text:
using System;
using Sharpmake;

[module: Sharpmake.Include("*/Sharpmake.*.sharpmake.cs")]

namespace SharpmakeGen.Samples
{
    public abstract class SampleProject : Common.SharpmakeBaseProject
    {
        public string SharpmakeMainFile = "[project.Name].sharpmake.cs";

        protected SampleProject()
            : base(excludeSharpmakeFiles: false, generateXmlDoc: false)
        {
            // samples are special, all the classes are here instead of in the subfolders
            SourceRootPath = @"[project.SharpmakeCsPath]\[project.Name]";
            SourceFilesExcludeRegex.Add(
                @"\\codebase\\",
                @"\\projects\\",
                @"\\reference\\"
            );

            DependenciesCopyLocal = DependenciesCopyLocalTypes.None;
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.SolutionFolder = "Samples";
            conf.TargetPath = @"[project.RootPath]\tmp\samples\[target.Optimization]\[project.Name]";

            conf.AddPrivateDependency<SharpmakeProject>(target);
            conf.AddPrivateDependency<SharpmakeApplicationProject>(target);
            conf.AddPrivateDependency<Platforms.CommonPlatformsProject>(target);

            conf.CsprojUserFile = new Project.Configuration.CsprojUserFileSettings
            {
                StartAction = Project.Configuration.CsprojUserFileSettings.StartActionSetting.Program,
                StartProgram = @"[project.RootPath]\tmp\bin\[conf.Target.Optimization]\Sharpmake.Application.exe",
                StartArguments = "/sources(@'[project.SharpmakeMainFile]')",
                WorkingDirectory = "[project.SourceRootPath]"
            };
        }
    }

    [Generate]
    public class CompileCommandDatabaseProject : SampleProject
    {
        public CompileCommandDatabaseProject()
        {
            Name = "CompileCommandDatabase";
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class ConfigureOrderProject : SampleProject
    {
        public ConfigureOrderProject()
        {
            Name = "ConfigureOrder";
            SharpmakeMainFile = "main.sharpmake.cs";
        }
    }

    [Generate]
    public class CPPCLIProject : SampleProject
    {
        public CPPCLIProject()
        {
            Name = "CPPCLI";
            SharpmakeMainFile = "CLRTest.sharpmake.cs";
        }
    }

    [Generate]
    public class CSharpHelloWorldProject : SampleProject
    {
        public CSharpHelloWorldProject()
        {
            Name = "CSharpHelloWorld";
            SharpmakeMainFile = "HelloWorld.sharpmake.cs";
        }
    }

    [Generate]
    public class CSharpImportsProject : SampleProject
    {
        public CSharpImportsProject()
        {
            Name = "CSharpImports";
        }
    }

    [Generate]
    public class CSharpVsixProject : SampleProject
    {
        public CSharpVsixProject()
        {
            Name = "CSharpVsix";
        }
    }

    [Generate]
    public class CSharpWcfProject : SampleProject
    {
        public CSharpWcfProject()
        {
            Name = "CSharpWCF";
        }
    }

    [Generate]
    public class CustomBuildStepProject : SampleProject
    {
        public CustomBuildStepProject()
        {
            Name = "CustomBuildStep";
        }
    }

    [Generate]
    public class DotNetCoreFrameworkHelloWorldProject : SampleProject
    {
        public DotNetCoreFrameworkHelloWorldProject()
        {
            Name = "DotNetCoreFrameworkHelloWorld";
            SharpmakeMainFile = "HelloWorld.sharpmake.cs";
            SourceRootPath = @"[project.SharpmakeCsPath]\NetCore\[project.Name]";
        }
    }

    [Generate]
    public class DotNetFrameworkHelloWorldProject : SampleProject
    {
        public DotNetFrameworkHelloWorldProject()
        {
            Name = "DotNetFrameworkHelloWorld";
            SharpmakeMainFile = "HelloWorld.sharpmake.cs";
            SourceRootPath = @"[project.SharpmakeCsPath]\NetCore\[project.Name]";
        }
    }

    [Generate]
    public class DotNetMultiFrameworksHelloWorldProject : SampleProject
    {
        public DotNetMultiFrameworksHelloWorldProject()
        {
            Name = "DotNetMultiFrameworksHelloWorld";
            SharpmakeMainFile = "HelloWorld.sharpmake.cs";
            SourceRootPath = @"[project.SharpmakeCsPath]\NetCore\[project.Name]";
        }
    }

    [Generate]
    public class DotNetOSMultiFrameworksHelloWorldProject : SampleProject
    {
        public DotNetOSMultiFrameworksHelloWorldProject()
        {
            Name = "DotNetOSMultiFrameworksHelloWorld";
            SharpmakeMainFile = "HelloWorld.sharpmake.cs";
            SourceRootPath = @"[project.SharpmakeCsPath]\NetCore\[project.Name]";
        }
    }

    [Generate]
    public class FastBuildSimpleExecutable : SampleProject
    {
        public FastBuildSimpleExecutable()
        {
            Name = "FastBuildSimpleExecutable";
        }
    }

    [Generate]
    public class HelloClangClProject : SampleProject
    {
        public HelloClangClProject()
        {
            Name = "HelloClangCl";
            SharpmakeMainFile = "HelloClangCl.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);
            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class HelloEventsProject : SampleProject
    {
        public HelloEventsProject()
        {
            Name = "HelloEvents";
            SharpmakeMainFile = "HelloEvents.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);
            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class HelloLinuxProject : SampleProject
    {
        public HelloLinuxProject()
        {
            Name = "HelloLinux";
            SharpmakeMainFile = "HelloLinux.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class HelloAndroidProject : SampleProject
    {
        public HelloAndroidProject()
        {
            Name = "HelloAndroid";
            SharpmakeMainFile = "HelloAndroid.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class HelloAndroidAgdeProject : SampleProject
    {
        public HelloAndroidAgdeProject()
        {
            Name = "HelloAndroidAgde";
            SharpmakeMainFile = "HelloAndroidAgde.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class HelloWorldProject : SampleProject
    {
        public HelloWorldProject()
        {
            Name = "HelloWorld";
        }
    }

    [Generate]
    public class HelloXCodeProject : SampleProject
    {
        public HelloXCodeProject()
        {
            Name = "HelloXCode";
            SharpmakeMainFile = "HelloXCode.Main.sharpmake.cs";

            // This one is special, we have .sharpmake.cs files in the codebase
            SourceFilesExcludeRegex.Remove(@"\\codebase\\");
        }

        public override void ConfigureAll(Configuration conf, Target target)
        {
            base.ConfigureAll(conf, target);

            conf.AddPrivateDependency<SharpmakeGeneratorsProject>(target);
        }
    }

    [Generate]
    public class PackageReferencesProject : SampleProject
    {
        public PackageReferencesProject()
        {
            Name = "PackageReferences";
        }
    }

    [Generate]
    public class QTFileCustomBuildProject : SampleProject
    {
        public QTFileCustomBuildProject()
        {
            Name = "QTFileCustomBuild";
        }
    }

    [Generate]
    public class SimpleExeLibDependencyProject : SampleProject
    {
        public SimpleExeLibDependencyProject()
        {
            Name = "SimpleExeLibDependency";
        }
    }

    [Generate]
    public class VcpkgProject : SampleProject
    {
        public VcpkgProject()
        {
            Name = "vcpkg";
            SharpmakeMainFile = @"sharpmake\main.sharpmake.cs";
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
NWP Services Corporation Implements New Global IP and Voice Network Technology to Better Serve Multifamily
By Jessica Fiur
NewsOperations & Technology
NWP Services Corporation has completed implementation of a new telephony system from AT&T utilizing MPLS technology.
By Jessica Fiur, News Editor
Irvine, Calif.—NWP Services Corporation has completed implementation of a new telephony system from AT&T utilizing MPLS technology.
"With the completion of NWP's national AVPN implementation, NWP is positioned to deliver unparalleled service to our customers through the convergence of our telephony and networking infrastructure," Jim Charles, senior vice president of product management and engineering, NWP Services Corporation, tells MHN. "This technology better ensures that our customers have convenient, reliable, and redundant access to the data and systems they need to make the critical business decisions necessary to support their organization's objectives."
AT&T's voice services offer solutions supporting high-volume calling from multifamily property managers and are integrated with Exchange 2010 and NWP's billing, payment and utility management solutions. The platform simplifies NWP's ability to maintain its network and enables rapid deployment of services and mobile technologies consistently.
Charles explains that this technology is important because as NWP delivers more services, it needs to make sure all the systems are fully integrated.
"Perhaps the most important aspect of AVPN is CoS. Class-of-service functionality allows NWP to prioritize the importance of various forms of traffic over our network at any given time of day," Charles says. "For example, at peak hours when voice may be the most important type of traffic for customer service, it can be prioritized at a higher level than, say, internal email. Similarly, video can be prioritized at a peak time for a specific video streaming or video conferencing application, ensuring optimal network performance."
Ultimately, the new global IP and voice network technology will benefit for NWP's clients in the multifamily industry.
"The decision to implement AVPN based technology has been a crucial step toward future proofing NWP and its customers for long-term success," Charles says.

redpajama_set_name: RedPajamaCommonCrawl


Sonoff is a universal swich for your smart home system to remotely or automatically turn on / off appliances. To work with the Sonoff SC, you will get more possibilities.
Turn off 1s and then auto-on.
The self-lock/inching mode wireless switch has two input voltage supply specifications: 5V and 5V/12V. No matter which specification is selected, the features are the same.
Note: we have change the WiFi module from PSA to PSF recently. PSF is more powerful.
LEDs: 3 LEDs which indicate working mode, wifi status, relay on/off status respectively.


