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Home / Data Science / Analysis: Qlik acquires Blendr.io to Enhance Data Integration Capabilities
Posted on October 27, 2020 January 3, 2022 by Hyoun Park — Leave a comment
Analysis: Qlik acquires Blendr.io to Enhance Data Integration Capabilities
Key Stakeholders: Chief Information Officers, Chief Technical Offiers, Chief Data Officers, Data Management Managers, Analytics Managers, Enterprise Information Managers
Why It Matters: SaaS and public cloud data sources are both rapidly proliferating and playing a bigger role in enterprise analytics. It is no longer enough to build a Single Source of Truth without being able to share and integrate data across all relevant sources.
Key Takeaway: This is an evolutionary time for analytics solutions as AI, process automation, public cloud, & SaaS proliferation are quickly changing the demands for analytics. This iPaaS (Integration Platform as a Service) acquisition shows how Qlik is augmenting its core capabilities to keep up with quickly-changing market demands.
About the Acquisition
On October 22, 2020, Qlik acquired Blendr.io, an integration Platform as a Service that supports data integration across over 500 Software as a Service applications and clud data sources. This research note analyzes why Qlik acquired Blendr.io, what this means for current and potential clients of both companies, and key recommendations for data and analytics professionals to consider based on this acquisition.
Blendr.io was founded in 2017 in Belgium by tech entrepreneur Niko Nelissen, who had previous experience in building out marketing automation, event ticketing, data hosting, and data center operations businesses. In short, his background enveloped all aspects of providing data as a service both as backend data infrastructure as well as front-end data used for sales and marketing technologies.
This background led to the creation of Blendr.io, which quickly arose as a tool to support data automation and workflows across data, alerts, caches, applications, and databases. This capability has proven especially valuable at a time when application proliferation has occured and the "trusted business platform" has been replaced by a federation of Best-in-Breed applications that need to be connected together from data, process, and synchronization perspectives.
Based on this need, Qlik's acquisition of Blendr.io makes sense as a functional addition that both strengthens Qlik's sales and marketing support and allows Qlik to play a greater role in delivering what they call "Active Intelligence."
This acquisition also is accretive to Qlik's prior acquisitions made since it became a Thoma Bravo portfolio company in 2016:
July 2018: Qlik acquires Podium Data to gain a Big Data-fluent data catalog and governance capability.
March 2019: Qlik acquires Attunity to support cloud data synchronization and to validate the advice I had provided at Attunity's 2013 Analyst Day on the future valuation of Attunity.
January 2020: Qlik acquires RoxAI to support real-time alerts associated with data and analytic changes.
August 2020: Qlik acquires Knarr Analytics assets to strengthen its supply chain analytics capabilities and to bring in key talent.
This acquisition also comes as Qlik is in the process of retiring a prior acquisition, Qlik DataMarket. This 2014 acquisition was originally intended to help clients to combine internal business data with external geographic, financial, or political data. But as access to public external data has become easier to support and business clients have found the challenge of simply managing internal data across a wide variety of private sources to become a bigger challenge, Qlik has made a similar shift through this acquisition.
What to Expect from this Acquisition
Qlik customers with significant SaaS portfolios should be excited to see this acquisition, as it now allows Qlik to develop native analytic products across a variety of marketing, sales, productivity, machine learning, and public cloud platforms. Qlik states that it will start launching products based on the blendr.io acquisition in 2021. Amalgam Insights expects that the combination of iPaaS, data governance, and analytics will allow Qlik to create secure amalgams of data and process automation.
This step of integrating SaaS and cloud data to analytics is necessary for Qlik to deliver on the promise of the "data-driven enterprise" that we have all heard so much about over the past several years. To get beyond the hype, data must be contextualized, analyzed, and used both to accelerate basic rules-based actions and to support decisions based on more complex scenarios, politics, and strategies. Qlik's acquisition of blendr.io is an important step forward in addition to the Podium Data and Attunity acquisitions in allowing Qlik to support a multi-app, multi-cloud, and multi-data environment where there is no longer the "single source of truth."
For Blendr.io customers, expect Qlik to continue development on Blendr as a standalone product. It is in Qlik's best interest to continue the development of Blendr's iPaaS, as this is a competitive space. Blendr.io competes favorably with the likes of Dell Boomi, Jitterbit, MuleSoft, SnapLogic, Workato, and Zapier. Qlik will be pressured to maintain functionality on par or ahead of its competitors. However, similar to prior acquisitions, expect Blendr to see a name change and an expanded focus on supporting the Qlik portfolio of products. Over time, it would not be surprising to see this "Qlik iPaaS" being more integrated with the Qlik Data Catalyst catalog product and the replication and ingestion components of the Qlik Data Integration platform.
For Qlik customers, this is a good time to start putting pressure on your sales and account team on the types of products you would like to see from a combination of iPaaS integration, governed data, and analytics. Why build it yourself when you can make Qlik do a fair bit of the heavy lifting?
In addition, Qlik customers may want to share their current SaaS portfolios with their account teams to drive the development of the iPaaS. The challenge with managing SaaS-based data is not in connecting one app to one data source: APIs make this task fairly straightforward. The real challenge is that the average enterprise uses over 1,000 discrete apps and data-driven services based on data provided by security vendors such as Symantec and NetSkope, which leads to a near-infinite number of potential connections. Companies must get a "starter kit" of connectors to handle the Pareto 20% of issues that represent 80% of their day-to-day work.
For Blendr.io customers, expect to be introduced to the Qlik portfolio of products. For those who have not looked at Qlik in a few years and think of it mainly as the QlikView visual discovery solution, take a look at Qlik's portfolio across data management, data lake and warehouse management, data replication, and the Qlik Sense data engine which includes more modern geospatial, search, and natural language analytic capabilities. Since Thoma Bravo's acquisition of Qlik in 2016, Qlik has expanded its portfolio to support data management challenges.
Overall, Amalgam Insights is bullish on this latest acquisition, as it both fills a gap in Qlik's existing portfolio of data and analytics capabilities and brings in a technology that is still relatively new and flexible for Qlik to integrate into its quickly growing portfolio. With this acquisition, Qlik gets one step closer to becoming an enterprise data solution.
From a market perspective, it is hard not to compare the moves Qlik makes to the moves made by fellow private equity-owned data companies TIBCO (purchased by Vista Equity in September 2014) and Informatica (purchased by Permeira and Canada Pension Plan Investment Board in August 2015). Qlik's focus on expanding data discovery and access across frequently used business data has been fairly consistent across its acquisitions. As these companies race towards the financial timelines and outcomes required by private equity, Amalgam Insights believes that Qlik is well on path to creating a whole that is more than the sum of its parts.
If you have any additional questions about this acquisition, the current state of the business analytics market, or how to work with Amalgam Insights, please contact us at info@amalgaminsights.com to set up a consultation.
Previous post: Analysis: CoreView Raises $10 Million Series B Round for SaaS Management
Next post: Updated Analysis: ServiceNow Acquires Element AI


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Disruptors of Androgen Action and Synthesis
Sanderson, Thomas ORCID: https://orcid.org/0000-0002-3190-2811 (2022). Disruptors of Androgen Action and Synthesis In: Endocrine Disruption and Human Health. Academic Press, Cambridge, MA, p. 89-104.
Various environmental chemicals have been found to exert antiandrogenic effects in exposed animals, and there is a concern that such compounds may also result in adverse effects in humans. Attempts to elucidate potential mechanisms of antiandrogenic action require knowledge of the functions of androgens in the body and the various ways in which environmental chemicals may disrupt these functions. Environmental antiandrogens may compete with the endogenous androgens testosterone and dihydrotestosterone (DHT) for the androgen receptor (AR), thus blocking its intracellular signaling pathway, which is responsible for the majority of androgenic functions. Other disruptions of androgen function may be caused by inhibition of androgen biosynthesis via catalytic inhibition of key steroidogenic enzymes. Two important enzymes that can be targets for environmental chemicals are cytochrome P450 17-mediated steroid 17α-hydroxylase/17, 20-lyase and steroid 5α-reductase activity, which are responsible for the production of the precursor C19-steroids dehydroepiandrosterone (DHEA) and androstenedione, and the conversion of testosterone to its more potent androgenic metabolite DHT, respectively. Various environmental chemicals, most notably pesticides, such as the DDT metabolite p, p-DDE, and fungicides, such as vinclozolin, procymidone, and prochloraz, have been identified to act via several of these antiandrogenic mechanisms to cause reproductive malformations in male rats exposed either in utero or in adult life. In addition to in vivo models to screen for proandrogenic or antiandrogenic compounds (rodent Hershberger assay), several in vitro cell bioassays have been developed for the rapid, mechanism-based screening of disruptors of androgen action either at the level of AR signaling (LNCaP human prostate cancer cells or various reporter-gene systems) or at the level of steroidogenesis (H295R human adrenocortical carcinoma cells). Interestingly, very few, if any, environmental chemicals have been found to act as androgen mimics, in contrast to the many compounds found to act as estrogens in the environment. The consequences of human exposure to environmental levels of antiandrogens remains unclear. © 2022 Elsevier Inc. All rights reserved.
Androgen action; Androgen receptor; Antiandrogens Bioassays; Dihydrotestosterone (DHT); Steroidogenesis Testosterone; Vinclozolin and prochloraz
Centre INRS-Institut Armand Frappier
10 juill. 2022 14:06

