] While there is no single factor that can increase or decrease a person's self-esteem, the potential impact of negative evaluation on self-esteem should be carefully assessed and educational strategies should be formulated to increase dental hygiene students' self-esteem.
Findings of the study by Taylor on novice dental hygienists of Ontario suggested that current dental hygienist graduates are not appropriately prepared for the transition from student to practitioner. [24]
They reported difficulty in finding employment in general dental practices. Few were confident enough to start their own practice. Richardson also reported that hygienists who chose to venture out on their own have been practicing the profession for a mean of 20 years, with a minimum of 5 years and a maximum of 32 years. [25]
Results of the study by Swanson showed that dental hygienists perceive their role in interdisciplinary collaboration as valuable, both now and in the future. However, current experience in collaboration is limited. Barriers to collaboration include insufficient time and knowledge of medical diseases. Speaking, listening and leadership skills are necessary to effectively participate in interdisciplinary collaboration. He stressed upon the need for greater education in communication skills and increased knowledge of medical diseases to overcome the same. [26]
India boasts a whooping number of 289 dental colleges. However, the total number of seats in the Dental Hygienist course in India is only 837, that too only in 62 colleges across the country. This is not due to a lack of infrastructure or any other amenities. Taking into account the high level of motivation, expectations, satisfaction with the professional environment and perceptions of the students and their positive self-esteem, we support a call for the need to start the dental hygienist course in a greater number of dental colleges in India. This will lead to a greater scope of employment for the same in the field of academics as well in practice so as to cater to the ever-enlarging patient population.
There are some limitations to the study. First of all, the sample size is relatively small; therefore, the results should be interpreted with caution. Although the present study is a cross-sectional study, it is important to study in greater depth the feeling of dental hygiene students about self-esteem and negative evaluation and to assess whether or not both these constructs change as students progress through their education program.
In answer to the question posed, how do dental hygienists perceive their own self-esteem, the findings indicated that they have high self-esteem levels and are satisfied with their profession. Although the self-esteem levels are high, there are certain grey areas that need to be looked into either at the school level in terms of curriculum or practical experience or better working environment or in terms of widening the scope of employment. We also conclude that environmental factors may be more influential than innate cultural factors for the development of self-esteem.
The authors thank the dental hygiene faculty and students of Government Dental College and Hospital, Shimla, and Bhojia Dental College and Hospital Baddi, India for their cooperation. They also thank Dr. Atsushi Saito, DDS, PhD, Professor and Chair, Department of Periodontology, Tokyo Dental College, Tokyo for being kind enough to give them permission to use their survey instrument.
Clinical relevance
Scientific rationale: Perceptions describe how a person views himself, his environment, his aspiration levels and his satisfaction with his profession. Our study aims to assess the same in Indian Dental Hygienist students. Principal findings: Students have high self-esteem and perception levels and are overall satisfied with their choice of profession. Practical implications: Although the self-esteem levels are high, there are certain grey areas that need to be looked into either at the school level in terms of curriculum or practical experience or better working environment or in terms of widening the scope of employment. We also conclude that environmental factors may be more influential than innate cultural factors for the development of self-esteem.
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Begley CM, White P. Irish nursing students' changing self-esteem and fear of negative evaluation during their preregistration programme. J Adv Nurs 2003;42:390-401.
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Eda S. Study of formation and education of occupational identity as dental hygienist - through clinical training. J Japan Soc Dent Hyg 2007;1:41-51.
Saito A, Tomita C, Sato Y, Cathcart G. Perceptions of Japanese and Canadian dental hygiene students towards their profession. Int J Dent Hyg 2009;7:188-95.
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Yamaguchi S, Greenwald AG, Banaji MR, Murakami F, Chen D, Shiomura K, et al. Apparent universality of positive Implicit Self Esteem. Psychol Sci 2008;18:498-500.
Sedikides C, Gaertner L, Vevea JL. Pancultural self-enhancement reloaded: A meta-analytic reply. J Pers Soc Psychol 2005;89:623-42.
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[Table 1], [Table 2], [Table 3], [Table 4], [Table 5], [Table 6]
1 Female dental students' perceptions of patient safety culture: a cross sectional study at a middle eastern setting
Khaled Al-Surimi,Haya AlAyadi,Mahmoud Salam
BMC Medical Education. 2018; 18(1)
2 Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study
Xin Xu,Daxing Wu,Xiaohua Zhao,Junxiang Chen,Jie Xia,Mulei Li,Xueqing Nie,Xue Zhong
Medical Education Online. 2016; 21(0)


MAX FORREST - Max, a sophomore, is the Physical Education Student of the Month. His daily participation, effort and leadership are prime examples for others students to follow. Some of Max's favorite activities in class are working out in the fitness center and mat-ball. After school Max remains active by playing on the Lacrosse and Soccer Teams.
SEAN CUNNEEN- Sean, a senior, comes into class every day with an infectious enthusiasm to create videos. In the TV studio he leads, motivates and inspires his fellow classmates to produce entertaining, interesting and professional videos. Sean has been one of the leaders behind Wake Up Waldwick's new format; creating characters such as Ronald Grump, a high school police officer and a snarky anchorman delivering the news. Talent, creativity, inspiration and perseverance are Sean's secrets to success.
It is my pleasure to introduce Heather Ruiz to the Waldwick community. Ms. Ruiz will be filling in for Mrs. Kabobjian (Ms. Hart) while she is out on maternity leave. Ms. Ruiz will be teaching World History for the STRIDES program as well as Academic Support. We are very excited to have Ms. Ruiz be a part of WHS.
I grew up in Waldwick and went to Traphagen Elementary. I also attended Waldwick Middle School and graduated from Waldwick High School in 2008. During high school I was Captain of the Volleyball Team and a thrower for the Spring Track Team. I went to Montclair State University and studied History and African American Studies and got my Masters in Social Studies and Special Education from Saint Thomas Aquinas College. In the fall of 2014 I was a student teacher here at Waldwick High School and have been working as a Collaborative Aide at Traphagen for the past year.
Congratulations to the newest members of the National Honor Society.
The induction ceremony will take place on Thursday, April 28 at 7:00pm in the Little Theater.


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Lois Presser
Analyzing Harmful Silences
Harm takes shape in and through what is suppressed, left out, or taken for granted. Unsaid: Analyzing Harmful Silences (U California Press, 2022) is a guide to understanding and uncovering what is left unsaid—whether concealed or silenced, presupposed or excluded. Drawing on a variety of real-world examples, narrative criminologist Lois Presser outlines how to determine what or who is excluded from textual materials. With strategies that can be added to the tool kits of social researchers and activists alike, Unsaid provides a richly layered approach to analyzing and dismantling the power structures that both create and arise from what goes without saying.
"…there's always been a latent importance to absences and silences, and people have been saying that for a long time, but I think this is a time of just trying to get our act together with how we're going to make strong claims about exclusions and silences and disappearances." – Lois Presser, author of Unsaid: Analyzing Harmful Silences.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology and a volunteer at Interference Archive. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
Jen Hoyer
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology and a volunteer at Interference Archive. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
Also Hosted By Jen Hoyer
Writing the Revolution
Heather Ford
The Remaking of Archival Values
Victoria Hoyle
Absent Presences in the Colonial Archive
Irene Hilden
The Political Lives of Information
Janaki Srinivasan
Archives of Times Past
Cynthia Kros, John Wright, Mbongiseni Buthelezi, and Helen Ludlow


text:
import logging

from dateutil.relativedelta import relativedelta
from django.db import transaction
from django.db.models import Q
from rest_framework import generics, status
from rest_framework.exceptions import ValidationError
from rest_framework.response import Response as HttpResponse

from .. import settings, signals
from ..compat import six, gettext_lazy as _
from ..docs import OpenAPIResponse, swagger_auto_schema
from ..mixins import AccountMixin
from ..models import PortfolioDoubleOptIn
from .serializers import (NoModelSerializer, PortfolioOptInSerializer,
    PortfolioGrantCreateSerializer, PortfolioRequestCreateSerializer)
from ..filters import (DateRangeFilter, DoubleOptInStateFilter, OrderingFilter,
     SearchFilter)
from ..utils import datetime_or_now, get_account_model

LOGGER = logging.getLogger(__name__)

class SmartPortfolioListMixin(AccountMixin):

    serializer_class = PortfolioOptInSerializer

    search_fields = (
        'grantee__full_name',
        'account__full_name',
    )

    ordering_fields = [
        ('grantee__full_name', 'grantee'),
        ('account__full_name', 'account'),
        ('state', 'state'),
        ('ends_at', 'ends_at'),
    ]

    ordering = ('ends_at',)

    filter_backends = (DoubleOptInStateFilter, DateRangeFilter, SearchFilter,
        OrderingFilter)

class PortfoliosAPIView(SmartPortfolioListMixin, generics.ListAPIView):
    """
    Lists grants and requests to be accepted/denied

    Lists all grants and requests that have to be accepted or denied
    by *account*.