text:
Ginto claims Grade One gold for Elliott and Kennedy
Ginto added his name to an illustrious roll of honour with a front-running victory in the Lawlor's Of Naas Novice Hurdle.
Envoi Allen and Bob Olinger are the two most recent winners of the Grade One contest, with both horses going on to claim the Ballymore Novices' Hurdle at the Cheltenham Festival two months later.
After impressing on his first two starts over timber at Navan, Ginto was the 5-4 favourite to successfully graduate to the highest level and led from start to finish under Jack Kennedy.
The market leader began to come under pressure from the home turn, but kept finding and was ultimately well on top as he passed the post with just over four lengths in hand over Grand Jury.
Ginto is too strong for his rivals in the Grade 1 @LawlorsNaas Novice Hurdle, making all of the running before forging clear for an impressive success under @jackkennedy15 for trainer @gelliott_racing 🏆👏 pic.twitter.com/aD3qYNQCUR
— Naas Racecourse (@NaasRacecourse) January 2, 2022
Hollow Games, like the winner trained by Gordon Elliott, was just a neck further behind in third.
Elliott said: "Jack said he wasn't doing a stroke the whole way. He jumped well and stays well. He's very idle in front on his own.
"He's a fine looking horse. Jamie (Codd) rode him in Navan where he travelled better with a lead. He was having to do all the donkey work today and a better race will suit him better.
"It's a first Grade One winner for Bective (Stud, owners). They are big supporters of Cullentra and of Irish racing. They are on holiday in Dubai and will be watching and hopefully enjoying it."
Ginto in the Naas winner's enclosure (Donall Farmer/PA)
Coral cut Ginto's odds for the Ballymore to 8-1 from 16-1, while he is 5-1 from 8-1 for the longer Albert Barlett Novices' Hurdle. Betfair make him an 8-1 chance for both races.
"I think he'll stay further, I think all he does is stay," Elliott added
"We had to stretch them and if it turned into a sprint it wouldn't have worked.
"Hollow Games ran very well. He was stopped a couple of times and probably should have been second."
https://www.geegeez.co.uk/wp-content/uploads/2022/01/2.64563968-scaled.jpg 1280 2560 Geegeez News https://www.geegeez.co.uk/wp-content/uploads/2018/09/geegeez_banner_new_300x100.png Geegeez News2022-01-02 14:52:542022-01-02 15:05:09Ginto claims Grade One gold for Elliott and Kennedy
Joe Tizzard happy with plans to take over licence at end of the season National recognition for Go Whatever at Plumpton


With an increasing number of technical communicators working as consultants and freelancers, career paths in technical communication follow unusual career trajectories and require expertise in unexpected areas such as management, marketing, and leadership. Dr. Stacey Pigg from North Carolina State University will discuss these emerging career paths in a talk entitled "Building and Sustaining Entrepreneurial Career Paths in Technical Communication." This talk comes from 2016 research that Stacey and collaborator Benjamin Lauren from Michigan State University conducted to gather and analyze career narratives of successful small business owners and consultants who identify as technical communicators. (If you are an STC member, you can view their research article in Tech Comm.) From these experienced professionals, Stacey and Ben gained a new appreciation of the role of professional organizations like STC, as well as social media platforms and networks of colleagues, coworkers, and instructors. Her talk will introduce some of the most important lessons she learned from these entrepreneurs, as well as practices they used to stay current with emerging technologies and ways of working. These lessons are relevant both within and outside traditional entrepreneurial contexts.
Stacey is an associate professor of scientific and technical communication and the director of the Professional Writing Program at NC State, where she teaches in the Master's of Science in Technical Communication program. Her research focuses on the role of digital technologies in the everyday writing practices that support work and learning, and she has published this research in journals such as Technical Communication, Technical Communication Quarterly, IEEE-Transactions on Professional Communication, and the proceedings of SIGDOC. Her latest research focuses on two areas relevant to technical communicators: the professional development and learning practices of technical communicators, and the digital collaboration practices that support contemporary work and learning. She also teaches the graduate internship course for technical communicators and other professional writers at NC State.


text:
{%- if show_source and has_source and sourcename %}

code

{{ _('Show Source') }}

{%- endif %}


The excerpt below was taken from the full in bloom interview with W.A.S.P. guitarist Randy Piper.
Randy talks about the 1984 debut album from W.A.S.P., signing with Capitol Records & working with Shrapnel Records founder Mike Varney. Listen to the clip below.
Listen to more excerpts from our full in bloom interviews with W.A.S.P. guitarist Randy Piper and W.A.S.P. drummer Tony Richards.


text:
package be.belgif.vocab.tasks;

import be.belgif.vocab.helpers.QueryHelper;

import org.eclipse.rdf4j.repository.Repository;

import org.slf4j.Logger;
import org.slf4j.LoggerFactory;

/**
 * Register JSON-LD context
 *
 * @author Bart Hanssens
 */
public class CtxRegisterTask extends AbstractImportTask {
	public final static String NAME = "ctx-register";

	private final Logger LOG = (Logger) LoggerFactory.getLogger(CtxRegisterTask.class);

	/**
	 * Constructor
	 *
	 * @param repo triple store
	 * @param inDir import directory
	 */
	public CtxRegisterTask(Repository repo, String inDir) {
		super(NAME, repo, inDir, QueryHelper.CTX);
	}
}


Is the project seeking to influence on-ground practice, NRM policy or NRM planning? At what stage in the project's life?
Who are you trying to reach/influence through this project?
Why would the target group want to be involved with the project or the uptake of this research?
What is the best way of reaching the target group?
to inform an emerging scientific field.
Practitioner - e.g. land managers, extension staff and networks, and agencies or organisations that manage land assets.
Note: These are a guide only - some individuals and organisations sit in more than one category.
Your project may be relevant to some or all of these sectors. Understanding their attitudes and practices concerning the research and/or the issue the research addresses will assist you in reaching them more effectively.
A comprehensive contact list for your target participants and audiences is fundamental to undertaking engagement and communication activities. It also assists in monitoring and evaluation.
There is a broad range of methods to manage knowledge for adoption, from direct engagement or collaborative research through to tailored communication products and, finally, indirect information provision.
Selection of your methods depends on the content, target audience, required outcomes and resources available for implementation or delivery. Not all of the methods will be applicable to all projects.
The method may often be influenced by the 'adoptability' of the research e.g. relevance, trialability, skills required and cost implications.
Monitoring and evaluation (M&E) at the project level links to program and corporate monitoring and evaluation. The monitoring and evaluation column refers to each individual line item that you have identified a target and method against – it does not refer to evaluating your entire project. It shouldn't duplicate any other M&E work or project work that you do either.
It is useful to consider measuring how you have undertaken these activities as well as the outputs and outcomes. For example, feedback on how a steering committee or workshop has been run can be useful for making immediate improvements while the project is still underway. Measuring outputs is the easiest step – e.g. how many events have been run and how many people attended. Capturing outcomes can be more difficult in the lifespan of a project, particularly adoption outcomes. These are more likely to be measured at a program or corporate level with techniques such as Return on Investment.
A K&A project plan should consider methods for project implementation and methods for project legacy when the research project is completed.
Your project may have important outcomes for adoption beyond the lifecycle of your project. A legacy plan ensures the research outcomes are not forgotten upon completion of your project. Managing the project's legacy may be undertaken as part of the program.
Before preparing a publication, presentation or media release contact Land & Water Australia to check any style, branding or media guidelines you should be using.
Formatting, style and branding issues are best handled early in production to minimise angst and cost.


Lou Fusz Lacrosse Club Discount!
The Lou Fusz Automotive Benefit for Club Members. As a member of the Lou Fusz Lacrosse Club family, Lou Fusz Automotive would like to tell you about a few benefits you receive. Learn how your family can get their next car through our program and save not just goals but dollars!


text:
Report: 98 Percent Of U.S. Commuters Favor Public Transportation For Others
WASHINGTON, DC–A study released Monday by the American Public Transportation Association reveals that 98 percent of Americans support the use of mass transit by others.
Traffic moves slowly near Seatte, WA, where a majority of drivers say they support other people using mass transit.
"With traffic congestion, pollution, and oil shortages all getting worse, now is the time to shift to affordable, efficient public transportation," APTA director Howard Collier said. "Fortunately, as this report shows, Americans have finally recognized the need for everyone else to do exactly that."
Of the study's 5,200 participants, 44 percent cited faster commutes as the primary reason to expand public transportation, followed closely by shorter lines at the gas station. Environmental and energy concerns ranked a distant third and fourth, respectively.
Anaheim, CA, resident Lance Holland, who drives 80 miles a day to his job in downtown Los Angeles, was among the proponents of public transit.
"Expanding mass transit isn't just a good idea, it's a necessity," Holland said. "My drive to work is unbelievable. I spend more than two hours stuck in 12 lanes of traffic. It's about time somebody did something to get some of these other cars off the road."
Public support for mass transit will naturally lead to its expansion and improvement, Los Angeles County Metropolitan Transportation Authority officials said.
"With everyone behind it, we'll be able to expand bus routes, create park-and-ride programs, and build entire new Metrolink commuter-rail lines," LACMTA president Howard Sager said. "It's almost a shame I don't know anyone who will be using these new services."
Sager said he expects wide-scale expansion of safe, efficient, and economical mass-transit systems to reduce traffic congestion in all major metropolitan areas in the coming decades.
Morning rush hour on one of Los Angeles' economical, environmentally friendly buses.
"Improving public transportation will do a great deal of good, creating jobs, revitalizing downtown areas, and reducing pollution," Sager said. "It also means a lot to me personally, as it should cut 20 to 25 minutes off my morning drive."
The APTA study also noted that of the 98 percent of Americans who drive to work, 94 percent are the sole occupant of their automobile.
"When public transportation is not practical, commuters should at least be carpooling," Collier said. "Most people, unlike me, probably work near someone they know and don't need to be driving alone."
Collier said he hopes the study serves as a wake-up call to Americans. In conjunction with its release, the APTA is kicking off a campaign to promote mass transit with the slogan, "Take The Bus… I'll Be Glad You Did."
The campaign is intended to de-emphasize the inconvenience and social stigma associated with using public transportation, focusing instead on the positives. Among these positives: the health benefits of getting fresh air while waiting at the bus stop, the chance to meet interesting people from a diverse array of low-paying service-sector jobs, and the opportunity to learn new languages by reading subway ads written in Spanish.
"People need to realize that public transportation isn't just for some poor sucker to take to work," Collier said. "He should also be taking it to the shopping mall, the supermarket, and the laundromat."