redpajama_set_name: RedPajamaCommonCrawl


Micromax is the largest Indian domestic mobile handsets company in terms of units shipped throughout the quarter ended March 31, 2010 and the third biggest mobile handset seller in India as at March 31, 2010. With the assist of on the web shopping, consumers get several a number of free gifts like free air time or text, cost-free download or insurance, music player, digital camera, mobile accessories etc. People who be concerned about mobile telephone radiation must calm their nerves with a cigarette. Ideal of all, if you happen to be employing no contract phones currently you know it could not be simpler to update your current model when cool new technology rolls out. Since the 1990s, there is been a massive quantity of scientific study into the potential overall health effects of mobile phone use. The location of cell phones can be traced now and parents can monitor where their young children are.
Our Mobile Phones Purchasing Guide can assist you locate the proper handset for your wants. These are the most high-priced ones incorporating the best features of a mobile phone. Appreciate the benefit of buying on-line at HomeShop18 and avail the greatest in high quality and price tag. Since directly following dialing the mobile phone, it would use its maximum signaling energy, which is two watts which is equal to 33 dbi. These are the physical problems and the effects, but i think that we also suffer from emotionally, mentally and we are habitual to verify mobile often for msg, mail and and so forth. Besides, you can carry mobile phones everywhere by maintaining them in purchasing bags and college bags because mobile phones are small and straightforward to carry.
Cell phone activity is harder to hold track of as far as what little ones are receiving, sending and undertaking on a typical basis especially if the little ones are utilizing it away from property. You are quite correct.. but now a days this is one thing we cannot stay away from, but we can make mobile phone technologies safer for humans. Only make quick calls on your mobile telephone, and steer clear of making use of it far more than needed.
At HomeShop18, you can spot the order for your desired Mobile Telephone and have the solution delivered to your doorstep inside a time span of couple of days. When the hands cost-free or earphones are on your ears, the mobile has to be in your hands or pockets or else how you will speak, so my dear pal, preserve this cell phone as far as achievable from your body at workplace or at property. Cell phones are a wonderful invention and superb technologies, but occasionally we have to put them down and communication verbally and emotionally with other humans.
When there is an emergency and we have to send a message or alert an individual a mobile phone is extremely helpful. We are ignored true persons and been communicating with virtual persons more than the phones but ultimately it becomes a sort of an ill wellness. The most extraordinary story I have from the days ahead of I owned a mobile telephone illustrates the potentially life saving capacity of cell phones. Nonetheless we can not ignore the harmful effects of mobile phones stop ourselves from electromagnetic radiation pollution We can take precautionary measures to protect ourselves. I'm glad to see this hub pointing out the dangers involved in making use of cell phones.


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Q: List of Sub Sites and Workspaces I would like to create a list of Project Sites and links to pages, on the Projects site. To contents of Sites and Workspaces.
This process should be automatic when you establish a new project site, the list will include a new entry in the list of projects.
I do not know as you pull a list of pages.
example:

*

*Home Page

*

*Projects

*

*Project 1

*Project 2

*Project 3

*Project 4

A: If you planned on having your own control hosting it you could rely on the out-of-the-box site map providers already used by various navigation controls like Top navigation, Quick launch bar, which get automatically populated. In the master there is already something like this:
<asp:SiteMapDataSource
              ShowStartingNode="True"
              SiteMapProvider="SPSiteMapProvider"
              id="topSiteMap"
              runat="server"
              StartingNodeUrl="sid:1002"/>

Note that StartingNodeUrl value sid:1002 indicates QuickLaunchBar and sid:1025 is used for TopNavigationBar which give different output nodes. Then you could data-bind these to any Tree-view control or ASP Menu, or actually anything that could data-bind to a IHierarchicalDataSource (http://msdn.microsoft.com/en-us/library/system.web.ui.ihierarchicaldatasource(v=vs.90).aspx)

redpajama_set_name: RedPajamaStackExchange


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2022 Share of Care
Services We Support
Thanks to the generosity of individuals, families, business partners and community organizations, Pacificans Care -- Pacifica's community foundation -- supports critical social services in Pacifica and ensures that Pacifica is a community that cares. Together, we've contributed more than $1,040,000 to Pacifica social services since 1982. Last year alone, Pacificans Care donated $98,500 to Pacifica's four "core" agencies: Pacifica Child Care Services, Pacifica Senior Services, the Pacifica Resource Center, and the Pacifica Youth Service Bureau.
Your partnership with Pacificans Care provides support for all Pacificans served by the core agencies and maintains a much needed community safety net for our neighbors in need. Private donations supplement cuts in federal, state and local government funding. All donations to Pacificans Care are fully tax-deductible to the extent permitted by law. Pacificans Care is 100% volunteer driven, so over 96% of all donations go directly to core agencies and sponsored programs.
If you are 70 ½ years and older you can make gifts to Pacificans Care, with a Tax-Free Charitable IRA Rollover, by directing all or a portion of your required distribution from your IRA to Pacificans Care and your gift will not be counted as income and, may save you dollars while benefiting many Pacificans in need. Contact your financial advisor for details. Its tax-free and tax-smart!
Pacificans Care is a 501(c)(3) non-profit organization.
The Pacificans Care Federal tax identification number is 77-0004308.
Donate while you shop
When you shop at smile.amazon.com, Amazon will donate 0.5% of your purchase price to Pacificans Care!
Pacificans Care, Pacificans community foundation, is kicking off its annual 2022 Share of Care Campaign.
This year, we celebrate 40 years of making a difference for Pacificans in need through our support of Pacifica's four core social service agencies: Pacifica Resource Center, Pacifica Senior Services, Pacifica Child Care Services, and Pacifica Youth Service Bureau.
Please help celebrate our 40th Anniversary with a 2022 SHARE OF CARE gift today!
Donate now to the Rockaway Ricky Memorial Fund!
© 2022 Pacificans Care


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Rajasthan schools, colleges to reopen from January 18 with COVID-19 protocols
By Team Newsable
Jaipur, First Published Jan 6, 2021, 11:42 AM IST
Medical college, dental college, nursing college, and paramedical college have been directed to reopen from January 11, taking into consideration Covid-19 vaccination.
Jaipur: Schools, colleges, and other educational institutions will reopen in Rajasthan from January 18, after remaining closed for nearly nine months due to the Covid-19 lockdown, according to an official statement issued on Tuesday.
Chief Minister Ashok Gehlot made this announcement after holding a review meeting on the Covid-19 situation in the state with officials on Tuesday.
The decision to reopen schools for the students of classes 9th to 12th, those in the final year in colleges, coaching institutes and government training institutes was taken by CM Gehlot during a review meeting.
He instructed that 50% attendance of the total capacity in each class will be on the first day, the remaining 50% will be on the second day in all these educational institutions.
He said the cases of the new strain of COVID-19 in the country and the state are of concern. "Any kind of negligence towards it can create a big crisis. In view of this, special attention should be kept on travellers coming to the state from other countries, including those affected by this virus," the chief minister said.
He said that due to the new virus strain, a terrible situation has risen in England and lockdown had to be imposed again. "Taking lessons from the UK, precaution should be taken in Rajasthan," Gehlot said.
Gehlot asserted that the state of coronavirus in Rajasthan is "well controlled with excellent management and cooperation of the people." He said that the recovery rate has risen to an all-time high of 96.31%.
(With inputs from agencies)
Read Exclusive COVID-19 Coronavirus News updates, & Health Tips from India and World at Asianet Newsable.
Play The virtual Boat Racing Game and challenge yourself Click to Play Now
Last Updated Jan 6, 2021, 11:42 AM IST
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Neighbourhood First: India to supply Covid-19 vaccine to 6 countries from Wednesday
Sanya Malhotra groves in the gym; combines workout with dance, Watch video
This is not the Arnab Goswami I knew: Navika Kumar
India wins Border-Gavaskar Trophy 2020-21: PM Narendra Modi leads the nation in hailing Team India
Rajkummar Rao shared funny BTS video with Priyanka Chopra talking about their favourite Hajmola flavours
'73% drop in election misinformation since Donald Trump's social media ban'
Tiger Shroff praised 'Aladdin' fame Siddharth Nigam for acing backflip with him
Why Are Crimes Against Women Rising In Madhya Pradesh?
Here's what made Vijay Devarakonda emotional: Watch the video
Union Budget 2021: What hoteliers expect from Nirmala Sitharaman


