Home » NEWS » GETMOVINGCrossFit Changed my life..
My first encounter with training took place in the school gymnastics hall. I went on to do flips, front lever, handstands, climb a rope, olympic rings, burpees, squat jumps, yes really CROSSFIT, at the time, it was, however, only called school gymnastics! It is all our primary movements and we were ALL created to do them.
However, during the whole of evolution, they have been vital for our survival…today's way of life have sadly erased our most basic functions with a severe expense on our physical health.
My passion in life is to get back the movement in our lives…one man or woman at a time.
Unfortunately, at 25 years of age, I had a difficult period in my life that resulted in a weight increase from 80 kg – 107 kg.
So one day I just realised how I am living my life and treating my body and that was not me. And in one moment in front of the mirror I decided that I was going to make a change. I decided to test myself to find out if I am being governed by my desires or am I the master of my own thoughts and actions.
So I went down to a gym, signed up and started training the same day. I didn't know much about nutrition so I just took the logical solution if I am hungry that must mean I am going to lose weight so I just cut the portions to the minimal. I ate four times a day and was as hungry after the meal as I was before when I was overeating. I trained 2-3 hours every day and 5 months later I was 20 kg lighter. With every time I didn't give in to the hunger I felt like I was winning a war with my bad side and that feeling was amazing.
By far the most important thing I have accomplished in my life is taking me through this journey and creating a version of myself I'm finally happy with.
This is all I want to convey and my heart tells me this is why I want to teach.
Together with my team at Reebok Hybrid we will build up your mindset, your knowledge, as well as your technique and help you become the best version of yourself.
We offer a journey within yourself on a physical and mental level, in order to get where you want.
Your body is the most complex machine that exists.


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Decoding Kim and Kourtney Kardashian's Washington D.C. Style
Author: Kaitlyn Frey / Source: PEOPLE.com
Just a little more than one month apart, both Kim Kardashian West and Kourtney Kardashian flew across the country to Washington D.C. with hopes of political reform. While the sisters each advocated for different causes — Kourtney lobbied to reform the laws that regulate ingredients in cosmetics and personal care products in the U.S. and Kim met with President Donald Trump to discuss prison reform and a presidential pardon — their outfits could not have been more similar. More
Donald Trump Jared Kushner Kim Kardashian Kourtney Kardashian United States Washington D.C.
Kanye West, Common & Vic Mensa Represent At #MarchForOurLives Rally
Paul Morigi/Getty Images for March For Our Lives
Washington, D.C. – Thousands of people descended on Washington D.C. for the March For Our Lives rally on Saturday (March 24), including Kanye West, Common and Vic Mensa. More
Andra Day Kanye West Kim Kardashian Our Lives Rallying Vic Mensa Washington D.C.
U.S. Navy SEAL Listened To The Game Before Killing Osama bin Laden
Author: Henry Mansell / Source: HipHopDX
Instagram/losangelesconfidential
Washington, D.C. – Robert O'Neill — the former U.S. Navy SEAL who is widely credited as the man who killed Osama bin Laden — has revealed he was listening to The Game's "Red Nation" prior to the momentous raid on May 2, 2011. More
Lil Wayne Osama bin Laden The Game (rapper) United States Navy SEALs Washington D.C.
Teacher Spins Basketball, Internet Digs It
It's amazing the things that go viral in this crazy space — this cyber-space, if you will — that we all occupy. Here we see, for no more than 15 seconds, Washington D.C. area physics teacher, David Hovan, spin a basketball on his pen, while theoretically also grading papers.
David Hovan St. John's College High School Teacher Viral Video Washington D.C. YouTube

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AMERICAN ACADEMY OF NURSING
CONCURRENT POLICY DIALOGUES
LIVING LEGENDS
Jessica Peck
DNP, APRN, CPNP-PC, CNE, CNL, FAANP
Clinical Professor
Dr. Jessica Peck is an expert faculty scholar, pediatric clinician and policy advocate who provides innovative, visionary, and award-winning leadership to develop and lead inclusive and diverse interprofessional teams to improve health outcomes for vulnerable populations. Dr. Peck is currently a Clinical Professor of Nursing at Baylor University in Dallas, Texas. An accomplished professional organization leader, she is currently President of the National Association of Pediatric Nurse Practitioners.
Dr. Peck is a recognized and published national expert on human trafficking. She served as founding Chair of the Alliance for Children in Trafficking, a nurse-led, interprofessional, national coalition in which she engaged other national leaders to respond to child trafficking. She serves as Lead Medical Consultant for Unbound Houston and helped create a statewide continuing education and pass legislation mandating CE for all direct care providers in Texas. She is a consultant to the Office of Trafficking in Persons. Her work has resulted in significant and measurable impacts including nursing influence to set new state and national healthcare standards, wide dissemination of interprofessional educational programs, and expanded public and professional understanding.
Dr. Peck travels nationally to speak about technology in nursing education and practice, including health impacts of social media use. As a nurse and mother of four children, she has special interest in educating and equipping families to promote physical, emotional, mental, social and spiritual health. She is an accomplished author and frequent guest on radio and television to promote child health.
1000 Vermont Ave NW • Suite 910
conferences@aannet.org
© 2020 American Academy of Nursing Community. All rights reserved.


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Radiologic Imaging...
About The Professions
Doctor of Audiology (Au.D.)
Doctor of Philosophy (Ph.D.)
Master of Science (M.S.) Program
B.S. Program Offered At UALR
Department Strategic Plan
Open House RSVP
Graduation and Employment Outcomes
Dental Hygiene Clinic
Dental Hygiene CE Courses
Online B. S. Degree Completion
D&N Seminar Video Archive
Chairman's Welcome
Living in Little Rock
Living in Fayetteville
Program Handbook
Information Sessions and Tours
Why Pick the UAMS DPT Program?
Classroom Facilities
A.S. to B.S. Program
Information Sessions Announced!
Available in both Little Rock and Fayetteville. RSVP today!
The mission of the Division of Radiologic Imaging Sciences is to provide a progressive academic and clinical educational environment for qualified students and prepare them as competent, professional, and compassionate radiologic healthcare providers.
The radiologic imaging sciences education program in medical imaging at the University of Arkansas for Medical Sciences is accredited by the Joint Review Committee on Education in Radiologic Technology, 20 N. Wacker Drive, Suite 2850, Chicago, Illinois 60606-3182. Telephone: (312) 704-5300. Fax: (312) 704-5304. E-mail: mail@jrcert.org. Website: http://www.jrcert.org/
Lisa Rhoden, M.Ed., R.T.(R)(M)(ARRT), CNMT
Division of Radiologic Imaging Sciences
Department of Imaging and Radiation Sciences
College of Health Professions-
University of Arkansas for Medical Sciences,
4301 West Markham, #563
RISAdmission@uams.edu
Radiologic Imaging Sciences Campus Map


From your first days of college as a Buffalo at the University of Colorado at Boulder and your first real job to the weekends you spent camping, hiking and skiing in the Rockies, your trusted wheels got you that extra mile. Now that you have to say goodbye, do right by the car that kept on giving by making a vehicle donation in Colorado through Allstate Car Donations.
Complete your car donation in Colorado through us, and keep the memories alive with the warmth of knowing that the proceeds of your Colorado car donation go to change lives when it comes to marketability and employment viability for the population we serve at the Center for Living and Learning. Rebuild lives and the economy with your generous, tax-deductible donation!
It doesn't matter what condition your car is in, it doesn't matter if it's running or not - we do everything to make the entire donation process hassle-free.
What are you waiting for? Allstate Car Donations has friendly and helpful customer service representatives standing by to assist you with the necessary details. All you have to do is give us a call toll-free at 1-855-227-7456 or click here to fill out our online donation form to find out what it takes to donate a car to us in Colorado.
Donate a Vehicle in Colorado Today and Receive a $100 Gift Certificate from Restaurants.com!