text:
| Business | October 6
Many top AI researchers get financial backing from big tech
A study finds that 58 percent of faculty at four prominent universities have received grants, fellowships, or other financial support from 14 tech firms.
Photo credit: SAM WHITNEY
AS A GRAD student working on artificial intelligence, Mohamed Abdalla could probably walk into a number of well-paid industry jobs. Instead, he wants to draw attention to how Big Tech's big bucks may be warping the perspective of his field.
Abdalla, who is finishing his PhD at the University of Toronto, has coauthored a paper highlighting the number of top AI researchers—including those who study the ethical challenges raised by the technology—who receive funding from tech companies. That can be a particular problem, he says, when corporate AI systems raise ethical issues, such as algorithmic bias, military use, or questions about the fairness and accuracy of face recognition programs.
Abdalla found that more than half of tenure-track AI faculty at four prominent universities who disclose their funding sources have received some sort of backing from Big Tech. Abdalla says he doesn't believe any of those faculty are acting unethically, but he thinks their funding could bias their work—even unconsciously. He suggests universities introduce rules to raise awareness of potential conflicts of interest.
Industry funding for academic research is nothing new, of course. The flow of capital, ideas, and people between companies and universities is part of a vibrant innovation ecosystem. But large tech companies now wield unprecedented power, and the importance of cutting-edge AI algorithms to their businesses has led them to tap academia for talent.
Students with AI expertise can command large salaries at tech firms, but companies also back important research and young researchers with grants and fellowships. Many top AI professors have been lured away to tech companies or work part-time at those companies. Besides money, large companies can offer computational resources and data sets that most universities cannot match.
A paper published in July by researchers from the University of Rochester and China's Cheung Kong Graduate School of Business found that Google, DeepMind, Amazon, and Microsoft hired 52 tenure-track professors between 2004 and 2018. It concluded that this "brain drain" has coincided with a drop in the number of students starting AI companies.
The growing reach and power of Big Tech prompted Abdalla to question how it influences his field in more subtle ways.
Together with his brother, also a graduate student, Abdalla looked at how many AI researchers at Stanford, MIT, UC Berkeley, and the University of Toronto have received funding from Big Tech over their careers.
The Abdallas examined the CVs of 135 computer science faculty who work on AI at the four schools, looking for indications that the researcher had received funding from one or more tech companies. For 52 of those, they couldn't make a determination. Of the remaining 83 faculty, they found that 48, or 58 percent, had received funding such as a grant or a fellowship from one of 14 large technology companies: Alphabet, Amazon, Facebook, Microsoft, Apple, Nvidia, Intel, IBM, Huawei, Samsung, Uber, Alibaba, Element AI, or OpenAI. Among a smaller group of faculty that works on AI ethics, they also found that 58 percent of those had been funded by Big Tech. When any source of funding was included, including dual appointments, internships, and sabbaticals, 32 out of 33, or 97 percent, had financial ties to tech companies. "There are very few people that don't have some sort of connection to Big Tech," Abdalla says.
Adballa says industry funding is not necessarily compromising, but he worries that it might have some influence, perhaps discouraging researchers from pursuing certain projects or prompting them to agree with solutions proposed by tech companies. Provocatively, the Abdallas' paper draws parallels between Big Tech funding for AI research and the way tobacco companies paid for research into the health effects of smoking in the 1950s.
"I think that the vast majority of researchers are unaware," he says. "They are not actively seeking to push one agenda or the other."
Others in the field of AI are concerned by the influence of industry money. At the year's biggest gathering of AI researchers, a new workshop, called Resistance In AI, will look at how AI "has been concentrating power in the hands of governments and companies and away from marginalized communities."
But ties to industry are pervasive and often found across groups that examine ethical uses of AI. For instance, two out of the three cochairs of the Fairness, Accountability and Transparency conference, a prominent event that looks at the societal impact of AI, work for Alphabet subsidiaries.
Kristian Lum, a statistician at the nonprofit Human Rights Data Analysis Group, who is on the conference's executive committee, says the conference, like other events, receives corporate sponsorships. But she says the conference's policies state that the sponsors do not have control over the content or speakers. Lum says those involved with the conference are careful to disclose potential conflicts of interest.
"There are very few people that don't have some sort of connection to Big Tech."
"Big Tech does have a lot of power," says Lum, whose employer is funded by foundations. "I do think it's something that people are increasingly aware of."
Others say the issue is more complicated.
Meredith Whittaker, a research scientist at NYU, previously worked for Google on a project that connected the company with academic research. She also led protests inside the company in 2018 against its policies on sexual misconduct and surveillance.
"People know who pays them," she says. But she says it's unfair to assume that someone funded by a company cannot be critical of Big Tech. She says several researchers who work at tech companies are critical of their employer's technology. And she says pushback within companies can help check their power. "Worker organizing and worker dissent are only increasing as the status of this technology becomes more and more apparent," she says.
A spokesperson for Google says the company's policies prohibit staff from seeking to influence academic work. "Google's collaborations with academic and research institutions are not driven by policy influence in any way," the spokesperson says. "We are a huge supporter of academic research because it allows us to work with academics who are looking to solve the same problems that we are."
Ben Recht, a professor at UC Berkeley, has previously criticized the idea of researchers simultaneously working for a university and a company. But he doesn't think corporate funding for AI should be seen as inherently bad. "You can make a capitalist argument that it is good for companies to pursue ethical technology," he says. "I think that this is something that many of them strive to do."
Recht also points out that even without industry funding, academics can produce ethically questionable work, like the algorithms that underpin face recognition or those that help turn social media platforms into echo chambers and sources of misinformation. And Recht also notes that the money that flows from government agencies, including the military, can also influence the direction of research.
For his part, Abdalla worries that drawing attention to the ties between Big Tech and academia might affect his prospects of getting a job, because professors are often expected to help bring in funding. "I was told not to push this," he says.
by Will Knight
A clever strategy to distribute Covid aid—with satellite data


Graduation requirements for Clackamas Middle College are aligned with those of the North Clackamas School District. At CMC, 24 credits are required to graduate.
In addition to the credits listed below, all students must meet NCSD proficiency standards in reading, writing, mathematics, and science. Smarter Balanced (state test) in both English language arts (ELA), and math must be attempted and passed with the scores of 2515 in reading, 2583 in writing, and 2543 in math for all graduating seniors.
The Oregon's Assessment of Knowledge and Skills (OAKS-state test) will be used for the science, and graduating students must attempt the test three times, and pass with the score of 240.
At CMC, graduating seniors must also have taken and passed the Youth Take Action and Internship Experience courses along with the 20 hours required for each course.
*Mathematics credits must be at the Algebra 1 level and higher.
Participate in career-related learning experiences.
The district shall offer students credit options provided the method for obtaining such credit is described in the student's personal education plan and the credit is earned by meeting requirements described in Oregon Administrative Rule (OAR) 581-022-1131.
Two reading work samples, at least one informational. Score of 12 across the three traits, with each individual trait score of at least 3.
Total of two work samples in two of the strands: Algebra, Geometry and Statistics. Score of 4 on each of the four traits plus accuracy.
One scientific inquiry work sample will be completed in each science lab class.
Students must make two assessment attempts in reading and mathematics (at least one during junior year) and one attempt in writing before accessing work samples to fulfill the Essential Skills graduation requirements.


The mobile industry is on the great rise. There are so many companies, coming into the existence in the market with the high end smartphones and other devices. The companies are revealing the high end smartphones and tablets in the market, one after another to beat the other rivals. One of the companies is the Apple. It is the company, which is considered as the leading manufacturers of mobile devices, tablets, notebooks, and many others. Among different devices, MacBook Air is one of the favorite devices as compared to others.
A lot of people are interested in buying the MacBook Air because of its variety of features. The company is making efforts to introduce the enhanced version of the MacBook Air that is the MacBook Air 2015. The device is named as it is going to be released in the mid of the next year. There is a presence of an iPhone 6 in the market in recent times. The company will host some other devices in the future days to come. Because of the release of the iPhone 6 and many others, by the company, users had confused because they were not gathering the proper information about the release of the improved version of the MacBook Air.
When it comes to the new MacBook Air 2015, the users are expecting too high from the device. Though, if the company were to go down this route, the upcoming device would not be much quicker than its predecessor. The company has a doubt that the purchasers would mind, however, as this device has never sold on the quality and performance. There will be an existence of a Fanless version that might be very thin to be sure. A fanless 12'' MacBook Air would be that skinny, but a thickness between 30 to 10 and 5 to 10 of an inch would appear probably must the company ditch the Apple fans. The portion tablet of the HP Spectre 13t x 2 has been just .27'' thick and also it includes all the processing hardware.
As per the reports, there will be an introduction of the Retina display into the MacBook Air 2015. The likely declaration of this upcoming device has re-kindled the speculations that the company will give it with the Retina display. However, this time around the insertion of the Retina appears almost compulsory.
The timing of this upcoming device rumor syncs well with the decision of the company, not to add Retina in the device previous year. If the company preserved the 11'' and 13'' models, it would need to be available with 2 separate Retina panels. If the company introduces a solitary new, 12'' model with the Retina in spite of, the company would lower its costs and can reveal an 'all new' Air, instead of simply a revision of the older hardware specifications. Therefore, it is also expected that it could also take one year in order to schedule the laptop. So, see the coming time what will bring for you with the existence of the new MacBook Air 2015.
BlackBerry Messenger on your PC?


