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Форум » The leader of unified democratic opposition, Yulia Tymoshenko Ukraine » Revolution Syria 2012 - 2033 » White House Accuses Russia of Cover-Up in Syria Chemical Att (White House Accuses Russia of Cover-Up in Syria Chemical Att)
White House Accuses Russia of Cover-Up in Syria Chemical Att
ultrafreedom Дата: Среда, 12.04.2017, 14:41 | Сообщение # 1
White House Accuses Russia of Cover-Up in Syria Chemical Attack
President Trump at a meeting in the Eisenhower Executive Office
Building on Tuesday. He declared in an interview with Fox News that
United States involvement in Syria would be limited.
WASHINGTON — The White House accused Russia on Tuesday of engaging in a cover-up of the Syrian government's role in a chemical weapons attack last week, saying that United States intelligence had confirmed that the Assad regime used sarin gas on its own people.
A four-page report drawn up by the National Security Council contains declassified United States intelligence on the attack and a rebuttal of Moscow's claim that insurgents unleashed the gas to frame the Syrian government. Instead, the White House asserted that Damascus and Moscow had released "false narratives" to mislead the world.
The document also urges international condemnation of Syria's use of chemical weapons and harshly criticizes Russia for "shielding" an ally that has used weapons of mass destruction.
The release of the dossier at a White House briefing on Tuesday marked a striking shift by President Trump, who entered office praising President Vladimir V. Putin of Russia but now appears bent on pressuring him. The accusations came as Rex W. Tillerson, the secretary of state, was preparing for meetings in Moscow on Wednesday, and as Congress and the F.B.I. are investigating potential ties between Mr. Trump's campaign and Russia.
"It's no question that Russia is isolated," said Sean Spicer, the White House press secretary. He said only Moscow and what he described as the "failed states" of Syria, North Korea and Iran disputed Damascus's responsibility.
"This is not exactly a happy-time cocktail party of people you want to be associated with," Mr. Spicer added. His choice of language in criticizing the Syrian government set off an intense backlash, after he suggested that President Bashar al-Assad was worse than Hitler — without acknowledging that Hitler gassed his own people during the Holocaust.
At the Kremlin on Tuesday, Mr. Putin spoke emphatically against the American accusations, saying he would request a formal examination by the United Nations and the international community and trying to cast doubt on the Trump administration's conclusions. Mr. Putin compared the White House's arguments to the erroneous intelligence findings on weapons of mass destruction that drew the United States into war with Iraq in 2003.
"To my mind, this strongly resembles what happened in 2003 when representatives of the United States showed in the Security Council what was supposed to be chemical weapons found in Iraq," Mr. Putin said after a meeting with President Sergio Mattarella of Italy. Using an acronym for the Islamic State, he added, "A military campaign in Iraq ensued, and it ended in devastation of the country, growth of the terror threat and emergence of ISIL on the international scene."
Mr. Trump on Tuesday defended the missile strikes after the chemical attack, even as he declared that United States involvement in Syria would be limited.
"We're not going into Syria," Mr. Trump said in an interview with Fox News. "What I did should have been done by the Obama administration a long time before I did it, and you would have had a much better — I think Syria would have been a lot better off right now than it has been."
That was a stark reversal from his position in 2013, when Mr. Trump implored President Barack Obama not to attack Syria, arguing there was "no upside and tremendous downside."
Senior White House officials, speaking on the condition of anonymity to discuss the declassified intelligence report, said Russia's goal was to cover up the Syrian government's culpability for the chemical attack. They asserted that the Syrian government, under pressure from opposition forces around the country and lacking enough troops to respond, used the lethal nerve agent sarin to target rebels who were threatening government-held
During his daily White House news briefing, Mr. Spicer would not comment on the possibility that the Russian government had known in advance of Syria's plan to carry out the chemical attack, or to launch a subsequent assault on a hospital that was treating victims.
"There's no consensus within the intelligence community that there was involvement" by Russia, Mr. Spicer said.
But later on Tuesday, Nikki R. Haley, the United States ambassador to the United Nations, said she believed that the Russians had foreknowledge of the chemical attack.
"I think that they knew," Ms. Haley told CNN in an interview.
Officials also noted that Russia, which brokered the 2013 agreement by which Syria agreed to surrender its chemical weapons, has repeatedly rejected evidence that Mr. Assad's regime is still using them.
"Moscow's response to the April 4 attack follows a familiar pattern of its responses to other egregious actions," the report said. "It spins out multiple, conflicting accounts in order to create confusion and sow doubt within the international community."
The tense back-and-forth between Washington and Moscow unfolded as Mr. Tillerson, in Italy on Tuesday, said that Mr. Assad's reign in Syria was "coming to an end," and warned that Russia was at risk of rendering itself irrelevant in the Middle East by continuing to support him.
He said Russia was either incompetent or inattentive in its failure to secure and destroy Mr. Assad's chemical weapons stockpiles. "But this distinction doesn't much matter to the dead," Mr. Tillerson said. "We can't let this happen again."
At the Pentagon, several officials said the presence of Russian personnel at the Al Shayrat airfield, used to launch the chemical strike, points to at least a possibility that Russia knew about the chemical attack. But Defense Secretary Jim Mattis on Tuesday refused to make that direct accusation.
"It was very clear that the Assad regime planned it, orchestrated it and executed it," Mr. Mattis said at a news conference, when asked whether Russia was involved. "We know what I've just told you. We don't know anything beyond that."
The Holes in Russia's Account of the Syria Chemical Attack
Mr. Mattis also declined to confirm reports that a Russian drone was flying over a hospital treating victims of the chemical attack last week, in advance of the hospital being bombed. While several United States officials have suggested privately that the hospital was targeted in an effort hide evidence of the chemical attack, Mr. Mattis appeared to be taking pains at Tuesday's news conference to point his finger solely at Syria, at least for now.
"We have gone back through and looked at all the evidence," Mr. Mattis said. "It is very clear who planned the attack, who authorized it and who executed it. There is no doubt at all."
The Trump administration's dossier appeared to suggest a broader effort to generate international consensus for a forceful response to the Syrian government's actions. White House officials said they were eagerly awaiting action by the United Nations and the results of a fact-finding mission by the Organization for the Prohibition of Chemical Weapons, the international body charged with enforcing the global chemical weapons ban.
Britain, France and the United States are pushing for a vote as early as Wednesday on a draft United Nations Security Council resolution that would condemn the use of chemical attacks and remind the Syrian government to cooperate with international investigators. A verbal confrontation with Russia is likely, and possibly a veto.
Much of the White House report was devoted to rebutting Russia's claim that the chemical attack last week, which it said killed as many as 100 people, including "many children," was actually the result of a Syrian airstrike against a terrorist depot in the town of Khan Sheikhoun that contained chemical weapons. The report cited a video and commercial satellite imagery that showed that the chemical weapon had landed in the middle of a road, not at a weapons facility.
White House officials also said American intelligence agencies did not believe that the Islamic State or other terrorist groups had sarin gas.
The report also rejected Moscow's claim that the attack was a "prank of a provocative nature" and denied Russian suggestions that the substance used might not have been sarin.
"Victims of the attack on April 4 displayed telltale symptoms of nerve agent exposure, including pinpoint pupils, foaming at the nose and mouth, and twitching," the report said.
On Tuesday, Mr. Putin repeated his claim that opposition forces had essentially tried to frame the Syrian government by placing chemical weapons in civilian areas and blaming Mr. Assad's forces.
"We have information from various sources that similar provocations — and I have no other word for that — are being prepared in other regions of Syria, including southern suburbs of Damascus, where they intend to plant certain substance again and accuse official Syrian authorities of using it," Mr. Putin said.
But White House officials said antigovernment forces could not have fabricated the volume of evidence that points to the Assad regime's responsibility.
In seeking to rebut Russia's claim, the report went into detail about the carnage last week. It said social media reports placed the start of the attack at 6:55 a.m. in Khan Sheikhoun, in Idlib Province. The United States' assessment is that Su-22 bombers took off from the Al Shayrat airfield and delivered the chemical agent. It also asserts that "personnel historically associated with Syria's chemical weapons program" had been at the airfield in late March preparing for an attack, and on the day it was carried out.
Ivan Nechepurenko contributed reporting from Moscow;
Gardiner Harris from Lucca, Italy; and Somini Sengupta from the United Nations.
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Poetry in Translation, a unit created by Queens teacher Carol McCarthy, draws on the unique abilities of her multicultural classroom. In her introductory lesson plan, Carol calls upon her students to investigate poetry through the lens of their individual cultural backgrounds. Students translate the work of poets from their native country or ethnic heritage, then write and translate their own poems. Students probe poetry in translation in other lessons as well, including "Translating Poets of the Holocaust Era," "Haiku," "Women in Poetry," and a comparative lesson focusing on two translations of Beowulf. Against this backdrop, Carol employs a series of classroom learning activities and Internet research that helps each student to find their place in a poetic tradition.
The purpose of this unit is to motivate students to participate in poetry in translation projects that will utilize a variety of learning modalities. The students who attend Flushing High School are multi-cultural. This factor lends itself to the study of poets from numerous cultural and socio-political backgrounds. It also promotes the nature of collaborative learning and the sharing of new and unfamiliar voices and concepts. The nature of poetry as a genre lends itself to the project. Each poem is a self-contained unit which can be studied on a number of levels. Students will undertake the following tasks individually and also have the opportunity to collaborate in small groups. Each student will select a poem from his/her cultural background and research the life and work of the poet, explore the work in the original language and find or write a translation of the particular work. Thus far poetry in Spanish, Chinese, Korean, Turkish, Russian, French, Bengali, Hindi, and Persian will be included. A variety of research tools will be utilized to do this. The technology component will assist with research and add to the richness of the material by providing textual and visual links to the poet and his/her work. A series of task-oriented rubrics will be constructed for assessment.
Students will learn to plan and organize.
They will become better problem solvers.
They will recognize inter-disciplinary connections as a result of the research.
Better communication and collaborative skills will be goal-oriented with opportunities for revision and re-evaluation.
To distribute a list of suggested poet.
To present students with a series of performance tasks which they will complete in relation to a research project.
This list is an ongoing instrument which is meant to be amended and developed as the process develops. Students will be free to add poets of their own choice as the term proceeds.
Select a poet of particular interest.
Find examples of the poet's work in the original language and in translation.
Write a translation of one of the poems selected.
Compare the student translation to one done by another poet.
Find cultural material, via a search engine, related to the socio-political milieu from which the poet comes.
Write a poem in his/her language and translate the poem into English.
Students will be given several weeks to complete this project and will be checked with regard to progress periodically. A bibliography and documentation of sources will be required.
Students will participate in the City College Poetry Contest in the category of Poetry in a Language Other Than English. This will give them the opportunity to share their talents with others and involve themselves with the community beyond the school.
For extra credit students will be asked to find examples of prose essays written by the poet of their choice. This will lead to the writing of a personal memoir. Samples of memoirs will be given out in class to study the genre. These will include memoirs and letters written by poets such as Rilke and Akhmatova and by others such as Primo Levi, Ernest Galarza, and Sandra Cisneros.
Students will examine the work of three contemporary women who represent various ethnic and cultural backgrounds.
They will look at the original and the translation for the works of Lorna Dee Cervantes and Nuala Ni Dhomhnaill and those who can write Chinese will translate Geok-lin Lim poem into modern Chinese.
Students will identify elements such as form, diction, figurative language, and poetic devices used.
Students will write a poem in the style of one of the poets.
Students will recognize and list major themes shared by all three poets.
The poems will be compared and contrasted for similarities and differences.
The following quote will appear on the board: "At present, the phenomena of butchering, drowning and leaving to die female infants have been very serious." -From The People's Daily, Peking, March 3, 1983. tudents will be asked to discuss the quote, its meaning and implications for women in the Republic of China today. How does this tie in with similar issues in other parts of the world. Discuss related topics and chart on board. What can women from such diverse backgrounds have in common? Discuss and put student observations, culled from collaborative interaction on the board.
Distribute poems -- Read each silently and orally. Present each poem at least twice with different readers.
Identify the major themes introduced in each poem.
Find and list examples of figurative language. Write in notebooks and on the board. Make a separate list for each of the three poems.
Traditional Malayan form: originaged in the 15th century.
Composed of several stanzas of four lines each.
Follows the pattern of using lines 2 and 4 of each stanza for lines 1 and 3 of the next stanza.
The first line of the poem should be the same as the last line.
Every line in the poem is used twice.
Does the poem meet these criteria? Why or why not?
How has the culture and ethnicity of each poet influenced her work? What are the issues of major concern to each poet?
Explore the feelings that evoked the strongest response from you. What were they and why were they so strong?
Find other works and translations by on of the three poets.
Find a work in the original language: Spanish, Irish, or Chinese and attempt to write his or her own translation.
Research one of the poet's life and cultural background. Find out what societal, cultural, political forces influenced the work. What role did the issue of gender play in the work?
Find a sample of the poet reading her work.
Write a poem in your own language that reflects a theme explored in the work of the poets studied.
Illustrate your poem with appropriate symbols or art.
Poems Used: Original and translated works.
Students will read poems by three poets who lived through or wrote about the holocaust era.
Internal and external conflict in each poem will be explored.
Form, figurative language and major themes will be explored.
Students will find cultural, historical and political links on the Internet to demonstrate and understanding of the background and forces that influenced each poet.
Poems will be compared and contrasted.
Students will write a poem influenced by a major event such as genocide or any type of social injustice that has affected their culture or changed their perspective on life.
Students will take an online trip to the Museum of Jewish Heritage and investigate the artifacts, art, diary entries to be found on the second floor which features the Holocaust Memorial material. Each will print out information and write a preliminary report on some particular aspect of the holocaust. These will be presented in class and precipitate a preliminary discussion that will set the stage for the study of the three poems noted above.
Poems will be distributed and read orally.
What is the major theme explored in each?
Who is the speaker in each poem?
Find several examples of figurative language such as similes, metaphors, personification, alliteration, oxymoron, apostrophe and synesthesia.
What do you notice about the form, rhyme, and verse?
What effect does the form have on the content?
What does each poem reveal about the cultural, political and social context of the work?
Write a brief prose version of each poem. Tell the story in your own words.
Find the original language version of the poem.
Find biographical background on one of the poets and report on how his background influenced his work. Find the poet reading his work. Find another poem by the same poet and if possible record the English version in your voice.
Traditional haiku by poets Issa, Basho and Chiyo, translated by Harry Behn and others.
Modern haiku by poets including W.F. O'Rourke and Etheridge Knight.
Selections from The Sea and the Honeycomb: A Book of Tiny Poems, edited by Robert Bly.
Students will learn the form of the traditional haiku and demonstrate their mastery of the form by writing original haiku in the style of Issa, Basho or Chiyo.
They will find one or more translations of the work of an early writer of haiku.
Students will write original haiku, both traditional and modern style. Completed work will be illustrated with original art or traditional Chinese art foudn online.
Students will enter their work in the Japan Society Haiku Contest.
Motivation: What makes haiku different from other poetic forms?
Discuss: Format for a haiku: three lines, seventeen syllables, sharp images, references to nature, a sharp turn or sudden insight or contrast.
Read several samples of traditional haiku poetry.
Make several observations about the poems: List the following images on the board: kite/hovel, flower/filled well, balloon/child leaving zoo, birds without necks, washing dihes/pan of stars, convicts/lizards on rocks.
View short film on haiku, in class as a summary.
Demonstrate understanding by writing one traditional haiku and two modern-style haiku.
Gather information on the background and historical context of the life of a traditional writer of haiku such as Basho or Issa.
Find three to five haiku not read in class and illustrate with traditional Chinese art found online or create your own art work to illustrate each selection.
Students will be given passages of Beowulf from the beginning, middle and end of the saga, as well as the original Anglo-Saxon. They will examine the original and the two translations.
Students will make several observations with regard to diction, point of view, voice, structure and figurative language.
They will compare and contrast the two translations.
They will find and identify elements of poetic language including: metaphor, simile, synesthesia, onomatopoeia, oxymoron, alliteration, and hyperbole.
Students will be asked to free-write on the nature of heroism and the qualities that a hero should have. They will then cite examples of heroic persons they have heard about from literary sources, including mythical heroes. They will then be asked to cite examples of contemporary heroes.
Students will compare and contrast the passages from the Morgan and the Heaneay Beowulf. They will identify literary elements, elements of plot, theme, explore the characterization and draw conclusions as to the nature of a true hero. They will explain why Beowulf can be regarded as a classic and archetypal hero.
Create a contemporary epic with a heroic figure who passes through a series of trials and challenges. Present the hero with insuperable odds that must be overcome. Write this contemporary epic in the colloquial language of your hometown.
Students were very receptive to the work on poetry in translation. The unit proved to be a natural complement to their various backgrounds and as such there was very little resistance to teh work that was covered. Many students were not expecting to explore poets of their own cultural background and when presented with the work they became very enthusiastic and willing to participate. Many had no idea they were capable of writing poetry and many were delighted to indulge in the poetry that had been writing for many years in their native homes.
The technology enabled students to research their poets, get original sources, art, cultural and biographical background. It was very useful to those who wished to go further and adequate for those who did the basics.
I tried to incorporate as much as possible within the parameters of preparation time given at school. I needed additional time, many hours all tolled, to explore and incorporate new units into the curriculum. After the initial work and technology incorporation it becomes very simple to implement new components.
Agosin, Marjorie. An Absence of Shadows. Fredonia: White Pine Press, 1998.
Akhmatova, Anna. Poems, Tr. by Lyn Coffin. New York: W.W. Norton, 1983.
Alegria, Claribel. Luisa in Realityland, Tr. by D. Flakall, Curbstone Press, 1987.
Barks, Coleman. The Illuminated Rumi. New York: Broadway, 1997.
Barks, Coleman. The Hand of Poetry: Five Mystic Poets of Persia. New York: Omega Press, 1993.
Baudelaire, Charles. The Flowers of Evil. New York: New Directions Books, 1958.
Celan, Paul. Poems of Paul Celan, Tr. by Michael Hamburger, New York: Persea Press, 1995.
Espada, Martín, ed. El Coro. Amherst: University of Massachusetts Press, 1997.
Ferguson, Salter, Stallworthy, editors, The Norton Anthology of Poetry. New York: W. W. Norton & Co., 1997 ed.
Gass, William H. Reading Rilke: Reflections on the Problem of Translation. New York: Alfred A. Knopf, 1999.
Heaney, Seamus. Beowulf, bilingual edition. New York: Farrar, Straus and Giroux, 2000.
Hikmet, Nazim. Poems of Nazim Hikmet. New York: Persea Books, 1994.
Hirschfield, Jane. The Ink Dark Moon: Women of the Ancient Court of Japan. New York: Vintage Books, 1990.
Hirsch, Edward. How to Read a Poem and Fall in Love with Poetry. New York: Harcourt, Brace, 1999.
Kunitz, Stanley. Poems of Akhmatova. Boston: Houghton Mifflin, 1997.
McClatchy, J.D., ed. The Vintage Book of Contemporary World Poetry. New York: Vintage Books, 1996.
Merwin, W. S. East Window: The Asian Poems. Washington: Copper Canyon Press, 1998.
Pablo Neruda. Tr. by W. S. Merwin. Twenty-Five Poems and a Song of Despair by Pablo Neruda. San Francisco: Chronicle Books, 1993.
Muldoon, Paul. Tr. of Nuala Ni Dhomnaill: The Astrakhan Cloak. Wake Forest University Press, 1993.
Ovid. Metamorphoses. Tr. by Rolfe Humphries. Bloomington: Indiana University Press, 1983.
Pinsky, Robert. The Inferno of Dante. New York: Farrar, Straus and Giroux, 1994.
Rich, Adrienne. Tr. of Alarcon's Of Dark Love. Santa Cruz: Moving Parts Press, 1991.
Rilke, Ranier Maria. The Duino Elegies. New York: Harper Colophon Books, 1972.
Rilke, R. M. Sonnets to Orpheus. New York: W.W. Norton & Co., 1992.
Rilke, R. M. The Complete French Poems. Tr. by A Poulin Jr. Saint Paul: Graywolf Press, 1986.
Valery, Paul. Lute Settings, Tr. by James Merrill. New York: Atheneum, 1985.
Vallejo, Cesar. Neruda and Vallejo: Selected Poems. Ed. Robert Bly. Boston: Beacon Press, 1971.
Weinberger, Eliot. Tr. of Octavio Paz In Light of India. New York: Harcourt and Brace, 1997.
Weinberger, Eliot. Tr. Collected Poems of Octavio Paz. New York: New Directions, 1997.


