The use of Information and Communication Technology (ICT) to enhance learning experiences is making increasing headway in lower and higher education as well as professional organizations. This also applies to the field of Conflict Prevention and Peace Building (CPPB) as international organizations, state institutions, and civil society actors are increasingly willing to make use e-approaches in peace training.
ICT can be used in different ways, however, also in CPPB training. Our section on 'e-approaches' offers readers a first glimpse of this fast developing field and familiarizes the reader with concepts such as blended learning, e-learning, multimedia etc. It explains how ICT can be used both inside the classroom and as a way to transcend the time and geographical constraints of the classroom. We also discuss general strengths and drawbacks of the use of ICT in peace training. Furthermore, we offer links to a range of useful texts and websites for readers to explore the use of ICT further.
For trainers and training organizations interested in venturing into the use of e-learning for peace training, we refer to the sections on Learning Management Systems, Online Courses, and Gaming and Simulation for further guidance on how to use these e-learning options.
E-approaches to training adopt Information and Communication Technology (ICT) to deliver, or enhance the delivery of, training programmes. This includes educational technology used to facilitate learning on-site (e.g. use of multimedia tools such as instant class surveys, video's etc); to complement on-site learning with further materials to support learners to digest the lessons learned, develop core competencies, and practice or collaborate with fellow learners; or to create fully virtual learning environments where the overall learning, training and interaction is carried out online (distance learning).
Additionally, organisations working with e-approaches have demonstrated a commitment to use developments in the ICT world to progress the CPPB field forward. For instance, through the development of Web 2.0 technologies, apps, virtual spaces, and crowdsourced data, several platforms and functionalities with relevance to learning and training have emerged.
There is no 'one' way in which an organisation approaches training and learning through using ICT. Instead, organisations which adopt e-approaches to training use various forms of 'e-learning' programmes, tools, and supportive elements. These shall be explored below.
Blended Learning - Blended learning is an educational approach that combines both traditional learning on-site and online digital media. It is applied in the educational environment as well as in training settings. The combination of both approaches can happen in different forms and varies from one educational or training context to another.
Computer based training (CBT) - one of the most traditional e-learning forms involves the use of traditional devices such as a CD, DVD or MP3 devices that play multimedia. Other more recent additions in this category of training include tablets and smartphones than enable playing / teaching software programs or applications. Common uses of traditional CBT include learning languages, computer programming or other fields that involve static learning processes. CBT may also involve assessment processes in the form of multiple choice questions, drag and drop menus etc. Smartphone applications and tables are the latest innovations in this category and are currently gaining popularity in the overall e-learning field, giving birth to the term m-Learning (m = mobile). The common factor among these tools is the learner sitting alone and digesting pre-defined information, which constitutes a point of criticism for the lack of interaction with other learners or instructors.
Backing this up, e-approaches can be complemented by a range of supportive elements to assist training participants. This includes links to broader networks (through search engines), online toolboxes which contain key subject resources, links to bodies and policy which define a particular set of standards or benchmarks, and interactive fora which fosters interaction between trainers and participants, and facilitate engagement between participants themselves.
Expansion of the training field - With the expansion of ICT approaches on a global level, institutes with a commitment to e-approaches are at the forefront of exposing CPPB training to new audiences, and reflecting experiences, knowledge, case studies, and particular CPPB interventions to a wider range of learners including both current and future practitioners and professionals in the field. The flow of information is not only in one direction, with those practitioners and professionals being given the opportunity to test such ideas, receive feedback on their own experiences, and enhance the overall level of understanding of CPPB.
Collaboration across boundaries - Interactive tools, including online discussion fora, social media, and communication apps can enhance the ability for participants in CPPB training to be linked across boundaries, and almost removes limits related to geography. As e-approaches develop, the use of 'virtual worlds' will become increasingly commonplace. Such online environments will facilitate communities of practice – a key professional learning and competency development approach in the field – when practitioner learners are separated across distances.
Standardisation across boundaries - In CPPB, a result of increasing organisational adoption of e-approaches could lead to there being greater chance that standards in the field spread across national boundaries. This is important if there exists a desire to achieve standardisation of training (e.g. pre-deployment training for military). An example here is the uptake of 'sector-wide content management systems'. This refers to dedicated knowledge management and learning systems for a specific organisation / agency, sector (e.g. early warning, crisis management, gender and peacebuilding), mission or 'whole-of-the-field' in a specific conflict/CPPB context. This would involve identification of the key 'content' relevant for knowing-learning-retaining-diffusing and the systems for knowledge management and learning.
Safe place to make mistakes and learn - Tools that are used by organisations engaged in e-approaches, such as 'serious games' and 'virtual worlds' allow users to repeat scenarios to allow them the opportunity to explore possible consequences of alternative decisions that they make. To some extent this can be done in case studies and in simulations, but the costs and time taken to repeat scenarios with real-life role-players is greater than if undertaken in an online environment.
Courses 'on demand' - Courses can potentially be undertaken at the convenience of the learner, as opposed to being part of a timetable as defined by a training organisation. This can benefit a whole range of potential learners, from individuals employed to a CPPB mission at relatively short notice, to those who are taking the training alongside a full time profession, to those engaged in the field and wish to freshen up knowledge.
Cost: E-approaches are dependent on the level to which the 'end user' can afford the equipment to engage adequately. What could be considered a relatively cheap mobile handset or computer terminal in one part of the world, could be prohibitively expensive in another. Therefore, when planning to use e-approaches, the extent to which a target audience can adequately afford to engage with the training should be borne in mind.
Reach: similar to the point above, the level of internet access that potential training participants have differs greatly. Whilst high speed broadband internet is an everyday aspect of life in some countries, in others internet speeds will be slower and less reliable. Additionally, different countries may have different regulations governing internet access.
E-approaches can be labour intensive: as outlined in the PeaceTraining.eu report on novelty, the introduction of new systems requires capacities amongst organisations in order to make them function efficiently. To use a medical analogy, a new x-ray machine in a hospital will place additional pressures on the hospital in terms of hiring skilled staff to both use and maintain the machine (in event of any technological problems). If organisations engage in more advanced forms of e-approaches, then it is logical to ask if the organisation has sufficient back-up capacities.
Lothridge, Karen; et al. (2013). "Blended learning: efficient, timely, and cost effective". Journal for Forensic Sciences.
A Learning Management System (LMS) is a software application which allows training providers and trainers to communicate efficiently with course users through ICT technology. An LMS consist of a web platform through which registered users can get access to course materials uploaded by providers. Users can access content including text documents (Word, pdf), audio-visual materials or online quizzes and surveys. An LMS can also foster communication and interaction between course users and providers and directly between course users with each other. Users can receive alerts when new content is uploaded and can often also contact providers directly with questions and upload assignments through the system. Communication between users is often stimulated by means of a course forum. Major providers of LMS worldwide include SumTotal Systems, Blackboard, Cornerstone OnDemand, NetDimensions, Moodle and Canvas. Many limited free options exist (e.g. Blackboard, Moodle), but may include hidden costs, restricted features etc. Furthermore, when using free software, you cannot always charge fees yourself for the course.
LMS can be used in the framework of blended learning, which combines online with face-to-face/classroom learning, or for fully online courses.
Major training providers in the CPPB field make use of their own Learning Management Systems. The European Security and Defense College (ESDC) hosts its courses on the ILIAS platform, UNITAR uses the learnatunitar.org platform, the Peace Operations Training Institute (POTI) also has its own online classroom platform. In the humanitarian sector, the learning platform of the International Federation of Red Cross and Red Crescent Society is worth mentioning.
There are clear benefits of LMS in CPPB Training. For a blended course, they allow course providers and users to communicate effectively and efficiently on practical and content-related matters pertaining to the course. Additional materials (documents, videos, podcasts etc.) allow users to study and reflect on learning material outside of the classroom at their own pace, or can be used as preparatory materials before the start of a course or for post-training follow-up. Features such as quizzes, surveys and fora allow for a degree of interaction with the material and between users and trainer. Features such as view and progress tracking can also allow trainers and teachers to identify users which show signs of problems with the learning material and devote extra attention to them.
For fully online courses, the LMS provides similar benefits. The difference is that as users and trainer no longer meet in a single physical space setting, the LMS must accommodate to all forms of communication between user and provider. Besides uploading learning material content, its interactive features can become more important to support interaction and the development of a learning community. Such features can include, for instance, meeting through 'avatars' in a virtual classroom and interacting through video chat.
