text:
Alzheimer Disease: A 3-Step Diagnostic Formulation Process
HCPLive Network
Alireza Atri, MD, PhD: Turning to you, Brad, what are the decision points in the 3-step diagnostic formulation at this point? And once you have a thought that this may not be normal aging and you've developed an idea by the kind of functional status, and then are thinking about the kind of behavioral syndrome, and you're defining it a little bit, and then you're going forward to determine, potentially, cause, how do you choose your tests, your tiers? How do you think about that?
Bradford C. Dickerson, MD: It really is fairly uniform, yet personalized, I guess I would say, in the sense that, for example, I was seeing a patient earlier this week who, clearly, the first time he came to me he had seen others before me, but had dementia. He had given up driving himself. He was in his 50s and was no longer able to work. It was very clear from the beginning, with the history being provided by his family and not very clearly by him—he wasn't really able to provide it—that he had dementia and it might not even be mild any more. It might be bordering on moderate stage dementia. It was a bit surprising that he had only undergone a more detailed work-up at this stage of the game, because it clearly had been going on for a couple of years. He really didn't have a lot of other medical issues to speak of.
And so, after some cognitive testing that he performed poorly on, I ordered an MRI [magnetic resonance imaging] and had him come back with his family. It was very clear that he had a cortical atrophy, a medial temporal lobe atrophy that was consistent with Alzheimer disease, and the history was consistent with that. I felt pretty comfortable with the 3-step formulation of dementia with an amnestic dysexecutive multi-domain syndrome likely due to Alzheimer disease based on the history, examination, and an MRI.
In some cases you can be pretty comfortable with the diagnosis just using what I consider to be that first tier of looking at the brain. I think it's really fundamental that if we're entertaining the possibility of a diagnosis of Alzheimer or related dementia syndrome that we look into the organ that is of interest. It could be with a CT [computed tomography] scan. But I think in most practice settings an MRI is very readily obtainable and provides much more detailed information, particularly about whether there's also cerebrovascular disease or the common accompaniment to Alzheimer disease, which is cerebral amyloid angiopathy that might have already produced some microhemorrhages that can be seen on MRI but would otherwise be unrecognized, in part because that type of a finding increases a person's risk for a major cerebral hemorrhage, especially if they're given anticoagulant medication.
So MRI is useful for a variety of purposes. In more complex patients, like some of the ones that Lynn was just talking about, even establishing whether the person has mild cognitive impairment or subjective cognitive decline, or mild dementia may require the involvement of my neuropsychologist colleagues, and doing the kinds of detailed testing that are available by working with a neuropsychologist. And so, that first tier can sometimes really require the involvement of a neuropsychologist or a dementia subspecialist to establish.
I think it may also be necessary, to establish the cognitive behavioral syndrome, to involve a multidisciplinary team of experts including, potentially, a speech-language pathologist, if the person has an aphasia. And so, that may require additional consultations and referrals.
And then in thinking about level 3, step 3, or the likely etiology, it's so common that even when we think a person may have Alzheimer disease or another neurodegenerative disease that the MRI is not diagnostic, even if you look carefully at it yourself and have training. In that case, an FDG-PET [fluorodeoxyglucose positron emission tomography] scan can be very valuable if it's accessible in your practice setting, because it's a basic measure of brain function that Medicare approved more than 15 years ago now for the diagnostic evaluation of possible FTD [frontotemporal dementia] or Alzheimer disease.
With a Medicare beneficiary, if you're in the right practice setting and have access to this specialized test called an FDG-PET scan, which isn't that difficult to access—it's commonly used in cancer monitoring and there are often imaging centers that are accessible to most, not even major metropolitan areas, but even some more rural areas—that often is more sensitive to patterns of reduced brain function that might be suggestive of 1 of these diseases.
And then in more specialized practice settings, you may consider cerebral spinal fluid measures or more specialized PET scans looking for evidence or for biomarkers of Alzheimer disease or a related diagnosis.
That's when you're really entertaining a concern for these conditions, and are considering taking it to the subspecialty level. There are obviously many patients who need other kinds of tests that might be considered second-, third-, or fourth-tier tests, whether they're blood tests, spinal fluid tests, or things like sleep studies, depending on the concern for some of these other conditions that may be medical conditions or may be brain conditions that could be causing or contributing to the person's overall symptom profile.
Alireza Atri, MD, PhD: I think you make a great point out of really targeting in a stepped way, and not doing too little, or ignoring, and not shot-gunning everything. And I think we've seen that in practice from our colleagues one way or another. Where you draw that line depends on your proficiency and what the patients and the families need as far as the confidence in the diagnosis.
We used to always hear that Alzheimer disease was a diagnosis of exclusion. We weren't sure, you know? But it sounds like it's becoming a diagnosis of inclusion with some of the tests and the biomarkers you mentioned.
Mary, you had mentioned the kinds of laboratory panels, and Brad mentioned the MRI scan. Do you send those in in your practice? And what blood test would you send as the first tier?
Mary A. Norman, MD: I think when we have somebody who comes in with this with a cognitive concern, there is a group of labs that we generally would recommend, mainly looking for other things that could contribute to cognitive loss—things like a simple CBC [complete blood count] related to dementias, the blood, anemia. A CMP [comprehensive metabolic panel] that would look at kidney function, renal function, and electrolyte abnormalities, or hypocalcemia. That could all, potentially, affect cognition.
Thyroid testing. Vitamin deficiencies. B12. Folate. Markers of inflammation. Homocysteine levels. All of these may contribute. It's rare that we find a truly reversible cause, but frequently we will find other contributing causes. And I agree with you completely with the brain imaging. To have an MRI is, I think, gold standard for most. In my practice, I have a lot of very senior patients who, for other reasons, may not be able to, or refuse to do an MRI. So at least having a CT scan of the head is, I think, essential in any diagnostic work-up.
Alireza Atri, MD, PhD: Great. And I know that due to participation, for the first time, the Alzheimer's Association is putting out clinical practice best guidelines for evaluation. It sounds like the guidelines will be out early in 2020, which actually gives a stepped approach to the diagnostic process, evaluation process, including what to ask, and specific recommendations about tests and when to use them. So that's something we can all look forward to seeing.
Transcript edited for clarity.
Miscarriage Associated with High Levels of Post-Traumatic Stress
Long-term diuretic use and increased mortality and hospitalization in heart failure
Overview of Sickle Cell Disease