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APX - APPEN - up $2.66, or 10.8 per cent, to $27.37
Shares in the machine learning dataset company hit a three-week high ahead of its half-year earnings results release on Thursday.
Appen shares are up 114 per cent on the year.
APT - AFTERPAY TOUCH - up $2.41, or 9.3 per cent, to $28.28
Afterpay had a worse-than-expected full-year loss of $42.9 million, up from $9 million, but better-than-expected growth.
Afterpay said it had 5.2 million active customers as of last week and was adding 12,500 new ones each day.
OZL - OZ MINERALS - up 51 cents, or 5.7 per cent, to $9.43
The Adelaide-based copper and goldminer says its half-year profit dropped by two-thirds to $43.9 million, in part because customers deferred copper shipments into the third quarter because of the US-China trade war.
Half-year revenue was down 20.9 per cent to $419 million but chief executive Andrew Cole said OZ Minerals had "already seen revenue rebound strongly in the second half and all 2019 production tonnes are committed".
BGA - BEGA CHEESE - up 22 cents, or 5.8 per cent, to $4.02
Bega says fierce competition and diminishing milk supply has curdled its full-year result, but insists a processing overhaul has improved its prospects in the face of further industry challenges.
Tighter milk margins and higher finance and depreciation costs drove net profit down by 59 per cent to $11.8 million, even as the dairy producer increased revenue 13 per cent to $1.42 billion on a record milk intake of 1.06 billion litres.
VAH - VIRGIN AUSTRALIA - down one cent, or 6.1 per cent, to 15.5 cents
The airline will cut 750 jobs as part of a restructure after announcing a full-year loss of $349.1 million that left it in the red for the seventh year in a row.
Revenue for the 12 months to June 30 rose 7.5 per cent to $5.83 billion despite a "challenging trading environment" in the second half of the financial year.
TPW - TEMPLE & WEBSTER - down four cents, or 2.5 per cent, to $1.55
The online furniture store has delivered its first full-year profit of $3.76 million after hitting its milestone of more than $100 million in revenue.
The homewares retailer lifted total revenue for the 12 months to June 30 up 40 per cent to $101.6 million, from $72.2 million the previous year.
ASX posts gains as tech stocks shine
Asian shares up slightly in cautious trade


In the spirit of Yom Yerushalayim, I would like to share with you a remarkable sermon which I have just come across which was delivered by my father in law, Rabbi Israel Porush z"l,* at the Great Synagogue in Sydney, one year after the Six Day War. The main message is as relevant today as it was then.
'…. Israel stood alone in that hour of crisis, surrounded by a ring of modern armour of terrible deadliness, and beleaguered by the armies of seven nations who were united in the hate of Israel and in their sinister plot to destroy it. The rest of the world played cynically a waiting game. Is it surprising that we view with a measure of cynicism the advice given us by our friends now?
And what of Churches? Not a word of comfort in the hour of danger, not a sound of condemnation of the threats to our existence. The so-called ecumenical spirit, or the so-called dialogue between Church and Synagogue, which was promoted in some quarters, especially in the United States, has suffered a setback from which it will not so easily recover.
Did I say Israel stood alone? Israel never stands alone. "The Guardian of Israel never slumbers nor sleeps". And the people of Israel in all their dispersion were roused as never before in prayer and in action and stood united by the side of Medinat [the State of] Israel.
..The Jewish citizen-soldier knew what the stakes were, and he was ready for every sacrifice. And many hundreds of the cream of Israeli youth paid the supreme sacrifice upon the altar of Jewish survival ….
….[We] offer thanksgiving to the Almighty for the wonderful delivery of Israel from danger and fear, for the retreat of the enemy beyond wider and safer frontiers, and for the transformation that has taken place in the whole security situation of Medinat Israel ….
But who can be unaware that our deepest emotions and our profoundest sensitivity revolve around the liberation of Jerusalem, which has been restored to its rightful owners after nineteen centuries of dispossession? ….
Yerushalayim (Jerusalem) is a magic word for the Jew. It is pronounced in awe. It conjures up associations and feelings in our ears that no other word does, and that no other nation or religion can remotely experience. To us, Yerushalayim personifies the presence of God in our midst, the Schechinah. It is the soul of our people. It is the national and religious centre of all Israel, whether in its glory or in its ruin. Jerusalem is eternal; it can never die or be destroyed. Wherever the Jew settles in the four corners of the earth, Jerusalem is alive in his heart and near to his life.
Jerusalem is mentioned 630 times in the Bible, as the city of God, the Capital of the Nation, the seat of the Temple, the centre of piety and learning, and also as the emblem of the Kingdom of God that will ultimately rule on earth.
Throughout the 1,900 years of exile there was never a time, with the possible exception of two brief periods, when Jews did not live in Jerusalem, at times facing great peril, at times massacred by fanatics.
…. Jerusalem is the physical capital of the nation and at the same time the spiritual centre of all Israel wherever they live.
…. Yerushalayim is the emblem of the eternity of Israel as the people of God. We would indeed betray our raison d'être and our mission among men if we were to think of Yerushalayim in secular or political terms only.
Jerusalem must return to its old destiny as "Ir Shalem", which means on the one hand "The City of Peace", but also on the other "The City of Completion, or Unity". It is unthinkable that the unity between the people of Israel and its spiritual cradle will ever be allowed to be severed again.
The attachment of a people for 3,000 years as intense as that of the Jews to Yerushalayim cannot be set aside by international decree. None need be afraid that the Jews would deal ungenerously or restrictively with the Holy places and legitimate interests of other religions and communities. We have proved that already.
Jerusalem is more relevant to the ultimate salvation of humanity than Athens and Rome because it taught the world the supremacy of righteousness, brotherhood, and charity. And even if the complete fulfillment of this ideal state of affairs would have to wait for the fullness of time, the inspiration of this vision could stimulate now the troubled peoples of the earth towards a more just and peaceful order of life.
In our immediate context we could in our imagination envisage a Middle East in which goodwill, mutual respect and harmony would prevail between the Jews and the Arab nations, initiating an era of peace and prosperity that would be a blessing to all. We know that this is the constant aspiration and the constant yearning of the Yishuv, and that Israel's search for peace comes not only from practical considerations, but also from deep-seated convictions – the emblem of the Israeli Army is characteristically a sword wreathed in an olive branch – and from the unshaken trust in the teachings of our prophets and the ideals of our tradition.
*Rabbi Porush (1907-1991) was a fifth generation Jerusalemite. His father was the first administrator of the Shaarei Zedek Hospital. Rabbi Porush received his smicha (Rabbinical ordination) at the Hildesheimer Rabbinical Seminary in Berlin and also obtained a PhD in Mathematics. He was Minister at Finchley Synagogue in London before taking up his post as rabbi of Sydney's Great Synagogue (1940-1975) where he also served as the head of Beth Din.


On 30 August , Sudan filled its first tanker-load of oil. A gigantic pipeline snaking up from oilfields over kilometres into the African hinterland was at last disgorging , barrels a day of crude oil at a nearly-completed marine terminal near Port Sudan, on the Red Sea. It offered fulfilment of countless promises of oil wealth that had been repeated to the Sudanese people by their rulers over the last quarter of a century. Billions of dollars had been invested, first in exploration, then pipeline, refinery and terminal construction. Their critics replied that if it did join OPEC it would be politically insignificant alongside the major producers.
Handmade Oil Painting in Factory Price! 100% Satisfaction Guaranteed!
To explore how geoscientists use technology and computer modeling to find oil and natural gas. Context This lesson will focus on the role of geoscientists in oil and natural gas exploration. Through this lesson, students will examine how the study of geoscience is applied as a career and in obtaining energy resources upon which we all depend. As the National Science Education Standards highlight, one of the greatest challenges that teachers face is to make science meaningful for students.
I am thankful for the joy and delight and light that is my nephew and niece. Their excitement and joy is priceless.
Te doy verga y mucha leche por ese chocha, pero y que te hago en ese culo mami?


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Q: converting stored procedures from sql server to oracle We have a massive amount of stored procedures to convert from sql-server 2000 to oracle 10g. Does anyone know of any tool that would achieve this?
We used Oracle SQL developer for this but it seems like it is creating extra cursors for each IF/ELSE condition that was on sql server side.
Has anyone successfully used a tool that would do this?

A: Sorry, no answer, and you have my sympathies.  I've been through this before and it was all manual.  We ended up making distinct migration & test plan tasks for it.
Oracle will use cursors in places that look odd for people used to SQL server.  I am not aware of any (simple) way around this.
There seem to be a number of companies out there now offering services or tools to help: This Google search shows a bunch.
Don't forget to plan for functional equivalence testing.  Datatype differences may cause issues, and your application development tool(s) may interact differently with Oracle than they do with SQL server. I did this conversion a number of years ago for a PowerBuilder application, and a lot more of that needed updating than we expected.

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Cowboy Justin Calhoun is thrilled to see Chloe Clementine, the girl he has always loved, back in Whitehorse, Montana, for the holidays. Can he protect her from the secret Santa who is sending her dangerous gifts?
When impulsive Delta Force soldier Cam Sutton confronts brainy CIA translator Martha Drake about some mysterious emails, a sinister plot to contain the source of those emails endangers them both.
When her wealthy ex-husband dies under suspicious circumstances, Emily Benton-Riggs inherits a home in Aspen and several artworks. Now someone is trying to kill her. Will Emily's longtime friend and lawyer, Connor Gallagher, be able to save her from the escalating threats to her life?
Addie Foster takes a job as a housekeeper at Noah Carson's ranch to save her baby nephew. However, it's not long before the baby's mob-boss father finds her and begins threatening her. Can Noah protect the woman and child he has come to love?