While LMS provide easy ways of communication between user and provider, they are not always used in a way that is conducive for interaction between users and between users and trainers, in particular in the CPPB field. Indeed, discussion boards are too often seen as the predominant tool for interaction, yet many are left unused in practice. This is also the case for UNITAR, ESDC, and POTI, for instance. This low usage and lack of interaction is especially important for fully online courses which are often considered 'boring' by existing solely out of pdf documents and slides etc. These types of contents can also be termed passive content and, while necessary, can overburden participants and lead to attention deficits. This is why it is recommended to supplant passive content with active content in the form of quizzes, or blogging exercises, wikis, online gaming and simulations, and virtual classroom models with real time or video interaction with an online trainer/facilitator.
Nonetheless, it is important to emphasize that the system requirements of LMS must also be take into account. As a general rule, the more features that are installed, the higher the costs and requirements (-operating system as well as Internet speed) of an LMS. Hence it can be important to carefully analyse which features are needed for the target audience. In the CPPB field, this can be particularly important when considering users in developing countries where access to technology and Internet can be very difficult. In these situations, focusing on the 'essentials' might take priority over active and creative content. This approach appears to be taken by UNITAR and POTI, for instance. Furthermore, mobile phones are increasingly important in developing as well as developed countries, hence LMS should be compatible with mobile phone systems. As an example, it is worth mentioning that PATRIR, in cooperation with Conciliation Resources, is developing courses that can be taken in the field via WhatsApp as it's more accessible and requires lower data usage.
The first question you should ask is whether you and your organization need an LMS. Some fully online courses actually do not require having an LMS (e.g. ENTRi's e-learning courses on Inter-Cultural Competence), for instance. If an LMS is necessary, the choice for free online software versus purchased software generally depends on the number of courses which will be hosted, the number of users, the price of the course you want to offer, and the features of free versus purchased software (as well as customer support). In some cases, your organization will need specialized software to comply with organizational privacy/security regulations. These cases require software to be designed in-house or via specialized contracts.
Before deciding on the features of the LMS, it is important to study and consult target audiences as well as training or teaching staff. Determining the learning needs of target participants as well as their technological background and context is crucial to make an informed decision on LMS features. As mentioned, many users benefit from active content designed to support interaction with the learning material and the other course users in the form of quizzes, surveys, chat fora, blogging, or virtual classrooms. These forms of active content can be synchronous (users participate in the course at the same time) or asynchronous (users participate in the course at different times). A virtual classroom requires synchronous learning, for example. On the other hand, however, such features might be too complex either from the perspective of system and internet requirements as user experience with technological learning environments.
You should also consult with training staff on the features they would or are most likely to use to make an informed cost/benefit analysis. If trainers are mostly concerned with blended learning modules, active content might be less important, and the focus could lie principally on passive content (documents, video's, links) – a standard feature of LMS. However, if trainers wish to make more extensive use of the potential of LMS in evaluations, student tracking, and fostering interaction, more elaborate features are required. Keep in mind that the full potential of an LMS which allows for the introduction of a range of interactive features might also require additional training of staff. The market for LMS software is relatively broad and multiple options exist. Ask for packages and explanations from a range of companies and check with colleagues in the field on their experiences.
Online courses can differ in both the technologies and methodologies used, the learning objectives, and the target audiences. Traditional online courses are usually available to a limited audience of registered users and involve online materials in the form of texts, slides, infographics and videos. The learning method is usually linear but may also offer the opportunity to jump from one lesson to another. Some of the most traditional or first-generation eLearning forms include slide-sharing and limited texts. With the evolution of technology, videos, chat rooms, online-gaming and multi-player simulations, and other interactive materials have become more commonly used.
Self-paced courses (asynchronous) are courses in which the material can be accessed at a time of the individual participant's choice. The assessment method may be through multiple choice questions, drag and drop menus etc. and the certificate can be acquired at any time.
Instructor-paced courses (synchronous) have a definite starting and ending date and are facilitated by an instructor who takes the audience through all lessons in a linear way. The assessment methods can be a combination of multiple choice questions and open parts (essays) which are evaluated by the instructor at the end of the term.
Learning Management Systems (e.g. Blackboard) are used to distribute learning materials to course participants and to facilitate trainer-trainee communication.
Training institutions in the Conflict Prevention and Peace Building (CPPB) field are increasingly investigating the potential of e-learning applications, and developing online learning platforms, course modules, and participant evaluation systems. The European Security and Defence College (ESDC), a network college responsible for training personnel deployed to Common Security and Defence Policy (CSDP) missions, uses the ILIAS e-learning platform for its courses as well as several online training modules or Autonomous Knowledge Units. In addition, several online courses have been developed through the ENTRi project, which was funded by the European Commission's Instrument contributing to Stability and Peace. The United Nations Institute for Training and Research (UNITAR) and the Peace Operations Training Institute (POTI) also offer a wide range of online courses on UN (peacekeeping) activities. Most online courses in the CPPB field have an asynchronous format.
Nonetheless, there are also examples of instructor-paced courses in CPPB training. The United States Institute for Peace has recently launched instructor-led online courses, for instance. Protection International, an NGO focusing on the protection of human rights defenders runs a regular instructor-led e-learning course. While smaller NGOs and civil society actors might fear that they have insufficient or unstable funding for such technological adaptations, the latter example also shows that e-learning can also be a tool for smaller NGOs, and that by offering more personal, instructor-led courses important additional values can be added. Furthermore, they can offer courses through available platforms instead of creating own web platforms (see LMS).
The main rationale for the increasing use of ICT approaches in CPPB training is cost-efficiency as e-learning modules, once developed, can be distributed over a wider geographical and temporal scale. In blended learning formats, participants can also follow several course modules online prior to learning in a classroom setting. This approach reduces the number of training days required.
Given that the number of international staff involved in CPPB missions has been steadily increasing since the end of the Cold War, this also raises questions with regard to the sustainable training and professionalization of this increasingly specialized sector. As professional short-term training (4-10 days) can already be very expensive, CPPB staff often lack training and go into the field relatively unprepared. This can, of course, have consequences for the effectiveness of staff. Online courses can bring more cost-effectiveness to the field. Although e-learning systems and courses can have significant start-up costs, in the long-term they can prove to be more cost-effective than short-term trainings requiring high travel costs on participants and their organizations.
The above advantages also have the potential effect of broadening participation to peace training by providing opportunities to people from the developing world or less affluent groups of society to enhance their competencies.
Participants can access the course from different locations, and if the course is asynchronous, at different time periods. This allows for flexibility in time and training management.
Online courses can also support on the job training as participants can access the course while being in the field (if computer and internet facilities are sufficient). This is beneficial as it allows 'real time' application to their work which 'on-site' trainings often don't. They can practice things and then come back to the course and get further support.
Online courses can also allow for sustained engagement of participants across different sectors and countries. Some on-site courses allow this for a short duration but do not necessarily have the sustained engagement made possible by online courses.
Relatively basic materials, e.g. basic safety training or basic level training in conflict analysis, can be covered through standardized online courses, helping participants get to more advanced levels for on-site training.
The first challenge associated with e-learning is related to costs. Although costs are expected to be lower than face-to-face learning over time, developing learning systems and online courses can require high initial costs. Software requires regular updates and changes, which bring additional costs. E-learning course modules require updates if the content is to remain relevant for new users. For example, factual knowledge on EU crisis management structures requires updates in the light of changing legislation and operations. Even something as simple as website links need to be monitored and checked. Courses can eventually save money because learning software and online courses are available for extended periods of time. Development of an e-learning course is often dependent on the audience one expects to reach with the course, which should be large enough, but also whether the content is relatively robust to changes in the political, legislative, and operational landscape.
•	A second issue besides costs concerns access to e-learning. As internet availability is a common requirement, personnel already deployed in missions do not always have ready access to online platforms and materials. In general, for practitioners from developing countries it can be more difficult to acquire the knowledge base necessary to function effectively in the field. In order to ensure the availability of learning platforms for target groups with varying access to internet and technology, learning tools sometimes have to be adapted and simplified so that they depend on only minimal system requirements and connectivity. Innovations in the use of WhatsApp as a platform for e-learning courses have helped to address some of the challenges associated with use of data intensive systems.