text:
Your co-worker might become famous
Friday, September 6, 2013by Jon Osterberg
Seeing a recent Seattle Times book review reminds me that a popular author worked here at PEMCO for a few years long ago. How many of us have colleagues who, perhaps unknown to us, go on to fame?
Debbie Macomber is a Yakima native who lives in Port Orchard. She's written more than 100 novels, including New York Times No. 1 bestseller "Starting Now," and she authored three Hallmark Channel TV movies as well as the series "Debbie Macomber's Cedar Cove."
I stumbled across Macomber's holiday movie "Mrs. Miracle" last year around Christmas, and though it's likely characterized as a "chick flick," I was drawn to the storyline. Figuring my wife would enjoy it, I even bought the DVD.
How many of Macomber's PEMCO colleagues suspected that she would gain fame, I wonder? It brings to mind my time in a French night class at Bellevue Community College in fall 1981, working on my foreign-language requirement to transfer to the University of Washington. A young guy named Geoff sat next to me, and we shared an interest in rock music. He later told me he was a singer in a band that aspired to make its mark.
Years later, I saw his photo in a Rolling Stone article. Sure enough, lead singer Geoff Tate and his band, Queensryche, hit the big time!
In another small-world twist, Queensryche's manager was Kim Harris, who gave me an "A" in his inaugural "History of Rock 'n Roll" class (5 humanities credits, baby!) at BCC in fall 1972. Harris shared my love for the British rock band Free and its stirring guitarist, Paul Kossoff.
Have you worked with someone who later gained fame, in the arts or elsewhere? Share your story.

redpajama_set_name: RedPajamaCommonCrawl


text:
Talk Series
Church Family Day
Last Talk
The trials of life (2)
By Chris Lowe
Audio Only:
Bible Passage
James 1:5–12 (Listen)
5 If any of you lacks wisdom, let him ask God, who gives generously to all without reproach, and it will be given him. 6 But let him ask in faith, with no doubting, for the one who doubts is like a wave of the sea that is driven and tossed by the wind. 7 For that person must not suppose that he will receive anything from the Lord; 8 he is a double-minded man, unstable in all his ways.
9 Let the lowly brother boast in his exaltation, 10 and the rich in his humiliation, because like a flower of the grass1 he will pass away. 11 For the sun rises with its scorching heat and withers the grass; its flower falls, and its beauty perishes. So also will the rich man fade away in the midst of his pursuits.
12 Blessed is the man who remains steadfast under trial, for when he has stood the test he will receive the crown of life, which God has promised to those who love him.
[1] 1:10 Or a wild flower
(ESV)
All Talks
The trials of life (1) 16 Jun 18 James 1:1-4 Chris Lowe


text:
Q: Когда я использую этот код появляются какие-то запросы призраки После запуска через некоторое время появляются такие логи:
Request from  to []  почему это происходит?

<?php

if(!file_exists("config.php")){makeconf();}else{require("config.php");}

$param = stream_context_create();
stream_context_set_option($param, 'ssl', 'local_cert', $tlscert);
stream_context_set_option($param, 'ssl', 'local_pk', $tlskey);
$sock = stream_socket_server("tls://$addr:$port",$en,$es,STREAM_SERVER_BIND|STREAM_SERVER_LISTEN,$param);

while (1==1)
{
$s = @stream_socket_accept($sock);
$remoteaddr = @stream_socket_get_name($s,true);

$inp = @fread($s,4096);

$headers = explode("\r\n",$inp);