    If you want to get all requests that have been initiated by *account*,
    see /api/{account}/requests. If you want to get all grants that have been
    initiated *account*, see /api/{account}/grants.

    **Tags**: portfolios

    **Examples**

    .. code-block:: http

        GET /api/energy-utility/portfolios HTTP/1.1

    responds

    .. code-block:: json

        {
            "count": 1,
            "next": null,
            "previous": null,
            "results": [
              {
                "grantee": "energy-utility",
                "account": "supplier-1",
                "campaign": "sustainability",
                "ends_at": "2022-01-01T00:00:00Z",
                "state": "request-initiated",
                "api_accept": "/api/supplier-1/portfolios/requests/\
0000000000000000000000000000000000000002/"
              }
            ]
        }
    """

    def get_queryset(self):
        return PortfolioDoubleOptIn.objects.filter(
            (Q(account=self.account) &
            Q(state=PortfolioDoubleOptIn.OPTIN_REQUEST_INITIATED)) |
            (Q(grantee=self.account) &
            Q(state=PortfolioDoubleOptIn.OPTIN_GRANT_INITIATED)))

class PortfoliosGrantsAPIView(SmartPortfolioListMixin,
                              generics.ListCreateAPIView):
    """
    Lists initiated grants

    Lists all grants currently pending initiated by *account*.

    **Tags**: portfolios

    **Examples**

    .. code-block:: http

        GET /api/supplier-1/portfolios/grants HTTP/1.1

    responds

    .. code-block:: json

        {
            "count": 1,
            "next": null,
            "previous": null,
            "results": [
                {
                  "grantee": "water-utility",
                  "account": "supplier-1",
                  "campaign": "sustainability",
                  "ends_at": "2022-01-01T00:00:00Z",
                  "state": "grant-initiated",
                  "api_accept": "/api/water-utility/portfolios/grants\
/0000000000000000000000000000000000000003/"
                 }
            ]
        }
    """
    serializer_class = PortfolioOptInSerializer
    lookup_field = settings.ACCOUNT_LOOKUP_FIELD

    def get_queryset(self):
        return PortfolioDoubleOptIn.objects.filter(
            Q(account=self.account) &
            Q(state=PortfolioDoubleOptIn.OPTIN_GRANT_INITIATED))

    def get_serializer_class(self):
        if self.request.method.lower() == 'post':
            return PortfolioGrantCreateSerializer
        return super(PortfoliosGrantsAPIView, self).get_serializer_class()

    @swagger_auto_schema(responses={
        201: OpenAPIResponse("Create successful", PortfolioOptInSerializer,
        many=True)})
    def post(self, request, *args, **kwargs):
        """
        Initiates a grant

        Initiate a grant of data to a grantee

        **Tags**: portfolios

        **Examples**

        .. code-block:: http

            POST /api/supplier-1/portfolios/grants HTTP/1.1

        .. code-block:: json

            {
               "grantee": {
                 "slug": "energy-utility",
                 "full_name": "Energy Utility"
               }
            }

        responds

        .. code-block:: json

            {
               "grantee": {
                 "slug": "energy-utility",
                 "full_name": "Energy Utility"
               }
            }
        """
        serializer = self.get_serializer(data=request.data)
        serializer.is_valid(raise_exception=True)

        #pylint:disable=too-many-locals
        created_at = datetime_or_now()
        # If we don't make a copy, we will get an exception "Got KeyError
        # when attempting to get a value for field `slug`" later on in
        # `get_success_headers`.
        grantee_data = {}
        grantee_data.update(serializer.validated_data['grantee'])
        campaign = serializer.validated_data.get('campaign')

        # Django1.11: we need to remove invalid fields when creating
        # a new grantee account otherwise Django1.11 will raise an error.
        # This is not the case with Django>=3.2
        account_model = get_account_model()
        lookups = {self.lookup_field: grantee_data.pop('slug')}
        invalid_fields = []
        model_fields = set([
            field.name for field in account_model._meta.get_fields()])
        for field_name in six.iterkeys(grantee_data):
            if field_name not in model_fields:
                invalid_fields += [field_name]
        for field_name in invalid_fields:
            grantee_data.pop(field_name)
        grantee, unused_created = account_model.objects.get_or_create(
            defaults=grantee_data, **lookups)

        accounts = []
        # XXX assert self.account has access to each account in `accounts`.
        # accounts = serializer.validated_data.get('accounts', [])
        if not accounts:
            accounts = [self.account]

        # Attempting to grant access to itself is an error.
        for account in accounts:
            if account == grantee:
                raise ValidationError({'grantee': _("The profile already has"\
                    " access to the data you are trying to share.")})

        status_code = status.HTTP_200_OK
        ends_at = created_at + relativedelta(months=4)
        portfolios = []
        requests_accepted = []
        with transaction.atomic():
            for account in accounts:
                # If we have a pending grant initiated, we actualize it.
                portfolio = PortfolioDoubleOptIn.objects.filter(
                    Q(account=account) &
                    Q(grantee=grantee) &
                    Q(campaign=campaign) &
                    Q(state=PortfolioDoubleOptIn.OPTIN_GRANT_INITIATED)
                ).first()
                if portfolio:
                    portfolio.initiated_by = self.request.user
                    portfolio.created_at = created_at
                    portfolio.ends_at = ends_at
                    portfolio.save()
                    portfolios += [portfolio]
                else:
                    # If we have a pending request initiated, we grant it.
                    portfolio = PortfolioDoubleOptIn.objects.filter(
                        Q(account=account) &
                        Q(grantee=grantee) &
                        Q(campaign=campaign) &
                        Q(state=PortfolioDoubleOptIn.OPTIN_REQUEST_INITIATED)
                    ).first()
                    if portfolio:
                        portfolio.request_accepted()
                        requests_accepted += [portfolio]
                    else:
                        portfolio = PortfolioDoubleOptIn.objects.create(
                            created_at=created_at,
                            ends_at=ends_at,
                            account=account,
                            grantee=grantee,
                            campaign=campaign,
                            initiated_by=self.request.user,
                            state=PortfolioDoubleOptIn.OPTIN_GRANT_INITIATED,
                            verification_key=PortfolioDoubleOptIn.generate_key(
                                account))
                        status_code = status.HTTP_201_CREATED
                portfolios += [portfolio]

        for portfolio in requests_accepted:
            signals.portfolio_request_accepted.send(sender=__name__,
                portfolio=portfolio, request=self.request)

        message = serializer.validated_data.get('message')
        signals.portfolios_grant_initiated.send(sender=__name__,
            portfolios=portfolios, invitee=grantee_data, message=message,
            request=self.request)

        results = []
        serializer_class = PortfolioOptInSerializer
        serializer_kwargs = {'context': self.get_serializer_context()}
        serializer = serializer_class(**serializer_kwargs)
        for portfolio in portfolios:
            results += [serializer.to_representation(portfolio)]

        return HttpResponse(results, status=status_code)

class PortfoliosGrantAcceptAPIView(AccountMixin, generics.DestroyAPIView):
    """
    Accepts a portfolio grant

    An `account` has sent its portfolio to a `grantee`. The `grantee`
    accepts the request, making the `account`'s answers up-to-date `ends_at`
    available to `grantee`.

    Note that *account* parameter is the `grantee` we have send data to here,
    while the *account* parameter is the `account` owning that data  when
    calling `POST /api/{account}/grants`.