Thirdly, online courses should be able to reach participants with varying degrees of technological knowhow, This means that learning systems and courses should be user-friendly and intuitive or risk losing user engagement.
A fourth challenges concerns the levels of learning one can achieve with online courses. Often such courses only relate factual information on EU or UN structures, key declaration or treaties etc. While critical notes can be made in the course text or via videos, podcasts etc. these courses do not always develop critical reflection on CPPB practices. Furthermore, it can be difficult (though not impossible) to train skills and develop attitudes via such means. More advanced online courses integrating use of full immersion and in-depth simulations can help to address this and represent a significant advance in the field, but require good internet connectivity and may not always be as accessible.
The factual knowledge often contained in online courses also has implications for self-evaluation methods. The most common method is a multiple choice quiz for the user to test his or her knowledge. Many questions just require basic remembering of course texts, however. Moreover, information can be copy-pasted or put up on a different screen, which makes the final test score not always that reliable. This can also give rise to accusations of 'certificate-hopping' , with course participants simply clicking 'next' on the pages of the course, trying the test a couple of times and/or cheating, but at the same time collecting certificates for their CVs.
Finally, online learning often remains an individual exercise. Learning platforms distribute material for course users and can enhance communication between trainer and trainees, but communication between participants is often minimal. Even if learning platforms provide fora for users to engage in discussion, these are not always actively used. Online courses are commonly used on an individual basis and rarely require group work. Hence, many current online courses do not follow the principles of adult learning. This is mostly a question of design, however, as techniques exist to make online learning more collaborative.
Designing an online course is strongly tied to the capacities of your Learning Management System, and hence both are preferably thought out together. Furthermore, an online course – whether fully online or part of a blended format- must be based on a clear design in its curriculum and defined learning objectives based on the needs of the field. The crucial question in designing an online course is whether the course will be asynchronous or synchronous or a combination of the two. An asynchronous course can be easier to manage as once developed relatively little time and effort has to be put in supporting the course: it remains available to registered users to be accessed at a time and place of their convenience. Synchronous courses are more difficult to manage as they require students to follow lectures in a timely manner and respect assignment deadlines. The costs are higher, because one or more online facilitators are required, as well as (guest) lecturer(s) if the class is based on video-lectures (although these can be reused in later cycles of the course). While management costs are higher, synchronous courses can be better to support collaborative learning and to reach higher levels of learning.
As the course is mostly based on content put online, ensure variations in the type of learning materials offered: PowerPoint and pdf files can be used, but are preferably also accompanied by video's, podcast, and/or small interactive elements like quizzes and discussion forums to ensure sufficient variation and avoid attention deficits.
When using interactive elements such as quizzes, make sure that they are not considered too simple or redundant by the audience. If this is the case, leaving them out might be the better option.
When working with reading material, offer a print-out view as some participants find it difficult to follow on a screen for too long.
Add an audio explanation of the course material together with reading material (e.g. slides) to reach multiple senses of the participants and foster better learning.
Adapt language to a non-expert audience. Often courses in the CPPB field are based on policy documents, legal texts, or academic articles. The language used in these types of texts can be difficult for some users, especially non-native speakers. Hence, adapting language and concretizing statements as much as possible can foster learning and avoid participants passing quizzes by simply remembering the right order of words in a statement.
Similarly, ensure variation in how questions and statements in quizzes are presented. Note that varying them from the text in the course can evaluate participants' understanding better.
While a forum can be offered to foster communication between participants, these tools are often left unused and finding outdated comments etc. to which no one replies does not provide a positive learning atmosphere. It can hence be recommended for a training facilitator to regularly check the forum and respond to comments (e.g. by becoming an online moderator).
As the visual environment forms the core of the course, make sure that the lay-out is user-friendly and appealing.
Evaluate the online course by using a test audience and make adaptations based on feedback.
Add view trackers to evaluate the course and analyse which parts participants skip or when they drop out to adapt the course.
Add limits to the number of times participants can take the final test consecutively to avoid simple guessing and remembering. It is also possible to allow participants to take the test only when a certain amount of time has passed to support actual individual-based learning of the material.
Include an evaluation of the course by participants in a survey format (with closed and/or open questions) to improve your course further.
As management of a synchronous course can be difficult, start out with a smaller audience and gradually scale up in new cycles of the course.
Ensure the training team is well-prepared and experienced in online training, and that sufficient trainers/facilitators are available to respond to student questions and correct assignments.
Fully make use of the opportunities of synchronous learning by including more complex task assignments (e.g. essays).
Similarly, foster collaborative learning by allowing questions and answers during video lectures, by fostering communication between participants in fora and chat rooms by taking up the role of a moderator in an online community, or by introducing collaborative and participatory assignments in a virtual classroom.
Keep into account that technological requirements for a synchronous course are more demanding and require rigorous testing, evaluation, and adaptation.
Badrul H. Khan and Mohamed Ally (2015). The International handbook of E-learning, Volumes I and II. Routledge.
Games or virtual simulations – both concepts are used as synonyms here - are often associated with entertainment and spare time activities. Nonetheless, the educational and training world has increasingly looked at games as a tool to achieve particular learning objectives and "serious games" have been created for educational/training purposes. These may still retain significant entertainment value or qualities which make them attractive and engaging for participants, however. In fact, this can actually increase learning and instill positive attitudes towards gaming and simulations as a means of improving capabilities. Different types of educational games exist and can serve different purposes. While games can transfer knowledge, they are also focused on skills development by placing players in virtual situations based on real-world scenarios allowing them to test and adapt behaviour based on responses on their actions.
Games can have different formats, including single-player games, multiple player games in which a limited number of players are present on the same location, or multiplayer online games which can accommodate to a large number of players accessing the game from various locations. The latter can also be called Massively Multiplayer Online Game (MMOG) or Massively Multiplayer Online Role-Playing Game (MMORPG). Games can be linear in the sense that the players go through a scenario determined by the game and with little freedom of choice in the sequence of actions or stages of the game taken or they can be non-linear allowing more freedom of action and sequencing to the players. Between linear and non-linear lies a continuum of possibilities. While games are often associated with violence and competition, they can also be non-violent and cooperative. Games and simulations may range from very basic level interactions to full immersion experiences.
Games and virtual simulations have only recently made their way to training in the field of CPBB. It is necessary here to make a distinction between military and civilian training, however. For military training, gaming and simulations have increasingly been used in recent decades. Importantly, there has been little focus on the use of gaming for peacebuilding and prevention, with military application primarily focused towards preparing soldiers for active combat situations. The U.S. army has funded several games for training purposes and important cross-overs have been made with entertainment games such as Doom, Quake, and Call of Duty. As CPPB has brought troops to previously unknown locations and terrain, such novel features have also been accommodated in games. The virtual Afghanistan village was designed for NATO training needs in Afghanistan, for instance, and replicates the entire map and geographical terrain of Afghanistan, while also providing a detailed virtual village to operate in. Yet not all games designed for military training are combat-related. For instance, the CultureShock Afghanistan game is designed to improve inter-cultural competences by placing players in the role of an Afghan village elder.
For civilian training, games are not yet commonly used. MissionReady has used game elements to prepare humanitarian workers for the field. The Gaming for Peace (GAP) project, funded by the EU's Horizon 2020 programme, is developing a game which aims to support the development of soft skills (trust, empathy, intercultural negotiation, diplomacy) for personnel operating in multilateral CPPB missions. Several organisations, in particular Search for Common Ground, have also pioneered the use of games for promoting CPPB skills, knowledge and attitudes in countries they work in, such as Cedaria Blackout developed for Lebanon. Another interesting gaming application is Mission Zhobia, which brings players to a fictional country where the rule of law needs to be developed. The learning objectives of the game include conflict analysis, identifying stakeholder perspectives, building trust, engaging stakeholders, and adapting to unforeseen peacebuilding challenges.
Gaming is increasingly being combined with video lessons and 'briefing' tutorials, sometimes delivered through Avatars, and participant-based reflection and debriefing exercises and gaming experiences which can help to improve the learning and retention value of gaming for CPPB training.
Ralf Dörner, Stefan Göbel, Wolfgang Effelsberg, Josef Wiemeyer (Eds.). Serious Games: Foundations, Concepts and Practice. Springer.
Gaming for Peace-GAP: D4.1. Report on Learning Outcomes for Gamification Prasolova-Førland, Fominykh and Darisiro (2013).Virtual Afghan Village as a Low -Cost Environment for Training Cultura Awareness in a Military Context.


