text:
Osler Centenary Papers: William Osler in medical education
Helen Leach1,
Jamie J Coleman2,3
1 Undergraduate Medical Education, Sandwell and West Birmingham Hospitals NHS Trust, Birmingham, UK
2 School of Medicine, University of Birmingham, Birmingham, UK
3 University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
Correspondence to Professor Jamie J Coleman, School of Medicine, University of Birmingham, Birmingham B15 2SP, UK; j.j.coleman{at}bham.ac.uk
William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler's contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care—listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler's contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education.
Bedside Teaching
http://dx.doi.org/10.1136/postgradmedj-2018-135890
The study of the history of medical education is fraught with the anachronistic risk of comparison; indeed, the study of medical history is permeated by the measurement of modern medicine against its previous counterparts. However, comparison can also highlight the similarities between our own educational systems and those of our predecessors. The sphere of medical education, in whatever form, has not materialised out of thin air but has been dependent on social, cultural and political contexts from which respective curricula and understandings have developed. Equally, the influence of previous scientific breakthroughs or medical ancestors can be felt in how medicine is practised and taught. While secular Hippocratic medicine may be one of the earliest forms of medicine that we recognise as close to our own, the birth of the education that most resembles modernity originated much later in the 19th century under the guidance and instruction of William Osler (1849–1919). Most medical students will know of the name 'Osler' but perhaps only in conjunction with the cardiovascular examination (although it is perhaps true that few have ever seen or could identify Osler's nodes in practice). Some may recognise Osler's name in conjunction with italicised quotes slotted into lectures commending the importance of the process of history taking and good clinical method. However, very few students might appreciate how his life made such an undeniable impact on the development of modern medical education. Osler's aphorisms have come to define how he is perceived: the forefather of modern medicine, a proponent of bedside teaching, a bastion of scientific and clinical method and an advocate for patient-centred care. However, the face of education today cannot, and does not, directly mirror that of Osler's students. Perhaps, while his influence is still evident in some areas, the move away from Osler's paradigm methods is felt more keenly in our modern-day education and health service.
Osler's journey in early medical education
Osler's route into medicine did not start perhaps in the typical way that one might have assumed for someone who is regarded as a pivotal influence on modern medical practice. Born in rural Canada in 1849, Osler's childhood was spent as a prankster with little interest in the academic environment; this changed in his adolescence and early adulthood under the tutelage of James Bovell and William Johnson. Osler developed an interest in scientific naturalism, a school of thought also shared by Charles Darwin, wherein the world was observable and explainable to its simplest terms.1 2 Reverend Johnson, Osler's early mentor in his adolescence, was not a physician himself but the founder of Trinity College School, where he opened Osler's eyes to a world beyond the typical classics-driven schoolboy education of the time. Osler delighted in a new passion for science, spending his time studying algae and polyzoa under the newly available microscope. Michael Bliss' biography of Osler details him as an 'intense observer, careful classifier, a thorough searcher', skills that undoubtedly would have assisted him in any scientific apprenticeship.3 Even so, he opted to follow in his father's footsteps to train for the ministry at the University of Trinity College, Toronto. Here Osler met Dr Bovell, a naturalist physician and friend of Johnson, who taught physiology and pathology at both Trinity and the Toronto School of Medicine. Osler increasingly attended Bovell's lectures, also living in his house for a time, and eventually made the move away from theology in favour of medicine instead.
Osler's love for physiological and pathological processes continued throughout his early medical education and may have in part influenced his decision to transfer to McGill University, Montreal, which was known for its museum, extensive library and emphasis on cadaveric dissection.3 Dr Palmer Howard nurtured an interest in anatomy, and Osler's graduation thesis consisted of multiple reports of postmortem autopsies and specimen examinations.4 This continued even after graduation while spending time in Europe under the tutelage of other eminent physicians, including Rudolf Virchow.
Osler's early career as a lecturer and clinical teacher
Osler's early career was certainly based on his interest in pathology, leading him to spend much of his clinical work managing smallpox. His first formal teaching post from 1874, as a lecturer and professor at McGill, found him primarily responsible for teaching anatomy and pathology with postmortem cadavers.4 He was not, reportedly, a natural lecturer, but it was clear that his knowledge and enthusiasm were unmatched. In 1884, Osler moved to the University of Pennsylvania where pathology continued to be his main interest, although the laboratories were notably inadequate.3 He carried on publishing extensively and also began presenting his pathological and clinical research internationally, including in London on endocarditis in 1885 (the condition arguably he is most linked to in modern practice).3 The pages of the journals sparkled with published articles, correspondence and lectures on topics ranging from platelets to pneumonia, and from cerebral palsy to chorea, a diverse subject matter even by today's standards. Ironically (given this article), he even wrote about the benefits of learning from medical history telling the students that they 'may be helped to get into the habit of looking at a subject from the historical standpoint'.5 His multiple publications and wide breadth of knowledge and experience as a pathologist and a clinician placed him in good stead when it came to beginning to write a textbook, published in 1892, The Principles and Practice of Medicine.3 4 As a work, it was remarkably approachable for students and even enjoyable to read.6 The textbook was an instant international success, secondary to Osler's extensive publications, lectures and educational curriculum vitae.3 6 New editions were published every few years, even posthumously, and available internationally. Criticisms were levelled at Osler's medicinal nihilism but did nothing to dampen the book's reputation as a key text in diagnostics.6 7 It bolstered his already strong reputation as a scientist, clinician and educationalist and made up a significant proportion of his income until his death.
Bedside teaching: the signature pedagogy of medical education
Osler was appointed as physician in chief of Johns Hopkins Medical School and professor of medicine in 1889.3 He had been headhunted by John Shaw Billings and William Henry Welch; Welch was also a keen pathologist, having continued his scientific education in Germany and had been influential in supporting the integration of laboratory-based work into American medical education.8 9 Flexner's biography of Welch notes that Osler's appointment was unusual as most medical schools were predominantly staffed with local clinicians, but Welch, as cited in Bliss, considered Osler a 'great acquisition' on account of his personal characteristics and clinical ability, although their shared education and background in European medical education should not be overlooked.3 10
It is Osler's teaching at Johns Hopkins, and his unfaltering support of bedside teaching, that is perhaps known more widely than his clinicopathological work and textbook publication (see figure 1). Bedside teaching was not a new phenomenon, having previously been used within the European schools; McGill University, Osler's alma mater, had itself been modelled on the University of Edinburgh (one of the oldest medical schools in the English-speaking world) and had this pedagogical approach included within the curriculum.11 12 However, for students across the USA, the clinical apprenticeship model wherein students spent increased time working with patients on the ward, was a new addition to the teaching toolkit.3 Osler's ward rounds could command the attendance of upwards of 30 students, although it was noted that this popularity did potentially dilute the teaching opportunities.3 It may seem surprising then, considering his strong background in microscopic and macroscopic pathology, that Osler has been seen as a key driver to the more holistic, patient-centred model; rare is the lecture that does not include paraphrased versions of 'listen to your patient, he is telling you the diagnosis' or 'to study the phenomenon of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all'.13 Osler never lost his background in naturalism and emphasised that a diagnosis could be determined from direct observation of the patient and not just from under the microscope. Over-reliance on investigations was discouraged and instead used in conjunction with history and examination. The patient was the focus of each encounter, undoubtedly a more patient-centred approach than many paternalistic consultations that remained common throughout the 20th century.
Osler at the bedside. Credit: Osler Library of the History of Medicine, McGill University. William Osler Photo Collection/NLM/NIH.
The clinical method
The shifting paradigm of biomedicine over the 20th and 21st centuries has caused the balance between patient histories and reliance on investigations to become strained. The rise of increasingly specific, sensitive and technologically advanced testing methodologies fixed the patient in a passive role, and less emphasis was placed on history taking or examination. Historians of medical heterodoxy have highlighted that this approach may have contributed to a breakdown in the doctor–patient relationship and an increase in the uptake in complementary medicine.14 15 William Osler's aphorisms of patient-centred medicine have also been used to highlight instances where physicians were deemed to have neglected their patients with certain diagnoses.16 However, a holistic biopsychosocial model of medicine has increasingly been advocated in medical education and is particularly relevant with the growing prevalence of chronic conditions. Osler recognised that working collaboratively with patients, not just with treatment but also in determining a diagnosis, was therapeutically beneficial.
