text:
using System;
using System.Collections.Generic;
using Shouldly;

namespace NorwegianShouldly
{
    //
    //  Translates GenericShouldBeTestExtensions.cs in the Shouldly codebase
    //

    public static class GenericShouldBeTestExtensions
    {
        public static void SkalVære<T>(this T faktisk, T forventet)
        {
            SkalVære(faktisk, forventet, () => null);
        }
        public static void SkalVære<T>(this T faktisk, T forventet, string egendefinertMelding)
        {
            SkalVære(faktisk, forventet, () => egendefinertMelding);
        }
        public static void SkalVære<T>(this T faktisk, T forventet, Func<string> egendefinertMelding)
        {
            faktisk.ShouldBe<T>(forventet, egendefinertMelding);
        }

        public static void SkalIkkeVære<T>(this T faktisk, T forventet)
        {
            SkalIkkeVære(faktisk, forventet, () => null);
        }

        public static void SkalIkkeVære<T>(this T faktisk, T forventet, string egendefinertMelding)
        {
            SkalIkkeVære(faktisk, forventet, () => egendefinertMelding);
        }

        public static void SkalIkkeVære<T>(this T faktisk, T forventet, Func<string> egendefinertMelding)
        {
            faktisk.ShouldNotBe<T>(forventet, egendefinertMelding);
        }

        public static void SkalVære<T>(this IEnumerable<T> faktisk, IEnumerable<T> forventet, bool ignoreOrder = false)
        {
            SkalVære(faktisk, forventet, ignoreOrder, () => null);
        }
        public static void SkalVære<T>(this IEnumerable<T> faktisk, IEnumerable<T> forventet, bool ignoreOrder, string egendefinertMelding)
        {
            SkalVære(faktisk, forventet, ignoreOrder, () => egendefinertMelding);
        }
        public static void SkalVære<T>(this IEnumerable<T> faktisk, IEnumerable<T> forventet, bool ignoreOrder, Func<string> egendefinertMelding)
        {
            faktisk.ShouldBe<T>(forventet, ignoreOrder, egendefinertMelding);
        }

        public static void SkalVære(this IEnumerable<decimal> faktisk, IEnumerable<decimal> forventet, decimal toleranse)
        {
            SkalVære(faktisk, forventet, toleranse, () => null);
        }
        public static void SkalVære(this IEnumerable<decimal> faktisk, IEnumerable<decimal> forventet, decimal toleranse, string egendefinertMelding)
        {
            SkalVære(faktisk, forventet, toleranse, () => egendefinertMelding);
        }
        public static void SkalVære(this IEnumerable<decimal> faktisk, IEnumerable<decimal> forventet, decimal toleranse, Func<string> egendefinertMelding)
        {
            faktisk.ShouldBe(forventet, toleranse, egendefinertMelding);
        }

        public static void SkalVæreSammeSom(this object faktisk, object forventet)
        {
            SkalVæreSammeSom(faktisk, forventet, () => null);
        }
        public static void SkalVæreSammeSom(this object faktisk, object forventet, string egendefinertMelding)
        {
            SkalVæreSammeSom(faktisk, forventet, () => egendefinertMelding);
        }
        public static void SkalVæreSammeSom(this object faktisk, object forventet, Func<string> egendefinertMelding)
        {
            faktisk.ShouldBeSameAs(forventet, egendefinertMelding);
        }

        public static void SkalIkkeVæreSammeSom(this object faktisk, object forventet)
        {
            SkalIkkeVæreSammeSom(faktisk, forventet, () => null);
        }
        public static void SkalIkkeVæreSammeSom(this object faktisk, object forventet, string egendefinertMelding)
        {
            SkalIkkeVæreSammeSom(faktisk, forventet, () => egendefinertMelding);
        }
        public static void SkalIkkeVæreSammeSom(this object faktisk, object forventet, Func<string> egendefinertMelding)
        {
            faktisk.ShouldNotBeSameAs(forventet, egendefinertMelding);
        }
    }
}

redpajama_set_name: RedPajamaGithub


Jennifer is an accomplished consumer healthcare products veteran with almost 30 years of combined consulting and sales management experience. Jennifer has a strong customer and marketplace focus, and a deep understanding of the retail environment, shopper marketing, and category management, as well as considerable expertise in building sales force capabilities.
Jennifer joined MPG in 2009 and leads client engagements across a wide range of consumer health product segments, designing and implementing winning strategies for portfolio, pricing, and trade investment optimization; high-performing customer-centric sales organizations; and category leadership and transformation.
Prior to joining MPG, Jennifer served for two decades in various sales and sales management roles at Wyeth and then Johnson & Johnson (J & J). Her strong performance and expertise in building capabilities around Shopper Marketing, Category Management, Integrated Business Planning, and New Item Launches earned her the position as Director of J&J's Sales Center of Excellence, which built these capabilities for all J&J consumer brands across 26 HBC categories. She also played a key role in the Pfizer integration in building an infrastructure to bring six sales forces together into one team.
Jennifer has a B.A. in Business Management from Gettysburg College.


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I havent had any one else with this problem either to help piece together what could cause this.
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text:
Home News Hot cross bun style treats to try at Edinburgh's bakeries and cafes this Easter – from gelato to bacon rolls
Hot cross bun style treats to try at Edinburgh's bakeries and cafes this Easter – from gelato to bacon rolls
They say that the hot cross bun originated sometime in the 15th century.
It's definitely been around for longer than Mini Eggs, and we're big fans of the original Easter treat in all its toasted glory.
Others obviously are too, as the supermarkets always go wild at this time of year. Marks & Spencer has gone for cheesy, chocolate or salted caramel versions, while Waitrose has a White Chocolate and Lemon, and Sticky Toffee, as well as Heston from Waitrose Mocha Coffee numbers.
The Little Chartroom's dish
However, here are a few alternative bun tributes, from hot cross scones to gelato, from Edinburgh's independent businesses. One a penny, two a penny.
If you haven't tried a proper hot cross bun – ie. one that hasn't been mass produced for a supermarket – get ready to blow your mind. We're huge fans of the sourdough hot cross buns at these bakeries, with branches at Morningside, Portobello, Dalry, Leith, where there's three, and a new venue at 9 Comely Bank Road. They're incredibly fruity and pleasingly squishy. However, if they don't take your fancy, they've also launched an orange and pistachio baklava bun for Spring.
Bakery Andante's roll
We've never seen a hot cross bun appear on a fine-dining menu, but this restaurant is using it as part of a cheese plate course, with the offering that is 'whipped Hebridean Blue cheese, carrot jam and hot cross bun glazed in carrot molasses'. This dish will be available until the end of the month, so hop along to the suite.
Mimi's Bakehouse Comely Bank
This cafe, with branches at Comely Bank, Leith, Royal Mile, Corstorphine and other destinations, always pulls out all the stops at Easter. This year is no exception, and they've got Creme Egg brownies and Easter Chick Cupcakes that are a bit too cute to eat. However, they're also serving up the hybrid cakes that are Hot Cross Scones, which are being served at all the cafes or as part of their Easter Afternoon Tea boxes, available for collection or delivery from April 15-17.
We're strangely intrigued by this bakery's Hot Cross Bun Bacon Roll, which will be a special until April 24. As well as outdoor-reared bacon, this hot cross bap also contains maple syrup, to ramp up the sweet and salty vibe. They're also doing Egg-cellent Easter Pancakes topped with white chocolate ganache, mango and peach puree, whipped cream and chocolate, and Deviled Eggs, wrapped in smoked salmon. All available in their cafe only.
There are always a few exciting Easter flavors on offer at this gelato bar, and there's currently a Hot Cross Bun Spice, along with some other delights. If they're sold out, head up the road to Alandas, who are also serving scoops of Hot Cross Bun Gelato, at their Forrest Road shop (and North Berwick) while stocks last.
Your Ifa Should be Happy to Reassure You About The…

