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CASE NEWS
CASE has sent out more Call to Actions in 2017 than we did all of 2016!
There have been several major issues that would negatively impact student with disabilities and so we have sent out Call to Actions to our Board of Directors and in several instances to all members. We typically like to send the information to the Subdivision leadership so they can put their own state specific information before sending it out to their members. However, in some instances — like the American Health Care Act and the ESSA regulations—the issue may be on a "fast track" and immediate action is needed. The best way to communicate to your US Representatives and US Senators is through the CEC Legislative Action Center (LAC). There you will find letters written and when you put in your zip code, the letters are addressed to your appropriate congressional members. What you may not realize is the letters can be completely edited. You can add in that you are a member of the Council of Administrators of Special Education, a division of CEC as well as add in your state affiliation. You can also add specifics to your state and district and make personal comments from any relationship you have established with your member! You can delete any part of the letter if you think it is too long or that sections of it might not apply to your state/district.
We also encourage you to make additional contacts — call the DC offices and leave messages with the receptionist. Call and/or visit your local offices. It is critical you also follow up after the action and either Thank them for voting/acting as you requested or to ask for a reason why they did not.
It is also important for you to be building a relationship with your members' offices, both in D.C. and local, when nothing is going on. Invite them to your schools, send them information on what is happening, and overall establish yourself as a "go to" person in the area of education and special education!
Speaking of being politically active — SELS Registration is open — have you registered? For the last 14 summers, CASE has convened a group in Washington D.C. to learn how to make a difference back in our district by talking with the folks up on the Hill! For the last two summers, we have joined forces with CEC to make our footprint even bigger. We were so successful, last summer we had to turn people away due to the size of the hotel we were using. This year we moved to a bigger hotel! We are so excited to be just up the road from where we were last year — same metro stop — at the Westin Alexandria. We will not be turning anyone away this year! We hope to have teams from EVERY state as we gather on Sunday afternoon, July 9 through Wednesday, July 12! Check out the flyer and then head on over to the dedicated website and register! Don't forget to reserve your hotel rooms, too! This summer is going to be a critical year for us to help educate our congressional delegations on our communities, our students, our staff and our needs! Hope to see you in D.C.!
Speaking of registering... It is so hard to believe it is March and the CEC convention is just next month! Have you registered for it yet? If not, now is a great time. You can still get registered! The CEC convention in Boston is going to be amazing and a wonderful place to hear the cutting edge resources you need to take back to your district! And remember, be sure to get to Boston on Tuesday so you can join your fellow CASE members for a wonderful, full breakfast on Wednesday, April 19 just before our annual member meeting. The meeting is always packed with information, opportunities to interact with your colleagues and discuss the major issues of the day! We will also be announcing the new CASE secretary for the 2017-2019 term as well as all the CASE award winners. The meeting is always a great kick off to all the amazing events of the convention ... like the CASE Spotlight session, CASE Night, and other amazing opportunities… CASE Night tickets went on sale Feb. 1 and have been selling at a clipped pace — don't miss out on this amazing night of great food, fun, and excitement at the New England Aquarium. The tickets are just $65 because of the amazing contribution our sponsors are making! Special thanks go to Star Autism, Education Modified, C-8 Sciences and Winsor Learning! You do not want to let this event to sell out so get your tickets today! Check out the CASE Night flyer. You do not want to miss any of the CASE activities at CEC! Not a member of CEC? Why not join now!
Don't forget you can still order your copy of the 2017 CASE Hybrid DVD! You can still purchase the DVD and then you can use it to share these amazing sessions with whomever whenever! Just go to register and select DVD. It will be mailed to you in about 6-8 weeks after the event and then you can show it one section at a time throughout the year; check it out to individuals; or show it all in tact! It is yours to use as often and with whomever you wish!
The question last week was "which group of personnel are the most challenging to recruit/retain..." First place at 40 percent was special education teachers. At a close second place of 33 percent was speech and language pathologists. Third place was a four-way tie at 7 percent between occupational therapist, physical therapist, school psychologists and special education coordinators. I hope you are aware of the CASE Career Center and the CEC Career Center! If not, you need to check them out today! Besides the links provided here, you can find the CASE Career Center on the CASE Website home page on the top left hand side and the CEC Career Center can be found on the CEC home page by going to the RESOURCES tab and it is listed in the drop down menu.
Thank you again for all you do EVERY day for your district, your students, your staff and your community!
Luann Purcell
Promoted by Presence Learning
Free Webinar | New Insights for Building Disability Pride and Empowering Students with Hidden Disabilities (LeDerick Horne & Margo Izzo)
Video | Online Psychoeducational Assessments? See How!
eBook | Take it from Temple: 5 Tips for Working with Children with Autism
Infographic | Face-to-Face with Online Therapy
eBook | Get a Grip on Online OT
Zirkel's Legal Alert — March Update
This regular update highlights new legal developments of major significance of special education leaders.
As a service to CASE members, this periodic legal alert provides, as a two-column table, highlights and practical implications of major new legal developments. Here are my top two items for this issue of the CASE Weekly Update. Be sure to also download the Section 504/ADA Student Eligibility Form, too. READ MORE
School-Wide Behavior Screeners — A Strategy Brief
School mental health and behavioral supports are integral to the well-being of children as they progress through school. As such, educators have begun making efforts to systematically screen students in order to identify problematic behavior and need for emotional support. These screenings are intended to occur at multiple time periods throughout the year (as any other screening process) in order to catch and progress monitor all students. Additionally, these schools must provide progressive supports to meet the needs of these students who are identified as being at-risk for emotional and behavioral problems. Thus, many educators have adapted tiered frameworks (much like the PBIS model) to supply students with necessary supports.
Click on the following link for more information on School-Wide Behavior Screeners: (http://k12engagement.unl.edu/school-wide-behavior-screening). Then click on the red button to download the pdf and read more. Find Strategy Briefs on over forty other topics at: http://k12engagement.unl.edu. READ MORE
Promoted by Istation
RtII & MTSS: Four Must-Haves to Build an Effective Intervention Framework .
ELL & Dual Language: Explore Bilingual Approaches that Speak to English Learners
Early Education: Ways Technology Benefits Early Childhood Classrooms
Formative Assessment: Discover the Digital Advantage of Data-Driven Instruction
Achievement Gap: Motivate, Engage Students with Proven Intervention Strategies
Rights of students with disabilities in public charter schools webinar now available!
The sixty minute webinar, which has been pre-recorded for transcription purposes is available on the Office of Innovation and Improvement's website. In addition to the webinar, the transcript and presentation slides are also be available. READ MORE
Business Roundtable Report: Recommendations to Improve the Employment Rate of Americans with Disabilities
NCRTM
According to the U.S. Bureau of Labor Statistics, the unemployment rate for people with disabilities continues to be higher than for those without disabilities. In 2015, the unemployment rate for persons with disabilities ages 16 and older was 10.7 percent, compared to a 5.1 percent unemployment rate for persons without a disability ages 16 and older. However, recent employment data for Americans with disabilities does show signs of improvement. READ MORE
. SPONSOR SPOTLIGHT
Transition to 2017: Keeping it all together
Office of Special Education Programs
Happy New Year and all the best for a productive and rewarding 2017! We have shared a great number of releases with you over the past couple of months, which may have been difficult to keep up with around the holidays. For ease of reference, we have compiled the resources, guidance, and other documents in one place.
The Department released several documents related to the rights of students with disabilities attending public charter schools, including a Dear Colleague Letter (DCL), a Know Your Rights factsheet, and FAQ documents relating to Section 504 and IDEA. Stay tuned for details on a webinar presenting the guidance package, available next week!
Alongside the charter schools documents, the Department released guidance and resources related to Restraint and Seclusion.
The Equity in IDEA final rule was published. Visit the OSERS webpage for additional resources. OSERS has also created a mailbox to accept your questions on the regulations: SignificantDisproportionalityRule@ed.gov.
The Department also made several announcements related to ESSA, including updates and resources on the Assessments final rule and peer review process. The Office of State Support debuted a webinar series on January 8th, which walks states through the ESSA Consolidated State Plan. The recorded webinars will be posted on ED's ESSA Resource page. The first in the series is available here.
New ESSA guidance was released regarding the ESSA Consolidated State Plan, ESSA State and Local Report Cards, and ESSA High School Graduation Rate.