$method = explode(" ",$headers[0])[0];
$dest = explode(" ",$headers[0])[1];
$hhost = explode(" ",$headers[1])[1];

echo "Request from $remoteaddr to [$dest] \n";

if($log)
{
  $logp=fopen($logf,"a");
  fwrite($logp,"Request from $remoteaddr to [$dest] \n");
  fclose($logp);
}

if($hhost == $vhost){
if($method == "GET"){

if($dest == '/'){$dest = $index;}

if(file_exists("$root$dest"))
{
 foreach(file($root.$dest) as $out){}
 write(200,$out,'OK');
}else{
  if($http404 != 'false'){
    foreach(file($http404) as $out){}
    write(404,$out,'Not Found');
  }else{write(404,"<title>HTTP 404|Not Found</title>$dest Not Found",'Not Found');}
}
}else{
  if($http500 != 'false'){
    foreach(file($http500) as $out){}
    write(500,$out,'Internal Server Error');
  }else{write(500,"<title>HTTP 500|Internal Server Error</title>Unsupported Method $method",'Internal Server Error');}
}
}else{
  if($http403 != 'false'){
    foreach(file($http403) as $out){}
    write(403,$out,'Forbidden');
  }else{write(403,"<title>HTTP 403|Forbidden</title>403 Forbidden",'Forbidden');}
}

@fwrite($s,$response);
@fclose($s);
}

function write($code,$body,$desc)
{
  global $response;
  $response = "HTTP/1.1 $code $desc\r\n";
  $response .= "Server: SWS\r\n";
  $response .= "Date: ".exec('date')."\r\n";
  $response .= "Status: $code\r\n";
  $response .= "Content-lenght: ".strlen($body)."\r\n";
  $response .= "Pragma: no-cache\r\n";
  $response .= "Content-type: text/html charset=utf-8\r\n";
  $response .= "x-frame-options: SAMEORIGIN\r\n";
  $response .= "X-Powered-by: SWS\r\n\r\n";
  $response .= "$body\r\n\r\n";

}

function makeconf(){
  $cf = '<?php'."\n";
  $cf .= '$addr = "0.0.0.0";'."\n";
  $cf .= '$port = 443;'."\n";
  $cf .= '$vhost = "example.com";'."\n\n";
  $cf .= '$http404 = "false";'."\n";
  $cf .= '$http500 = "false";'."\n";
  $cf .= '$http403 = "false";'."\n\n";
  $cf .= '$root = "/var/www";'."\n";
  $cf .= '$index = "/index.html";'."\n\n";
  $cf .= '$tlscert = "/ssl/cert.pem";'."\n";
  $cf .= '$tlskey = "/ssl/key.pem";'."\n\n";
  $cf .= '$log = false;'."\n";
  $cf .= '$logf = "access.log";'."\n";
  $cf .= '?>'."\n";

  $conf=fopen('config.php',"w");
  fwrite($conf,$cf);
  fclose($conf);
  die("reload \n");
}
?>

A: У вас в коде часть функций по работе с сокетами не выдают ошибок, поскольку впереди имени функции стоит @ - например, @stream_socket_accept . Получается что если случится ошибка и будет возвращен неверный (скорее всего пустой) результат, вы об этом не узнаете. Вот оттуда и появляются
Request from  to []
fwrite($logp,"Request from $remoteaddr to [$dest] \n");

в $remoteaddr и $dest пустота.
Можно проверять значение $remoteaddr на пустоту и пропускать обработку таких значений.
$remoteaddr = @stream_socket_get_name($s,true);
if (empty($remoteaddr)) {
    continue;
}