redpajama_set_name: RedPajamaCommonCrawl


There is an underrepresentation of academic staff in the discourse around assessment feedback. More needs to be done to understand the experiences of lecturers who often have responsibility for providing feedback. This paper begins to explore the practice of academic staff who work with technology to support feedback provision. It reports on an interview study involving sixteen lecturers working in five different UK higher education institutions; each was using a different combination of tools and technologies. Lecturers describe the decisions made in the formation of practice, and they share the factors that shape both their feedback and their technology use. Influences include underlying beliefs, personal biography, academic identity, and recent experience of family members, collegial networks, and quality management systems. Together these components form an operational feedback ecosystem in which the lecturer mediates the complexity and aligns their choices about feedback with their beliefs and values. The creation of feedback through technology appears to be a work of craft. The findings are especially relevant for academic managers, developers, learning technologists and others who seek to support feedback practices using technology.
Despite all we know about the enormous power of feedback to influence student learning it remains a challenging area of academic practice. Literature offers examples of interventions undertaken by practitioners to enhance feedback (see for example Buckley and Cowap, 2013; Chew, 2014; Mathisen, 2012). It also offers models or advice to help practitioners optimize and reflect upon feedback practice (see for example Nicol, 2010) and it gives guidance on facilitating students to become active partners in using their feedback (Price, Rust, O'Donovan, and Handley, 2012). For over a decade though, feedback has consistently been the lowest scored area for student satisfaction in the UK's National Student Survey. It is suggested that the higher education sector has failed to put theory into practice in relation to feedback (O'Donovan, Rust and Price, 2016).
Many university lecturers, often encouraged by their institutions, have taken up technological tools, such as GradeMark, to improve the feedback given to students. Yet we know little about lecturers' experiences of giving feedback overall, and even less about their experiences of giving feedback using technology. Evans's (2013) meta-study considered 460 papers on feedback from a twelve-year period, she found that only 7.1% had a focus on the lecturer perspective, compared to 57% that were exclusively student focused. Evans is not alone in making observations about underrepresentation of academic staff views, as the same point is made by Li and De Luca (2014) and Topping (2010). A greater understanding of tutor perceptions of feedback is needed to improve lecturer development (Tang and Harrison, 2011).
Literature describes a number of outside forces working to shape feedback practice, including resource pressures (Gibbs and Simpson, 2005), student numbers (Mathisen, 2012), disciplinary expectations of feedback (Hyland, 2013) and movement towards a student as consumer (Higgins, Hartley, and Skelton, 2002). Price, Carroll, O'Donovan and Rust (2011 p. 488) noted the importance of institutional culture in determining feedback practice, they highlight the role of "leadership commitment, power and organisational structures, control systems, as well as a powerful underbelly of informal stories, symbols, rituals and routines often hidden 'beneath the waterline' of formal policies and processes". Literature also tells us that individual beliefs may be important. Approaches to feedback can be viewed as an extension of one's pedagogic beliefs about the learning process, for example behaviourist foundations lead to an emphasis on summative and norm referenced approaches and constructivist approaches lead to a more personalised approach (Ellery, 2008). Lecturers have their own beliefs and attitudes to feedback, but they appear to operate in a context with multiple forces working to shape their feedback strategies. A provisional notion of lecturers being at the centre of a feedback system can be conceived.
This paper reports on aspects of a doctoral study that investigated lecturers' experiences of giving feedback through technology. By exploring individual experiences, the characteristics and dynamic processes of the feedback system are revealed. The research set out to show a range of practitioner experiences and does not focus exclusively on champions of technology.
The world 'in me' i.e. within an individual's own values, beliefs and history.
Structures shape situations in which individuals find themselves; these factors give rise to constraints and enabling factors.
Agents form their own concerns and priorities, and projects.
Agents reflect to subjectively find a way forward.
Archer's model reminds us that in seeking to understand the experience of lecturers, consideration of the structures and influences upon them is needed, but also a full exploration should seek to understand lecturers' concerns and responses. These principles guided the format of the study.
Sixteen narrative interviews explored the feedback and technology practice of individual lecturers. While feedback has many definitions, here the focus was limited to formal feedback on written performances. Formal infers either summative feedback, or feedback which is a common and planned part of a student cohort's learning. The interviews set out to explore values, practices and also any hidden forces at work within the lecturer's feedback experience.
The sampling strategy was emergent (see Table 1). The initial interviews were in my own institution, which is a small specialist, single campus university. External cases were then located to compare the internal findings and to generate new insights, particularly in relation to the role of specific institutional practices and cultures. The external universities were all larger metropolitan universities and the disciplines and technologies represented were diverse. The specific technologies used by those interviewed included: GradeMark™, Microsoft Word™ Comments, Microsoft Word™ Track Change, Jing™, Pebblepad™, Screencastomatic™, PDF Annotation, audio recording, Adobe In Design™ and Dragon Dictate™. The tools themselves are not explored as the research focus transcends individual technologies. The interviews all followed a similar format with interviewees telling their own story of how they became involved in using technology in feedback, and how they developed their practice in a chronological sequence. The interviews were semi-structured to offer similarity of coverage, but emerging ideas did lead to later interviews having some additional questions. Separate interview schedules were developed for those not using technology. These included collecting views about feedback beliefs and technologies, but they also focussed on why technology was not selected for use in feedback. During the interview process I tried to assume a neutral position whereby asking questions about the avoidance of technology was inquisitive rather than accusatory in tone (with inference that a lack of technology could be a practice deficit). This was hugely important in ensuring that participants did not feel judged when being asked about why they did not undertake certain practice.
3 Four lecturers who used technology in feedback; external cases. Purposeful convenience: To achieve external viewpoints, and to further understand the role of context specific factors in the formation of practice. The cases were recruited through mutual contacts. These participants were not previously known to me. Journalism, Graphics, Education, Medical Science.
Within critical realism causal explanation is revealed in the connection between ideas, and through rich detail. A lack of regularity does not prevent claims of causation (Gorski, 2013). With this in mind, the interviews were analysed in two ways. First, individual stories, known as portraits (Seidman, 1998 in Maxwell 2012), were created to understand the influences, processes and decision making for each lecturer. Portraits are a condensed form of the individual narrative, which shows the essence of each case through a reduction process. The reduced narratives seek to highlight any causal connections within an account by reducing the words to the key underlying messages. As a separate strand of analysis, transcripts were coded to identify themes. Coding was largely, but not entirely open. Some themes from the literature of feedback practice were used to give clues and direct attention. These were used to provide high-level codes, which framed more detailed open coding. For example 'lecturer beliefs' was a high level code generated by literature, but the data was used to generate the different beliefs that were evident. During the open coding process these initial codes morphed and emerged to fully reflect the data.
The insights revealed through practitioner stories are much more than a list of influencing factors. Using the critical realist principle of stratification to seek out the nuances of the feedback experience and context, an interconnected system can be seen. In this system there is a relationship between individuals, as well as between individuals and their environment; there are resource challenges; the introduction of new elements, including people, ideas and tools, can trigger change and disturbance; there is diversity and tension too. The dynamic arrangement described here is like an ecosystem. This is captured visually in Figure 1.
At the heart of the model is the individual practitioner with their own beliefs, experiences and identity. Another layer shows an immediate space of social practice wherein new practices are shared, incubated and nurtured, whilst other practices are challenged. Social interactions influence individual decisions to use technology for feedback, the type of technology selected and the way in which tools are used. Social contact was also important in shaping attitudes to feedback per se – with new staff influenced by established colleagues, or established colleagues influenced by those who have been exposed to new ideas. The sources of social influence appeared to differ between institutions. A further layer shows the structures and practices that make up the institutional landscape. Finally is the layer of factors that operate from 'out there'. These factors were not overtly cited as influences on practice, but they were evident in the interview narratives. By example widening participation was present as lecturers describe the different types of student groups that they needed to assess (including in-work based learners); internationalisation was present as lecturers described changing their assessment practices to meet the needs of specific international cohorts of students; and the fee environment was hinted at, as lecturers described the perceived pressure of meeting the expectations of paying students.
Aspects of the ecosystem are hereafter described. Points are presented where they appeared significant across multiple interviews or where they appear significant to an individual story of practice.
Lecturer 6 observed that the changing fee environment had led to his perception that students have higher expectations. He was also aware that the quality policies attribute great importance to formal feedback. He was aware that institutions are conscious of feedback through performance data and are promoting associated professional development. Participation in staff development raised consciousness of higher feedback expectations, while external examiner feedback reinforced the need for legibility and high standards. Legibility was seen as a way to better meet student expectations in a changing external environment and to meet quality requirements.
Lecturer 12 experienced a workload increase associated with more employer engagement courses and rising student numbers. He felt that student expectations of technology were rising, as institutional messaging of this point was clear. A pressure to produce quicker feedback, and technology-enhanced feedback is experienced simultaneously.
All lecturers claimed that feedback was important. All accepted that feedback was a complex business and all felt unsure whether students used feedback. All held personal theories of why feedback was not always used. Beyond these areas of commonality, two distinct belief systems were noted through the analysis. To locate these belief systems, all of the codes relating to each of the feedback beliefs were listed for each lecturer. It became clear from this that there was a great deal of overlap (i.e. around feedback complexity and usefulness), but also some key points of difference particularly around student use of feedback and tutor influence. The two belief systems are described as orientations.
Lecturers displayed hope that students would sometimes use their feedback and they believed that the quality of their feedback was an important influence on student use. The blend of 'hope' and 'belief in tutor influence' provides conditions in which lecturers have confidence that an investment in feedback is worthwhile. All but one lecturer with this belief saw technology as a way to make a difference. Lecturers reported that the 'difference' might be made through increased accessibility, more engaging modes of delivering feedback, delivering feedback quicker, or through a matching of feedback media to learner preference. Lecturers selected their technology to enact their specific beliefs about how to improve student use of feedback.
Lecturers in this category believe that whilst feedback is powerful, their ability to influence student use is limited. Lecturers with this belief set framed feedback as a professional duty. In these cases technology was used to enhance the quality or speed of supply to enable lecturers to meet their professional responsibilities.
These two categories were not mutually exclusive. It was possible to have both a belief that the tutor can make a difference and a strong sense of the need to deliver good feedback. Every participant who used technology displayed at least one of these orientations. Of the two participants who did not use technology, one displayed both feedback optimism and professional responsibility, but did not turn to technology as a way to enact the values. For him, technology was not the way to show professionalism or engage students. The other rejected 'official feedback' seeing it as not necessarily useful for students.
Lecturers' beliefs about technology, and their related practices were categorised, and five descriptors were formed (see Table 2). As with the feedback beliefs, the profile of codes associated with each lecturer was explored for similarities and differences. The emerging categorisation of user-types was then sense checked back to the narrative portraits; this ensured that the codes had not worked in a reductionist manner and that the typology resonated with the thick-description of the stories. The names of the categories were chosen to be as descriptive as possible, with participants own words being borrowed to capture sentiment (in the case of the 'have a go-ers' and 'when it really matters').
You need someone like Dawn saying come on guys; it's not as hard as it looks (Lecturer 12).
June would have had a big influence on [getting started with technology] …I was giving it a go simply because she was doing it and she's making it work (Lecturer 6).