Your writing skills affect your professional image. The better your writing skills are, the better your image is and the better your chances for advancement. Effective writing in the workplace is an essential skill. Research shows that employers value workers who think creatively and communicate effectively.
The Writers at Work Certificate Program consists of four 10-hour courses that will allow busy professionals a flexible path toward learning valuable writing techniques. The program begins with a valuable refresher of grammar and punctuation and then takes you through the process of writing clear, concise, and complete documents. The instructor is available at all stages of the course for tutoring.
Effective business writing can set you apart from other employees, get you noticed by your superiors, and improve your chances of advancement.
Identify and correct common errors in grammar and punctuation.
Revise ineffective sentences and generate clear and concise writing.
Write clear, effective, and professional email messages that get your reader's attention.
Understand a writing process to use when creating any document.
Connect words and ideas effectively using transitions, connectives, parallelism, and other strategies.
Use specific techniques to adapt the tone of a document.
Incorporate basic design elements to create visually appealing documents.
Proofread, edit, and revise documents more effectively.
Sentence mechanics are an essential foundation to good writing. You may have great ideas, but if your sentences are full of grammar errors, your reader may lose confidence in your professionalism, competence, and attention to detail.
Part I reviews the basic building blocks of good writing: understanding parts of sentences and speech, ensuring sentence completeness, and conquering common problems with subjects, verbs, and pronouns. Readings and exercises help reinforce your understanding of the concepts.
The instructor is available at all stages of the course for tutoring.
Identify and correctly use various parts of parts of speech.
Recognize and revise fragments and run-on sentences.
Recognize and correct common problems with subject - verb agreement and pronoun errors.
Identify and correct dangling and misplaced modifiers.
You will complete self-check exercises and a mastery test (graded by the instructor) taken at end of the class.
Week 1: Review the parts of speech including nouns, verbs, adverbs, etc. and understand their functions. Review how different parts of speech are joined together to create grammatically correct sentences with special emphasis on verb tenses.
Week 2: Learn how to recognize and revise fragments and run-on sentences.
Week 3: Learn to recognize and revise common problems in subject-verb agreement and pronouns.
Week 4: Learn to recognize and correct mistakes with adjectives, adverbs, and misplaced modifying phrases.
Correct punctuation is essential to good, clear writing. Incorrect punctuation can confuse readers, change the meaning of sentences, and reflect poorly on your professional image.
Part II of the review covers punctuation, providing a practical understanding of punctuation without the need to memorize countless rules. Weekly units teach the use of commas, semicolons, apostrophes, colons, quotation marks, and parentheses. Readings and exercises help reinforce your understanding of the concepts.
Identify and correctly use various punctuation marks including commas, semicolons, apostrophes, colons, etc.
Week 1: Review comma rules and usage.
Week 2: Learn the correct usage of semicolons and colons.
Week 3: Review the use of other punctuation marks including apostrophes, dashes, hyphens, quotation marks, and parentheses.
Week 4: Learn techniques to proofread more effectively.
Don't let your good ideas get buried in dull, lengthy sentences or empty phrases. Make every word count. Capture and keep your reader's attention by using clear and concise sentences that create a coherent and eloquent message. Learn additional strategies to create effective email that increases your productivity.
Readings and exercises help reinforce your understanding of the concepts. You will receive personal feedback from the instructor on at least three writing assignments. The instructor is available at all stages of the course for tutoring.
Recognize and eliminate wordy, empty, and redundant phrasing to write a concise message.
Use active voice, action verbs, and precise words to create a clear message.
Use transitional and connective words to reinforce the relationships between your words, sentences, and paragraphs.
Write effective and professional email messages that capture your reader's attention and get a better response rate.
You will complete self-check exercises in each lesson. You will write at least three documents and receive personal feedback from the instructor.
Week 1: Learn strategies for writing more concisely by eliminating wordy, redundant, and empty phrases.
Week 2: Learn strategies for writing more clearly by using words precisely, putting action in verbs, using the active voice, and more.
Week 3: Understand how to develop ideas within a paragraph and use transitional words to guide the reader.
Week 4: Learn how to structure email messages to be more effective.
Professional writing includes more than just grammar, punctuation, and the arrangement of ideas. The tone and style of your message can keep your readers engaged or it can make them want to hit the delete key.
Part IV presents strategies to ensure the tone of your document is appropriate, positive, and professional. Learn to integrate basic graphic design techniques so that your documents are visually effective and readable. Master parallel writing structure to create sentences and bulleted lists that flow smoothly. Demonstrate your competence to readers by eliminating problems with commonly confused and misused words.
Write documents with a professional tone.
Use basic design techniques to create emails and documents that are visually effective and pleasing.
Use parallelism when writing sentences, lists, and headings.
Identify and correct common word usage errors.
Week 1: Learn techniques for writing with a professional and positive tone. Understand how to improve the professional tone of any document. Know 12 words to avoid using in email.
Week 2: Learn how to use basic graphic design elements, such as white space, headings, etc.
Week 3: Learn to use parallel writing structure with sentence elements, lists, and headings.
Week 4: Review commonly confused and misused words.


For a global organisation, we are recruiting for a Finance Analyst - Reporting and MI top report to the Head of Planning and Reporting. The Finance Analyst will be responsible for all aspects of management information and will align the different aspects of reporting and analysis. This role will business partner with internal customers and will need someone who has experience of management reporting in a Group / Head Office environment and who can deliver to tight deadlines. The Finance Analyst - Reporting and MI will need to understand how to operate in a complex international structure and across different disciplines and times zones.


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IMF MD Christine Lagarde China's Belt and Road initiative is showing signs of progress but warned of potential debt risks for partner countries involved in joint projects. Photo: Reuters
IMF Christine Lagarde says Belt and Road progressing but warns of debt risks
1 min read . Updated: 12 Apr 2018, 12:24 PM IST Reuters
IMF head Christine Lagarde says the Belt and Road initiative can provide much needed infrastructure financing to partner countries, but should not be considered a free lunch
IMFChristine LagardeBelt and Road initiativeChinadebtBoao ForumBRI projectXi Jinping
Beijing: International Monetary Fund (IMF) managing director Christine Lagarde said on Thursday that China's Belt and Road initiative is showing signs of progress but warned of potential debt risks for partner countries involved in joint projects.
One challenge is to ensure that Belt and Road only travels where it is needed, and the second is to focus on sound fiscal policies, Lagarde said in prepared comments in a speech at a Belt and Road conference in Beijing on Thursday.
"Fortunately, we know that China's leadership is aware of these potential risks—as well as the proven strategies that can help address the challenges," Lagarde said.
President Xi Jinping's Belt and Road Initiative, unveiled in 2013, aims at building a modern-day Silk Road connecting China by land and sea to Southeast Asia, Central Asia, the Middle East, Europe and Africa. China has pledged $126 billion for the ambitious plan.
In his opening speech to the annual Boao Forum on Tuesday—Asia's equivalent of Davos—Xi said Belt and Road pacts had been made over the last five years with more than 80 countries and international bodies.
Lagarde said the initiative can provide much needed infrastructure financing to partner countries, but should not be considered "a free lunch" by those nations.
Belt and Road ventures can lead to a "problematic" increase in debt, potentially restricting other spending as debt service obligations rise, which could create balance of payment challenges.
In countries where public debt is already high, careful management of financing terms is critical, in order to protect China and partner governments from entering into pacts that will cause financial difficulties in the future, Lagarde warned.


