text:
The VoiceMaster Speaks at the 5th Regional Youth Entrepreneurship Congress in CamSur
The Camarines Sur Chamber of Commerce and Industry organized its 5th Regional Youth Entrepreneurship Congress, held at the Camarines Sur Convention Center on July 27-28. About 2,000 Business and Management Students, as well as young entrepreneurs of the Bicol Region participated in the conference, along with established business owners who are members of the Chamber of Commerce. The two-day event featured the theme "The Power of the Millennial Entrepreneur," and tackled various topics to help aspiring and existing young entrepreneurs in the region.
Filipino motivational speaker Pocholo "The VoiceMaster" Gonzales was one of the speakers on the second day, who talked about Creating an Entrepreneurial Mindset. Pocholo shared his humble beginnings as a young voice artist, who eventually opened his own recording studio after almost a decade in the industry. He talked about the challenges he encountered as a young professional, and how he made those the motivation for him to establish the first and only voice acting school in the Philippines. Pocholo even amazed the audience with his repertoire of voice impressions, which included cartoon characters, famous celebrities and personalities.
Pocholo then transitioned to the topic of entrepreneurship, and shared what it means to have an "entrepreneurial mindset." Pocholo tied his life story to the qualities that an entrepreneur must have – qualities such as being dedicated, having a vision, and the ability to set goals, among many others. He reminded the young entrepreneurs that they should have a purpose for starting a business that goes beyond simply making money. He encouraged them to think of how their business contributes to the community and to the country in creating positive change.
Pocholo also introduced a different concept of money by using its Tagalog term as an acronym for what people should invest in. According to him, people should not just invest their pera, but rather invest in their P.E.R.A. – which stand for passion, energy, relationships and ability. Pocholo planted the strong message that people who are thinking of starting a business should focus on making a difference than simply making money.
Pocholo's talk closed with his Pochology "Availability is your best ability," and encouraged the audience to make themselves available for opportunities to ignite and cultivate their entrepreneurial spirit.
Pocholo also speaks about Entrepreneurial Mindset as one of the mentors and speakers of the Kapatid Mentor ME Program of Go Negosyo and DTI.
Categories: Blog Tags: Entrepreneurial Mindset, JCI Makati, Makati Young Business Club, Pochology, youth empowerment, Youth Entrepreneurship Academy


text:
Q: Dapper Querylist return type My code looks like this;
 using (IDbConnection cnn = new SqlConnection(GetConnectionString()))
{
    var result = cnn.QuerySingle(sql, parameters);

    return result;
}

Its inside a method inside a class but that shouldn't matter. QuerySingle is said to return a dynamic type, but I have never worked with this before. When I debug this code, what it returns is something like this;
{{DapperRow, Tcode = 'eeeee', Hashedpw = 'NF886jMDl5imyMj0ThDIxA==', Salt = 'Z+HHq6Rt60FPnAf80Lg4Dg=='}}

How should I read this? Are they key-value pairs because the logic behind that doesn't work, it doesn't work like a list or an array. Im completly lost and have no idea what this returns. I only need the values, not the dapperrow, tcode, hashedpw and salt. So bassicly, the return I would need is
['eeeee', 'NF886jMDl5imyMj0ThDIxA==','Z+HHq6Rt60FPnAf80Lg4Dg==']

Can anyone help me out?

A: Currently you are using weak typed QuerySingle(), which will always return key value pair result. If you want to retrieve only values you should use strongly typed QuerySingle() like this.
var result= connection.QuerySingle<TYPE>(sql, parameters);

EDIT: If i got you right
you can define class for example
public class SomeClass
{
  public string Salt {get;set;}
  public string TCode {get;set;}
  public string Hashedpw {get;set;}
}

And you can use this in the code like this QuerySingle<SomeClass> if you are returning multiple result in that case obviously you have to use like this QuerySingle<List<SomeClass>>().
Hope this will help you.

A: Checkout this link for help on QuerySingle
If you create another class, something like this ...
public class TestClass
{
    public string Tcode { get; set; }
    public string Hashedpw { get; set; }
    public string Salt { get; set; }
}

... and changed your QuerySingle call to something like this ...
var result = cnn.QuerySingle<TestClass>(sql, parameters);

... a call like ...
Debug.WriteLine(result.Tcode);

... would result in eeeee comming out of your Debug window
Does that help?

redpajama_set_name: RedPajamaStackExchange


You are wearing a beautiful rose in your jacket buttonhole and at a time when a silk is needed you pluck the flower and it instantly and vivibly transforms into a silk. Comes complete with safe gimmick and silk.
A burning torch is transformed into a beautiful rose in your hand.


This information will help you understand the impact of culture on your change efforts.
These tools will help you bring your team together for a common purpose.
This information will help you help others work under continuously changing circumstances.
These tools will help you run effective meetings.


text:
//

#ifndef FUSION_FUSIONUI_TEXTSTYLE_H__
#define FUSION_FUSIONUI_TEXTSTYLE_H__

#include "textstylebase.h"
#include <qpixmap.h>
#include <qlabel.h>
#include <qpushbutton.h>
#include <autoingest/.idl/storage/MapSubLayerConfig.h>
#include <autoingest/.idl/MapTextStyle.h>
#include "WidgetControllers.h"

class FontDef {
 public:
  QString name;
  std::vector<MapTextStyleConfig::FontWeight> weights;

  FontDef(const QString &name_,
          const std::vector<MapTextStyleConfig::FontWeight> &weights_)
      : name(name_), weights(weights_) { }
};

namespace maprender {
  class FontInfo;
}

class TextStyle : public TextStyleBase {
  Q_OBJECT

 public:
  TextStyle(QWidget *parent,
            const MapTextStyleConfig &config_);
  virtual ~TextStyle(void);
  const MapTextStyleConfig& Config(void) const { return config; }

  // from QDialog
  virtual void accept();

  // from TextStyleBase
  virtual void WidgetChanged();
  virtual void SavedClicked(int);
  virtual void StoreStyle(QWidget* btn);

  static void ShowMissingFontsDialog(
      QWidget* widget, const std::set<maprender::FontInfo>& missing_fonts);

 public slots:
  void FontChanged(int);

 private:
  void GeneratePreview();
  void SyncToWidgets(void);
  void SyncToConfig(void);
  void UpdateWeightCombo(int fontPos);
  void UpdateFontCombos(void);

  static const uint kMaxSavedStyles = 10;
  MapTextStyleConfig config;
  std::vector<FontDef> fonts;
  std::vector<bool> haveSave;
  std::vector<MapTextStyleConfig> savedConfigs;
  QPixmap pixmap;