While super-users appeared to be motivational, they also provide a reference point for other lecturers' self-effacement. Three lecturers cited their own abilities in a depreciating way when in-mind of the super users. One even referred to herself as a 'complete idiot' with technology in comparison to Dawn. Communications that cite super users also appeared very influential in determining practice. When super-user 'June' questioned the time involved in GradeMark, one of the interviewees was then reluctant to engage with this technology. The only super user who was interviewed was sensitive to his power and in response he sought to generate evidence of the benefits of different technologies.
There's only so many hours in a day and you've got to make decisions about what you're going to do with those hours and what's going to be best for both your students and for yourself and your career … I think some colleagues have got kind of drawn into IT, and they do a lot of work with IT, but then five years later, they're wondering why they've not been [promoted], and it's because they've not been putting time into the [research] (Lecturer 11).
The other lecturer who didn't use technology in feedback (Lecturer 10) linked this to her proximity to retirement which meant a return on her investment of time would be limited. By contrast other lecturers (Lecturers 7 and 13), who were just starting their careers, were keen to bring change by setting an example to more experienced colleagues.
Lecturers with children in education used their family's experience as a reference point for conceiving their own feedback practices. Two had an awareness of the speed with which feedback was given using semi-automated marking in their children's universities (Lecturers 2 and 12). Another rejected the depersonalized pre-populated comments that his own children found unhelpful in school (Lecturer 11). Family experiences appear to give rise to personal theories about the effectiveness of different approaches to giving feedback.
Lecturers' personal media preferences appeared to influence engagement with technology. Two lectures particularly disliked audio because they both identically stated, "I don't like the sound of my own voice" (Lecturers 2 and 3). They reject audio feedback even though they believed students would find this useful. Another cited her own preference for visual learning as a reason for employing annotative techniques (Lecturer 1).
Previous employment experience exerted an underlying influence on feedback beliefs and technology attitude. Those lecturers who had worked in industry imported the standards and expectations associated with their previous role, for example one lecturer explained: "a lot fed from my consultancy work because there'd be quality assurance … and that invariably would be a Word document …therefore, I'm very familiar with the approach" (Lecturer 5). Another (Lecturer 7) had been a horse-riding instructor, and described how she imported an emphasis on immediate corrective feedback.
I have to present it in a positive and upbeat way, when I'm actually thinking I'm on my fifty-fifth [submission]… and actually I can't keep maintaining that positivity that you need verbally to be able to do that for that number of students (Lecturer 5).
I found that I have tried to develop it because recorded voices can become a bit more maternal (Lecturer 2).
One lecturer who preferred text, but who had experimented with audio, recognised that his text based feedback removed the emotional signals which indicated the good intent of his comments. The benefits he had realised with audio were not replicable in his preferred media. Following his experience with audio, he began to explicitly inform students, via a note at the start of their feedback, that his comments were made with good intent. It appears that feedback is a work of emotional sensitivity, and lecturers consider this in their use of technology and in their formation of feedback. Experimentation with different media can help revise existing practices, even when the new technology is not adopted.
Lecturers adopted the practices of close colleagues especially when they were new to higher education; a process of acculturation occurs as lecturers seek guidance and open themselves to the influence of others. Lecturer 9 described how he was 'shown the way' by colleagues regarding the purpose of feedback. Like a feedback meme, practice is passed on. He 'landed' in a co-located team with particular ways of working and these were quickly passed on. The pairing of new staff with existent staff could be seen as a strong formative influence on feedback outlook.
Experienced practitioners had their practice shaped by the addition of new staff into existing teams. One veteran lecturer described how two members of his module teaching team imported ideas that they had encountered during their post-graduate teacher-training programme. A high degree of trust was needed in the new staff when the experienced practitioner was unfamiliar with the technology, and likewise social confidence was needed on the part of the new team members to take the lead. Collegial social engagement provided compensatory support where individuals lacked confidence to engage with technology.
Professional development opportunities were also cited as a way in which new ideas for feedback, and particularly use of technology, were formulated. The results of professional development relating to technology for feedback were variable. For some, technology was encountered and stored in mind until an opportunity to use it materialised. For others, technology was encountered and was intuitively appealing and while no obvious need was served by its immediate employment, opportunities to use it were actively sought. In some other cases technology was encountered in a situation that does not relate to feedback, but the tool's potential to assist with feedback was identified.
We're a little bit separated… We tend not to have time to go over to the other side [of campus] and talk to people, so it tends to be just us talking, and we do a lot… it's nice because we do have quite a close-knit group, and we do talk a lot about feedback, about what we've been doing (Lecturer 7).
[T]he best ideas happen at the coffee station (Lecturer 2).
When we started out [developing the programme] … we locked everybody in the room … until we came into some consensus about a pedagogical approach that we would adopt. Once we got our agreement then we took it forward as a team so [students] get … continuity (Lecturer 16).
Within course teams different processes of determining feedback methods were evident. One reported a discursive and collegial approach to determining feedback strategies (Lecturer 16), where priority was given to using feedback tools to extend opportunities to practice behaviours such as listening to oral communications. The other team had a more managerial approach with course leaders setting the path for the feedback strategy (Lecturer 15).
Support from specialist e-learning teams was important to all. For assistance, lecturers would turn to both central teams and those that they informally identify as the technology leaders amongst the academic staff. For one of the self-declared 'dinosaurs' engagement with the e-learning team opened the door to dialogue about other uses of technology in teaching.
Lecturers in all institutions had procedural uncertainty when using technology for summative feedback. Four lecturers struggled to meet the requirements for anonymous marking whilst using GradeMark™ and in response one postponed the use of technology, one worked with improvised solutions to adhere to the rules (using stickers on screen to cover up names), another tried to locate a technical solution and the fourth carried on without anonymity concluding that that the technology or rules would need to catch up. The reaction of the individual lecturer appeared to be linked to technical confidence and professional experience.
[The feedback approach] is not being driven by the quality agenda … but obviously it has got to be done with that in mind. Clearly one of the things in terms of the transition from written to the audio to the screen cast has been to consult with external examiners (Lecturer 16).
While Lecturer 13 complied and Lecturer 16 negotiated, Lecture 14 worked as a change agent by advocating the university systems be changed to be more permissive to aid staff take up – again these leadership actions reflect his super-champion profile.
The role of 'second markers' provided another challenge. Some lecturers reported that second markers did not cooperate with the first assessor's choice of technology. For some, this was an opportunity to advocate the benefits of their chosen technology; others felt like they needed to adapt their practice to work with the immovable preference of the other markers. Lecturer 7 described how she encountered reluctance to technology use in second marking, but that she was "putting her foot down" about expectations in this area and explaining to colleagues that students value this approach and therefore they should support the process.
The quality management system clearly shapes feedback practice, especially with technology choices. However it is important to note that individual staff respond differently to the same environment. In some cases the individual lecturer is active in seeking to change rules.
An appreciated benefit that pleased lecturers even though it was not their primary reason for using a specific technology.
An aspiration as practice developed. Efficiencies were actively pursued as proficiency grew. Lecturer 6 described how his practice evolved: "When you're marking you tend to find a lot of repeats. Some missing this and some missing that, so once you've typed it out so you can just edit …So re-using bits. I've got a little technique I've just devised".
A relative concept where the search for efficiencies was traded off against personalisation and depth of feedback. Lecturer 12 was dissatisfied with recycled comments, so he added audio into his feedback to aid personalisation. Lecturer 6 moved from a system of pre-made comments, to a realisation that he needed to customise, as a result he then moved to adopt dictation software to speed up the personalisation process.
A veto, so that when a technology is too burdensome it is rejected.
Time and efficiencies are key components within lecturers' practice narratives; however the concept of time is regarded differently by different lecturers, and regarded in different ways at different points during the journey of developing practice with a specific technology.
some of the feedback here is absolutely fantastic. But …I'm paid the same as other staff who aren't looking at technology and they don't want to and they're not interested.
[some colleagues] purpose is to get through the process as quickly as possible, … certainly having seen this, having second marked work of other colleagues, I just think is appalling.
The coding process showed a co-presence of 'institutional change' and 'fractured practice' (the code given to discord). Lecturers appeared to be looking for an institution led solution to creating a more equitable situation. The non-users of technology also felt tension; there was frustration that technology was too dominant in practice at the expense of dialogue and face-to-face contact. The 'super-champion' sensed tension from colleagues who did not want to utilise technology; he recognised that his approach was not universally applauded. Evidence of some discord was in all institutions represented.
The ecosystem model highlights a range of factors that exist within the experience of lecturers, though many of these factors are not new. For example, Opre, Zaharie and Opre (2008) attributed technology resistance to academics being in the latter stages of their career, while multiple authors recognise the resource pressures associated with feedback (Gibbs and Simpson, 2005; Mathisen, 2012). Notably though, lecturer emotion and the role of biography are less well attended to in literature. The ecosystem alone is insufficient to articulate the practice of feedback. When the reflective deliberations of lecturers are added the picture becomes more complete.
Synergy can be seen between the development of feedback practice using technology, as shown in Figure 1 and Archer's (2003) three stage model of mediation, introduced earlier. The process system in Figure 1 is brought to life by the three-step process, which is summarised in Table 3.
Structures shape situations in which individuals find themselves; these factors give rise to constraints and enabling factors. The feedback context has been shown as being partially determined by both hidden and overt forces. The ecosystem gives rise to constraints on practice (such as quality assurance rules and the organisation of space) and enablers (such as the formal staff development programme). The constraints and enablers can be experienced directly, for example by the limitations of social spaces and colocation, but they are also experienced through social activity as interactions with colleagues brings to life realisations, for example about the importance of competition and accountability.
Agents form their own concerns and priorities, and projects (this is a subjective part of the process). As a product of personal values and beliefs and experiences, lecturers create plans to resolve particular challenges or enable their values and beliefs to be realised. These plans sometimes include technology. Some of the concerns that give rise to the formation of priorities and associated actions, are triggered by social processes, which themselves shape values or highlight concerns.
Agents reflect to subjectively find a way forward (this is a fusion of objective concerns and subjective considerations). Faced with the influence of constraints and enablers and with the inner compass of beliefs and values, the individual practitioner has to find a way through. The navigation and negotiation of different factors is supported by private deliberation, but also by social engagement.
Critical realist principles here are successful in illuminating practice but similarities can also be seen with Christine Hockings' (2011) notion of the artisan teacher. She describes the artisan teacher as holding a reflective capacity to work with complexity, being able to locate and reflect upon the factors which give rise to their attitudes and behaviours, such as their biography, and as being able to navigate through challenges of academic practice while remaining authentic to their beliefs. While Hockings' work was specifically looking at inclusive practice, rather than feedback practice, there is evidence of a similar internal reflexivity guiding the individual practitioners through complexity. As with Hockings' example, within the feedback context it was also the case that factors beyond the control of lecturers invade and shape time, priorities and objectives. On the basis of the evidence presented, it is proposed that feedback can be conceived as an act of craft; something which is negotiated, which is a product of great skill and deliberation, and which is a social, environmental and personal fusion. Conceiving feedback as craft, as something intensely personal to the lecturer as well as the student, could be transformative in how feedback is spoken of, managed and developed. The nature and process of internal deliberation is worthy of more research if this process is to be more fully understood.
Different institutions may have different ecosystems determined by institutional culture, leadership style, policy, physical layout, staff development approaches and other factors. Nevertheless the feedback ecosystem model may resonate with others, and it may be used to trigger discussions about feedback practice or the specific use of feedback technology. It is recommended that those charged with improving feedback practice, particularly through technology, should take time to understand institutional culture and to locate, to return to Price et al. (2011), what is happening "beneath the[ir] waterline". This deeper level of engagement will enable more tailored support, and a fuller appreciation of the experiences of colleagues.