redpajama_set_name: RedPajamaStackExchange


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text:
MIT announces plans for fall 2020 semester
Extensive safety protocols will undergird the return of additional students and staff to campus.
Peter Dizikes | MIT News Office
MIT Media Relations
Image: Patrick Gillooly
In inviting some of its undergraduates back to campus for the fall semester, MIT will prioritize seniors — to allow them to progress toward completion of their degrees in 2021 — as well as others who need to be on campus, or who require in-person instruction, to succeed in their coursework.
Across the board, undergraduate costs for the coming academic year will be reduced substantially: Tuition will be held at last year's level, eliminating a planned 2020-21 increase announced earlier, and undergraduates will receive a $5,000 grant to offset their annual cost to attend MIT. Undergraduates living on campus will see a 40 percent reduction in dining costs, and all undergraduates will be offered at least one semester of a paid research, teaching, or service opportunity in the coming academic year, carrying a stipend of up to $1,900. Finally, the Institute has adjusted its financial aid budget to meet families' greater needs in a difficult economy — and aid calculations will assume a room-and-board expense of $4,000 per semester, which will serve to increase financial aid and help defray living expenses.
Many graduate students and research staff will also be allowed on campus for the fall. But to limit the density of the campus population, most administrative staff who can work remotely will continue to do so. And everyone with access to campus buildings will be required to comply with an extensive set of public health regulations, with campus health conditions tracked closely through a variety of data.
These and other details regarding the fall semester were announced today in a letter to the MIT community from President L. Rafael Reif.
Developed through a careful analysis of health conditions and logistics, engagement with government officials, and extensive feedback from across its community, the Institute's approach will advance its mission of experiential education and innovative research on its Cambridge campus — albeit in modified form due to the Covid-19 pandemic, which has placed populations at risk around the globe.
Today's news builds upon President Reif's June 17 announcement that MIT will offer a traditional two-semester academic year in 2020-21, with adjusted start and end dates. While instruction will be online for undergraduates away from campus, for those on campus there will be a combination of online and in-person instruction. Faculty and administrators across the Institute are striving to deliver outstanding remote learning in the fall.
"In terms of public health our strategy is conservative and reflects our awareness of how much we do not know about the future of the virus or the efforts to fight it," President Reif wrote in today's letter.
"To navigate the many painful trade-offs, we relied on bedrock principles: protecting the health of our entire community, preserving our ability to deliver on MIT's mission of teaching and research, enabling students to stay on track to their degrees — and doing all this with equity, fairness and caring," the letter said.
A strong framework of safety protocols will undergird MIT's activities for all students, faculty, and staff on campus, including required regular Covid-19 testing and a contact tracing system, mandatory mask-wearing, daily health attestations, and limited access to campus buildings. MIT has drawn upon some of its academic strengths to make these systems feasible — including use of the Broad Institute to process Covid-19 test results, and the rapid development of the COVID Pass system, by MIT's Information Systems and Technology staff, through which community members will provide health attestations.
The plans represent a collective effort by the MIT administration, faculty, students, and staff. Many working groups have studied specific issues in detail, drawing on Covid-19 data and a close knowledge of campus operations. The Institute has also undertaken extensive community engagement, soliciting feedback through virtual town halls, charrettes (focused discussions), and surveys; a majority of MIT's undergraduates responded to one such survey within 36 hours this spring.
"To solve any problem at MIT, especially one as complicated as how to reopen the campus this fall, we look to our community members — especially our students, staff, and faculty — to provide us insights," says Ian Waitz, vice chancellor for undergraduate and graduate education, and co-lead of the Team 2020 working group that has played a leading role in developing plans for the coming academic year. "Ultimately, we have faced a difficult challenge — how to develop the best response, given many trade-offs, a complex education and research enterprise, and a very uncertain future trajectory for the pandemic — while maximizing engagement to shape our understanding and our choices."
Certainly, while MIT's core functions will continue, many things on campus will be different this fall. MIT's famed Infinite Corridor will not be packed with people; there will be no tourists taking photos inside the Stata Center; the Institute will not host any large events. But in order to invite additional members of its community back to campus, MIT's plan for fall 2020 will include the following elements.
The plan for undergraduates on campus
Under the fall 2020 plan, the fraction of MIT's roughly 4,500 undergraduates who will spend the semester in campus housing was determined by the number of undergraduates MIT can house in private rooms, as well as its capacity for regular testing and contact tracing — and the need to take a prudent, cautious approach about both the uncertainties about the pandemic and the Institute's operations as it seeks to execute all aspects of its safety controls.
Seniors and undergraduates who cannot reasonably study elsewhere — for example, those who are unable to return home, those who have home environments that significantly impair remote learning, those who have no other place to live, or those for whom being at home would be unsafe — will be given priority in MIT's decisions on invitations back to campus for the fall. MIT's leadership currently hopes to be able to host first-year students, sophomores, and juniors on campus for the spring semester; crucially, by early 2021, additional housing will come online following the completion of construction and renovation projects.
Most undergraduate instruction will take place online this fall, with on-campus students receiving supplementary in-person teaching in small groups, when possible, such as for lab work, design studios, project-based classes, and performance-based courses.
The semester will have an altered schedule, starting one week earlier than usual. Classes will begin on Sept. 1, and undergraduates will depart campus before Thanksgiving to minimize back-and-forth travel during the busy holiday period. Undergraduates will continue classes online after Thanksgiving, and final exams will occur Dec. 14-18. MIT currently expects its 2021 Independent Activities Period (IAP) to be remote, although there may be some variations by program.
Other effects of Covid-19 on the fall semester will include:
Fraternities, Sororities, and Independent Living Groups (FSILG) facilities will not be open this fall, but residents will be engaged in virtual community-building, and MIT will continue to support them.
Campus buildings will only be open to those students invited back to campus for the fall semester. Other students living in the Boston area — whether at a family home, or in off-campus housing — will not be able to access campus buildings.
Athletics will be suspended for the fall semester.
To foster physical distancing, residence hall kitchens will not be available for cooking; meal plans will be mandatory for undergraduates living on campus. However, MIT will offer a 40 percent reduction in the cost of meal plans for the fall semester.
Research, graduate students, and staff
Most MIT research labs reopened in mid-June, initially with minimal in-person staffing. However, returning for lab work is voluntary, and personnel must wear masks, use personal protective equipment (PPE), file daily health attestations, and work in physically distanced settings.
"We are thrilled to have over 3,000 of our researchers back in their labs and research spaces working on in-person experiments that require campus facilities," stated Maria Zuber, MIT's vice president of research, and Tyler Jacks, the David H. Koch Professor of Biology and chair of an Institute committee on restoring research functions, in a June 18 letter. "Many in our community are now able to resume their data collection and continue developing innovative solutions to address the most daunting challenges facing the world."
However, Zuber and Jacks added, "Our community's ability to continue to work as a team and adhere to the established protocols will be critical."
Many of MIT's roughly 7,000 graduate students will also be permitted on campus in the fall. Graduate student residence halls on the MIT campus will open at about 85 percent of total capacity, to create physical distancing.
Many MIT staff members will continue to work remotely in the fall, to help limit the on-campus population. Other staff, such as facilities workers and campus police, have continued to work onsite throughout the pandemic.
"I am grateful for the dedication of the many staff members across MIT who have continued to come to campus during this pandemic to safeguard and care for the campus and the MIT community," says Tony Sharon, acting deputy executive vice president, and co-lead of the Team 2020 working group. "I also want to recognize the many staff members who have continued to work tirelessly from home, to enable the ramp-up of critical research activities, and to extend our online teaching and work-from-home capabilities."
While many services will be handled remotely, they will still be available, during what will likely be a period of uncertainty for many students.
"Whether students are on campus or among the large contingent of students working off-campus, we want everyone to know that MIT's network of support resources is available whenever and wherever it is needed," says Suzy Nelson, vice president and dean for student life. "We know life on campus will be very different for everyone this fall, and I encourage any student who feels the need to reach out to connect with us. We are here for you."
Extensive safety protocols
In order to make on-campus education and research possible, MIT is implementing an extensive series of protocols to limit the spread of the Covid-19 virus.
All students, faculty, and staff will be tested when they arrive on campus. MIT will also be conducting frequent testing and screening. Community members will have to file a daily health attestation to help identify those who may have Covid-19 symptoms. Wearing masks on campus will continue to be a requirement. Compliance with these protocols will be a critical part of campus life.
Mindful of privacy issues, the Institute's Legal Ethical Equity (LEE) Group for MIT Campus Planning has established guidelines limiting the use of this collected health data. Access to that information is highly restricted, and a "sunset" provision stipulates the data will be deleted once they are no longer operationally necessary.
MIT is enacting numerous measures around building use. Campus buildings will have single, restricted entrances. Institute planners have divided campus into discipline-based research "clusters," with community members accessing only the buildings where their education and research activities occur. MIT has even created a faculty-led working group studying room ventilation, which has been developing guidelines for use in the fall.
"We all must accept that campus space will be akin to a precious resource for learning and research throughout the remainder of 2020," Zuber said in a letter to the graduate student community in May, co-authored with MIT Chancellor Cynthia Barnhart, Nelson, and Associate Provost Krystyn Van Vliet.
The letter continued: "In order to be able to share in the benefits of this resource, we will need to commit to looking out for other members of the community who are learning, researching, and working alongside us. This means that wearing face coverings, practicing physical distancing, contributing to good hygiene practices, and getting used to operating within defined campus spaces will be our 'new normal' for the foreseeable future."
Detailed study while engaging the community
Soon after MIT ramped down on-campus activity in mid-March, the Institute began examining the challenges of bringing its community back in a phased fashion. That process has consisted of detailed study of specific issues, often with faculty applying domain expertise, as well as extensive community input.
MIT has also been engaging with government officials who have developed outlines for reopening. Specifically, the Commonwealth of Massachusetts has created reopening guidelines for higher education institutions that emphasize four key principles, the first of which is to "protect the health and safety of students, faculty, staff and people in surrounding communities."
"The Commonwealth has allowed higher-education institutions to develop unique reopening plans that best fit their needs and capabilities, as long as we adhere to strict public health and safety protocols," says Director of Emergency Management Suzanne Blake. "We will continue to monitor and adhere to state and local guidance to ensure MIT is contributing to the reopening of Massachusetts in a way that is both productive and safe."
MIT has also staged 11 town hall-style events, including two for the entire community, with the rest focused on students, research, and faculty communities within the Institute; conducted 69 charrettes, with 425 participants; and conducted six detailed community surveys, with significant response levels. For instance, about 3,600 undergraduates, or 79 percent, responded to a survey tailored to them about potential reopening options. A community-wide survey received about 900 full responses, 900 partial responses, and 27,000 comments. Additionally, 17 groups — including parents of MIT students — held self-guided discussions that provided more input for the administration.
"Through surveys, design charrettes, and ongoing conversations with student leaders, we sought to understand what's important," Waitz says. "We have been as transparent as possible around our processes, data, sources of expertise, and constraints, from the physical constraints on campus to the availability of testing."
At the same time, the Team 2020 working group has helped oversee an array of nine focused working groups, which have studied different aspects of campus activities. The Team 2020 group also led regular conference calls in which the community members developing the reopening plans could provide feedback, updates, and propose new questions.
Team 2020, focused on the 2020-21 academic year, is one of three broad efforts to study MIT's operations in relation to Covid-19. The MIT Covid-19 Response System is developing ways to use research and real-time data to support campus operations and decision making; and Task Force 2021 and Beyond, led by Sanjay Sarma, vice president for open learning, and Rick Danheiser, chair of the faculty, is examining the new challenges and opportunities that may face MIT in a post-Covid-19 world.
All told, MIT has attempted to rigorously examine the advantages and disadvantages of many proposed ideas for the coming academic year. Other formats the Institute considered included holding three semesters, with all students attending two out of the three; waiting until 2021 to start the next semester; keeping all instruction online, with no undergraduates invited back for the fall; and inviting all undergraduates back to campus for the fall.
Ultimately, the modified two-semester format, with a blend of in-person and online learning, was the approach judged by the Institute's leadership — as well as the many other community members who offered input — as most feasible and safest for the MIT community. And while campus activities, including this plan, will always be contingent on health and safety conditions, the MIT community now has the benefit of a clear blueprint for the start of the 2020-21 academic year.
The decisions announced today, President Reif wrote in his letter, "amount to a carefully considered forecast for this fall. Its accuracy — and our shared health and safety — certainly depend on the course of the pandemic. But they also depend on each and all of us: On our conscientious care for one another and on our ability to learn from and make the best of this unexpected challenge."
Fall 2020 FAQ
MIT Covid-19 website
Education, teaching and academics
Further decisions about the fall semester
Letter regarding MIT's initial decisions about the fall
Team 2020 charts a course for MIT
Taking an MIT approach to a return to campus
Town halls let students "Solve for Fall"
Letter regarding efforts to chart MIT's course for the summer, fall, and beyond
MIT's second virtual town hall addresses the months ahead
Letter to the community: Building a vision for MIT's post-Covid future