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Communities of Practice By C. Hoadley
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research essay - copy
learning theory statement
One of the most important concepts in social or situated learning theory
is the notion of a community of practice. The concept, like the concept
of constructivism or the concept of zones of proximal development,
has been used both as an explanatory framework for learning and as a
metaphor for how instruction should take place. In this chapter, I first
describe some basic history of the concept of communities of practice and
some of the theoretical assumptions underlying it. Next, I examine some
of the key processes identified as producing and sustaining communities
of practice. I compare and contrast the notion of communities of practice
with other social learning approaches or knowledge communities. And
finally, I describe some of the techniques people have used to support
communities of practice through technology.
Defining Communities of Practice
The term community of practice is usually attributed to Lave and Wengers
groundbreaking book on situated learning (Lave & Wenger, 1991),
although the term was simultaneously in use by Brown and Duguid who
worked with Lave and Wenger (Brown & Duguid, 1991), and can be
traced back to work by Julian Orr (1990) and even earlier to Edward
Constant (1987). Over time, the concept of community of practice has
evolved from a descriptive one (Lave, 1987; Lave & Wenger, 1991) to a
more prescriptive one (cf., Wenger, McDermott, & Snyder, 2002); Cox
has a helpful analysis of how Orrs original work was discussed differently
over time as focus moved from description to prescription (Cox, 2007). It
is helpful to examine the earlier notion of community of practice, and the
theories of knowing, learning, and technology that led to its emergence
before discussing the question of whether a community of practice is a
learning phenomenon or an instructional strategy.
What is a community of practice? Two definitions stem from Lave and
Wengers 1991 work, what I will term the feature-based definition, and
the process-based definition.
12 What is a Community of
Practice and How Can We
Support It?
Christopher Hoadley
288 Christopher Hoadley
Feature-Based Definition of Community of Practice
The first, feature-based definition comes from the words themselves:
a community that shares practices. Anthropological perspectives on
technology adoption, knowledge management, and learning had come to
view that learning was not a property of individuals and the representations
in their heads (the cognitive view), but rather a more relational property
of individuals in context and in interaction with one another (the situated
view). Orrs work on Xerox photocopy repairmen described a situation in
which knowledge was not handed off, but co-constructed, by technicians
who could not rely on manuals, standard operating procedures, or what
they had been taught formally. Instead, through the construction and
sharing of stories, and through joint problem solving, the repairmen were
able to come to understand far more about how to repair copiers than
the manuals could provide. This example of innovation and learning
contradicted a more instructivist characterization in which experts or
researchers would generate knowledge, which would then be transmitted
to learners. Rather, the copy repair provided an example of learning
which was situated in the context of problem solving; which was largely
related to tacit knowledge, that could only be made explicit through social
processes in the context of an actual problem; and which was indicative
of the difficulty of attributing knowing to a single individual in the
setting. While studying practices, their meanings and contexts, and their
persistence, prevalence, and scope is a core part of anthropology, Orrs
work, and later Lave and Wengers, presents a key insight; namely, that
knowledge, and therefore learning, were embedded in cultural practices.
This insight was tied to earlier work in science and technology studies.
Previously, Constant (1987) had argued that the combination of
practice and community was the best grain size at which to describe
knowledge. Constant considered the question of knowledge management
and innovation, and highlighted how both organizational perspectives
on knowledge and systems perspectives on knowledge were limiting
when considering technological innovation. Rather, he highlighted
how knowledge was embedded in practices, and how communities of
practitioners who shared practices might be the correct unit of analysis
to examine knowledge. Coming from a history of science/knowledge
management perspective, the issue of individual knowledge in the head
was never central for Constant; instead the question was at what social
granularity would studying knowledge (especially innovative knowledge)
make sense. One of the obvious choices in Constants purview would
have included the firm or organization as holder of knowledge; this
would connect to the idea of organizational knowledge management
in companies. Another, which Constant explicitly considered, was the
socio-technical system. Actor-network theory and activity theory are
both examples of theories at the grain size of system, where the scope of
What is a Community of Practice and How Can We Support It? 289
consideration is the scope of connected people and tools (e.g., a mainframe
computer and all its users); of course, the difficulty is deciding what
constitutes sufficient connection and therefore where the boundaries of a
system lie. A third grain size which is not explicitly discussed by Constant
but which also would have been reasonable is the grain size of a culture;
however, cultural knowledge tends to describe commonalities across large
groups of people, indeed some define the boundaries of culture by shared
knowledge. The grain size of culture is not the most useful for studying
noteworthy knowledge which is not evenly distributed, i.e., not useful for
studying innovative or high-leverage knowledge.
As Brown and Duguid (1991) put it, some knowledge is sticky
while other knowledge is leaky. That is to say, some knowledge tends
to reside within certain groups of people despite organizational or
personal pressure to distribute it better: for example, the highly technical
knowledge of an experienced computer user, which is quite difficult to
distribute widely even though it may be of high value to others; or best
practices in public health, which are easy in many cases to convey to people
(wash your hands, or dont smoke) but which might bounce off
the target populationthis type of knowledge could be called sticky
knowledge because it is difficult to spread around. Leaky knowledge is
the opposite; an example might be an innovation that a company would
like to keep as a trade secret, but which spreads like wildfire despite all
efforts to the contrary. Brown and Duguid point out that knowledge can
be both sticky and leaky simultaneously, spreading easily in some ways
while not in others. Constants conclusion in reaction to this situation,
taken up by Brown and Duguid, is that the natural range or spread of
knowledge can be described by looking at communities of people who
share practices. The practice is important because it identifies knowledge
with something people do as part of their culture, profession, or
avocations. (As any teacher will attest, knowing without doing seems
nearly impossible; whatever learning residue exists rarely sticks.) And,
as another key insight, Constant says a practice is not enough to specify
where knowledge lives, because disconnected groups may share a practice
or even a set of practices, but if they are not in contact (harkening back
to the idea of a community as a group of people in communion with each
other), the meanings of those practices will not be the same. Simply put,
knowledge equals practice in authentic contexts by communities. Various
theorists have taken stronger and weaker stances on whether knowledge
(or its analog) can actually exist in individuals at all, with Lave and Wenger
taking the most strident view, stating that the community of practice is an
intrinsic condition for the existence of knowledge; clearly, this idea of
knowledge-as-situated is very different from the school-oriented notion
of knowledge-in-the-head.
This connects with one of the central problems of the individualist
perspective on learning, the transfer problem. On an individual level,
learners may appear to know something (for instance, a skill for solving
a math problem), but then fail to apply that knowledge in a context
different from the one in which they learned the skill. What appears to
be a puzzling defect when examined at an individual level becomes more
sensible when looked at as a systemic property of a group of people who
all share certain practices. Thus, learning mathematics becomes less a
process of inscribing certain facts in the brain, and more one of becoming
a person who practices mathematics. Certainly, we can see how this makes
sense in specialized professions; a professional mathematician in graduate
school learns how to do mathematical research in communion with
other mathematicians. But it can also be true for young students learning
arithmetic. Barab and Duffy (1998, see also Chapter 2), following Senge,
described this as practice fieldspractice in the dual sense of practicing
piano, as well as in the sense of a sociocultural practicein which
learners have a practice that is authentically shared by people at a similar
stage of learning, even if it is not professional-grade practice. Are minor-
league baseball teams authentic baseball? What about little league? The
idea of practice fields gives us a way to think about these examples
they represent communities that share practices, and in each case there
is a possibility of identifying with that community and its behaviors, and
becoming more central to its practices. The major league rookie, and the
new entrant to little league, both share the opportunity to participate
legitimately in the baseball practices of their respective communities, and
to gradually identify more and more with those practices.
Thus, we see that the feature-based definition of a community of
practice entails some fairly important ideas for educators. To sum up,
the anthropological view of knowledge and situated learning identifies
not knowledge structures in the head (as with cognitive constructivism),
nor behaviors conditioned by an environment (as with behaviorism), but
rather as a property lying somewhere between individuals and cultures,
involving practices in context. Lave and Wengers description of naturally
occurring communities of practice, for instance the apprenticeship of
tailors, highlights the importance of learning being situated in authentic
practice contexts or practice fields. Educators, then, must either help
embed learners in supportive authentic contexts, or create quasi-authentic
contexts in which they can do the knowledge that is desired; mere
regurgitation is not enough.
Defining Communities of Practice as a Process
The second, process-based definition of community of practice, put
forth by Lave and Wenger as a description of the process of knowledge
generation, application, and reproduction, is that communities of
practice are groups in which a constant process of legitimate peripheral
participation takes place. Through legitimate peripheral participation,
learners enter a community and gradually take up its practices. Initially,
people may participate in tangential ways, but over time, they take up
more and more of the identity of group membership and centrality, and
more and more of the central practices of the group. While later work
on legitimate peripheral participation has often focused on participation
in the form of discursive practice (e.g., Kilner, 2004; Senge, 1990), this
practice can take any form (consider a community of practice of traditional
dance, for instance). Lave and Wenger identify the reproduction (and
evolution) of knowledge through the process of joining and identifying
with communities as the central and defining phenomenon within a
community of practice.
Again, this notion of learning has profound educational implications.
For one, in the community of practice view, learners must have access
to experts, and must either perceive themselves to be members or aspire
to membership in a community in which expert practices are central;
contrast this with the ways students are segmented into grades or levels
within schools. Secondly, there is a bootstrapping problem; if learners
are to enculturate themselves by joining a community of practice, it must
already exist, with some sort of common history and an identity (Barab
& Duffy, 1998). Third, there must be space in an educational system for
legitimate peripheral participation. Often, schools emphasize uniformity
in behaviors that may delegitimize the participation of those who are
more peripheral. To take a concrete example, if a student wishes to
lurk in class more before eventually identifying enough to speak, they
need to have a space in which it is legitimate to be on the periphery of