  WidgetControllerManager manager;

  MapTextStyleSet orig_text_styles;
};

// ****************************************************************************
// ***  TextStyleButtonController
// ****************************************************************************
class TextStyleButtonController : public WidgetController
{
  Q_OBJECT

 public:
  static void Create(WidgetControllerManager &manager,
                     QPushButton *button_,
                     MapTextStyleConfig *config_);
 public slots:
  void clicked();

 public:
  virtual void SyncToConfig(void);
 protected:
  virtual void SyncToWidgetsImpl(void);

 private:
  TextStyleButtonController(WidgetControllerManager &manager,
                            QPushButton *button_,
                            MapTextStyleConfig *config_);
  QPushButton *button;
  MapTextStyleConfig *config;
  MapTextStyleConfig  workingConfig;
};

// ****************************************************************************
// ***  Preview Label
// ****************************************************************************
class TextPreviewLabel : public QLabel {
  Q_OBJECT

 public:
  TextPreviewLabel(QWidget* parent, const char* name);

  // inherited from QWidget
  // support drag
  virtual void mousePressEvent(QMouseEvent* event);
  virtual void mouseMoveEvent(QMouseEvent* event);

  void UpdateConfig(const MapTextStyleConfig& config);

 private:
  bool dragging_;
  MapTextStyleConfig config_;
};

// ****************************************************************************
// ***  Style Save Button
// ****************************************************************************

class StyleSaveButton : public QPushButton {
  Q_OBJECT

 public:
  StyleSaveButton(QWidget* parent, const char* name);

  // inherited from QWidget
  // support drop
  virtual void dragEnterEvent(QDragEnterEvent* event);
  virtual void dropEvent(QDropEvent* event);
  virtual void dragLeaveEvent(QDragLeaveEvent* event);

 signals:
  void StyleChanged(QWidget* btn);
};

