Working with talented interior designers Rogue Designs, we responded to architect Ifor Rhys's basement extension by proposing a bold quarter-amphitheatre space to make a stunning feature out of the steps necessary to connect to the existing garden level.
The sweep of curved cream coloured steps are sculptural and inviting, and reflect light into the basement rooms. Raised planting beds with rendered walls tie in with the clean contemporary look, while a beautifully crafted hardwood deck creates a link with the parquet floored interior.
The simple curves are repeated in the rest of the garden to form generous planting beds and arcs of lawn around old established trees, making a relaxing haven which perfectly complements the basement courtyard.
Read more about this garden on Rogue's design blog here.


The kind folks of Ocean Spray sent me a pack containing their low in sugar fruit drinks (which are only 10 calories per serve!) and the challenge of one week full of healthy swaps I was delighted to participate, especially after making a point to retain a more healthy lifestyle for 2016 and having come back from a recent sojourn to the USA. A trip which saw me indulging a little too much in Mexican food and relying on our rental Jeep for getting from point A to B.
My healthy swaps began with the most obvious; swapping my consumption of fizzy soft drink. Something that has become an irritating habit, seeing me reaching for heavy carbonated drinks over water for hydration. Surprisingly I found this switch to be rather effortless. And while I am an avid lover of anything consisting of cranberry, I am at times doubtful over the actual taste of products that are low in sugar or low in fat. It was always safe to assume that in being slightly more on the healthy side the overall taste and consistency would be compromised. But Ocean Spray have definitely busted that myth for me. Not only are these low sugar fruit drinks versatile and a great 'swap' for those unhealthy drinks people consume daily, such as fizzy soda, but they are also incredibly delicious and refreshing (especially when chilled). I didn't detect a note of compromise, only that fruity, tart taste of cranberry that I adore. Making these low sugar fruit drinks a great everyday beverage option for those looking to cut calories but keep taste.
The other swaps I decided to implement was switching from greasy fast food (damn those cravings!) to a healthier and more satisfying alternative like salads. And to swap going for a run from every second (or third) day to daily. Overall switching my soft drink consumption to Ocean Spray's low sugar fruit juice has been the easiest to transition into. My other endeavors not so much, however I am determined to see this through.


A man handed over an e-bike to the police after finding out that they were looking for him through a Stomp report.
In the report that was published on Jul 23, it was stated that the police were looking for a man in relation to a case of criminal misappropriation of property that took place at Block 457 Ang Mo Kio on Jun 25.
The police released a photo of the man and appealed for anyone with information about him to come forward.
Less than 24 hours after the story was published, a man reached out to Stomp via telephone and identified himself as the individual in the photo. He told us that the 'property' the police were referring to is an e-bike.
Following a conversation with him, Stomp alerted the police.
Thereafter, we advised the man to hand over the e-bike to officers at any police post.
The man obliged, and agreed to meet a Stomp reporter to share his side of the story.
We met the man, How, near Teck Ghee Neighbourhood Police Post yesterday (Jul 24) at 2pm.
There, the 63-year-old told us that he initially saw the small, black e-bike at the void deck of Block 457 Ang Mo Kio near a lift landing on Jun 25.
He said he felt the mobility device would 'get lost', and placed it at a bicycle rack a few metres away.
According to How, he thought about it again and came to the conclusion that the same thing would happen if the unlocked e-bike was left at the rack. As such, he decided to take it home.
He expressed no interest in using the e-bike and told Stomp he did not know what to do with the item.
How explained that it did not cross his mind to hand it over to the police as he was always exhausted after work.
He was subsequently alerted to the Stomp story by a relative on Jul 23. Shortly after that, he reached out to us.
He said that what he has done was 'stupid', and described what he is going through now as 'torturing'. He also told us he has learnt the hard way not to be a 'busybody' in future.
"Sorry I caused alarm to him or her."
How mentioned that the case has come at a bad time for him as he had been having disagreements with his family.
Things in his household have improved somewhat prior to the events that have transpired, but the Ang Mo Kio resident is unsure if he can weather the storm after this.
He currently earns around $2,000 a month, and hopes that his livelihood will not be affected by what has happened.
Following our meeting, How handed over the e-bike to officers at Teck Ghee Neighbourhood Police Post.