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3 August 2015 · ·
Europe · Hospitality/Leisure Outdoor Transport
Three Turkish airports go LED
New LED lighting is saving Istanbul's Atatürk Airport huge amounts on maintenance and energy bills
Three of Turkey's biggest airports have gone LED in a major upgrade that aims to make big savings on maintenance and energy costs.
The LED project covers Atatürk Airport in Istanbul – the busiest in the country and one of the busiest in the world – as well as Esenboga Airport in Ankara and Adnan Menderes Airport in Izmir, the country's fourth and fifth busiest respectively.
LED downlights, floodlights and car park lanterns have been supplied by Turkish manufacturer Vestel – best known for making TVs and washing machines, and now a growing provider of LED lighting.
Vestel supplied downlights for all three sites, including 6,000 for Istanbul's international terminal, and more for the domestic terminals in Ankara and Izmir. The new glass-free LED downlights are more robust than fluorescent or halogen, and are designed to withstand the ambient sound and vibration of an airport.
All three airports are operated by TAV, which also runs a further 11 across the Middle East, North Africa and Eastern Europe. TAV says the new lighting paid for itself in just seven months.
'With immediate cost savings and a reduced carbon footprint, this project benefited us, passengers and the environment at once,' the company said in a press release.
Vestel's head of lighting, Vic Harasimow, said: 'For a project such as this, where continuous light is required, longer lasting lighting can make all the difference. It not only minimises the cost of operation, but also the disruption that would otherwise ensue if the lamps had to be more regularly replaced.'
The new luminaires also provide more even and consistent light, Vestel said, creating a more welcoming atmosphere.
Istanbul has also replaced 1,100 floodlights with LED equivalents which are expected to last 50,000 hours. And in Izmir, the car park is now lit with LED streetlights, cutting the amount of electricity needed by 80 per cent. Vestel says the new lights are 'shadow-free', thanks to its wide range of brightness levels and custom optics.
TAV says the LED solution has enabled it 'to achieve greater efficiency, but also, importantly, a better travel experience for all our airport passengers'.
LED signage means easier maintenance for Dubai Airport
Pay-as-you-go lighting arrives at Amsterdam's Schiphol Airport


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Northrop Grumman wins $170M super deal
By Elizabeth Sikorovsky
Northrop Grumman Corp. last week won a $170 million contract to run a high-performance computing center at the Naval Oceanographic Office (NAVO) at Stennis Space Center, Miss. This is the third in a series of four contracts being awarded this spring, under a plan to revamp the Defense Department's high-performance computing resources.
Together, the four centers will offer supercomputing cycles, tools and training to about 5,000 DOD users. Most of those users will tap into the facilities through a planned high-speed network.
Nichols Research Corp. won the first two awards to manage centers at the Aeronautical Systems Center at Wright-Patterson Air Force Base, Ohio, and the Army Corps of Engineers' Waterways Experiment Station, Vicksburg, Miss.
Northrop Grumman's Data Systems and Services Division, which won the latest contract, plans to install new supercomputers at NAVO within weeks. Northrop Grumman will install Cray Research Inc. T90 vector and T3 massively parallel processing machines and a Silicon Graphics Inc. Power Challenge Array.
The only other bidder on the NAVO center was Raytheon E-Systems in Dallas.
Northrop Grumman has been running the center since 1990 under the Primary Oceanographic Prediction System and a follow-on contract.


So you are in the less than 1% who are facing an IRS audit.
This too shall pass and you will get through it.
It doesn't have to be the end of the world.
If you only take one piece of advice from this, in my humble opinion this is the most important one. Do not go into an audit alone. You already drew the short straw in the luck department, so do not push it at this point. Hire someone you trust you understands your situation and who can be the middle man between you and the auditor. For one thing, it can be a really negative vibe for a lot of people to deal with an IRS audit day in and day out. Hiring a professional puts you in the position of being on a "need to know" basis, as opposed to you being the one who opens every email, letter or voicemail.
Many audits are "correspondence audits." In many situations, your audit may not be the type of audit you envisioned. Instead of meetings and in person audits, the IRS routinely performs what are known as "correspondence audits." These audits typically request verification documentation by mail within a certain time period. Whatever you do, take these requests for verification documentation seriously and answer them in a timely manner (preferably with the assistance of the tax attorney or CPA mentioned in number 1).
If you are dealing with an auditor directly, answer the questions you are asked and do not expand beyond those particular questions. You don't want to bring up other areas of your return that may not already be under scrutiny as that could lengthen the process and potentially make a less than ideal situation worse.
Logs, descriptive memos, etc. made at or around the time of the transaction.
Again, being honest is above all of utmost importance. If you find that you made a mistake, then take responsibility for the mistake and pay the additional balance owed as soon as possible. Never risk getting into potential criminal trouble with the IRS by being intentionally dishonest in any way.


We value your support, and so do the people who benefit from stronger leadership. If you would like to make a tax-deductible donation to CREST, please click the button to the right. Thank you!
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Q: How to check if a Cesium Entity is visible / occluded Given an Entity, I'm trying to figure out if at a particular moment/frame, if one of the entities is viewable on the screen.
The closest I could find was Entity.isVisible, but it seems to just tally the explicit show properties. It returns true even if...

*

*Transparency is 0%

*The Entity is out of frame (eg. above the viewable area)

*The Entity is occluded (eg. on the other side of the Earth)

I also can't find any functions to convert the entity position to viewport coordinates to test if it is at least within the camera view cone.
I had one idea to measure the distance between the entity and the camera kinda like this Cesium.Cartesian3.distance(this.viewer.selectedEntity.position.getValue(Cesium.JulianDate.now()), this.viewer.camera.position); But obviously the acceptable distance needs to be based on the camera height, FOV and if the camera is even looking in that direction. I haven't yet been able to get the math to work for this solution.
How can I tell if an Entity is currently visible to the user?

A: One of the ways is to use BoundingSphere in the frustum culling. Then check if the bounding sphere of the entity is visible in the culling volume.
const viewer = new Cesium.Viewer('cesiumContainer');
const camera = viewer.camera;

const position = Cesium.Cartesian3.fromDegrees(23.9036, 54.8985);

const frustum = camera.frustum;
const cullingVolume = frustum.computeCullingVolume(
  camera.position,
  camera.direction,
  camera.up
);

const someEntity = viewer.entities.add({
    name: 'Some Point',
    position: position,
    point: {
        pixelSize: 14,
        color: Cesium.Color.GREEN
    }
});

// Bounding sphere of the entity.
let boundingSphere = new Cesium.BoundingSphere();
viewer.dataSourceDisplay.getBoundingSphere(someEntity, false, boundingSphere);

// Check if the entity is visible in the screen.
const intersection = cullingVolume.computeVisibility(boundingSphere);

console.log(intersection);
//  1: Cesium.Intersect.INSIDE
//  0: Cesium.Intersect.INTERSECTING
// -1: Cesium.Intersect.OUTSIDE

I have also made a Cesium Sandcastle example.