#endif // FUSION_FUSIONUI_TEXTSTYLE_H__

redpajama_set_name: RedPajamaGithub


Tá sé mar pholasaí lárnach againn i nGaelscoil Uí Earcáin go ndéantar ár ndaltaí a mhúineadh trí mheán an tumoideachais (Immersion Education) ina bhfuil gach ábhar múinte trí Ghaeilge (seachas Béarla mar ábhar i Naíonáin Mhóra ar aghaidh). Mar pháirt den pholasaí seo, ní mhúintear aon Bhéarla in aon chor don chéad cheithre théarma den saol scoile (Naíonáin Bheaga agus téarma 1 de Naíonáin Mhóra). De bharr na straitéise seo, éiríonn leis na páistí líofacht sa Ghaeilge a bhaint amach agus téann said i dtaithí ar na hábhair eile trí Ghaeilge chomh maith.
Tá teanga na Gaeilge ina ghné lárnach den saol laethúil in aon Ghaelscoil; i dteagasc agus i bhfoghlaim sa seomra ranga, sa chaidreamh a dhéantar amuigh sa chlós agus mar pháirt d'eachtraí seachchuraclaim agus lasmuigh de limistéar na scoile. Déanaimid iarracht cultúr a spreagadh ina mbaintear úsáid as teanga na Gaeilge i slí thairbheach agus oideachasúil. Ní hamháin go bhfuil Gaeilge thaitneamhach agus chultúrtha i suíomh tumoideachais ach tá sí sochrach do na páistí freisin.
Tá dátheangachas forleathan timpeall an domhain agus fágann sé sin go bhfuil an Ghaelscolaíocht agus an tumoideachas níos tábhachtaí inniu ná riamh. Labhraíonn 50% den domhan dhá theanga nó níos mó agus in Éirinn faoi láthair labhraítear níos mó ná 167 teanga. Ciallaíonn dátheangachas go bhfuil cainteoirí líofa in dhá theanga agus éiríonn le páistí a dhéanann freastal ar Ghaelscoileanna seo a bhaint amach, trí thumoideachas. Tá go leor buntáistí a bhaineann le tumoideachas agus leis an nGaelscolaíocht agus téann siad seo go léir i ngleic ar an pháiste ar shlí dhearfach, spreagúil.
· Téann páistí i ngleic le teangacha nua níos tapúla na daoine fásta: Tá sé nádúrtha do pháistí óga a bheith níos tapúla ag piocadh suas teangacha nua ná daoine fásta. Má dhéanaimid leanbh a chur i gcomparáid le duine fásta tuigimid faoi deara go mbíonn líon na bhfocal nua níos mó i gcás an pháiste, fiú más dara nó tríú teanga atá i gceist. Sin an fáth go mbíonn níos mó deacrachtaí ag daoine fásta le teangacha nua ar nós Fraincis, Gearmáinis agus Spáinnis. Má chloistear an teanga nua timpeall ar an bhfoghlaimeoir gach lá éiríonn leo bheith líofa sa teanga sin níos tapúla. Tarlaíonn seo do pháistí i nGaelscoileanna mar nach gcloistear ach Gaeilge i Naíonáin Bheaga agus i dtéarma amháin de Naíonáin Mhóra. Tá sé mar an gcéanna i ranganna eile; caitheann na páistí an chuid is mó den lá scoile gan aon ionchur Béarla ón múinteoir agus leanann an líofacht ar aghaidh.
· Tá páistí in ann foghlaim in aon teanga, fiú muna bhfuil an chéad teanga i gceist: Tá sé ráite go bhfuil 'Common Underlying Proficiency' ag páistí a chiallaíonn go bhfuil deis agus cumas ag gach uile pháiste foghlaim agus nach ndéanann an teanga theagaisc aon difríocht maidir le dul chun cinn an pháiste, a fhad is go dtosaíonn an foghlaimeoir ag úsáid an teanga ag aois óg. Tá páistí, agus iad ag freastal ar Ghaelscoil, óg go leor chun líofacht a bhaint amach i nGaeilge agus sa chéad teanga.
· Déanann páistí forbairt ar smaointeoireacht theibí agus scileanna ardoird trí bheith ag foghlaim ag úsáid an dara teanga: Cabhraíonn líofacht i níos mó ná teanga amháin le páistí scileanna meiteachognaíoch agus smaointeoireacht theibí a fhorbairt. Cuirtear brú ar pháistí atá ag foghlaim trí mheán an dara teanga, Gaeilge mar shampla, smaoineamh faoi conas a oibríonn rudaí, níos mó ná páistí i suíomh Béarla. Mar shampla, bíonn orthu anailís a dhéanamh ar phróiseas agus ar scileanna sa mhata in ionad a bheith ag éisteacht leis an mhúinteoir ag caint fúthu. Tá níos mó smaointeoireacht ardoird i gceist anseo chomh maith. Tá tionchar dearfach ag seo ar IQ, ar smaoineamh ardoird agus cruthaitheacht. Tá na páistí seo in ann 'smaoineamh lasmuigh den bhosca' i slí theibí ilghnéitheach a chabhraíonn leo dul chun cinn a dhéanamh san fhoghlaim.
· Déanann páistí scileanna sóisialta agus cumarsáide a fhorbairt mar go mbíonn ar mhúinteoirí geaitsí, gotha agus gluaiseacht in ionad aistriú go Béarla: Caithfimid, mar mhúinteoirí i nGaelscoil, úsáid a bhaint as an nglór, geaitsí, gotha agus gluaiseacht níos mó agus muid ag déanamh cumarsáide le páistí. I suíomh tumoideachais ní i gcónaí a bhíonn taithí ag páistí leis an dara teanga sa bhaile agus ní thuigeann siad gach focal atá a rá againn. Mar sin, bíonn orainn an glór, geaitsí, gotha agus gluaiseacht a úsáid chun rudaí a mhíniú do na páistí. Is scil thábhachtach í seo mar go dtugann sé deis do pháistí scileanna sóisialta a fheiceáil agus a fhoghlaim. Ní hionann na focail a deirtear i gcumarsáid ach 7% den t-eispéareas a fhaighimid sa chumarsáid. Is ionann 93% agus tuin na cainte, gotha, geaitsí agus gluaiseacht a théann leis na focail. Faigheann páistí taithí ar seo sa Ghaelscoil agus déanann siad forbairt ar na scileanna seo ag aois níos óige.
· Bíonn tuiscint níos fearr ag páistí dátheangach ar struchtúr agus ar rialacha a bhaineann le teangacha: Feiceann na páistí gur lipéid iad na focail atá in úsáid acu agus tuigeann siad go bhfuil níos mó ná slí amháin chun rud éigin a rá. Tá an Ghaeilge an-difriúil ón gcéad teanga a bhíonn ag go leor páistí agus má cuirimid í i gcomparáid leis an mBéarla í, tá struchtúr iomlán difriúil i gceist, go háirithe i gcás ord na bhfocal. Nuair a dhéanann páistí cíoradh ar theangacha mar seo ag an am céanna bíonn siad eolach ar struchtúr agus ar rialacha gramadaí. De bharr seo bíonn páistí cumasach i ngach teanga.
In Gaelcoil Uí Earcáin, it is a central policy that we educate our students through the medium of Immersion Education (tumoideachas) in which we teach only through Irish (except in cases where English as a subject is being taught). As part of this policy, we teach no English whatsoever for the first four terms of the school cycle (Naíonáin Bheaga and term 1 of Naíonáin Mhóra). Through this strategy, the children become proficient in Irish and experience all other curriculum subjects through Irish.
The Irish language is central in every aspect of daily life in a Gaelscoil, whether it is in the classroom's teaching and learning, interactions in the yard or in extracurricular and off-campus activities. We aim to foster a culture here that promotes and uses the Irish language in a beneficial, educational and fun way. The Irish language is not only an enjoyable, cultural aspect of learning but also one that, in an immersion education setting, really benefits the children we teach.
The dominance of bilingualism across the world means that Gaelscoileanna and Immersion Education are more relevant today than ever. 50% of the world speak two languages or more and in Ireland alone more than 167 languages are today spoken. Bilingualism equates with fluency in two languages or more and is exactly what those who attend Gaelscoileanna achieve, through Irish medium education. There are a number of very important factors which prove how beneficial Gaelscolaíocht / Immersion Education is to the child.
· Children are more receptive to new languages than adults: Young children are naturally much quicker at picking up languages than adults. Compare how quickly a toddler picks up words and phrases on a daily basis and how adults sometimes struggle somewhat with foreign languages like French, German or Spanish. This is because children acquire languages more quickly, particularly if they experience this language around them every day. Children who are submerged in the Irish language in Naíonáin Bheaga and Naíonáin Mhóra generally pick it up quickly as a result of this and become fluent in a very short time. It is the same in older class groups because they hear Irish for the predominant part of the school day with no English input.
· Children are enabled to learn, regardless of which language they are taught in: Children are said to have a 'common underlying proficiency' which means that all children are enabled to learn, regardless of the language they are being taught in. As mentioned above, an important factor in the success of this is that children begin learning the language they are being taught through at as young an age as possible. Children, on entry to a Gaelscoil, are young enough to attain proficiency in both Irish and English and be equally skilled in both languages.
· Children build abstract and higher order thinking skills by learning through a second language: Learning more than one language develops the child's metacognitive and abstract thinking skills. Children who are learning through Irish, particularly if Irish is a second or third language, have to think about and analyse how things work more than children in an English speaking setting. For example, in a maths lesson the children become accustomed to analysing what is happening rather than merely hearing the teacher talk about it. This is because they do not have a complete set of words or phrases in which to articulate their learning all the time. They learn more about the processes of the subjects they're learning and engage in higher order thinking. It's been proven to improve IQ, higher order thinking and creativity. Children with two languages or more also recognise words as 'labels' and that one singular object can have multiple labels (e.g. chair, cathaoir, chaise, stuhl) This helps the child think 'outside the box' in an abstract and multifaceted way which greatly enhances their learning.
· Children develop social skills and communication skills because teachers have to use gesture, movement and facial expression as an alternative for translating: We as teachers in a Gaelscoil are implored to use gesture and voice much more when we are communicating with the children we teach. Why? This is because, in an immersion education setting where children are somewhat unfamiliar with Irish, they do not understand every word we say. We as teachers need to use facial gesture, body language and movement when we are talking to help explain what we are saying in Irish. This is a very important skill which the children then learn to their advantage. Only 7% of what we experience in communication comes from the actual words which are said. The other 93% is made up of tone, gesture, expression and movement along with the words. Children who experience this in a Gaelscoil setting become better at these skills at a very early age.
· Children who learn more than one language understand how language works more than those who only learn one language: Children who learn more than one language see words as labels and realise that there are many ways to say something, to describe things or to structure or word a sentence. Irish is a unique language, very different from the first language of most children. Comparing it with English, for example, we see that the order of words is completely different. When children explore different languages like these at the same time they become more aware of the structures and rules of grammar and as a result, extremely proficient at each language.