classroom discussion. Similarly, in a lecture format a student may have
no opportunity to participate in any practice related to the knowledge
at hand. A strict division of labor between a teacher lecturing and a
student completing exercises robs the student of any way of participating
more and more like the only expert they have access to, their teacher.
This process seems unlikely to allow a student to develop any sort of
identification with the authentic practices of the classroom, much less the
world outside the classroom.
Communities of Practice vs. Other Knowledge Communities
As mentioned earlier, the idea of a community of practice has broadened
considerably since it was popularized by Lave and Wenger and Brown
and Duguid. While Constant initially used it as a descriptor of a type
of knowledge, and Lave and Wenger used it as an explanatory theory
describing the naturally occurring processes underlying all knowledge
and learning, writings since then have often altered the concept in two
ways. The first shift has been from communities of practice as an endemic
phenomenon that occurs naturally to one that can be explicitly created
and fostered, whether by a teacher, a chief information officer, or a
community organizer. The second change, linked with the first, is away
from the anthropological and social aspects of the community of practice
and towards the physical manifestation of communities of practice via
external representations and explicit rules, i.e., technology platforms
which instantiate a particular way of supporting or fostering community
of practice. This is analogous to the idea of constructivism as a learning
theory gradually being transformed into constructivism as a description
of a family of teaching strategies (as explored elsewhere in this volume). It
is entirely reasonable to want to understand pedagogical implications of a
good learning theory, but it is important that we are careful to distinguish
between theory and design. To advance social theories of learning, we
need to remember some of the different assumptions and implications of
different explanatory theories, and try to remember the role of designer/
educators in implementing educational strategies when they use those
theories to create learning environments.
For example, the terms knowledge-building community and community
of practice are sometimes used interchangeably; or occasionally with
one as a special case of the other (e.g., Hoadley & Kilner, 2005). In this
volume, knowledge-building communities are discussed as a framework
for understanding social learning environments. The two concepts appear
similar, but we can highlight several key differences. Most notably, a
knowledge-building community is intentional, that is, the goal of the
community (or of the organizers of the community) is explicitly on
learning and building knowledge, whereas Orrs copier repairmen had a
different goal, which was to do their jobs and to be comfortable within
their professional identity. Learning was an incidental, instrumental
aspect of that process. Contrast this with Scardamalia and Bereiters
emphasis on the transformative power of a learner developing and setting
her own agenda for knowledge construction (Scardamalia & Bereiter,
1991); they argue that agency becomes a key driver of the community
learning process, where a copier repairman might have limited agency
in setting the agenda of his or her own day, much less the agenda of the
community of other repairmen. A second difference between the two is
the source and nature of authenticity. While it is presumed in both cases
that a learner who is successful will be increasingly identified with the
communitys practices as something they do and that defines their own
lives, a knowledge-building community may be investigating questions
that derive from an individuals curiosity, or from a teachers initial agenda
setting. A community of practice that occurs naturally will not typically
have a learning goal; these will emerge depending on the evolution of the
communitys function and role within society. Practice fields may allow
more preparatory types of learning to take place than those in professional
practice, but ultimately little league has to be fulfilling enough on its own
to survive, even if it might lead to the major leagues. Knowledge-building
communities may not be limited in this way. Hoadley and Kilner (2005)
argue that once a knowledge-building community is up and running, it
does constitute a community of practice, one in which the core practice
is an inquiry one.
Knowledge-building communities are just one example of many
different kinds of communities that may be compared and contrasted
with communities of practice. Unfortunately, terminologies are not
always consistent; while communities of learners may have a more
technical definition, the phrase may also be used more generically. Other
terms which may have varying definitions include knowledge networks,
communities of interest, and even communities of practice itself.
However, despite the lack of common terms, its helpful to examine some
of the dimensions in which different configurations of groups of people
and learning activities can be classified. Andriessen (2005) undertook a
review of the literature and attempted to create a taxonomy of types of
knowledge communities (his attempt to create an umbrella term to
encompass all communities that support or generate knowledge) based
on both published accounts and extraction of key features of archetypical
knowledge communities. Several key distinguishing features of different
types of knowledge communities were identified, including whether or not
they have common purpose, whether they have commitment to a shared
deliverable (contract value), whether there is a defined membership,
the formality or informality of the group (for instance, whether there
are formal rules, meeting schedules, a coordinator, etc.), composition
(heterogeneous or homogeneous), degree of interaction or reciprocity,
whether the community has a strong identity, whether it crosses or lies
within formal organizations, whether it is geographically distributed or
not, and to what degree the interaction within the group is technologically
mediated. After assembling this list of features, Andriessen did, in essence,
a factor analysis, and then clustered archetypical communities that had
combinations of these features.
Andriessen found two correlated sets of characteristics that he
used to produce two key dimensions of variability among knowledge
communities. The first dimension he termed connectivity, and it boiled
down to the degree of social connectedness of the members, primarily
relying on identity and degree of interaction. We might treat it as the
are these people all part of a social group? test. The second dimension
Andriessen identified was institutionalization, which comprised
contract value (deliverables), shared purpose, defined membership,
composition, and formalization. One might think of it as are these
people part of a formal, goal-oriented team? (Interestingly, geography,
size, whether a group was intra- or inter-organizational, and whether or
not a group was technologically mediated were not found to correlate
with how communities were classified.) After plotting the communities in
this two-dimensional space, Andriessen identified five clusters. With low
connectivity and institutionalization, he found interest groups, groups
of people with some shared interest but no real cohesion. He termed
groups with moderate connectivity but low institutionalization informal
networks and included in this group what Wenger termed communities
of interest and what Brown had termed networks of professionals.
In the category of high connectivity but low institutionalization, which
Andriessen calls informal communities, he includes most definitions
of community of practice, including the classic Lave and Wenger
definition. In the case of high institutionalization, Andriessen termed
high connectivity groups strategic communities, and in this case he
included highly structured, purposefully created communities of practice
such as some corporate project teams (we might envision a school-based
knowledge-building community in this category). Finally, in the case of
low connectivity and high institutionalization, Andriessen finds a gap in
the knowledge communities literature, but posits including communities
such as participants in a formal Delphi process, in which cycles of surveys
and summaries are used to construct a common consensus among experts
without significant person-to-person contact.
One can use Andriessens dimensions to consider educational
knowledge communities as well. Where a naturally occurring community
of practice might be low institutionalization and high connectivity, an
ongoing study group might be high connectivity and low-to-moderate
institutionalization, a university graduate student support group mailing
list might be moderate-to-high institutionalization but low connectivity,
and so on. Perhaps because Andriessens review was grounded more in
the information technology and knowledge management literature, a
dimension that appears to be absent is the degree to which learning is a
goal vs. other professional outcomes. Clearly one of the biggest differences
between knowledge-building communities and communities of practice is
the degree to which the core practice or value of the community is a learning
practice as opposed to some other authentic professional or livelihood-
related practice, and we might imagine expanding Andriessens taxonomy
into three dimensions. This would allow us to consider what might be the
educational version of each of his categories: what, for instance, would
be the educational equivalent of a loose-knit community of interest? In
any case, the distinctions between types of communities are relevant in
instructional design, since issues like the degree of connectivity expected
between learners or the degree of formality and institutionalization may
change the character of the community, and thus may profoundly impact
the type of learning processes we might expect to take place in that
community. If a group of university students in a large lecture participate
in a discussion board in their course management system, will they truly
be a high connectivity community? Though the teacher might label the
group a community of practice, the students identification with the
group, their ability to share a common practice with their peers, and so
on may not reach the threshold to allow the process of enculturation and
legitimate peripheral participation to take place.
Technology and Communities of Practice
The ties between technology and communities of practice run deep; as
previously described, Orr, Constant, Brown and Duguid, and Lave and
Wenger all had ties to knowledge management in the 1990s which was
a de facto technology endeavor. One of the key drivers of technology
adoption in the corporate space was the sense that information was a
strategic asset for companies, and that its value was increased not only
through the calculating aspects of computation, or even the transmission
and copying aspects of computer-based information, but more importantly
through technologys support of information routing, filtering, and
transformation (e.g., Taylor, 1986). More recently, networked technology
has allowed communication to become increasingly time and place
independent, with ever richer communication channels, to the point
where Andriessen found that distributed vs. face-to-face was not a
primary issue in his taxonomy of the literature on knowledge communities
(Andriessen, 2005). Wengers more recent work, with White and Smith,
has emphasized the role technology can play in providing a platform for
a community of practice (Wenger, White, & Smith, 2010). Although one
can conceive of technology supporting either the community, or the shared
practice, or both, typically scholars have investigated technologys role in
supporting the community (i.e., communication) rather than the practice
itself. For example, an online discussion board might be used to support
hobbyist quilters worldwide. In that case the technology is supporting
the communication among the quilters, but presumably doesnt support
the quilting itself. On the other hand, if the quilters used software that
helped them lay out a quilt design in advance, that would be an example
of technology supporting the practice. One can easily imagine that such
software would also allow quilters in different locations to collaborate on
designing a quilt; this would be an example of the technology supporting
both the communication and the practice. To be clear, we can conceive
of any artifact or cultural invention to be a technology (Hutchins, 1995),
but the technologies which have been the primary focus of education and
community of practice researchers are information and communication
technologies, i.e. computers and their ilk.
What are some of the ways in which technology can support a
community of practice? Hoadley and Kilner (2005), after Hoadley
and Kim (2003), identify three areas of technology affordance relevant
to communities of practice including content, process, and context