text:
Liberals Launch Sinister Scheme To "Disqualify" MAGA Republicans
Some Dems are using the anniversary of the Jan 6 riot to launch efforts to win the 2022 elections by attempting to disqualify GOP members who supported the efforts to challenge the election results of 2020 as "insurrectionists."
The effort, headed up by Marc Elias, is trying to use a post-Civil War provision in the 14th Amendment that was created to disqualify any former Confederates or those who "participated in rebellion or insurrection, or given comfort or support to the enemies" from campaigning and holding federal office. Marc Elias has pushed this effort for months:
"No person shall be a Senator or Representative in Congress…who, having previously taken an oath, as a member of Congress…shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof."-US Constitution
— Marc E. Elias (@marceelias) August 7, 2021
My prediction for 2022: Before the midterm election, we will have a serious discussion about whether individual Republican House Members are disqualified by Section 3 of the 14th Amendment from serving in Congress.
We may even see litigation. pic.twitter.com/pF7P2fw0kn
— Marc E. Elias (@marceelias) December 21, 2021
Elias is the top election lawyer for the Dem Party countrywide and has worked with party leaders closely.
Liberal groups are also following suit. In a media statement this week, they said:
Nonprofit organizations Free Speech For The People and Our Revolution today have announced a partnership to urge all Secretaries of State to ban any elected officials who engaged in the Jan 6, 2021 insurrection from being on any future ballot.
"Secretaries of State have a duty to make sure that candidates who seek to run for election in their state meet the constitutional qualifications to serve in public office," said Alexandra Flores-Quilty, "Anyone who violated the oath of office by participating in the violent Jan 6th insurrection doesn't meet these terms. Thus, we're urging election officials to make it clear that insurrectionists such as Pres. Trump and his Congressional allies are banned from ever again holding office, which is required under the 14th Amendment to the United States Constitution."
Anyone who aided Pres. Donald Trump's team in encouraging these challenges to the 2020 election results in Congress is defined as having "participated" in the Jan. 6 insurrection, according to the coalition.
Some Dems have already demanded the disqualification of GOP members who merely signed legal briefs supporting the election challenges in court. Jonathan Turley, Liberal constitutional scholar, who is against the disqualification effort, noted that recently, the U.S. vehemently opposes similar efforts in other nations, such as Iran.
Moreover, as has been revealed repeatedly, many Dems have objected to certifying election results in the past, and Elias himself has led the Dems' effort to plant the idea that Donald Trump's election in 2016 was an illegitimate one because of "Russia collusion."
Going by the Dems' new standards, many of their own — including Pres. Biden — would also be disqualified.
Author: Scott Dowdy


text:
Underworld Extremes: The Meaning of Pluto in Astrology
Pluto is a planet that is not a planet. By the time Pluto had its planet status taken away by the international astronomical community (more on that below), astrologers had firmly accepted Pluto as an important member of the planetary roster. Only the most hardcore of traditional astrologers won't use Pluto (or the other outer planets, Uranus and Neptune) in their work. Most astrologers who focus on traditional astrology (such as myself) still look at the position of Pluto and the other outer planets in charts, and if these planets play a key role in the chart, then we always consider that in our interpretations.
I do think a lot of astrologers, especially those who started practicing in the decades before the traditional astrology revival really kicked off in the 1990s, tend to over-emphasize the outers – sometimes to the exclusion of other important factors. Until very recently, and even sometimes still now, it was commonly accepted that the outer planets ruled certain signs – Uranus ruling Aquarius, Neptune ruling Pisces and Pluto ruling Scorpio.
This has shifted a lot recently and a number of astrologers have returned to traditional rulerships (Saturn rules Aquarius, Jupiter rules Pisces and Mars rules Scorpio). Of those who still use modern rulerships, I find most usually consider co-rulerships in their interpretations. But the modern vs. traditional rulership debate is a big topic for another day (read this article for my thoughts on Saturn as the true ruler of Aquarius). Today, I want to focus on the meaning and signification of Pluto in astrology.
The Rich Color Variations of Pluto. (NASA)
Pluto has some of the darkest significations of all the planets. Some of the common meanings assigned to Pluto include:
Destruction and rebirth
Obsessions and compulsions
Ruthless transformation
Exertion of power
It's no wonder so many people find this little planet compelling!
Many of Pluto's themes overlap with that of the two malefics, Mars and Saturn. If we consider a blend of these two planets' traditional meanings, we arrive at Pluto's archetypes. Mars represents fiery anger and violent desires, which are tempered by Saturn's cold heaviness and restrictive stagnancy. Combining those, you get Pluto's obsessive, compulsive nature – Mars' quick temper blended with Saturn's slow approach into something that compels a person into obsessive circles of unfulfilled desires, as well as transformational processes of tearing down long-established structures.
Mander, Karel van (I) (1548-1606), Braeu, Nicolaes (werkzaam ca.1586-ca.1600), Schonaeus, Cornelius (1541-1611), toegeschreven aan, Public domain, via Wikimedia Commons
From an astronomical perspective, Pluto lurks on the very edge of the solar system: cold and impossibly distant, a preternatural and eternal force working on us in ways that remain mysterious and opaque; a force that resonates through aeons. Here we find a vivid visual metaphor for Pluto's associations with profound transformation and the kind of karmic forces that play out over multiple lifetimes in the grand cosmic wheel of life, death and rebirth.
Pluto has a very eccentric and inclined orbit, circling the Sun at an angle of 17 degrees. For part of its orbit, Pluto is above the plane of the ecliptic and other times it's below it. Because of this, it can actually move inside Neptune's orbit – the last time that happened was between 1971 and 1999.
Pluto moves slowest through Taurus and fastest through Scorpio. This is why current generations have seen quite a few more Pluto sign changes than previous generations, at a younger age. Given the intense level of transformation our world has seen in the last century, I think we can definitely chalk up some of that to Pluto's ongoing transformative effects.
Pluto was discovered in 1930 by Clyde Tombaugh, in a painstaking, tedious, Plutonian obsessive-compulsive manner. Tombaugh pored over millions of pairs of photographed sections of the night sky, taken on different dates, searching for any minute discrepancy. Have you ever done those puzzles where you have to spot differences between two seemingly identical images? That's what Tombaugh did for almost a year before he found Pluto.
Eventually, he stumbled upon the Lord of the Underworld: a tiny little speck that had shifted slightly from one photo to the other. It was an unremarkable little dot, seemingly identical to all of the other little dots surrounding it. Yet here was a planet lurking on the edge of our solar system.
After Tombaugh published his discovery, Pluto was heralded as the ninth planet: a tiny but fascinating capstone to our solar system that was named for the Roman god of the underworld.
In this 1931 file photo, Clyde Tombaugh poses with the telescope through which he discovered the Pluto at the Lowell Observatory on Observatory Hill in Flagstaff, Ariz. (AP)
On an astronomical level, Pluto is tiny – only about two-thirds as big as Earth's Moon. It is made of rock and ice. Yet it is also wonderfully complex and beautiful. In 2015, NASA's New Horizons probe captured images and data of Pluto that revealed many of its secrets. We learned that Pluto has an intricately textured surface including a giant icy heart: a plane of frozen nitrogen, methane and carbon monoxide that stretches for millions of square kilometres.
This area has complex patterning across its surface, which looks like the surface of boiling water captured in solid form. Scientists speculate that underneath Pluto's Heart, there is a heat source creating a circulating convection current, which melts the nitrogen ice and causes it to rise, cool and then fall again, constantly resurfacing the area. Pluto's icy heart is beating!
Pluto also has cryovolcanoes – ice volcanoes – which spew water, ammonia and/or methane in a super cold environment where these substances condense into a solid again. We can't know for sure, but it has been suggested that there is an ocean of liquid water underneath these volcanoes. This would be almost unfathomable in the cold stillness on the edge of solar system; yet Pluto seems to suggest that such a thing is indeed possible.
In this we can see Pluto's astrological significations appear in a rather literal way: Pluto is undergoing an eternal transformation of its own self, caused by powerful unseen forces welling up from the underworld. Note that we did not discover these physical characteristics until well after the planet had been named and assigned its astrological significations; these recent astronomical discoveries reinforce the astrological archetypes already assigned to Pluto.
Like a cosmic lava lamp, a large section of Pluto's icy surface is being constantly renewed by a process called convection that replaces older surface ices with fresher material. The scene above, which is about 250 miles (400 kilometers) across, uses data from the New Horizons Ralph/Multispectral Visible Imaging Camera (MVIC), gathered July 14, 2015. (NASA)
Perhaps the best example of Pluto's astrological significations is the uproar about its demotion to dwarf planet status in 2005, after astronomer Mike Brown discovered another planet of almost equal size, Eris, deep in the Kuiper Belt. Brown wrote a great book about this debacle, How I Killed Pluto and Why It Had It Coming. It's a fascinating read about why they ended up changing Pluto to a dwarf planet. Even though I think Pluto's presence as a planet in astrology is undeniable and therefore I'm not willing to discard it from my astrological interpretations, I appreciate Brown's perspective of why Pluto shouldn't be classified as a planet on an astronomical basis.
The story of Eris' discovery and the subsequent consequences for Pluto's planet status is a beautiful match to Pluto's astrological associations with profound transformation, death and rebirth. This incident destroyed our previous understanding of the solar system and transformed it into a new model that we're still working to understand and delineate. And it involved a huge power struggle between different people and institutions in the astronomical community, many of whom revealed various obsessions and compulsions in an ongoing transformative process. All of this is very Plutonian!
Image c/o WTTW News
To wrap this up, I want to give a couple quotes about Pluto from a pair of eminent astrologers.
Robert Hand, Planets in Transit, 1976:
"The nature of Pluto is similar to that of the Hindu god Shiva, the creator and destroyer. Pluto usually begins by breaking down a structure; then it creates a new one in its place. This entire cycle of death, destruction and renovation is accompanied by tremendous powers, for Pluto is not a mild or even very subtle planetary influence. You can always see its effects very clearly – ranging from machines breaking down and needing repair to full-scale destruction or death. Decay at one level or another, followed by new life from the old is the typical Plutonian process.
Characteristically Plutonian people are those who seek to change, transform and take control of everything around them. Often a Pluto transit will signify the arrival of a person who transforms your life, either for good or for evil. Or it can symbolize an event or circumstance that has the same effect.
Pluto also rules those energies inside of you that lead inexorably to change. It rules the death and regeneration of the self, as old aspects of your life pass away and are replaced by new ones that could not otherwise have come into being. Pluto does not signify death in the literal sense; instead, it refers to a metaphorical death, something that ceases to be."
The Wheel of Samsara in the Ganden Monastery in Karnataka, India.
François Zeller from Montreal, Canada, CC BY-SA 2.0, via Wikimedia Commons
Richard Tarnas, Cosmos and Psyche, 2006:
"Pluto is associated with the principle of elemental power, depth, and intensity; with that which compels, empowers, and intensifies whatever it touches, sometimes to overwhelming and catastrophic extremes; with the primordial instincts, libidinal and aggressive, destructive and regenerative, volcanic and cathartic, eliminative, transformative, ever-evolving; with the biological processes of birth, sex, and death, the cycle of death and rebirth; with upheaval, breakdown, decay, and fertilization; violent purgatorial discharge of pent-up energies, purifying fire; situations of life-and-death extremes, power struggles, all that is titanic, potent, and massive.
Pluto represents the underworld and underground in all senses; elemental, geological, instinctual, political, social, sexual, urban, criminal, mythological, demonic. It is the dark, mysterious, taboo, and often terrifying reality that lurks beneath the surface of things, beneath the ego, societal conventions, and the veneer of civilization, beneath the surface of the Earth, that is periodically unleashed with destructive and transformative force. Pluto impels, burns, consumes, transfigures, resurrects. In mythic and religious terms, it is associated with all myths of descent and transformation, and with all deities of destruction and regeneration, death and rebirth: Dionysus, Hades and Persephone, Pan, Medusa, Lilith, Inanna, Isis and Osiris, the volcano goddess Pele, Quetzalcoatl, the Serpent power, Kundalini, Shiva, Kali, Shakti."
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text:
<?xml version="1.0" encoding="utf-8" ?>
<!DOCTYPE erlref SYSTEM "erlref.dtd">