text:
Don't lean back. Or touch anything. Headrest, seat pocket a plane's germiest spots: Study
Flight attendants said dirty diapers, used tampons and loose condoms have been found in seatback pockets of planes. And, well, headrests ...
Don't lean back. Or touch anything. Headrest, seat pocket a plane's germiest spots: Study Flight attendants said dirty diapers, used tampons and loose condoms have been found in seatback pockets of planes. And, well, headrests ... Check out this story on USATODAY.com: https://www.usatoday.com/story/travel/flights/2018/10/31/most-germs-plane-seatback-pocket-headrest-study/1834314002/
Sara M Moniuszko, USA TODAY Published 2:38 p.m. ET Oct. 31, 2018 | Updated 5:15 p.m. ET Nov. 1, 2018
You might be surprised to find out what the three dirtiest places are on an airplane. USA TODAY
Delta Air Lines' new A220-100 planes have 109 seats and a state-of-the-art interior featuring seatback screens and the widest seats of any plane this size. The A220's main cabin seats measure 18.6 inches in width and have a 4-inch recline.(Photo: Alyssa Marino, USA TODAY)
What's the dirtiest part of an airplane cabin? Surfaces you're likely touching during your flight!
The Canadian Broadcasting Corp.'s Marketplace series investigated which surfaces collected the most bacteria and other pathogens by taking more than 100 samples from 18 different flights on Canada's three major airlines: Air Canada, WestJet and Porter.
Out of all the places that were swabbed, the nearly half contained levels of bacteria or yeast and mold that could put someone at risk for infection.
The most contaminated surfaces? The headrest and seat pockets, which contained E. coli bacteria in some samples.
Flight attendants told the Canadian consumer watchdog series that dirty diapers, used tampons and loose condoms have been found in seatback pockets of planes, which could explain why E. coli was detected.
Yes, timing is important, but there are other factors to consider when searching for cheap flights. Wochit
Former WestJet flight attendant Stephane Poirier told Marketplace that staff typically don't have time to clean planes thoroughly between flights.
"We don't have rags, we don't have spray on board," the flight attendant explained. "Lots of [cleaners] are a dangerous good ... so it's either water from the aircraft, or a napkin."
More: Lion Air: A primer on the Indonesian low-cost airline involved in Monday's crash
More: Man arrested for abusive sexual contact on a plane: Trump 'says it's OK to grab' women
Flight attendant uniforms through the years
From the fashion runway to the airport runway: How have flight attendant uniforms changed throughout the years? Click through for vintage flight attendant looks and some futuristic-looking new designs. Here, Trans World Airline attendants model their uniforms through the ages: on the right, one from 1936, all the way to 2001 on the left. TOM GANNAM, ASSOCIATED PRESS
Southwest attendants in the early 1970s modeled red uniforms with knee-high boots. Southwest Airlines
The first flight attendants hired for Boeing Air Transport (now United Airlines) around 1930 were nurses – and they wore their usual nurse uniforms in the air. BOEING
At the Delta Flight Museum in Atlanta, you can check out an array of vintage flight attendant uniforms, dating back all the way to Delta's first passenger flight from Dallas to Jackson, Mississippi in 1929. David Goldman, AP
Here's one of the options for United Airlines flight attendants in 1968. CLIFF MUSKIET, WWW.UNIFORMFREAK.COM
... and in another color option. CLIFF MUSKIET, WWW.UNIFORMFREAK.COM
In 1970, Pan Am stewardesses wore hats like this one. San Francisco International Airport (SFO)
This Delta flight attendant wrap dress designed by Richard Taylor was modeled on the first day of New York Fashion Week in 2005. A flight attendant union later protested against the uniform, citing Delta's failure to offer bigger sizes. RICHARD DREW, ASSOCIATED PRESS
A flight attendant for Delta Airlines (right) wears a similar Richard Taylor-designed uniform, while another attendant wears a suit from Andy Spade. Michael A. Schwarz, USA TODAY
Korean Air flight attendants modeled the company's new uniforms in Seoul in 2005. JUNG YEON-JE, AFP/Getty Images
Cabin attendants for Emirates Airlines in 2013 wore a tan suit with a red hat and white scarf. Kamran Jebreili, AP
2014 Qatar Airways flight attendants sported an all-maroon look. Fred Lancelot, AP
During a retro-themed aviation fashion show in 2016, one flight attendant wore her original TWA uniform. TWA began operating in 1930 and ceased operations in 2001. Sara Snyder, for USA TODAY
This retro uniform required flight attendants to change mid-flight. Sara Snyder, for USA TODAY
Another retro-inspired look. Sara Snyder, for USA TODAY
American Airlines attendants in 2008 sported smart dark suits with white button-downs. Scott Olson, Getty Images
In 2012, Virgin America launched a new clothing partnership with Banana Republic. Their aim: Bring back the "golden age of air travel" with a fashion-forward crew. Virgin America
If you were a fan of the Banana Republic designs, you could even buy some for yourself – for security reasons, they weren't exactly like the ones flight attendants wore, but they were pretty close. Most items cost between $75 and $250. Virgin America
An Aeroflot attendant shows off her uniform near Moscow in 2017. Alexander Zemlianichenko, AP
Female flight attendants for Vistara Airlines can opt for light purple or pink ensembles that nod to '50s and '60s-era fashion. CHANDAN KHANNA, AFP/Getty Images
2017 brought on a "Jetsons"-esque design for American Airlines' flight attendants. STEVEN LIPPMAN, American Airlines
Looking to the future: Flight attendants showed off Alaska Airlines' sleek new uniforms, which made their debut in January 2018 and will spread to Virgin America and Horizon Air within the next year. Elaine Thompson, AP
Read or Share this story: https://www.usatoday.com/story/travel/flights/2018/10/31/most-germs-plane-seatback-pocket-headrest-study/1834314002/

redpajama_set_name: RedPajamaCommonCrawl


Hornady Brass - Caliber: 300 ACC Blackout - Per 50....See Details For More Info.
Brass Guys LLC Is a Shooting Sports Company Specializing In Re-manufactuRed Brass. Our Fully Processed Brass Undergoes a Thorough And Meticulous Inspection Process To Ensure The Final Product Is Safe And Ready To Load. Each Casing Is cleaned, De-Primed, Swaged (To Remove Military Crimp), Full Length Sized, Trimmed (If Needed) And Polished.