    **Tags**: portfolios

    **Examples**

    .. code-block:: http

        POST /api/energy-utility/portfolios/grants/0123456789abcef HTTP/1.1

    .. code-block:: json

        {}

    responds

    .. code-block:: json

        {}
    """
    lookup_field = 'verification_key'
    serializer_class = NoModelSerializer

    def get_queryset(self):
        return PortfolioDoubleOptIn.objects.filter(grantee=self.account)

    def post(self, request, *args, **kwargs):
        #pylint:disable=unused-argument
        instance = self.get_object()
        self.perform_create(instance)
        return HttpResponse(status=status.HTTP_201_CREATED)

    def delete(self, request, *args, **kwargs):
        """
        Denies or removes a portfolio grant

        **Tags**: portfolios

        **Examples**

        .. code-block:: http

            DELETE /api/energy-utility/portfolios/grants/0123456789abcef\
 HTTP/1.1
        """
        filter_args = {self.lookup_field: self.kwargs.get(self.lookup_field)}
        try:
            instance = self.get_queryset().get(**filter_args)
            instance.state = PortfolioDoubleOptIn.OPTIN_GRANT_DENIED
            instance.save()
            signals.portfolio_grant_denied.send(sender=__name__,
                portfolio=instance, request=self.request)
            return HttpResponse(status=status.HTTP_204_NO_CONTENT)

        except PortfolioDoubleOptIn.DoesNotExist:
            pass

        # We cannot find the grant to the grantee, so let's look
        # if the grant was removed by any chance.
        instance = generics.get_object_or_404(
            PortfolioDoubleOptIn.objects.filter(account=self.account),
            **filter_args)
        instance.delete()
        return HttpResponse(status=status.HTTP_204_NO_CONTENT)

    def perform_create(self, instance):
        instance.grant_accepted()
        signals.portfolio_grant_accepted.send(sender=__name__,
            portfolio=instance, request=self.request)

class PortfoliosRequestsAPIView(SmartPortfolioListMixin,
                                generics.ListCreateAPIView):
    """
    Lists initiated requests

    Lists all requests currently pending initiated by *account*.

    **Tags**: portfolios

    **Examples**

    .. code-block:: http

        GET /api/energy-utility/portfolios/requests HTTP/1.1

    responds

    .. code-block:: json

        {
            "count": 3,
            "next": null,
            "previous": null,
            "results": [
              {
                "grantee": "energy-utility",
                "account": "supplier-1",
                "campaign": "sustainability",
                "ends_at": "2022-01-01T00:00:00Z",
                "state": "request-denied",
                "api_accept": null
              },
              {
                "grantee": "energy-utility",
                "account": "supplier-1",
                "campaign": "sustainability",
                "ends_at": "2022-01-01T00:00:00Z",
                "state": "request-initiated",
                "api_accept": "/api/supplier-1/portfolios/requests/\
0000000000000000000000000000000000000002/"
              },
              {
                "grantee": "energy-utility",
                "account": "andy-shop",
                "campaign": "sustainability",
                "ends_at": "2022-01-01T00:00:00Z",
                "state": "request-initiated",
                "api_accept": "/api/andy-shop/portfolios/requests/\
0000000000000000000000000000000000000004/"
              }
            ]
        }
    """
    lookup_field = settings.ACCOUNT_LOOKUP_FIELD
    serializer_class = PortfolioOptInSerializer

    def get_queryset(self):
        return PortfolioDoubleOptIn.objects.filter(grantee=self.account)

    def post(self, request, *args, **kwargs):
        """
        Initiates a request

        Initiate a request of data for an account.

        **Tags**: portfolios

        **Examples**

        .. code-block:: http

            POST /api/energy-utility/portfolios/requests HTTP/1.1

        .. code-block:: json

            {
               "accounts": [
                 {
                   "slug": "supplier-1",
                   "full_name": "Supplier 1"
                 }
               ]
            }

        responds

        .. code-block:: json

            {
               "accounts": [
                 {
                   "slug": "supplier-1",
                   "full_name": "Supplier 1"
                 }
               ]
             }
        """
        return self.create(request, *args, **kwargs)

    def get_serializer_class(self):
        if self.request.method.lower() == 'post':
            return PortfolioRequestCreateSerializer
        return super(PortfoliosRequestsAPIView, self).get_serializer_class()

    def perform_create(self, serializer):
        account_model = get_account_model()
        ends_at = datetime_or_now()
        defaults = {
            'state': PortfolioDoubleOptIn.OPTIN_REQUEST_INITIATED,
            'ends_at': ends_at,
            'initiated_by': self.request.user
        }
        accounts = serializer.validated_data['accounts']
        requests_initiated = []
        with transaction.atomic():
            for account in accounts:
                lookups = {self.lookup_field: account.get('slug')}
                account, unused_created = account_model.objects.get_or_create(
                    defaults={
                        'email': account.get('email')
                    }, **lookups)
                campaign = serializer.validated_data.get('campaign')
                double_optin_queryset = PortfolioDoubleOptIn.objects.filter(
                    Q(ends_at__isnull=True) | Q(ends_at__gt=ends_at),
                    grantee=self.account,
                    account=account,
                    campaign=campaign).order_by('-created_at')
                portfolio = double_optin_queryset.first()
                if portfolio:
                    portfolio.state = defaults.get('state')
                    portfolio.ends_at = defaults.get('ends_at')
                    portfolio.initiated_by = defaults.get('initiated_by')
                    portfolio.save()
                else:
                    portfolio = PortfolioDoubleOptIn.objects.create(
                        grantee=self.account,
                        account=account,
                        campaign=campaign,
                        **defaults)
                requests_initiated += [(portfolio, account)]

        message = serializer.validated_data.get('message')
        for request in requests_initiated:
            portfolio = request[0]
            account = request[1]
            signals.portfolios_request_initiated.send(sender=__name__,
                portfolios=[portfolio], invitee=account, message=message,
                request=self.request)

class PortfoliosRequestAcceptAPIView(AccountMixin, generics.DestroyAPIView):
    """
    Accepts a portfolio request

    A `grantee` has made a request to *account*'s portfolio. The *account*
    accepts the request, making the *account*'s answers up-to-date `ends_at`
    available to `grantee`.

    Note that *account* is the actual *account* we are looking to access data
    from here, while the *account* parameter is the `grantee` when calling
    `POST /api/{account}/requests`.

    **Tags**: portfolios

    **Examples**

    .. code-block:: http

        POST /api/supplier-1/portfolios/requests/0123456789abcef HTTP/1.1

    .. code-block:: json

        {}

    responds

    .. code-block:: json

        {}
    """
#    lookup_url_kwarg = 'verification_key'
    lookup_field = 'verification_key'
    serializer_class = NoModelSerializer

    def get_queryset(self):
        return PortfolioDoubleOptIn.objects.filter(account=self.account)

    def post(self, request, *args, **kwargs):
        #pylint:disable=unused-argument
        instance = self.get_object()
        self.perform_create(instance)
        return HttpResponse(status=status.HTTP_201_CREATED)

    def delete(self, request, *args, **kwargs):
        """
        Denies a portfolio request

        **Tags**: portfolios

        **Examples**

        .. code-block:: http

            DELETE /api/supplier-1/portfolios/requests/0123456789abcef\
 HTTP/1.1
        """
        return self.destroy(request, *args, **kwargs)

    def perform_create(self, instance):
        instance.request_accepted()
        signals.portfolio_request_accepted.send(sender=__name__,
            portfolio=instance, request=self.request)

    def perform_destroy(self, instance):
        instance.state = PortfolioDoubleOptIn.OPTIN_REQUEST_DENIED
        instance.save()
        signals.portfolio_request_denied.send(sender=__name__,
            portfolio=instance, request=self.request)

redpajama_set_name: RedPajamaGithub


text:
Q: How to make finer volume-steps in Ubuntu (Unity) 17.04? The volume changing steps in Ubuntu Unity 17.04. are about 6% from step to step. The question is to change them to 2% per steps.
Update
After following the steps in the answer below, it changes 2% volume with the keyboard-buttons, but the slider (volume-indicator) stays at 6% per steps.
Is there any way to set the slider to 2% too?