Successful businesses often require years of hard work and dedication. Whether you are contemplating semi-retirement, capital preservation, the sale of your business to a third party or you wish to transfer the business to a family member, Mew and Company provides Vancouver-based business consulting services and can advise on the optimal tax structure you need to expedite a successful succession plan.
Succession planning is extremely complex and requires expert advice to ensure your capital is preserved or transferred onward with as little taxation as possible. We have extensive experience with corporate reorganizations and setting up family trusts. As a trusted team of corporate tax accountants, our business consulting services help you minimize risks for your business and the long-term benefit of your family and employees.


Just when you thought desktop Linux was ugly, someone made it pretty.
Just days after Mark Shuttleworth asked the Linux desktop community make pretty things, Make Tech Easier has come along and created a UI for Ubuntu that looks just like Mac OSX.
It's pretty astounding how quickly this was able to be done. Now if only someone could port all the necessary apps.


text:
LudicaMente era un evento fieristico annuale tenuto a Mantova, dedicato al "gioco non tecnologico". La manifestazione aveva lo scopo di divulgare la cultura del gioco non legato all'utilizzo di mezzi tecnologici, come computer o strumenti elettronici.

La prima edizione risale al 2003: l'evento era promosso dal Comitato Organizzatore della Fiera del Gioco non Tecnologico, ed era patrocinato dal comune e dalla provincia di Mantova. La manifestazione si rivolgeva sia ad un pubblico generalista, con aree di gioco libero per provare i giochi presentati e tornei, sia al pubblico degli sviluppatori di giochi, con un'area per i giochi autoprodotti (presente dal 2003 e organizzata da Angelo Porazzi) e una area espositiva di vendita. Vi erano anche iniziative di gioco gestite assieme ad altre associazioni ludiche italiane.

I giochi protagonisti della manifestazione potevano essere ricondotti a due filoni principali: il "gioco di strada" e il "gioco di società". Il primo aveva luogo nel centro storico di Mantova, il secondo a partire dalla sesta edizione trovò posto nel PalaBam, palazzetto dello Sport e Centro Polifunzionale Fieristico di Mantova.
L'ultima edizione del 2008 raccolse circa 30 000 visitatori.

Giochi
I seguenti generi erano tra quelli più rappresentati alla manifestazione:
Giochi di carte tradizionali
Giochi di carte collezionabili
"Giochi dimenticati", giochi tradizionali oggi in disuso
Giochi da scacchiera
Giochi da tavolo
Giochi di ruolo classici
Giochi di ruolo dal vivo
Wargame tridimensionali
Giochi giganti (riproduzioni in scala maggiorata di giochi da tavolo tradizionali)

Note

Mantova
Festival ludici

redpajama_set_name: RedPajamaWikipedia


Our website features all of the best Etowah, NC real estate for sale real estate search for homes, condos and foreclosure properties available. It is the only site you will ever need! It is easy-to-use and updated by the official Realtor®'s database every 15 minutes.


Exploring Cornish dialect with Lanivet Primary School. A clay model of a 'want' (mole).
An exhibition of artwork, created by Primary School Children from around Cornwall and inspired by local farmers stories, will be on display from the 27th July - 3rd August at Heartlands in Pool.
The work on display has been created as part of the project, 'Tallys an Tir; Traditions & Stories of the Land', led by the Institute of Cornish Studies at the University of Exeter.
The year-long project, has also been working within 5 communities around Cornwall, capturing and sharing stories that relate to the Cornish landscape. Local groups have been busy collecting memories, photographs, maps and objects, which will be brought together for a celebratory event in each area. These events will take place over the summer. The project has been funded by the Heritage Lottery Fund and FEAST Cornwall.
The 'Tallys an Tir' project is also working on an Education Ideas Pack for Primary Schools, using a series of 10 digital farming stories as starting points for learning. This will be officially released later this year; information on it will be available at the exhibition at Heartlands.


4076 Citrus View Dr is a parcel of land located in Piru, California and has a legal description provided by the local assessor of VEN:0561302450. The Arivify.com account number for this parcel is VEN-0561302450.
This parcel is owned by Ramon & Rosa Ortiz and can be described as a Resid. Single Family.
For more information regarding 4076 Citrus View Dr including construction details, assessments, previous owners, and sales data please look below.