Benny Strange is singer/songwriter David Avram Brown and a rotating cast of colorful characters. That's what the Facebook page claims anyway. But what's really strange here is that music this awesome goes unnoticed. Check out Nowhere Left To Run and Blip and try not to let them get stuck in your head. Not an easy task as you'll soon find out.


text:
Business News HMV Timeline Retail
ERA comments on HMV administration
By Chris Cooke | Published on Friday 28 December 2018
The Entertainment Retailers Association has commented on this morning's news that HMV UK is heading back into administration after a tough fourth quarter for the entertainment retail chain.
The CEO of ERA, Kim Bayley, told reporters: "After what has been widely reported as a tough fourth quarter for retailers, HMV is not the only high street name facing tough decisions right now. It is a fast-moving situation and it is too early to say how it will end".
"What is clear", she went on, "is that following its first move into administration in 2013, HMV has enjoyed a remarkable turnaround and it is conceivable that this will happen again. The fact is the physical entertainment market is still worth up to £2 billion a year so there is plenty of business there".
"For the sake of HMV's staff, customers and suppliers", Bayley concluded, "we are very much hoping HMV can turn things around again".
The boss of Hilco, which bought HMV after the company first fell into administration back in 2013, confirmed this morning that another slump in DVD sales and persistently high business rates were both key factors behind today's developments. It's thought that last minute rescue talks with the firm's suppliers, especially in the music industry, failed to find a solution.
KMPG will manage the administration process. More than 120 stores could close and 2200 jobs be lost if a buyer can't be found.
READ MORE ABOUT: Entertainment Retailers Association (ERA) | HMV


Less restrictive guidelines affect travel to the Caribbean and regions where the disease has died down.
U.S. and international health officials are easing warnings against travel to regions with Zika virus because the threat has diminished markedly since the virus began to sweep across the globe four years ago.
Last month, the CDC quietly downgraded its warning; a spokeswoman said the WHO will soon follow with similar, less-restrictive travel recommendations. Officials said the disease has died down in most of the world — although they think it is still circulating at a much lower level.
The new CDC guidelines urge women who are pregnant or thinking about getting pregnant to talk to their health care providers about potential Zika risks before traveling. But with spring and summer travel season approaching, clinicians say it's not clear how women and their doctors can get the best information.
The Zika pandemic in the Americas and the Caribbean exploded in 2015. The virus is still circulating in Southeast Asia and South Asia, but large numbers of new infections and Zika-related birth defects are not being reported, said Albert Ko, an infectious disease expert at the Yale School of Public Health. The only region reporting an active Zika outbreak is in India's northwestern state of Rajasthan. The new CDC recommendations urge people to avoid travel only to places where there are active Zika outbreaks.
For the 88 countries and regions that have previously reported cases of the virus, and where there is currently no outbreak, "Zika virus has probably fallen below the radar," said Martin Cetron, director of CDC's Division of Global Migration and Quarantine.
"Where there are those big outbreaks, we're definitely going to tell you not to go," Cetron said. "Where there is a range of possibilities, from no Zika to low-level background Zika, we're going to tell you there's been virus there before; it could still be there. If you're a zero-risk person, don't go. If you're not, you decide."


text:
Q: Only print row columns if column name matches variable I have a script that produces a table from a mysql result and I'm aiming to make the columns displayed fully dynamic based on a variable which contains the names of the columns I want displayed. I am already producing the table headings this way with this code:
$search_field_names=explode(',', $search_field_names)
for($i=0, $count=count($search_field_names);$i<$count;$i++) {
        echo (''.$search_field_names[$i].'	');
    }

Where $search_field_names is a comma separatated string of values (like eg. fristname,lastname,user_id etc.).
To make an example, let's say the string above contains 7 names of columns I want to display like this:
$search_field_names=('firstname,lastname,dob,company,position,user_id,date_added')

The first code snippet would then produce a table heading with those 7 names.
And then comes the tricky part: The database table where all the records are stored have a total of 22 columns. By doing the exact same thing as the first snippet to print out the records, the result would be that it prints the first 7 columns from that table, which isn't necessarily the ones I want.
Here is how I get the records (this abviously comes after the above snippets in the script):
$query=mysqli_query($mysqli, "SELECT * FROM table WHERE column_name1='$search_query' AND column_name2='$search_query' etc...);
while($row=mysqli_fetch_assoc($query)) {
echo('
');
for($i=0, $count=count($search_field_names);$i<$count;$i++) {
        echo (''.$row[$i].'	');
    }
echo('
');

So, what I want to achieve is to only fetch the columns in the database, which correspons to the names set in the variable $search_field_names.

A: Two solutions, as suggested by Haider, use your $search_field_names variable to adapt your query :
$query=mysqli_query($mysqli, "SELECT ".implode(",", $search_field_names)." FROM table");
while($row=mysqli_fetch_assoc($query)) {
    echo('
');
    for($i=0, $count=count($search_field_names);$i<$count;$i++) {
        echo (''.$row[$i].'	');
    }
    echo('
');
}

Or, since you're doing a mysqli_fetch_assoc, this should work :
$query=mysqli_query($mysqli, "SELECT * FROM table");
while($row=mysqli_fetch_assoc($query)) {
    echo('
');
    for($i=0, $count=count($search_field_names);$i<$count;$i++) {
        // Using header name as the key to the column
        echo (''.$row[ $search_field_names[$i] ].'	');
    }
    echo('
');
}

EDIT : so far, we've only looked at cleverly looping through $search_field_names to generate the table of results. You asked in your last comment if we could use the same trick when building the constraints of the query. One problem is, you seem to want to use $_POST directly in your query. Please don't do this, this is a source of SQL injections. Another problem is, we can't be clever forever. We can do this if all the fields are of the same type, but if one of your search fields is a date or an integer, it's going to get really hard to write and debug.
So, if you really have to be clever with your query, you could do something like this (assuming ALL search fields are string values) :
<?php
// Assuming you have a $post_array like so, where inputs have the same names as the column names in the database
// $post_array = array('username' => 'T', 'url' => 'http');

// Build constraints of the form column_name LIKE 'value%'
$constraints = array();
foreach ($post_array as $key => $value) {
    $constraints[] = "$key LIKE ?";
    $post_array[$key] = $value.'%';
}

// Build a query selecting the columns from $post_array, with corresponding constraints
// Note : replace " AND " by " OR " if you want the query to match ANY parameter.
$query_text = "SELECT ".implode(", ", array_keys($post_array))." FROM table WHERE ".implode(" AND ", $constraints);