A: First portion of this Answer is taken from here originally posted by Geppettvs D'Constanzo
This command will add 2 percent volume in your existing  volume settings
amixer -D pulse sset Master 2%+

and this will reduce it
amixer -D pulse sset Master 2%-

You can also make it 1 percent if you want even granular control over volume and can also add keyboard shortcuts for these commands to use them without terminal and in a reliable way.

Another approach
This is system wide and will not change the workflow (like remembering new custom shortcuts) but for this you'll need to add a PPA to your system to make it work, How to Use a PPA?
sudo add-apt-repository ppa:george-edison55/gnome-settings-daemon
sudo apt-get update
sudo apt-get install unity-settings-daemon

and run upgrade (just in case)
sudo apt-get update
sudo apt-get upgrade

You will need to restart after installation completes. Once the packages have been upgraded, you can use the dconf command to change the volume increment:
dconf write /org/gnome/settings-daemon/plugins/sound/volume-step 2

(The default value is 6.)
Now when you press the volume keys, the volume level should change in increments of 2

Radical Step
Use Ubuntu Gnome 17.04 (or Gnome DE)
What is Default Behaviour of gnome desktop?
this is my output of amixer get Master | grep Mono right now
Playback channels: Mono
Mono: Playback 53 [72%] [-21.00dB] [on]

Output says my volume is now 72% percent, Now I go to the volume slider in Gnome and slide it by just one tick (scroll(er) tick) and now my output is
Playback channels: Mono
Mono: Playback 54 [73%] [-20.00dB] [on]

Notice that it changed just 1 percent, that's as fine as it gets.
another thing that I want to point out it is that it (this feature) looks really important to you and if you're willing to take this radical step then their are few major advantages you're looking at

*

*Unity is already dead, so new patches will most probably not release

*Gnome is gonna be default desktop on Ubuntu 18.04 and beyond making it a good contender to try in 2017

*It also gives you an early preview of things

*and Gnome is really good (personal opinion)

How to install Gnome Shell?
sudo apt install gnome-shell

you'll have an option to choose between Unity and Gnome shell
How to get full Ubuntu Gnome 17.04?
Here you go
More info on Gnome shell

redpajama_set_name: RedPajamaStackExchange


text:
är en kommun i Unstrut-Hainich-Kreis i förbundslandet Thüringen i Tyskland.

Referenser

Kommuner och städer i Unstrut-Hainich-Kreis

redpajama_set_name: RedPajamaWikipedia


Related Pictures for Draw Cake Step By Step And Drawing How To Make A Lying Down Dog Cake In Conjunction With How To Draw B A B. Ftd Birthday Cake Arrangement Birth. Happy Birthday In Minion Language A. Awesome Tier Fancy Birthday Cake Bi. Cake Batter Milkshake Cake Batter M. Tteok Kkochi Of Tteok Kkochi Spicy . Diy Birthday Cake Banner Birthday C. Birthday Party Ideas Yr Old �... Let's draw a kitten lying on its back. As always, begin by drawing the basic contours of the body, head, and legs. Remember, it is better to use the technique of interlocking circles and lines in this initial step.
Draw a line in the center of the half circle you drew in Step 9 to indicate a tongue. Around the eyes, add muscle, such as curved lines near the bridge of the snout, and add eyebrow lines above the eyes.


text:
Home » World News » I took up bodybuilding after being mocked by my husband now I'm a 'puma' dating a man 15 years younger
I took up bodybuilding after being mocked by my husband now I'm a 'puma' dating a man 15 years younger
A GRANDMA who took up bodybuilding after being mocked by her husband is now dating a man 15 years younger than her.
Wendy Levra has branded herself a 'puma' as the 42-year-old insists she's not old enough to be called a 'cougar'.
She is now a professional bodybuilder and personal trainer with 15 inch biceps, 24 inch quads and a 37 inch chest.
Wendy, from Nevada, has now revealed she began pumping iron in earnest aged 35 after being told to compete in bodybuilding competitions – only for her husband to laugh at her.
She left her job in insurance to become a personal trainer and divorced her husband, and found a new man, 27-year-old Sean O'Flattery, who she's been seeing for three years.
"We were friends for a while, but a few years later I was having a hard time paying my rent and Sean was moving back to Elko from Iowa so we moved in together," said Wendy.
"We hit it off pretty quickly, we kind of like the same things like going out and travelling. We like paddleboarding and shopping.
"We spend too much money on stupid things and have the same taste in music.
One million oppose a knighthood for Tony Blair… meaning 69 million don't
COME DINE WITH ME
Piers reveals his dream dinner party line-up… and his worst celeb kiss
Meghan tried to cancel me – she's in for a nasty surprise, says Piers Morgan
'GREATLY MISSED'
Labour MP & Harriet Harman's husband Jack Dromey dies aged 73
"I like to call myself a puma, not a cougar, I am not old enough to be a cougar yet Sean also gets along great with my children."
Wendy had her first son at 17 years old, she had to drop out of high school, her younger son is currently 16-years-old and often accompanies her to her competitions.
"My eldest is 25 now and he and Sean get along very well," says Wendy.
"The first time they met my son admitted that he thought Sean was going to be a big d*******g because he is a bodybuilder.
"But they are great friends now, age has never been a problem with us.
"My eldest lives in Idaho, he has a family of his own, I have a granddaughter and another on the way.
Wendy has faced mixed reactions from social media and her friends and family regarding her bodybuilding physique.
"And my family and friends tell me I motivate them to work out, but then they say things like 'I want to work out but I don't want to look like you.'
"And some trolls on Instagram leave comments saying things like 'you're disgusting' or pointed comments that I look like a man with boobs.
"I don't let it affect me after all it's my life, and this is something I enjoy doing, and the bodybuilding lifestyle has given me so much.
"Bodybuilding has given me a lot of confidence. I used to be shy. I wouldn't talk to people unless they approached me first.
I would have chained my daughter Ashli Babbitt to a chair if I'd known she'd go to the Capitol riot and get killed
Industry Execs Discuss Innovating Technological Landscape With Remote Production
Fake asteroid? NASA expert IDs mystery object
Jennifer Aniston and Courteney Cox's Relationship: Are They Friends in Real Life? – The Cheat Sheet
'Plus One,' 'Gay Chorus Deep South' Win Tribeca Audience Awards
Warehouse workers kick and batter rats to death with wooden poles
Covid 19 Delta Omicron: Locations of interest – Air NZ flights, KFC, supermarket among latest, Auckland locations grow January 22, 2022
Nick Jonas and Priyanka welcome baby girl 12 weeks early January 22, 2022
Betty White Tells Fans to 'Stick Around' in Final Message Before Her Death January 22, 2022
Arnold Schwarzenegger 'in bad car accident as SUV rolls over onto Prius' leaving woman 'bleeding heavily from head' January 22, 2022


text:
Q: zeromq raise exception in I/O thread when we send bad data into zmq socket, I/O thread raises exception and process gets killed.
Call stack of crash is as below

00 KERNELBASE!RaiseException+0x68
  01 zmq::zmq_abort(char * errmsg_ = )+0x21 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\err.cpp @ 89]
  02 zmq::tcp_read(unsigned int64 s_ = , void * data_ = , unsigned int64 size_ = )+0xa9 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\tcp.cpp @ 276]
  03 zmq::stream_engine_t::in_event(void)+0x132 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\stream_engine.cpp @ 318]
  04 zmq::select_t::trigger_events(class std::vector > * fd_entries_ = 0x0000019d323400c8, struct zmq::select_t::fds_set_t * local_fds_set_ = 0x0000006fe3f9fb90, int event_count_ = 0n2)+0x74 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\select.cpp @ 122]
  05 zmq::select_t::select_family_entry(struct zmq::select_t::family_entry_t * family_entry_ = 0x0000019d323400c8, int max_fd_ = 0n0, bool use_timeout_ = <Value unavailable error>, struct timeval * tv_ = 0x0000006fe3fffc98)+0xe9 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\select.cpp @ 404]
  06 zmq::select_t::loop(void)+0x352 [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\select.cpp @ 360]
  07 thread_routine(void * arg_ = )+0xd [objdir-windows-msvc-14.0.x86_64\build\libzmq\src\thread.cpp @ 47]
  08 invoke_thread_procedure+0xe (Inline Function @ 00007ff7`50b99cf9) [d:\th\minkernel\crts\ucrt\src\appcrt\startup\thread.cpp @ 91]

Can anyone please help how to catch this exception ?