(CPC). The content affordance refers to the representational abilities of
technology, including the ability to store and manipulate information in a
variety of formats (e.g., multimedia affordances, search, data processing,
etc.), to transmit representations across distance or allow time-shifting (for
instance, in asynchronous collaboration), and the ability to support human
representational capacity (for example, allowing a writer to quickly and
easily edit text in a word processor, as opposed to using a typewriter or
writing longhand). The process affordance refers to technologys ability
to scaffold a particular task, activity, or sequence of actions; for example,
an enterprise technology in a company might constrain and implement
a particular business process by helping route documents to allow an
invoice to be paid, or a learning tool might guide a student through the
steps of an inquiry cycle in science class. The third affordance, context,
refers to the ability of technology to shift the social context of the user.
For instance, an online forum might allow people with similar practices
to form a community at a distance, a discussion tool might support more
gender equitable discussion by allowing anonymity, or a social networking
tool may allow someone to communicate with a much broader audience
than face-to-face communication. These three affordances are ways in
which technology tools may be deployed or designed to add value or
improve learning generally, and a community of practice specifically.
Several books on communities of practice focus not on the naturally
occurring variety described by Lave and Wenger, but rather on the
community of practice as a goal for both educators, managers, or even
scientists (e.g., Dixon, Allen, Burgess, Kilner, & Schweitzer, 2005; Kimble,
Hildreth, & Bourdon, 2008; Olson, Zimmerman, & Bos, 2008; Saint-
Onge & Wallace, 2003; Wenger, 1998; Wenger et al., 2002). We must be
careful to distinguish between a community of practice as a phenomenon
(naturally occurring or otherwise), versus an intended or designed
learning environment, versus the tools used to support a community of
practice that interacts primarily online.
For educational designers, the key question is how technology might
support either the formation or the continuation of a community of
practice in which desired learning takes place. Recognizing that one can
neither force a community nor a set of practices, what are some techniques
in which technology is used to foster a learning-oriented community of
practice? Below, I describe four such techniques, including linking others
with similar practices; providing access to shared repositories; supporting
conversation within a community; and providing awareness of the context
of information resources. These four strategies follow four of the target
areas in the C4P model of communities of practice identified in Hoadley
and Kilner (2005). This model, created by Kilner and colleagues who
run the CompanyCommand online community of practice for soldiers
(Kilner, 2004), envisions the structure of an online community of practices
as consisting of four factorscontent, conversation, connections, and
information contextsupporting a common purpose. As noted previously,
the community of practice may or may not be particularly task-oriented,
and indeed the canonical models identified by Lave and Wenger are more
oriented towards communities whose only shared purpose is to conduct
the practices that help define that community (e.g., a tailors community
of practice has a shared purpose of tailoring, a community of practice of
doctors has a shared purpose of practicing medicine, and so on). While
many techniques are possible to support communities of practice with
technology, we list these four strategies both because they cover the four
cs in the C4P model, and because they are illustrative of common ways
people support communities of practice with technologies.
The first technique for using technology to support a community
of practice is linking people with others who have similar practices. As
discussed above, sharing a practice is not enough to form a community
of practicethe practitioners have to have what Andriessen termed
connectivity. Social networking tools ranging from the more open, like
Facebook (anyone can join), to the more closed, like the US Militarys
CompanyCommand (restricted to US military company commanders),
can help what Kilner et al. termed connections. This may include
locating other people who share similar practices, which is especially
important if novice or peripheral participants dont readily know who
are the more central members of the existing community. For example,
a Facebook group might be set up for automobile restoration hobbyists
and professionals. People might gradually sign up for the group, but then
develop individual relationships with others in the community, perhaps
friending them, and using features like the NewsFeed to deepen the
relationship through greater awareness of each others lives, and so on.
Other platforms might have features like corporate directories or profiles
that allow like-minded individuals to find one another, and so on.
A second technique for using technology to support communities
of practice is to provide some sort of shared repository of information
resources. While a simplistic view of knowledge might think that this
repository is the knowledge of the community, the community of
practice view sees such repositories as simply information that is used
by the community in its practices (where the knowledge truly resides).
For example, corporate knowledge management systems might contain
an information repository for sales contacts. Members of the community
of practice that conduct sales would presumably use and maintain this
repository as part of their practices in selling products to customers, and
if the repository were designed to allow it, might help more peripheral
members of the sales team to have access to some of the practices of more
expert salespeople. Or, a community of practice of university students in
a writing course might use a wiki as a shared repository for references
and drafts of papers, with access to each others work (supporting, again,
legitimate peripheral participation, perhaps in the form of reading each
others work in preparation for class discussion). In the C4P model, this
would be a way of supporting content.
A third technique is directly supporting communication by providing
tools for discussing with others. This is, perhaps, the most common use
for technology in communities of practice: supporting, as C4P terms it,
conversation. Examples could range from a bulletin board used globally
by members of a support group for a rare disease, to commenting tools
for blog posts in a password-protected blog for members of a professional
association, to an online videoconferencing tool used for informal
consultation among doctors on difficult medical cases. Obviously, people
can have conversations relevant to a community of practice in person or
via written form on paper, but if the people are geographically distributed
or need structure to discuss effectively, Internet-based technologies
readily serve to allow new possibilities for conversation. Conversation
need not look like the traditional threaded discussion tools. For instance,
a more exotic form of technology supporting conversation might be using
a virtual world like Second Life to generate a context in which people
can communicatea participant in a virtual conference might use their
avatars body language like sitting in rows in front of a virtual podium, or
moving through a more cocktail-party-like arrangement of avatars to help
structure textual chat.
A fourth technique used to support communities of practice with
technology is providing awareness in a community of the information
context of various resources. For example, an online bookstore might
provide automated recommendations that would help a member of a
community uncover what sorts of books are typically read by the same
people, or the history (editing log) in a tool like Wikipedia might provide
information about how an encyclopedia entry came into being, and
perhaps even the goals or attitudes of the various editors of that page
over time. In the C4P framework, this is helping establish the information
context for shared information resources.
These four techniques correspond to one for each of Kilner et al.s
C4P framework, but they are by no means an exhaustive list of ways
technology can use content, process, and context affordances to change
or support communities of practice. Rather, they are a few of the more
commonly applied techniques in each area of C4P. For instructional
designers attempting to create or select a technology platform for a
community of practice, there is no one correct or optimal technology
which will allow a community of practice to thrive. Community of
practice is not the name of a particular software genre. Instead, any tool
or set of tools which support a group of people working in a community
through shared practices can be the platform for a community of practice,
whether it is a wiki, a blog, a virtual world, a course management system,
or simply telephones and email. Again, the C4P model, and the CPC
framework can help identify aspects of the community to be supported,
and affordances of technology that can address these aspects.
A community of practice is an important theoretical construct that
underlies a particular model of learning, namely, learning in which
people, through a process of legitimate peripheral participation, take
up membership in and identity with a community which serves as the
home of these shared practices. While knowledge communities can take
many forms, (communities of interest, knowledge-building communities,
Delphi groups, etc.) communities of practice typically have a degree
of informality (low to moderate institutionalization, making them a
community and not an organization), and high connectivity (rather tight
social relationships between members of the community, and a relatively
high degree of identification with the group). Communities of practice
rely on situated theories of knowledge, i.e., the idea that knowledge is
a property enacted by groups of people over time in shared practices,
rather than the idea that knowledge is a cognitive residue in the head of
an individual learner.
Educators and instructional designers may capitalize on the communities
of practice model by trying to instantiate or support communities in which
desired practices reside, and allowing learners to engage through the
process of legitimate peripheral participation. While no manager, teacher,
or designer can create a community of practice by fiat, such communities
can be supported or fostered through a variety of means, many of which
involve providing technologies that support the community. Technology
has affordances that allow it to represent content, scaffold processes, and
shift the users social context. These affordances can be applied to support
one or more of the key aspects of the functioning of a community of
practice: connections, conversations, content, and information context.
Andriessen, J. H. E. (2005). Archetypes of knowledge communities. In P. van den
Besselaar, G. De Michelis, J. Preece & C. Simone (Eds.), Communities and
technologies (pp. 191213). Milan: Springer.
Barab, S., & Duffy, T. (1998). From practice fields to communities of practice (pp.
31). Bloomington, IN: Center for Research on Learning and Technology. CRLT
Technical Report 198, http://crlt.indiana.edu/publications/duffy_publ3.pdf
[accessed July 10, 2011].
Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-
of-practice: Toward a unified view of working, learning, and innovation.
Organization Science, 2(1), 4057.
Constant, E. W., II (1987). The social locus of technological practice: Community,
system, or organization? In W. E. Bijker, T. P. Hughes & T. J. Pinch (Eds.), The
social construction of technological systems (pp. 223242). Cambridge MA:
MIT Press.
Cox, A. (2007). Reproducing knowledge: Xerox and the story of knowledge
management. Knowledge Management Research and Practice, 5(1), 312.
Dixon, N. M., Allen, N., Burgess, T., Kilner, P., & Schweitzer, S. (2005).
CompanyCommand: Unleashing the power of the army profession. West Point,
NY: Center for the Advancement of Leader Development & Organizational
Hoadley, C., & Kilner, P. G. (2005). Using technology to transform communities
of practice into knowledge-building communities. SIGGROUP Bulletin, 25(1),
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I started playing alto saxophone in the 7th grade. I consistently made it into honor bands throughout my high school carrer as well as drum major in my marching band. Upon graduation I was offered a scholarship to play saxophone at Florida State College of Jacksonville. I played baritone sax in jazz ensembles and alto sax concert band. I have also payed in concert ensembles at UNF on alto saxophone. I am currently performing in my church orchestra and a jazz ensemble at various times throughout the city. I love making music and am excited to help others find the things they need to be successful.