In the UK, the General Medical Council's (GMC) undergraduate medical curriculum guidance—Outcomes for Graduates—echoes Osler's words by being the latest document shifting the idea of best practices in medical education back to one that includes a patient focus.17 Training within general practice (family medicine) has also been influenced by Osler in conjunction with the later work of Michael Balint.18 Recent educational efforts have ensured that students are encouraged to elicit their patients' ideas, concerns and expectations, but holistic assessment of patient sensitivities were of great importance for Osler—an ideal that existed before its widespread support. It is important to recognise that a direct comparison of Osler's version of patient-centredness would still look very different to one encountered today; equating modern and historical approaches would be inherently flawed (see figure 2). Thankfully, we have moved on from the days of keeping patients in the dark about terminal diagnoses because, according to Osler's version, we should not '…depress [his] patients in any way whatever'.3
Teaching theatre. Credit: Osler Library of the History of Medicine, McGill University. William Osler Photo Collection/NLM/NIH.
It seems almost paradoxical then that, while there has been a move to reintegrate the patient at the heart of a medical encounter, the signature pedagogy of hospital-based education—bedside teaching—seems to have become less frequent and more problematic. For William Osler, it was an ideal teaching modality for history taking, examinations, professionalism and communication, and indeed, it still is. Evidence confirms that bedside teaching is enjoyable and positively linked to examination outcomes at both the undergraduate and postgraduate level.19–23 The reasons for the decline in formal bedside teaching in modern education are complex and nuanced. Some articles place blame principally on the constraints of the health service itself (ie, shorter patient stays and sicker patients) and the overwhelming duties and responsibilities placed on all healthcare professions.24 25 The balance between educational opportunities and service provision remains fraught. However, this attribution of failure does not recognise that learning may happen in a clinical environment with more subtlety and without necessarily requiring a formal bedside teaching round. Interestingly, there also seems a perception from learners that patients find being the subject of bedside teaching embarrassing or stressful.24 This contradicts some data that suggest that patients are happy to be involved as case-based discussions, although one must be mindful that being labelled as the 'interesting patient' can be both objectifying and dehumanising.23 26 27 Bedside teaching remains a crucial tool for undergraduate and postgraduate education but maybe its approach needs updating; 19th century bedside teaching should not look like 21st century bedside teaching. Whereas Osler's bedside teaching was a senior-led formal affair, perhaps our modern equivalent should be peer-led or more ad hoc, with access to technology to reduce time pressures. An evolution, or reinvigoration, of this critical tool in clinical education is required as it is too important to lose.19–21
Characteristics of the teacher
Direct comparison of Osler's medicine or teaching with our own would highlight more differences than similarities. Perhaps then the ultimate thread that runs through Osler's influence on medical education is more than his culture of patient collaboration, specific teaching methodologies or even just textbooks: it is his sheer passion and enthusiasm for teaching that transcends the senior physician apprenticeship model that existed previously. After his death, Osler was revered by many of his students, whether they were from Canada, the USA or Britain. He was described as warm, charming, supportive and approachable for his students, and his commitment and undeniable interest in teaching was an example for all he worked with.3 Even in his early days as a Professor at McGill, Osler was noted to have an infectious enthusiasm for his subject. Osler's style was, and still is, the antithesis of the well-practiced methodology of teaching through humiliation. Students were expected to give their best but made to feel at ease with careful questioning and sharing of knowledge.3
Osler's love of continued learning complemented his passion for teaching. Osler was a bibliophile, dedicated to collecting and reading books from all medical specialties. He was also a keen historian of medicine himself, setting up the Johns Hopkins Medical History Club. Osler's 'The Student Life' recommended that physicians should always be learning and remain a perpetual student.3 His emphasis on continual professional development has never been lost within medicine; undergraduate students are encouraged to develop their skills in independent learning, key throughout the rest of their careers.
Reflecting on Osler's passion and enthusiasm begs the question of whether such educators are protected within today's modern health service. The GMC highlights that doctors have a duty to teach, and surveys of attitudes have shown that many clinicians do maintain enthusiasm for teaching throughout their careers.28–30 However, the perception is that this time and enthusiasm is not remunerated appropriately; evidence of teaching turns into a tick-box exercise for Annual Review of Competence Progression (ARCP) or job applications.28 31 This issue is only going to continue with the planned increase in medical student numbers along with rising numbers of trainees overburdened by pressures within the health service. The 2018 National Training Survey showed that finding time to train was worsening and that an increasing number of respondents disagreed/strongly disagreed that training opportunities were rarely lost due to rota gaps.32 A further 2018 report by the GMC, The State of Medical Education and Practice in the UK, noted that 30% of doctors felt that mentoring provided to them had decreased.33 Enthusiasm may not simply be enough. For undergraduate students, recognition of these issues has led to an increase in the numbers of clinical teaching fellowships.34 35 Many go on to study formal qualifications in medical education and, although not a prerequisite by any means for teaching, enables skill improvement and enhanced practice. The development of an educational portfolio, along with evidenced enthusiasm, may strengthen the argument of greater recognition for teaching, and not just research, as an academic focus. The increased clinical burden has caused CPD to become another hurdle to jump, a points-gathering exercise that is not necessarily relevant for practice.36 Osler's version of continued learning included history, ethics, classics and literature and not just scientific and medical advancement. While this might not do much to counter the argument that it is not relevant for practice, approaching CPD in its own holistic way might encourage engagement as it becomes something of actual interest to the learner in question.
Assessment in medical education
While Osler's influence on medical education is undeniable, it is worth noting an element of his practice that would be more controversial in 21st century medical education: his denunciation of the formal examination of students. He preferred assessing students over periods of time, calling examinations 'stumbling blocks…in the pathway of the true student'.3 The background to his comments is found in his approach to continual learning and development, advocating that passing an exam should not be evidence of finality of learning. An approach akin to Osler's views is that of programmatic assessment, wherein routine information is gathered about a student or trainee's performance. Osler's opinions on assessments were controversially aimed at undergraduate medical education. Today's standards look to a variety of stakeholders in the health service, including patients, other health professionals and regulators, to assure a high quality of education that assures that new graduates are safe to practice. Indeed, it seems then that we are turning towards more examinations rather than fewer being the answer. Within the USA, controversies have ignited over the influence that US Medical Licensing Examination scores have over future careers and whether, rather than stimulating learning, they are instead causing students to burn out and experience mental health crises.37 38 Debate within the UK has focused on the upcoming Medical Licensing Assessment for new graduates starting in 2022/2023 and whether it will promote 'teaching for the exam' and an increased examination burden for students.39 40 Medical educationalists can now only 'watch and wait' while this assessment is integrated into the undergraduate curriculum. It remains to be seen whether it will have any impact on patient outcomes or on graduates themselves.
Overall, Osler's unhampered enthusiasm, sheer passion and dedication place him as a giant among men in his influence on medical educationalists today. Osler was not the inventor of bedside teaching, but he made it a crucial element of medical education. Neither was he the sole proponent of a patient-centred model, but his collaborative advocacy has resurfaced with the increasing burden of uncertain or chronic diseases. Even the Principles and Practice of Medicine is not a routinely used textbook in modernity, but Osler's name lives on as a classifier of clinical signs and disease. It was in Aequanimitas, within an address entitled 'Chauvinism in Medicine', that Osler advocated a little bit of hero-worship to stimulate ambition and rouse sympathies; indeed, this is more than easy to do when reflecting on his own influence on medical education, but the question is what ambition is stimulated from it. Technology and teaching methodologies have transformed medical education beyond what Osler could ever have imagined; even his own textbook has been replaced by the infinite expanse of the internet. So perhaps our ambition is to reclaim the simplest of Osler's lessons: to remember to enjoy the processes of both learning and teaching medicine. It is a privilege that both are so ingrained within our profession, but maybe it is this simple message that we are at risk of losing.
Main messages
Bedside teaching, while challenged by high patient throughput, clinical supervisor time, and overall declining availability, remains an important teaching modality for history taking, examinations, professionalism and communication.
Clinicopathological correlation was key to Osler's work and modern generations of medics can do well to remember that a good education process is to consider the presentation and pathology closely together.
Patient-centred care was a central tenet of Osler's practice as he often emphasised that a diagnosis could be determined from history taking and direct observation of the patient rather than over-reliance on investigations.
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Contributors Both authors conceived the outline for this review, drafted and revised the article, and approved the final article for publication.
Provenance and peer review Commissioned; externally peer reviewed.