Finally, we made you aware of a request for public comment on the Office of Civil Rights' initial proposal for the 2017-2018 Civil Rights Data Collection, which was published in the Federal Register on Dec. 30, 2016. The supporting statements and attachment, found here, layout the changes and ask directed questions related to 1) computer science; 2) student access to bandwidth; 3) adding Puerto Rico, Guam, and other territories to the collection; and 4) the treatment of students with disabilities placed in private settings. The comment period will be open through Feb. 28.
Special Education Law Symposium — June 18-23
Lehigh University's intensive one-week institute provides a practical analysis of legislation, regulations, and court decisions relating to the education of students with disabilities. The symposium is designed for special education coordinators and teachers, principals, psychologists, parent advocates, charter school personnel, attorneys (on both sides), hearing officers, state education agency personnel, and other individuals interested in a thorough exploration of the special education legal landscape.
The program offers two parallel tracks, one for basic that offers in-depth foundation knowledge about the IDEA and Section 504: eligibility, FAPE, LRE, student discipline, and remedies. The other track is for advanced participants, offering brand new "hot topics," such as child find nuances, pending Supreme Court cases, the behavioral legal alphabet soup, current parental participation parameters, and settlement strategies.
Included in the symposium is a separable two-day (June 22-23) training for school district Section 504 coordinators, including the latest litigated Section 504 disputes, an in-depth comparison of the IDEA and Section 504, and a "nuts and bolts" how-to session about how to appropriately and effectively implement Section 504.
The experienced program faculty features attorneys Laura Anthony (Ohio), Maria Blaeuer (Maryland), Laura Gillis (Massachusetts), Michele Kule-Korgood (New York), Isabel Machado (New Jersey), Deborah Mattison (Alabama), Michael Stafford (Delaware), Jennifer Valverdi (New Jersey), Mark Weber (Illinois), and — from Pennsylvania — Jeffrey Champagne, William Culleton, Andrew Faust, Hollie John, Dennis McAndrews, Brooke Say, Gabrielle Sereni, and Dr. Perry Zirkel. Additionally, the 504 Institute features long-time Section 504 coordinator Lisa Hardcastle (Texas).
The symposium begins on Sunday evening with a dinner and keynote lecture, and it concludes on Friday with Dr. Zirkel's National Case Law Update and Crystal Ball.
The Symposium is offered with the options of graduate or continuing education credit for week-long participants. Shorter, including daily, registrations are also available. Click here for full information. For any questions, email or call Shannon Weber or Donna Johnson at specialedlaw@lehigh.edu or (610) 758-5557. READ MORE
Helping you help others
MHS has been a leading publisher of scientifically validated assessments for over 30 years. We are proud of the high quality our assessments stand for.
National Federation of the Blind 2017 Scholarship Program for blind high school seniors through grad school students
Program begins: Nov. 1, 2016
Deadline: Midnight, EST, March 31
$12,000 Scholarship, "The Kenneth Jernigan Scholarship," and
1 scholarship for $10,000
2 scholarships for $8,000 each
22 scholarships for $3,000 each
PLUS other gifts to our thirty scholarship finalists!
Are you a legally blind high school senior or college student?
Go to: www.nfb.org/scholarships
To Apply: During the five-month open period, read the rules and the Submission Checklist, complete the official 2017 Scholarship Application Form (online or in print), supply all required documents, and request and complete one interview by an NFB affiliate president. Read the Frequently Asked Questions (FAQ) page for more information.
Questions? Contact the NFB Scholarship Program; Chairperson Patti Chang, Esq., at:
Email: Scholarships@nfb.org
Office: (410) 659-9314, ext. 2415, (8 a.m.–5 p.m. EST)
Education Talk Radio launches a second education podcast for parents and community
PRLog
Larry Jacobs, host of the long-running Education Talk Radio podcast for education professionals, today announced the debut of his new podcast, Education in America. The weekly podcast brings together the voices and opinions of guest educators, authors and members of the community. The aim is to close the information gap between schools, districts, and the communities they serve. The podcast went live on Feb. 17. The premiere episode, "The Why and How of School Networking," featured Larry and his guests Keith Krueger, the executive director of The Consortium for School Networking, and LaShona Dickerson, the technology director of Lafayette Parish Public Schools. They discussed how best to prepare students and the community for a 21st-century America via the use of technology and networking in schools. READ MORE
NCII adds new reading lessons to support students struggling with reading
NCII
Do you have students that are struggling with phonological or phonemic awareness, decoding, fluency, vocabulary, comprehension? NCII has added 20 new sample lessons and activities to their collection of reading lessons. These lessons are intended to assist special education teachers, interventionists, and others working with students with intensive reading needs. The materials include sample activities that encourage modeling, error correction, additional practice and fluency building as well as companion materials necessary to complete the activities. READ MORE
NCII posts new videos modeling math instruction
Looking for effective strategies for teaching students struggling with math concepts including place value, basic facts, counting and more? NCII has released a series of short 1-3 minute videos that model instruction. View the series of videos here. All of the videos correspond to the Mathematics Sample Lessons and Activities series that includes worksheets and supplemental resources that can be used to practice the skills illustrated in the videos. READ MORE
Supporting implementation of data-based individualization: Lessons learned from NCII's first 5 years
During the first five years, NCII staff have documented lessons learned from 26 schools in 12 districts and four states that NCII has supported through intensive technical assistance. From interviews and feedback from educators in these schools and districts, NCII identified key lessons learned and strategies for getting started with implementing intensive intervention. READ MORE
CEC POLICY INSIDER
In Jeopardy: $4 billion in medicaid for children with disabilities!
CEC is concerned that the Medicaid refinancing proposal that the House Energy and Commerce Committee is considering this week jeopardizes health care for the nation's most vulnerable children: children with disabilities and children in poverty. Specifically, a per capita cap system for states will undermine state's ability to provide America's neediest children access to vital health care that ensures they have adequate educational and developmental opportunities and can contribute to society. READ MORE
Tell the US Senate DO NOT overturn ESSA regulations!
The U.S. House of Representatives recently voted to overturn the Department of Education's regulation implementing the Every Student Succeeds Act's core requirement that schools be held accountable for the performance of historically marginalized students, including students with disabilities. Congress has never before voted to overturn an education regulation. READ MORE
Hooray for women special educators!
March 8 was International Women's Day — a day to celebrate, the social, economic, cultural and political achievements of women. International Women's Day is all about unity, celebration reflection, advocacy and action — whatever that looks like globally at a local level. The IWD 2017 campaign theme is #BeBoldForChange. READ MORE
CEC opposes reauthorization of DC private school voucher program
CEC joined sixty two national organizations in a National Coalition for Public Education campaign opposing the reauthorization of the District of Columbia private school voucher program. READ MORE
CEC advocates for OSERS expert leaders
There are approximately 550 key presidential appointed positions in Trump's new administration that must be confirmed by the U.S. Senate. To date, less than ten percent have been appointed and confirmed by the Senate. In total, approximately 4,000 positions can be filled by presidential appointment. READ MORE
CEC joins NDD United in supporting adequate appropriations
NDD (Non-Defense Discretionary) United, released a letter on March 1 urging members of Congress to help ensure adequate funding for programs funded through annual appropriations. CEC joined 2,000 other national, state and local organizations in signing onto the letter. READ MORE
Special Education Legislative Summit registration now open!
Join us at the 2017 Special Education Legislative Summit! 2017 SELS will be held in Alexandria, VA and Washington, D.C. from July 9-12. Register today to make sure CEC's voice is loud and clear, this year more then ever. We hope to see you there! READ MORE
Create your CEC 2017 bucket list
The CEC 2017 Convention & Expo is only 41 days away! Now is the time to make your CEC 2017 Bucket List to make sure that you have the most productive and meaningful experience when you're in Boston. READ MORE
MISSED AN ISSUE OF CASE WEEKLY UPDATE? VISIT AND SEARCH THE ARCHIVE TODAY.
HOT TOPIC: SUBJECT LINE FEATURED STORY
Moving beyond 'drill and kill' during test prep season
By: Savanna Flakes
"Testing season" is right around the corner! As we enter testing season, it is essential that we consider novel and exciting ways to provide students with rigorous review and preparation activities. Research shares that too much time spent solely on verbatim memorization and test-taking skills often neglects high-order thinking skills, creative expression, and student choice in demonstrating mastery. READ MORE
Trio of dyslexia-related bills in Legislature seeks funding, other help for kids with the reading disability
Three dyslexia related bills are pending in the Texas House, including one aimed at securing long sought-after funding for a decades-old law that requires public school districts and charter schools to identify and remediate students who have the common learning disability. Rep. Rick Miller R-Fort Bend sponsored the bills, which address the licensing of dyslexia therapists, dyslexia testing for students and training for teachers, as well as the one dealing with funding. READ MORE
TEA to put end to enrollment 'cap' for special needs kids
KHOU-TV
Advocates are claiming victory after they said the Texas Education Agency has pledged to repeal a clause that puts a de-facto enrollment 'cap' on special needs kids at Texas school districts. Two advocacy groups — Disability Rights Texas and Coalition of Texans with Disabilities — held a press conference Monday morning at the Capitol. Despite the TEA's pledge to remove the "special education representation indicator," both groups have also enacted the help of legislators to take action on the issue. In a series of coordinated bills, Sen. Jose Rodriguez, Rep. Dan Huberty, Sen. Jose Menendez and Rep. Gene Wu filed legislation to address the issue. READ MORE