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« He's Just Not That Into You (2009) | Main | Hot Docs '19: For Sama »
Wall Street: Money Never Sleeps (2010) + Legend of the Guardians: The Owls of Ga'Hoole (2009)
WALL STREET: MONEY NEVER SLEEPS
**/****
starring Michael Douglas, Shia LaBeouf, Josh Brolin, Frank Langella
screenplay by Allan Loeb and Stephen Schiff
directed by Oliver Stone
LEGEND OF THE GUARDIANS: THE OWLS OF GA'HOOLE
*½/****
screenplay by John Orloff and Emil Stern, based on the novel Guardians of Ga'Hoole by Kathryn Lasky
directed by Zack Snyder
by Ian Pugh SPOILER WARNING IN EFFECT. Oliver Stone has a penchant for writing himself into living history, and normally, it's quite fascinating. By making movies about historical events whose ramifications have not yet fully materialized, he engages in a battle of wits with the unfamiliar. He tries to understand what's unfolding at this very moment, constantly on the lookout for something resembling closure. From that perspective, Wall Street: Money Never Sleeps (hereafter Wall Street 2) suffers from Stone's familiarity with the subject. Having already made a movie about the chaos of the free market, he knows exactly what he wants to say from the outset. Our boy Gordon Gekko (Michael Douglas) spent the Clinton years behind bars, leaving his personal life in shambles. Beloved son Rudy has died of a drug overdose, and hitherto-unmentioned daughter Winnie (Carey Mulligan) is--irony of ironies!--a lefty blogger who won't have anything to do with him. Enter her fiancé, Jake Moore (professional protégé Shia LaBeouf, who's convincing enough; and the character's name is More, get it?), an ambitious green-energy investor who wants to learn a few moves from a living legend. As fate would have it, the two men share a mutual enemy in Bretton James (Josh Brolin), the slimy businessman who sent Gekko to the slammer and spread a few market rumours that prompted Jake's mentor/father figure (Frank Langella) to commit suicide. Gekko sees the chance to rekindle his relationship with Winnie, while Jake wants to make a mint founded on revenge. Alliances are forged, tricks are played, trust is abused, and, above all, greed continues to rule the day. When the bottom falls out, you'd best be prepared for a lot of hand-wringing in the executive boardroom--but hell, you know there are more important things floating around here, right? Winnie announces her pregnancy on the very same day that the 2008 economy does its final nosedive. Where do you think Wall Street 2 is going to end up?
Today, the original Wall Street feels like a predictable morality play, though with Stone's usual approach in mind, I've chalked that up to our comfortable distance from the go-go '80s. The fundamental problem with Wall Street 2 isn't that we've become hip to the lessons since then, but that we've become hip to everything Stone has to say on the subject. He treats our current economic climate like one more opportunity to shower us with the same lectures about capitalism, which, with twenty-three years to mull over a new message, still add up to "Money isn't everything!" and "Nothing lasts forever!" To be fair, the film wants to establish that we are forever locked in a cycle of greed and recession, but it tells us this with an old man's wistful regret. Oh, if those whippersnappers had only listened to me the first time around, we wouldn't be in this mess. (This must be why Gekko is painted with broader strokes in Wall Street 2--he's even more obviously the liar and the villain of the piece this time--before a lame turnaround in the final minutes.) It must be said that there is some genuine pleasure to be found in the procession of familiar faces: Douglas/Gekko remains a smooth-talkin' motherfucker; Charlie Sheen has an appropriately fatuous cameo as Bud Fox (heading Bluestar Airlines has turned him into Bruce Wayne); and 94-year-old Eli Wallach brings a dignified rage to a minor supporting role. But the bottom line is, despite all the "relevance" that attends it, there was no need to revisit this material.
Zack Snyder's CGI "kiddie" flick Legend of the Guardians: The Owls of Ga'Hoole also covers plenty of well-trodden ground. Finally eschewing live-action altogether, Snyder applies his familiar camera tricks and ramping techniques to a legion of photorealistic owls, here engaged in military battle while wearing Doctor Doom masks. Surprisingly, it's not as obnoxious as Snyder's other efforts (even with the 3-D), but it's...odd, to say the least. Odd and boring, to say a little more. The threadbare script wastes no time in introducing the villainous "Pure Ones," an army of birds of the genus Tyto who have taken to kidnapping young owls. You've probably already guessed that it's an effort to promote racial purity: Tyto younglings are inducted into the army, while the "lesser" species are forced into work camps to find the bits of metal necessary to fuel an ill-defined superweapon--some bizarre cross between a Tesla coil and the Ark of the Covenant. Tyto Soren (voice of Jim Sturgess) resists and goes searching for the heroic Guardians of the title as his brother Kludd (Ryan Kwanten) stays with the party to be groomed for a dramatic showdown.
Legend of the Guardians fits comfortably with Snyder's other big-budget clunkers in the sense that it wants an extensive mythology in which to play around but hasn't the patience required to craft it in the first place. The life-changing, soul-searching journeys last all of five minutes, while training regimens are handily brushed aside by way of montage. It might be yet another crappy editing job performed on yet another kids' book, but you've gotta get to the Nazi-killin' as quickly as possible, my dear, and trusting your "gizzard" is the only moral justification you'll ever need. It is perhaps the only movie about World War II the "visionary director" of 300 could have made, the thematic inverse of Inglourious Basterds: for all its big talk about the physical/psychic toll of war and the disappointments of meeting one's icons, it still ends with an uncritical victory march and the installation of new legendary figureheads. Originally published: September 24, 2010.
Posted in 2000s, Action, Adventure, Animated, Australia, Authors: Ian Pugh, Drama, Family, Fantasy | Permalink