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Q: Windows 7 computer cannot delete files from windows 2003 domain share Computer running windows 7 pro connected to windows 2003 domain. User creates an xls file and he is trying to delete it. He deletes the file successfully and when he presses F5 to refresh the folder the file re-appears like it was never deleted.

A: Is there any kind of file protection software (aftermarket) on the Windows 7 machine?  Such software might view the deletion to be unauthorized (by rule) and simply restore it.  The Win2003 user wouldn't be aware of it from viewing the share.  Just a thought.

A: In my opinion there is some administrative privileges issue. Please check whether this issue is with xls file only or with other files also.

redpajama_set_name: RedPajamaStackExchange


Non-expert level tech enthusiast working a desk in the construction industry. I love SF/fantasy & getting mad about politics. This list of my favorite podcasts will tell you more about me than anything else I might write: DTNS, Nosillacast (and all spinoffs), Sword and Laser, SMRPodcast, Cordkillers, Phileas Club, Democracy Now, The Big Tech Show, The Archers, Common Sense with Dan Carlin, Intercepted, Deconstructed, Ear Hustle, What's the T? with RuPaul and Michelle.
RT @shaunking@twitter.com: A white man in Florence, South Carolina just shot 5 police officers. One just died.
Police then peacefully negotiated his surrender.
1. White men continue to be the deadliest threat to American police.
2. Police almost always skillfully bring them in alive.
I'm not heartless, but the guy had outlived his expectancy by at least two years. I knew better than to get attached. Now he's gone and there is SO MUCH NOISE downstairs. Mech-ing up and reanimating a creature might seem like a fitting midnight tribute on a work night, but I was hoping to watch some #korean drama. No way to enjoy it over the sound of grinding metal, breaking glass, and the dropping and rolling of small weighted spheres.
The hermit crab died sometime over the past two days. In the bath tonight, I received a text from my husband: he had a "dead crab situation, take your time". He texted later that he'd now be resigned to eating raspberries alone; I had already totally forgotten that he could be in any way referring to the hermit crab being his berry-eating pal. He's been drilling and soldering for the last thirty minutes. I'm betting the kids and I will wake up to the metallic click of roboclaws. Hermit Munster.
"Chomsky explored this topic and more in an exhaustive interview with The Intercept's Jeremy Scahill. In "Manufacturing Consent: The Political Economy of the Mass Media"(1988), authors Edward S. Herman and Noam Chomsky identified what they called the "five filters of editorial bias": Size, Ownership and Profit Orientation; the Advertising License to …"
Saw this and thought it perfectly represented what #QOTO is all about. Love it!
Just heard @matzekult explain mastodon on @podfeet Allison Sheridan's tech show #chitchatacrossthepond https://www.podfeet.com/blog/2018/09/ccatp-565/ - sounds like an excellent alternative to other social media platforms.


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Google+ (Android)
Google+ (Android) review: Google+ still beats Facebook's mobile app
By Jaymar Cabebe
, Jason Parker
With recent additions to Google+ for Android, you get a few more ways to enhance your photos that you didn't always have. Now, you'll be able to enter an edit mode and use the buttons at the bottom for quick edits. The Enhance button automatically color-corrects and brightens up your image; it worked pretty well in my testing, but you always have the option to go back to the original if you prefer. The Crop screen lets you freely set the cropping area by dragging handles on each side of the image, or you can have it crop a part of your photo to a perfect square. There's also a rotate button for one-touch 90-degree rotations.
The most exciting addition to Photos is the capability to add filters and frames to your photos. You get nine filters to choose from, and and you can cycle through variations for each by tapping the filter button again. Another button at the bottom lets you switch to Frames, giving you 11 different treatments to choose from along with variations that you cycle through by tapping. Photo filters were already a part of the iOS version of Google+, but the frames are something new to the Android version exclusively.
One thing that was already great about the Google+ app is that it includes an Instant Upload feature, which automatically backs up pictures and videos taken by your Android device. By default, these items go into the private "From your phone" album, where you can easily access and share them at your convenience. Of course, you can disable Instant Upload if you're worried about battery drain, but I think it's a superconvenient feature that should be taken advantage of.
The Communities section lets you manage the news items and hobbies you follow. You can share communities you like with your friends or invite them to the community directly. You get display counts for unread messages in your communities, and the moderation tools have been improved as well.
Here, you can manage your own events as well as those to which you have been invited. With a single tap, you can start setting up a new event, complete with date, time, invitees from your circles, and even a location tag.
If you like, you can set the Google+ app to automatically back up your mobile photos to a private album in the cloud. Screenshot by Jaymar Cabebe/CNET
Hangouts replaces Messenger
With Google's standalone Hangouts app now in wide circulation, the Messenger function has been completely replaced by a Hangouts button in Google+. Tapping the button seamlessly pushes you over to the Hangouts app or, if you don't have it installed, to the download page in the Google Play store.
Overall, the Google+ app provides an excellent way to interface with the Google+ social space while on the go, whether you're on a smartphone or tablet. The newest version looks beautiful and runs smoothly, and extras like photo tools and location sharing make it a tough social networking tool to beat.
My only issue at this point is that photo functions of the app can be a little confusing. While the Photos button in the sliding navigation bar brings you straight to your albums, a seemingly redundant Photo button on the bottom of the screen inexplicably bring you to a photo picker. The user experience here is obviously wrinkled, but it's not a major issue that will affect your regular usage. In the end, whether you're a regular Google+ user or you're just interested in the app's photo-editing or auto-upload features, you don't want to miss the Google+ app for Android.
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redpajama_set_name: RedPajamaCommonCrawl