<erlref>

    <copyright>
      <year>1996</year><year>2013</year>
      <holder>Ericsson AB. All Rights Reserved.</holder>
    </copyright>
    <legalnotice>
      Licensed under the Apache License, Version 2.0 (the "License");
      you may not use this file except in compliance with the License.
      You may obtain a copy of the License at

          http://www.apache.org/licenses/LICENSE-2.0

      Unless required by applicable law or agreed to in writing, software
      distributed under the License is distributed on an "AS IS" BASIS,
      WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
      See the License for the specific language governing permissions and
      limitations under the License.

    </legalnotice>

    <title>calendar</title>
    <prepared>Peter Högfeldt</prepared>
    <docno></docno>
    <date>1996-11-05</date>
    <rev>B</rev>

  <module>calendar</module>
  <modulesummary>Local and universal time, day-of-the-week, date and time conversions</modulesummary>
  <description>

This module provides computation of local and universal time,
      day-of-the-week, and several time conversion functions.

Time is local when it is adjusted in accordance with the current
      time zone and daylight saving. Time is universal when it reflects
      the time at longitude zero, without any adjustment for daylight
      saving. Universal Coordinated Time (UTC) time is also called
      Greenwich Mean Time (GMT).

The time functions <c>local_time/0</c> and
      <c>universal_time/0</c> provided in this module both return date
      and time. The reason for this is that separate functions for date
      and time may result in a date/time combination which is displaced
      by 24 hours. This happens if one of the functions is called
      before midnight, and the other after midnight. This problem also
      applies to the Erlang BIFs <c>date/0</c> and <c>time/0</c>, and
      their use is strongly discouraged if a reliable date/time stamp
      is required.

All dates conform to the Gregorian calendar. This calendar was
      introduced by Pope Gregory XIII in 1582 and was used in all
      Catholic countries from this year. Protestant parts of Germany
      and the Netherlands adopted it in 1698, England followed in 1752,
      and Russia in 1918 (the October revolution of 1917 took place in
      November according to the Gregorian calendar).

The Gregorian calendar in this module is extended back to year 0.
      For a given date, the gregorian days is the number of
      days up to and including the date specified. Similarly,
      the gregorian seconds for a given date and time, is
      the the number of seconds up to and including the specified date
      and time.

For computing differences between epochs in time, use
      the functions counting gregorian days or seconds. If epochs are
      given as local time, they must be converted to universal time, in
      order to get the correct value of the elapsed time between epochs.
      Use of the function <c>time_difference/2</c> is discouraged.

There exists different definitions for the week of the year.
      The calendar module contains a week of the year implementation
      which conforms to the ISO 8601 standard. Since the week number for
      a given date can fall on the previous, the current or on the next
      year it is important to provide the information which year is it
      together with the week number. The function <c>iso_week_number/0</c>
      and <c>iso_week_number/1</c> returns a tuple of the year and the
      week number.

  </description>

  <datatypes>
    <datatype>
      <name name="datetime"/>
    </datatype>
    <datatype>
      <name name="datetime1970"/>
    </datatype>
    <datatype>
      <name name="date"/>
    </datatype>
    <datatype>
      <name name="year"/>
      <desc>
Year cannot be abbreviated. Example: 93 denotes year
        93, not 1993. Valid range depends on the underlying OS. The
        date tuple must denote a valid date.

      </desc>
    </datatype>
    <datatype>
      <name name="year1970"/>
    </datatype>
    <datatype>
      <name name="month"/>
    </datatype>
    <datatype>
      <name name="day"/>
    </datatype>
    <datatype>
      <name name="time"/>
    </datatype>
    <datatype>
      <name name="hour"/>
    </datatype>
    <datatype>
      <name name="minute"/>
    </datatype>
    <datatype>
      <name name="second"/>
    </datatype>
    <datatype>
      <name name="daynum"/>
    </datatype>
    <datatype>
      <name name="ldom"/>
    </datatype>
    <datatype>
      <name name="yearweeknum"/>
    </datatype>
    <datatype>
      <name name="weeknum"/>
    </datatype>
  </datatypes>

  <funcs>
    <func>
      <name name="date_to_gregorian_days" arity="1"/>
      <name name="date_to_gregorian_days" arity="3"/>
      <fsummary>Compute the number of days from year 0 up to the given date</fsummary>
      <type variable="Date" name_i="1"/>
      <type variable="Year"/>
      <type variable="Month"/>
      <type variable="Day"/>
      <desc>

This function computes the number of gregorian days starting
          with year 0 and ending at the given date.

      </desc>
    </func>
    <func>
      <name name="datetime_to_gregorian_seconds" arity="1"/>
      <fsummary>Compute the number of seconds from year 0 up to the given date and time</fsummary>
      <desc>

This function computes the number of gregorian seconds
          starting with year 0 and ending at the given date and time.

      </desc>
    </func>
    <func>
      <name name="day_of_the_week" arity="1"/>
      <name name="day_of_the_week" arity="3"/>
      <fsummary>Compute the day of the week</fsummary>
      <type variable="Date" name_i="1"/>
      <type variable="Year"/>
      <type variable="Month"/>
      <type variable="Day"/>
      <desc>

This function computes the day of the week given <c><anno>Year</anno></c>,
          <c><anno>Month</anno></c> and <c><anno>Day</anno></c>. The return value denotes the day
          of the week as <c>1</c>: Monday, <c>2</c>: Tuesday, and so on.

      </desc>
    </func>
    <func>
      <name name="gregorian_days_to_date" arity="1"/>
      <fsummary>Compute the date given the number of gregorian days</fsummary>
      <desc>

This function computes the date given the number of
          gregorian days.

      </desc>
    </func>
    <func>
      <name name="gregorian_seconds_to_datetime" arity="1"/>
      <fsummary>Compute the date given the number of gregorian days</fsummary>
      <desc>

This function computes the date and time from the given
          number of gregorian seconds.

      </desc>
    </func>
    <func>
      <name name="is_leap_year" arity="1"/>
      <fsummary>Check if a year is a leap year</fsummary>
      <desc>

This function checks if a year is a leap year.

      </desc>
    </func>
    <func>
      <name name="iso_week_number" arity="0"/>
      <fsummary>Compute the iso week number for the actual date</fsummary>
      <desc>

This function returns the tuple {Year, WeekNum} representing
          the iso week number for the actual date. For determining the
          actual date, the function <c>local_time/0</c> is used.

      </desc>
    </func>
    <func>
      <name name="iso_week_number" arity="1"/>
      <fsummary>Compute the iso week number for the given date</fsummary>
      <desc>

This function returns the tuple {Year, WeekNum} representing
          the iso week number for the given date.

      </desc>
    </func>
    <func>
      <name name="last_day_of_the_month" arity="2"/>
      <fsummary>Compute the number of days in a month</fsummary>
      <desc>

This function computes the number of days in a month.

      </desc>
    </func>
    <func>
      <name name="local_time" arity="0"/>
      <fsummary>Compute local time</fsummary>
      <desc>

This function returns the local time reported by
          the underlying operating system.

      </desc>
    </func>
    <func>
      <name name="local_time_to_universal_time" arity="1"/>
      <fsummary>Convert from local time to universal time (deprecated)</fsummary>
      <desc>

This function converts from local time to Universal
          Coordinated Time (UTC). <c><anno>DateTime1</anno></c> must refer to a local
          date after Jan 1, 1970.

        <warning>

This function is deprecated. Use
            <c>local_time_to_universal_time_dst/1</c> instead, as it
            gives a more correct and complete result. Especially for
            the period that does not exist since it gets skipped during
            the switch to daylight saving time, this function
            still returns a result.

        </warning>
      </desc>
    </func>
    <func>
      <name name="local_time_to_universal_time_dst" arity="1"/>
      <fsummary>Convert from local time to universal time(s)</fsummary>
      <desc>

This function converts from local time to Universal
          Coordinated Time (UTC). <c><anno>DateTime1</anno></c> must refer to a local
          date after Jan 1, 1970.

The return value is a list of 0, 1 or 2 possible UTC times:

        <taglist>
          <tag><c>[]</c></tag>
          <item>

For a local <c>{Date1, Time1}</c> during the period that
              is skipped when switching to daylight saving
              time, there is no corresponding UTC since the local time
              is illegal - it has never happened.