text:
Nursing Topics
Journal of Nursing Education
Major Article
Community Spirit, Cultural Connections, and Authentic Learning in Rural Preceptorship
Tracy Oosterbroek, PhD, RN; Olive Yonge, PhD, RN; Florence Myrick, PhD, RN
Journal of Nursing Education. 2019;58(3):144-151
https://doi.org/10.3928/01484834-20190221-04
Figures/Tables
An authentic learning environment fosters socialization of nursing students to a particular community context and unique culture of the individuals who reside in that culture. The final preceptorship provides an extended clinical practice experience allowing for this immersion, while providing consolidation of learning as preparation to enter practice.
PhotoVoice was used as an innovative data collection method to engage participants throughout the research process. Participants self-selected photographic images that represented the unique rural preceptorship experience through their eyes.
Rurality was described by participants as more than a geographic location, but as a sense of place, or a way of being and doing, that represented rural life. Rurality was depicted more specifically by participants in terms of community spirit and cultural contexts.
Rural practice placements have the potential to enrich undergraduate nursing education and to expose undergraduate nursing students to the role of the rural nurse. More research is needed about rural health to understand the cultural and contextual factors that uniquely affect the health status of rural Canadians. [J Nurs Educ. 2019;58(3):144–151.]
Rural nursing practice is an integral component of the health and well-being of the communities they serve (Shields & Tremblay, 2002). Invariably, the majority of health services in rural communities are provided by nurses (Jackman, Myrick, & Yonge, 2012). In fact, in some rural and many remote areas, the RN is the only primary health care provider. Canadians who reside in these rural and remote communities are reportedly less healthy, experiencing shorter life expectancy and higher rates of smoking, obesity, substance abuse, and mental health conditions (Dowdle-Simmons, 2013). Moreover, the socioeconomic status of these Canadians has been found to be lower than among their urban counterparts (Dowdle-Simmons, 2013). Hence, rural researchers assert that the educational preparation of rural nurses who are able to recognize and address the unique needs of rural communities is urgently required (Sedgwick & Yonge, 2008). However, to date, it is uncertain which strategies are most effective in preparing nursing students for the diversity of rural practice.
Although the focus of this article addresses one aspect of the findings of the larger study vis-à-vis community spirit, cultural connections, and authentic learning rural preceptorship, the purpose of the overall study was to examine the challenges and opportunities of rural, undergraduate nursing preceptorship as experienced by senior nursing students and the faculty advisors and preceptors who support their learning (Oosterbroek, 2017). Failure to adequately prepare nurses for the complexity of rural nursing has resulted in low job satisfaction and morale as well as high staff turnover (Forbes & Edge, 2009), specifically where recruitment and retention of nurses in rural and remote areas is an ongoing challenge (Hanson-Smith, 2012). High staff attrition rates can be detrimental to the health of rural residents when caregivers who are knowledgeable and invested in the health of the rural community are transient. Hence, educational strategies aimed at preparing nurses to work and stay in rural communities is crucial (Oosterbroek, 2017).
Preceptorship provides a vehicle through which the student becomes immersed in the rural setting over a long-term period (Oosterbroek, 2017; Sedgwick & Yonge, 2008). In Canada, senior nursing students are assigned one-to-one with an experienced RN for a period of approximately 10 weeks. Throughout the preceptorship, the nursing student works side-by-side with the RN, gradually assuming the roles and responsibilities of the RN while receiving continual guidance and feedback. Rural preceptorship requires sustained engagement and collaboration between the nursing student and community members, including patients, families, and other health care providers, which creates an optimal environment for authentic learning.
Culture refers to a set a values, beliefs, and practices that are dynamically interwoven with "historical, economic, political, gender, religious, psychological, and biological conditions" (College & Association of Registered Nurses of Alberta, 2013, p. 24) that ground and guide individuals, and include traditions and ceremonies that reflect and honor cultural diversity. Cultural safety in nursing is both a process and an outcome of intentional interaction between the nurse and the client, requiring commitment by the nurse to recognize, respect, and value individuality and diversity among all individuals. Subsequently, the power imbalances that are inherent in health service delivery need to be addressed by the nurse in ways that "foster the cultural expression of clients." This approach thus requires nurses to reflect critically on issues of racialization, institutionalized discrimination, culturalism, and health (College & Association of Registered Nurses of Alberta, 2013, p. 24). National and provincial regulatory bodies in Canada have declared cultural safety as a fundamental entry to practice competence for RNs (Canadian Nurses Association, 2010; College & Association of Registered Nurses of Alberta, 2013). This requisite reflects the purpose of trans-cultural theories of ethical nursing care: seeking to understand each other by seeing, hearing, and learning together from a moral ethic of caring (Ray, 2010). Historically, the sharing of traditional knowledge, values, and beliefs specific to distinct social groups in rural communities has been lacking from the health curricula (Shields & Tremblay, 2002).
Nursing students who are immersed in an environment that recognizes and appreciates the impact of contextual factors on learning outcomes results in an authentic learning experience (Forbes & Edge, 2009; Sedgwick & Yonge, 2008). An authentic learning environment fosters socialization of the nursing student to a particular community context and unique culture of the individuals who reside in that culture. The final preceptorship provides an extended clinical practice experience allowing for this immersion while providing consolidation of learning as preparation to enter practice.
Insofar as community spirit is a central element of rural life, successful teamwork is the key to successful rural preceptorship (Sedgwick & Rougeau, 2010). Students must learn to navigate the close-knit work culture of the rural community; this experience may serve as a point of tension that could inhibit a student's ability to learn. However, such tension tends to diminish once the student achieves a sense of belonging. Meyer Bratt, Baernholdt, and Pruszynski (2014) further affirmed the connection of belonging to the community with job satisfaction and the intention to seek employment upon completion of the nursing placement. Adding to the complexity of the preceptorship, professional relationships and boundary issues have been reported by students who have lived and worked in the same community (Pront, Kelton, Munt, & Hutto, 2013; Yonge, 2009).
Cultural practices unique to each rural community represent the spirit of the community. Indeed, cultural practices, traditions, symbols, and rituals serve to characterize the spirit of the community (Ray, 2010). Yonge, Myrick, Ferguson, and Grundy (2013) explored the significance of the physical landscape as representative of the culture of the rural community. These researchers found that rural identity informs student and preceptor perceptions of the spirit of the rural setting. They also found that the rural landscape both influences and reflects the determinants of health, such as time, space, and physical and environmental resources. Space and distance were key among these, directly influencing the time required for rural residents and health care providers to travel to access local services such as schools and health services. The photographic research data revealed everyday factors that influenced access to services, such as seasonal weather patterns, local infrastructure, and safety concerns related to poor road conditions and repair. Also apparent was the juxtaposition of traditional and modern influences in rural communities; historical sites and buildings reflecting the spirit of the rural community, alongside modern facilities, represented how rural communities advance while maintaining their connection to the past (Oosterbroek, 2017). These images may signify community members' conflicting feelings of loss and gain as their past is replaced by modern, new, and ostensibly superior facilities.
Nursing inquiry has been described as a political activity requiring moral engagement of the researcher with participants (Meleis, 1997). Given that medical and nursing research throughout history has been strongly influenced by positivism, nurse researchers must be cognizant of the complex relationships existing among gender, race, culture, power, and socio-political factors (Anderson et al., 2003; Holmes, Bernard, & Perron, 2008). Most influential to the advancement of knowledge in the social sciences can be attributed to postmodernism. This time period reflects the influence of philosophers such as Lyotard and, most notably, Foucault. Lyotard (1979) was skeptical of the metanarrative as an overarching way of constructing knowledge, explaining, and understanding the world around us that represents the complex sociopolitical intersection between historical discourse and power. Foucault, the most notable of postmodernists, viewed knowledge as a product of societal power relationships (Anderson & McCann, 2002; Meleis, 1997). He rejected global totalitarian theories that did not recognize the influence of power imbalances in knowledge development. Foucault challenged the norms, suggesting new ways to critique the relationship between knowledge, truth, and power (Martin, as cited in Diamon & Quinby, 1988). The postcolonial approach is one of three approaches that emerged from the postmodern era. Knowledge developed in nursing is influenced by the uniqueness of the approach the theorist applies to the process. The postcolonial perspective extends the way we actually perceive and address issues related to culture by accounting for contextual historical and sociopolitical factors (Racine & Petrucka, 2011) in a transformative way that differs from postmodern and poststructuralist views (Meleis, 1997).
Participatory action research (PAR) emerged from the research activities of postcolonial and feminist scholars who rejected traditional methods of knowledge development and inquiry (Gubrium & Harper, 2013) that were focused on the goals and priorities of the researcher. PAR methodologies materialized to address issues of power inequality and oppression that exist in the traditional researcher–participant relationship. Collaborative determination of goals is paramount in PAR, allowing participants to determine what is important and what requires change. Ensuring congruence between the philosophical underpinnings and methodological operationalization of research activities is crucial when knowledge translation at the community level is a priority. Significant and meaningful connection with community members is essential not only to engage community member participation but also to improve effective knowledge transfer at the community level. PhotoVoice has been used as an instrument of data collection to enhance knowledge transfer among marginalized groups. Racine and Petrucka (2011), for example, used PhotoVoice to engage Aboriginal community members in the research process in a meaningful way. Further, PhotoVoice is not only congruent with the epistemological and ontological assumptions of postcolonial feminism, but it is also an effective method for engaging communities that appreciate and respect visual representations of their stories (Racine & Petrucka, 2011) and thus was implemented for the purposes of this study. Remaining true to these philosophical values concerning knowledge development, the following assumptions underlie the study:
Rural communities are entrenched in an historical and traditional context that influences their overall social climate and culture.
Enhanced understanding of the challenges and opportunities inherent in rural practice serves to enable nursing students to build competence and learn skills required to meet the unique health needs of rural residents.
The experiences of students, preceptors, and faculty advisors during undergraduate rural nursing preceptorships will provide insights essential to the recruitment and retention of recent graduates, who may be committed to long-term employment and social investment in the community.
In keeping with this study, each participant was provided an inexpensive automatic camera and memory card. Participants were instructed to capture uncensored images frequently throughout the preceptorship that, in turn, illustrated challenges or opportunities of rural practice.
Rurality remains an elusive concept, defying definition. Rurality has been described a sense of place and way of life, associated with living in a rural community (Balfour, Mitchell, & Molestane, 2008). In this study, rural is defined as any community with a population of fewer than 50,000 residents, at least 20 km from the nearest urban community (Kulig et al., 2008). True to this definition, the study took place in several rural communities, in the south and central regions of a western Canadian province.
The nonprobable, purposive sample comprised fourth-year nursing students (n = 9) and faculty advisors (n = 5) from two baccalaureate nursing programs in Western Canada, assigned to rural communities for their preceptorship placements. Despite recruitment strategies, preceptors declined to participate in the study.
Ethical approval was granted by the Research Ethics Office at the researchers' academic institution. Criteria of the Tri-Council Guidelines for Human Subjects Research were followed.
Data collection and analysis were conducted concurrently in four phases throughout the academic semester. The researcher conducted individual, face-to-face interviews twice during the preceptorship. Each interview was audiorecorded and transcribed by the researcher. In keeping with the principles of PAR, each participant self-selected images to represent the challenges and opportunities they encountered. These images stimulated conversations during one-to-one interviews between the participants and the researcher. Using the processes described by Braun and Clark (2006), thematic data analysis was conducted, beginning on commencement of data collection. This process allowed for emergence of themes or patterns from the data.
Findings and Discussion
Reflecting prior studies, rurality was described by these participants as more than a geographic location (Jackman, Myrick, & Yonge, 2010; Kulig et al., 2008; Kulig, Kilpatrick, Moffitt, & Zimmer, 2015) but rather as a sense of place and a way of being and doing that represented rural life. Rurality was depicted more specifically by participants in terms of community spirit and cultural contexts. The participants' depictions of rurality within the context of community spirit and cultural context were observed in various ways throughout the rural community. For the students who lived in the rural community during the preceptorship, this sense of community spirit extended beyond the health care setting.
Close-knit, community spirit is central to rural life (Sedgwick & Rougeau, 2010). Examining international immigration patterns, Krivokapic-Skoko and Collins (2016) found that community spirit is a natural attraction of rural communities. The participants photographed numerous symbolic representations of rural spirit: murals (Figure 1), sculptures, old farm equipment (Figure 2), and advertisements for local celebrations and locally owned restaurants (Figure 3). These images captured the unique cultural manifestations of each rural community, reflecting cultural practices, values, and beliefs of the community (Ray, 2010).
Participant photograph of a mural.
Participant photograph of an old tractor.
Participant photograph of a local restaurant.
Hannah (all names are pseudonyms) photographed an old tractor (Figure 2) that was embedded as part of the towns' landscape design. She thought the tractor represented a way of life that was "emblematic of the town and what's around it."
She went on to say a great deal could be learned from observations made in the community, remarking, "it cues you to what kind of community you are going to be in, because if there are a lot of farmers; there might be challenges associated with that, or the types of patients you're going to see."
Robert found that many immigrants had opened restaurants (Figure 3) in some of the rural communities he visited as part of his preceptorship placement. Robert suggested that this represented community engagement through support of the local restaurant. He found that the little eatery was a kind of rural attraction, "a really small…mom-and-pop kind of business, but one of the things that would make a small community more alive." These remarks are consistent with the Yonge et al. (2013) findings that participants' photographs captured numerous symbolic representations of the community, with significant personal and historical meaning to its residents.