To remove Funmoods from your computer, go to the Control Panel in your Start menu, then click on Uninstall/Remove Programs, find Funmoods Toolbar and click Remove.
How do I remove Funmoods start page from by browser's home page?
In Internet Explorer- Go to Tools and then click Internet Options. On General tab, click Use Default.
In Firefox-Click the 'Tools' menu, look under the 'Home Page' text box on the 'General' tab, enter the URL of the site you would like to use as your homepage, or choose one of the other options.
In Firefox 3.6.x- Go to Tools, click Options. On General tab, click to select your default homepage setting.
In Chrome- click on the Wrench icon (top of browser), go to "Settings", then on "Appearance" section check the "Show Home button" option, click on "Change" and select "Use the New Tab page".
How do I remove Funmoods from my browser's default search?
1.Go to Tools->Internet Options->on "Search" section click on "Settings"->select "Live search" or "Google" or "Bing" and click on "Set Default".
2.Select " Funmoods" and click on "Remove"->Click "Ok"->Click "Close.
In Firefox- Follow "Youtube" movie instructions.
In Chrome- Follow "Youtube movie instructions Or Open "Chrome"->go to Options menu->Settings->On the "Search" section choose "Google" on the drop down menu.
How do I remove Funmoods from newly opened tabs on my browser?
Internet Explorer 8-9 - Go to Tools -> Internet options -> general -> tabs settings, and set the "when a new tab is opened, open" drop down, and choose "The new tab page"
Internet Explorer 7- to remove from Funmoods new tabs, the program has to be uninstalled completely. Please find instructions here.
Firefox- Go to Tools -> addons, click Options, then select Advanced and uncheck the first option "Use Funmoods as enhanced search for new tab".
Chrome- click on the Wrench icon (top of browser), then go to Settings -> Extensions -> Click the trash bin icon next to the Funmoods extension.
How do I remove the Funmoods toolbar?
You can hide the toolbar by right clicking on the toolbar area, then find Funmoods Toolbar and uncheck it.
Windows XP: Go to Start->Control Panel->Add Remove programs->Select "Funmoods Web Search" and click on Remove.
Windows 7: Go to Start->Control panel->Uninstall a program/Programs and Features->Select "Funmoods" and click on Uninstall.
Click on "tools" in the menu bar.
How do I remove Funmoods extension in Chrome?
How do I remove Funmoods search from my address bar on firefox?
Type "about:config" into the address bar and click "Enter", then click the "I'll be careful, I promise!" button. Type "keyword.URL" into the search box that appears. Right-click on the "keyword.URL" entry and click "Modify", enter the search engine you would like to search from the address bar with.
1. Type "about:config" into the address bar and click "Enter".
2. Click the "I'll be careful, I promise!" button.
3. Type "browser.search.defaultenginename" into the search box that appears.
4. Right-click on the "browser.search.defaultenginename" entry and click modify".
5. Enter the name of the search engine you would like to search from the address bar with, or click "Reset" to use the default firefox search engine (google).
Did we not answer your question? Please contact us and we will provide completer solution.


text:
Q: select the last iFrame in the body Imagine I have

I want to select the last one.
I tried body:last-child but it did not work. Any idea how to do it?