          </item>
          <tag><c>[DstDateTimeUTC, DateTimeUTC]</c></tag>
          <item>

For a local <c>{Date1, Time1}</c> during the period that
              is repeated when switching from daylight saving
              time, there are two corresponding UTCs. One for the first
              instance of the period when daylight saving time is still
              active, and one for the second instance.

          </item>
          <tag><c>[DateTimeUTC]</c></tag>
          <item>

For all other local times there is only one
              corresponding UTC.

          </item>
        </taglist>
      </desc>
    </func>
    <func>
      <name name="now_to_local_time" arity="1"/>
      <fsummary>Convert now to local date and time</fsummary>
      <desc>

This function returns local date and time converted from
        the return value from
	<seealso marker="erts:erlang#timestamp/0"><c>erlang:timestamp/0</c></seealso>.

      </desc>
    </func>
    <func>
      <name name="now_to_universal_time" arity="1"/>
      <name name="now_to_datetime" arity="1"/>
      <fsummary>Convert now to date and time</fsummary>
      <desc>

This function returns Universal Coordinated Time (UTC)
        converted from the return value from
	<seealso marker="erts:erlang#timestamp/0"><c>erlang:timestamp/0</c></seealso>.

      </desc>
    </func>
    <func>
      <name name="seconds_to_daystime" arity="1"/>
      <fsummary>Compute days and time from seconds</fsummary>
      <desc>

This function transforms a given number of seconds into days,
          hours, minutes, and seconds. The <c><anno>Time</anno></c> part is always
          non-negative, but <c><anno>Days</anno></c> is negative if the argument
          <c><anno>Seconds</anno></c> is.

      </desc>
    </func>
    <func>
      <name name="seconds_to_time" arity="1"/>
      <fsummary>Compute time from seconds</fsummary>
      <type name="secs_per_day"/>
      <desc>

This function computes the time from the given number of
          seconds. <c><anno>Seconds</anno></c> must be less than the number of
          seconds per day (86400).

      </desc>
    </func>
    <func>
      <name name="time_difference" arity="2"/>
      <fsummary>Compute the difference between two times (deprecated)</fsummary>
      <desc>

This function returns the difference between two <c>{Date, Time}</c> tuples. <c><anno>T2</anno></c> should refer to an epoch later
          than <c><anno>T1</anno></c>.

        <warning>

This function is obsolete. Use the conversion functions for
            gregorian days and seconds instead.

        </warning>
      </desc>
    </func>
    <func>
      <name name="time_to_seconds" arity="1"/>
      <fsummary>Compute the number of seconds since midnight up to  the given time</fsummary>
      <type name="secs_per_day"/>
      <desc>

This function computes the number of seconds since midnight
          up to the specified time.

      </desc>
    </func>
    <func>
      <name name="universal_time" arity="0"/>
      <fsummary>Compute universal time</fsummary>
      <desc>

This function returns the Universal Coordinated Time (UTC)
          reported by the underlying operating system. Local time is
          returned if universal time is not available.

      </desc>
    </func>
    <func>
      <name name="universal_time_to_local_time" arity="1"/>
      <fsummary>Convert from universal time to local time</fsummary>
      <desc>

This function converts from Universal Coordinated Time (UTC)
          to local time. <c><anno>DateTime</anno></c> must refer to a date after Jan 1,
          1970.

      </desc>
    </func>
    <func>
      <name name="valid_date" arity="1"/>
      <name name="valid_date" arity="3"/>
      <fsummary>Check if a date is valid</fsummary>
      <type variable="Date" name_i="1"/>
      <type variable="Year"/>
      <type variable="Month"/>
      <type variable="Day"/>
      <desc>

This function checks if a date is a valid.

      </desc>
    </func>
  </funcs>

    <title>Leap Years</title>

The notion that every fourth year is a leap year is not
      completely true. By the Gregorian rule, a year Y is a leap year if
      either of the following rules is valid:

    <list type="bulleted">
      <item>

Y is divisible by 4, but not by 100; or

      </item>
      <item>

Y is divisible by 400.

      </item>
    </list>

Accordingly, 1996 is a leap year, 1900 is not, but 2000 is.

    <title>Date and Time Source</title>

Local time is obtained from the Erlang BIF <c>localtime/0</c>.
      Universal time is computed from the BIF <c>universaltime/0</c>.

The following facts apply:

    <list type="bulleted">
      <item>there are 86400 seconds in a day</item>
      <item>there are 365 days in an ordinary  year</item>
      <item>there are 366 days in a leap year</item>
      <item>there are 1461 days in a 4 year period</item>
      <item>there are 36524 days in a 100 year period</item>
      <item>there are 146097 days in a 400 year period</item>
      <item>there are 719528 days between Jan 1, 0 and Jan 1, 1970.</item>
    </list>

</erlref>


Makes ~1 quart of pesto sauce!
Place cashews, olive oil, basil, parsley, lemon juice, garlic, sea salt into a food processor or high powered blender. Turn on high and blend until everything is incorporated, about 2-3 minutes. Stop and wipe down sides as needed to ensure all ingredients blend evenly.
Store in an airtight container in the refrigerator for 1-2 weeks or in the freezer for up to 4 months.
* This recipe is made with olive oil, so it can be heated up safely for cooking. If consuming cold you can substitute extra virgin olive oil for olive oil.


text:
Blackbaud Newsroom
Blackbaud Leaders Named 2018 40 Under 40 Winners
by Nicole McGougan
Amy Chase, Blackbaud's vice president of professional services, and Ryan Roberts, Blackbaud's director of risk management, have been selected as a 2018 Forty Under 40 winner by the Charleston Regional Business Journal, nominated by members of the Charleston community. 2018 marks the 21st anniversary of the Forty Under 40 awards.
"It is an honor to be nominated by Communities in Schools (CIS),which provides critical programming and support for students in Charleston County Schools to empower them to stay in school, for this award," said Chase. "I'm grateful for the opportunity to serve on the board of CIS, as well as to be leading a team at Blackbaud that provides services to social good organizations to better their missions."
"I'm honored to be recognized for this award and represent Blackbaud and all the great work we do as well," said Roberts. "The majority of my experience getting involved in the nonprofit community happened because of introductions I made here at Blackbaud and customers I learned about through our volunteer and philanthropy program. It's great that Blackbaud encourages employees to get involved with causes that are meaningful to us."
A panel of judges determined who among the nominees would be named to the 2018 class of Forty Under 40. This group of 40 individuals were recognized at its Forty Under 40 event last night at Alhambra Hall in Mount Pleasant, S.C. Since 1998, this elite 40 has been comprised of people under 40 years of age who have excelled in the professional arena and in community involvement. Read more at www.charlestonbusiness.com/news/business-services/74024/.
Industry Analyst Research
media@blackbaud.com
Steve Hufford
Director, Investor Relations
steve.hufford@blackbaud.com
Connect with Blackbaud on our social media channels:


text:
Mechanism of chromatin remodeling and gene silencing by the lncRNAs Xist and Tsix
Plath, Kathrin
University of California Los Angeles, Los Angeles, CA, United States
Search 47 grants from Kathrin Plath
Search grants from University of California Los Angeles
A SARS-CoV-2 Breathalyzer for Direct Virus Detection
Computational Biology (Cobi) Tools as a Framework for Physiologically-Based Pharmacokinetic/Pharmacodynamic Model Extrapolation from Rabbit to Human for Ophthalmic Drug Products
Syringe Injectable Electronics Platform for Chronic Mapping and Modulation of Neural Circuits in Addiction
Structural Analysis of A Eukaryotic Centeromere
LTER - Georgia Land/Ocean Margin Ecosystem
New Tools to Decipher the Role of lncRNAs and Their Protein Interactomes in Hematopoiesis
Improving Outcomes for Care Partners of Persons with Traumatic Brain Injury
Consequences of Developmental Defects in Somatosensory Map formation
Transcriptional control of microglia diversification and inflammation
The goal of this proposal is to reveal mechanisms by which the long non-coding (lnc) RNAs Xist and Tsix find their genomic target sites and control gene expression at these sites during the process of X chromosome inactivation (XCI). XCI is a remarkable paradigm of lncRNA-mediated chromatin regulation, controlled by the oppositely transcribed RNAs Xist and Tsix, that transcriptionally silence one of the two X chromosomes in female mammalian cells. While Xist induces silencing of the X chromosome, Tsix negatively regulates Xist early in development to ensure that Xist only becomes active on one X chromosome. We already know several functions of Xist, including spreading in cis from its site of transcription to cover the entire X chromosome, excluding RNA Polymerase II, triggering the accumulation of repressive chromatin marks, and inducing a chromosome-wide compaction, demonstrating the remarkable versatility of this lncRNA. The mechanisms by which Xist carries out these functions remain poorly understood. In particular, with few exceptions, we still do not know domains of Xist or interacting proteins that mediate these various roles. However, our preliminary data yield new insight into the roles of Xist and Tsix. Specifically, we have been able to define three domains of Xist as mediators of distinct functions, consistent with the idea that distinct RNA domains carry out different functions. We hypothesize that these domains are required for the efficient association of Xist with the X, ensuring its function in cis; the targetng of Xist to active genes, which is a prerequisite for their subsequent silencing; and for changes in chromosome conformation, respectively. To further define the mechanisms by which these domains act, we have also identified a critical protein interaction partner of one of these domains. Moreover, our recent work on Xist spreading suggests an intriguing link between Xist and genome organization, that led to the hypothesis that Xist utilizes long-range chromatin interactions to spread across the X chromosome, and, upon tethering to distal sites acts as a nuclear organization factor that creates a new 3D topology of the chromosome to induce gene silencing. Finally, by comparing the RNA localization of Tsix and Xist on the X chromosome, we found that Tsix can spread along the X, but in contrast to Xist, only spreads locally around its site of transcription. We speculate that specific RNA sequences in Xist and Tsix direct these distinct localization patterns. Based on our findings, we are well positioned to unveil regulatory mechanisms by which Xist and Tsix control XCI, with these Aims: 1) To understand how Xist RNA mediates its various functions through specific RNA domains. 2) To investigate the link between 3D chromosome structure and Xist. 3) To characterize the function and localization of Tsix.
Each aim will be supported by outstanding collaborators. Together, our proposed studies will provide novel insights into XCI, and should significantly advance our understanding of the role of nuclear architecture on nuclear function. Exploring the differences between Xist and Tsix will also yield a better understanding of how lncRNAs locate to their genomic targets.
The regulation of gene expression is of fundamental importance to establish and maintain different types of cells and to control cell physiology, and mis-regulation underlies numerous diseases including cancer. We propose to study the molecular mechanisms of a particular aspect of regulation of gene expression by long non-coding RNA molecules, specifically the regulation of gene expression of the X chromosome, controlled by the two long non-coding RNAs Xist and Tsix. We hope that our work will provide significant insights into how these RNAs mediate the silencing of an entire chromosome.
National Institute of General Medical Sciences (NIGMS)
5R01GM115233-03
Special Emphasis Panel (ZRG1)
Carter, Anthony D
University of California Los Angeles
Schools of Medicine
R01 GM Mechanism of chromatin remodeling and gene silencing by the lncRNAs Xist and Tsix
Plath, Kathrin / University of California Los Angeles
Sahakyan, Anna; Yang, Yihao; Plath, Kathrin (2018) The Role of Xist in X-Chromosome Dosage Compensation. Trends Cell Biol 28:999-1013
Pasque, Vincent; Karnik, Rahul; Chronis, Constantinos et al. (2018) X Chromosome Dosage Influences DNA Methylation Dynamics during Reprogramming to Mouse iPSCs. Stem Cell Reports 10:1537-1550
Pandya-Jones, Amy; Plath, Kathrin (2016) The ""lnc"" between 3D chromatin structure and X chromosome inactivation. Semin Cell Dev Biol 56:35-47
Sahakyan, Anna; Plath, Kathrin (2016) Transcriptome Encyclopedia of Early Human Development. Cell 165:777-9
McHugh, Colleen A; Chen, Chun-Kan; Chow, Amy et al. (2015) The Xist lncRNA interacts directly with SHARP to silence transcription through HDAC3. Nature 521:232-6
Pasque, Vincent; Plath, Kathrin (2015) X chromosome reactivation in reprogramming and in development. Curr Opin Cell Biol 37:75-83
Minkovsky, Alissa; Sahakyan, Anna; Bonora, Giancarlo et al. (2015) A high-throughput screen of inactive X chromosome reactivation identifies the enhancement of DNA demethylation by 5-aza-2'-dC upon inhibition of ribonucleotide reductase. Epigenetics Chromatin 8:42
Be the first to comment on Kathrin Plath's grant