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True Detective Watch
True Detective Quick Thought
So just wanted you guys to know the thought I've stumbled on, on my rewatch of episode 3. I'll sum it up, and I can't get it off my mind, but Wayne's wife mentioned in episode 2, I believe, that she liked to go to different cities aand pretend to be someone else…. and in episode 3, she mentioned to Wayne how she wanted to go see the police officers and basically pretend to be someone so she can get information. It has just struck me as odd and off how she has fantasies of being in a dream world, or not reality, she has no problem escaping reality basically. Compare that to will who appears to be doing the same kind of thing when playing dungeons aand dragons. Compare to wayne and he can't escape his reality. I'm not sure wayne's wife is involved in the crime, but it's just a really interesting theme, and I haven't really thought more into it, but it is a really interesting narrative taking place
As an added thought, we thought episode 3 was kind of confusing, an disjointed… but what if it wasn't, because it felt like that scene with amelia and wayne @ Walgreens parking lot was out of place and that scene ends with amelia staring at wayne, the next scene is wayne and his partner west, and wayne says "its like a thing's staring right at us."…. amelia gained a lot from this, aand now i'm starting to think she's involved somehow…..
Kenny Ducammun
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RodiFix Booster Seat
For booster seats, Maxi Cosi only offers one option and that is the RodiFix. It can accommodate a child up to 120 pounds, cleans easily like the Vello and Pria, and its latching system makes it easy for children to buckle themselves in. It also has an exceptional ventilation system, that keeps liquids away from your child's skin. RodiFix is equipped with AirProtect as well, and retails for about $250.
Maxi Cosi certainly is one of the easiest companies to buy from, because its options are clearly laid out, there is only one (or two maximum) product lines per function, and each offers excellent protection.