// Prepare this query, we don't want SQL injections!
$query = $mysqli->prepare($query_text);

$bind = array();
foreach ($post_array as $key => $value) {
    // We need to use our bind variables outside the scope of this loop, so we create them in $GLOBALS
    $GLOBALS[$key] = $value;
    // Array of references to our bind variables.
    $bind[] = &$$key;
}
// Binding the parameters : we need as many 's' as there are inputs
$bindtypes = str_repeat('s', count($post_array))
call_user_func_array(array($query, 'bind_param'), array_merge( array($bindtypes), $bind ));
// Binding the retrieved columns
echo call_user_func_array(array($query, 'bind_result'), $bind);
$query->execute();

// Header row
echo '
';
foreach ($post_array as $key => $value) {
    echo ''.$key.'	';
}
echo '
';

// Result rows
while ($query->fetch()) {
    echo('
');
    foreach ($post_array as $key => $value) {
        echo '', $$key, '	';
    }
    echo('
');
}
?>


Arizona Stronghold Vineyards (ASV)has officially confirmed the dissolution of the partnership between co-founders Eric Glomski and Maynard James Keenan. The two formed their partnership back in 2007 and have both worked hard to build the brand and raise the profile of Arizona wines. The label has won many awards at wine competitions across the country and was featured heavily (along with Keenan) in the 2010 film "Blood into Wine".
Under the terms of the agreement Glomski will retain the ASV winery, brand, current inventory and the 160 acre Bonita Springs property. Keenan will retain full ownership of the 80 acre Arizona Stronghold Vineyard which he has re-named the Al Buhl Memorial Vineyard. Under the terms of the deal Keenan's Al Buhl Memorial Vineyard will supply ASV with high quality fruit for the next 5 years. This vineyard will also be the source of fruit for Keenan's Merkin label.
Arizona Stronghold also announced that Corey Turnbull will be joining the wine making team along with Eric Glomski, Joseph Ranallo and Niles Johnson. Corey is co-owner of Burning Tree cellars which recently received a 90 point rating from Wine Spectator for their 2010 Colibri Vineyard Syrah.


text:
3 Experienced Educators Share Inspiring Journeys of Teaching Without Grades
Innovative teachers are empowering students to learn authentically by going gradeless. These stories from three educators can help you do it, too.
Gerard Dawson
"Where's the vocab test?"
Bonnie Nieves, a high school biology teacher in Massachusetts, often hears this from her students on the first day of class.
Massachusetts requires students to pass a biology test to graduate. This, she says, leads to test-driven teaching and assessment. Lots of vocab tests, too.
Bonnie takes a different approach, which helps her students enjoy science and learn more.
Instead of a vocab test, Bonnie says, "I'm going to talk to you everyday, and we're going to use academic language everyday. That's where the assessment comes from."
The results are clear.
"Kids unprovoked will tell me how much they prefer this approach. They are curious about the next biology topic. It's just a different mindset," Bonnie said.
Fortunately, Bonnie is not alone in her approach to learning and assessment.
There's a growing list of educators empowering students by throwing out traditional grades.
Two more of those educators are Starr Sackstein, an experienced English and Journalism educator from New York, and Arthur Chiavaralli, an English teacher turned House Director at a high school in Vermont.
Starr, Bonnie and Arthur have unique reasons for throwing out grades. They have unique ways of making it happen.
However, they share a belief that traditional grades are harmful to learning. They believe teaching without grades or "ungrading" transforms the environment in the classroom.
Below, Bonnie, Arthur and Starr share why they ditched grades, how they think about the process, and what tips you can follow in your classroom or school to get started.
Why should teachers and schools give up grades?
No more participation points
"If students can share knowledge or show a skill on the spot, that's more valuable than cramming for a test to learn a few terms," Bonnie said.
She recalls a student upset about not earning participating points after making a cake for a project. Bonnie's initial response was, "exactly!"
In other words, participating on its own was not the way to show learning in her class. The focus on grades and participation points has the effect of turning the role of student into a role a to be played.
"Student is not a verb. That's not what this is," Bonnie said.
Bonnie also believes in interest-led learning. She finds that choice and grades don't mix well.
Through a project-based approach with narrative feedback instead of grades, students show mastery using their unique interests and skills.
A son's report card starts a revolution
For Starr, her teaching first looked like her own life as a student. She spent her few years teaching as a self-described perfectionist. Grades were proof that her class was hard.
After seeing her son's report card, though, she began to change her mind. His school was standards-based, and Starr found the narrative feedback more valuable than a letter or number.
"I can have six kids with an average of 'B,' and that can mean very different things for each of those kids," Starr said.
We know grades harm learning
As research builds the case against grades, Arthur believes the clear choice is to progress towards a different system.
"We know rating things and grading things has such a negative effect on student learning - why bother?" Arthur said.
In his current role as a House Director, similar to an assistant principal, he sees how embracing a gradeless system as an administrator can have a powerful impact at the classroom level.
His school is following a mastery transcript, which means students earned credit for specific courses with no letter or number grade attached.
He believes this approach is "an opportunity to communicate truthfully and accurately what's happening in the classroom."
How can educators think about giving up grades?
When class is like a movie
Solve fun problems and answer hard questions. For Bonnie, this is the recipe for engaging students in a no-grades classroom.
She works hard to make her class worth attending. This helps students focus on learning instead of the final grade placed on their transcript at the end of the semester.
"You need to make your class worth going to," Bonnie said. "Like a movie trailer, you need to build anticipation in your lessons."
By taking this approach, Bonnie's students are constantly thinking about what they're learning, instead of scrambling to memorize out-of-context terms.
The Grades-Identity Connection
According to Starr there are two things that reveal an educator's values: "what we spend time on, and what we say about what we spend time on."
This means that Starr has focused on having in-depth conversations with students about the connection between identity and academic achievement, and how students tie their self-worth to their grades.
"They would put the assignment in my hand, and the first thing they say is 'what did I get?'"
Starr noticed students' intelligence level was not always representative of their grades. While some kids were "chasing the carrot," other bright kids did not get good grades.
Then she changed her system. Students got multiple attempts to show mastery. They reflected on their performance. They had conversations about their progress. After these changes, she saw a shift in kids' behavior.
In addition to helping kids to adjust their mindsets, Starr also had to adjust her own mindset about her role as teacher after throwing out grades.
This mindset shift manifested in other visible changes, such as moving her desk off to the side, allowing students to sit anywhere in the room in order to better communicate and collaborate, and adjusting her lesson plans almost daily based on observations she had about student progress.
"I started to see kids as learners, and it became about how to meet them where they are and move them to where they need to go."
Going gradeless isn't all or nothing
Humans tend to think in binary terms. However, Arthur encourages teachers to think about going gradeless as a process.
He sees a spectrum between traditional grades and no grades with many stops in between.
Arthur notes that "there's talk in education about disruption, but often the kids who are harmed the most from disruption are the ones who are already disadvantaged in various ways."
Because of this, he believes, "teachers have to use some prudence when going gradeless."
What do you do when you've given up grades?
Give kids choice and a problem to solve
Bonnie uses a simple system to assess students' progress on the standards for her class.
"I base the grade on a single-point rubric: met, exceeded, or not met yet. We work together to figure out where they are on the standard," Bonnie said.
She gives kids choices for how they demonstrate mastery of the standards.
For example, in a unit about water, the class could begin by looking at the UN Sustainable Development Goal for water. After learning about the filtering, chemistry and saniation of water, she will pose a question to the class: How does the water where we live compare to the water in another country?
From there, she would encourage students to ask questions about water, the filtering process, the chemistry of water, and water sanitation.
Then, students choose to explore the water system in a location of their choice.
Start by testing the waters
Starr encourages teachers to consider their tenure status before going gradeless. Non-tenured teachers, she says, often need to "color inside the lines."
This means going gradeless for a unit or project, delaying grades, or getting students involved in conversations about grades.
Starr tested her no-grades system in a journalism class, which had students selecting topics, publishing workin the student newspaper, and managing their own deadlines.
After teachers and administrators saw her success with this system, she made the leap with her AP class, too.
Begin by improving the grading process
Arthur, founder of the group Teachers Going Gradeless, encourages teachers to take gradual steps toward de-emphasizing and removing grades instead of doing it all at once.
He notes that there are several concrete actions educators can take, such as:
Not penalizing students' for late work
Separating discipline from academic grades
Giving students multiple attempts to show mastery
Embracing "the case against the zero" if using a 100-point scale
Delaying grades by giving feedback on practice assignments or drafts
Through following these steps, Arthur believes educators can begin to think more critically about grades and their impact on learning, without causing a big disruption to students' experiences.
Take the first steps on the journey to gradeless
The biggest belief that Bonnie, Arthur and share is that going gradeless is a journey, not a one-time decision.
One of the first concrete steps Bonnie suggests for educators is to get students reflecting on what they've learned instead of going through assignments just to "check the box."
"This is a progression," Bonnie said, "and I encourage more teachers to start using portfolios. It's empowering for students to reflect on what they've learned during the course of the year and their academic career."
As teachers take the first steps towards rethinking assessment in the classroom, Arthur believes that seeing many examples of what works in the classroom is most helpful for teachers.
"There's a dignity to teaching that doesn't accept one-size-fits-all solutions," Arthur said. "We should show teachers a lot of different stories about what other teachers are doing," Arthur said.
The idea of going gradeless sounds impossible to some teachers because it's such a big change.
By reflecting on the stories of these three educators and borrowing your favorite of their ideas, you can begin to rethink the role of assessment in your teaching and take the first step towards going gradeless.
Competenciesdigital portfoliosgoing gradelessgradelessgrading less