text:
Resources ›
Spotlights ›
Motivation & Engagement in STEM Education
The unprecedented circumstances of the past two years have highlighted the need to better understand and support learner motivation and engagement in STEM education, particularly for underserved, underrepresented, and at-risk student populations. In this month's Spotlight, we highlight three projects that are currently researching approaches and learning environments that are designed to motivate and engage students in science, computer science, and software engineering, along with information on the larger body of research, innovations, and instrumentation in the DRK-12 portfolio and other related resources.
In this Spotlight:
Internet of Things Pedagogical Ecosystem for Integrated Computer Science and Software Engineering Education for Grades 9-12 (PI: Pramod Abichandani)
Supporting Students' Science Content Knowledge Through Project-based Inquiry (PBI) Global (PI: Hiller Spires)
Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (PIs: Christopher Harris, Lisa Linnenbrink-Garcia, Gwen Marchand)
Additional DRK-12 Research
Internet of Things Pedagogical Ecosystem for Integrated Computer Science and Software Engineering Education for Grades 9-12
PI: Pramod Abichandani | Co-PI: Prateek Shekhar
STEM Disciplines: Computer Science (CS), Software Engineering (SE), Internet of Things (IoT)
Grade(s): 9-12
Target Audience: Students and instructors involved in the CS/SE/IoT learning process
Description: With continued advancement in science and technology comes the need to educate K-12 students in emerging technologies to better prepare them for future academic and professional pursuits. This project aims to develop, implement, and evaluate an Internet of Things (IoT) based educational curriculum and technology that provides grade 9-12 students with Computer Science (CS) and Software Engineering (SE) education. The proposed IoT pedagogical ecosystem features an innovative approach to bringing CS and SE education to grades 9-12 by immersing students in the technical challenges of building web-connected, physical computing systems. This project will focus on identifying critical elements for effective instructional design for CS and SE education by understanding student and teacher motivation. A key innovation of this effort will be the low-cost, IoT-hardware kits for project-based learning to create a hands-on experience in the classroom. The curriculum will involve real-world projects inspired by the National Academy of Engineering grand challenges that have direct applications in the industry (e.g., urban infrastructure, wearable technology, connected vehicles, connected health, and cybersecurity).
Instrumentation: Continuous and methodical assessment via rubrics and focus groups are being used for data collection on students' CS/SE/IoT knowledge and skills, teamwork skills, and overall engagement. For the technical assessment, various well-established CS/SE/IoT rubrics are being used. For teamwork, we are using CATME. For overall engagement, we are using the Student Response to Instructional Practices (StRIP) Survey developed by Nguyen et al. (2016).
Rigorous quantitative statistical analysis (parametric and non-parametric) and qualitative methods (first cycle and second cycle coding) are being used to analyze the data.
Key Opportunity/Challenge: We see an opportunity to shine light on the gaps in the current education system and contribute to the evolution of CS/SE education by 1) identifying the skills that instructors need to teach the technical topics of IoT and training them accordingly, 2) using low-cost, IoT-hardware kits for project-based learning to create a hands-on experience in the classroom, and 3) creating curricular modules that can be easily integrated within existing STEM/CS/AP CSA/Engineering classes. This research has the potential to advance the field of CS education by contributing to the definition of computing literacy and education, forming the basis for subsequent research on learning approaches for CS/SE education for grades 9-12, and supplying an open-source, hands-on and project-based curriculum on preparing future generations capable of participating in CS/AI development.
Publication: MATLABArduino.org: An Open-Source Website and YouTube channel for Embedded Systems Education (IEEE Frontiers in Education Conference, 2021)
Supporting Students' Science Content Knowledge Through Project-based Inquiry (PBI) Global
PI: Hiller Spires | Co-PI: Erin Krupa
STEM Disciplines: Interdisciplinary
Grade(s): Middle and secondary
Target Audience: Researchers and practitioners interested in interdisciplinary, globally-relevant inquiry-to-action
Description: PBI Global responds to the need for research-informed, field-tested, and iteratively developed inquiry learning cycles that engage students and educators in analyzing and finding solutions for globally relevant, interdisciplinary STEM challenges. The Supporting Students' Science Content Knowledge through Project-Based Inquiry (PBI) Global project focuses on developing 9th grade students' physical, biological, and environmental science content knowledge and science and engineering practices, as well as their interdisciplinary understandings, through the topic of global water and sanitation. We investigated factors influencing student motivation and engagement, as well as teacher attitudes toward inquiry-based pedagogies. The project uses a Design-Based Research (DBR) (Cobb, et al., 2003) approach to develop and refine instructional materials and teacher professional development for the existing interdisciplinary PBI Global Initiative. A mixed-methods research design explores the effects of the classroom implementation on student and teacher outcomes. The project builds on the existing PBI Global process to develop new curriculum materials to effectively and efficiently provide teachers and students with diverse, complex, and impactful inquiry opportunities.
Instrumentation: In this study, we are interested in the effects of PBI Global on classroom-level engagement. To measure classroom-level engagement and to provide actionable feedback for researchers in improving the PBI Global curriculum, we are utilizing Jones' (2017) MUSIC Model of Motivation, which measures motivation related to classroom instruction, to survey students and assess their self-reports of recognized factors that influence motivation and engagement: eMpowerment, Usefulness, Success, Interest, and Caring.
Key Opportunity/Challenge: The COVID-19 pandemic has necessitated a shift in many places to remote and hybrid learning settings. These learning environments require researchers and practitioners to pivot our conceptualization of what learner engagement is and what it could be in this new learning ecology. These environments also underscore the need to connect with learners to better understand what motivates them to learn and to leverage that during instruction, accordingly.
PGI Global Website
"We are the Future": Critical Inquiry and Social Action in the Classroom (Journal of Literacy Research, May 2021)
Water and Sanitation: An Interdisciplinary Project-Based Inquiry Global Process (The Science Teacher, November/December 2020)
Teaching Project-Based Inquiry (PBI) Global in the US during a Pandemic: Lessons Learned (Ireland International Conferene on Education, 2021)
Supporting Students' Science Content Knowledge Through Project-Based Inquiry (PBI) Global Within a Rural/Urban School Context in the United States (2nd International Conference on Science Technology and Education, 2021)
Supporting Students' Science Content Knowledge Through Project-Based (PBI) Global (Global Education Conference, 2019)
PBI Global 2021 w/ Person Early College for Innovation & Leadership (PECIL)
PBI Global 2021 w/ Wake STEM Early College High School
PBI Global 2020 w/ Person Early College for Innovation & Leadership & Wake STEM Early College High School
Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction
PIs: Christopher Harris, Lisa Linnenbrink-Garcia, Gwen Marchand | Co-PIs: Jennifer Schmidt
STEM Disciplines: Physical Science (but applicable to other disciplines)
Grade(s): Middle school
Target Audience: Science teachers
Description: We are working with 7th grade science teachers to co-design a professional learning (PL) experience for middle school science teachers to develop their knowledge and use of instructional supports for student motivation and engagement in their NGSS-aligned science classrooms. The PL is based on five Motivation Design Principles (MDPs) – Belonging, Confidence, Learning Orientation, Autonomy, and Relevance – which are synthesized from decades of research on how to support student motivation. In the PL, teachers learn each of the MDPs through concrete examples and illustrations and then apply them to their own lesson plans. Project-developed tools support teachers through the implementation of the MDPs in their own classrooms. Materials and tools were developed through an iterative feedback cycle in which participating teachers used the materials and provided feedback. Through this collaborative co-design process, we developed a toolkit with concrete examples of how to apply each MDP in numerous contexts, including instruction focused on each science and engineering practice from the Next Generation Science Standards; a library of videos illustrating real-world application of each MDP; quick-reference tools to use when planning; and a web-based interactive version of the toolkit.