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Drain your Head and Breathe!
Want to be able to breathe again? At the end of a cold, or a day full of allergies, it would feel better if there were just less stuff in your head. Here's a way to do that yourself.
It's that time of year, again, and clients are canceling appointments from colds, dust and mold allergies and all the recurring sinus stuff that kicks up in the fall and early winter. I spend much of my time performing Lymphatic Drainage Massage (LDM) during sessions to try and clear out the congestion and stuffiness in the head. But this massage is very easy and simple to perform on yourself.
When I feel that tickle start in my throat or my nose starts to feel dry and sneezy, I take about 4-5 minutes to perform a quick version of this on myself. The two most important keys to keep in mind are to go very, very slow and use very, very light pressure.
While you may start feeling the fluid move relatively quickly, this may not remove all of your congestion and it may take several sessions to get things moving. Some signs that it's moving the fluid: feeling a change in pressure in your head, ears draining, nose starting to run, tickle in the back of your throat, needing to swallow as drainage starts to flow, ears popping or sound changes volume. This method helps about 75% of the people who come into my office with congestion from allergies or colds. Try it out and see if it works for you.
This excellent post from the Association of Bodywork and Massage Professionals site gives a good foundation for understanding more about the lymph system and Lymphatic Drainage Massage.


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Review: "The Body Where I Was Born" by Guadalupe Nettel
Published on September 11, 2018 in Ark Review/Book reviews by Ebba Wester
Guadalupe Nettel's murky and haunting memoir, "The Body Where I Was Born", stays with you long after reading. It lingers like the taste of black coffee on your tongue; a bittersweetness that stains the roof of your mouth.
Nettel looks back on her childhood in the form of a kind of soliloquy to her psychoanalyst, recounting memories and pausing sometimes to comment or ask rhetorical questions. These disruptive asides bring us back from Nettel's childhood into the present day, and emphasise the tension between her 'younger self' and the self that's looking back. The distinction between these identities remains, however, unclear and complex. Past selves tingle and ache like phantom limbs – ghostly extensions that are somehow familiar, and yet so alien at the same time.
Nettel at Louisiana Literature, August 2018
Nettel explains in an interview that "if someone calls you something in a certain way, especially your own mother, you end up identifying with that name." At the age of two her mother gave her the unflattering nickname 'cucaracha' – cockroach in Spanish – in reference to her slouching back. "I simply assumed that I was a cockroach", she recalls, "and so those creatures started to become interesting to me". This identification unsurprisingly inspired her interest in Kafka's "Metamorphosis", whose isolated, rejected narrator she strongly related to. Animals and insects appear throughout the book as symbols both of comfort, and of trauma. During a particularly nightmarish phase of early adolescence, poisonous insects would mysteriously appear in her room; manifestations that no one else believed, and that caused her to lie awake at night doubting her own sanity. These passages of psychological horror have an almost folkloric quality to them, a kind of gothic sensibility that evokes both Kafka and another one of her literary heroes, Edgar Allan Poe.
Past selves tingle and ache like phantom limbs – ghostly extensions that are somehow familiar, and yet so alien at the same time.
The core of Nettel's spellbinding and moving novel, is the quiet strangeness of the everyday, and the beauty sometimes hidden in dark or unexpected places. In the first line of the book, Nettel begins, "I was born with a white beauty mark, or what other call a birthmark, covering the cornea of my right eye". For years she is forced to endure obsessive attempts at 'correcting' her imperfection from the adults around her, though she herself never had a problem with it. Nettel's journey towards self-acceptance manifests through her prose in her embrace of unconventional beauty—her affinity for, rather than repulsion from the 'ugly'.
Nettel's story is ultimately not one of anger or regret, but of peace with the past; "There is something healthy and good, as well as maddening, in calling into question the events of a life and the veracity of my own history". Cockroaches may be seen as repellent vermin, but they are also strong, adaptive creatures with an impressive and enduring reputation for survival. Nettel reminds us that, though the horror of trauma may have the power to shape our lives, it is our resilience, and not our suffering, that truly defines who we are.
Guadalupe Nettel's The Body Where I Was Born was released in 2011, and she paid Copenhagen a visit this August at the Louisiana Literature festival. You can pick up a copy of her work at Ark Books store on Møllegade.
Tags: beautyguadalupe nettelLouisiana Literaturememoirmexican literaturesurvivaltrauma
Book Review: "Plainwater" by Anne Carson
Yesterday someone came into the shop and picked up the book where I had left it
On Hiromi Itō (to Itō Hiromi)
Hiromi Itō Itō Hiromi I don't know what to say about you more than I got
Book Review: Torpor, By Chris Kraus.
Torpor is the final part of Chris Kraus' I Love Dick trilogy, a series which chronicles the final
Ebba Wester
Ebba loves literature, but has a BA in the slightly lower ranked art form of cinema. Her heroes are Pauline Kael, David Lynch, Donna Haraway, RuPaul, Albert Camus, Kathryn Bigelow and Eileen Myles, to name a few. She wrote her Bachelor dissertation on cyborgs and has a soft spot for science-fiction and horror. She likes her culture mixed, high and low, pop and pretentiousness together. She spends most of her time listening to pop-culture podcasts, writing, reading, and making crappy art. She'll be starting a master in film studies at KU in 2018.
Blade Runner 2049: Birth, death, and artificial identity
So Sad Today, So Sexy: Melissa Broder and the Internet Sad Girl
Sunspring: Surrealism, Susan Sontag, and the New Sensibility
Ark Review is a literary and cultural journal. Kind of like a digital expansion of the bookshop! Here we do book reviews, essays, interviews and the like. Follow along!
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In the name of feminism, 'Nature' shall no longer be a refuge of injustice, or a basis for any political … More
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Writing an introduction to accelerationism in 2018 feels a bit odd. In that, were it as pervasive a cultural virus … More
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redpajama_set_name: RedPajamaCommonCrawl


Showing results for tags 'adult content'.
Now what exactely is "adult"?
I have not found any printed standards for publishing pictures in profile feed of the dashboard My Second Life Connect & Share It really boils down to Common Sense not to publish pictures with Adult Content since the facility is of General Access, but it I could not find a specific entry.


text:
Doctor Who boss says he can't read reviews or online feedback: "It's not a democracy"
Head Writer Chris Chibnall says all he can do is "hope that it connects"
Sunday, 12th January 2020 at 11:54 am
It's fair to say that Doctor Who comes under some pretty intense scrutiny, with every episode of the sci-fi drama pored over by fans, journalists and critics all over the world in various reviews and reactions.
But there's one person decidedly ignoring all the chatter– series boss Chris Chibnall, who has explained in detail why his time in charge of the BBC classic has meant keeping away from reactions lest he find himself overly influenced by what people are saying.
"I'm not on social media, I don't read press coverage and I don't read reviews," Chibnall told Doctor Who Magazine.
"The one thing you can say about every series of Doctor Who that's ever been made is that some people liked it, some people didn't. That will be true forever.
"What you have to do is make the show you believe in, hope that it connects, then go home. If we allow other things in then we're not making our vision.
"In terms of external opinions, it's not a democracy," he added. "We make the show we want to make."
Writer Chris Chibnall, actors Mandip Gill, Jodie Whittaker and Tosin Cole at San Diego Comic-Con 2018 (Getty)
In other words, if Chibnall and his team listened to every single critic, complaining tweet or longheld fan wish, they'd end up making some nightmarish Frankenstein of a show that would please nobody. And at this stage, Chibnall says he knows when to let go of worrying about all that.
"I love this job, I really enjoy it, and I know what I want to do with it," he said.
"One thing I've learned about showrunning down the years is that you can only control what you can control. There are lots of things you can't control, so try not to worry about them."
Sadly, this means Chris Chibnall definitely never read this piece or any others like it, but hey – we can live with that.
Doctor Who continues on BBC1 on Sundays
Jodie Whittaker hints that Doctor Who's Timeless Child mystery may not be solved this series
Doctor Who Could Timeless Child arc reveal dark secret about regeneration?
Does a new Doctor Who clue hint at the return of more Time Lords?
Doctor Who: Is Sacha Dhawan the Master we think he is?