A: Should be
iframe:last-of-type { ... }

redpajama_set_name: RedPajamaStackExchange


Vinyl Fence Product was posted in November 28, 2017 at 7:05 am. Vinyl Fence Product has been viewed by 110 users. If you want to use this image, please click the download link below to go to the download page. Right click the image and select "Save Image As" to download the Vinyl Fence Product to your computer or select "Set Desktop Background As" if your browser has that capability.


text:
package cn.aezo.spring.base.hello.aop;

import org.aspectj.lang.ProceedingJoinPoint;

public class LogInterceptor {

	public void before() {
		System.out.println("method before");
	}

	public void around(ProceedingJoinPoint pjp) throws Throwable {
		System.out.println("method around start");
		pjp.proceed();//相当于doFilter里面的chain方法,表示执行链条的下一级
		System.out.println("method around end");
	}

	public void after() {
		System.out.println("method after returning");
	}

	public void throwing() {
		System.out.println("method throwing");
	}
}


O'Shea specialises in portraying animals, making her works in the mediums of watercolour and pastel. Her artworks sell worldwide and are particularly popular at home in Ireland, but also in Europe and the US. She is a member of the Watercolour Society of Ireland and the Dublin Art Society.
replica handbags china Summer is a beach musical, cheap designer bags replica decades later touted as East German Grease. Two groups of carefree teenagers hitchhike to an island on the Baltic Sea. At first, the group of female friends rebuke the guys. Jermain Defoe dedicates his replica wallets OBE to tragic 'best pal' Bradley Lowery after pair struck up special bondFormer England striker struck up a relationship with Bradley during his time at Sunderland as the little lad, 6, battled a rare type of cancerGet football updates directly to your inboxSubscribeSee our privacy noticeThank you for subscribingSee our privacy noticeCould not subscribe, try again laterInvalid EmailJermain Defoe celebrated his OBE by paying tribute to Bradley Lowery, his six year old «best friend» who died last year.The former England striker struck up a relationship with Bradley during his time at Sunderland as the lad battled a rare type of cancer.The Premiership star, whose award recognises the work of the Jermain Defoe Foundation in the Caribbean, said the pair would be posing for pictures to celebrate the footballer's gong if Bradley was still alive.Jermain said he had «an instant connection» with Bradley and «just wanted high end replica bags to spend as much time with him good quality replica bags as possible».»I knew it was a matter of time before the inevitable. After training I would go to hospital or go to his house,» said the 35 year old player.»What happened between him and Bradley was really special and just completely natural. Jermain is such a good person.»The Jermain Defoe Foundation was founded in 2013 by the star buy replica bags to support homeless, vulnerable and abused children high replica bags in 7a replica bags wholesale his family's home country of St Lucia.Jermain's grandparents came from the island and he has been visiting every year since he was a child replica handbags china.


One of the few Polish jazzers with an international profile, Poznań-native Wacław Zimpel is mostly known through his work in one of Chicago reedist Ken Vandermark's Euro-American ensembles. At the same time the clarinetist has established himself as a leader with his own bands, including the one on this CD, featuring German drummer Klaus Kugel.
Although Stone Fog fits snugly in the genre of atmospheric, Nordic scene-setting and adornment, six earlier tunes chug along before ample sonic rewards are audible. "One Side of my Face is colder than the other" and "Stone Fog", the penultimate and final tracks may be chock full of vibrant creative improvising, but the earlier ones meander through a miasma of similar tempos timbres and textures. Although the satisfaction engendered by the last two tunes is like suddenly watching an energized runner start sprinting after an episode of desultory pacing, is the delayed pleasure worth it? Perhaps in a live situation Zimpel could concretely demonstrate the building process that goes into transforming introversion to action, but an aural media is more unforgiving.
There's no quarrel with the band members' individual talents. German bassist Christian Ramond has been part of similar configurations led by clarinetist Theo Jörgensmann and others; Polish pianist Krzysztof Dys also part of trumpeter Maciej Fortuna's group; while Kugel has worked with everyone from trombonist Steve Swell to saxophonist Roby Glod. However as this CD evolves, the collection of key strokes, drum clanks, positioned reed glissandi too often move leisurely, if not downright sluggishly. Only when "Hundreds of Wings Steel the Sun" arrives do the four begin to loosen up a bit. By the track's finale Kugel's strokes are rebounding and Dys' pianism is galloping though supportive glissandi and percussive key slaps. Finally Zimpel too concentrates on transforming discordant whistles and split tones into laughing timbres that emphasize torque as well as staccato linearity.
From there it's just a short step to the superior final tunes. Carefully timed, with processional piano coloring, the title tune is more legato than the others. It also gives Ramond a chance to balance his low-pitched thwacks with piano cadenzas. Overall though, "One Side of my Face is colder than the other" is the CD's highpoint. Mixing a piano part that supplies an ostinato while varying the narrative from semi-abstract to semi-romantic, it's also a Zimpel showcase. Dexterous and colorful his playful lines ricochet into collective exhilaration when joined by piano key-clipping and buzzing bass strings.
In tough economic times one can't say exceptional playing on two tracks is worth the CD's price of admission. But if Zimpel and company could create a future CD along the lines of the last two tracks, that will be a worthy investment.


Compare cross rates between Singapore Dollar And Norwegian Krone. Main daily foreign exchange rates: reference rates provided by the European Central Bank (ECB).
The currency exchange rates cross table from singapore dollar to norwegian krone.
The currency exchange rates cross table between norwegian krone and singapore dollar .


text:
Jebb's Antigone
Collins_Janet_C_201508_MA.pdf (686.1Kb)
Collins, Janet
In the introduction, chapter one, I seek to give a brief oversight of the thesis
chapter by chapter.
Chapter two is a brief biography of Sir Richard Claverhouse Jebb, the still
internationally recognized Sophoclean authority, and his much less well-known life
as a humanitarian and a compassionate, human rights–committed person.
In chapter three I look at δεινός, one of the most ambiguous words in the
ancient Greek language, and especially at its presence and interpretation in the first
line of the "Ode to Man": 332–375 in Sophocles' Antigone, and how it is used
elsewhere in Sophocles and in a few other fifth-century writers.
In chapter 4 I examine the "Ode To Man" itself, which has caused
considerable academic discussion: Does it belong here? What role does it play in
Antigone? Is it essential to the play?
In chapter five I seek to discover the character of Antigone as Sophocles has
drawn her. She is a fascinating woman, not only in her commitment to burying her
brother Polyneices, but also in the subtleties in her that Sophocles has portrayed.
When it comes to Sophocles, conclusions are most difficult, but I needs but try.
Finally, the two appendices examine first Eglantyne Jebb, Sir Richard's
niece who, with her sister Dorothy, founded "Save The Children," and last of all,
the "Apostles," a secret society of Cambridge University of which Jebb was a
URI for this record
Department of Classics Graduate Theses
Request an alternative format
If you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre


Is Celexa the Only SSRI Linked to Birth Defects?
Celexa (citalopram) is a dangerous drug that medical researchers have linked to such neonatal birth deformities as persistent pulmonary hypertension (PPHN), septal and ventricular heart defects, and Shone's Complex, among other abnormalities. Moreover, the severity of these conditions varies from as light as a mild heart murmurs to as serious as prolonged, intensive treatment and even death.
Unfortunately, many patients don't realize that Celexa isn't the only selective serotonin reuptake inhibitor (SSRI) connected to fetal birth conditions. Similar antidepressants like Prozac, Zoloft, Paxil, and Lexapro are also thought to cause birth defects in newborns.
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text:
Belinda Peregrín — cantora mexicana
 Belinda (álbum) — álbum de estreia da cantora Belinda Peregrín
 Belinda (satélite)
 Belinda (telenovela)
 Monte Belinda — estratovulcão na ilha Montagu
 Johnny Belinda, filme (1948) com Jane Wyman exibido no Brasil como Belinda