All participants in our Illustrator Training Class - Introduction have an opportunity to provide feedback as a part of their course. Below you'll find reviews from clients specific to this Illustrator Training Class - Introduction. We collect more detailed evaluations covering the instructor, materials, and classroom environment which are also available for you to review before enrolling.
We have more than 1,000 clients willing to serve as references for our Illustrator Training Class - Introduction. If you want to talk with a previous training client who has taken Illustrator Training Class - Introduction at American Graphics Institute, contact us and we'll be happy to provide you with additional references.
"The Illustrator class and teacher was entertaining and educational. Michael was great. Very knowledgeable and helpful to answer any questions! "
"The online Illustrator training was helpful for me. Michael was very patient and clear throughout the course. I attended training remotely from my office and the headset and materials sent to me all were fine."
"My Illustrator class with Michael went well. He's a good instructor. Received an ebook to use as a reference after the class and sample files for the training."
"The online Illustrator class covered more than I hoped. The equipment provided: headset / usb flashdrive all worked properly as did the online classroom."
"The pace of the Illustrator class was perfect. I had a base level of knowledge but was self-taught, and this filled in the gaps I needed to know. Donna is a great teacher. "
"Very Helpful and took the time to explain things. "
"The Illustrator class was excellent. Donna was an awesome teacher. Everything worked fine in the classroom."
"We had a private Illustrator training. The instructor was flexible with the class, which was great for our group "
"Instructor was great and moved at a good pace. Covered drawing techniques, layers, and adding color/gradients. Great facility and office, everyone there was helpful and friendly. Nice new building and convenient parking. Glad they offered the option to repeat the class as we covered a lot of material and I may want to take it again."
"Greg was great at teaching Illustrator and in addition to going through the basic skills, he gave me a lot of take aways that I will be able to use for my own specific projects/tasks."
"Greg did a great job showing us around Illustrator. We used our own documents to learn with. "
"I had a great Illustrator class with Donna. She was very patient with my numerous questions and was happy to go over some of the more difficult steps as many times as necessary to keep everyone on the same learning curve so no one was left behind."
"The Illustrator class was just what I needed. Donna was very good at checking in with the class to make sure we were all on track and never failed at answering a question. She was great! "
"Enjoyed learning Illustrator. Lots of fun and useful information."
"Donna is awesome at teaching Illustrator and she is very patient! "
"I loved this Illustrator workshop and didn't want it to end. Donna was friendly, helpful and extremely patient! Awesome facility! "
"I really enjoyed the Illustrator class. I learned tons and am now comfortable using Illustrator. I'm glad there's a book for me to use as a reference after class. Impressive that you guys wrote the book."
"Fantastic Illustrator workshop! Loved it."
"Instructor really knows Illustrator well and was patient and clear. For students wanting to bring a lunch in, the break-room could be larger."
"Greg was lively and engaging for the Illustrator training. Great instructor!"
"The Illustrator class was good. It was nice to have the materials needed for the exercises made available as part of the class."
"This Adobe Illustrator class was wonderful. The professor was patient, helpful, clear and knowledgable."
"Excellent instructor and very informative course presentation. I learned so much about Illustrator."
"What a fantastic learning experience. Patti was patient, efficient and really shared her knowledge about the software. I am looking forward to taking another class!"
"The Illustrator training with Justine was great. She was exceptionally knowledgeable of the subject, extremely organized and prepared, communicated the subject matter easily, and is a very nice person too. She kept her energy level and enthusiasm up throughout the entire day. She was quick to ascertain what information was most relevant to my workplace and offer solutions. I was very impressed with her entire presentation. I went in to this class with little to no understanding of how to do much of anything in Illustrator and left with a clear understanding of skill sets that I could immediately utilize in my workplace. The PDF coursebook will be a very valuable reference and review tool. Comfortable environment, computers are fast and new, and worked without any glitches at all."
"Donna was a great instructor and taught me a lot about Illustrator."
"The digital books are good as a reference but as with all ebooks I miss being able to take notes in them."
"Awesome course, so informative and relevant to my career! The activities provided are a great resource! Thank you!"
"Our teacher was really good at explaining everything and made the learning material fun. Answered my questions clearly (and I had alot of questions). Overall great class, would recommend."
"I got more than I thought I would out of this course. For two days I definitely learned a lot and I am excited to come back and take the intermediate Illustrator course."
"Amazing class! Donna went above and beyond. She answered questions about everyday problems with AI. Clean classroom and office. Friendly staff. Great Learning Enviorment!"
"Rhonda was a good instructor in that she seemed to have a real desire for you to exceed and wanted to answer your questions and concerns. She was patient when we weren't quite getting it. The most interesting part of the class was when we did an exercise that was not part of the book. It was slightly more advanced then most of the exercises in the book that was supplied. It was an exercise that I was actually proud to show my wife after we were done and it really helped gain skill in gradients and patterns."
"The teacher, David, definitely made sure that we were following along and actively worked to fix any issues we came across. I thought the samples and exercises were very useful."
"David has been great. Extremely knowledgeable and informative. We've been able to move very quickly, and thoroughly through a number of different topics. Very nice guy as well."
"I appreciated how much we covered in this class. I found I sometimes got behind and had to ask Heather to walk through how she used certain tools a second time, which she would do. She is obviously very knowledgable and was happy to answer any questions. She was a great teacher and I would recommend her to my colleagues."
"My instructor, Ms. Gross, was always willing to explain any problem areas I was having; this allowed me to be comfortable in the class and although I am not a genius as yet, I will get there with much practice"
"Some of the lesson files I was given for the class on the thumb drive were corrupted but the problem was solved quickly and did not detract from the course."
"Great instructor, very knowledgable and personable. Learned new skills in the Creative Cloud."
"The teacher was enthusiastic and engaging. It was a pleasure to attend this Illustrator course with her. She had a great sense of humor too!"
"Had this same instructor for several classes....he is great, friendly and very patient. Nice classrooms with new computers."
"Was prepared and organized but occasionally goes off on tangents not relevant to lesson or course material."
"Greg was great! He took the time to check in with me before our class to see what specific items I wanted to review. And during the training, allowed me to work on a drawing to see if I got the hang of it. While my training was supposed to be for Illustrator only, he was skilled with other Creative Cloud programs and customized the class to teach me me 3 programs! Thank you so much!"
"This class was great, thank you so much! Very useful and applicable to my everyday job."
"Donna was extremely helpful and made sure to assist everyone where they were at in their training."
"Donna was a great instructor! We had a good size class with folks at different levels of learning. Donna did an excellent job making sure everyone was caught up and understanding the task, all while keeping the rest of us engaged. She explained things clearly and continually showed how the exercises could apply to our professions."
"This was exactly what I was looking for, a basic introduction to Adobe Illustrator. Our team will benefit from this going forward."
"Teacher did a great job of clearly explaining how to use each of the tools/techniques. She was very knowledgeable and helpful! I learned a lot from this course, it had great tips and tricks, and good exercises. Patti was a wonderful instructor and I'm looking forward to applying what I learned in my job. Thanks so much!"
"Awesome Adobe Illustrator instructor! Very helpful"
"Great instructor and a great hands on experience, I had so much fun and I learned a lot! I'll be back for the next Illustrator class."
"This is the second class I've had with Sean teaching it. I took this Illustrator course online. His presence online matched his in-class instruction. Both were fantastic. His great personality is just as evident via audio. He gave 1 on 1 help on the spot when some of us had trouble grasping a technique and he made the class fun and interesting."
"My instructor was great teacher. He added humor to his teaching, which made it fun and easier to learn illustator."
"This was the best Illustrator class ever."
"The instruction was really informative and and the setting was great. Thanks so much. I may take the advanced Illustrator course in the future."
"Excellent Illustrator class. I thought that the training exercises were excellent - I really appreciated having to do things myself (after an explanation) as I feel it really helps me cement my learning. Also, questions arise in the doing that help further the learning process."
"The Illustrator workshop led by Donna was great. She was thorough and clear on all of her instructions. Greatly enjoyed my class - makes me want to take the next level of Illustrator training. This class was so worthwhile and so enjoyable."
"The instructor gave great examples on how to use Illustrator in my field. He was very knowledgeable about a lot of things, not just Illustrator or Photoshop. He also had a lot patience when explaining things more then once! The facilities and classroom are very nice."
"Fantastic job! I felt comfortable, engaged, and learned a lot. Greg was great and I hope to have him teaching another Illustrator class again in the future."
"Learned Illustrator in a couple of days which is what I needed to do."
"Patty's breadth and depth of knowledge in both this and PhotoShop are amazing - and her patience knows no bounds!"
"Fabulous instructor. Really made the material simple to understand."
"A really nice, charismatic, enthusiastic, funny, knowledgeable instructor for my Illustrator class. He could go down bunny holes like discussing Pantone colors if you had questions. Really knew a lot."
"Great foundation Course and Teacher had lots of Experience to correct mistakes and make us realize the shortcuts/easy ways to use illustrator"
"Patty was a very engaging instructor. At times I wished we went through a few things faster, but it's hard with groups to get everyone moving at the same pace, so unavoidable, largely. "
"He was thorough, patient, and answered any/all questions we had. GREAT INSTRUCTOR! Very much enjoyed it! "
"Clear, patient, conscientious and engaging. I learned a lot."
"I have a newer Mac which doesn't have a disk drive, so it would be nice to have the book on a flash drive but I do appreciate the hard copy though!"
"great teacher! personable and really helpful!"
"I have already signed up for the advanced illustrator and the intro and intermediate InDesign."
"Everything about this course was wonderful. I have never taken a class and walked away from it feeling so confident in my skills with the new program. The pace was great and Greg was awesome at answering our questions even when they were more about things that might come up in the advanced class or in a class for another program such as photoshop or indesign. I loved every minute of this class, the labs and everything. Loved this class and for future classes I am going to insist that it be a class from AGI! "
"Very interactive. Did not mind going back to review"
"Extremely thorough and great knowledge depth."
"I've learned so much, I am excited to try out my new skills. Thank you for the very thorough session!"
"Justine was a great instructor. She was patient with us and very clear. I can't believe how much I learned in 2 days. Would definitely recommend."
"Jessica did a wonderful job of tailoring the lessons to accommodate my level of experience and to the information pertinent to my job."
"Better than I expected. So well presented and interesting. The instructor was super helpful and went above and beyond to make sure I got the information I needed for using an older version of Adobe than the others were on. An excellent course I couldn't recommend highly enough."
"As previously, I found my instructor at AGI to be an extremely knowledgeable and effective, as well as entertaining. I look forward to continuing my instruction in other Adobe Creative Suite topics."
"Loved the way he applied what we learned to each students needs. Did a great job working with each students different levels. Really enjoy this instructor (it was slightly slow for me, but he didn't have a problem when I moved ahead to have added practice time)"
"Greg did a great job!"
"Greg is an excellent instructor; I hope I can take more training wit him in the future."
"So excited I am on my way to be a rockstar with this program because of her teaching! Thank you!"
"Very kind, patient and explained in detail and informative. His voice was pleasant to listen to the course."
"great instructor. will certainly look to take additional classes down the road."
"Great teacher. Great session. Glad that the class was small in number."