Could common insecticides be tied to behavior issues in kids?
HealthDay News
Children exposed to a widely used group of insecticides may be at increased risk for behavioral problems, according to a new study. The insecticides are called pyrethroids. They're used on crops but can also be found in some mosquito repellents and in products used to treat head lice, scabies and fleas, the French research team explained. Like many types of insecticides, pyrethroids work by damaging nerves, and concerns have recently been raised about their possible effects on children who have been exposed. READ MORE
Is teacher preparation failing students with disabilities?
When Mary Fair became a teacher in 2012, her classes often contained a mix of special education students and general education students. Placing children with and without disabilities in the same classroom, instead of segregating them, was a growing national trend, spurred on by lawsuits by special education advocates. But in those early days, Fair had no idea how to handle her students with disabilities, whose educational challenges ranged from learning deficits to behavioral disturbance disorders. Calling out a child with a behavioral disability in front of the class usually backfired, and made the situation worse. They saw it as "an attack and a disrespect issue," Fair said. READ MORE
Too much TV related to drops in school readiness, especially among low-income children
New York University via Science Daily
Watching television for more than a couple of hours a day is linked to lower school readiness skills in kindergartners, particularly among children from low-income families, finds a new study. READ MORE
Earlier school start times for elementary school students
The movement to have school districts move start times to later in the morning has been ongoing for years and has attained considerable momentum. School districts use multiple sources of information to guide their decisions, including feedback from their various constituencies (e.g. parents, teachers, students, coaches, transportation directors, administrators). They also rely on research that has been brought to bear on the topic, often soliciting the opinions of persons who have conducted the research. READ MORE
The benefits of flipped classrooms for students with learning needs
It's been about 10 years since the idea of flipping classrooms first gained its soaring popularity and good reviews — and in that time it's also apparently grown to help students with special needs. Greg Green, perhaps the best-known administrator advocating for flipped classrooms, discovered the process (providing students with lessons at home in videos and then homework and support in the classroom) as he began his career — working in special education. READ MORE
8 reasons teachers should rethink homework
Teachers of kids with ADHD or LD should keep in mind that it takes these children longer to do homework than it does neurotypical kids. What takes a child who hasn't been diagnosed with ADHD or LD 15 or 20 minutes to complete frequently takes three or four times longer for a child with ADHD. READ MORE
Missed last week's issue? See which articles your colleagues read most.
Preparing students for critical thinking: Incorporating metacognition (By: Sheilamary Koch)
Etching details into ESSA education plans (District Administration Magazine)
How art therapy tames impulsivity, distractibility and anxiety (ADDitude Magazine)
How accessible are New York City's high schools? Students with physical disabilities are about to find out (Chalkbeat New York)
Teachers of students with disabilites should think critically before investing in unproven practices, professor says (Phys.org)
Don't be left behind. Click here to see what else you missed.
Virtual inclusion helps this district commit to all students — No matter what
Gone are the days of one-size-fits-all education. Today, forward-thinking school leaders know that leveraging powerful learning technology can help all students excel and learn to work collaboratively with peers — even if that student is homebound due to chronic illness. READ MORE
New classroom design trends fostering engaged students
A standing desk or a bean bag chair in a room might have been considered absurd in decades past. Today, some schools are beginning to experiment with their classroom designs and the results may surprise you. These new classroom designs have a positive effect on student engagement and comfort in the classroom. READ MORE
Understanding the new school choice push
By: Bambi Majumdar (commentary)
President Donald Trump's announcement of a broader school choice initiative has baffled many. His idea is to empower disadvantaged youth from lower-income families so that they have more options than just public schools. On paper, this doesn't sound too bad. So why is there so much opposition to it? To answer that question, we need to understand the concept of school choice and our education system. READ MORE
Flip the script: Cursive sees revival in school instruction
The Associated Press via ABC News
Cursive writing is looping back into style in schools across the country after a generation of students who know only keyboarding, texting and printing out their words longhand. Alabama and Louisiana passed laws in 2016 mandating cursive proficiency in public schools, the latest of 14 states that require cursive. And last fall, the 1.1 million-student New York City schools, the nation's largest public school system, encouraged the teaching of cursive to students, generally in the third grade. READ MORE
More than just eyes and ears
We've just spent the afternoon visiting a Maasai village in Tanzania, and over dinner my 12-year-old son catalogues his learning for the day. He tells me that he now knows what the vines on the Maasai's sacred trees feel like because he got to swing on one. He learned that traditional Maasai soups are "much better tasting than I imagined they'd be." He watched the village knife maker in action and learned about how the Maasai make their sandals from old tires. He learned that Maasai bomas (traditional round houses) are dark and cool — because he was in one. He learned what it smells like in the cattle corrals and in the smoky kitchen where the women cook. READ MORE
Study: Kindergartners start school with more academic skills than in past
Kindergarten students in 2010 started school with noticeably stronger literacy, math, and behavior skills across the board compared to their peers that started school just 12 years earlier, says a study published this month in the journal Educational Researcher. The new research was developed by the same researchers who found in a 2014 study that the kindergarten classrooms of today are more like the 1st-grade classrooms of years past. And if more 5-year-olds are starting school easily naming upper and lower-case letters or understanding relative quantities, it might seem like a more academic approach is warranted. READ MORE
Researchers create new tool that measures active learning in classrooms
San Francisco State University via Science Daily
A new tool that uses classroom sounds may solve the biggest outstanding question in undergraduate science education, namely, what teaching methods are actually being used in college classrooms, and how can they be monitored? READ MORE
FEDERAL ANNOUNCEMENTS
Office of Special Education Programs (OSEP)
Name: State Personnel Development Grants (SPDG) Program
Type: Applications for New Awards
Summary: The purpose of this program, authorized by the Individuals with Disabilities Education Act (IDEA), is to assist state educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities.
These grant competition comprises two priorities:
Absolute Priority 1 — Effective and Efficient Delivery of Professional Development
Absolute Priority 2 — State Personnel Development Grants
Date: Applications Available: Feb. 13.
Deadline for Transmittal of Applications: April 14.
Deadline for Intergovernmental Review: June 13.
FR Link: https://www.federalregister.gov/d/2017-02895
Type: Notice
Summary: Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs
Applications Available: Jan.3.
Deadline for Transmittal of Applications: March 6.
Deadline for Intergovernmental Review: May 3.
CFDA#: 84.325K
Summary: Notice inviting applications for a new award for fiscal year (FY) 2017. Personnel Development To Improve Services and Results for Children With Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs.
The purposes of this program are to:
help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and
ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
FR Link:	https://www.federalregister.gov/d/2016-31838
Type: Grant Announcement
Program: Education Research and Special Education Research Grant Programs.
Date: Tuesday, March 8
CFDA: 84.305A, 84.305B, 84.305D, 84.305H, 84.305L, 84.305N, 84.324A, 84.324B, and 84.324L
Summary: The central purpose of the Institute of Education Sciences' (Institute) research grant programs is to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.
Competitions in This Notice:
The Institute will conduct nine research competitions in FY 2017 through two of its centers:
The Institute's National Center for Education Research will hold six competitions, one in each of the following areas:
Education research;
Education research training;
Statistical and research methodology in education;
Partnerships and collaborations focused on problems of practice or policy;
Low-cost, short-duration evaluations; and
Research networks.
The Institute's National Center for Special Education Research will hold three competitions, one in each of the following areas:
Special education research;
Special education research training; and
Low-cost, short-duration evaluations.
Deadlines: The dates when applications are available and the deadlines for transmittal of applications invited under this notice are indicated in the chart at the end of the FR notice.
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The worship service usually lasts close to one hour.
A few men wear suit and ties and a few women dresses, adults and youth wear everything from their Sunday best to jeans and a shirt. We're not going to judge you by what you're wearing.
Yes! The sanctuary (worship center) is on the first floor level, but it is accessible by an elevator available at the Wood Street Entrance in the Parish House. The education building has two entrances; the one off of Wood Street and the one off of Clover Street. The elevator goes to the first floor that has the church offices, Meet & Greet Room, The Lounge, Jr. & Sr. High Youth Room and Handicap Accessible Restrooms. We have a glassed in walkway that connects the Parish House to the Church. The church also has a unisex in the Narthex which is on the same level as the Sanctuary.