Quality science and medical articles are an important part of wikipedia. However creating and editing such articles in regard to the most current information and research is often restricted to those with access to university subscriptions to academic journals and databases. Most of these are proprietary and not open access but behind paywalls. Those with such access usually have commitments that bar active contribution while those with the time such as the retired or private scholars lack such esubscription access. Wikischolarships would provide that access and might do so without cost.
Wikischolarships would be awarded to provide online access to such research resources with continued access being linked to active quality editing and creation of articles.
Such wikischolarships could be sponsored by foundations seeking to encourage the growth of human knowledge.
Another possibility is that universities and other educational/research establishments might extend honorary fellowships to those making a nonstandard but still meritable scholarly contributions.
Such esubscription access would be decided by the record of editors past contributions on wikipedia and by selection by the wikipedia community. It is not proposed that the names of the individuals would be known by those involved in the selection with the only factor being their past wikipedia contributions. It is not proposed that any other support would be provided except for esubscription access.
To encourage the creation and editing of quality articles by those with the time but who at present lack of access to esubscription research tools such as independent scholars and retired academics.
To provide a means by which foundations could actively encourage at low cost the communication of human knowledge.
To create awareness of the problems that many independent scholars and retired academics have in accessing online research resources.
Are foundations interested in innovative means of supporting improved dissemination of medical and scientific knowledge?
How many individuals with the appropriate expertise exist that would be interested in such scholarships?
Would it be possible to award esubscription access without an individual's identify being known?
How would nonWikischolarship editors react to the edits made by such editors?
It is possible none since such wikischolarships would be supported from outside wikipedia.
They may be free by agreement with academic institutions as departments in them have discretion in who they award honorary fellowships: some might be interested in extending such honorary fellowships to individuals selected by the wikipedia community.
Some topic focused foundations for example the Dana Foundation might be also interested in a low cost way of increasing the quality of wikipedia in their area (in this case neuroscience).
Do you have a thought about this proposal? A suggestion? Discuss this proposal by going to Proposal Talk:Wikischolarships (individuals are granted online access to paid scientific publications).


Hi Jeffery, Elevate submitted a proposal to the Colorado High Cost Fund this past fall asking for state funds to help build your zone. Good news! Recently, we learned that our application was approved. While this is excellent for Elevate, state statute allows for incumbent telecom providers, like Century Link and TDS, to claim the funds granted to entities like DMEA if they demonstrate they can offer a substantially similar service. This caveat is called first right of refusal. TDS filed their claim to our grant monies and we are now in the process of appealing their claim. Due to the nature of the process, your zone, as well as 2 others, is now in a holding pattern and as a result, we are not able to start construction work on your zone until the appeal process is finalized and successful. You may see our crews in the area completing pre-construction and design work, however the construction of the physical network cannot take place until we receive successful confirmation from the state of Colorado. If we receive funding, we will begin building your zone as soon as possible. We anticipate the appeal process will take several months. Thanks!


text:
ANC Annual Conference and Awards
Industry & Regulatory News, Health, Safety & Environment, Health, Safety, Security & Environment, EMEA
Hearing and vulnerable groups, WHO environmental noise guidelines and entertainment noise pollution are just some of the topics under consideration at The Association of Noise Consultants (ANC) annual conference and awards at the Crowne Plaza Hotel, Manchester City Centre on 6 June.
The conference organised by the trade association representing professional consultancy in acoustics, noise and vibration in the United Kingdom, attracts a wide audience of participants who share an interest in creating a better acoustic environment.
2019 Awards Programme
The ANC has issued a final call for entries to its 2019 awards programme.
Described by spokesperson Robert Osborne as "a great platform to showcase the innovative work carried out in the acoustics industry", the awards celebrate high standards, good practice, and reflect the work of ANC members in improving acoustics in the environment.
Categories open for nominations include:
- Building Acoustics, sponsored by H & H Acoustic Technologies
- Education Acoustics, sponsored by Ecophon
- Environmental Acoustics (Infrastructure), sponsored by ANV Measurement Systems
- Environmental Acoustics (Non-Infrastructure), sponsored by Bruel & Kjaer Ltd
- Vibration Prediction & Control.
- Workplace Acoustics, sponsored by Armourcoat Acoustic
- Good Acoustic Design
- Smaller Consultancies
All entries must be received by 26 April.
Visit www.association-of-noise-consultants.co.uk for more information.
FM Editor
FM Industry (www.fmindustry.com) is a popular online destination for facility and corporate real estate professionals. The website is operated by the editorial team at Facilities Management Magazine™ ("FM Magazine"), the oldest independent periodical in the global facility services sector. Now published in three geographical regions, FM Magazine was the first publication to launch a facilities management title for the Middle East market in 2005 (when it was also invited to chair the region's first Green Building Conference on behalf of the Government of Dubai). FM Magazine [GCC Edition] is now incorporated into the publication's new EMEA edition.
Better Communication and Productivity
A Transparent Solution to Noise Pollution
More Time to Shine
Staff Reporter - 17.08.2020
Backing the UK's Green Economic Recovery
Veolia's latest Sustainability strategy, Impact 2023, aims to support innovation and new infrastructure by adding to over £2 billion the company has already invested in the UK's circular economy.
FM Editor - 10.02.2020
BakerHicks Restructures and Rebrands DACH Subsidiary
BakerHicks has rebranded its European Life Sciences division after integrating it with its operations in the United Kingdom.
The Drains of Christmas Future
UK wastewater and drainage solutions provider Lanes Group has reimagined "A Christmas Carol" into a story about the importance of clean drains.
University of Manchester Clean Room Contract
SPIE UK has won an 18-month design, supply, install and commission contract for a clean room at The University of Manchester, as part of a new build being constructed by Balfour Beatty.


text:
Q: Parse Cloud code "first" query array returns different results I have a simple query as follows :
var getGreaterQuestion = function (gid) {
    var query = new Parse.Query(Parse.Object.extend("Question"));
    query.equalTo("groupId", gid);
    return query.first();
}

I am preparing an array consisting of this function :
var groupIds = _.range(1, 17);
var groupIdAndRandomNumberPack = _.map(groupIds, function (gid) {
   return {groupId: gid, random: Math.random()};
});

var pack = _.map(groupIdAndRandomNumberPack, function (queryItem) {
   return getGreaterQuestion(queryItem.groupId, queryItem.random);
});

In pack array, there are 16 different "first" queries for Question class.
I am running this query using following code snippet :
return Parse.Promise.when(pack).then(function () {
        console.log("arguments : " + JSON.stringify(arguments));
...
...
);

arguments is the result of my query retrieving data from MongoDB.
If I run this query on parse backend, arguments json format is shown as below :
{
   "0":{QuestionObject},
   "1":{QuestionObject},
   ...
   "16":{QuestionObject}
}

If I run this query on my local parse instance with MongoDB defined on MongoLAB, it gives the following result :
{
   "0":[
      {QuestionObject},
      {QuestionObject},
      ....
      {QuestionObject}
   ]
}

What is the reason of this difference? Is there any configuration I need to apply on MongoDB or parse express application for getting the same result as parse backend gives.

A: It is an issue with Parse.Promise.when function. Its implementation seems changed with this commit.
Back then when function was applying all results to your callback function regardless of how you supply inputs to when. These calls result to same output:
Parse.Promise.when([promise0, promise1, ...]).then(resultFunc)
Parse.Promise.when(promise0, promise1, ...).then(resultFunc)

var resultFunc = function() {
    console.log("arguments : " + JSON.stringify(arguments));
    //prints out like {"0": promiseResult0, "1", promiseResult1, ...}
}

Now, this behaviour is changed. It will return as one array if you supply input promises as array, it will apply as arguments if you do so. See this line in commit.