Irma, packing winds of 130 miles (210 kilometers) per hour, was upgraded to a Category 4 storm as it closed in on the Florida Keys, the US National Hurricane Center said, as more than six million Floridians -- a third of the state's population -- had been ordered to evacuate their homes ahead of the monster storm.
"It looks as if the destructive eyewall of Hurricane #Irma will overspread the Lower #FLKeys between 7-8 am" local time, the National Weather Service (NWS) tweeted.
"EVERYONE IN THE FLORIDA KEYS... IT IS TIME TO HUNKER DOWN," the NWS warned.
"THE WORST WINDS ARE YET TO COME."
In Key West, police had opened a "shelter of last resort" for those who had ignored mandatory evacuation orders.
The cities of Naples, Fort Myers and the densely populated peninsulas of Tampa Bay were in the crosshairs of the massive storm, which threatened storm surges of up to 15 feet (4.5 meters) -- enough to cover a house.
"Life threatening storm surge is occurring now in the Keys and is expected to begin this morning in southwest Florida," warned Florida Governor Rick Scott in an early Sunday tweet.
The NWS urged Floridians to wear suitable footwear and take shelter in lower floor interior rooms -- far from windows -- and use items like helmets, mattresses, pillows and blankets for protection.
At North Collier Regional Park, a designated shelter just outside Naples, anxious evacuees prayed they and their loved ones would remain safe when the storm made landfall.
Viviana Sierra, a Naples resident who was accompanied by her dog, parents and brother, was sanguine about the prospect of eventually going back to find her home and belongings destroyed.
"You can replace material things but your life is very important so I think it's better that we stay here," she said.
The storm was expected to move along or near Florida's southwest Gulf coast later Sunday and into Monday.
There were no immediate reports of casualties, but officials reported "significant damage." A total of 1.5 million people were evacuated.
Authorities in Havana organized evacuations from low-lying districts at risk from Atlantic storm surges. Enormous waves lashed the Malecon, the capital's emblematic seafront, causing seawaters to penetrate some 820 feet into the capital, AFP journalists reported.
The storm had smashed through a string of Caribbean islands, beginning with tiny Barbuda on Wednesday, followed by the holiday islands of St Barts and St Martin.
Also affected were the US Virgin Islands, Puerto Rico, the Dominican Republic, Haiti and the Turks and Caicos. The Bahamas were spared the worst of Irma.
Another powerful storm, Hurricane Jose, had been heading toward the same string of Caribbean islands that Irma pummeled in recent days, but the area received a welcome reprieve when the storm began to gradually weaken and shift course towards the north.