text:
Grosshans Lab
Research on RNA, developmental timing and cell fates
The lab is interested in understanding the molecular and physiological functions of mechanisms that regulate gene expression. Our current major interests are linked to the three areas described in more detail below, namely Oscillatory Gene Expression, Cell Fate Control, and MicroRNAs. However, we are happy to let the data guide us and have thus also worked at times on RNA modification, splicing, or transcription termination.
Oscillatory Gene Expression
Development of a multicellular organism requires accurate regulation of events in time. Biological 'clocks' are thought to orchestrate such timekeeping but their molecular nature and properties have remained elusive. We discovered massive mRNA level oscillations as an apparent clock output during larval development of the nematode C. elegans (Hendriks et al., Mol Cell 2014). Characterized by a shared eight-hour period and a large amplitude (>2.1 fold), oscillations affect 20% of the active genes. These features and the accessibility of C. elegans for genetic screens make this phenomenon a powerful model to study developmental clocks. To achieve this, in a project supported by the European Resarch Council ERC, we have been investing heavily in technology to investigate oscillations and the processes they control at the single animal level. We can thus track developmental progress of animals for 384 animals at a time using a plate reader and examine development and oscillatory gene expression in parallel in tens of animals through long-term imaging. These approaches are complemented by sequencing at high temporal resolution. Using these and more standard molecular biology approaches, we have been able to show that periodic transcription is a major contributor of rhythmic mRNA accumulation, and identify candidate transcription factors. Ongoing genomic and genetic approaches aim not only at finding additional clock components and their wiring, but also at understanding their physiological role and relevance in developmental timing. Finally, by analyzing our data in the light of nonlinear dynamic theory, we have been able to obtain insight into the global architecture of the oscillator and its resulting properties (Meeuse et al., Mol Syst Biol 2020).
Cell Fate Control
Figure adapted from Büssing et al., (2008) 14: 400-409
An ability to self-renew is a key feature of animal stem and progenitor cells, and therefore tightly controlled. It allows these cells to produce both a copy of themselves and a second, more differentiated daughter cell when dividing. Using C. elegans and mammalian cells, we study the mechanisms that promote self-renewal and terminate it when progenitor cells differentiate. We have a specific interest in the let-7 miRNA and its target LIN41/TRIM71, an RNA-binding protein, which regulate self-renewal and differentiation in worms as well as mammals. In C. elegans, we found that LIN41 silences its mRNA targets through distinct mechanisms, depending on the binding location: LIN41 binding to 3'UTRs promotes mRNA degradation, whereas 5'UTR-binding inhibits translation (Aeschimann et al., Mol Cell 2017). We showed that both in C. elegans and mammals, it recognizes stemloop structures with little sequence specificity (Kumari et al., Nat. Comm. 2018; Welte et al., Genes Dev 2019). We are now working on identifying the players in these distinct silencing mechanisms. We use techniques such as CRISPR-Cas9-mediated genome engineering and ribosome profiling in both C. elegans and mammalian cells with the aim of obtaining a mechanistic understanding of how LIN41 and its downstream targets control self-renewal and cell differentiation.
MicroRNAs
Figure adapted from Rüegger et al., Trends Biochem Sci (2012): 10:436-446
MicroRNAs (miRNAs) are small regulatory RNAs, ~22 nucleotides in length, that silence target mRNAs to which they bind. Through translational repression and mRNA degradation, they control diverse physiological events, and miRNA dysregulation accordingly contributes to various diseases, most notably cancers. The lab has a longstanding interest in understanding the molecular mechanisms by which miRNAs act (e.g., Ding & Großhans, EMBO J 2009), the physiological functions that they execute (e.g. Ecsedi et al., Dev Cell 2015), and the mechanisms that regulate miRNAs themselves (e.g., Chatterjee & Großhans, Nature 2009; de la Mata et al., EMBO Rep 2015). Recently, we showed that a combination of target site features and miRNA concentration determine the specificity of miRNA target recognition (Brancati & Großhans, Nucleic Acids Res 2018), and we uncovered how a protease controls small RNA loading onto Ago proteins (Gudipati et al., Mol Cell 2021).