Desambiguações de topônimos

redpajama_set_name: RedPajamaWikipedia


Doing the PADI Divemaster training course is not only a fantastic once in a lifetime experience (especially if you do it on a tropical paradise island like Koh Tao in Thailand), and the opportunity to become qualified to get paid to take people diving, but it is also the first step towards becoming a PADI Open Water Instructor. In order to be a dive professional you need to know and be able to demonstrate every skill required for dive training.
If you aren't sure if you want to be a PADI Instructor yet, being a PADI Divemaster still gives you the opportunity to experience the thrill and satisfaction of creating new divers by assisting Instructors teaching the PADI Open Water Course. And a big part of this is being able to demonstrate all the skills required to pass the course, and help students practice them.
This is why the Sairee Cottage Divemaster Training Programme puts a lot of emphasis on training our candidates to the highest possible standards when it comes to skill demonstration.
So, if you've already decided you want to become a PADI Dive Professional and you want to be one of the privileged few that get to do it in the paradise that is Koh Tao, Thailand, then choosing to do your Divemaster training at Sairee Cottage Diving is the best choice you can make.


text:
#include "stdneb.h"
#include "scriptfeature/inc/script_utility.h"
#include "core/refcounted.h"
#include "foundation/util/scriptbind.h"
#include "foundation/util/string.h"
#include "graphicsystem/GraphicSystem.h"
#include "rendersystem/base/RenderDeviceTypes.h"
#include "graphicsystem/base/RenderToTexture.h"
#include "graphicsystem/base/ImageFilters.h"
#include "graphicsystem/GraphicObjectManager.h"
#include "resource/resourcemanager.h"
#include "graphicfeature/components/cameracomponent.h"
#include "graphicfeature/graphicsfeature.h"
#include "resource/resinfo.h"

namespace App
{

    void ICallReg_ScriptRuntime_GraphicSystem( void );

	//------------------------------------------------------------------------
	static MonoObject* ICall_GraphicSystem_GetSceneCamera( )
	{
		CameraComponent * ret = static_cast<CameraComponent *>(Graphic::GraphicSystem::Instance()->GetRenderingCamera()->GetOwner());
		return CppPointerToScriptObj<CameraComponent>(ret);
	}
    //------------------------------------------------------------------------
	static void ICall_GraphicSystem_RenderCamera( MonoObject* pMonoObj )
	{
		ScriptObjWrapper<Graphic::Camera> self( pMonoObj );
		Graphic::GraphicSystem::Instance()->_RenderCamera(self.GetCppObjPtr());
	}
    //------------------------------------------------------------------------
	static void ICall_GraphicSystem_SetRenderTarget( MonoObject* pMonoObj ,int value)
	{
		ScriptObjWrapper<Graphic::RenderToTexture> self( pMonoObj );
		GPtr<Graphic::RenderToTexture> rt = self.GetCppObjPtr();
		Graphic::GraphicSystem::Instance()->SetRenderTarget(rt,0,RenderBase::RenderTarget::ClearAll);
	}

	static int ICall_GraphicSystem_GetWidth( )
	{
		const RenderBase::DisplayMode& dm = Graphic::GraphicSystem::Instance()->GetMainViewPortWindow()->GetDisplayMode();
		return dm.GetWidth();
	}

	static int ICall_GraphicSystem_GetHeight( )
	{
		const RenderBase::DisplayMode& dm = Graphic::GraphicSystem::Instance()->GetMainViewPortWindow()->GetDisplayMode();
		return dm.GetHeight();
	}

	static MonoObject* ICall_GraphicSystem_GetCameraRenderToTextureByCameraType(int type)
	{
		GPtr<Graphic::Camera> glowCam = Graphic::GraphicSystem::Instance()->GetCameraByType((Graphic::CameraOrder)type);
		Graphic::RenderToTexture* rtt =glowCam->GetRenderToTexture();
		return CppObjectToScriptObj(*rtt);
	}

	static MonoObject* ICall_GraphicSystem_CreateMaterial( MonoString* resID)
	{
		Util::String res;
		Utility_MonoStringToCppString(resID, res);
		GPtr<Resources::MaterialResInfo> matResInfo = Resources::ResourceManager::Instance()->CreateMaterialInfo(res);
		if ( !matResInfo.isvalid() )
		{
			return NULL;
		}
		GPtr<Graphic::MaterialInstance>& mtrl = matResInfo->GetHandle();
		if ( mtrl.isvalid() )
		{
			return CppObjectToScriptObj( *mtrl );
		}
		return NULL;
	}

	static void ICall_GraphicSystem_BlitImage(gpointer textureHandlePtr, MonoObject* destObj, MonoObject* matObj, int passIndex)
	{
		Graphic::RenderToTexture* target = ScriptObjWrapper<Graphic::RenderToTexture>::Convert( destObj );
		Graphic::MaterialInstance* material = ScriptObjWrapper<Graphic::MaterialInstance>::Convert( matObj );
		RenderBase::TextureHandle* tex = static_cast<RenderBase::TextureHandle*>(textureHandlePtr);

		Graphic::ImageFiltrationSystem::Render(tex, target, material, passIndex);
	}

    //------------------------------------------------------------------------
    void ICallReg_ScriptRuntime_GraphicSystem( void )
    {
        static const InternalCallDetail s_cScriptBindInternalCallDetail[] = {
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_GetSceneCamera",							(void*)&ICall_GraphicSystem_GetSceneCamera },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_RenderCamera",								(void*)&ICall_GraphicSystem_RenderCamera },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_SetRenderTarget",							(void*)&ICall_GraphicSystem_SetRenderTarget },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_GetWidth",									(void*)&ICall_GraphicSystem_GetWidth },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_GetHeight",									(void*)&ICall_GraphicSystem_GetHeight },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_GetCameraRenderToTextureByCameraType",		(void*)&ICall_GraphicSystem_GetCameraRenderToTextureByCameraType },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_CreateMaterial",							(void*)&ICall_GraphicSystem_CreateMaterial },
			{ "ScriptRuntime.GraphicSystem::ICall_GraphicSystem_BlitImage",									(void*)&ICall_GraphicSystem_BlitImage },
		};

        int size = sizeof(s_cScriptBindInternalCallDetail)/sizeof(InternalCallDetail);
        for( int ii=0; ii<size; ii++ )
        {
            mono_add_internal_call( s_cScriptBindInternalCallDetail[ii].__pScriptFunName,
                s_cScriptBindInternalCallDetail[ii].__pCppFunPtr );
        }
    }
}