Stratosphere – the Berlin based next generation Big Data Analytics Platform gets accepted for Google Summer of Code 2014. Google Summer of Code is a global program that offers students stipends to write code for open source projects. In the past Google has worked with the open source community to identify and fund exciting projects in this field.


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Trout Out of the Classroom
November 20, 2018 Announcements, Communicating Fisheries
From left to right: Nick Halle, TU; Danielle Donkersloot, IWL; Hania Abboud, UVA; Mary Waclawski, TOC President; Daniel Cassidy, AFS, Kirk Smith, TOC Sponsor
On Saturday, November 17th, the American Fisheries Society and 75 other attendees participated in a Charter Signing Ceremony of the TIA Alliance at James Madison High School in Vienna, Virginia. The TIA Alliance was formed by Trout Unlimited, the Isaac Walton League of America, and the American Fisheries Society to facilitate the extension of James Madison High School's Trout Out of the Classroom program. The purpose of this program is "to promote awareness of and appreciation for water quality monitoring and fisheries management within the United States by facilitating the engagement of volunteers, specifically youth and young adults, in mission oriented, natural resources conservation activities." The American Fisheries Society and its partners in the TIA Alliance officially signed the TIA Charter which allows the TOC program to expand nationwide.
Trout Out of the Classroom (TOC) is a biology program which trains and teaches students about the suitability of streams for Brook Trout habitat and introduction. In addition to James Madison High School, more local high schools in both Virginia and Maryland are bringing this innovative program to classrooms. The students work with the U. S. Forest Service, the Virginia Department of Game and Inland Fisheries, and the Virginia Outdoors Foundation to conduct stream analysis through sub-watershed assessments to determine local stream's trout habitat suitability. TOC stems off of Trout Unlimited's nationwide program, Trout in the Classroom, where students raise Brook Trout eggs until they are fingerlings and ready to be released into local streams.
"AFS is excited to work with Trout Unlimited and the Isaak Walton League of America to develop opportunities for high school students to learn about careers in our profession," said Brian Murphy, AFS First Vice President and professor of fisheries at Virginia Tech. "We plan to offer special opportunities for students to join AFS and learn about fisheries and other aquatic sciences as possible career paths where they can help make a difference in aquatic conservation. We will be linking high school groups to various AFS Units, including Student Subunits and local Chapters that can offer career guidance and field opportunities. In these ways, we hope to get students involved in AFS early in their careers, so that they can take advantage of the many opportunities that AFS offers for student and professional development."
Latest AFS Publications
Fisheries Abstracts
French Abstracts
Spanish Abstracts
Spotlight on Members
The Policy Column


The MacArtney Underwater Technology group recently grew by combining Boston-based SubConn® sales with existing Houston operations under the new name MacArtney Inc. and is now expanding its north American coverage further by opening in the Pacific North West.
The MacArtney Underwater Technology group recently grew by combining Boston-based SubConn® sales with existing Houston operations under the new name MacArtney Inc. and is now expanding its north American coverage further by opening in the Pacific North West. This initiative will bring MacArtney Inc. closer to the many SubConn® customers there and improve local service. The MacArtney Underwater Technology group is responsible for SubConn® sales in both North America and the rest of the World, and is continually seeking to provide better service, more capacity and faster delivery.
The move to expand in the North West also strengthens MacArtney's relationship with the active Renewable Energy industry in the area. An industry which MacArtney has been working with for several years and is also heavily engaged with in other parts of the World, including Europe.
To head up the new North West office, MacArtney Inc. is being joined by Don Bryan, who has extensive industry experience and comes from a position as Sales Manager at AXYS Technologies Inc. Mr. Bryan holds an MBA from Royal Roads University and has worked with international sales, engineering and business development for more than 20 years. The new North West office will become part of the north American MacArtney Inc. operations and leverages the extensive workshop and service facilities located in Houston, TX.


text:
Q: How to read test files one by one I am working on a project in which I need to read text files in programs directory and check for specific keywords in it. An example: folder contains files with some name (not specific) and I want to read them one by one to check for specific string in them, until all are checked. I've been looking for method to read files like that but couldn't find any.