redpajama_set_name: RedPajamaCommonCrawl


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Q: Erlang server connecting with ports to send and receive a Json file to a Java application I have tried to implement a server with Erlang to my Java application.
Seems that my server is working, but still full of bugs and dead points.
I need to receive a JSON file parsed by the Java application into a map and send it back to all clients, including the one that uploaded the file.
Meanwhile, I need to keep track who made the request and which part of the message was sent, in case of any problems the client should be restarted from this point, not from the beginning. Unless the client leaves the application, then it should restart.
My three pieces of code will be below:
The app.erl
-module(erlServer_app).

-behaviour(application).

%% Application callbacks
-export([start/2, stop/1]).

%%%===================================================================
%%% Application callbacks
%%%===================================================================

start(_StartType, _StartArgs) ->
    erlServer_sup:start_link().

stop(_State) ->
    ok.

The supervisor.erl:
-module(erlServer_sup).

-behaviour(supervisor).

%% API
-export([start_link/0]).

%% Supervisor callbacks
-export([init/1, start_socket/0, terminate_socket/0, empty_listeners/0]).

-define(SERVER, ?MODULE).

%%--------------------------------------------------------------------
%% @doc
%% Starts the supervisor
%%
%% @end
%%--------------------------------------------------------------------
start_link() ->
  supervisor:start_link({local, ?SERVER}, ?MODULE, []).

%%%===================================================================
%%% Supervisor callbacks
%%%===================================================================

init([]) -> % restart strategy 'one_for_one': if one goes down only that one is restarted
  io:format("starting...~n"),
  spawn_link(fun() -> empty_listeners() end),
  {ok,
    {{one_for_one, 5, 30}, % The flag - 5 restart within 30 seconds
      [{erlServer_server, {erlServer_server, init, []}, permanent, 1000, worker, [erlServer_server]}]}}.

%%%===================================================================
%%% Internal functions
%%%===================================================================

start_socket() ->
  supervisor:start_child(?MODULE, []).

terminate_socket() ->
  supervisor:delete_child(?MODULE, []).

empty_listeners() ->
  [start_socket() || _ <- lists:seq(1,20)],
  ok.

The server.erl:(I have a lot of debugging io:format.)
-module(erlServer_server).

%% API
-export([init/0, start_server/0]).

%% Defining the port used.
-define(PORT, 8080).

%%%===================================================================
%%% API
%%%===================================================================

init() ->
  start_server().

%%%===================================================================
%%% Server callbacks
%%%===================================================================

start_server() ->
  io:format("Server started.~n"),
  Pid = spawn_link(fun() ->
    {ok, ServerSocket} = gen_tcp:listen(?PORT, [binary, {packet, 0},
      {reuseaddr, true}, {active, true}]),
    io:format("Baba~p", [ServerSocket]),
    server_loop(ServerSocket) end),
  {ok, Pid}.

server_loop(ServerSocket) ->
  io:format("Oba~p", [ServerSocket]),
  {ok, Socket} = gen_tcp:accept(ServerSocket),
  Pid1 = spawn(fun() -> client() end),
  inet:setopts(Socket, [{packet, 0}, binary,
    {nodelay, true}, {active, true}]),
  gen_tcp:controlling_process(Socket, Pid1),
  server_loop(ServerSocket).

%%%===================================================================
%%% Internal functions
%%%===================================================================

client() ->
  io:format("Starting client. Enter \'quit\' to exit.~n"),
  Client = self(),
  {ok, Sock} = gen_tcp:connect("localhost", ?PORT, [{active, false}, {packet, 2}]),
  display_prompt(Client),
  client_loop(Client, Sock).

%%%===================================================================
%%% Client callbacks
%%%===================================================================

send(Sock, Packet) ->
  {ok, Sock, Packet} = gen_tcp:send(Sock, Packet),
  io:format("Sent ~n").

recv(Packet) ->
  {recv, ok, Packet} = gen_tcp:recv(Packet),
  io:format("Received ~n").

display_prompt(Client) ->
  spawn(fun () ->
    Packet = io:get_line("> "),
    Client ! {entered, Packet}
        end),
  Client ! {requested},
  ok.

client_loop(Client, Sock) ->
  receive
    {entered, "quit\n"} ->
      gen_tcp:close(Sock);
    {entered, Packet}        ->
      % When a packet is entered we receive it,
      recv(Packet),
      display_prompt(Client),
      client_loop(Client, Sock);
    {requested, Packet}        ->
      % When a packet is requested we send it,
      send(Sock, Packet),
      display_prompt(Client),
      client_loop(Client, Sock);
    {error, timeout} ->
      io:format("Send timeout, closing!~n", []),
      Client ! {self(),{error_sending, timeout}},
      gen_tcp:close(Sock);
    {error, OtherSendError} ->
      io:format("Some other error on socket (~p), closing", [OtherSendError]),
      Client ! {self(),{error_sending, OtherSendError}},
      gen_tcp:close(Sock)
  end.

This is the first server I'm doing and I got lost probably in the middle. When I run it seems to be working, but hanging. Can someone help me? My localhost never loads anything it keeps loading forever.
How can my java app receive it from the same port?
I MUST use Erlang and I MUST use ports to connect to the java application.
Thanks for helping me!

A: Let's rework this just a little...
First up: Naming
We don't use camelCase in Erlang. It is confusing because capitalized variable names and lower-case (or single-quoted) atoms mean different things. Also, module names must be the same as file names which causes problems on case-insensitive filesystems.
Also, we really want a better name than "server". Server can mean a lot of things in a system like this, and while the system overall may be a service written in Erlang, it doesn't necessarily mean that we can call everything inside a "server" without getting super ambiguous! That's confusing. I'm going to namespace your project as "ES" for now. So you'll have es_app and es_sup and so on. This will come in handy later when we want to start defining new modules, maybe some of them called "server" without having to write "server_server" all over the place.
Second: Input Data
Generally speaking, we would like to pass arguments to functions instead of burying literals (or worse, macro rewrites) inside of code. If we are going to have magic numbers and constants let's do our best to put them into a configuration file so that we can access them in a programmatic way, or even better, let's use them in the initial startup calls as arguments to subordinate processes so that we can rework the behavior of the system (once written) only by messing around with the startup calling functions in the main application module.
-module(es).
-behaviour(application).