A: In an effort to help you, although there are too few details to actually answer properly:
From https://github.com/zeromq/libzmq/blob/master/src/tcp.cpp
int zmq::tcp_read (fd_t s_, void *data_, size_t size_)
{
#ifdef ZMQ_HAVE_WINDOWS

const int rc =
  recv (s_, static_cast<char *> (data_), static_cast<int> (size_), 0);

//  If not a single byte can be read from the socket in non-blocking mode
//  we'll get an error (this may happen during the speculative read).
if (rc == SOCKET_ERROR) {
    const int last_error = WSAGetLastError ();
    if (last_error == WSAEWOULDBLOCK) {
        errno = EAGAIN;
    } else {
        wsa_assert (
          last_error == WSAENETDOWN || last_error == WSAENETRESET
          || last_error == WSAECONNABORTED || last_error == WSAETIMEDOUT
          || last_error == WSAECONNRESET || last_error == WSAECONNREFUSED
          || last_error == WSAENOTCONN);
        errno = wsa_error_to_errno (last_error);
    }
}
return rc == SOCKET_ERROR ? -1 : rc;
#else

Clearly the stack trace shows an abort so I expect this is from the assert which then calls abort or raiseexception in windows :
https://github.com/zeromq/libzmq/blob/master/src/err.cpp
So your best bet is to look into whether the connections was made and open , whether it had been closed, or any of the basic issues the assert checks for. If it is bad data then probably the connection was dropped by the receiver because it was an invalid message to ZMQ?
Anyway good luck and you need to post more than this to get better responses - what is the receiver like, what are you sending and what are you actually expecting to happen....