redpajama_set_name: RedPajamaStackExchange


This is only a small "feature" of vibe but it's one that's important to get right when starting your threads. Recently there's been a lot of mis-tagged threads which staff have had to change but obviously we can't find them all, some will be missed.
News - This should never be used unless there is an exclusive news or feature reveal coming from SI or something that needs to be broken to the rest of vibe.
Challenges - For setting challenges for the rest of the site to try out only. Not to be used when attempting these challenges or for any careers of any description.
Article - For when you feel like writing a detailed piece to help others improve their FMM experience. Guides/Tips should be used when the piece just contains a set of tips or is a team guide/shortlist.
Fun/Games - To be used for interactive experiences such as the Challenge Cup and the Vibe Ultimate Team thread.
Career - When you want to share what's happening in your game with the rest of vibe. Do not use this tag when creating challenges for other people or when asking for help about your current career.
Chat - Any general discussion about FMM. Not to be used when asking for help.
Help - Use this when you are asking for any assistance about FMM whether it's tactics or graphics related. If you don't use the help tag, then don't expect to receive any help.
Tactics - Only to be used when posting tactics for the rest of vibe to see or use. Do not use this tag when asking for tactical help or assistance regarding player roles.
iScout - Only for players or hidden gems you have found that you want to show off to the rest of vibe. No regens.
While these may seem obvious you'd be surprised at how many threads are tagged wrongly. This means threads may not get the responses the OP desires and will be a nightmare to find in the future, when searching or for guests.
I'd also like to remind people to use relevant/detailed titles. Things like just "help" or general titles mean other members won't be able to find the solution via searching.
This absolutely. It will help others to find the same help in the future, and it'll also mean that people more suited to help you are likely to look at your topic rather than glancing over it.
Should probably throw this post over to the FMM18 area since that's where these tags are and that's where most offenders reside.
Bumped this as there's been an epidemic of wrongly tagged threads recently. It's really not that difficult to be completely honest and makes sure everything can be found when searched for if the tags are correct.
We clearly have a lot of people that don't understand how tags actually work so a bump is needed on this thread.
If you require help with the game you are far more likely to get help if you post under the help tag.
Bumped. It's really not that difficult.


Below are the materials for the 2016 Indiana Health and Wellness Summit. If the session title is not linked, the materials have not yet been received from the speaker(s), unless otherwise indicated. Materials will be added as they are received. Please print (or download) the materials for the sessions you plan to attend and bring them with you to the conference.
Printing suggestion: if you would prefer to save your color ink, select the "grayscale" or "black and white" option before printing each document.
3D. Are You Developing the WHOLE Employee?
LouAnn Dobbins, MS, Coordinator of EAP Business Development, New Avenues, Inc.
Jeff Stucke, MA, LMHC, Founder and Principal, Happy Matters, Inc.
8A. Choose Your Own (Wellness) Adventure! Multiple short sessions taking place at the same time – decide which four of the six you want to attend, and get four additional opportunities to learn a bit more about wellness in just 12 minutes each!
Mary Ann Wietbrock, RN, MSN, ACNS-BC, Holistic Wellness Consultant, Cardinal Elements Inc.


Webtrends Analytics Delivers Measurement Capabilities for Cineworld on Its Facebook "Likers"
PORTLAND, OR--(Marketwire - May 25, 2010) - Cineworld, the UK's second largest multiplex cinema chain, is working with customer intelligence specialist Webtrends to gain unique insight into the performance of its Facebook marketing investments, identifying which of its "likers" using its Facebook Share application are the most influential.
Facebook's popularity is well documented with over 400 million users spending an average of almost an hour per day on the site. Tapping into this huge opportunity, Cineworld launched a dedicated Facebook Share application allowing users to easily share cinema and film content with their online network of friends. Webtrends is working with Cineworld to deliver key insight into usage of the application, enabling Cineworld to measure ROI.
"We work with Webtrends to provide performance indicators across all our platforms, including the website, mobile and now Facebook Share," comments Farid Sehad, Channel Marketing Executive, Cineworld. "Now that we have that view, we can compare our investment in Facebook with other digital channels, helping us to decide which platform will be most appropriate for the promotion of particular films. This allows us to modify the application, providing a better experience for our likers overall."
Cineworld's Facebook page has more than 25,000 likers that come together to discuss movies, view trailers and see what is currently playing. The Facebook Share application was tagged and tracked by Webtrends, providing Cineworld with a view of exactly who is going to see what film. This identifies which films are gaining the most exposure within social media discussions, whether they are a Cineworld liker or a general Facebook user.
"The campaign micro-site has taken a back-seat to investments in Facebook fan pages. A Facebook page is simple to create and launch, making it a no-brainer for businesses that want to reach a mass audience via the world's most popular, and rapidly growing, digital channel," commented Jascha Kaykas-Wolff, vice president of Marketing, Webtrends. "But without the ability to measure their investments and compare them like for like with other digital channels, businesses like Cineworld would be marketing blindly. With Webtrends, Cineworld can now comprehensively measure Facebook beyond the application level, and can include the results alongside other Key Performance Indicators measured across the business."
Webtrends also provides insight into traffic driven to the page from Twitter. As Cineworld anticipates an announcement from Twitter regarding an API that will allow a similar process to the Facebook Share to occur via the micro-blogging platform, Twitter is a potential future focus for Cineworld.
Warren Kerrigan, CTO of Can Factory -- the developers behind Cineworld.co.uk who have also developed the Facebook application -- comments, "The main advantage of this integration is the constant exposure Facebook users will get when their friends use the site to book tickets, rate films or even arrange cinema trips."
Cineworld Group was founded in 1995 by the current senior management team and is now one of the leading cinema groups in the UK. The Group operates 77 sites of which 72 are multiplex sites. Cineworld's portfolio includes five out of the ten highest grossing cinemas in the UK and Ireland including the number one and two (Glasgow and Dublin). In 2007 Cineworld successfully floated on the London Stock Exchange.
For more information and cinema information please visit, www.cineworld.com.
Webtrends is an enterprise customer intelligence company that turns online and offline data into understanding. We help organizations realize a competitive advantage by providing insight-driven optimization of their digital channels. Our leadership extends beyond the web analytics industry we founded in 1993 to the measurement, optimization and integration of all digital content and customer intelligence, including web sites, social media and paid-search advertising. Our products and services are trusted by thousands of leading brands and global organizations, including Microsoft, Toyota, The Coca-Cola Company, The New York Times and General Mills. You can learn more about Webtrends products and services at Webtrends.com or call 1.877.932.8736. Webtrends is a registered trademark of Webtrends Inc. in the United States and other countries. All other trademarks and registered trademarks are the properties of their respective owners.


text:
Q: Is this grammar left recursive? I know of two types of left recursion, immediate and indirect, and I don't think the following grammar falls into any of them, but is that the case?
And is this grammar an LL grammar? Why or why not?
E ::= T+E | T
T ::= F*T | F
F ::= id | (E)

A: I assume you start with E. Both of E's alternatives start with a T. Both of T's  alternatives start with F. Both of F's alternatives start with a terminal symbol. Thus, the grammar is not left recursive.


The new Hippodrome is housed within the former Hippodrome Theatre and adjacent Cranbourn Mansions. The first international-style casino in the country, the Hippodrome Casino will comprise of 3 floors of gaming, a 180 seat cabaret theatre – The Matcham Room, 150 cover restaurant – The Heliot, 4 private dining rooms, 5 bars, 2-level smoking terrace, Events spaces throughout. The opening of the Casino marks a new beginning for the Hippodrome. The Matcham Room comprises both table and balcony seating, with a capacity of 180. A fold back acoustic screen will close the area off from the main auditorium and is cleverly concealed behind a series of theatrical curtains.


The Midwinter Herkimer Diamond & Rough Apatite Necklace is bright and beautiful. A simple arrangement of three double-terminated herkimer diamonds and five teal-toned rough apatite gemstones hang from a 32" gold-plated brass chain. The pendant area measures about 2" wide. All Midwinter Co. pieces are handmade to order in the United States and are comprised of hand-picked, conflict-free gemstones and fine metals that are both lead and nickel free.