-export([listen/1, ignore/0]).
-export([start/0, start/1]).
-export([start/2, stop/1]).

listen(PortNum) ->
    es_client_man:listen(PortNum).

ignore() ->
    es_client_man:ignore().

start() ->
    ok = application:ensure_started(sasl),
    ok = application:start(?MODULE),
    io:format("Starting es...").

start(Port) ->
    ok = start(),
    ok = es_client_man:listen(Port),
    io:format("Startup complete, listening on ~w~n", [Port]).

start(normal, _Args) ->
    es_sup:start_link().

stop(_State) ->
    ok.

I added a start/1 function above as well as a start/0, a listen/1 and an ignore/0 that you'll see again later in es_client_man. These are mostly convenience wrappers around things you could call more explicitly, but probably won't want to type all the time.
This application module kicks things off by having an application master start the project for us (by calling application:start/1) and then the next line calls erl_server_server to tell it to start listening. In early development I find this approach much more useful than burying autostarts to every component all over the place, and later on it gives us a very simple way to write an external interface that can turn various components on and off.
Ah, also... we're going to start this as a for-real Erlang application, so we'll need an app file in ebin/ (or if you're using erlang.mk or something similar an app.src file in src/):
ebin/es.app looks like this:
{application,es,
             [{description,"An Erlang Server example project"},
              {vsn,"0.1.0"},
              {applications,[stdlib,kernel,sasl]},
              {modules,[es,
                        es_sup,
                          es_clients,
                            es_client_sup,
                              es_client,
                            es_client_man]},
              {mod,{es,[]}}]}.

The list under modules reflects the layout of the supervision tree, actually, as you will see below.
The start/2 function above now asserts that we will only start in normal mode (which may or may not be appropriate), and disregards startup args (which also may or may not be appropriate).
Third: The Supervision Tree
-module(es_sup).
-behaviour(supervisor).

-export([start_link/0]).
-export([init/1]).

start_link() ->
  supervisor:start_link({local, ?MODULE}, ?MODULE, []).

init([]) ->
    RestartStrategy = {one_for_one, 1, 60},
    Clients   = {es_clients,
                 {es_clients, start_link, []},
                 permanent,
                 5000,
                 supervisor,
                 [es_clients]},
    Children  = [Clients],
    {ok, {RestartStrategy, Children}}.

And then...
-module(es_clients).
-behavior(supervisor).

-export([start_link/0]).
-export([init/1]).

start_link() ->
  supervisor:start_link({local, ?MODULE}, ?MODULE, none).

init(none) ->
    RestartStrategy = {rest_for_one, 1, 60},
    ClientSup = {es_client_sup,
                 {es_client_sup, start_link, []},
                 permanent,
                 5000,
                 supervisor,
                 [es_client_sup]},
    ClientMan = {es_client_man,
                 {es_client_man, start_link, []},
                 permanent,
                 5000,
                 worker,
                 [es_client_man]},
    Children  = [ClientSup, ClientMan],
    {ok, {RestartStrategy, Children}}.

Whoa! What is going on here?!? Well, the es_sup is a supervisor, not a one-off thingy that just spawns other one-off thingies. (Misunderstanding supervisors is part of your core problem.)
Supervisors are boring. Supervisors should be boring. All they really do as a reader of code is what the structure of the supervision tree is inside. What they do for us in terms of OTP structure is extremely important, but they don't require that we write any procedural code, just declare what children it should have. What we are implementing here is called a service -> worker structure. So we have the top-level supervisor for your overall application called es_sup. Below that we have (for now) a single service component called es_clients.
The es_clients process is also a supervisor. The reason for this is to define a clear way for the client connection parts to not affect whatever ongoing state may exist in the rest of your system later. Just accepting connections from clients is useless -- surely there is some state that matters elsewhere, like long-running connections to some Java node or whatever. That would be a separate service component maybe called es_java_nodes and that part of the program would begin with its own, separate supervisor. That's why it is called a "supervision tree" instead of a "supervision list".
So back to clients... We will have clients connecting. That is why we call them "clients", because from the perspective of this Erlang system the things connecting are clients, and the processes that accept those connections abstract the clients so we can treat each connection handler as a client itself -- because that is exactly what it represents. If we connect to upstream services later, we would want to call those whatever they are abstracting so that our semantics within the system is sane.
You can then think in terms of "an es_client sent a message to an es_java_node to query [thingy]" instead of trying to keep things straight like "a server_server asked a java_server_client to server_server the service_server" (which is literally how stupid things get if you don't keep your naming principles straight in terms of inner-system perspective).
Blah blah blah...
So, here is the es_client_sup:
-module(es_client_sup).
-behaviour(supervisor).

-export([start_acceptor/1]).
-export([start_link/0]).
-export([init/1]).

start_acceptor(ListenSocket) ->
    supervisor:start_child(?MODULE, [ListenSocket]).

start_link() ->
  supervisor:start_link({local, ?MODULE}, ?MODULE, none).

init(none) ->
    RestartStrategy = {simple_one_for_one, 1, 60},
    Client    = {es_client,
                 {es_client, start_link, []},
                 temporary,
                 brutal_kill,
                 worker,
                 [es_client]},
    {ok, {RestartStrategy, [Client]}}.

Are you picking up a pattern? I wasn't kidding when I said that "supervisors should be boring..." :-) Note that here we are actually passing an argument in and we have defined an interface function. That is so we have a logicalish place to call if we need a socket acceptor to start.
Fourth: The Client Service Itself
Let's look at the client manager:
-module(es_client_man).
-behavior(gen_server).

-export([listen/1, ignore/0]).
-export([start_link/0]).
-export([init/1, handle_call/3, handle_cast/2, handle_info/2,
         code_change/3, terminate/2]).

-record(s, {port_num = none :: none | inet:port_number(),
            listener = none :: none | gen_tcp:socket()}).

listen(PortNum) ->
    gen_server:call(?MODULE, {listen, PortNum}).

ignore() ->
    gen_server:cast(?MODULE, ignore).

start_link() ->
    gen_server:start_link({local, ?MODULE}, ?MODULE, none, []).

init(none) ->
    ok = io:format("Starting.~n"),
    State = #s{},
    {ok, State}.

handle_call({listen, PortNum}, _, State) ->
    {Response, NewState} = do_listen(PortNum, State),
    {reply, Response, NewState};
handle_call(Unexpected, From, State) ->
    ok = io:format("~p Unexpected call from ~tp: ~tp~n", [self(), From, Unexpected]),
    {noreply, State}.

handle_cast(ignore, State) ->
    NewState = do_ignore(State),
    {noreply, NewState};
handle_cast(Unexpected, State) ->
    ok = io:format("~p Unexpected cast: ~tp~n", [self(), Unexpected]),
    {noreply, State}.

handle_info(Unexpected, State) ->
    ok = io:format("~p Unexpected info: ~tp~n", [self(), Unexpected]),
    {noreply, State}.

code_change(_, State, _) ->
    {ok, State}.

terminate(_, _) ->
    ok.

do_listen(PortNum, State = #s{port_num = none}) ->
    SocketOptions =
        [{active,    once},
         {mode,      binary},
         {keepalive, true},
         {reuseaddr, true}],
    {ok, Listener} = gen_tcp:listen(PortNum, SocketOptions),
    {ok, _} = es_client:start(Listener),
    {ok, State#s{port_num = PortNum, listener = Listener}};
do_listen(_, State = #s{port_num = PortNum}) ->
    ok = io:format("~p Already listening on ~p~n", [self(), PortNum]),
    {{error, {listening, PortNum}}, State}.

do_ignore(State = #s{listener = none}) ->
    State;
do_ignore(State = #s{listener = Listener}) ->
    ok = gen_tcp:close(Listener),
    State#s{listener = none}.