text:
Alexander Arbab-Zadeh, Sarah Auchinleck, Daisy Bartlett, Gabriella Bonaddio, Miranda Boord, Henry Boyd, Henry Brantly, Laura Brownlow, Genevieve Burton, Edward Cartwright, Oliver Chadwyck-Healey, Sophie Coke-Steel, James Collins, Edward Cook, Charlotte Cowen, Elizabeth Cranfield, Katherine David, Simon David, Sasha Delaney, Lucy Dunkerley, Nathaniel Faggioli, Henry Fairweather, Matthew Fargher, Georgina Fletcher, Emily Forde, Katharine Gage, Alice Gipps, Tessa Goodhew, Jack Grayham, Guy Halsey, Meghan Hayes, Rose Henniker-Major, Rhys Owain Houghton-Jones, James Howard, David Huglin, Elizabeth Humphreys, Sarah Hutton, Skye Kennedy, Oliver Knox, Melanie Koppelman, Heidi Lamb, Caroline Lamborn, Rebecca Lane, Clea Meynell, Kate Milne, Charlotte Mynors, Robin Newcombe, Victoria Nicholson, Serena Oppenheim, Tania Perkins, Olivia Post, Lucy Proffitt, Henrietta Reid, Sophie Ross, Rebecca Roundell, Dominic Ruck Keene, Rachel Salz, Patrick Schneider, Minnie Scott, Sebastian Seymour, John Snyder, Caroline Swale, Amy Turton, William Walker-Arnott, Whitney Warren.
The Pre-University Course
Rome. Pensione Lydia Venier
Lectures: Istituto Artigianelli
Chantal Brotherton-Radcliffe M.A. Edinburgh, Ph.D. Warburg Institute, teaches for Sotheby's Works of Art Course, specialising in Venetian Painting
How to look at a painting
Louisa Buck M.A. Cambridge, M.A. Courtauld Institute. Journalist, broadcaster and art critic. Reviewer for Radio 4's Kaleidoscope. Author of Moving Targets: A Users Guide to British Art Now published by Tate Gallery Publications
Giuseppe Cherubini Graduated in Biology and Natural Sciences, he has published several studies on water birds of Mediterranean wetlands and the Lagoon of Venice. Chief of Wildlife Management department in the local government of Venice
The naturalistic aspects of the Lagoons of Venice
Tom Dewe Mathews Writer, journalist and broadcaster on film. Author of Censored: The Story of Film Censorship in Britain and a regular contributor to The Guardian, The Evening Standard and Sight and Sound
Overview; neo-realism 1945 – 55; the Golden Age 1960 – 70 Fellini, Visconti and Pasolini; glamour.
Gregory Dowling M.A. (Oxon.) Teaches at the University of Venice, has written thrillers set in Italy and England, translator
Byron in Venice; Shelley; Keats and Romanticism; Browning in Italy; the literary image of Venice.
Jane Glover M.A., D.Phil. (Oxon.) Conductor, broadcaster and writer
The prodigy; declaration of independence; the final curtain; Mozart in context.
Charles Hope M.A., D.Phil. Senior lecturer in Renaissance Studies, Warburg Institute, London University. Formerly Slade Professor of Fine Art, Oxford University. An organiser of the 'Genius of Venice' exhibition at the Royal Academy, author of Titian and other publications
Renaissance art and history; Renaissance art and criticism
The altarpiece; religious narratives; history, ancient and modern; mythology and allegory; Veronese and secular decoration in Venice.
Deborah Howard M.A Cambridge, Ph.D. Courtauld Institute, FSA, FSA Scot., Hon FRIAS. Reader in Architectural History and Fellow of St. John's College, Cambridge. Commissioner of the Royal Commission on the Ancient and Historical Monuments of Scotland. Author of Jacopo Sansovino: architecture and patronage in Renaissance Venice and The Architectural History of Venice
Venetian Architecture
Venice's amphibious townscape; Venice and the East; Ruskin's Venice; ritual space in Renaissance Venice; the plague and its impact on the city.
Jeremy Howard Lecturer in Art History at the University of Buckingham. He studied Italian Renaissance Art at Courtauld Institute and spent 15 years working in the London art market, first at Christie's and later at Colnaghi's. He has published many articles on aspects of 18th and 19th century collecting with particular reference to The Grand Tour
Geoffrey Humphries Portrait-figure artist, has lived in Venice for 30 years and exhibited throughout Europe
Life drawing classes and portraiture classes
Dick Kingzett Director of Agnew's, art dealers, joined Christie's 1947; joined Agnew's 1950; became partner 1955. Author of Catalogue Raisonne on Samuel Scott for the Walpole Society. Advisor for the National Heritage Lottery Fund
The art trade
Peter Lauritzen M.A. Resident in Venice since 1967, author of Palaces of Venice, Venice: 1,000 years of Culture and Civilization, The Islands and Lagoons of Venice and UNESCO report: Venice Restored, editor at large of Architectural Digest
Venetian History (1); (2). Restoration in Venice Venetian palaces Palladio
Visit to San Giorgio Maggiore and Palladian villas in the Veneto, Villa Cornaro, Villa Emo at Fanzolo, Villa Barbaro at Maser.
Christopher Lloyd M.A., B.Litt. Surveyor of the Queen's Pictures
The art collection of Charles1
Vivien Lovell B.A. FRSA, Hon FRIBA is a contemporary art curator specialising in the field of permanent and temporary public commissions. Director of Modus Operandi Art Consultants, formerly Founder Director of Public Art Commissions Agency. She was co-publisher of Public Art Space, (Merrell Holberton) 1998
Edward Lucie-Smith M.A., FRSL, Member of the Académie de Poésie Européenne, author of many books including Movements in art since 1945, Art Today, Lives of the Great 20th Century Artists. He has recently published a monograph on the leading feminist artist Judy Chicago
The beginnings of Modernism: Fauvism, Cubism, Expressionism, Futurism and Constructivism; the interwar years: Surrealism, art and dictatorships; the triumph of America: abstract Expressionism, Pop Art, Minimalism; the 1990s – post-media and post pop; new Classicism.
Lord McAlpine Active in the worlds of commerce, the arts and wildlife. Treasurer of the Conservative Party from 1975 to 1990 and Deputy Chairman 1979 to 1983. He is a regular columnist for The European, World Interiors, Building Magazine and many national papers in Britain. Has published numerous books, including Journal of a Collector (Pavilion Books) 1993
Richard MacKenney Ph.D. Reader in History, Edinburgh University. Author of Tradesmen and traders: the world of the guilds in Venice and Europe 1250-1650 (1987) and Sixteenth Century Europe (1993)
Rodney Milnes Long-standing writer and broadcaster on opera. Editor of Opera Magazine 1985 1999. Chief opera critic of The Times
Handel: a genius restored to us; Rossini: the sly subversive; Verdi: the 19th century Colossus; Wagner: a master of synthesis; Puccini: realism unleashed.
David Newbold M.A. (Oxon.), M.A.(Reading) Linguistics, teaches English at University of Verona, author of English language teaching materials, education broadcaster, journalist, correspondent in Italy for The Times Educational Supplement
Italian schools and universities
Paula Nuttall Ph.D. Courtauld Institute. Course tutor for Medieval and Renaissance Year Course, Victoria and Albert Museum. Also lectures for Birkbeck College and Courtauld Summer School. Has published several studies on the influence of early Netherlandish painting in Italy
The classical language of architecture
Louise Palomba Associate Director at Richard Rogers Partnership, architects responsible for the Centre Pompidou, Paris, the Lloyds Building, London and the new Millennium Project at Greenwich
Architecture today
Nicholas Penny Ph.D. Clore Curator of Renaissance Art, National Gallery. Formerly Slade Professor of Fine Art, Oxford and Keeper of Department of Western Art, Ashmolean Museum, Oxford. Books include Raphael (with Roger Jones), Taste and the Antique (with Francis Haskell). Responsible for organising exhibitions and catalogues of numerous artists, including Reynolds. Presently Mellon Professor at the Centre for Advanced Study in the Visual Arts, National Gallery of Art, Washington, D.C.
Raphael and his influence
From Perugino to Leonardo; nature and antiquity; competing with Michelangelo; Correggio and Titian; the orders and the classical.
Peter Phillips M.A. Well-known broadcaster and conductor, Professor of Music, Royal College of Music, founder of the Tallis Scholars (Gramophone Record of the Year Award 1987). Music critic The Spectator. Publisher of The Musical Times. Artistic Director Oakham International Summer School
Chant in the Western tradition; Renaissance polyphony; Monteverdi and the Venetian revolution; the contribution of Bach and Handel; the creation of the modern orchestra.
Timothy Prus M.A. in Cultural Studies. Curator in 20th Century art, design and photography
Modern Italian design
Sarah Quill She has worked as a photographer in Venice for 25 years to create an extensive photographic archive of the city's architecture, environment and daily life. Her book Ruskin's Venice: the Stones Revisited was published in 2000.
Joachim Strupp Ph.D. (St. Andrews). Lecturer in History of Art and Heritage Management at the University of Buckingham and his special field is Italian Renaissance Sculpture on which he has published several studies
Renaissance art in Venice
Bellini; Giorgione; Tullio Lombardo; Titian; Tintoretto
Nicholas True CBE, M.A. former Whitgift Research Student, Peterhouse, Cambridge in the field of Byzantine Studies. Publications on Byzantium
The origins of Byzantine style – Ravenna; the golden age of Byzantium; Byzantium and Venice; Torcello and San Marco.
Caroline Villers B.A. Oxford, M.A. Courtauld Institute, Diploma in Conservation, Courtauld Institute, lecturer in conservation of paintings, Courtauld Institute
Tempera – the craft of painting; oil painting and individuality; Impressionism: new materials; conservation and restoration of easel paintings.
Rosella Zorzi Professor in American Literature, University of Venice, Director, Societa Dante Alighieri, Venice
Visit to Ravenna – Sant'Apollinare in Classe; San Vitale; Tomb of Galla Placidia; Orthodox Baptistry; museums; Sant'Apollinare Nuovo
Visit to Padua – the Scrovegni Chapel – Giotto; the Erimitani – Mantegna; the Santo – Donatello; the Scuola del Santo – Titian
Matteo Sansone Ph.D. (Edin.) is an expert on operatic literature and his special field is late 19th Century Italian opera on which he has published several studies. He runs the opera courses at the British Institute of Florence
Monteverdi's operas
Francine Van Hertsen M.A. Art History (Louvre, Paris), Diploma of Institute of Painting Conservation, Florence, Art History teacher, Chief Restorer of the frescoes of S. Luigi dei Francesi, Rome
Introduction to Florence. Florentine Architecture and Sculpture; visits to Museo del Opera del Duomo, Piazza della Signoria, Bargello, Baptistry, Duomo, San Lorenzo (Brunelleschi), Santa Croce and Pazzi Chapel. Florentine Painting; visits to Uffizi Gallery, Santa Maria Novella, Santa Felicita, Santo Spirito, Carmini; Fra Angelico and Michelangelo; visits to San Marco and Accademia.
Visit to Gardens of Villa Gamberaia at Settignano
Nigel McGilchrist M.A. (Oxon) has lived and worked as an art historian in Rome for over twenty years. He has taught at Rome University and has been Director of the Anglo-Italian Institute and External Consultant to the Superintendence of Fine Arts of the Italian Government during that period. He lectures for a consortium of American Universities, teaching the history of painting techniques and materials. A frequent contributor to the arts page of The Times and a regular lecturer for the San Diego Museum of Art, California
Visits to the monument to Vittorio Emmanuele, Capitole, SS. Martina e Luca, Forum Romanum, Palatine, Fora of the Emperors, Colosseum, S. Clemente, S. Pietro in Vincoli. Piazza Barbarini, Fontana del Tritone, Piazza di Spagna and the Spanish Steps, Piazza del Popolo and S.Maria del Popolo (Caravaggio), Piazza Navona: Fountain of the Four Rivers (Bernini) and S. Agnes in Piazza Navona (Borromini), S. Maria della Pace, S. Luigi dei Francesi (Caravaggio). The Pantheon, Trevi Fountain and SS.Vincenzo e Anastasio. St. Peter's Basilica.
Baroque Rome: Il Gesu, S. Andrea al Quirinale, S. Carlo alle Quattro Fontane, S. Maria della Vittoria, S. Susanna.
Private visits to Vatican Museums including the Apollo Belvedere and Laocoon statues, the Sistine Chapel and Raphael's Stanze.
Baroque Rome: Il Gesu, S. Ivo alla Sapienza (Borromini), S. Andrea al Quirinale (Bernini), S. Carlo alle Quattro Fontane (Borromini), S. Maria della Vittoria (Bernini:Ecstasy of St. Theresa), S.Susanna (facade).
Villa D'Este and the Temple of Vesta, Tivoli.