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text:
Marek Szyndrowski, né le  à Świętochłowice, est un footballeur professionnel polonais. Il joue actuellement au poste de défenseur au Ruch Chorzów.

Biographie

Palmarès
 Champion de Pologne de D2 : 2005
 Finaliste de la Coupe de Pologne : 2007, 2012

Notes et références

Liens externes

Footballeur polonais
Joueur du Ruch Chorzów
Joueur de l'Arka Gdynia
Joueur du GKS Belchatów
Joueur du Korona Kielce
Naissance en octobre 1980
Naissance à Świętochłowice

redpajama_set_name: RedPajamaWikipedia


text:
Happy birthday to the KING of soundtracks: KENNY LOGGINS!
We'll celebrate with his top 3 of the '80s tonight.
Jul 7, 2019; San Francisco, CA, USA; Recording artist Kenny Loggins performs the national anthem before the game between the San Francisco Giants and the St. Louis Cardinals at Oracle Park. Mandatory Credit: Sergio Estrada-USA TODAY Sports
Kenny Loggins had songs BEFORE movie soundtracks. "Whenever I Call You Friend," "Return To Pooh Corner," "This Is It," and many others come to mind. But where Kenny was at his BEST, was adding music to movies and just SLAYING it. So tonight, for Kenny's 73rd birthday, let's celebrate his Top 3 songs of the 80s – which all happen to be great soundtrack songs!
3) "I'm Alright" from Caddyshack – Whether you loved the movie for Rodney Dangerfield's slapstick moments, the gopher's perfect appearance, or Ted Knight's iconic "WELLLLLL… we're WAAAAAAITING" line, you had to love this carefree 1980 from Kenny on the soundtrack.
2) "Danger Zone" from Top Gun – Corey Hart, Bryan Adams and others had been considered for the title track to Top Gun, but ultimately, Kenny ended up as the singer we listened to as Maverick and Goose "turned and burned." His other release, "Playing With The Boys," was a big part of the soundtrack as well, and remains one of the biggest "VOLLEYBALL" hits ever.
1) "Footloose" from Footloose – Need we say more? Kenny knocked it out of the park with this song, which channels 50s and 60s rock sensibilities with a movie theme that could ONLY be 80s pop-arific fun!
So happy birthday, Kenny; thanks for making the 80s – and 80s movies – sound so GREAT!
Your Christmas lights should probably be down by now. UNLESS, they're this good.
A weekend to salute David Bowie


text:
NORMA JEAN TO RELEASE THEIR NEW ALBUM 'THE ANTI MOTHER' AUGUST 5 ON SOLID STATE RECORDS
Posted on July 1, 2008 by MSOPR
DT: JULY 1, 2008
FR: LIBBY HENRY/ALEX MOHLER/BARI LIEBERMAN
NORMA JEAN
TO RELEASE THEIR NEW ALBUM
'THE ANTI MOTHER'
AUGUST 5 ON SOLID STATE RECORDS
VANS WARPED TOUR MAIN STAGE APPEARANCES AND OFF-DATES WITH AS I LAY DYING
UNDERWAY
TWO NEW SONGS–
"ROBOTS 3, HUMANS 0" AND "BIRTH OF THE ANTI MOTHER"–
UP NOW ON MYSPACE AND PUREVOLUME
THE ANTI MOTHER is complete.
Atlanta's post-hardcore outfit NORMA JEAN–along with producer Ross Robinson (Slipknot, The Cure, Deftones) and engineer Ryan Boesch–have put the finishing touches on their fourth studio album THE ANTI MOTHER, due out August 5 on Solid State Records.
NORMA JEAN–CORY BRANDAN (lead vocals, guitars), SCOTTIE HENRY (guitars), JAKE SCHULTZ (bass), CHRIS DAY (guitars) and CHRIS RAINES (drums)–are debuting songs from THE ANTI MOTHER live to fans all summer long as main stage headliners on the Vans Warped Tour. In his live review for the Los Angeles Times, August Brown noted of the new material: "Atlanta metal-core quintet Norma Jean made a convincing case for rock's potency, as the riffs from its forthcoming album, 'The Anti Mother,' lived up to singer Cory Brandan's claim that it's 'so heavy, it'll make you want to punch a dolphin in the blowhole'" (6/23/08). In addition, NORMA JEAN are also performing a handful of dates with As I Lay Dying that are weaved through June and July, including stops in Omaha, New Orleans and Birmingham (complete tour dates below).
Fans can check out two songs from THE ANTI MOTHER— "Robots 3, Humans 0" and "Birth of the Anti Mother"–now on NORMA JEAN's Myspace (www.myspace.com/normajean) and Purevolume (www.purevolume.com/normajean) sites. And the band is already receiving early buzz for THE ANTI MOTHER. Scott Heisel of Alternative Press noted on Altpress.com, "And even though it's only two [NORMA JEAN] tracks, I'm sufficiently impressed. One song, 'Death Of The Anti Mother,' is slow and sludgy (a fair comparison could be Baroness or ISIS), and the other, 'Self-Employed Chemist' is very uptempo and strangely melodic, with semi-clean vocals throughout that, in a bizarre way, sound sort of like Jason Shevchuk (Kid Dynamite/None More Black). Neither are what people have come to expect from Norma Jean…and both songs are making me wonder why it took me until right now to realize this band kind of totally rules. They will definitely be on my bands-to-watch list when I'm on Warped this summer. "
Featuring separate collaborations with Page Hamilton of Helmet and Chino Moreno of Deftones, THE ANTI MOTHER will equally deliver NORMA JEAN's most melodic, heaviest and furious material to date. "We've never been this excited about anything we've done," says CORY BRANDAN. "It's exactly the record we've always wanted to make. We also got to work with some of our favorite musicians as well, particularly Page on 'Opposite of Left And Wrong.' We learned so much from him and he dedicated himself to that song, and Chino Moreno on the song 'Surrender Your Sons.' That song was written in a very spontaneous way and came out so unique. Cove Reber from Saosin came in and did some vocals on the song as well; we also wrote lyrics together–Cove was such a huge part of that song. Cove also did various background vocals throughout the record."
CORY adds: "Working with Ross [Robinson] on this record was the best possible scenario. It doesn't matter how much we think we know about making albums, Ross always pushes us to do something greater. We are completely animated about The Anti Mother and can't wait for people to hear it." THE ANTI MOTHER follows the band's critically lauded 2006 release Redeemer that the Omaha Reader described as "a smeared amalgam of evangelism, scorching rhythm, tangled lead guitar work and violent vocal strokes across a hard-rock canvas," with Alternative Press raving that "Redeemer's angst and fury are undeniable."
THE ANTI MOTHER will be available August 5, 2008 from Solid State Records. Check out the full track listing here:
1.) "Vipers, Snakes, And Actors"
2.) "Self-Employed Chemist"
3.) "Birth Of The Anti Mother"
4.) " Robots 3 Humans 0"
5.) "Death Of The Anti Mother"
6.) "Surrender Your Sons"
7.) "Murphy Was An Optimist"
8.) "Opposite Of Left And Wrong"
9.) "Discipline Your Daughters"
10.) "And There Will Be A Swarm Of Hornets"
The complete tour dates for NORMA JEAN are as follows:
DATE CITY VENUE
w/As I Lay Dying
Mon 6/30 Omaha, NE Sokol Auditorium
Vans Warped Tour 2008
Tue 7/1 St. Louis, MO Verizon Wireless Amphitheater
Wed 7/2 Kansas City, MO Verizon Wireless Amphitheater
Thu 7/3 Dallas, TX Superpages.com Center
Sat 7/5 San Antonio, TX Verizon Wireless Amphitheater
Sun 7/6 Houston, TX Sam Houston Race Park
Mon 7/7 New Orleans, LA House of Blues
Tue 7/8 Birmingham, AL Matthew's Bar and Grill
Wed 7/9 Atlanta, GA Lakewood Amphitheater
Thu 7/10 Orlando, FL Central Florida Fairgrounds
Fri 7/11 Tampa, FL Vinoy Park
Sat 7/12 Miami, FL Bicentennial Park
Sun 7/13 Jacksonville, FL St. Johns County Fairgrounds
Mon 7/14 Charlotte, NC Verizon Wireless Amphitheatre
Tue 7/15 Virginia Beach, VA Verizon Wireless Amphitheatre
Wed 7/16 Washington DC Merriweather Post Pavilion
Thu 7/17 Cleveland, OH Time Warner Cable Amphitheater
Fri 7/18 Detroit, MI Comerica Park
Sat 7/19 Toronto, ON Downsview Park Allen Road
Sun 7/20 Montreal, QC Parc Jean Drapeau
Wed 7/23 Boston, MA Tweeter Center
Thu 7/24 Buffalo, NY Darien Lake Performing Arts Center
Fri 7/25 Camden, NJ Susquehanna Bank Center
Sat 7/26 Uniondale, NY Nassau Coliseum
Sun 7/27 Scranton, PA Toyota Pavilion
Mon 7/28 Englishtown, NJ Raceway Park
Tue 7/29 Pittsburgh, PA Post Gazette Pavilion
Wed 7/30 Cincinnati, OH Riverbend Music Center
Thu 7/31 Indianapolis, IN Verizon Wireless Music Center
Fri 8/1 Milwaukee, WI Marcus Amphitheatre
Sat 8/2 Chicago, IL First Midwest Bank Amphitheatre
Sun 8/3 Minneapolis, MN Canterbury Park
Tue 8/5 Saskatoon, SK Credit Union Centre
Wed 8/6 Calgary, AB Race City Speedway
Fri 8/8 Boise, ID Idaho Center Amphitheatre
Sat 8/9 Seattle, WA George Amphitheatre
Sun 8/10 Portland, OR Columbia Meadows
Norma Jean headlining show with Devil Wears Prada, A Day to Remember and Pierce the Veil
Tue 8/12 Chico, CA Senator Theatre
Wed 8/13 Fresno, CA Save Mart Center
Thu 8/14 San Diego, CA Cricket Amphitheatre
Fri 8/15 San Francisco, CA Shoreline Amphitheatre
Sat 8/16 Sacramento, CA Sleep Train Amphitheatre Lot
Sun 8/17 Los Angeles, CA Home Depot Center
Sat 8/30 Frenchtown, NJ Revolution Farms
For NORMA JEAN publicity, contact MSO 818-380-0400:
Libby Henry x224, Lhenry@msopr.com
Alex Mohler x230, amohler@msopr.com
Bari Lieberman (tour press) x222, blieberman@msopr.com
www.normajeannoise.com
www.solidstaterecords.com
www.myspace.com/normajean
www.purevolume.com/normajean
NORMA JEAN TO RELEASE THEIR NEW ALBUM 'THE ANTI MOTHER' AUGUST 5 ON SOLID STATE RECORDS; VANS WARPED TOUR MAIN STAGE APPEARANCES AND OFF-DATES WITH AS I LAY DYING UNDERWAY; TWO NEW SONGS–"ROBOTS 3, HUMANS 0" AND "BIRTH OF THE ANTI MOTHER"–UP NOW ON MYSPACE AND PUREVOLUME
This entry was posted in NORMA JEAN, Press Releases. Bookmark the permalink.