It was with a twist of irony that Dan Wood drew a parallel between his hot putting round at the U.S. Senior Open on Friday to the many weekends he spent watching Dave Stockton putt on television.
This weekend, Stockton, the defending U.S. Senior Open champion, will be the one watching golf on television, having missed the cut. Who knows? He might end up watching Dan Wood.
Wood, 51, a part-owner of Winter Springs Golf Club in Seminole County, remains in striking distance of the lead halfway through the 18th U.S. Senior Open at Olympia Fields Country Club. A round of even-par 70 Friday left Wood at 3-over 143, five shots behind leader Kermit Zarley.
Zarley, 55, shot his second consecutive 69 to seize a one-stroke lead over a pack of four players: Dave Eichelberger, Tom Wargo, Graham Marsh and John Bland. Jimmy Powell (68-140) is the only other player in the original 156-man field not over par.
Wood, a former professional soccer coach who has a doctorate from Cornell University, has spent years on various minitours honing his game for his shot at senior golf. He never has finished higher than 28th in 11 starts on the Senior PGA Tour.
Wood said he doesn't know quite how he will react should he get into the title hunt Sunday afternoon. He does know this much: He'd love to find out.
"How would I respond to being in contention? There is only one real way to know," said Wood, who made three birdies and three bogeys Friday. "I've played in front of galleries before, but not the huge galleries you'd get playing with Jack Nicklaus or Chi Chi (Rodriguez). I think it will be a lot of fun.
"My first goal in coming here was to make the cut, and I've done that. Now it's to finish in the top 25, because the top 25 players (and ties) get invited back next year. Sure, I'd be thrilled to get into contention, but that's a long ways off. Right now, my goal is just to hit more fairways and greens and keep my wits about me."
For the second consecutive day, Olympia Fields' North Course got the best of the field. The low round of the tournament was Marsh's second-round 67. During practice rounds, many players were predicting that Olympia Fields might yield a winning score somewhere near 6 or 8 under. But the golf course has shown more muscle than players were anticipating.
The length of Olympia Fields (6,841 yards, with only two par-5 holes) has taken its toll on some; others have found difficulty negotiating hard, fast greens that have made putting a defensive endeavor. Nonetheless, many simply are left mystified when asked why scores haven't been better.
"It's there for the taking," said Hale Irwin, a pre-tournament favorite who has struggled to rounds of 73-74. "But no one seems to be taking it."
Wood made the most of his round, scrambling several times after spraying his driver wide of the fairway. He played his final five holes in 2 under, making a 30-foot putt from the fringe at the 450-yard 16th hole to get to even par for the round.
Could Wood perform well enough over the next 36 holes to actually win the U.S. Senior Open?
"It could happen," Wood said. "Look at Larry Laoretti winning (in 1992); it's happened before. That would be fantastic, but I don't think it's very realistic. I need to be more consistent and to get in the hunt a few times. If it happened the first time or two that I was there, well, I'd say that would be pretty surprising."
NOTES: Arnold Palmer (76-151) thought a missed 10-footer for par at No. 18 cost him a shot at making the cut Friday afternoon, but when several players lost ground late in the day, those players at 11-over 151 - a group that included Palmer, Raymond Floyd and Isao Aoki - made the grade for the weekend. "My putting wasn't that bad, actually," Palmer said. "My driving and my irons were horrible. From the moment I started until I finished, it was a constant struggle." . . . Jack Nicklaus, a two-time Senior Open champion, shot 72 and stands at 5-over 145. "Certainly, I'm not out of it, but it wasn't very good," he said. "A good round will put me right in the middle of things." . . .
David Graham faced an 18-foot birdie putt at the final hole to shoot 69, but left the putt 3 feet short. He then putted four more times, making 7 to shoot 74. . . . Jim Dent withdrew because of a bad back. . . . John Bland eagled the 387-yard fifth hole, holing an 8-iron from 149 yards. . . . Bob Toski, the oldest man in the field at age 70, missed the cut by a shot, shooting 76-76. . . . Sixty-eight players made the cut at 151.


Dallas, Texas, April 1, 2008 – Global DataGuard, the premier provider of Enterprise Unified Threat Management for small and medium business to large enterprise environments today announced that it is offering a Managed Security Platform (MSP) module, providing comprehensive managed security service provider (MSSP) benefits and dramatic cost savings through significantly reduced capital expenditures, training and staffing. Part of its technology-leading family of Enterprise UTM security products and services, Global DataGuard's MSP module provides a cost-effective, unified monitoring system for management and administration of multiple customer security consoles with actionable, real-time remediation information; turnkey service creation; and order entry and fulfillment.
A typical MSSP model requires placing collection devices on the customer network. These devices then send alerts to an offsite central data center for processing and monitoring. With increasing regulatory scrutiny and escalating attacks targeting personal data, many businesses are uncomfortable with any confidential customer data leaving their premises. Global DataGuard's Enterprise Unified Threat Management system offers a unique solution whereby customer data is collected and processed onsite through the customer's on-premise security infrastructure. The MSP then pulls the consoles from these discrete customer sites into one master console for use by a MSSP or any company that wants to handle security for each division separately, but have it monitored centrally. This method not only allows for more efficient, secure and cost-effective service delivery, but also reduces the need for an expensive and resource-intensive data center infrastructure.
Enables transparent access to a wide range of customer premise-generated reports and graphs, including vulnerability scanning and security dashboard reports, weekly reports, and intrusion prevention reports and graphs.
The MSP module will begin shipping in May, 2008. Pricing for the MSP module starts at $40,000. Other Enterprise UTM application modules can be purchased separately. Custom configurations can be designed and priced based on an organization's unique management infrastructure requirements.