text:
Book > Academic Books > Communication & Media Studies
Media at Work in China and India
Discovering and Dissecting
Robin Jeffrey - La Trobe University, Bundoora, Australia
Ronojoy Sen - National University of Singapore, Singapore
November 2015 | 396 pages | SAGE India
Anyone who visits India or China will puzzle over their vast media systems. Though they exercise immense influence, the world knows very little about the media landscape in the two countries. The world's two most populous countries, comprising close to 40 per cent of the global population, have disputed boundaries and the legacy of the 1962 war. Mass media in both countries plays a pivotal role in domestic politics and is capable of telling provocative nationalist stories.
This book helps readers to understand the complexities of media in India and China, and their similarities and differences. It introduces the two media systems, the people who work in them, the work they produce and the pressures that influence their work. It analyses how economic forces drive media, how newsrooms work and how governments in each country manage the coverage of disasters. Media at Work in China and India fosters greater reflection, curiosity and, perhaps, even wisdom, about fast-changing media in these 21st century powerhouses.
Robin Jeffrey and Ronojoy Sen
Introduction: Media at Work—Four Sames and Three Differents
I: STRUCTURES
Development and Communication: The Evolution of Chinese Media
Robin Jeffrey
Newspapers in India: Diversity, Ownership and Future
Nalin Mehta
India on Television: Owners, Politicians and Debate in a Democracy
Ying Zhu
China's Cultural War against the West
II. REPORTERS
John Zhou
Portrait of a Chinese Journalist
Anshuman Tiwari
Portrait of an Indian Journalist
Tang Lu
Experience: Understanding and Reporting India
Ananth Krishnan
Media, Messaging and Misperceptions in India–China Relations: Reading the Tea Leaves
III. PRACTICES
Ronojoy Sen
China in the Times of India
Srinjoy Chowdhury
The View from an Indian Television Newsroom: What Makes Us Different?
Danny Geevarghesei
Trying Hard to Be Soft: The Chinese State and India in CCTV News
John Jirik
The CCTV–Reuters Relationship
Subhomoy Bhattacharjee
Covering Commerce: How Indian Newspapers Treat Business, Economics and the China Story
IV. DISSECTIONS
Ming Xia
Media Control as Stability Maintenance: The Case of the Sichuan Earthquake
Anup Kumar
When Officials and Media Failed: The Response to the Uttarakhand Floods, 2013
Jonathan Benney, Nimmi Rangaswamy
Social Media: China and India Compared
Simon Long
Shooting the Messengers
For two neighbouring giants which had relations for two thousand years, the contemporary knowledge of the peoples of China and India about each other is abysmal. The slender media coverage between the two is also alleged to have largely reproduced stereotypes about the other. A number of meetings between representatives of the media and media scholars in the two countries were held in the "neutral space" of Singapore. Jeffrey and Sen have captured the results of these frank and free exchanges to produce a comprehensive view of India– China "media work" and the way forward.
Prasenjit Duara
Director, Asia Research Institute, National University of Singapore, and author of The Crisis of Global Modernity: Asian Traditions and a Sustainable Future
Despite the much-touted neologism "Chindia," genuine comparisons between India and China's media and communication industries are rare and difficult to undertake. Till this day, we do not have much indepth empirical material that draws on first-hand experience of media practitioners from these countries. Still less do we know how Chinese and Indian media organizations and journalists perceive each other. This book showcases novel approaches to the study of media in the world's two most populous countries and makes a welcome contribution towards filling these gaps.
Wanning Sun
Professor of Media and Communication Studies, University of Technology, Sydney, and author of Subaltern China: Rural Migrants, Media and Cultural Practices
Media revolutions ferment in Asia's two giants, as power-hungry business tycoons play media magnate in India, propagandists in China are told to chase audiences and advertisers, and a billion-plus netizens and mobile phone users are empowered. Behind Himalayan levels of mutual ignorance, spurious stories—a naval clash, a Chinese plot to "Balkanize" India—take off and stereotypes prevail. This book is a timely exploration of an explosive subject.
Hamish McDonald
former correspondent in New Delhi and Beijing and author of Ambani & Sons: The Making of the World's Richest Brothers and Their Feud
As the media institutions in China and India gain greater reach and influence, Jeffrey and Sen offer unarguably the best comparative perspective so far. Looking beyond the binary of "Chinese state media versus the free Indian press," the chapters in this book delve deep into the similarities and differences between the two. In probing their incapacity to facilitate a better popular understanding of each other, the book reveals the structural weaknesses of the Chinese and Indian media.
C. Raja Mohan
Director, Carnegie India and author of Samudra Manthan: Sino-Indian Rivalry in the Indo-Pacific
A good book to get into the subject. It's structure works to get over the biggest issue that reporting or writing on China involves—access to data, knowledge or insights and the language barrier…it uses 17 essays from writers across India and China to tackle the structure of the two markets, how reporters working there view them, the practices and a section that dissects the media worlds in these two countries…. For someone thirsty to know more about Chinese media this book answers so many questions.
Business Standard, 22 October 2015
A rare comparison between India and China in the same breath, this anthology of essays on media is a welcome one… [The book] is about the changing dynamics of media in both the countries, with essays by distinguished journalists, media practitioners and scholars in China, India and the West, offering the long and short of structures, practices and practitioners in political orders as vastly different as India and China.
The Financial Express, 17 January 2016
"...Showcases novel approaches to the study of media in the world's two most populous countries and makes a welcome contribution towards filling these gaps"
Wanning Sun,
Professor of Media and Communication Studies, University of Technology, Sydney
This book brings together insightful contributions by experienced media analysts and practitioners from India, China and the West…the book offers deep insights into politics, language and culture in the two countries against the backdrop of media transformation…this makes for a fascinating read.
China Report,
Volume 52 (Issue 4), November 2016


Sometimes marriage is like letting the corpse in the backyard stay buried.
A gentle parable about the compromises required to make a marriage work, Joe Swanberg's Digging for Fire stars Rosemarie DeWitt and Jake Johnson as young parents who flirt with different ideas of themselves while spending a weekend apart. An impressive cast joins the two actors, and while most fly on- and offscreen without much ado, their density matches other production elements to make this one of the prolific but sometimes slapdash filmmaker's most professional efforts. More lightweight than its ample talk of weighty subjects suggests, the film is nevertheless enjoyable and may reach Swanberg's widest audience yet.
Mildly exasperated, Lee decides to spend a weekend at her mother's house with the couple's 3-year-old boy Jude (Jude Swanberg, the director's son, who was also in Happy Christmas). She makes Tim promise not to dig up the yard, so he invites some male friends over for grilled meat and what at first promises to be the most square boys' night in movie history. Casual talk of diet plans and pet-burial approaches fills the air, and we're almost to the point at which a Dockers logo should appear onscreen when Ray (Sam Rockwell) arrives, cocaine and girls not far behind. Tim manages not to indulge in either, but he forgets all about that promise to leave the shovel in the shed; he eventually gets help from Max (Brie Larson), who returns the next day for more digging.
Around the time that new friendship is pointing toward temptation, Lee has her own close encounter. In a completely innocent chain of events, she finds herself not having a night on the town with her old friend (Melanie Lynskey) but cruising on a motorcycle with a dashing stranger (Orlando Bloom).
Between and within these unfolding encounters is a lot of unadorned talk about aging, parenthood, the loss of a sense of self while in a relationship, and the like. What's being said will resonate with many in the audience and is of a piece with other recent Swanberg films, but, in a screenplay credited to Swanberg and Johnson, it pops up slightly too often to feel natural. Swanberg has made commendable efforts to make his films more movie-like — here, Ben Richardson's cinematography and Dan Romer's score contribute substantially toward that end — but he still relies on dialogue where he doesn't have to: Having DeWitt's character keep stumbling across the same self-help book about passionate marriages is a perfectly effective way of conveying things she nevertheless puts into words elsewhere.
Still, the script makes good use of that possible murder scene in the backyard, never spelling out in the script its metaphorical significance. In marriage, Swanberg seems to say, it mightn't be wise to dig at everything until the whole truth comes out. Sometimes a 50-year-old corpse — or a nighttime ride on a handsome man's motorcycle — might be better left undiscussed.