With both DevOps and cloud computing promising speed, efficiency, agility and better end-user experiences, it's no wonder organizations are making DevOps in the cloud work.
If you've been fortunate enough to attend one of the mega-conferences, like Amazon re:Invent or Oracle OpenWorld, or perhaps if you've been privy to the Twitter feeds of big tech vendors, such as Amazon, Google or Microsoft, then you've inevitably become aware of the fact that the two technical titans driving modern digital transformation are cloud computing and DevOps.
As these two technologies have independently emerged, they have also managed to converge, with the latest digital transformation trend being DevOps in the cloud. Given the distinctly different nature of the two concepts, the term DevOps in the cloud almost seems like a misnomer. But DevOps in the cloud is indeed a real thing, and infrastructure as code is making it possible.
To understand why DevOps in the cloud might seem like an unusual combination, it's important to understand what the two terms individually mean. DevOps, when boiled down to its basics, is all about writing code and delivering software to the end user with as few human interactions and manual interventions as possible.
"I believe the patterns or the common sort of view that most everyone in this space has is that it is about completely automating your software," said Ken Owens, Cisco Systems' chief technology officer of cloud platforms.
The topic of DevOps and DevOps transitions can take off into innumerable tangents, as advocates discuss everything from continuous integration to the dissolution of department silos, but all of that discussion comes back to the fundamental concept of software developers writing code and delivering features to the end user with as few human hurdles in the delivery pipeline as possible.
Cloud computing, on the other hand, is a drastically different concept from DevOps, which is why one might not initially see the value in a concept such as DevOps in the cloud. Cloud computing, at its heart, is simply the utility-based consumption of hardware resources. Organizations like Amazon, Microsoft and Google provide hardware that can be paid for based on the amount of memory used and the number of clock cycles consumed. It's a concept that's not dissimilar to a homeowner being charged only for the electricity they use when they plug an appliance into a wall.
Of course, cloud computing has evolved to include a variety of platform-as-a-service, software-as-a-service and infrastructure-as-a-service products that provide value beyond just the simple ability to provide on-demand microprocessing power, but, at its core, utility-based consumption is what cloud computing is all about. So, given the great divide between the two concepts, why has DevOps in the cloud become such a driver of digital transformation?
The symbiosis comes from the fact that, while the two concepts are very different, they share the same common set of objectives. Both DevOps and cloud computing promise speed, efficiency, agility and predictability.
In terms of speed, DevOps promises to push updates and feature enhancements out to users as quickly as possible. For the cloud, speed comes from the fact that new environments can be spun up and spun down at the click of a button.
For efficiency, DevOps promises to automate and reduce the noise between operations and development teams. For cloud, efficiency means only provisioning the resources you need, when you need them.
With DevOps, automation creates predictable processes and procedures, while in the cloud, reliable tools and service-level agreements with cloud computing vendors make the entire act of provisioning and consuming hardware predictable. So there is indeed a symbiosis of goals in both the DevOps and cloud computing spaces.
But what exactly is it that makes it possible for the two concepts to actually come together? The point of contact between the DevOps and cloud computing worlds is an important digital transformation technology known as infrastructure as code.
If you have ever looked at one of Amazon's web-based configuration dashboards, you'll know that every single action Amazon Web Services performs can be accessed with a mouse click. Whether there is a need to spin up a new Elastic Compute Cloud (EC2) image, trigger a serverless Lambda call or provision a new Simple Storage Service (S3) data bucket, all of these actions can be performed from a web-based administrative console.
The corollary to this point is that any action that can be triggered through an administrative web-based console can also be triggered by a piece of source code, a batch file, a JShell script or even a Perl program.
"We are now in this brave new world of infrastructure as code, and software is driving the production environments," said Roy Feintuch, CTO and co-founder of Dome9 Security. "Everything is now template based and software based,"
We are now in this brave new world of infrastructure as code, and software is driving the production environments.
All of the resources that are available in the cloud computing space can be accessed programmatically by a DevOps team. Infrastructure is no longer managed within a data center but, instead, it has become a resource accessible through an API, as though it were no different from a database, network socket or a folder on the file system.
"Software is now driving configuration," said Feintuch. "So instead of having a network or a physical box or a metal device, you now have API calls provided by the cloud provider."
In the end, it is this infrastructure as code concept that makes DevOps in the cloud possible. As DevOps pipelines are created, developers can write scripts that not only compile code and perform unit and regressions tests, but also that successfully pass all of the required tests and can be moved into production. As that move happens, new resources such as S3 data buckets, EC2 instances and even low-level computing resources, such as processors and memory, can be allocated.
"It's really a mind shift in how software development occurs because now the application developer kind of owns all of it," said Owens.
The DevOps team can not only script the continuous development of applications, but with DevOps in the cloud, it is possible to programmatically create the various resources a soon to be deployed application will need.
The goals of DevOps and cloud computing are very similar, with great emphasis being placed on speed, efficiency and predictability. By accessing cloud computing resources by treating them as infrastructure as code, the two very dissimilar worlds of DevOps development and cloud computing have managed to merge, helping DevOps in the cloud to drive digital transformation.
How has using DevOps in the cloud increased your organization's efficiency and the speed at which your applications get to market?