text:
For Your Consideration es una película cómica de 2006 dirigida por Christopher Guest. Fue coescrita por Guest y Eugene Levy, quienes también actúan en la película.

El título, For Your Consideration (Para su consideración), es una frase utilizada en anuncios publicitarios para promocionar y sugerir películas para premios tales como los Oscar. La trama gira alrededor de tres actores (interpretados por Catherine O'Hara, Parker Posey y Harry Shearer), que se enteran de que sus actuaciones en "Home for Purim", un drama ambientado en los años 1940 en el sur de Estados Unidos, podrían ser nominadas para los premios Oscar.

Muchos de los actores habían trabajado previamente en This Is Spinal Tap, Waiting for Guffman, Best in Show y A Mighty Wind: Levy, O'Hara, Posey, Shearer, Michael McKean, Fred Willard, Bob Balaban, Jennifer Coolidge, Jane Lynch, Ed Begley, Jr., Michael Hitchcock, John Michael Higgins y Jim Piddock.

Ricky Gervais, cocreador de la serie británica The Office, también aparece; mientras que John Krasinski, Richard Kind y Sandra Oh hacen breves cameos. Aunque los diálogos son en gran parte improvisados por los actores como en las anteriores películas de Guest, el formato se diferencia del estilo «falso documental».

La película fue estrenada mundialmente en el Festival de Cine de Toronto en septiembre de 2006. Fue producida por Warner Independent Pictures en asociación con Castle Rock Entertainment y Shangri-La Entertainment.

Reparto
Catherine O'Hara - Marilyn Hack
Ed Begley, Jr. - Sandy Lane
Eugene Levy - Morley Orfkin
Harry Shearer - Victor Allan Miller
Christopher Guest - Jay Berman
John Michael Higgins - Corey Taft
Jim Piddock - Simon Whitset
Jennifer Coolidge - Whitney Taylor Brown
Parker Posey - Callie Webb
Rachael Harris - Debbie Gilchrist
Christopher Moynihan - Brian Chubb
Paul Dooley - Paper Badge Sgt.
John Krasinski - Paper Badge Officer
Don Lake - Ben Lilly, crítico de "Love It"
Michael Hitchcock - David van Zyverdan, crítico de "Hate It"
Sandra Oh - Marketing Person
Richard Kind - Marketing Person
Bob Balaban - Philip Koontz
Michael McKean - Lane Iverson
Ari Graynor - Young PA
Fred Willard - Chuck
Jane Lynch - Cindy
Mary McCormack - Pilgrim Woman
Shawn Christian - Pilgrim Man
Deborah Theaker - Liz Fenneman
Ricky Gervais - Martin Gibb
Larry Miller - Syd Finkleman
Craig Bierko - Talk Show Host
Loudon Wainwright - Nominee Ben Connelly
Claire Forlani - ella misma
Hart Bochner - él mismo
Casey Wilson - Young Actress
Derek Waters - Young Actor

Enlaces externos

Películas de Castle Rock Entertainment
Películas cómicas
Películas sobre cine
Películas sobre judíos y judaísmo


The XORCISM Model is built around various Open Information Security Data Models, Specifications, Standards, Frameworks, Guidelines, Architectures, Best Practices, Protocols and Vocabularies (Taxonomies/Ontologies).
Access the XORCISM github repository for tools and documentation.
Better IT Security Governance by facilitating Cyber Risk Management with real-time Security Metrics.
Improved Security Posture visibility and the adoption of cybersecurity practices for reducing cyber risks.
Inter-exchange needs Standards, or at least Specifications, and structured Common Vocabularies (Taxonomies/Ontologies).
XORCISM facilitates the Implementation and use of Open Specifications, Standards and Repositories. (Object-oriented programming (OOP)) for tactical and strategic cyber security.
And some others/new ones (i.e.: A Vulnerability Data Model).
XORCISM uses a CONFIDENCELEVEL attached to many information collected, missing in many Specifications.
Use of ORGANISATION instead of ORGANIZATION, as per OASIS xNL used in Asset Identification 1.1 Note: It could be widely extended using other organization schemas.
"Contact is the probable frequency, within a given timeframe, that a threat agent will come into contact with an asset."
The AddressObjectType is intended to characterize cyber addresses.
XORCISM includes ROPCHAIN, ROPGADGET ROP (Return-oriented programming) objects.