Daniel was struck by the degree of trust he observed both in the rural community and the health care site, photographing recently sterilized equipment and instruments dropped off at a designated spot in a common hallway (Figure 4). He was surprised that no one interfered with these items and that there had never been an incident of tampering, saying, "They know not to touch stuff like that—kind of like, in a rural place, everyone leaves their front door open," he surmised. "I feel like it kind of symbolizes, that it's here for a reason; don't touch it." The participants observed a sense of trust within the community and at the health care setting, among employees and visitors. Staff extended this trust to the nursing students, thereby creating a safe place for learning and asking questions.
Participant photograph of sterile equipment.
Previously, researchers have found that extended clinical placements in the rural communities enhanced student learning as they became immersed in the rural community and rural way of life (Meyer Bratt et al., 2014; Sedgwick & Rougeau, 2010; Webster et al., 2010). The sense of community these student participants experienced during their rural preceptorship was influential to their learning experience; enhancing their engagement with the health care community and rural community by and large and sense of belonging and connectedness to the community. This, in turn, resulted in an investment in the community and the health of its residents, thus motivating and inspiring the nursing students to achieve excellence in the provision of their nursing care and resulting in a successful preceptorship.
Although engaging and connecting with the community was replete with positive outcomes on learning and the rural preceptorship overall, this strong sense of community spirit that was distinctly rural presented unique challenges for the students. Personal and professional boundaries assumed a greater significance in these communities. Sarah (a faculty advisor) described being taken aback by "the effect on families you might have. People come up two years later and introduce me to the child I helped deliver…. It is very profound." Stacey (a faculty advisor) recounted numerous situations wherein she was approached outside of work by community members with health-related inquiries, some of which she received by telephone or text message. James (a faculty advisor) emphasized challenges associated with communication in small rural communities, especially regarding maintaining patient confidentiality regarding family members or neighbors. In rural communities, he pointed out, it might appear that "ruralness [sic] supersedes health care…yet the students know they can't talk about patients."
Some of the students encountered dilemmas related to anonymity and confidentiality, unknown to them in their urban rotations, evidenced by Beth's statement: "Working at the hospital, I see people that I've seen in the community and they are like where do I know you from, and I'm just a student.… Even going to the gym, people recognize me from the hospital." Jenn found that her professionalism was constantly being tested. "I kind of like the anonymity of being in the city and not having people know who I am," she admitted. "Here, everyone knows each other's business, for better or worse…. People [in the community] will ask about patients at the hospital, and you can't say anything. You know they are there, but you can't tell them anything." Even over the course of a 10-week preceptorship, the students confronted some of the anonymity and confidentiality issues of rural nursing. Ava discovered that patients well known to hospital staff might even encounter prejudice: "I guess there is room for bias, if you remember everyone so closely and know their situation(s)," she surmised. "For example, a mom that comes in, and you've delivered her first eight kids, and they've all been apprehended…you might be a little more worried about this next one."
Duality of roles can be challenging for experienced nurses who experience the dichotomy of feelings from these interactions that vary from pride to professional detachment (Yonge, Myrick, Ferguson, & Grundy, 2015). Although the blurring of personal and professional roles in the community betokens the tremendous respect accorded to nurses by community members, it can be stressful for nursing students nonetheless as they learn to navigate and balance these conflicting expectations (Yonge et al., 2018; Yonge et al., 2015). Insight regarding factors that may influence the student experience in the rural setting may be enhanced by the faculty members' familiarity with the rural community (Little, Stokes-Parish, Hawkins, & Collier, 2017). Sarah (a faculty advisor) lives and works in a rural community, where she supervises students in preceptorship. She was mindful of preparing nursing students for the challenges of working in small close-knit rural communities, suggesting they should be oriented to the community as a whole, not just the health care setting. "[Have them] go look through the town to discover…churches…[and] services," she said, by way of example; "help them to see the prettiness, not just the bareness." Sarah took her students to the "good" restaurant in town to introduce them to community members, whom she knew well. She believed this approach prepared the students for the reality of rural work, where everyone in the community would know their names and approach them outside work hours, seeking advice. Awareness of potential boundary issues prepares students to respond professionally as they adjust to a different way of life, unique to each rural community. "Being asked about patients by community members; family members; even staff members; people working in different parts of the hospital—what do you do?" mused James, a faculty advisor. "Students are burdened with that, so if they're not prepared for those types of situations, that could be a challenge." Boundary issues are further complicated by the social needs of older adults living in rural settings, who value and seek out personal connectedness (Corbett & Williams, 2014).
Cultural Contexts
Rural communities are steeped in tradition and cultural symbolism. Figure 5 exemplifies the juxtaposition of the rural versus urban themes that emerged from the findings representing the dichotomy of urban–rural life and capturing an example of cultural identities that are uniquely prominent in many rural communities.
Participant photograph depicting rural versus urban.
Several participants discussed the cultural context of the rural communities. Becky described how her exposure to cultural groups in rural communities differed from her prior experiences: "In the city, you have more diverse ethnicities, but out here it is pretty much…one major culture." She was struck by the signage and documents at the hospital, almost all of which were bilingual in English and Cree (Figure 6). To Becky, this was a "symbolic representation" of the unique culture of the community, meaningful to community members, and also an opportunity for learning. She stated, "[Students] need to get in touch with what community is like…. We are close to the reserve. We get a lot of reserve residents, but I think if you were near a [Hutterite] colony, you would get more Hutterites.… It is important to know…certain cultures, related to respect, and how you talk to them. You should be aware of that." Becky and her classmates grew to understand the diverse cultural groups residing in rural communities and the need to be cognizant of their unique health care profiles.
Participant photograph of a Cree sign.
In describing rural preceptorship, James (a faculty advisor) drew a parallel between rural work and rural life, citing the "potential for increased learning, through immersion in the culture. You are out there; you're in it…. You have to use all your knowledge to make things work. And that is kind of related to rural life too, right?" One must learn not only about distinct cultural groups who reside in the community, he pointed out, but also be cognizant of the health care workplace culture; key staff members therefore acted as gatekeepers, facilitating students' assimilation into this culture.
Stacey (a faculty advisor) described the importance of recognizing and investing in the cultural context of the community. She shared an image of the entrance to one of the health care settings that was written in Cree and English (Figure 7).
Participant photograph of an entrance sign.
This is a picture of their "enter" sign to show that they work in two different languages. For cultural diversity and cultural sensitivity teaching, we have an elder come out and speak to our students and he actually teaches them some Cree. Some basic words that might actually help you to build that relationship. A lot of the home care patients that students go and see are quite elderly and they appreciate if you try to speak their language. It just shows that you are a little more invested in them as a person and not just seeing them for their wound or their ailment that they have at the time.
The study contributes to the state of knowledge around the opportunities and challenges experienced by nursing students and faculty advisors during undergraduate nursing preceptorship in rural settings. Use of PhotoVoice as the method for data collection provided the participants with the freedom to capture images of sights and experiences that were most meaningful to them and most clearly and accurately represented their rural preceptorship experience. Upon reflection on their selected images, both students and faculty advisors came to appreciate the opportunities that arose from what initially presented as a challenge.
The primary limitation of the study was the lack of preceptor participants, limiting the findings to the experiences of opportunities and challenges from the perspective of students and faculty advisors. The perspective of nursing preceptors during preceptorship, in particular during rural preceptorship, remains a gap in the current literature and warrants examination. Barriers to participation in research among rural RNs requires more clear understanding. Strategies or incentives to improve recruitment of rural RNs in research are critical to address barriers to participation.
Students who successfully navigate the close-knit, rural practice community experience are empowered by a sense of belonging that enhances their learning throughout their preceptorship. Rural communities are commonly home to complex populations encompassing diverse religious, ethnic, cultural, and multigenerational families (Crow, Conger, & Knoki-Wilson, 2011; Lake Morgan & Reel, 2003). These participants described how the rural preceptorship contributed to a greater understanding, appreciation, and respect for cultural diversity that grew alongside their relationships with the community members for whom they cared. Their images captured the unique nature of the rural community and reflect the local culture and community spirit that represent the essence of the community. This reflects the congruence between the research method and the unique nature of the research setting. By employing a postcolonial framework, the research participants gave voice to the unique way of being of each rural community. The photographs were unique to each community, eliciting rich descriptions of its characteristics. These images also evoked scenarios the students witnessed in the hospitals, such as farming and highway traffic accidents. Such instances exemplified patient concerns that are common in rural health care.
Rurality remains an elusive concept, difficult to define. Nevertheless, the participants' photographs and comments captured the sense of community spirit, patterns, habits of communication, and cultural contexts that comprised the distinct nature of each rural community to which they were assigned. Significant and meaningful connection with community members is essential, not only to engage community member participation but to improve effective knowledge transfer at the community level. PhotoVoice has been used as a method of data collection to enhance knowledge transfer among marginalized groups. Within the context of this study, PhotoVoice is not only congruent with the epistemological and ontological assumptions of postcolonial feminism, but it also was an effective method for engaging participants and representing the unique nature of rural nursing preceptorship. This form of inquiry places the voice of the individual or community at the forefront, thus producing knowledge that represents their unique needs and experiences (Racine, 2003).
More research about rural health is needed to understand the cultural and contextual factors that uniquely affect the health status of rural Canadians. Adequate preparation of future nurses who work in rural and remote communities is essential to ensure access to safe, competent, and culturally aware nursing care. Rural practice placements have the potential to enrich undergraduate nursing education and to expose undergraduate nursing students to the role of the rural nurse. This role is unique in that it affords meaningful connections with the rural community at large, through identifying and responding to specific cultural and community needs. Students are encouraged to learn with and from each other by active engagement with peers, preceptors, and interprofessional team members. Although the purpose of this study was not intended to examine undergraduate nursing students' desire to seek employment in rural communities, successful rural nursing preceptorships introduce future nurses to the challenges and opportunities of rural practice and may encourage recent graduates to seek out permanent employment in rural settings.
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Meyer Bratt, M.M., Baernholdt, M. & Pruszynski, J. (2014). Are rural and urban newly licensed nurses different? A longitudinal study of a nurse residency program. Journal of Nursing Management, 22, 779–791. doi:10.1111/j.1365-2834.2012.01483.x [CrossRef]
Oosterbroek, T. (2017). Challenges and opportunities of rural nursing preceptorship: A PhotoVoice perspective (Unpublished doctoral dissertation). University of Alberta, Edmonton.
Pront, L., Kelton, M., Munt, R. & Hutton, A. (2013). Living and learning in a rural environment: A nursing student perspective. Nurse Education Today, 33, 281–285. doi:10.1016/j.nedt.2012.05.026 [CrossRef]
Racine, L. (2003). Implementing a postcolonial feminist perspective in nursing research related to non-Western populations. Nursing Inquiry, 10, 91–102. doi:10.1046/j.1440-1800.2003.00169.x [CrossRef]
Racine, L. & Petrucka, P. (2011). Enhancing decolonization and knowledge transfer in nursing research with non-western populations: Examining the congruence between primary healthcare and postcolonial feminist approaches. Nursing Inquiry, 18, 12–20. doi:10.1111/j.1440-1800.2010.00504.x [CrossRef]
Ray, M.A. (2010). Transcultural caring and dynamics in nursing and health care. Philadelphia, PA: FA Davis.
Sedgwick, M.G. & Rougeau, J. (2010). Points of tension: A qualitative descriptive study of significant events that influence undergraduate nursing students' sense of belonging. Rural and Remote Health, 10, 1569.
Sedgwick, M.G. & Yonge, O. (2008). Undergraduate nursing students' preparedness to "go rural."Nurse Education Today, 28, 620–626. doi:10.1016/j.nedt.2007.09.014 [CrossRef]
Shields, M. & Tremblay, S. (2002). The health of Canada's communities. Ottowa, Ontario, Canada: Statistics Canada. Retrieved from http://www.statcan.gc.ca/pub/82-003-s/2002001/pdf/82-003-s2002002-eng.pdf
Webster, S., Lopez, V., Allnut, J., Clague, L., Jones, D. & Bennett, P. (2010). Undergraduate nursing students' experiences in a rural clinical placement. Australian Journal of Rural Health, 18, 194–198. doi:10.1111/j.1440-1584.2010.01153.x [CrossRef]
Yonge, O. (2009). Meaning of boundaries to rural preceptors. Online Journal of Rural Nursing & Health Care, 1(15). Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.201712840&site=eds-live&scope=site
Yonge, O., Luhanga, F.L., Foley, V.C., Jackman, D.M., Myrick, F. & Oosterbroek, T. (2018). Challenges and opportunities in rural nursing preceptorship: What multimedia participant action reveals. Quality Advancement in Nursing Education, 4(1). doi:10.17483/2368-6669.1130 [CrossRef]
Yonge, O., Myrick, F., Ferguson, L.M. & Grundy, Q. (2015). Lessons about boundaries and reciprocity in rural-based preceptorships. Quality Advancement in Nursing Education, 1(2), Article 4. Retrieved from http://qane-afi.casn.ca/cgi/viewcontent.cgi?article=1002&context=journal
Yonge, O.J., Myrick, F., Ferguson, L.M. & Grundy, Q. (2013). Multiple lenses: Rural landscape through the eyes of the nurse preceptors and students. Journal of Rural and Community Development, 8, 143–159 Retrieved from http://journals.brandonu.ca/jrcd/article/view/701/159
Dr. Oosterbroek is Assistant Professor, Faculty of Health Sciences (Nursing), University of Lethbridge, Lethbridge, Alberta; Dr. Yonge is Professor and Vargo Chair, Faculty of Nursing, and Dr. Myrick is Professor Emerita, Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
The authors thank the nursing students, faculty members, and nursing staff who supported the doctoral research study that informed this article.
Address correspondence to Tracy Oosterbroek, PhD, RN, Assistant Professor, Faculty of Health Sciences (Nursing), University of Lethbridge, 4401 University Drive, Lethbridge, AB, Canada T1K 6C4; e-mail: tracy.oosterbroek@uleth.ca.
Copyright 2019, SLACK Incorporated
Received: September 06, 2018
Accepted: December 10, 2018
10.3928/01484834-20190221-04
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Beyonce took over the show with her performance of Run the World (Girls) tonight at the 2011 Billboard Music Awards. She was honored by First Lady Michelle Obama, Lady Gaga, Bono, Barbra Streisand, Stevie Wonder, and more!!! Her momma Tina Knowles and nephew Julez presented her with the Millennium Award. Yeah… she rocked….