Researching for the yesterday's post ("Look, I am playing tennis" or how to document your code), I stumbled on a interesting topic, and that is "funny comments".
While initially the post advised against it, I found some that are really funny so I would like to list some of them here. While they are not useful, they do increase the quality of the code by making the other developers laugh.
But there is a danger that some might not get our humour so when in doubt, better don't add it.
* But you don't. Trust me.


Since its foundation in 1978, the Chamber has been promoting the development of commercial activities between Belgium, Luxembourg and Japan.
Led by a board of 12 directors from various backgrounds and experiences, and a permanent office with multilingual staff, the Chamber offers a wide range of tailor-made services aimed at helping you to succeed in the world's third largest economy.
The Chamber provides a wide range of services for Be-Lux companies, such as the 2-yearly YES programme, specifically targeting young executives wanting to explore the Japanese market. The Chamber also organises a number of events and seminars that provide companies with valuable insights in the Japanese market, and give the opportunity to network and meet fellow exporting companies, local professionals, expatriates and the movers and shakers of the Belgian and Luxembourg business community in Japan.
Commercial events that help to promote commercial activities amongst Belgium, Luxembourg and Japan: bi-annual YES program, bi-annual Nippon Export Award, Delighting Customers in Japan seminar, participation in trade fairs, breakfast/luncheon meetings, etc.
Promotional/networking activities, which aim to strenghten the image of Belgium and Luxembourg in Japan, as well as to tighten the business network of our members: monthly beer gatherings, new year party, mid-year party, gala ball, etc.


text:
Q: Editing .classpath file looks correct in Eclipse but building fails I have multiple multi-project Gradle builds composed of Java modules (Java 11), all of which build fine in Gradle from the command line. A dozen or so sub-projects in each multi-project tree and a dozen or so trees, for a total of 100+ projects. I'm able to use Gradle to import each multi-project builds into Eclipse just fine, but unfortunately, since the dependencies aren't in the same project tree they occur through maven jar artifacts rather than project dependencies. So, each multi-project tree is essentially isolated, unaware that all the projects it depends on are right there in the Eclipse workspace. This causes a variety of issues that don't exist with direct project dependencies including trouble locating source code and problems with building. I tried for a few hours to get BuildShip to deal with this situation and I was unable to get it to work. I think the issue has to do with its support of modules (even after figuring out the hacks required to get Gradle to handle modules).
Anyway, it's too much work to manually configure the buildpaths for all these projects to give them access to the projects that are not in their tree. So, I wrote a Perl script that processes all of the .classpath files that are generated by gradle for all of the project trees. This script looks for the kind="lib" entries and turns those into kind="src" entries.
Everything looks good in Eclipse! Exactly correct. I can see that the projects were added to the buildpath on the "Projects" tab. However, there's something subtle wrong and strange and non-repeatable compilation problems occur. Each time I remove all the projects, shutdown eclipse (with -clean option) and then reimport all the projects with fresh .classpath files, a DIFFERENT set of projects are unable to locate their dependent projects and fail with build errors related to not being able to find types.
I'm not sure that anyone will know how to solve this problem, but maybe someone can give me a clue. What I'm wondering is this: exactly how should these kind="src" class path entries look? I've tried many different combinations of attributes (including the attributes that Eclipse itself uses when you manually add an entry) and all I get is a perfect import into Eclipse and then Eclipse getting completely lost trying to build. Thanks.
-- Jon


Sonora, CA — A dog's head hanging out a vehicle window with its ears flapping in the breeze is a funny sight to see, but it is what happens once the wheels stop and the animal is left inside that has Sonora Police offering a sober reminder.
Don't give an unlimited amount of cold water. Let him lick ice cubes or even ice cream.
Get the dog to a veterinarian immediately. It could save your pet's life.
Sgt. Roberts adds that it is a crime to leave a pet in an unattended motor vehicle that could result in arrest and a fine.


We all have a purpose. We all envision our higher self in a happier and more productive place… As we strive in this world to create our goals, it can become easy to lose focus of the Now. The endlessly fleeting Present Moment. We become so invested in our future that we forget to enjoy the gifts from God that are given to us, Now.
I am not where I want to be. However, I am exactly where I need to be. I enjoy this moment because this moment is all that I have and this moment will create my next. No matter how bad or stressful life can be, beauty can always be found because beauty does not live outside of you.
As you strive to become who you want to be, be more patient and loving with yourself. Be more patient and loving with the world. Don't judge others because you are only judging yourself. Acknowledge the beauty within you and those around you. Judge less and embrace more. Dance, laugh, and explore. Accept who you once were and cherish this moment.
Be free. Be here. Be happy.