text:
Gerard Molitor
Child Development Specialist Offering Parent Coaching and Consultation
Difficult Behavior and Comfort
How Our Moods Impact Their Behavior
Why They Annoy Us
By Gerard Molitor
Children's nervous systems have evolved to closely monitor their caregivers' emotional states. A caregiver's facial expressions, vocal tone, and body language provide information about her or his mood. Mood operates as a signal, a piece of information that tells the onlooker something about the other person's sense of wellbeing and about that person's felt sense of power relative to their environment.
For children, because of their fragile state in the world and their almost total dependency on others for survival, these signals are vital. The caregiver is the most important locus of information in the child's world. If the caregiver appears strong, happy, or content, the child will be relatively carefree and generally focused on play and exploration when not hungry or tired. The caregiver's behavior and body language will be giving the child the all-clear signal. The message is: yes, the world is a safe place and there's nothing to worry about, go ahead and have fun.
Conversely, if the caregiver appears stressed, troubled, or anxious, the child's nervous system will go into a heightened alert status, trying to determine where the danger might be coming from and when it might arrive. The caregiver's nervous system is signaling that something is wrong. The child reading these signals may go into an adrenalin-fueled state to be better able to respond to danger when it comes, or may become more dependent, clinging to the caregiver in an attempt to enhance their sense of safety. Either way, the child is now in a stressed state. Play and exploration are compromised as attention becomes focused on potential dangers. As the carefree attitude that accompanies the sense of safety evaporates children tend to become more difficult to deal with and less likely to cooperate. And they won't be able to differentiate whether the caregiver's distress signal applies to the past, to the immediate present, or to some vague sense of the future. For the child the prudent course is to take these signals at face value. The nervous system's motto, like the Boy Scouts,' is "be prepared."
It's likely that over tens of thousands of years the children who were better able to read these parental "signals," especially those signals related to safety, and adapt accordingly, would have been surviving to maturity at a higher rate than children who were less attentive to this information. Some of these good signal readers would eventually have become parents and some of their offspring would likely have borne this enhanced ability to attend to and decode safety information from their caregivers. Thus, it's likely that there has been a selection process going on over thousands of generations that has favored offspring who are good at reading parents' "signals" relating to safety over those who are less good at this. So going far back in time, the little ones who were alert to dangers, to predators, to unsafe terrain, because they were good signal readers and their caregivers were good signal givers, were more likely to survive to adulthood and have children of their own.
The point of all this is to say that our children are watching us. They're listening to the tone of our voices. They're reading our facial expressions. They're monitoring our behavior. They're attending to our mood. And this is a good thing.
Whether we know it or not and whether we want to or not, we are always tipping them off to what's going on in our world, and to how confident we feel in relation to the challenges and opportunities it presents. It's probably better for them to "be prepared," in some way, for whatever might happen, than to be oblivious to it. Our children are always in the business of adapting to the signals we're sending. They're almost always in a strategic set, albeit one they're not consciously aware of, that's a response to how their nervous systems are evaluating our mood and behavior.
So this is why, when we're struggling with our children, it's helpful to stop and examine what's happening on our side of the equation. What is our mood telling them? What have we been signaling? What are they primed for? If we don't like what's going on with them, often the most effective thing we can do is to see if we can review and possibly reset the signals we are sending. Our children are doing the best they can to adapt and adjust to the clues we are providing.
Children are much more aware of their social environments than we tend to think, and they are much more active strategists than we give them credit for. But they are largely, or almost wholly, unaware of their awareness, and of the strategies they're adopting in response to this awareness.
Our children are dependent on us for direction, but they are often following the larger directions, the ones that we send without knowing, that emanate from our unconscious processing of our sense of safety and power and viability, the directions that are conveyed through our behavior and our mood.
As Jaak Panksepp, one of the founders of the field of affective neuroscience, says:
Emotional feelings (affects) are intrinsic values that inform animals how they are faring in the quest to survive. The various positive affects indicate that animals are returning to "comfort zones" that support survival, and negative affects reflect "discomfort zones" that indicate that animals are in situations that may impair survival. (1)
Mood seems to reflect our nervous system's ongoing, broad, and largely unconscious assessment of how we "are faring in the quest to survive." At the same time mood appears to reflect a strategy, or a stance our nervous system assumes, in relation to its perception of our odds of success or failure. And because we're such an intensely social and interdependent species, mood is clearly a communicative act. Our mood is meant to inform others: it says to come and enjoy, to keep your distance, to come and offer comfort. I believe that much of what's really important in family life revolves around the significance of mood as assessment, strategy, and signal in daily life. Mood is a nonverbal language that tells a powerful story about the wellbeing of the family and its individual members.
Looked at this way negative mood is not a defect. It's just an assessment that a person's current course of action, whether child or adult, isn't particularly likely to succeed. If we're going to hell in a handbasket, we're less likely to notice it and have the ability to change course, if we're in a celebratory mood. As mood researcher William Morris says: "It is only when demands exceed available resources that one might expect mood to deteriorate." (2)
Humans survived until now because our fragility as individuals was more than offset by our strength as collaborators. That we are able to rely on others, from the time we are tiny, allows us to survive. When we have trouble keeping our moods positive, it's because our nervous systems have determined that the odds appear to be against us, that demands appear to exceed available resources. And that's very often an indication that we are operating outside of supportive relationships.
A couple of my favorite attachment researchers, Mario Mikulincer and Philip Shaver, created what they call a "relational prototype or script," that presents a simple strategy that any of us, child or adult, can use when we experience difficulty. It goes like this:
If I encounter an obstacle and/or become distressed, I can approach a significant other for help; he or she is likely to be available and supportive; I will experience relief and comfort as a result of proximity to this person; I can then return to other activities. (3)
When stressed parents have access to adequate and appropriate support over time, their nervous systems begin a process of recalculating the odds. Resources gradually begin to exceed felt demands and their nervous systems begin to predict positive outcomes again. Their moods eventually signal to their children that all is well, that survival looks good, that the world is a safe place. As the children's nervous systems register this information, their bodies begin to relax and their energies turn again to play and exploration. Their nervous systems register that their parents are available and supportive and that relief and comfort are present if needed.
Much of the work I do with families revolves around helping parents to be able to implement Mikulincer and Shaver's prescription. It's the core mechanism of the attachment process and the critical element in our ability to successfully regulate our own moods and to help our children to regulate theirs. When that's working well, difficult behavior is seldom present.
(1) Panksepp, J. (2010). Affective neuroscience of the emotional BrainMind: evolutionary perspectives and implications for understanding depression. Dialogues In Clinical Neuroscience, 12(4), 533-545. P.533
(2) Morris, William N., (1999). The mood system. In D. Kahneman, E. Diener, and N. Schwarz (Eds.), Well-Being, The Foundations of Hedonic Psychology (pp. 169-189). New York: Russell Sage Foundation. P. 179.
(3) Mental representations of attachment security, Mikulincer & Shaver, in Interpersonal Cognition, Mark Baldwin (ed.), NY: Guilford Press, 2005, P. 238


How can I add a video to my Event?
b. Click "Videos" tab on the Event Profile. You might have to click on the "More" tab to expand the menu bar to see "Videos".
e. Select a video source and enter a Video Link (URL) of the video you want to add to the Event.
f. Click on "Save Video", to add a video to your Event.
2. From the "Apps" section of your Event Dashboard, click on the "Post a Video" button and follow the steps from 'c' to 'f' as in case 1 above.


Children are the future of the motherland, the hope of the nation, as a member of society, we have the responsibility to support them a blue sky, help them grow up healthy and happy, and as an enterprise, in addition to training talents, create social value, more is to give back to the community, shoulder the responsibility of the enterprise. 2016.10 In order to care for special children and disabled children, we arranged and organized some materials and school supplies, and visited Zhangjiagang Welfare Children's Hospital to inquire about the current living and learning situation, hoping to send our concern and care. Children are not only the future of a family, but also the future of a country. It should be a must for our society to give their love.
Through such activities, many employees have more knowledge and definitions of love, we all feel that the whole society is now discussing public welfare activities, love environment can be so real to do some disabled children can truly feel the love given by our company and society.
We are lucky, we have not experienced physical disability days, we grow up under the care of parents, then we should go to help those without parents, need our help children, give them care and care, share their happiness with them, bring a different color for their lives!
Previous:Walking for love, we have been on the road.


text:
"""tests/test_transform.py.

Test to ensure hugs built in transform functions work as expected

Copyright (C) 2016 Timothy Edmund Crosley

Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated
documentation files (the "Software"), to deal in the Software without restriction, including without limitation
the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and
to permit persons to whom the Software is furnished to do so, subject to the following conditions:

The above copyright notice and this permission notice shall be included in all copies or
substantial portions of the Software.

THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED
TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL
THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF
CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR
OTHER DEALINGS IN THE SOFTWARE.

"""
import hug

def test_content_type():
    """Test to ensure the transformer used can change based on the provided content-type"""
    transformer = hug.transform.content_type({'application/json': int, 'text/plain': str})

    class FakeRequest(object):
        content_type = 'application/json'

    request = FakeRequest()
    assert transformer('1', request) == 1

    request.content_type = 'text/plain'
    assert transformer(2, request) == '2'

    request.content_type = 'undefined'
    transformer({'data': 'value'}, request) == {'data': 'value'}

def test_suffix():
    """Test to ensure transformer content based on the end suffix of the URL works as expected"""
    transformer = hug.transform.suffix({'.js': int, '.txt': str})

    class FakeRequest(object):
        path = 'hey.js'

    request = FakeRequest()
    assert transformer('1', request) == 1

    request.path = 'hey.txt'
    assert transformer(2, request) == '2'

    request.path = 'hey.undefined'
    transformer({'data': 'value'}, request) == {'data': 'value'}

def test_prefix():
    """Test to ensure transformer content based on the end prefix of the URL works as expected"""
    transformer = hug.transform.prefix({'js/': int, 'txt/': str})

    class FakeRequest(object):
        path = 'js/hey'

    request = FakeRequest()
    assert transformer('1', request) == 1

    request.path = 'txt/hey'
    assert transformer(2, request) == '2'

    request.path = 'hey.undefined'
    transformer({'data': 'value'}, request) == {'data': 'value'}

def test_all():
    """Test to ensure transform.all allows chaining multiple transformations as expected"""
    def annotate(data, response):
        return {'Text': data}

    assert hug.transform.all(str, annotate)(1, response='hi') == {'Text': '1'}


It's love at first sight for this spectacular, light-filled penthouse with a 770 sq ft private, roof terrace featuring steel trellises & sweeping views in almost every direction. Whether you dine al fresco, garden or relax in the sun, the outdoors is yours to relish in. Inside you can still enjoy the endless views whether in the living room with its two glass walls, gas fireplace & hardwood floors, or the 2nd bedroom with a Chicago skyline view at the horizon. The 9'6" ceiling height makes this condo live large. The open galley kitchen featuring SS appliances, abundant granite countertops, & ample cabinets has easy access to the terrace. You'll appreciate the secluded master bedroom retreat where you can step outside to catch an evening breeze or enjoy the master bath soaking tub. Excellent closet space plus a laundry room with side by side washer dryer. All this luxury living is steps from downtown Evanston's shops, trains, restaurants, & movies. Two garage spaces included.
Have any comments or questions about 1720 Oak Avenue #806, EVANSTON, IL? Ask your question and/or share your thoughts about this property.