A: this is one way of doing it
    Dim di As New IO.DirectoryInfo("C:\Users\myuser\Desktop\123")
    Dim aryFi As IO.FileInfo() = di.GetFiles("*.txt")
    Dim fi As IO.FileInfo

    For Each fi In aryFi
        Dim MyStream As New StreamReader(fi.FullName)
        Dim txt As String = MyStream.ReadToEnd
        MsgBox(txt)
    Next

you check if txt.contains("blabla") then you do whatever you want..

redpajama_set_name: RedPajamaStackExchange


text:
Amewusika "Sika" D. Sedzro has been chosen to assist Pittsfield officials in developing the Tyler Street/Morningside area into a thriving residential neighborhood linking a future innovation district and the nearby Berkshire Medical Center to stores within walking distance.
MassDevelopment names expert to assist Pittsfield officials in developing Tyler Street area
Posted Wednesday, April 20, 2016 3:32 pm
By Tony Dobrowolski
tdobrowolski@berkshireeagle.com @TonyDobrow on Twitter
PITTSFIELD >> MassDevelopment has assigned an economic development professional to Pittsfield to assist city officials on the Tyler Street District development project.
Amewusika "Sika" D. Sedzro has been assigned to Pittsfield for three years, and will arrive in the city during the first week in May, said MassDevelopment spokeswoman Kelsey Abbruzzese.
She will work exclusively on initiatives to improve the Tyler Street/Morningside area, Abbruzzese said. The project's overall plan is to turn the Tyler Street area into a thriving residential neighborhood linking a future innovation district and the nearby Berkshire Medical Center to stores within walking distance.
MassDevelopment is the state finance and development agency that works with businesses, financial institutions and communities to stimulate economic growth across the commonwealth.
In 2014, MassDevelopment accepted Pittsfield as one of the first 10 of the state's 26 Gateway Cities to receive grant-funded development planning assistance for the Tyler Street area.
MassDevelopment has partnered with the Tyler Street Business Group, the Pittsfield Economic Development Authority and Pittsfield's Department of Community Development on the Tyler Street project.
In December, MassDevelopment selected Pittsfield, Brockton and New Bedford as the three cities to receive a full-time economic development consultant during the second round of funding for the Transformative Development Initiative, which advances redevelopment visions in those cities' targeted TDI Districts like Tyler Street.
"This program is about building on the strengths of these neighborhoods and communities," said state Sen. Benjamin B. Downing, D-Pittsfield, the Senate chairman of the Massachusetts Gateway Cities Legislative Caucus. "I'm thrilled to see these new fellows come on board and an excited to see them add to the momentum in our Gateway Cities."
"By bringing her in what we're hoping to do is to get more of the community involved," said Diane Marcella, who heads the Tyler Street Business Group. "The Tyler Street Business Group is volunteers. Having someone working 40 hours plus will have a lot of extra time to do the things that we can't do."
The three new TDI fellows were chosen by the officials of each participating city following interviews held during a three-day "matching" session in Worcester, Abbruzzese said.
"I helped pick her out," Marcella said. "She was well organized, well prepared and very smart. She was very impressive."
Sedzro has more than a decade of experience supporting diverse initiatives around the world. She has helped develop web-based tools to help Massachusetts communities in their workforce and development planning, and collaborated on developing comprehensive land use and community development plans for municipalities in Essen, Germany and Brooklyn, N.Y.
She has also served as the project manager for a chain of clinics facilitating access to health care for low-income residents in Kenya; provided technical assistance to a bio-recycling firm in Guinea; and worked for a national network of business accelerators funded by the National Science Foundation.
Sedzro holds a bachelor's degree in political science from Hampshire College and a master's in urban planning from Columbia University.
Contact Tony Dobrowolski at 413-496-6224.


A video released Friday shows the exact moment a deadly dam burst in Brazil on January 25. The wall of sludge and mud from the dam is seen encroaching from the left side of the screen as vehicles move around on the right side but they are eventually covered by the mud. The dam failure unleashed a surge of mud that buried buildings adjoining the dam and several parts of the nearby city of Brumadinho.


View alumni that have participated in Crookston High School Newspaper. If you participated in Newspaper while at Crookston HS, register now and add your name to the list with a message to your old friends.
Looking for Crookston alumni who participated in Newspaper but are not listed? Classmates.com® has hundreds of more Crookston alumni listed.


You will receive notifications for new jobs within 30 60 90 120 miles of Albuquerque, NM.
Be the first to see new jobs near Albuquerque, NM!
A hospital in New Mexico is seeking a physician assistant who can provide locum tenens coverage for approximately three months starting in mid- April, with chance of extension. The provider should have 3-5 years experience in both inpatient and outpatient cardiology and must be comfortable in surgery with MD's. Experience in a Cath Lab is a plus. On a typical day, the provider should expect to see about 24 adult patients. The provider will work a Monday through Friday 8am to 5pm time schedule. This facility uses Epic EMR.


text:
What is Worklife?
The challenge of a job that doesn't meet your needs
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By Anisa Purbasari Horton15th September 2020
Covid-19 has left many people underemployed – in temporary jobs or on reduced hours. How do you make a success out of a job that isn't what you wanted?
2020 was supposed to be Isaac Freeman's career year. The 22-year-old, based in Adelaide, Australia, spent 2019 travelling and freelancing after graduating from university, and then started looking for a stable job. Freeman wanted a creative role in which he could use his photography and writing skills.
Instead, when the pandemic hit, he found himself back at his local supermarket – a student job he thought he had left behind for good. "It was a bit of a difficult decision at the time," he says. "But I realised it was probably the only one that would give me some sort of schedule if we went into some sort of lockdown, which we eventually did."
Freeman (pictured above) is not alone. John Gavin Branstetter, 39, a political science lecturer at the University of California Los Angeles, also had big plans for 2020. Branstetter had lined up promising interviews for tenure track positions, only to watch the positions disappear as Covid-19 took its toll on the higher education sector. For now, Branstetter has to fight to hang on to his temporary contract. "I'm in this cycle of being a temporary employee. Every year I have to reapply for my job, even though I have the same education qualification [as my tenured peers]."
As economies around the world grapple with the fall-out from the pandemic, the job market continues to take a hit. But while much of the focus has been on rising unemployment figures, there's also the issue of underemployment: people who are working in jobs that don't, for various reasons, meet their requirements.
Why we like to be challenged
Defining 'underemployment' is the first challenge. For some people, says Liam Delaney, professor and head of department of psychology and behavioural science at The London School of Economics and Political Science, it may mean working fewer hours than they would like. For others, it's having a job that doesn't align with their qualifications. Then there are those who are working more than they would like, but don't get paid enough to fulfil their financial obligations.
Experts fear that the economic damage caused by Covid-19 could lead to long periods of underemployment for some
Delaney recently co-authored a paper on underemployment and distress, based on samples of underemployed workers in the UK. In this case, the researchers examined underemployment as defined by the International Labour Organisation: "those who work fewer hours than a national specific threshold related to working time while they are willing and available to work additional hours." The research, conducted before Covid-19, found that underemployment may have "detrimental psychological consequences" for people, for several reasons.
First of all, underemployment often equates to a drop in income. Delaney talks about a distress "threshold" at which financial strain can kick in. For workers who are working fewer hours than they would like, underemployment may also result in less contact with the workplace. As a result, "this may limit the psychosocial benefits of work, such as social contact and support, having a sense of being useful and needed by others, being active, and having a structured experience of time", Delaney and his co-authors write. The paper also talks about people's feelings of inferiority when they interact with workers who they perceive to have better working arrangements – whether more hours or a job that better suits their skills and aspirations.
That's because underemployment – whether as defined by the ILO or more broadly – often affects people's sense of identity, says Gladys Ato, a California-based clinical psychologist and author who works with executives. In her recent work, she's met business owners applying for other jobs to pay the bills and professionals facing the difficult reality of reduced hours. Identity is often linked to career, and when this is threatened by a job loss or change, it shakes people's sense of self-worth. "They may start to notice increasing anxiety, that constant sense of dread which can then turn into depression," says Ato.
When you're not challenged in the workplace and you're not engaged, that takes energy from you – Angela Howard
Dawn Norris, an associate professor of sociology at University of Wisconsin La Crosse, says that identity threats create a sense of dejection beyond economic struggle. When she spoke to unemployed and underemployed individuals for her book, Job Loss, Identity and Mental Health, she says that those who were independently wealthy, lived with another income earner or had money coming in from investments still faced psychological hurdles.
"Psychologically, we as humans like to connect to a higher purpose," says Angela Howard, an organisational psychologist based in Chicago. "Career is a big portion of that. When something disrupts that, you feel like you're not contributing to society." People often think of burnout as having too much work, she says, but "when you're not challenged in the workplace and you're not engaged, that takes energy from you".
'A job is a job'
Measuring the level of Covid-19-related underemployment in its various forms is a challenge, but there is data available relating to ILO-defined underemployment. In the US, the number of involuntary part-time workers – those who had their hours reduced or were unable to find full-time work – is 4.1 million higher in July this year than it was in February. In the UK, the underemployment figure from April to June was at 2.84 million, up by 217,000 from January to March. In Australia, the seasonally adjusted underemployment rate in July was at 11.2%, up from 8.6 % in January.
The impact on sectors like hospitality is being particularly hard, with a knock-on effect on jobs
Experts predict that the unprecedented nature of the pandemic will mean more people will be underemployed for longer than in previous recessions. According to Delaney, workers in sectors like hospitality and tourism are likely to be heavily impacted in the next few years as reduced demand for these services will lead to reduced hours and fewer jobs. Norris says that without policy intervention, "there is the potential for underemployment to stay at very high levels". Work environment sociologist Tracy Brower, based in the US state of Michigan, says: "So many businesses are doing a reset." The skills that might have served you well in your previous jobs may not be the ones that you need to get yourself out of underemployment.
Branstetter and Freeman have both tried to continue developing professionally during their period of underemployment. Branstetter is committed to conducting research projects on comparative political theory and mentoring students, even though those activities aren't part of his job as a non-tenured lecturer. For Freeman, it's about looking for gaps in his skillset. He's been learning new editing programmes, makes himself do something creative every day "just to keep that muscle-memory working" and has continued freelance writing.
A job is a job, and you're fortunate to do what you want for a living – Isaac Freeman
Both say they overcame any resentment at being underemployed by acknowledging how fortunate they are to have jobs. "Even though my position is unstable, I actually have it pretty good compared to a lot of people right now," says Branstetter. He talks of peers who have had to settle for teaching one class at a university and drive rideshare on the side to keep their academic dreams alive. Freeman, meanwhile, says returning to his old job made him realise that "a job is a job, and you're fortunate to do what you want for a living". Working that out has made him more motivated to look for ways to move up professionally and has also improved his work ethic, he says.
'Everybody gets an asterisk'
If there's any silver lining to underemployment during a global pandemic, it's the fact that many others are in the same boat. This makes it easier to explain your situation to prospective recruiters. "People tend to understand a bit more," says Norris.
But she stresses that to remain marketable as a candidate, individuals need to demonstrate their relevance. That might mean staying up to date with industry news, additional training or finding a role with similar functions to the job that they want. One man that Norris interviewed for her book, for example, volunteered to do the accounts for his church after losing his role as a vice-president of a bank.
She also stresses the importance of keeping in touch with your professional network and peers. Although it's easy to emotionally isolate – particularly where social distancing is the norm – Norris says that's the opposite of what you should do. By hiding your underemployment, "you miss out on moral support and job leads. It's those weak ties that help us find those opportunities."
Ato and Brower agree that the best thing people can do to stay optimistic is to recognise that underemployment is generally a temporary experience. When they do that, it becomes easier to find the good in the situation, says Ato. She recommends that individuals ask themselves: 'What can I learn from this? What can I contribute knowing this is temporary?' "If we buy into the belief that this is going to be a forever thing, it's just going to be downhill," she adds.
Brower says that individuals need to remember they're not alone. When it comes to their careers, "everybody gets an asterisk in 2020 because of the pandemic," she says. "I think that's also something to remind ourselves, because we know it's just an anomaly in our careers."
worklife:
The psychology of sudden job loss
The Life Project:
Remote worker? These nations want you
The dark side of over-productivity