text:
Traditional Knowledge and Use
Social, Economic, and Health Research
Environmental Assessment Support
IBA Negotiation
Indigenous Planning
Maps can be a powerful visual representation of a community's land use, rights and interests, giving added leverage in consultations and negotiations with governments and industry or in regulatory and environmental assessment processes.
Mapping is a critical foundation of our work with communities, especially in our traditional knowledge and use (TUS) studies, Indigenous planning, and ecology studies. We work with community members to map out the locations they and their families rely on for hunting, trapping, fishing and other important activities. Using state-of-the-art software, we analyze this information to clearly show a community's rights and interests on the land, and how these could be affected by industrial development or land management policies.
Firelight's mapping and GIS team includes professional cartographers with decades of experience working with Indigenous communities to map their knowledge and land use in culturally appropriate ways. We also have extensive experience providing training and workshops to communities.
We provide one-on-one and small group mapping training and on-going support to enhance communities' research and data collection capacity, both in interview settings and out on the ground using GPS. We also co-host large-scale Indigenous Mapping Workshops, during which we deliver technical training on mapping tools (Google, QGIS, ESRI) so participants can collect, manage, share, and publish their own map data.
Steve DeRoy
MSc Geographic Information Science
steven.deroy@thefirelightgroup.com
When we sit down with community members, the first thing we say is that we work for them – nobody else… This is especially important when people are sharing information about the land; they must have the opportunity to control what is said or not said.
Mapping team lead
Download the Direct-to-Digital Guide
Direct to Digital Mapping Guide
Firelight's Direct to Digital Mapping Guide is designed to assist community members in mapping points, lines and areas using Google Earth software, and gives step-by-step guidance on how to manage and store the data. The guide is best used alongside an interview guide for focused data collection specific to a community's goals and needs. The guide is a tool used in Firelight capacity building training and workshops.
The Firelight Group
Research, policy, planning, mapping, negotiation, advisory, and capacity building services for Indigenous and local communities.
VANCOUVER (604) 563-2245
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EDMONTON (780) 760-1255
info@thefirelightgroup.com
Copyright Firelight Research Inc. 2017. All Rights Reserved