text:
Valentine EIFFELAge: 96 years1870–1966
Valentine EIFFEL
Birth February 25, 1870 37
Levallois-Peret, 92, Paris, Île-de-France, F,
Birth of a brother Albert EIFFEL
August 6, 1873 (Age 3 years)
Death of a paternal grandmother Catherine Mélanie MONNEUSE
February 26, 1878 (Age 8 years)
Dijon, 21, Côte-d'Or, Bourgogne, F,
Death of a paternal grandfather François Alexandre BOENICKHAUSEN-EIFFEL
September 15, 1879 (Age 9 years)
Marriage Camille PICCIONI — View this family
Paris, 75, Seine, Île-de-France, F,
Death of a father Gustave EIFFEL
Paris, 75, Seine, Île-de-France, F, VIIIe arrondissement
Death of a husband Camille PICCIONI
Death of a brother Édouard EIFFEL
Bordeaux, 33, Gironde, Aquitaine, F,
Death of a sister Claire EIFFEL
Death of a brother Albert EIFFEL
July 8, 1941 (Age 71 years)
Nice, 06, Alpes-Maritimes, Provence-Alpes-Côte-d'Azur, F,
Death of a sister Laure EIFFEL
_UST Camille PICCIONI — View this family
Death June 9, 1966 (Age 96 years)
Last change February 17, 2019 – 13:03:41
Genviève Émilie"Marguerite" GAUDELET
Albert EIFFEL
Claire EIFFEL
Édouard EIFFEL
Laure EIFFEL
Birth: December 15, 1832 37 33 — Dijon, 21, Côte-d'Or, Bourgogne, F,
Death: December 27, 1923 — Paris, 75, Seine, Île-de-France, F, VIIIe arrondissement
Marriage: July 7, 1862 — Dijon, 21, Côte-d'Or, Bourgogne, F,
Lucie DELPUÉ
Birth: August 6, 1873 40 — Levallois-Peret, 92, Paris, Île-de-France, F,
Death: July 8, 1941 — Nice, 06, Alpes-Maritimes, Provence-Alpes-Côte-d'Azur, F,
Adolphe SALLES
Birth: August 19, 1863 30 — Clichy, 92, Hauts-de-Seine, Île-de-France, F,
Death: December 30, 1934 — Paris, 75, Seine, Île-de-France, F,
Marie-Louise BOURGÈS
Birth: April 27, 1866 33 — Paris, 75, Seine, Île-de-France, F,
Death: March 23, 1933 — Bordeaux, 33, Gironde, Aquitaine, F,
-18 months
Maurice LE GRAIN
Birth: October 16, 1864 31 — Clichy, 92, Hauts-de-Seine, Île-de-France, F,
Death: January 11, 1958 — Paris, 75, Seine, Île-de-France, F,
Camille PICCIONI
Jean PICCIONI
Birth: February 25, 1870 37 — Levallois-Peret, 92, Paris, Île-de-France, F,
Death: June 9, 1966 — Paris, 75, Seine, Île-de-France, F,
Family with Camille PICCIONI - View this family
Marriage: January 31, 1890 — Paris, 75, Seine, Île-de-France, F,
Suzanne RAFFAELI
Florence PICCIONI
Valentine EIFFEL, daughter of Gustave EIFFEL and Genviève Émilie"Marguerite" GAUDELET, was born on February 25, 1870 in Levallois-Peret, 92, Paris, Île-de-France, F, and died on June 9, 1966 in Paris, 75, Seine, Île-de-France, F, at the age of 96. She married Camille PICCIONI on January 31, 1890 in Paris, 75, Seine, Île-de-France, F,. He was born in 1859 and died in 1932 at the age of 73. . She had a relationship with Camille PICCIONI
Children of Valentine EIFFEL and Camille PICCIONI:
Jean PICCIONI, son of Camille PICCIONI and Valentine EIFFEL.
Children of Jean PICCIONI and Suzanne RAFFAELI:
Florence PICCIONI, daughter of Jean PICCIONI and Suzanne RAFFAELI.
Children of Florence PICCIONI and Émeric COUPÉRIE:
Virginie COUPÉRIE-EIFFEL (1962–)
François Alexandre BOENICKHAUSEN-EIFFEL
Catherine Mélanie MONNEUSE
Family with Camille PICCIONI
Valentine EIFFEL(1870–1966)
Camille PICCIONI1890
Jean PICCIONI(–)


LONDON (AFP) - Leading American coach Alberto Salazar has encouraged athletes in his care to take banned substances, a documentary screened by the BBC on Wednesday claims.
Salazar, 56, who coaches Britain's two-time Olympic champion Mo Farah, is alleged to have doped Olympic silver medallist Galen Rupp, the USA's national 10,000 metres record-holder, in 2002.
Both Salazar, an athletics great who won three successive New York marathons, and Rupp deny any wrongdoing, while there is no suggestion that Farah has broken doping rules.
The investigation by the Panorama programme centres on the Nike running camp in Portland, Oregon, where Salazar is the head coach.
Steve Magness, who worked as an assistant to Salazar at the Oregon Project in 2011, said he saw a document showing Rupp's drug levels, which revealed the then-teenager was taking prohibited testosterone medication.
"When I saw that, I kind of jumped backwards," Magness, a former athlete, tells the documentary.
"Testosterone is obviously banned... Everybody knew that. When I looked a little further, I saw it was all the way back in high school, and that was incredibly shocking." The documentary also features testimony from athletes and staff who worked with Salazar at the Oregon Project and who accuse him of facilitating the use of banned substances and illegal practices.
In a statement to the BBC, Salazar said the "allegations your sources are making are based upon false assumptions and half-truths in an attempt to further their personal agendas".
Salazar says the 'testosterone medication' on the document seen by Magness was an erroneous reference to the legal nutritional supplement Testoboost.
Rupp, 29, strongly denies the allegations in the documentary, saying: "I am completely against the use of performance-enhancing drugs."
Farah, who won gold in the 5,000 and 10,000 metres at the London 2012 Olympics, told the BBC: "I have not taken any banned substances and Alberto has never suggested that I take a banned substance."
Farah, 32, has worked with Salazar since 2011. Rupp, who took silver behind his training partner Farah in the 10,000 metres at the 2012 Olympics, has been a member of Salazar's stable for 14 years.
None of the Nike Oregon Project's athletes has ever failed a drug test, but David Howman, chief executive of the World Anti-doping Agency (WADA), expressed concern over the documentary's claims.
"I would be not only disturbed, I would be very disappointed and that's why I think it needs to be scrutinised by us as an independent body," he said.


Eclipses, solar and lunar, have fascinated scientists and lay people for centuries. In ancient times, eclipses were seen as phenomena to be feared – many cultures came up with stories and myths to explain the temporary darkening of the Sun or the Moon. In recent centuries, eclipses have been sought after by scientists and astronomers who use the events to study and examine our natural world.
Solar eclipses can only occur during a New Moon when the Moon moves between Earth and the Sun and the 3 celestial bodies form a straight line: Earth–Moon–Sun.
There are between 2 and 5 solar eclipses every year.
There are 3 kinds of solar eclipses: total, partial, and annular. There is also a rare hybrid that is a combination of an annular and a total eclipse.


text:
package io.jcoder.tutorials.ch07.arrays;

import java.util.Arrays;

/**
 * Example class used to explain arrays in Java
 *
 * <p>
 * https://jcoder.io/content/course/java/beginners/ch07/arrayops
 * </p>
 *
 * @author Camilo Gonzalez
 */
public class JavaArrayOperationsApp {
    public static void main(String[] args) {
        String[] words = { "An", "example", "sentence" };
        // iterating with a normal for loop
        for (int i = 0; i < words.length; i++) {
            System.out.println("Word: " + words[i]);
        }

        // iterating with an enhanced-for loop
        for (String word : words) {
            System.out.println("Word: " + word);
        }

        // example of sorting of elements
        int[] numbers = { 9, 5, 1 };
        Arrays.sort(numbers);
        for(int number : numbers) {
            System.out.print(number + " ");
        }
    }
}


The Maine Environmental Science Academy is proud to announce the recipient of the December Rotary Citizen of the Month. This student continually puts the needs and feelings of others before his own. He volunteers with the Special Olympics, plays multiple sports both within the school and outside, and has become a well-rounded student. He always looks for ways to improve upon himself, whether it be study habits, trying something new, or reaching out to new individuals. The December Rotary Citizen of the Month is Eddie Thurston.
I know you do it every month, but have to I tell you, it must mean a lot to the kids as the day it was announced was the 1st time Eddie has come home and told me about an award since his 1st Paw Print at Snow! He was very nervous this AM and instantly calmed when he saw Jotham's car as we parked.
I appreciate the Rotary taking the time to recognize these kids at a time in their life where peer pressure and parent pressure pull them differently! Please let the women who cooked know he could not wait to tell his friends about the "melt in your mouth bacon!"
Eddie has always been a Mrs. Kirkpatrick fan since Snow and it was so nice to have you there, he wasn't expecting that but it seemed to up the level of importance to him.
I still say he Eddie would be fine in the traditional classroom experience, but I am not sure he would be creating the bonds with the adults that seem be be growing with his 3 teachers, I see them as the same types of bonds some kids create with their coaches after 4 years of play, only he is getting it earlier in his academic development. We all know that for kids to be successful they have to have that adult role model, outside of home, to guide, steer and correct along the way. Through MESA, he is fortunate to have 3 of these adults and on any given day, it seems the message is the same on expectations, risks and support. As a parent, I can't thank you enough for that.