redpajama_set_name: RedPajamaCommonCrawl


Home » Scott's Blog » Welcome Home or Get Out?
Welcome Home or Get Out?
Last night we talked about how sometimes churches can make you feel really welcome, and other times they can make you feel incredibly lonely and wish you had never come. Our goal at New Story Church is to make every single person feel welcome – whether you've never been in church, had a bad experience with church, or been a part of church for your whole life. Share the time you felt most welcome in a church, or the time you felt like an uninvited party crasher. How did each make you feel?
I have visited numerous churches in a quest to find the right fit. While each person is different and has different needs, I think its important to welcome someone that you do not know and at least introduce yourself. If they are new, ask them to sit with you and introduce them to your friends. Many times, I think, people are too busy catching up with their own friends that they neglect first time visitors.
I know this going to sound weird . . . but my least favorite time of a worship service is the time called "passing the peace." It just seems awkward and forced. I like the concept and I like welcoming people, I just wish it felt more natural. Before and after worship services seem more authentic to me. When the pastor or worship leader has to say . . . "now let's pass the peace" . . . it just seems odd.
Maybe the thing to do as a regular attender is to not sit until the last minute – staying mobile – providing opportunity to speak to people as they come in the worship center. I have observed Pastors doing this before the first song – that made me feel welcome – others can do this too.
Passing the Peace is a mixed thing, it does cause you to be involved but it can be awkward also. My least favorite is being asked to stand or identify yourself if you are a visitor. Flip side is it is fun to go in wearing Bike Leathers and watching for the reactions of folks…… (sorry, I have a strange idea of fun).


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School of Social Policy
Health Services Management Centre
Teams and incentives: An evaluation of new models of care in Dudley
Dudley Clinical Commissioning Group (CCG) is leading a local partnership of organisations which has been selected as a Multispeciality Community Provider Vanguard within the NHS England New Models of Care Programme.
The Dudley Vanguard aims to develop a network of integrated, GP-led providers across health and social care, each working at a level of 60,000 people, reaching a total population of around 318,000 across Dudley. This system will see the frontline of care working as "teams without walls" for the benefit of patients, taking shared mutual responsibility for delivering shared outcomes. To incentivise and support general practices to adopt this new approach Dudley CCG has developed a new payments framework that will provide a local alternative to the national Quality and Outcomes Framework (QOF). This framework seeks to simplify and rationalise the incentives, increase the focus on care planning for people with long term conditions (LTCs) and include outcome measures that are the shared responsibility of primary and secondary care.
HSMC is working with the Strategy Unit and ICF International to undertake an evaluation of the new model of care in Dudley. This mixed methods, theory based evaluation will provide formative feedback as the programme develops and also draw out learning for other systems seeking to strengthen integration within primary care.
May 2016 - April 2017
Researcher(s)
Dr Robin Miller is leading from HSMC.
The evaluation has produced the following documents:
Summary of the findings
Dudley Clinical Commissioning Group.