TeliaSonera, owner of Norway's second largest mobile operator, is modernizing and expanding its network for improved coverage and speed. Ericsson (NASDAQ: ERIC) is entering a 3-year contract to modernize and expand the northern part of TeliaSonera's Norwegian network and to roll-out 4G/LTE in the same region. Ericsson will, as part of the modernization process, replace the existing 2G and 3G radio base stations with its multi-standard RBS 6000 developed for GSM/EDGE, WCDMA/HSPA Evolution and LTE.
The contract expands Ericsson's engagement with TeliaSonera in Norway, which until now has been a customer within 4G/LTE. Ericsson will deliver the multi-standard radio base station RBS 6000 and related services including network roll-out, implementation and support. The contract also includes Ericsson's microwave technology MINI-LINK.
Claes Nycander, CTO and SVP of Mobility Services at TeliaSonera, says: "We are building a new world class mobile network in Norway with 2G, 3G and 4G access to offer our customers an enormous coverage and speed improvement. We have selected Ericsson to deliver the northern part of the Norwegian network based on their high quality technology and competitive total solution."
Robert Puskaric, Head of Region Northern Europe Central Asia, Ericsson, says: "It's exciting to see that TeliaSonera continues to build out 4G/LTE in Norway and that they are modernizing and expanding their 2G and 3G network. There is a massive growth in data traffic and modernization is needed to continue to offer the best experience as new services are introduced to the consumers. We are glad to be part of that journey and proud that we are now also TeliaSonera's vendor within 2G and 3G in Norway."
Ericsson is advancing its vision of being the "prime driver in an all-communicating world" through innovation, technology, and sustainable business solutions. Working in 175 countries, more than 80,000 employees generated revenue of SEK 206.5 billion (USD 27.1 billion) in 2009. Founded in 1876 with the headquarters in Stockholm, Sweden, Ericsson is listed on NASDAQ OMX, Stockholm and NASDAQ New York.


text:
NHS launches 40 'long COVID' clinics
The NHS is rolling out a network of more than 40 long COVID specialist clinics in the next few weeks to help thousands of patients who are suffering debilitating effects of coronavirus months after infection.
The clinics will house doctors, nurses, therapist and other NHS staff under one roof offering physical and psychological assessments of those experiencing enduring symptoms.
Long COVID, which is thought to affect more than 60,000 people in the UK, can cause continuing fatigue, brain fog, breathlessness and pain.
NHS England has provided £10 million to fund the clinics, with ten sites already earmarked for the Midlands, seven in the North East, six in the East of England, South West and South East respectively, five in London and three in the North West.
These services will be accessed via referral from a GP other healthcare professional, allowing doctors an opportunity to rule out any other possible underlying causes for symptoms, such as suspected stroke, lung cancers or respiratory conditions.
The NHS has also launched a new taskforce to help the NHS manage its approach to long COVID and produce information and support materials to boost understanding of the condition.
Older people, women and those with a greater number of different symptoms in the first week of their illness were found to be more likely to develop long COVID in a study by Kings College London, with one in 10 still experiencing side effects eight weeks after infection.
"Long COVID is already having a very serious impact on many people's lives and could well go on to affect hundreds of thousands," said NHS chief executive Sir Simon Stevens.
"That is why, while treating rising numbers of patients who are sick with the virus and many more who do not have it, the NHS is taking action to address those suffering ongoing health issues."
According to recent evidence, long COVID can be categorised into four different syndromes: post intensive care syndrome, post viral fatigue syndrome, permanent organ damage and long term COVID syndrome.


Shenzhen Yaode Photoelectric Co., Ltd.
Shenzhen Spectrum Technology Co., Ltd.
p8 full color outdoor led billboard price for the coffee shop advertising Hot! Fit for the coffee shop, beer shop, shopping mall, restaurant, shoes shop for advertising etc. But for this P8 outdoor led billboard ,we can not provide free charge sample.
Caoxian Yumei Houseware Co., Ltd.
Shenzhen Vista Photoelectricity Co., Ltd.
3. Provide unique and professional solutions based on customer requirements. 3. Photos and videos according to the customer's requirement 4. Free spare parts. We can also provide the normal refresh rate if necessary.
Shenzhen Cxcolor Optoelectronic Co., Ltd.
Shanghai Liangjin Trading Co., Ltd.
In the past 10years we cooperate with many famous company and university in China. They are very satisfied with us, most of them cooperate with us many times. Mostly, our led display will not have big problems within warranty time!
2, Special design for the mask to realize higher contrast and larger viewing angle. 4, Brightness and chromaticity calibration. 2, All products passed CE, RoHS, LVD etc international standard.
Shenzhen Uhled Technology Co., Ltd.
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3. Well-trained and experienced staffs to answer all your enquires in fluent English. 4. Distributorship are offered for your unique design and some our current models. 5. Protection of your sales area, ideas of design and all your private information.
Guangzhou Shine Sign Co., Ltd.
025.5009 ELE.PA. 004.5009 ELE.PA. 005.6003 ELE.PA.
Alibaba.com offers 81 programamble scrolling message led billboard products. About 1% of these are led displays.
There are 1 programamble scrolling message led billboard suppliers, mainly located in Asia. The top supplying country is China (Mainland), which supply 100% of programamble scrolling message led billboard respectively.
Programamble scrolling message led billboard products are most popular in Eastern Europe, Southeast Asia, and North America.


Cleanliness and Tree Plantation Program Organised at Railgaon, Colony on Gandhi Jayanti .
On the occasion of Gandhi Jayanti, an extensive cleanliness campaign and tree plantation program was organized in Railgaon Railway Colony of North Central Railway at Subedarganj, under the leadership of General Manager, North Central Railway, Mr. Rajiv Chaudhry. on this occassion, the General Manager started with the shramdaanunder cleanliness campaign.
A tree plantation program was also organized in Mahadevi Verma park in Railway Colony Subedarganj.Shri Rajiv Chaudhry General Manager also planted a sapling and started the plantation program. All the Principal Head of Departments, other officers and staff also planted Saplings on the occasion. Saplings were also distributed to staff for plantation.
ShriRajiv Chaudhry, General Manager, encouraged all the railway staff to plant more and more plants, by explaining the relevance of trees in a clean and healthy life.Shri Rajiv Chaudhry also desired to make the Indian Railways clean and comfortable for the passengers as well as called everyone to contribute to the Swachh Bharat Abhiyan of the Honorable Prime Minister Shri Narendra Modi. The Shri Devendra Kumar Chief Mechanical Engineer, all the Principal Heads of Departments, other officers and staff of North Central Railway Headquarters, also participated in the program.


Gfg Witch House Escape is an online game that you can play on 4J.Com for free. Gfg Witch House Escape is a classic escape game. If you like escape game, try this. Find the clues to solve the puzzles. Click on the objects to interact and solve those puzzles to escape. Good luck and have fun!


One of the most distinguishable elements of a moissanite gemstone is its "fire" or dispersion. Moissanite dispersion displays 2.4x more than a diamond, ruby, emerald or sapphire. Dispersion is a property of the moissanite gemstone caused as light radiates through the gemstone on certain wavelengths—each wavelength producing a specific color. Charles & Colvard guarantees that every moissanite gemstone will maintain its "fire" (dispersion) and brilliance throughout the lifetime of the owner. This guarantee can be found in the Charles & Colvard Limited Lifetime Warranty—yours with every Moissanite gemstone.
When we refer to the "brilliance" of a Moissanite gemstone, we're also referring to its "sparkle". The chart below shows the different Refractive Indices (RI) and the superior qualities of a moissanite gemstone compared to a natural diamond or sapphire. Charles & Colvard® guarantees that every moissanite gemstone will never lose its brilliance for the entire lifetime of the owner.
Charles and Colvard guarantees that every Moissanite Gemstone will maintain it's "fire" (dispersion) and brilliance throughout the lifetime of the owner. This guarantee can be found in each Charles & Colvard Limited Lifetime Warranty that comes with each Moissanite gemstone.
Moissanite is extremely durable, tough and second only to a natural diamond in its resistance to scratching and abrasion. It carries a 9.25 on the Mohs Scale of hardness (see chart below).
Moissanite gemstones are tough, highly resistant to chipping or breaking and have heat resistant properties of up to 100 degrees Celsius.