(이 서식의 해석을 통해 알아보는 최소한의) SPC가 위치한 현실/현실들에 관한 여러 가지 공통적인 경향들.
Contrary to the SCP world existing in "our reality",2 the worlds where the Centre exist surely have more divergences than just one anomaly-dealing organisation. Go full-on alternate history here. For instance, in SPC-2615, I use the small mention of a "Pan-Celtic Union". Distance the setting from our history.
The Centre deals with the so-called Selachian entities, which are essentially sharks. Some are really anomalous (Deviant-Type); some are still normal sharks (Baseline-Type). They're all targeted all the same. In the Centre's eyes, punching them is worth all the trouble and that is deemed to be a higher priority than the existence of anomalies (attributed to SPC-001).
Contrary to SCP Foundation's policy of multiple SCP-001 proposals, the Centre has a singular SPC-001. SPC-001 is known to all members of the Centre, to justify their methods. Like many of the SCP-001 proposals, SPC-001 is a cause for the Centre's existence.
Overall, the Centre is not all that different from the Foundation. While most GoIs are marked by their differences from the Foundation, this GoI is uncannily similar to the Foundation. Yet, the two groups have a different outlook on things.
"우리 현실"4에 존재하는 SCP 세계와는 반대로, 센터가 존재하는 세계는 변칙성을 취급하는 조직 하나 말고도 확실히 더 많은 차이를 가지고 있습니다. 여기에 대체 역사를 최대한으로 집어넣으세요. 예를 들어, SPC-2615에서 저는 "범 켈트 연합"을 짧게 언급했습니다. 우리 역사의 설정과 거리를 두세요.
센터는 본질적으로는 상어인, 이른바 연골어 독립체들을 상대합니다. 어떤 것들은 정말 변칙적이고 (비정상형), 어떤 것들은 여전히 평범한 상어들입니다 (기본형). 그들은 모두 언제나 표적이 됩니다. 센터가 보기에는, 상어들에게 죽빵을 먹이는 것은 모든 문제를 일으킬만한 가치가 있으며 (SPC-001에 의해) 변칙개체들의 존재보다 더 높은 우선순위를 가진 것으로 간주됩니다.
다수의 SCP-001 제안을 가지는 SCP 재단의 방침과는 반대로, 센터는 단일한 SPC-001을 가집니다. SPC-001은 센터 구성원 전체에게 알려져 있으며, 그들의 방법들을 정당화합니다. 많은 SCP-001 제안들과 마찬가지로, SPC-001 도한 센터가 존재하는 이유입니다.
전반적으로, 센터는 재단과 그렇게 다르지 않습니다. 대부분의 GoI들은 재단과의 차이점이 뚜렷하지만, 이 GoI는 기이할 정도로 재단과 비슷합니다. 허나, 두 단체는 서로 다른 관점을 가지고 있습니다.
1. Which is also my headcanon for the term "SCP Foundation".
2. Or a world that geopolitically/societally resembles our own.
3. 이것은 제 헤드카논에서 "SCP 재단"이라는 용어에 대해서도 마찬가지입니다.
4. 혹은 지정학적/사회적으로 우리와 닮은 세계.
5. Acronym, because it is too long to be spoken.
6. Central Intelligence Coordination And Projects Operation Command Office. 두문자어, 전부 다 보여주기에는 너무 길기 때문입니다.
7. The number can be a reference to SCPs from the mainlist. For example, SPC-2615 is a reference to SCP-2615 (as an alternate universe counterpart; think Marvel Multiverse here). It's not a rule, and authors can choose whatever number they please.
8. 번호는 메인리스트 SCP들에서 참조할 수 있습니다. 예를 들어, SPC-2615는 SCP-2615에서 참조했습니다 (대체우주 대응관계로, 여기서는 마블 멀티버스를 생각해 보세요). 이건 규칙이 아니며, 작가들은 자신이 원하는 숫자 무엇이든 선택할 수 있습니다.


Cinderella has a dream–she wants to wear a beautiful gown and dance with the Prince at a Royal Ball. Will Cinderella's fantasy come true? Find out in this Step 2 reader featuring the most popular and beloved Disney Princess.


text:
Featured: I Remember… Jungle 2 Jungle
I was sitting on my bed this morning, feeding my 2.5-month old daughter while my wife watched The Santa Clause. And since it is still the month of insert-festive-celebration-of-your-choice-here, I figured I'd pick something connected to The Santa Clause. Indeed, I did really enjoy it when I first saw it. But then it hit me that it would be funnier to cover another Tim Allen film instead. So, here is my nostalgic look-back at Jungle 2 Jungle!
This film should not be one I like as much as I do. As cold-hearted and unfeeling as I am now (Seriously, ask anybody!), I was more so at the tender age of 10. Now I may not have seen this in the cinema, but this film came out then and I don't recall the exact age I watched it first so 10 will have to do for now. Anyway, at its heart this film is a story about a man coming to love his son and the son falling in love. Oh yeah, there's also a Russian mobster who sells caviar, a gold-digging fiancée and urination into a fake plant. So classy all the way here.
Maybe I should pause and say that I know it's not a good film. It was an American remake of a French film (never a good start) made by Disney in the 90's. It stars Tim Allen, who I really enjoyed in Home Improvement and the previously mentioned TSC but had never seen in anything else, and Martin Short. For those who were raised in the US, Martin Short was not widely known to people growing up overseas. The only things I have seen with him in outside of actively looking for films are Father Of The Bride and Mars Attacks!. So two guys with limited film back-catalogues in a Disney film about a boy raised in the jungle moved to the "urban jungle" of New York. Yeah. It's pretty much as well done as you'd expect.
However, despite all that, it's still a film I think about fondly from time to time. It's silly, it's not too serious and I think it's definitely one of those films that was an instant classic if you were the right age when you saw it. Tim "The Tool Man" Taylor finally doing something that wasn't all slapstick and mugging (I defy you to watch The Santa Clause and tell me that he's not still doing the occasional Tim Taylor-ism). Sam Huntington was really good as Mimi-Siku. And I'm not saying he was good for a kid. He was, possibly, the best actor in the film. And I'm not trying to say that in a negative way, it's just a fact. It's a film that is willing to go with a ridiculous premise and give it a ridiculous "villain" to go along with it.
I know that reading my thoughts will not change anyone's minds about the film if they've already seen it. However, I will urge anyone who hasn't yet seen it to give it a go. And if you do, try to go into it remembering the time it was made. Yes, it's strange. Yes, it's not an example of brilliant acting. Yes, I admit it's not even that great. But it's fun. It's charming. It does the main focus right. The heart is there, beating away despite all the cheese dripping from it. You may not love it, but I do. And after all, that's the only thing that matters.
So, as I've randomly decided for these "reviews", I need to assign a score. And this one leaves me with no choice but to give it a Nostalgic Feeling rating of…..
12-Year Old Me Chilling On The Sofa After School
And so, after all that, there's only one thing left to say;