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text:
Q: Button linking to a new page, doesn't work I am creating a program that is supposed to show an RSS Feed once a button is clicked.
I have a main class, a Screen 1, and Screen 2
and a main xml file and screen 1 and screen 2 in the layout.
Now I tried before with the main xml and class being the RSS Feed and it worked fine
However, now when I try to make Screen1 (screen1) the place where the feed is displayed, I just get a black screen.
I am wondering why this is happening, as I told by Screen1 class to link to the screen1 xml file.
Main Class:
import android.os.Bundle;
import android.view.View;
import android.view.View.OnClickListener;

import android.widget.Button;

public class SImpleRssReader2Activity extends Activity {

@Override
    public void onCreate(Bundle savedInstanceState) {
        super.onCreate(savedInstanceState);
        setContentView(R.layout.main);

        Button videoNext = (Button) findViewById(R.id.videoButton) ;
        videoNext.setOnClickListener(new OnClickListener() {
            public void onClick(View v) {
              setContentView(R.layout.screen2);

                //  Intent i = new Intent();
               // i.setClassName("rahul.application.WunApp", "rahul.application.WunApp.screen1");
               // startActivity(i);
            }
        });

        Button newsNext = (Button) findViewById(R.id.newsButton);
        newsNext.setOnClickListener(new OnClickListener() {
            public void onClick(View v) {
              setContentView(R.layout.screen1);

                //  Intent i = new Intent();
               // i.setClassName("rahul.application.WunApp", "rahul.application.WunApp.screen1");
               // startActivity(i);
            }
        });

}
}

Screen 1:
 import java.io.IOException;
    import java.io.InputStream;
    import java.net.MalformedURLException;
    import java.net.URL;
    import java.util.ArrayList;
    import java.util.List;

    import org.xmlpull.v1.XmlPullParser;
    import org.xmlpull.v1.XmlPullParserException;
    import org.xmlpull.v1.XmlPullParserFactory;

    import android.app.ListActivity;
    import android.content.Intent;
    import android.net.Uri;
    import android.os.Bundle;
    import android.view.View;

    import android.widget.ArrayAdapter;

    import android.widget.ListView;

    public class Screen1 extends ListActivity {
        /** Called when the activity is first created. */
       List<String> headlines;
       List<String> links;

    @Override
    protected void onListItemClick(ListView l, View v, int position, long id) {
       Uri uri = Uri.parse((String) links.get(position));
       Intent intent = new Intent(Intent.ACTION_VIEW, uri);
       startActivity(intent);
    }

    @Override
        public void onCreate(Bundle savedInstanceState) {
            super.onCreate(savedInstanceState);
            setContentView(R.layout.screen1);
         // Initializing instance variables
            headlines = new ArrayList<String>();
            links = new ArrayList<String>();

            try {
                URL url = new URL("http://news.google.com/news?ned=us&topic=h&output=rss");

                XmlPullParserFactory factory = XmlPullParserFactory.newInstance();
                factory.setNamespaceAware(false);
                XmlPullParser xpp = factory.newPullParser();

                    // We will get the XML from an input stream
                xpp.setInput(getInputStream(url), "UTF_8");

                    /* We will parse the XML content looking for the "<title>" tag which appears inside the "<item>" tag.
                     * However, we should take in consideration that the rss feed name also is enclosed in a "<title>" tag.
                     * As we know, every feed begins with these lines: "<channel><title>Feed_Name</title>...."
                     * so we should skip the "<title>" tag which is a child of "<channel>" tag,
                     * and take in consideration only "<title>" tag which is a child of "<item>"
                     *
                     * In order to achieve this, we will make use of a boolean variable.
                     */
                boolean insideItem = false;

                    // Returns the type of current event: START_TAG, END_TAG, etc..
                int eventType = xpp.getEventType();
                while (eventType != XmlPullParser.END_DOCUMENT) {
                    if (eventType == XmlPullParser.START_TAG) {

                        if (xpp.getName().equalsIgnoreCase("item")) {
                            insideItem = true;
                        } else if (xpp.getName().equalsIgnoreCase("title")) {
                            if (insideItem)
                                headlines.add(xpp.nextText()); //extract the headline
                        } else if (xpp.getName().equalsIgnoreCase("link")) {
                            if (insideItem)
                                links.add(xpp.nextText()); //extract the link of article
                        }
                    }else if(eventType==XmlPullParser.END_TAG && xpp.getName().equalsIgnoreCase("item")){
                        insideItem=false;
                    }

                    eventType = xpp.next(); //move to next element
                }

            } catch (MalformedURLException e) {
                e.printStackTrace();
            } catch (XmlPullParserException e) {
                e.printStackTrace();
            } catch (IOException e) {
                e.printStackTrace();
            }