Hey, guys. What's going on? Joshua Elder here and in this video, I'm going to show you how I built an email affiliate marketing list of 44,000 people from my affiliate marketing business. Make sure that you take a lot of good notes and make sure that you slam that subscribe button if you haven't already. I'm always uploading videos on a weekly and even sometimes a daily basis that will help you build a life and business full of freedom, passion and fulfillment.
Today, we're going to be talking about how I built an email list of 44,000 people for my affiliate marketing business and you can apply this to any niche, you guys. You don't have to be in affiliate marketing. You could be selling pretty much or promoting anything out there online or offline.
We're going to give you a four-step process within this video that you can follow, so make sure that you've come ready and that you've got your favorite beverage. I've got my Kangen Water right here. Maybe I'll talk a little bit more about that later but make sure you have that and let's go ahead and dive into the content.
Number one, what you want to do is you want to write down a list of 50 different search phrases your customer would type into YouTube search engine. I want you to think about the problems of your potential customer. I want you to think about what's running through their head day in and day out. I really want you to get in the mind of your target prospect. Instead of thinking about what you want, at the end of the day, think about what your customer wants.
I want you to write down, yes, 50 different search phrases, spend the next 30 minutes just do a brain dump and write down as many search phrases as you can. I'm going to go back, guys. I'm going to go back about six years back to 2012 and I'm going to show you some examples of how I structured this whole campaign from scratch and you guys saw in the last video a spreadsheet of how I track everything.
Well, early on, this is what I did. Check this out. I made a list and you guys are going to be absolutely amazed, and I think somewhat inspired too, but let me just open this first video. This is the first video I ever shot in my parent's basement. Look how terrible the lighting is. Here was my website yourresidualbusiness.com. It's probably not even active anymore. It was March 25th, 2013.
If I go back to the spreadsheet here, you can see not only do I have that video, but for 90 days straight, I shot video after video. Look at this. What I would do is I would set up these videos on separate channels. This channel right here is Makemoneyonline Fast and if I scroll down here a little bit … And by the way, some of these channels aren't active anymore. Like for example, this channel isn't active anymore, but what I would do is I would create these separate channels that were based around a specific key phrase that somebody would type into YouTube.
For example, if you look at this channel, I was targeting Makemoneyonline Fast. That's what I was wanting to rank for. If somebody would type in "make money online fast" right here, "make money online fast," then my goal was to rank at the top for that specific keyword phrase. Back in like 2012 to 2015, what you could do is you could optimize the name of your channel for the search phrase that you wanted to rank for and then that would improve your rankings.
What I did is I decided to write out all these different keywords and I created email addresses around these separate specific key phrases and I built separate channels. You could see it was a lot of work but it worked extremely well. This is what allowed me to create my first six figures on the internet. Look, here's another one, makemoneyonlinefromhome. It's got an X at the end because just makemoneyonlinefromhome, I don't know if the channel was available or what was going on there. But as long as I had that keyword phrase in the channel and also in the title and then in the description, that is what really would help me rank at the very top of the search engine. Like this video, I got 1,197 views.
Now, if you go search for this video now, if I type in "how to make money online from home," you're not going to see it. It's no longer ranking. This is a strategy that worked back in, again, 2012 to about 2015. After 2015, YouTube started focusing more on things like viewer retention, likes, comments, shares and overall social engagement. But for a long time, I could create these little mini sniper videos and upload them and spread them across multiple channels and I made a lot of money doing it.
Here's another one. Let's see, if we go to … I got some reviews here. We go to this one. I think this one did extremely well too as well; 37,000 views on this one. I'm curious to see actually if I'm still ranking for this particular key phrase. I actually am. Let me look at it in an incognito window because it shows that I viewed it before and sometimes … If you've viewed a video before, it will automatically rank it higher than it actually is.
Okay, cool. I'm still ranking at the top, but I don't take these products around anymore. I was ranking for a specific affiliate marketing, make money online product. But you can see, somebody's video still ranked. Most of them don't rank as well or they're just off the first page. They're like on the third or fourth page.
This tactic can still work extremely well to rank but I just want you to be mindful. And you can see, guys, like look at all these videos. I was grinding. I was uploading like two videos a day, three videos a day. Sometimes five videos a day other times. What I would do is I would create a channel, put a video on that channel. Create another channel. Put a video on that channel and then create three more channels. Put videos on those channels and then I would use those five channels sometimes initially to put more videos on those five channels.
So then, I wasn't limited to just uploading one video a day and only receiving so much traffic, but I could upload five videos a day across five different channels and really, really crushed it. I would have basically keyword specific channels, which is the channels that you're seeing here. Then, I would have theme channels that are based around a specific theme like my Real IM Reviews channel right here.
Look, you can see that this is all about internet marketing product reviews. I might include some MLM reviews in here, but for the most part, the videos are based around different product reviews in the affiliate marketing, make money online industry. You can see this goes back to four years ago is when I started this and I'm still uploading videos to this channel to this day.
But if you optimize them correctly, sometimes, you just get lucky in your rank. You don't know why you're ranking. And so that's why I would just take a lot of action uploading these videos, optimizing them the best that I could and take my winners and then just kind of forget about my losers. It was kind of throwing spaghetti against the wall finding out what stick. But I did find the formula, and I would track everything from these different outsourcers that I was using from my off-page SEO.
You can see that I would send like 800 social bookmarks, if I would buy comments and likes. There's a lot of different things that I would do to receive more back links, which are basically links from one site to another site to my video and give more of a viral effect so it would rank higher in the search engine. I would create this effect by hiring people on a website called fiverr.com to make it look like my video is going viral because that's what YouTube loves. It was kind of gaming the system back in a day, but it worked extremely well and people still kind of do it to this day but it doesn't work as well as it used to.
I have those two types of channels and then I have my authority channel, which is this channel right here, which is my main channel. The purpose of this channel is to document the success that I'm having from other channels like these channels here. Whenever I upload a video on YouTube, on my primary channel, it's going to be more results-driven. This talks about how I made $7,729. I talked about this video in my last video too as well. But again, it's results-driven and this was a result of what happened in this channel. I have other videos like I have a video that talks about how I make $15,000 per month with micro channels and that's a result from these little micro channels right here.
This channel is all results-driven. All the results that I'm getting from my business and my life, and then I have this theme channel which is all about internet marketing product reviews. You can have specific-theme channels that are about, for example, intermittent fasting and then you can talk about a diet plan for intermittent fasting, a workout regimen for intermittent fasting, what type of pre-workouts you should be taking, and that would just be within the weight loss industry, the weight loss market and also the muscle building market because some people do intermittent fasting and build muscle. But intermittent fasting would be the specific niche within weight loss.
What we want to do is we want to find different niches and create theme channels around those specific niches. You can kind of see how this is working. The more targeted that we can get on a specific channel, the more themed it can be around a specific topic, the better chance you're going to have of ranking. So, you want to make sure that, yes, you're posting as often as possible, but quality of content is more important than quantity of content.
I think I might be getting ahead of myself here, but that's step #2, is set up multiple theme channels around these specific search phrases, around these search phrases here. You definitely want to write down your 50 different key phrases and then when you get to step 2, what you want to do is take those key phrases and theme those key phrases because for example, if we've got a key phrase that's all about part-time jobs from home or part-time work from home, then we want … Maybe that's a theme and maybe we have a channel that's all about helping people work from home and then maybe we've listed some other keywords that are related to that in our top 50 list that we can put into that theme. We want to start theming these different search phrases of these ideas that we've come up with and segment them into different themes then we can create separate channels from those.
Guys, obviously, it's going to take some work but this is a process that works extremely, extremely well as you can see. You've seen my past videos, you've seen my earnings. I've been able to build up-to-date now, it's been about half a million dollars, over half a million dollars in commissions by putting in work, guys, being consistent and this is all free traffic strategies. Yes, I've spent a little bit of money on ranking my videos, but it's right around $3,000 that I've spent. I actually revealed that in my Tube Traffic Selling System webinar which you can get access to for free. I'll put the link in the description. I'll also cover more SEO strategies and tactics in more specific detail, but the purpose of this video is to really just give you the four steps.
What I will do is I will go over the script in this video of that, but that's covered also in that webinar which leads us to step #3. We want to shoot two videos a day for 90 days following my OEE script. Here's what the script looks like. It's Open, Explain, Educate and my Close formula. Number one, you want to open by letting people know what your name is and your website. You want to brand your website. And then, what you want to do is you want to let them know they're in the right place by basically saying what they typed in initially into Google search engine or YouTube search engine, we want to say that search phrase in our video.
If you want to rank for how to promote your YouTube channel and get more subscribers, we want to say that in the first 5 to 10 seconds. You'll notice here, I say, "Hey, this is Josh Elder from JoshElder.com helping you create a life and business full of freedom, passion and fulfillment. You're here because you want to know how to promote your YouTube channel and get more subscribers." That would be the first step there.
The next step is going to be the explain. What we want to do is we want to explain what we're going to cover in the video. We're kind of setting the precedence here. I would say, "In this video, I'm going to show you four ways to promote your YouTube channel and get more subscribers," pretty much that simple.
And then here is where we want to educate. This is where we give people the actual content, the meat of what we're going to cover in this video, basically giving them the solution to their problem. What I would do here is they're looking to learn how to promote their YouTube channel and get more subscribers. So, right here, I would cover like four steps that will help them do that. Right here, you can see I have step #1 and then eventually, I got the end which is step #4 right here.
I know there are some run-on sentences there, but you kind of get the idea of how that works. You want to have one intention when you shoot your videos. If you really just want to get people to the description to your link, to your website, that should be your priority and you should have calls to action throughout the course of your video telling people exactly what to do.
What's a call to action? It's basically telling your viewer what to do next. We need to tell people what to do next or they won't do it. It might seem second nature for us, but it's not second nature for them. Here's an example. We would say something like, "Hey, if you want to know even more about using SEO strategies to rank your videos at the top of YouTube and become an authority in your niche, click the first link below in the description, and I'll give you access to a free guide that shows you in more detail how to build and grow your business on YouTube." There's the plug right there. I'm actually going to give you one at the end of this video here, so make sure that you stay tuned for that.
We've covered the first three steps. Step #4, I covered briefly when we were going over step #1 and step #2, but you want to make sure that you have proper on-page and off-page SEO. Yes, you can hire the right people on fiverr.com. Yes, obviously, I give you access to all my Fiverr resources, my Rolodex of people that I use on Fiverr. If you have access to my Tube Traffic Selling System, I will put a link in the description if you want to get direct access to that. You can also check out the webinar. I'll put that below.
But you want to make sure that you have proper on-page and off-page SEO. It's all about what you put in the title, the description and the tags that will affect how well you rank. Also, what you say in the video and most importantly your overall user engagement, all of the off-page stuff, the likes that you get on your video, the comments. If a lot of people are commenting on a video, typically, it says that it's somewhat decent quality. Also, negativity attract attention too, so even if there are a bunch of negative comments and a crappy video, that will help it rank to as well. That's the flip side of the coin.
If you want this whole entire formula in complete and utter detail, I have my course below, and I even have that free training webinar that you can get access to in the description as well as if you're looking to build and learn how to become an independent entrepreneur. I'll provide my top recommended system if you're looking to get started and make money online, or just take your overall business to the next level. I've got links in the description. I've got you taken care of. Check them out.
This is Joshua Elder, signing off. If you got value from this video, subscribe. There's my plug, along with a few other plugs, and go ahead and like this video and comment below what your thoughts are. I hope you got some value from this video, and we'll see you in the next one. Take care.
Discover This Revolutionary Breakthrough 'Success Technology' People Are Using To Turn Their Annual Incomes Into Monthly Incomes From Wherever They Are In The World.