You've established regular, healthy brushing habits for your children so their teeth remain healthy and strong, but what's the next step? Aside from bringing in your child for regular dental appointments, something that is crucial in maintaining your child's oral health is keeping an eye out for gum disease and gum recession. Brushing twice daily can help prevent gum disease, but we at Pediatric Dentistry have several other tips for making sure your child grows up to have gums just as healthy as their teeth.
Something that will help you prevent and monitor potential gum disease for your child is regular flossing. Regular flossing rids teeth of up to 40% of sticky bacteria or plaque. Plaque generates acid, which can cause cavities, irritate your kids' gums and can lead to gum disease.
Make flossing once a day part of your child's brushing routine and help them floss until they are old enough to learn to floss themselves. Children's flossers come in many different colors and shapes and can make flossing a little more fun for kids who are resistant to it. Flossing will remove plaque build-up that can lead to gum diseases like gingivitis.
Choosing the right toothbrush for your child plays an important part in setting the foundation for good gum health. You want a brush that will help remove plaque from their teeth without damaging their gums; a brush that is too rough can lead to gum recession, which can cause problems and lead to oral surgeries when you children become adults. We recommend you use a brush with soft bristles and a rounded shape that is designed to remove plaque from teeth and the gumline alike.
Another habit that can cause gum recession is brushing too vigorously. If you notice your child's toothbrush becomes flattened or the bristles get bent easily, you might want to help your child adjust their brushing habits to make sure they aren't hurting their gums when they brush. A good, safe way to keep kids' teeth clean without brushing too hard is by using a kid-friendly electric toothbrush with soft bristles. Ask our staff for electric toothbrush recommendations!
Bleeding—A little bleeding is normal right after starting a new flossing habit, but if your child's gums bleed every time they floss after a week of starting the new habit, it might be a good idea to contact us to make sure gum disease isn't the cause.
Redness and swelling—If your child's gums are an unusually bright red or look more swollen than usual, call your pediatric dentist.
Recession—If you notice your child's gums getting pushed further back over time or if you see any exposed roots on the teeth, bring your child in to find out their gum recession level and what you can do to stop it.
By following these tips, you'll help ensure your child has a good foundation for complete oral health, including both teeth and gums. If you're ready to bring your child in for an appointment, contact our office and we'll be happy to set up a time for you!


Eliminate trial-and -error CMYK color matches!
The difference in appearance of color when viewed in different color spaces represents on eo fhte greatest problems in prepress. Do not be misled by the RGB colors on your monitor when you are really trying to achieve CMYK on paper. The Digital Color Scale (DCS) Books show you in advance how the ink-on-paper will look. Tens of thousands of color combinations are available. The basic combination on all pages is the mixing of cyan and magenta, with yellow and black overprinting. The chromatic organization of the DCS is in ascending percentages of yellow. The printed color mixes are used to dial-in the correct CMYK values to achieve the desired ink-on-paper results. The quick access tabs indicating yellow percentages make finding your desired color quick and easy.
Available individually or as a three book set.


text:
US Troops to Suffer Heavy Defeat if They Refuse to Leave Iraq: PMF
Iran Blasts French President for Using Fake Arab-Persian Gulf Term
Iran's Appeal as Model of Resistance Angers US: Leader
Iran Warns of 'Final Step' on Nuclear Deal
Al-Shabaab Militants Attacks US Base in Kenya
Iran President Signs Law Designating Pentagon, Subsidiaries as Terrorist
US Threat to Target Iran's Cultural Sites Faces Backlash
US Assassination of Iranian General Act of International Terrorism: Chomsky
US Must Await 'Harsh Revenge' Following Assassination of General Soleimani: Iran Leader
ICC's Israeli War Crimes Probe: Chances, Challenges
Iranians Make History: Millions of Mourners Pay Homage to Legend General Soleimani
Saudi Arabia's Geopolitical Strike on Turkey: Could It Work?
Alwaght- Saudi Foreign Minister Ibrahim bin Abdulaziz Al-Assaf on Thursday visited the Greek part of Cyprus for the first time in the history of the two sides' relations. At a press conference with President Nicos Anastasiades, the top Saudi diplomat said that his country supports Cyprus's legitimacy and sovereignty." The controversial visit has triggered criticism from Turkish officials and Media. Many political experts now wonder why the Arab kingdom sent its FM to Cyprus in the current conditions.
Turkey-Cyprus dispute
Cyprus island is located in the eastern Mediterranean. The island country was under British rule until 1960. It became independent in the same year and the three countries of Turkey, Greece, and Britain guaranteed its sovereignty. In 1974, a Greece-provoked coup toppled the government there. Turkey, one of the guarantors and feeling a duty according to the 1960 pact, sent units of its army to the island state, practically leading to the country dividing into two southern and northern parts. Northern Cyprus has a Turkish majority and accounts for about 30 percent of the whole Cyprus territory. In 1983, it announced independence under the Turkish Republic of Northern Cyprus. Turkey was the only country to recognize the new state. In addition to Cyprus's geostrategic position, the geoeconomic issues, particularly the oil and gas reserves add to the Cyprus cause complexity. The Greek Cyprus seeks attraction of investment to its oil and gas reserves of the neighboring as well as Western countries. Such investment targets two goals: Increasing income for economic prosperity and using energy and economy to tighten its bonds with the other countries in a bid to pave the way for full control of the island.
Egypt and the Israeli regime are open to this policy as they have signed agreements with Cyprus on energy. Saudi Arabia is joining them. A week ago, Riyadh opened its embassy in the capital Nicosia. And now it has sent its FM, driven by a will to join Tel Aviv and Cairo in expanding cooperation with the island state.
Saudi goals
The first reason Saudi Arabia is pursuing its policy of presence in Cyprus is a will to curb Turkey in the region and a hope to squeeze Ankara in retaliation to the latter's media and diplomatic grilling of Saudi Arabia in the case of killing of the Saudi journalist Jamal Khashoggi who was killed by a Saudi-sent hit squad at the Saudi embassy in Istanbul. The CNN read the Saudi FM's visit as Saudi firing of a "diplomatic missile" at the Turkish President Recept Tayyip Erdogan. Yasin Oktay, Erdogan's advisor, in a reaction to the Saudi move said that the problem between Turkey and Saudi Arabia on Khashoggi's case is not hidden from anybody. But the Turkish stance is never against the kingdom. Rather, it seeks justice. He added that the crime occurred on the Turkish soil and so Ankara held the right to pursue it. "This is not aggression and hostility against Saudi Arabia," he was quoted as saying.
On the other side, the international organizations since the split made efforts to solve the Cyprus case peacefully. A 10-day conference was held two years ago by the United Nations Secretary-General Antonio Guterres in Switzerland. It failed to yield any results, however. Only two months after the conference, the Greek Cyprus said it discovered a gas field containing 28 billion square meters of the reserve. Joint drilling between Turkey and northern Cyprus stirred fresh dispute between the two parts of Cyprus. Mustafa Akinci, the president of the Turkish Republic of Northern Cyprus, in a letter sent to the Anastasiades via the UN on July 13 proposed a joint committee for cooperation on both sides' use of hydrocarbon resources of the island. Guterres welcomed the move. Saudi Arabia very likely wants to disrupt cooperation between the two sides and also between Turkey and Greece.
A third goal is to set up an anti-Turkish camp, comprised of Greece, Egypt, the Israeli regime, and Saudi Arabia. The Saudi FM flew to Cyprus from Cairo. This comes while there are challenges ahead of negotiations among Tel Aviv, Beirut, and Nicosia over the distribution of the Mediterranean energy resources. Southern Cyprus president told his Saudi guest that his country was ready to cooperate with Riyadh in defense and security.
Saudi efforts result
There are two major reasons to believe the Saudi attempts to destabilize the eastern Mediterranean are doomed to fail:
1. The major fulcrum of the Saudi policy to cause tensions in varies regions is the ideology. This is while a large part of southern Cyprus is Christian Orthodox and thus has not bonds nor does it have interest in the fundamentalist Wahhabi ideology, a strict version of Islam promoted in many regions to cause division and even devastating conflicts. Over 99 percent of the Turkish Cypriots are Sunnis with a strong ethnic tendency to Turkey. Saudi plots in southern Cyprus can backfire, rendering the Cyprus Muslims abhorrent to Riyadh and strongly open to Turkey.
2. Turkey is the most economical transit route for Cyprus and even Israeli energy to Europe. So, even after oil and gas production, southern Cyprus needs negotiations and agreements with Ankara for exports. Even if Saudi Arabia invests in Cyprus, it will remain short of effective pressure tool against Turkey. Saudi Arabia is, in fact, unable to deal a reciprocal blow to Turkey as the latter did in Khashoggi case. After all, a geopolitical move against Turkey is far from proportionate to Ankara's pursuit of Khashoggi murder. This signals Saudis running into a political and legal impasse in Khashoggi case. Erdogan's advisor called the Saudi visit "weird and illogical", signaling that Ankara is aware of this disproportion.
Saudi Arabia Turkey Cyprus Khashoggi Retaliation