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Caption: Everything Is Not Alright at the "Fun Home"
You are here: Home / Featured / Good Luck Macbeth / Spot On / Theater / Caption: Everything Is Not Alright at the "Fun Home"
Shakespeare once wrote, "to thine own self be true." LBGTQ+ or straight, it's all very simple and, yet, so complicated when we are not open to being true to ourselves. "Fun Home," the musical now showing at Good Luck Macbeth, invites us to take a serious look at how we accept who we are and how communication and self-truth are the only security we really need. This play, which is the debut directorship for Jesse Mae Briggs, makes the call to listen, accept, and love.
The shabby set will prompt some imagination as middle-aged cartoonist Alison Bechdel (Malary Engstrom) tries to unlock the pieces of her life that triggered each significant milestone, especially those influenced by the opacity of her parents Bruce (Ryan Kelly) and Helen (Stacy Russell). Alison and her family, including brothers Christian (Bryce Hurley) and John (Max Bailie), live in a restored Victorian home that is attached to the family mortuary (the Fun Home) where, on the surface, everything is in its place.
Imani Valle soars as young Alison and, together with Hurley and Bailie, brings infectious childhood energy to every scene. However, their voices were nearly overshadowed by the percussionist' (Brandon Dodge) over-exuberant rhythm and tendency to solo when blending was more appropriate. The rest of the band played beautifully. The children bring the perfect harmony of lightness to Engstrom's serious self-reflection.
Kelly's booming voice and stage presence encapsulate the character with his frustration, self-deception, parental love, and the ability to ignore everyone else including his own truth. Russell plays Alison's mother elegantly until we see her true depth as she reveals her own misery and the melting of her luster—broken dreams tarnished by the "days and days" of duty of her generation. Young adult Alison (Natalie Gonzalez), in her college self-discovery and first love, convinces us all that "changing our major" to Joan (Amelia Giles) is the best possible option. Gonzalez and Giles' chemistry is just so right.
While the set may require creativity from the audience, Katelyn Caufield's costumes were well selected to each era, especially those worn by older Russell. JoAnna Wagner's choreography was fun-filled for the larger scenes and the cast performed their numbers with ease. It is clear that Briggs, with her Assistant (Timothy Mahoney) and Musical Directors (Kris Engstrom), understood the depth and balance needed for this type of musical. It is obvious that a respectful delicateness was applied to this relevant performance. Engstrom was perfection, granting us the pleasure of listening to him parse Alison's truth for an hour and a half.
This transformative musical has a message for anyone who has been a child or parented/mentored a child. I went home and hugged my children a little tighter with a promise to remind them often that I accept their whole person, share my own experiences without self-judgment, talk about what really matters, and listen. Truth isn't redundantly used in this play; it is the foundation of how we shape our identity. Because, deep down, all we really want is to be loved and accepted for our own uniqueness.
This is a talented cast that will keep you engrossed even without an intermission. You will laugh with joy and may even be triggered to tears. Fun Home is, hands down, the best community theater performance I've ever attended. This show needs to be sold out every night and run forever (or at least extra performances)!
Lisa Genasci, Art Spot Reno theater critic
What: "Fun Home"
Where: Good Luck Macbeth Theatre, 124 W. Taylor St.
When: through July 27
Tickets: Make reservations online at goodluckmacbeth.org, call 775-322-3716, or email: info@goodluckmacbeth.org
Tony Award winning play The Humans at the RLT Local Artist Examines the Heart