Hmmm, what is all that about? The basic idea here is that we have a service supervisor over the whole concept of clients (es_clients, as discussed above), and then we have the simple_one_for_one to handle whatever clients happen to be alive just now (es_client_sup), and here we have the management interface to the subsystem. All this manager does is keep track of what port we are listening on, and owns the socket that we are listening to if one is open at the moment. Note that this can be easily rewritten to allow any arbitrary number of ports to be listened to simultaneously, or track all living clients, or whatever. There really is no limit to what you might want to do.
So how do we start clients that can accept connections? By telling them to spawn and listen to the listen socket that we pass in as an argument. Go take another look at es_client_sup above. We are passing in an empty list as its first argument. What will happen when we call its start_link function is that whatever else we pass in as a list will get added to the list of arguments overall. In this case we will pass in the listen socket and so it will be started with the argument [ListenSocket].
Whenever a client listener accepts a connection, its next step will be to spawn its successor, handing it the original ListenSocket argument. Ah, the miracle of life.
-module(es_client).

-export([start/1]).
-export([start_link/1, init/2]).
-export([system_continue/3, system_terminate/4,
         system_get_state/1, system_replace_state/2]).

-record(s, {socket = none :: none | gen_tcp:socket()}).

start(ListenSocket) ->
    es_client_sup:start_acceptor(ListenSocket).

start_link(ListenSocket) ->
    proc_lib:start_link(?MODULE, init, [self(), ListenSocket]).

init(Parent, ListenSocket) ->
    ok = io:format("~p Listening.~n", [self()]),
    Debug = sys:debug_options([]),
    ok = proc_lib:init_ack(Parent, {ok, self()}),
    listen(Parent, Debug, ListenSocket).

listen(Parent, Debug, ListenSocket) ->
    case gen_tcp:accept(ListenSocket) of
        {ok, Socket} ->
            {ok, _} = start(ListenSocket),
            {ok, Peer} = inet:peername(Socket),
            ok = io:format("~p Connection accepted from: ~p~n", [self(), Peer]),
            State = #s{socket = Socket},
            loop(Parent, Debug, State);
        {error, closed} ->
            ok = io:format("~p Retiring: Listen socket closed.~n", [self()]),
            exit(normal)
     end.

loop(Parent, Debug, State = #s{socket = Socket}) ->
    ok = inet:setopts(Socket, [{active, once}]),
    receive
        {tcp, Socket, <<"bye\r\n">>} ->
            ok = io:format("~p Client saying goodbye. Bye!~n", [self()]),
            ok = gen_tcp:send(Socket, "Bye!\r\n"),
            ok = gen_tcp:shutdown(Socket, read_write),
            exit(normal);
        {tcp, Socket, Message} ->
            ok = io:format("~p received: ~tp~n", [self(), Message]),
            ok = gen_tcp:send(Socket, ["You sent: ", Message]),
            loop(Parent, Debug, State);
        {tcp_closed, Socket} ->
            ok = io:format("~p Socket closed, retiring.~n", [self()]),
            exit(normal);
        {system, From, Request} ->
            sys:handle_system_msg(Request, From, Parent, ?MODULE, Debug, State);
        Unexpected ->
            ok = io:format("~p Unexpected message: ~tp", [self(), Unexpected]),
            loop(Parent, Debug, State)
    end.

system_continue(Parent, Debug, State) ->
    loop(Parent, Debug, State).

system_terminate(Reason, _Parent, _Debug, _State) ->
    exit(Reason).

system_get_state(Misc) -> {ok, Misc}.

system_replace_state(StateFun, Misc) ->
    {ok, StateFun(Misc), Misc}.

Note that above we have written a Pure Erlang process that integrates with OTP the way a gen_server would, but has a bit more straightforward loop that handles only the socket. This means we do not have the gen_server call/cast mechanics (and may need to implement those ourselves, but usually asynch-only is a better approach for socket handling). This is started through the proc_lib module which is designed specifically to bootstrap OTP-compliant processes of any arbitrary type.
If you are going to use supervisors then you really want to go all the way and use OTP properly.
So what we have above right now is a very basic Telnet echo service. Instead of writing a magical client process inside the server module to tie your brain in knots (Erlangers don't like their brains tied in knots), you can start this, tell it to listen to some port, and telnet to it yourself and see the results.
I added some scripts to automate launching things, but basically the hinge on the code and make modules. Your project is laid out like
es/
   Emakefile
   ebin/es.app
   src/*.erl

The contents of the Emakefile will make things easier for us. In this case it is just one line:
enter code here{"src/*",  [debug_info, {i, "include/"}, {outdir, "ebin/"}]}.
In the main es/ directory if we enter an erl shell we can now do...
1> code:add_patha("ebin").
true
2> make:all().
up_to_date
3> es:start().

And you'll see a bunch of SASL start reports scrolling up the screen.
From there let's do es:listen(5555):
4> es:listen(5555).
<0.94.0> Listening.
ok

Cool! So it seems like things are working. Let's try to telnet to ourselves:
ceverett@changa:~/vcs/es$ telnet localhost 5555
Trying 127.0.0.1...
Connected to localhost.
Escape character is '^]'.
Hello es thingy
You sent: Hello es thingy
Yay! It works!
You sent: Yay! It works!
bye
Bye!
Connection closed by foreign host.

What does that look like on the other side?
<0.96.0> Listening.
<0.94.0> Connection accepted from: {{127,0,0,1},60775}
<0.94.0> received: <<"Hello es thingy\r\n">>
<0.94.0> received: <<"Yay! It works!\r\n">>
<0.94.0> Client saying goodbye. Bye!

Ah, here we see the "Listening." message from the next listener <0.96.0> that was spawned by the first one <0.94.0>.
How about concurrent connections?
<0.97.0> Listening.
<0.96.0> Connection accepted from: {{127,0,0,1},60779}
<0.98.0> Listening.
<0.97.0> Connection accepted from: {{127,0,0,1},60780}
<0.97.0> received: <<"Screen 1\r\n">>
<0.96.0> received: <<"Screen 2\r\n">>
<0.97.0> received: <<"I wonder if I could make screen 1 talk to screen 2...\r\n">>
<0.96.0> received: <<"Time to go\r\n">>
<0.96.0> Client saying goodbye. Bye!
<0.97.0> Client saying goodbye. Bye!