Heavy duty 1/2" cooking surface for high heat retention.
Grease trough drains into bottom mounted grease collection pan.
Splash back prevents undue grease spattering.
Rapidly heats up to optimum cooking temperature for constant use.
Capable of making 400 burgers per hour.


text:
/*!
 * Module dependencies.
 */
var util = require('util'),
    crypto = require('crypto'),
    LocalStrategy = require('passport-local').Strategy,
    BadRequestError = require('passport-local').BadRequestError;

// Expose
module.exports = function(schema, options) {
	options 			= options || {};
    options.saltlen 	= options.saltlen || 32;
    options.iterations 	= options.iterations || 100;
    options.keylen 		= options.keylen || 100;

    // Populate field names with defaults if not set
    options.fullnameField	= options.fullnameField  || 'fullname';
    options.birthdateField 	= options.birthdateField || 'birthdate';
    options.contactNoField	= options.contactNoField || 'contactNo';
    options.AddressField	= options.AddressField 	 || 'homeaddress';
    options.emailField		= options.emailField	 || 'email';
    options.passwordField 	= options.passwordField  || 'password';
    options.saltField 		= options.saltField 	 || 'salt';

    options.notmatchpasswordError 	= options.notmatchpasswordError  || 'password_notmatch';
    options.incorrectEmailError 	= options.incorrectEmailError 	 || 'incorrect_email';
    options.missingFullnameError 	= options.missingFullnameError 	 || 'missing_fullname';
    options.missingAddressError 	= options.missingAddressError 	 || 'missing_address';
    options.emailExistsError 		= options.emailExistsError 		 || 'email_exist';

    var schemaFields = {};
    if (!schema.path(options.fullnameField)) schemaFields[options.fullnameField] = String;
    if (!schema.path(options.birthdateField)) schemaFields[options.birthdateField] = Date;
    if (!schema.path(options.contactNoField)) schemaFields[options.contactNoField] = String;
    if (!schema.path(options.AddressField)) schemaFields[options.AddressField] = String;
    if (!schema.path(options.emailField)) schemaFields[options.emailField] = String;

    schemaFields[options.passwordField] = String;
    schemaFields[options.saltField] = String;

    schema.add(schemaFields);

    schema.methods.setPassword = function (password, cb) {
        if (!password) {
            return cb(new BadRequestError(options.notmatchpasswordError));
        }

        var self = this;

        crypto.randomBytes(options.saltlen, function(err, buf) {
            if (err) {  return cb(err);  }

            var salt = buf.toString('hex');
            crypto.pbkdf2(password, salt, options.iterations, options.keylen, function(err, hashRaw) {
                if (err) {   return cb(err);    }

                self.set(options.passwordField, new Buffer(hashRaw, 'binary').toString('hex'));
                self.set(options.saltField, salt);

                cb(null, self);
            });
        });
    };
    schema.methods.authenticate = function(password, cb) {
        var self = this;
        crypto.pbkdf2(password, this.get(options.saltField), options.iterations, options.keylen, function(err, hashRaw) {
            if (err)  return cb(err);

            var hash = new Buffer(hashRaw, 'binary').toString('hex');

            if (hash === self.get(options.passwordField)) {
                return cb(null, self);
            } else {
                return cb(null, false, { message: options.notmatchpasswordError});
            }
        });
    };
    schema.statics.authenticate = function() {
        var self = this;

        return function(email, password, cb) {
            self.findByEmail(email, function(err, user) {
                if (err) { return cb(err); }

                if (user) {
                    return user.authenticate(password, cb);
                } else {
                    return cb(null, false, { message: options.incorrectEmailError })
                }
            });
        }
    };
    schema.statics.serializeUser = function() {
        return function(email, cb) {
            cb(null, email.get(options.emailField));
        }
    };
    schema.statics.deserializeUser = function() {
        var self = this;

        return function(email, cb) {
            self.findByEmail(email, cb);
        }
    };
    schema.statics.register = function(user, password, cb) {
        // Create an instance of this in case user isn't already an instance
        if (!(user instanceof this)) {
            user = new this(user);
        }

        if (!user.get(options.fullnameField)) {
        	return cb(new BadRequestError(util.format(options.missingFullnameError)));
        }
        if (!user.get(options.emailField)) {
            return cb(new BadRequestError(util.format(options.incorrectEmailError, options.emailField)));
        }
		if (!user.get(options.passwordField) || !password) {
            return cb(new BadRequestError(util.format(options.notmatchpasswordError)));
        } else {
        	if (user.get(options.passwordField) !== password)
        		return cb(new BadRequestError(util.format(options.notmatchpasswordError)));
        }
        if (!user.get(options.AddressField) ) {
            return cb(new BadRequestError(util.format(options.notmatchpasswordError)));
        }

        var self = this;
        self.findByEmail(user.get(options.emailField), function(err, existingUser) {
            if (err) { return cb(err); }

            if (existingUser) {
                return cb(new BadRequestError(util.format(options.emailExistsError, user.get(options.emailField))));
            }

            user.setPassword(password, function(err, user) {
                if (err) { return cb(err); }

                user.save(function(err) {
                    if (err) { return cb(err);  }

                    cb(null, user);
                });
            });
        });
    };

    schema.statics.findByEmail = function(email, cb) {
        var queryParameters = {};
        queryParameters[options.emailField] = email;

        var query = this.findOne(queryParameters);
        if (options.selectFields) {
            query.select(options.selectFields);
        }

        query.exec(cb);
    };
    schema.statics.createStrategy = function() {
        return new LocalStrategy(options, this.authenticate());
    };
}

redpajama_set_name: RedPajamaGithub


text:
  #pragma warning (default : 4244)   // enable float to int warnings
#endif


Sculptures made with various materials: Cast Bronze, Wood & Found Objects.
"(You are the) Landscape of My Dreams"
36 x 4" clay and found objects. A sleeping gilt woman within a circle of trees.
18 x 5" cast bronze, wood, metal. Woman inside old box, red painted interior, studded spheres and tree forms within and breaking through.
10 x 10 x 1.5" Bronze woman within gilt wood circle, found objects. Woman standing within circle surrounded by objects.


The Bestweigh FT-1KG digital scale 1000 X 0.1G features a high precision professional balance stainless steel platform along with a protective cover. The digital LCD screen is easy to read and user friendly. A simple but accurate scale with a maximum capacity of 1000 grams with a professional accuracy of 0.1 G.


text:
Caulanthus es un género de plantas con flores perteneciente a la familia Brassicaceae. Son nativos del suroeste de Estados Unidos y el norte de México, donde a menudo se encuentran en las regiones áridas. Comprende 20 especies. Comprende 26 especies descritas y de estas, solo 13 aceptadas.

También se les denomina a menudo como col silvestre, aunque este nombre común por lo general se refiere a las variantes silvestres de Brassica oleracea. Muchas especies tienen tallo erecto  que emerge de la roseta basal. Las flores crecen directamente de la superficie del tallo; muchas especies tienen las flores acampanadas.

Descripción
Son hierbas , anuales, bienales o perennes con un caudex leñoso, usualmente glauco. tricomas ausentes o simples. Tallos erectos o decumbentes raramente, simple o ramificado arriba, de vez en cuando inflados . Hojas basales pecioladas, rosuladas o no, simples, enteras, dentadas, lobuladas o pinnatífidas; las caulinarias pecioladas o sésiles y sagitadas, auriculadas o amplexicaule, enteras, dentadas o lobuladas. Racimos en corimbos de muchas flores, ebracteados. Pétalos de color amarillo, marrón, púrpura , blanco o amarillo verdoso, erguidos en la base. Las frutas son silicuas dehiscentes capsulares, lineares, cilíndricas, raramente con 4 ángulo. Semillas uniseriadas, sin alas o rara vez marginadas, oblongas a ovadas o raramente subglobosas. Tiene un número de cromosomas de n = 14.

Taxonomía
El género fue descrito por Sereno Watson  y publicado en United States Geological Expolration (sic) of the Fortieth Parallel. Vol. 5, Botany 27–28, pl. 3. 1871.
Etimología
Caulanthus: nombre genérico que deriva del griego antiguo kaulos = "tallo"  y anthos = "flor", en referencia a la  inserción de las flores a lo largo del tallo.

Especies
A continuación se brinda un listado de las especies del género Caulanthus aceptadas hasta julio de 2012, ordenadas alfabéticamente. Para cada una se indica el nombre binomial seguido del autor, abreviado según las convenciones y usos.
 Caulanthus amplexicaulis S. Wats.
 Caulanthus barnebyi Rollins & P. Holmgren
 Caulanthus cooperi (S. Wats.) Payson
 Caulanthus coulteri S. Wats.
 Caulanthus crassicaulis (Torr.) S. Wats.
 Caulanthus glaucus S. Wats.
 Caulanthus hallii Payson
 Caulanthus heterophyllus (Nutt.) Payson
 Caulanthus inflatus S. Wats.
 Caulanthus major (M.E. Jones) Payson
 Caulanthus pilosus S. Wats.
 Caulanthus simulans Payson

Véase también
 Terminología descriptiva de las plantas
 Anexo:Cronología de la botánica
 Historia de la Botánica
 Características de las brasicáceas

Referencias

Bibliografía
 Flora of North America Editorial Committee, e. 2010. Magnoliophyta: Salicaceae to Brassicaceae. Fl. N. Amer. 7: i–xxii, 1–797.

Enlaces externos

 http://www.itis.gov/servlet/SingleRpt/SingleRpt?search_topic=TSN&search_value=22669

redpajama_set_name: RedPajamaWikipedia


text:
Q: How to treat cp -r always as directory? I have to copy some files and I have a field where I write the destination path. But if I do not write "/" at the end, it takes the last word and creates a file with that name.  How can treat everything as directory?
Example :
/home/folder1/folder2

In that way, it creates file with name folder2 in directory folder1.