Accident expense insurance helps cover your out of pocket costs for deductibles and coinsurance.
Never too young to learn about money!
46% Of Millennials Think They Need $1000 To Start Investing. Is That True?
I want to say thank you to all the men and women who have given their lives in the service of our country, and to their families who let them serve. Have a wonderful and safe weekend everyone!


text:
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A Reminder from the Police: Stay Awake While Driving
in Personal Injury
Believe it or not: A police department in New Jersey actually found it necessary to post a tweet reminding drivers to stay awake while behind the wheel. The tweet, posted on Jan. 5, was prompted by a single-vehicle accident in which the driver fell asleep, crossed into the opposite lane of travel on a two-lane…
DUI Cases: What Is Sufficient Evidence for a Conviction?
in Criminal Law
Last October, we discussed how circumstantial evidence can be sufficient to convict a driver for DUI ― general impairment, where the focus is on the ability of an individual to drive safely, and not on a particular blood-alcohol level. Read on for another case where the Pennsylvania Superior Court affirmed a driver's DUI conviction based…
PA Supreme Court: Snow-Tuber Paralyzed by Crash Gets His Day in Court
Here's a Pennsylvania Supreme Court decision that is welcome news for a snow-tuber who was catastrophically injured after colliding with an unlikely object. Kitchen Floor Mats In Bourgeois v. Snow Time, a snow-tuber purchased a season pass at a winter resort. He skimmed and signed a release agreement on the back of the pass that…
Update: Pedestrian's Abrupt Appearance in Front of Driver Moments Before Impact Was Not a 'Sudden Emergency'
Last October, we blogged about an unfortunate auto/pedestrian accident at a dark intersection, where the driver had an obstructed view, under circumstances where there was no evidence of any careless behavior on the driver's part. In a personal injury lawsuit brought by the pedestrian, the trial court instructed the jury on the "sudden emergency" doctrine….
Fingerprint Evidence, a 'Movable' Folder, and Nothing Else: Is That Enough to Convict a Man of Robbery?
In a case that turned on fingerprint evidence found on a "movable" manila folder, the U.S. Court of Appeals for the Third Circuit recently ruled that fingerprint evidence alone was not enough to prove that a defendant committed a robbery. A Manila Folder In Travillion v. Superintendent Rockview SCI, a store manager was unlocking a…
Going Shopping for the Holidays? Beware of Shipping-Pallet Injuries
If you are planning to shop in retail stores this holiday season, here's a personal injury hazard that you may not be aware of. Shipping pallets ― which "big box" retailers, warehouse chains, and other stores commonly use to display merchandise ― were responsible for sending an estimated 30,493 people to U.S. hospital emergency rooms…
The Effect of a Disputed Signature on Child Support: A Lesson in Voluntary Acknowledgement of Paternity
In Pennsylvania, a man may acknowledge the paternity of a child born out of wedlock by signing a voluntary acknowledgement of paternity form. The law provides that the signed form constitutes conclusive evidence of paternity without further judicial ratification in any action to establish support. After 60 days, acknowledgement of paternity may be challenged in…
Police Enter Your Home Illegally: What Happens If You Assault Them?
If police illegally enter your home without a warrant, and you end up in a scuffle, can you suppress their testimony if you are charged with assault? In a criminal case that began with a mental welfare check, the Pennsylvania Superior Court recently said "no." Mental Welfare Check In Commonwealth v. Schneider, a Crisis Unit…
A DUI Defendant's Right to Counsel: What Happens When It is Not Properly Waived?
While all criminal defendants can waive their right to counsel, there are legal requirements for how it must be done. Here is a case where a DUI defendant who didn't fare well representing himself is getting another chance because he did not properly waive his right to an attorney. Waiver of Counsel Form In Commonwealth…
You're in Close Proximity to Drugs and Firearms: Can Police Search Your Cellphone?
What happens when you are a house guest, in the wrong place at the wrong time when police discover illegal drugs and firearms on the premises? Does your presence near illegal contraband provide probable cause for police to obtain a search warrant for your cellphone? The Supreme Court of Pennsylvania recently said "no." Search Warrant…
Is a Speed Bump a Dangerous Condition? Trip-and-Fall Accidents in a Store Parking Lot
Can tripping and falling over a speed bump in a store parking lot give rise to a viable personal injury lawsuit? Read on for a case where a jury will decide. Speed Bump In Hawkins v. Walmart Stores, East, a shopper filed a personal injury lawsuit alleging that she sustained injuries when she tripped and…
Viral Video Underscores the Dangers of Drinking and Driving
A video that is going viral on the internet is a powerful reminder of the horrific tragedies that can result from drinking and driving. A Texas driver who was seen in a Facebook Live video taking a swig from a beer bottle while behind the wheel and boasting that he drives better when he drinks…
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Hand-netting: Probably the easiest and most accessible way to catch insects is still a hand-net. I find that a good 'butterfly net' is my most essential piece of field equipment, along with my note book. Sadly a net is often maligned by people who imagine that the carrier is going to kill lots of butterflies. In fact the carrier is far more likely to be after moths, flies or wasps and most entomologists only kill insects when it is necessary to identify them – in quite a lot of cases it is just necessary to catch the insect for closer examination before releasing it.
Malaise trap: This is my own personal favourite – perhaps because it yeilds so many specimens and it does all the collecting work for you! See my seperate Malaise trapping article.
Yellow Pan traps: In this technique you lay out yellow or white 'pans' filled with slightly soapy water. Insects that are attracted to white or yellow flowers are then attracted to the bright pans and drop into the water where they are caught. I haven't actually used this method before but it is supposed to be very easy to set up and it can bring in many flying insects that are attracted to flowers. It does have the disadvantage that it can't be left for long periods and it can be interferred with – eg. by rain or thirsty dogs drinking the water! Most people will empty the pans daily – or twice on a hot summer's day.
Pitfall traps: Very easy to set up – just bury some plastic drinking cups in the soil so that their tops are level with the ground. Fill them with a mixture of water and anti-freeze and to top them off you can place a flat tile supported on 2 or 3 rocks to prevent animals investigating the contents. This method is very useful for collecting ground-dwelling invertebrates, such as Isopods, spiders or beetles.
Moth Trap: I ran a Heath Protable Moth Trap during the spring & summer in the 10 years between 1988 and 1998. The project was very successful and provided us with yearly moth population data. Unfortunately, since 1999 we I have not had the help of a resident summer warden and so we have had to finish this project.
Photography: Digital photographs can provide useful 'field memos' and attractive souvenirs of a field trip, but are not always very useful for identification purposes. This is because, although large insects (eg. butterflies, large moths, grasshoppers and dragonflies etc) can be identified by comparing them to pictures, most insects are not identified by comparing them to pictures. Instead they need to be run through dichotomous keys that rely on the comparison of minute features, such as wing venation, bristles and paternation.