Oh, neato. A concurrent server!
From here you can tool around and make this basic structure change to do pretty much anything you might imagine.
DO NOTE that there is a lot missing from this code. I have stripped it of edoc notations and typespecs (used by Dialyzer, a critically important tool in a large project) -- which is a BAD thing to do for a production system.
For an example of a production-style project that is small enough to wrap your head around (only 3 modules + full docs), refer to zuuid. It was written specifically to serve as a code example, though it happens to be a full-featured UUID generator.
Forgive the hugeness of this answer to your (much shorter) question. This comes up from time to time and I wanted to write a full example of a cut-down network socket service to which I can refer people in the future, and just happened to get the hankering to do so when I read your question. :-) Hopefully the SO nazis will forgive this grievous infraction.

redpajama_set_name: RedPajamaStackExchange


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In the third of five Test Matches, a large home crowd witnessed an even first half with chances for both teams but it was only Australia who were able to take advantage.
Sarah Thomas had the first chance for GB in the seventh minute when she had a free run into the circle but put the shot wide.
Australia won two penalty corners in the 13th and 24th minute but were unable to capitalise. They did however take advantage in the 16th minute when Teneal Attard scored after Australia were allowed to keep possession and dribble into the GB circle eliminating a number of defenders.
Both sides continued to work their patterns, but GB were unable to create real goalscoring opportunities despite some promising build up play.
In the second half Australia started strongly and won a PC in the 40th minute which was charged down by Crista Cullen. The resulting play saw GB win a PC at the other end which was well saved from a Cullen drag flick. A minute later, Danson shot high over the bar before Australia extended their lead in the 44th minute from another field goal when the GB defence, unable to clear in the circle, allowed Hope Munro to pounce on the ball and send a hard flick past Roberts from short range.
GB continued to press forward with good build up play but too often the final pass went astray. In the last 10 minutes GB built up heavy pressure forcing Australia back. The Aussies however held out to win the third test 2-0 and go three up in the series.
Results & Reports will be provided for each of the test matches with results only being issued for the games against the WAIS, SIS/SAS and QAS.
Caps will be awarded for the Test Matches and are updated after each match.
Susie Gilbert will return home tomorrow due to chicken pox.


text:
37 killed, 70+ injured in blaze at South Korean hospital adjoining nursing home (PHOTOS)
Firefighters put out a fire at a burning hospital in Miryang, South Korea, January 26, 2018 © Kim Dong-min © Reuters
At least 37 people have been killed and more than 70 injured in a massive fire that engulfed a hospital in the South Korean city of Miryang.
Around 200 people, mostly patients, were inside the hospital building and the adjoining nursing home when the fire started around 7:30am local time, Yonhap reports. At least 37 people lost their lives in the blaze.
© Ruptly © Ruptly
According to firefighters it took almost two hours to get the blaze under control. While the patients in the nursing home were evacuated safely, more than 70 people inside the main hospital building were injured and transferred to nearby medical facilities. At least 9 of them are reported to be in a critical condition.
Smoke rises from a burning hospital in Miryang, South Korea, January 26, 2018 © Yonhap © Reuters
The cause of the blaze in the city of Miryang, located some 270 kilometers southeast of the capital Seoul, is as yet unknown. It comes just over a month after a similar tragedy killed 29 people in an eight-story fitness center in the South Korean city of Jecheon on December 21.
A firefighter walks out of a burnt hospital in Miryang, South Korea, January 26, 2018 © Reuters


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text:
Q: What is the best perfomatic way to put a simple icon in HTML? I'm working in a website with a mobile menu, so had to use a hamburger icon to it.
I found 3 ways:

*
*Use FontAwesome or some lib like that
*Use a SVG
*Use  the three bars charactere

I exclude  from my options because Font awesome library is a very big lib to use just a simple icon. So I figure out this charactere: ≡. So I thought: "Omg, i just have to put it on my HTML and it's ok!"
But I was thinking that it is maybe too easy to be true. So i had to come here and ask you guys: Is this correct? Is this supported by browsers in a large scale? Is there a better way to just use a simple icon?
Thanks!

A: There is truly no right answer for this but here is a simple solution if you only need the three lines.

.burger{
border-radius:0;
border:0;
width:15px;
height:2px;
background:rgb(0, 0, 0);
position:relative;
display:inline-block;
padding:0;
}
.burger:after,
.burger:before{
content:'';
width:inherit;
height:inherit;
background:inherit;
position:absolute;
top:4px;
left:0;
}
.burger:before{

top:-4px;
}
<button class='burger'></button>


text:
Q: gcc unable to find shared library libisl.so I installed gcc version 5.1 locally on a cluster having OS as CentOS where I dont have root access (so i cant use any commands like 'sudo'). (The global gcc version installed is 4.4). I also modified the path variable to include the path to my local version at the beginning of the path variable. Before, when I was trying to install boost using the global version, it worked fine. But now, when I try to install boost, it shows the following error:
/users/home/head/cmp/soft/sft/gcc/bin/../libexec/gcc/x86_64-unknown-linux-gnu/5.1.0/cc1: error while loading shared libraries: libisl.so.10: cannot open shared object file: No such file or directory

Any ideas on how to fix this will be highly appreciated.

A: Follow the instructions at https://gcc.gnu.org/wiki/InstallingGCC
Specifically, don't install ISL manually in some non-standard path, because GCC needs to find its shared libraries at run-time.
The simplest solution is to use the download_prerequisites script to add the GMP, MPFR, MPC and ISL source code to the GCC source tree, which will cause GCC to build them for you automatically, and link to them statically.

A: I have the same issue. I solved it as follows:

*

*Download the source code of isl available here

*Unzip and install:     ./configure && make && make install

*cp /usr/local/lib/libisl*   /usr/lib

*

*Note: a symlink also works:
$ cd /usr/lib
$ ln -s  /usr/local/lib/libisl.so.10  libisl.so.10

*You can do the same in Debian distros:
apt-get install libisl-dev

*Adjust the references of shared libs:
$ cp /usr/local/lib/libisl*   /usr/lib

*

*Note: a symlink also works:
$ cd /usr/lib
$ ln -s  /usr/local/lib/libisl.so.10  libisl.so.10


Novartis much-anticipated new heart failure drug Entresto has been approved in the EU, providing a new treatment option for millions of patients.
Entresto (sacubitril and valsartan) has been cleared for the treatment of adult patients with symptomatic chronic heart failure with reduced ejection fraction (HFrEF) and is dosed as a twice-daily tablet.
Around 3.5 million patients are diagnosed with HF every year in Europe, and there are around 15 million people living with the condition, with 50% of these dying within five years of diagnosis. Around half of all HF diagnoses involve patients with reduced ejection fraction.
Entresto's entry into the market has been keenly anticipated as treatment for chronic HF has not seen any major advances for many years. The approval is backed by data from the PARADIGM-HF trial, which showed the drug cut cardiovascular deaths by 20% versus standard therapy based on the ACE inhibitor enalapril, while also reducing hospitalisations by 21% and all-cause mortality by 16%.
The approval by the European Commission comes four months after Entresto was given the go-ahead in the US, its first market. It has also been registered in Switzerland and Canada, and made around $16m in sales in the third quarter.
Sales to date have remained modest mainly because two-thirds of patients eligible for treatment with the drug in the US are under Medicare, and it has taken time for Entresto to be added to Medicare Part D formularies. Novartis has said it expects this situation to resolve within the next six months or so and that US sales will accelerate as EU countries come on-line.
The Entresto news comes hard on the heels of another important approval for Novartis - EU approval of two new indications for anti-inflammatory drug Cosentyx (secukinumab), another drug with multibillion dollar sales potential.


The Drake Passage has a notorious reputation for its turbulent seas due to the westerly winds and the funneling effect of the passage. The Antarctic Convergence, a natural boundary where cold polar water flows northward and warmer equatorial water moves southward, is within the Drake Passage. When these two currents meet, nutrients are pushed to the surface, often attracting a multitude of seabirds and whales. Black-browed Albatross, Sooty Shearwaters and White-chinned Petrels glide in the air currents alongside and in the wake of the ship.


Advanced Valve AV03 valve systems can arrange pneumatics decentrally and can control coils with a D-sub connection or Fieldbus connection.
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