            // Binding data
            ArrayAdapter<String> adapter = new ArrayAdapter<String>(this,
                    android.R.layout.simple_list_item_1, headlines);

            setListAdapter(adapter);

        }
    public InputStream getInputStream(URL url) {
           try {
               return url.openConnection().getInputStream();
           } catch (IOException e) {
               return null;
             }
        }

Main xml:
<?xml version="1.0" encoding="utf-8"?>
<LinearLayout xmlns:android="http://schemas.android.com/apk/res/android"
    android:layout_width="match_parent"
    android:layout_height="match_parent"
    android:orientation="vertical" >

    <EditText
        android:id="@+id/editText1"
        android:layout_width="match_parent"
        android:layout_height="wrap_content"
        android:ems="10"
        android:text="@string/welcome" >

        <requestFocus />

    </EditText>

    <TextView
        android:id="@+id/textView5"
        android:layout_width="wrap_content"
        android:layout_height="wrap_content" />

    <TextView
        android:id="@+id/textView6"
        android:layout_width="wrap_content"
        android:layout_height="wrap_content" />

    <TextView
        android:id="@+id/textView7"
        android:layout_width="wrap_content"
        android:layout_height="wrap_content" />

    <RelativeLayout
        android:layout_width="match_parent"
        android:layout_height="wrap_content" >

        <Button
            android:id="@+id/newsButton"
            android:layout_width="152dp"
            android:layout_height="wrap_content"
            android:layout_alignParentTop="true"
            android:layout_centerHorizontal="true"
            android:text="@string/button1" />

    </RelativeLayout>

    <TextView
        android:id="@+id/textView1"
        android:layout_width="wrap_content"
        android:layout_height="wrap_content" />

    <TextView
        android:id="@+id/textView4"
        android:layout_width="wrap_content"
        android:layout_height="wrap_content" />

    <RelativeLayout
        android:layout_width="match_parent"
        android:layout_height="wrap_content" >

        <TextView
            android:id="@+id/textView2"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:layout_alignParentLeft="true"
            android:layout_alignParentTop="true" />

    </RelativeLayout>

    <RelativeLayout
        android:layout_width="match_parent"
        android:layout_height="wrap_content" >
    </RelativeLayout>

    <RelativeLayout
        android:layout_width="match_parent"
        android:layout_height="wrap_content" >

        <Button
            android:id="@+id/videoButton"
            android:layout_width="156dp"
            android:layout_height="wrap_content"
            android:layout_alignParentTop="true"
            android:layout_centerHorizontal="true"
            android:text="@string/button3" />

    </RelativeLayout>

</LinearLayout>

screen1 xml:
<?xml version="1.0" encoding="utf-8"?>
<LinearLayout xmlns:android="http://schemas.android.com/apk/res/android"
    android:layout_width="match_parent"
    android:layout_height="match_parent"
    android:orientation="vertical" >

<ListView
android:id="@+android:id/list"
android:layout_width="fill_parent"
android:layout_height="wrap_content" >
</ListView>

</LinearLayout>

So to summarize: It worked when I just had the main class and xml, but now that I am linking to a new class and xml, it doesn't work. Why?

A: point 1 - You should not do Network related work in UI thread Use Asynctask or thread with handler
Point 2- You have various views in main.xml but in screen1 xml only list view that  may possible you may not have data foe list in screen1
point 3- use "@android:id/list" as ID for ListActivity
<ListView
  android:id="@android:id/list"
  android:layout_width="match_parent"
  android:layout_height="wrap_content" >
</ListView>

A: Does it have anything to do with these being commented out in your code
  //Intent i = new Intent();
           // i.setClassName("rahul.application.WunApp",      "rahul.application.WunApp.screen1");
           // startActivity(i);

Did you make sure that in your manifest you put inside the application  block
   <application
    android:allowBackup="true"
    android:icon="@drawable/ic_launcher"
    android:label="@string/app_name"
    android:theme="@style/AppTheme" >
<activity android:name=".SImpleRssReader2Activity" /> // your class names
<activity android:name=".screen1" />
<activity android:name=".screen2" />

you usually need these when using intents.
sidebar:
really funny that your working on the same exact thing Iam doing. I needed an rss feed for something and tried that same piece of code. Didn't work for me at all don't know how you got it to work at all but nice. I used a different piece of code for mine. Not really used to such a high level language like java myself I think C is an easier language once you get going.


In a totally unexpected internet joke, that recent Watch Dogs 2 Twitter video got the Full House treatment. You know, because Golden Gate Bridge.
One might not think illegal hacking, Silicon Valley angst, and horse heads very fitting of a classic sitcom. This video begs to differ.
Watch Dogs 2 finally got announced yesterday following leak after leak after leak. The sequel is set to revolve around Marcus Holloway and his team of hacker buddies as they do anti-Big Brother things in San Francisco. Other details are sparse, but according to the PlayStation blog, Watch Dogs 2 will feature more hacking freedom, a dense open world, and a much more dynamic protagonist.
We'll no doubt see more of Ubisoft's hacker sequel at E3, so stay tuned for details. In the meantime, let us know how you feel about _Watch_Dogs_2_ in the comments below!