text:
'''
examples/user.py

An small, but complete, example of creating a model.
'''

import pureodm, pureodm.codecs
import pymongo

class User(pureodm.Model):
    fields = {
        'name': {
            'type': unicode,
            'required': True
        },
        'password': {
            'type': unicode,
            'required': True,
            'codec': pureodm.codecs.SHA1Codec
        }
    }

if __name__ == '__main__':
    connection = pymongo.Connection(host='localhost', port=27017)
    database = connection['pureodmTest']
    users = database['users']

    for result in User.find_in(users, {'name': 'stinky'}):
        for field in result.fields:
            print('{0:>12}\t{1}'.format(field, result[field]))

    connection.close()

redpajama_set_name: RedPajamaGithub


text:
Isphanyar M. Bhandara (; born 18 November 1970 ) is a Pakistani politician who was a member of the National Assembly of Pakistan from June 2013 to May 2018. He was also a member of the Manifesto Committee Pakistan Muslim League-N as an Expert on Minorities Rights in Pakistan. He was born in Murree Brewery State situated on Ayub National Park Road Rawalpindi. He got his MBA Administration Degree from USA.

Family
Isphanyar M. Bandhara is son of late M.P. Bhandhara.

Isphanyar M. Bandhara is grandson of late Peshton Bandhara.

He belonged to the small Gujarati-speaking Zoroastrian community.

Political career

He was elected to the National Assembly of Pakistan as a candidate of Pakistan Muslim League (N) on a seat reserved for minorities in the 2013 Pakistani general election. He was Member Of Manifesto Commission Of Pakistan Muslim League (N) For Minorities.

Business career
Bhandara is the Chief Executive Officer of Murree Brewery.

References

Living people
Pakistani MNAs 2013–2018
Parsi people
Pakistani Zoroastrians
Pakistan Muslim League (N) politicians
Year of birth missing (living people)
Pakistani people of Gujarati descent

redpajama_set_name: RedPajamaWikipedia


text:
https://www.seedsofliteracy.org/seeds-successes/kasey-davis/ 50% Weekly 2015-12-08 19:48
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text:
Q: Different colors for different keywords in listing environment doesn't work I've read in several answers that I can use [number] to set different colors for different keywords in a listings environment. However, when I try it this way it doesn't work.
These are my preamble and a small example script:
\usepackage{listings}
\usepackage{color}
\usepackage[dvipsnames]{xcolor}

\definecolor{gray}{rgb}{0.95,0.95,0.95}
\definecolor{Green}{rgb}{0.1,0.69,0.1}
\renewcommand{\lstlistingname}{Codice}

\lstdefinelanguage{Python}
{
  keywords={from, import, def, return, as, for, if, in, len},
  keywordstyle=\color{Green},
  keywords=[2]{centers}
  keywordstyle=[2]{blue}
  morecomment=[l]{\#},
  morestring=[b]",
  alsodigit={-},
  alsoletter={&}
}

\lstdefinestyle{custompython}{
    language=Python,
    frame=tlrb,
    aboveskip=3mm,
    belowskip=5mm,
    backgroundcolor=\color{gray},
    showstringspaces=true,
    columns=flexible,
    basicstyle={\small\ttfamily},
    numbers=left,
    numberstyle=\tiny\color{orange}\ttfamily,
    numbersep=5pt,
    commentstyle=\color{orange},
    stringstyle=\color{purple},
    commentstyle=\small\color{red}\ttfamily,
    breaklines=false,
    breakatwhitespace=true
    tabsize=5
}

\begin{lstlisting}[firstnumber=1,language=Python, style=custompython]

from pyLensLib.maputils import map_obj, contour_fit

def getImageEllipticity( img, fsize, f=0.05):

    m, cnt = map_obj(img), m.get_contours(lev=f)
    centers, axesList = [], []

    return centers
\end{lstlisting}

A: A very good answer was already given by user Symbol 1. Example language is in C++, but the way to style your code is the same:
Other keywords and symbols highlighting with lstlisting
\documentclass[10pt,a4paper]{scrartcl}

\usepackage{xcolor}
\definecolor{main-color}{rgb}{0.6627, 0.7176, 0.7764}
\definecolor{back-color}{rgb}{0.1686, 0.1686, 0.1686}
\definecolor{string-color}{rgb}{0.3333, 0.5254, 0.345}
\definecolor{key-color}{rgb}{0.8, 0.47, 0.196}

\usepackage{listings}

\lstdefinestyle{mystyle}
{
    language = C++,
    basicstyle = {\ttfamily \color{main-color}},
    backgroundcolor = {\color{back-color}},
    stringstyle = {\color{string-color}},
    keywordstyle = {\color{key-color}},
    keywordstyle = [2]{\color{lime}},
    keywordstyle = [3]{\color{yellow}},
    keywordstyle = [4]{\color{teal}},
    otherkeywords = {;,<<,>>,++},
    morekeywords = [2]{;},
    morekeywords = [3]{<<, >>},
    morekeywords = [4]{++},
}

\begin{document}
\begin{lstlisting}[firstnumber=1,language=C++, style=mystyle]

#include <iostream>

using namespace std;

int x = 2;

//comment
for (int i = 0; i < x; ++i) {
    cout << "stand_alone_complex" << endl;
}

\end{lstlisting}
\end{document}


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Our most precious resource is the environment we live in. Without it we cannot sustain life as we know it. Viable resources that we all once took for granted are in jeopardy. Using the same tools available to us for success, we have the ability to turn things around if we only take some time to do so. A small shift in focus can make all the difference in the world.
It is not necessary to have a great deal of technical capability to tackle some of our largest environmental concerns of today. Recently, I was watching the discovery channel where they did a story on a 19 year old Dutch man named Boyan Slat who has created The Ocean Cleanup. This young man got his start while diving in Greece. His frustration grew when he was coming across more plastic bags than oceanic wildlife. He was only 16 at the time, and he began to think about why no one was attempting to cleanup any of the plastic in the ocean.
He presented his project at a TED TALK in 2012. Since then The Ocean Cleanup Project has grown quite a bit. They have the backing of several institutions as well as engineering groups. He has raised as much as $80,000.00 through crowd funding. While this may sound impressive, the cost of cleaning up our water supply is overwhelming to say the least. But the cost of NOT taking any action would be beyond devastating to life as we know it.
Boyan's idea is to have a machine in the ocean that works passively to collect plastic. The very plastic that our fish are eating instead of valuable nutrients. This is leading many of them to become malnourished. His idea is gaining momentum from a year and a half of research is showing the viability of this project.
We are in good hands as long as we keep the right perspective on things and are willing to invest of ourselves into finding solutions. What can you do to make sure we are in good hands?