text:
Q: ln(N * e^st) to a Matrix A * x = b given is this function $y = N \cdot e^st$.
I have to transform it to a "linear"(least square approx.)
$\implies y = \ln(N)+ st$
How do I put this to a Matrix form $A \cdot x = b$
$N$ and $s$ are unknown.
The only problem that I have is I don't know how to represent $\ln(N)$ in the Matrix because $N$ is unknown.
I know that the Matrix should look like this:
\begin{bmatrix}" "&t\\\end{bmatrix}
multiple by the unknowns
\begin{bmatrix}N\\s\end{bmatrix}
What should I write in "" so when I multiply the matrix, it gives the $\ln(N)$

A: So if we have the formula $$y_i=Ne^{st_i},$$ where $N,s$ are variables, and $y_i,t_i$ are known, we can take the log on both sides leading to: $$ \text{ln}(y_i) = \text{ln(N)}+st_i$$
Now supposing, we have $M$ such equations, we can stack them into a matrix-vector equation,
$$ \begin{bmatrix} \text{ln}(y_1) \\ \vdots \\ \text{ln}(y_M) \end{bmatrix} = \begin{bmatrix} 1 & t_1 \\ \vdots & \vdots \\ 1 & t_M \end{bmatrix} \begin{bmatrix} \text{ln}(N) \\ s \end{bmatrix}$$ In which we recognize, $b=Ax$. By solving the above (assuming we have 2 or more independent equations) we will obtain $s$ and $\text{ln}(N)$, which will in turn lead us to $N$.


text:
Q: @staticmethod, can anyone explain the following python code? class A:
    def __init__(self):
        pass

    @staticmethod
    def a():
        return "a"

class B1(A):
    def __init__(self):
        super().__init__()

    @staticmethod
    def a():
        return "b"

class B2(A):
    def __init__(self):
        super().__init__()

class C1(B1):
    def __init__(self):
        super().__init__()

    @staticmethod
    def a():
        return super(C1, C1).a()

class C2(B1):
    def __init__(self):
        super().__init__()

    @staticmethod
    def a():
        return super(B1, B1).a()

So here's a tricky thing I'm having understanding.
B2().a()  returns a, even though B2 doesn't have a method called a().
How come?
Also, I don't quite understand how staticmethod differs from the other methods.

A: Every class here inherits (directly or indirectly) from A (that's what class B2(A): is telling you).
Since they inherit from A, they have access to A's methods. All the @staticmethod decorator does is suppress passing self to the method implicitly when it's called on an instance, so that A.a() and A().a() work the same; similarly, B2.a() and B2().a() work the same way, invoking A.a().


The use of renewable energy for building heating continues to grow. The most common renewable energy heat sources for these applications are solar thermal collectors, heat pumps, and wood-fired boilers. The are many products in each of these categories on the North American market, but, without proper system design, none of them can deliver their anticipated benefits.
Over the last two years I've been writing a new textbook that provides that system level design information. It's entitled HEATING WITH RENEWABLE ENERGY: Practical, Hydronic-based Combisystems for Residential and Light Commercial Buildings.
This new text is structured similar to my other textbook: Modern Hydronic Heating. It begins with the "building blocks:" A solid overview of modern hydronics technology. It goes on to provide detailed quantitative and qualitative information on solar thermal collectors, air-to-water heat pumps, geothermal water-to-water heat pumps, and several types of wood-fueled boilers.
This text presents many unique system design concepts, details, and design tools that you won't find anywhere else. Several chapters present a variety of complete system designs, including piping schematics, control wiring diagrams, and descriptions of operation.
If you want to design practical and reliable systems that leverage the efficiency of renewable energy heat sources using the latest hydronics technology, this book shows you how to do it.


text:
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Refuse to Be a Victim
A couple off for a romantic weekend in the mountains are accosted by a biker gang. Alone in the mountains, Brea and John must defend themselves against the gang, who will stop at nothing to protect their secrets.
The Human Centipede 2 (Full Sequence)
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Progress Update
With the Giving Tuesday push came a few thoughtful messages asking about a progress update. We know this is much overdue and ask that you graciously bear with us as we attempt to lay it all out for you.
We launched HOM to the public with only a couple hundred dollars in our bank account and have been trudging through what we've called the "fundraising phase" ever since. Our first fundraiser (Be The Good shirts) brought in a little over $5,000 and we've been slowly building from there while heading towards a rough goal of around $300,000 to build a 3,600 square foot house. As a faith based organization, we don't qualify for government grants, so private donations and fundraising was/is our main avenue of income. We knew this would be tricky for a small community already saturated with amazing organizations.
After 3 Miles for Marys, 2 (almost 3 – thanks, Harvey) Savory Septembers, 1 Silent Night, 2 Ladies Teas, a few t-shirt fundraisers, 1 exhausting garage sale, church love offerings, and private donations we currently have a balance of $225,271.43 in the HOM bank account. By the Grace of God, every fundraiser has turned a profit with the exception of one that thankfully broke even. Every cent has been saved or multiplied through fundraising.
Where we're going:
We've got enough money in the bank to finally begin building a house. We've got plans, permits, land, a general contractor, material suppliers, volunteers, house mom position inquiries, and dozens of phone calls and messages from would-be residents that we've had to refer elsewhere because we don't have a house yet – which is heartbreaking Every. Single. Time. We've even had our official ground breaking, but the one single thing we are lacking is dry land. That's it. We "broke ground" and it rained. And rained. And rained some more. As soon as we think it's dry it rains again. The ground simply won't dry out enough to dig down to the required depth to be able to build up for our foundation, per the geo-technical survey done for the land in that area.
That's the long and the short of it. It's exhausting and exciting and discouraging and encouraging all lumped together. All we can do as we wait is continue to raise funds in hopes of getting ahead on building costs and future operating expenses.
We are so grateful to all of you for sticking with us since the very beginning and hope for your continued support as we keep pushing forward. Please pray earnestly with us for DRY GROUND!
HOM Board