Instrumentation: We have developed three survey instruments to measure student motivation and engagement that are composed of existing scales adapted for the project as well as project-developed scales. The pre- and post-surveys are administered to students before and after a unit of instruction in which their teacher implemented what they learned in the PL. The pre-survey measures student motivation and other related constructs. The post-survey contains the same scales as the pre-survey as well as several measures of students' perceptions of their teacher's support for student motivation. The third instrument is an end-of-class report, which is a short survey administered to students at the end of 6-12 lessons during the focal unit of instruction. This instrument measures students' engagement, motivation, perceptions of the lesson, and perceptions of their teacher's support for student motivation. The project-developed scales are primarily aimed at measuring students' perceptions of their teacher's support for student motivation. We developed these scales after piloting already-developed scales in the first round of implementation. These existing scales did not have good psychometric properties in our sample population and did not separate well from several other constructs on the survey instruments. We have just completed data collection using the project-developed scales and do not have any results to report at this point.
The table below describes the scales used in each instrument and the source of that scale.
End-of-Class
Autonomy Need Satisfaction X X Chen et al., 2015
Belonging Need Satisfaction X X Furrer & Skinner, 2003
Perceived Competence X X Midgley et al., 2000
Interest Value X X Conley, 2012
Attainment Value X X X Conley, 2012
Utility Value X X X Conley, 2012
Effort Cost X X Perez et al., 2014 and Kosovich et al., 2015
Psychological Cost X X Flake et al., 2015
Extrinsic Motivation X X Vansteenkiste et al., 2009
Mastery Goal Orientation X X Midgley et al., 2000
Performance-Approach Goal Orientation X X Midgley et al., 2000
Performance-Avoidance Goal Orientation X X Midgley et al., 2000
Effort Attribution X X Project-Developed
Support for Belonging Among Students X X Project-Developed
Support for Belonging with Teacher X X Project-Developed
Support for Confidence - Calibration X X Project-Developed
Support for Confidence - Clarity X X Project-Developed
Support for Confidence - Feedback X Project-Developed
Support for Confidence - Monitoring X X Project-Developed
Support for Confidence - Support X Project-Developed
Support for Learning Orientation -
Teacher Mastery Goal Support X X Midgley et al., 2000
Teacher Performance-Approach X X Ryan & Patrick, 2001
Support for Autonomy - Provision of Choice X X Patall et al., 2018
Support for Relevance -
Consideration for Student Interest X X Patall et al., 2018
Rationales Identifying Usefulness,
Importance, and Relevance of Activity X X Patall et al., 2018
Behavioral Engagement X X Schmidt, Rosenberg & Beymer, 2018
Cognitive Engagement X X Fredricks et al., 2016
Emotional Engagement X X Schmidt, Rosenberg & Beymer, 2018
Perceived Learning X Middleton & Mdgley, 1997
Perceived Challenge/Skill X Fredricks et al., 2016
Methodology: We use design-based research (Design Based Research Collective, 2003), a framework developed as a means to carry out formative research on educational designs with the explicit aim of refining those designs through multiple iterations (Collins, et al., 2004). Drawing on knowledge of teacher change and learning (Guskey, 2002, 2014), we designed an initial professional learning experience centered on the five Motivation Design Principles synthesized by Linnenbrink-Garcia et al. (2016). We then engaged in iterative processes of implementation, data collection, analysis, feedback, and revision in response to the emerging needs of our teachers and their students. Data collected from teachers include pre- and post-PL surveys, videos of classroom practice, lesson reflections, self-assessments of student engagement, and interviews and focus groups. Data collected from students include pre- and post-surveys, end-of-class reports, and an assessment of scientific knowledge-in-use. Our analytic approach includes observational analysis of videos, thematic analysis of teacher surveys and interviews, and statistical modeling of the student data.
Key Opportunity/Challenge: One challenge for supporting learner motivation and engagement is that many educators view motivation as a unitary, static characteristic of students when it is actually multi-faceted and context-dependent. At the same time, researchers struggle to translate motivational theories into useful, approachable practices that teachers can employ in the classroom. A translational, co-design approach to supporting and studying student motivation in classrooms involving both researchers and educators helps to address these underlying challenges. Our project makes a unique contribution to motivation scholarship by investigating the implementation challenges and successes that teachers experience when trying to support student motivation.
M-Plans Web Toolkit
Autonomy Webquest Activity
Publication: Lessons from a Co-Design Team on Supporting Student Motivation in Middle School Science Classrooms (Theory Into Practice, 2021)
We invite you to explore a sample of the other recently awarded and active work that focuses on student motivation and engagement in the DRK-12 portfolio.
Algebraic Learning and Cognition in Learning Disabled Students (PI: David Geary)
CAREER: Black Youth Development and Curricular Supports for Robust Identities in Mathematics (PI: Maisie Gholson)
CAREER: Cultivating Teachers' Epistemic Empathy to Promote Responsive Teaching (PI: Lama Jaber)
CAREER: Partnering with Teachers and Students to Engage in Mathematical Inquiry about Relevant Social Issues (PI: Kari Kokka)
Culturally Responsive, Affective-Focused Teaching of Science and Mathematics (PI: Julie Brown)
Engaging High School Students in Computer Science with Co-Creative Learning Companions (PI: Brian Magerko)
Improving the Teaching of Genetics in High School to Avoid Instilling Misconceptions About Gender Differences (PIs: Brian Donovan, Catherine Riegle-Crumb)
Integration of Engineering Design and Life Science: Investigating the Influence of an Intervention on Student Interest and Motivation in STEM Fields (PI: Siddika Guzey)
Preparing Teachers to Design Tasks to Support, Engage, and Assess Science Learning in Rural Schools (PI: William Penuel)
CADRE's collection of DRK-12 Research and Products also offers a number of resources that address motivation, engagement, and/or other student attitudes and beliefs.
Ebby PhD, C. B., Hess, B., Pecora, L., & Valerio, J. (2021). "Teaching Them How to Fish": Learning to Learn and Teach Responsively.
Louie, J., Stiles, J., Fagan, E., Roy, S., & Chance, B. (2021). Data investigations to further social justice inside and outside of STEM. Connected Science Learning, 3(1).
Lottero‐Perdue, P. S., & Lachapelle, C. P. (2020). Engineering mindsets and learning outcomes in elementary school. Journal of Engineering Education, 109(4), 640-664.
Pina, J., Mazur, R., Rudnitsky, A., McGinnis-Cavanaugh, B., Huff, I., Ford, C. M., ... & Ellis, G. W. (2020). Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity. In 2020 ASEE Virtual Annual Conference Content Access.
Schenkel, K., & Calabrese Barton, A. (2020). Critical science agency and power hierarchies: Restructuring power within groups to address injustice beyond them. Science Education, 104(3), 500-529.
Wang, M. T., & Hofkens, T. L. (2020). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5(4), 419-433.
Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Xie, C. (2020). Profiling self-regulation behaviors in STEM learning of engineering design. Computers & Education, 143, 103669.
Fredricks, J. A., Parr, A. K., Amemiya, J. L., Wang, M. T., & Brauer, S. (2019). What matters for urban adolescents' engagement and disengagement in school: A mixed-methods study. Journal of Adolescent Research, 34(5), 491-527.
Lottero-Perdue, P. S., & Lachapelle, C. P. (2019). Instruments to measure elementary student mindsets about smartness and failure in general and with respect to engineering. International Journal of Education in Mathematics, Science and Technology, 7(2), 197-214.
Talbert, E., Hofkens, T., & Wang, M. T. (2019). Does student-centered instruction engage students differently? The moderation effect of student ethnicity. The Journal of Educational Research, 112(3), 327-341.
Cheng, H., Potvin, G., Khatri, R., Kramer, L. H., Lock, R. M., & Hazari, Z. (2018, July). Examining physics identity development through two high school interventions. In Physics Education Research Conference 2018.
Williams, D. R., Brule, H., Kelley, S. S., & Skinner, E. A. (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International journal of STEM education, 5(1), 1-14.
Ball, C., Huang, K. T., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: An expectancy-value theory analysis of youths' academic motivations and intentions. Information, Communication & Society, 19(5), 618-638.
In 2012, CADRE partners at Abt Associates produced a Compendium of Research Instruments for STEM Education measuring student outcomes, following a review of instruments, constructs, and methods used to study student outcomes within the DR-K12 portfolio since 2008. It includes assessments measuring variables in the psychosocial domain, including motivation, attitudes, and emotional aspects.
Student Assessments for Outcomes Within the Psychosocial Domain
Attitudes Assessments
Emotional Attributes Assessments
Motivational Attributes Assessments
Career Identity Assessments
May 2013 Addendum with Additional Assessments
This compendium of measures is Part 2 of a two part series to provide insight into the measurement tools available to generate efficacy and effectiveness evidence, as well as understand processes relevant to teaching and learning (see Part 1 on teacher outcome assessments).
Related Spotlights
Culturally Responsive STEM Education
Informal & Formal STEM Education
STEM Pathways
Other NSF Network Resources
What is STEM Engagement? Interviews with 12 Researchers (CAISE)
The Role of STEM Engagement in STEM Learning & Science Communication (CAISE)
What is STEM Interest? Interviews with 10 Researchers (CAISE)
The Role of STEM Interest in STEM Learning & Science Communication (CAISE)
Expertise Connections: Top Things to Know About Motivation & Engagement (CIRCLS)
Using Embedded Assessment for Increasing Student Motivation & Teacher Engagement (STELAR)
It Takes a Village: "Using the Concept of "Learning Ecosystems" to Improve STEM Engagement (STEM for All Multiplex)