Fair , healthy and glowing skin attracts everybody's attention. Ayurveda has many solutions to have a fair , healthy and glowing skin.According to ayurveda skin has seven layers . When imbalanced doshas affect these layers different type of skin diseases arise. Doshas may get imbalanced in body and locally on skin.
Vata dosha is dominant in skin . The qualities of vata dosha are Cold, Light, Dry, Rough, Hard and Mobililty. When vata dosha gets aggravated the skin becomes dry, cracked, rough, dark, dull, lifeless, fissured and scaly. Vata dosha is only one dosha which has a capacity to move in nuke and corner of body and also has a deeper penetrating power. Vata, when get imbalanced vitiates other to doshas i.e pitta and kapha.
For a healthier skin the vata should be always in normal balanced condition. The balanced vata keeps all other tissues and remaining two doshas in healthy condition. The imbalanced vata vitiates the tissues of skin and leads numerous skin problems.
When vata vitiates pitta the skin will get rashes, burning sensation, eruptions and other allergic manifestations. The sweat will have a bad odor .When kapha gets vitiated due to imbalanced vata oil secretion increases, acne and pimples erupt. The skin becomes dull and luster less.
There are two ways to balance vata and maintain a healthy body skin.
Massaging body with medicated oil.
Expelling toxins regularly which get accumulated in body .
Benefits of Oil massage .
Massaging body daily with ayurvedic herbal oil has innumerable benefits. This process is called as "Abhyanga". In great ayurvedic classic Ashtanga Hridaya it the benefits of herbal oil massage has been mentioned as follows.
The aging symptoms appear very late in life.
Skin becomes soft and glowing.
Skin becomes resistant to diseases.
Sharp eyesight and attractive eyes.
Body becomes stronger and well nourished.
The body and mind gets relaxed.
The inner physiological processes like digestion, metabolism, elimination of waste products etc directly affect the beauty of skin.
The process of digestion is carried out by agni or fire which is present in our digestive system.(Agni is the body fire, which is responsible for transformation of one substance to another. It breaks down the food substances, eliminates toxins and wastes, maintains body temperature, and resists the invasion of microbes by maintaining strong body immunity.
An unhealthy diet and life style imbalance doshas and the imbalanced doshas impair agni. Due to impaired agni toxins accumulate in body. These accumulated toxins affect the health of skin and the skin loses its luster and glow, dark circles , acne and pimples start appearing, wrinkling of skin starts in an early age. Hence a well nourished diet, a healthy life style and regular detoxification is very important to keep our skin healthy.
The herbs amalaki , haritaki, and vibhitaki can be used for detoxification. They act as body cleansers. These herbs when used in proper proportions expel toxins , which have accumulated in body. This herbal combination also act as a best rejuvenator. They give the skin young looks, glow and resistance to diseases. Along with skin the whole body tissues get rejuvenated.


Lawrence Schwartz is Attunity's Vice President of Marketing. In this role, Lawrence is responsible for driving demand generation, brand awareness and sales enablement for the Company. Formerly, Lawrence was Vice President of Marketing for Tokutek, a leader in high-performance database technology. Prior to that, he held senior marketing and product management positions at E Ink Corporation, and EMC in the Symmetrix division. With 20 years of experience in data and information systems, Lawrence has been a featured speaker at many leading technology conferences, and has been quoted in numerous industry publications. He holds a Master in Business Administration from Harvard Business School, as well as a Master of Science and a Bachelor of Science from Massachusetts Institute of Technology.
Next story The Biggest Opportunity is the Network Of Things.
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In reply to: bugzilla@jessica.w3.org: "[Bug 21332] New: [XP30] Literal out of range: static or dynamic error?"
Next in thread: bugzilla@jessica.w3.org: "[Bug 21332] [XP30] Literal out of range: static or dynamic error?"


Anthony Rath, a 12-year-old fifth-grader who played for Newport Heights Elementary in the 13th annual Daily Pilot Cup, has anaridia. That means he has no irises and is legally blind.
Anthony cannot really see much more than 10 or 15 feet in front of him. Yet despite being born with that disability, the dark-blonde boy with the spiky flat-top haircut from Newport Beach, is able to not only get by in sports and in life. He is thriving.
Anthony was among several unique stories at the Pilot Cup. The forward was one of several boys and girls who embodied the spirit of the weeklong soccer tournament.
He had three shots on goal during Saturday's quarterfinal game, one of which came close to going in for a goal. He has played soccer since he was old enough to play.
Anthony was a champion long before the Pilot Cup. And, he also became a champion at the tournament. The Newport Heights boys' team Anthony played for won the fifth- and sixth-grade silver division title in dramatic fashion. Newport Heights won on PKs, 4-2, against St. John the Baptist.
Soccer isn't the only sport Rath competes in, as he also plays football and basketball. Just like soccer, he plays at two demanding positions, a wide receiver in football and a guard in basketball.
He's also a junior lifeguard.
"I wear contacts to help me out," Anthony said Saturday. "I like playing sports and I'm determined to win. When the ball's close, I can tell the ball's there. When it's not, I can't really see it."
In class, Anthony has a gadget called an Acrobat that helps him see the whiteboard or chalkboard better.
For all of Anthony's athletic gifts, despite the fact he's legally blind, he is treated like any other kid – by his parents, friends, classmates and the community.
"My friends treat me like they normally would," Anthony said.
Tracy Rath, his mother, and Francis Rath, his father, have enjoyed the relationship between Newport Heights and their son.
"Every single one of his friends have embraced him," Tracy Rath said. "We've been very lucky. The attitude of all the parents toward Anthony has been great, and they've taught their kids to look at him the same way. There's been no issues and if there had been, I'm sure his friends would stick up for him. They've made him believe in himself."
Francis Rath, who works for a distribution company in Newport Beach, has also noticed how his fellow classmates are nice to him.
"I think they have respect for him," Francis Rath said. "He picks it up at five feet. When he gets a hold of it, he just takes off. He's a great kid. He was the best reader in first grade. He loves to read."
A good example of how his classmates and teammates treat Anthony came in football.
"In football, his quarterback tells him, 'I'll throw you the ball,'" Tracy Rath said. "'But if you don't catch it, I may not throw it to you again.' Just like he'd tell any other receiver out there. They've made him believe in himself. It's been an amazing experience."
Adding to that experience was a championship medal and a trophy for Newport Heights at the Daily Pilot Cup.


Compost is biologically active and compost tea can concentrate those nutrients and bacteria in an easy-to-use liquid. This lesson challenges students to demonstrate the impact that compost tea has on plant production through an A/B test.
Students will be able to describe the impact that compost tea has on the soil.
Students will use compost tea in the garden in order to measure the effects it has on plant production and soil health.
Compost tea is a simple solution of water, compost, molasses, and some oxygen that can produce dramatic effects in the garden.
Though the ingredient list is short and sweet this tea is not. It's rich and earthy and is loaded with nutrients and bacteria extracted from the compost. As the bacteria feed in this perfect environment their numbers bloom.
The application of thousands of bacteria and a plethora of nutrients give plants a boost and develop the biota of the soil increasing plant production.
Perform an A/B test on two sets of plants of the same variety in the raised planter or garden bed. Supplement one with compost tea regularly and the other with nothing during the life cycle.
What is the impact on growth habit? What about total yield? The root development? And what impact did compost tea have on the soil surrounding the roots? Analyze soil samples to uncover what you can.


Born and raised in the Seattle area, James Mathias Klontz received his formal architectural training at the University of Washington, graduating in 1943. Upon graduation he enlisted in the Army, and rose to the rank of Corporal during WWII. Prior to WWII, Klontz had worked at Auburn Cabinet Works (1934-43) where he gained valuable experience in the shop's drafting room. Other experience included a summer with architect George W. Stoddard, and at the firm of Bliss & Massar.
In 1951, Klontz opened his own practice and by 1956 he took on a partner, George E. Wrede. Klontz & Wrede focused primarily on religious facilities including churches, schools and convents. Known work includes an addition to the Bellevue Methodist Church (1956); Our Lady of Fatima Church (1968) in Seattle's Magnolia neighborhood; a convent for St. Benedict's Catholic Church in Seattle's Wallingford neighborhood; St. Patrick's Parish in Seattle (1960); a large scale facility for St. Monica's Parish on Mercer Island (1960); and St. Bridget Roman Catholic Church (c.1970) in the Laurelhurst neighborhood.
Non-religious works by Klontz & Wrede included a variety of shopping centers, clinics and office buildings. Among their most notable projects is the Alcoa Building (1963); a large PX Market in Bellevue (1961); a Thriftway Shopping Center in Inglewood (1965); and a Nordstrom Store at Bellevue Square (1967).
Klontz continued to practice with various associates until his retirement in 2008. At the time he was the second oldest practicing architect in the State. Today, the firm that he started is known as Klontz & Associates. James M. Klontz passed away in Seattle on November 16, 2010 at the age of 90.


text:
class FRadialForceComponentVisualizer : public FComponentVisualizer
{
public:
	// Begin FComponentVisualizer interface
	virtual void DrawVisualization( const UActorComponent* Component, const FSceneView* View, FPrimitiveDrawInterface* PDI ) override;
	// End FComponentVisualizer interface
};

redpajama_set_name: RedPajamaGithub


It's part of the job that no one talks about. The weather was cold that day. The wind was fierce and the snow was falling as we stood in line to say goodbye. I, like so many other firefighters, stood at attention as the fire engine carrying his body, covered by flag of the United States, rolled by. Today's scripture shares about love... the greatest love... the love of Christ who laid down His life for us. As I stood there, I began to understand the second part of the verse. We ought to lay down our lives for the brethren. This friend of mine, like so many others who serve, had given the greatest sacrifice a man can offer. He gave his life in the search for others at a fire. He had put the lives of those he served above his own, like Christ, who has given His life for those He serves... us. I wonder how far we would be willing to go to show that kind of love. Would we be willing to lay down our life for another? Say a prayer for the firemen and police officers who daily are willing to lay down their lives for you.