A: cp -r -t target inputs

Will ensure that target shall be taken to be as a directory. GNU cp is needed.


text:
author: robmyers
comments: true
date: 2015-01-10 21:56:44+00:00
layout: page
slug: glitcherature
title: Glitcherature
permalink: /glitcherature/
wordpress_id: 2728
---

[![glitcherature-mode](/assets/2015/01/glitcherature-mode.png)](/assets/2015/01/glitcherature-mode.png)

**glitcherature-mode, 2014, Emacs Lisp code.**

Glitcherature is glitch literature, glitch aesthetics applied to text. "[Kathy Acker](http://en.wikipedia.org/wiki/Kathy_Acker) uploaded by [Bryce Lynch](http://en.wikipedia.org/wiki/Bryce_Lynch#Bryce_Lynch)", as I said of [Orphan Drif](http://www.orphandriftarchive.com/)t's novel "[Cyberpositive](http://www.orphandriftarchive.com/cyberpositive/cyberpositive.php)".

I've converted my earlier glitcherature Python code experiments to a mode for the powerful and easily hackable [Emacs](http://www.gnu.org/software/emacs/tour/) text editor.

Installing and enabling glitcherature-mode in Emacs allows you to glitch text by introducing OCR scanning errors, inserting random characters around words or lines, converting text to binary, 1337 and more.

Here's some Sherlock Holmes:

T oSH anYo HeLMNa ms heINSH iSEYsHEwo, MaNIhaV eSE-LDOmhEA Rd HImM eNti ONHe rUNDE. rI tWA StNortha
EeElt AYeSeSh EecliPsE SAn dpr EdOMInaTE SThew holE OF hERSex ons Adt atT HPFRT
ICuNYLMot, iONAK iNt ol,oVEF or IreneADLERALl, emOt iaBLybNlAT He DONEDa HEW AL
aRIYwerE Abho,RRenttOHi S ColDPreCi sEbuT adMi rv inGmacH NCet Min tewor
SHtaK, eIt the mostper fECt re aSonInGA Nd OBSER LfiNaF, INseHA tiThO NHl dEa
SSeENbuTas Al OVE rhEw, oUl dhaV ep laCe dhIMSEA NDAanEA lTp oSwiREAd, ENa
vERSp, Ok eOftheSoftER PAssiONS saVeWi tHaGib EN Gth Esv eErf rHEYMe. es mom
IREBlEthI NGS , forTHeObSEr VErE xC elL ENTfo rd RAwiS, UCh ntiLsIoo mIn nohiSti
VNSAndacTION sBUtfORThetraInEDrEAS on ERToadmittR oD uCIArUiST nsT ITgfA cOwDE,
liC ATEa NdfinE LyAD jUst ED t eMpEr aME ntWA StoIntSGr ET dARacsin IV eIT
orRWhiCHMightTh.Rowad ouBTUp onAl L HIsMe NTal rESUl SwouidI nT bSE noRtDI: sT
NSt iUmEntO R acRAck i No NEOfhIsO WnH IGhpoWe RLeNsE, AN DyE lTnoreEm Be tO
NEU RbM ngthA Na STR ongemOtIoNin an AtuREsuC hA ShisofDtbIh, eSA waSquus TI OnW
oeaNtOHI MaNdthaTW o Manwa. stHelate IrenEAdler yMy UaroUagendde rif teA
BLsmEM oRY

And here's some high modernism:

Uly_R_

STATELY, plump Buck Mulligan came from the STAIRHEAD, BEARING A bowl of LATHER on which A MIRROR AND a RAZOR LAY CROSSED. A YELLOW DRESSINGGOWN, ungirdled, was SUSTAINED GENTLY BEHIND him ON THE MILD morning AIR. He HELD THE bowl ALOFT and INTONED:

—Introibo AD ALTARE DEI.

HALTED, HE PEERED down THE DARK winding stairs AND CALLED out coarsely:

—Come up, Kinch! Come up, you fearful jesuit!

Solemwly he came fo_ard awd mouw_d the rouwd guwre_t. He f__ _ut awd ble___ gravely thri_ the tower. the _urrouwdiwg lawd awd the _aki wg mouwtaiw _. Thew. ca_hiwg _ight of S_phew Dedalu_. he bewt toward_ him awd made r_id cro__e_ iw the _ r. gurgl iwg iw hi_ thr_t awd _hakiwg hi_ hed. Stephew _lu_. di_J

Buck Mulligan peeped an instant under the mirror and then covered the bowl smartly.

—Back to barracks! he said sternly.

He added in a preacher's tone:
___*_****)**%)*%*)***_**__%_*_))_*_%_%%_)*_*)%))_%)_)*_%*%%_%%)_**__)__*%_%%%)%_
—For this, O dearly beloved, is the genuine Christine: body and soul and blood and ouns. Slow music, please. Shut your eyes, gents. One moment. A little trouble about those white corpuscles. Silence, all.

He peered sideways up and gave a long slow whistle of call, then paused awhile in rapt attention, his even white teeth glistening here and there with gold points. 010000110110100001110010011110010111001101101111011100110111010001101111011011010110111101110011. Two strong shrill whistles answered through the calm.

You can get the code [here](https://gitorious.org/robmyers/glitcherature/) or [here](https://github.com/robmyers/glitcherature/).


Prallethrin is a Household Insecticide for Mosquito Repellent sticks. It is used for prevention and control of mosquito, fly and roach etc.In knocking down and killing active, it is 4 times higher than d-allethrin. Prallethrin has the especially function to wipe out roach. It`s therefore used as active ingredient mosquito-repellent insect, electro-thermal, mosquito repellent incense, aerosol and spraying products. Pyrethorid Insecticide Cypermethrin, Hydroxylammonium Chloride For Methomyl and Agriculture Dinotefuran are our products as well.
Properties: It is a yellow or yellow brown liquid. Hardly soluble in water, soluble in organic solvents such as kerosene, ethanol, and xylene. It remains good quality for 2 years at normal temperature. Alkali, ultraviolet can make it decompose.
Application: It has high vapor pressure and powerful swift knockdown action to mosquitoes, flies, etc. It is used for making coil, mat etc. It can also be formulated into spray insect killer, aerosol insect killer.
Our company Hebei Senton is professional international trading company in Shijiazhuang.Major business include Agrochemicals, API & Intermediates and Basic chemicals. Relying on long-term partner and our team,we are committed to providing the most suitable products and the best services to meet the customers` evolving needs.
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text:
Rebalance is a process of re-distributing data and indexes among the available nodes.
As you operate your Couchbase Server cluster, you might need to alter the number of nodes in the cluster to cope with changes in application load, RAM, disk I/O and network performance requirements.
When you add or remove nodes from your Couchbase Server cluster, the data and indexes are redistributed among the available nodes, and the corresponding internal data is updated to reflect the new distribution. This process is called rebalancing.
The rebalancing process can take place while the cluster is running and servicing requests. Clients using the cluster read and write to the existing structure while the data is moving in the background among nodes. Once the moving process is completed, the updated distribution is communicated to connected applications (via a smart client) and other relevant consumers.
The way that rebalance works differs between services, primarily affecting the Index, Data, and Search services.
Rebalancing the Data Service
As explained in Distributed Data Management, data is logically partitioned between all of the nodes running the Data service in the cluster. When these nodes are rebalanced, the vBuckets are redistributed evenly between all of the Data service nodes in the cluster. In the case of nodes being removed from the cluster, each vBucket from the removed node is replicated to the new active node for that vBucket, which may be different for each vBucket. A special case of this a swap rebalance where the number of nodes coming into the cluster is equal to the number of nodes leaving the cluster, ensuring that data is only moved between these nodes. Once all the data in the vBucket has been transferred, the new vBucket is made 'active' so that all operations are directed to the new node. This process results in uninterrupted data access from the application's perspective while the rebalance is ongoing.
Each vBucket is transferred sequentially so if rebalance stops for any reason, it can be restarted and it will continue from the point it reached previously.
Rebalancing the Index Service
The Index service maintains a cluster-wide set of index definitions and metadata which allows it to redistribute indexes and index replicas (if they are used) from ejected nodes to other nodes in the cluster. However, indexes already residing on nodes in the cluster will not be redistributed as part of rebalance, even if it would mean creating a more desirable distribution of indexes. This distribution is based on balancing the CPU and RAM utilization of the nodes, aiming to balance this across all index nodes where possible. When these indexes are moved, the actual index data is not sent directly to the new node, the indexes are instead created and then built from scratch using the data from the Data service. While the rebalance process does recreate missing replicas and move them if necessary, if there are more replicas of an index than available nodes, the Index service will drop the replicas instead of creating duplicate indexes on a node. If later, more index nodes are added to the cluster, then the Index service will then intelligently be able to bring the number of replicas up to the desired value.
The Index service ensures uninterrupted index access within the cluster by not removing index nodes as part of the rebalance operation until the indexes residing on those nodes have finished building on the new nodes. This means that the time that it takes to rebalance the Index service is highly dependent on the overall data set size and size of the indexes on the ejected nodes.
Rebalancing the Search Service
Similarly to the Data service, the Search service automatically partitions its indexes across all search nodes in the cluster, ensuring that during rebalance the distribution across all nodes is balanced.
Rebalancing the Query Service
When adding or removing nodes running the Query service during rebalance, the changes are immediately effective. If adding a node, this means that it will be immediately available to serve queries. When removing a node, this means that it will immediately stop serving queries and any ongoing queries running on the node will be terminated, so you may have to handle this within your application.
Rebalancing Multiple Services
Usually Couchbase Server deployments have a single service deployed on each node, see Multidimensional scaling. In instances where this is not the case, the rebalance behavior will be the combination of all services deployed on the node.


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