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Some teenagers find Legislature a dead end for their ideas
The Republican-led Arizona Legislature has proved receptive in recent years to certain proposals offered up by teenagers, passing laws to designate lemonade as the state drink and copper as the state metal. (Daily Miner file photo)
Story by Associated Press
Originally published Saturday, May 25, 2019 at 07:18p.m.
PHOENIX (AP) – The Republican-led Arizona Legislature has proved receptive in recent years to certain proposals offered up by teenagers, passing laws to designate lemonade as the state drink and copper as the state metal.
But some students who went to the State Capitol this year say they got a different type of reception — if they got one at all — when they tried to pitch proposals on meatier public-policy topics such as gun control, school safety and climate change, the Arizona Capitol Times reported .
While GOP legislators said refusing to sponsor progressive bills doesn't amount to disrespect, some teenage policy advocates said some lawmakers were condescending at times but gushed about the civic involvement of young people who pushed innocuous bills sponsored by Republicans.
Jordan Harb is a Mesa High School senior who last year was among student activists involved in the gun-control issue and who this year backed proposals to require school districts to adopt mental-health plans to help at-risk students.
The legislation this year died in the House, and Harb was irritated that another student-backed bill – the one to designate lemonade the state drink – made it to the desk of Gov. Doug Ducey and got signed by him.
"I feel very disrespected when lawmakers are so eager to work with young people when it's about something stupid," Harb said.
"But when we come to the table with something very well-thought out, written with stakeholders from across the state, actually substantive, we struggle to even have a hearing because lawmakers have that connotation for young people - the only thing you're able to do is write a lemonade bill or a dinosaur bill."
Harb and other students pushed for the proposal on mental health because they thought it had a chance of passage, and it did resonate with some GOP lawmakers. Sen. Kate Brophy McGee sponsored a Senate version of the students' legislation, but her bill and a Democratic-sponsored House version both failed to get House hearings.
Rep. Warren Petersen, the House majority leader and sponsor of the lemonade bill, said House Republicans do care about school safety.
"Not running liberal policy doesn't mean you're not doing work and doesn't mean you're not making progress," Petersen said. "We have conservative policies that work and that we're working on."
Teens who say they've struggled to be taken seriously include Aditi Narayanan, a 16-year-old high school junior who helped organize a student group on climate change.
"A lot of legislators are just like 'Oh, my God, you guys are 16, that's so cute,' and they don't think we actually understand the issues," Narayanan said. "We've had representatives that refused to speak to us."
©2019 Western News&Info, Inc.


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Home » Calendar » Taylor Lecture III - Giving an Account of Our Hope
Taylor Lecture III - Giving an Account of Our Hope
Thursday, February 21, 2019 - 5:30pm to 6:30pm
Sterling Divinity Quadrangle (SDQ ), Yale Divinity School See map
M. Shawn Copeland, Professor of Systematic Theology at Boston College, will give the Taylor Lectures at Yale Divinity School on February 19, 20, and 21. All three lectures will take place at 5:30 p.m. in Niebuhr Hall, with a reception to follow the last.
Professor Copeland's lectures will explore the demands placed on theology by what she describes as the "weight, yearning, and urgency of life" in world plagued by "zones of abandonment." She will discuss how these demands push theology to grapple with the weight of social oppression and the social and personal suffering it causes; to meet with tenderness, compassion, and practical solidarity the yearning of the abandoned; and, in the face of death, to contest idolatry and nurture life.
View the Livestream at: https://livestream.com/yaledivinityschool/
Yale Divinity School
Original event page


In 2018, the international community is facing a multitude of challenges that do not stop at national borders, since they are present in both developed and developing countries. These include inequalities, gender gaps, corruption, food insecurity, inadequate education, the future of work, full employment, poverty, child labour, forced labour, decent work in global supply chains and climate change. In this context, international spaces such as the G20 are essential to allow governments to coordinate their policies in order to start addressing these issues.
G20 Engagement Groups welcome the adoption by the G20 country members of a large number of High Level Principles, Statements, Toolkits, Roadmaps, Reports and Action Plans. We recognize the impact of these statements and commitments to address problematic and politically challenging issues.
We believe it is now time for the G20 to focus its energy on creating more enabling conditions for these commitments to be implemented and to follow up the already adopted ones by fostering concrete domestic measures. In 2014, the G20 leaders agreed on the goal of reducing the gap in labour participation rates between men and women by 25 per cent by 2025 ("25 by 25"). Despite this outstanding commitment, this goal will remain unfulfilled in 2025 unless each and every G20 country member adopts concrete and effective actions and monitors their results towards gender equity. Benefits have already been estimated: if women participated in the economy in the same way as men, there would be a 26% growth in global GDP by 2025.
We actively support the G20 goal of working towards more prosperous and inclusive societies with social justice and sustainable development. To ensure this is achieved, we urge leaders to take action to ensure the implementation of their commitments, especially by recommending that all G20 countries set out concrete strategies to foster the full participation of women in the economy and, therefore, contribute to the achievement of "25 by 25" commitment.
All engagement groups within G20 Argentina are fully committed to contribute with policy recommendations and action plans, from their own perspectives, to cooperate.


If the Department advances no reason why this material should be forbidden, then the Librarian has no administrative support; therefore there's nothing you can do. When inmates are permitted to buy these books for themselves, they're certainly free to request them thru ILL.
I can trace back the source of my attitude about such material to one morning years ago when I received a call from one of the ILL librarians from the public library we deal with. She was concerned about a couple 'true crime' title. "Are you joking? Do you really let them read this kind of stuff?" It was the first time I'd heard a member of the public objecting to the type of material that inmates were reading. We talked about it at some length, and it gave me something to think about.
After that conversation, I made this part of our library procedures: If the Librarian believes that a request runs counter to the legitimate penological objectives of the Department, the request will be denied and the inmate will be called to the library and informed. He then may appeal to the Superintendent, and the Superintendent may over-rule the Librarian.
But with me, it's a matter of conscience, and if the Superintendent ever does overrule me, then that's on the Superintendent, and I can live with that.
I think correctional librarianship illustrates one instance in our profession where the rights of the individual are subservient to the greater good of the larger society. As Librarians, we're not really trained to handle situations like this. It smacks of pontification, or moralizing.
Perhaps that's what it is. But if it is, it is for very sound, articulate reasons that are designed to serve both Keepers and the Kept.
Ah, the impetuousness of youth! At a scant 25 years of age, I found myself one sunny & gloriously warm early October morning reporting for the first time for work at the infamous Walpole State Prison. Two years prior to my ascending these steps, they were taking people out of Walpole, in body bags, at the estimated rate of once every three weeks.
As I walked up the broad concrete front steps — armed only with my master's degree in library science, an internship in prison library management, and a youthful willingness to serve bordering on naivete — I remember thinking of all the good I was going to accomplish. This good would take place because correctional libraries are about correcting and, after all, rehabilitation was the primary focus of any prison, the goal of any warden, the desire of all correctional employees, and the mission of the Department of Correction that I was working for.
Well, dreams die, and they die hard.
I gave myself a tough road to go, but, a scant two years later, the truth was finally hammered into my head. And ladies & gentlemen, if you intend on making corrections a career, please learn by heart the title of this post.
In correctional librarianship, it's not the librarianship that matters, or the rehabilitative programming, or the nice pleasant personality of the librarian, or the prisoners who are in the library trying to better themselves and transform their lives.
Psychiatric services don't come first.
Inmates reading to their children in the visiting room doesn't come first.
Buying hardcover bestsellers doesn't come first.
Developing library programs with a rehabilitative focus doesn't come first.
'Protecting the public' is the primary mission of all Departments of correction, and to achieve that mission you need security. Security is planning (some reactionary, some proactive), assessment, brainstorming, decision-making, policy creation, implementation, enforcement, and revision as needed. And this process is in constant motion.
Each time security objects to library material, rather than becoming indignant, you must use it as a learning experience. If you say "Why?" they'll give you an answer, and often they're coming from an angle that you hadn't considered. In these situations I've been known to say "I wouldn't have thought of that," and they've been known to answer "Well, it's my job to think of that." You get to further understand how the correctional mind works.
Correctional administrators have my utmost respect.
And I admire and love the officers who make it possible for me to try to help the people who need our help. Security comes first, because security must come first.
Without security, no socialization / education/ rehabilitation/ reclamation can take place. Security makes the correctional librarian's job possible.
Without security, you–the Librarian–are nothing.