Dr. Timothy Johnston has been featured on Good Morning America, recipient of the Healthcare Heroes Award, 2015 and is the official Cosmetic Dentist to the Miss. and Mrs. Virginia Pageant.
After graduating from dental school in 1989, Dr. Johnston embarked on the epic journey of building a private practice from the ground up. While he never specifically set out to inspire others to give great dental care, he always wanted to have his own practice, and he studied diligently on the best ways to do that. Since then, he's mastered enough techniques and improved enough systems to train entire legions of dentists. And he has if you count the hundreds of dental students he taught for 17 years at his alma mater, the Medical College of Virginia, as well as the groups of practicing dentists who have attended his professional development seminars.
Water skiing, car racing, deep-sea diving? Just a few of Dr. Tim Johnston's favorite calming activities after a thrilling week of dental research & management.
A self-professed CE junkie, Dr. Johnston lives for the moment when a new dental technology emerges. He knows it's only a matter of time before he's teaching his staff, and a patient is benefiting from the latest streamlined, painless procedure.
Did you know? Rarely listens to the radio while driving. Instead, rocks out to podcasts on dental work and practice management. Saves everything: notes, lectures, product reviews, and clinical reports—just in case he wants to review it or share it with his staff. Met his wife, Kelly, in dental school. There's a chance she delivered your baby. Has three children: Haley, Ben and Will. Loves adventure sports: scuba diving, water-skiing, and car racing. Flies model airplanes (by remote control).


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text:
EMA's 2005 Creative Excellence Awards. And the winner is…
TMP captured a total of 42 awards at the Employment Management Association (EMA)'s 2005 Creative Excellence Awards, which were held April 21st in Dallas, Texas.
At the top of the wins was the prestigious "Dansker Award" for work on behalf of the U.S. Naval Reserve. Each year, the "Dansker Award" is awarded to the single entry the judges deem is the best among all the entries submitted.
"Capturing the Dansker Award two times in just three years is a significant achievement for TMP and an endorsement of our ongoing commitment to leadership and innovation in the recruitment advertising industry," said Michelle Abbey, President, TMP Worldwide Advertising & Communications, Americas.
TMP also won two "Grand Prizes," winning in the "Magazine & Trade Publication" category for work developed on behalf of Schlumberger, and in the "Employee/Internal Communications" category for work developed on behalf of Smart Systems for Health Agency.
In addition, the agency captured 11 First Place Awards, 14 Second Place Awards and 13 Third Place Awards on behalf of clients such as South Trust, Enterprise Rent-A-Car, Northrop Grumman, The New School, Monster Government Solutions, and Sears, among others. TMP, known for its "solutions with an digital edge," had a strong showing in the Digital Category, Winning 10 of 27 digital awards. It also took home a second place specialty award for "Best Campaign for Diversity Recruitment" for work developed on behalf of the Environmental Protection Agency.
The EMA is a Professional Emphasis Group of the Society for Human Resource Management, an industry association committed to advancing the human resource profession. Each year, the EMA bestows its Creative Excellence Awards upon agencies in recognition of the highest achievements in creative recruitment advertising.


Is your kitchen's hallmark feature its chaotic cabinets, overcrowded counters, or limited space for meal prep? Get cooking on one or more of these 21 organizational solutions to minimize the clutter while maximizing surface and storage space!
Create a portrait of perfection and tidiness in the kitchen with this slim line recipe rail. Mount a repurposed picture frame ledge or a strip of painted scrap wood to an empty wall or pantry door and line it with recipe cards and lightweight cooking books to instantly cure cabinet and countertop clutter.
Think you don't have the kitchen space to both wine and dine your guests? This drop-leaf table for your kitchen or dining room proves otherwise! The space-saver (and party-saver) effortlessly folds up at meal time, and down when guests depart.
If you're relying exclusively on kitchen counters and cupboards for surface and storage space, you're missing out on a precious hidden workspace. A kitchen island with built-in shelves can pick up clutter where countertops leave off—creating a focal point that is equal parts fabulous and functional.
Does preparing dinner feel more like performing a juggling act of pots, pans, and spices? This over-the-stove storage unit, comprising a spare wood plank with built-in hooks, creates ample space above and below for securing spices and cookware as you create a culinary masterpiece.
When counters and cabinet shelves grow full, take clutter-clearing to the next level. Here, bargain baskets are hoisted atop cabinets to lend sky-high storage potential without requiring you to install or extend new or existing shelves.
If you have an extra leaning ladder in the garage, upcycle it into this quick-and-easy vertical storage solution. Simply lean the ladder against a spare section of the kitchen wall. Then, hang large S-hooks on the rungs from which you can stash pots, pans, and homegrown planters. If you don't have a spare ladder on hand, learn how to make your own decorative version here.
Good for more than hanging a shower curtain in the bathroom, tension rods can also help you get a handle on kitchen cupboard clutter. Fitted snugly into a window pane and hung with S-hooks, the rods instantly transform into a space-saving floating cupboard for your favorite mugs.
In a pint-sized kitchen, forego clunky chairs for stylish seating options with hidden storage. This ground level drawer topped with butcher block serves as a handsome place to set groceries or essentials. But that's not all! When covered with a throw and pillow, it instantly transforms into a chic and cozy seat for weary guests.
Plastic storage containers of assorted shapes and sizes are tricky to organize in a corner cabinet shelf. The solution? Add a wooden round, adorned with patterned contact paper and door handles. Then, top the round with loose knickknacks to put the lazy Susan to work!
Turn a do-nothing space on the side of a kitchen cabinet or island into a practical storage nook for essentials. Here, minimalist spice racks are mounted against the side of a cabinet and filled with toys and electronics to create an awe-inspiring activity and charging station for the whole family.
Attract attention to your color-coordinated cooking essentials and crockware with a cleverly organized open shelving unit. By grouping together similar items into units, you can create a storage solution that is both accessible and artful.
A bare wall may seem like an unlikely place for a recycling station. But when adorned with bargain cotton totes for stashing paper, plastic, and glass, the humble hallway transforms into an eco-friendly solution for reducing kitchen waste.
Do you value clear countertops but lack cabinet space to keep clutter off your workspace? Look no further than this off-the-wall storage idea. Mount a scrap wooden plank above the window atop L-brackets to create a space-smart unit for stashing seldom-used dishes and decor.
A harmonious color scheme for corner shelving units draws the eye away from clutter and helps your storage blend seamlessly into the space. The key is to choose colors and accents that match surrounding cabinetry and walls.
Pegboard may be known for its skill in the garage at holding tools, but it also acts as a capable organizer in the kitchen. Mount the pegboard to the wall and fill it with S-hooks to put measuring spoons and salt shakers at your fingertips for easy meal prep.
Stop wasting space with a countertop dish drying rack, and hang it up instead! With the rack's all-steel assembly and accompanying hooks that hang from a bargain rod mounted above the sink, drip-drying dishes needn't encroach on your personal space.
Put your reliance in this two-in-one prep station and serving cart for your next barbecue bash. Construction is simple: Attach caster wheels to the feet of a stationary serving table, and voila—you have a portable surface to prep the appetizers and then serve them to your guests!
By simply installing adhesive hooks, you can transform the quagmire of clutter under the sink into an organizational oasis. Here, hooks mounted to the sides of the cabinet carry lightweight gloves and scrubbing brushes, while accompanying shelves shelter household cleaners and wipes.
From whisks to saucepan lids, non-standard-shaped kitchen tools call for non-traditional storage solutions. This resourceful vertical storage unit, fashioned from towel racks, offers an ideal home for pots, pans, loose lids and strainers without eating up too much space.
Some of the best things in a DIYer's life are free—and these paper bag kitchen organizers prove it. Folded into mix-and-match storage containers, humble paper bags transform into space-smart organizers that can fit—and instantly clear—cabinet and drawer clutter.
Don't relegate kitchen essentials like salt shakers or pepper mills to the back of a cabinet. Keep these mealtime must-haves close at hand on a thrift-store tray. Not only will the portable platter catch impending spills, but it can easily be transported between the kitchen and dining room.