text:
Q: GoogleDrive file download issue I am able to download file from GoogleDrive API.
Using the following code.
    NSString *url = [NSString stringWithFormat:@"https://www.googleapis.com/drive/v3/files/%@?alt=media",
                     identifier];

    GTMSessionFetcher *fetcher = [self.service.fetcherService fetcherWithURLString:url];
    [fetcher beginFetchWithCompletionHandler:^(NSData *data, NSError *error) {
        if (error == nil) {
            NSLog(@"Retrieved file content");
            // Do something with data

            UIImage *img = [UIImage imageWithData:data];
            NSLog(@"%@", img);

        } else {
            NSLog(@"An error occurred: %@", error);
            [self showErrorAlert:error];
        }
    }];

It was working fine.(Getting image from data)
Now its not able to compose image.
            UIImage *img = [UIImage imageWithData:data];
            NSLog(@"%@", img);

Its giving Null.

redpajama_set_name: RedPajamaStackExchange


Olympia - Williams 1-0-3, Kieser 2-6-10, Dillenburg 2-1-5, Elliott 5-0-12, Criswell 0-4-4, Olson 6-2-14, Schultz 2-0-4. Totals 18-13-52. Three point field goals (3) - Elliott 2, Willaims.
Junior varsity - Olympia 56, Pontiac 36.
Lincoln - Gallagher 0-0-0, Bunch 2-1-5, Young 8-6-22, Schrader 5-1-12, Werner 2-0-6, Heidbreder 0-0-0, Whalen 0-0-0, Pickering 0-0-0, Peters 1-0-2, Charron 0-0-0, Farmer 3-0-7, Komnick 0-1-1. Totals - 21-9-55. Three point field goals (4) - Werner 2, Schrader, Farmer.
Coach Alexander said: "Our kids are going to be focused for 32 minutes with our defense. That's the key to the success, that's the key to the program. ... This group here can really turn it on. They are a very good defensive team."
[FEB. 24, 2003] The Lincoln Christian College men's basketball team traveled to Northland Baptist Bible College and lost Friday night, 79-68. The Preachers were down only six at halftime, 38-32.
Leading scorers for Lincoln were Caleb Edson with 18 and John Holderby and Tim Schultz, who scored 14 each. Schultz and Kyle Rogier grabbed six rebounds each.
The Pioneers (11-19) were led in scoring by Craig Yarnell, who had 25 points and eight assists.
LCC, 10-19, will host the NCCAA Midwest Regional Tournament next weekend, Feb. 27- March 1. The Preachers play Friday at 8 p.m. against Moody Bible.
[FEB. 24, 2003] HUNTINGTON, W.Va. -- Gregg Alexander scored 21 points for the Illinois State men's basketball team as the Redbirds notched their first road victory of the year, a 57-53 win over Marshall, as part of ESPN's Bracket Buster Saturday in Huntington, W.Va.
Illinois State (6-18) was also paced by Baboucarr Bojang, who had 11 points and eight rebounds, while Casey Reid contributed 10 points and four assists.
Marshall (11-12) was led by Ronald Blackshear, who scored 16 points, and Marvin Black, who added 12.
Alexander scored the first bucket of the game as the Redbirds got off on the right foot before Marshall attacked and led by five with 17:00 to play in the first half. ISU cut the difference to one off a jumper by Vince Greene, leaving the Thundering Herd with a 10-9 edge with 14 minutes to go. Marshall kept the lead until 1:55 to go in the first before Alexander hit again, from the 3-point line, and gave ISU a 23-20 advantage en route to a 27-22 halftime lead.
Illinois State came out strong in the second, never trailing again in the game, and led by as many as 16, at 43-27 with 14:12 to play. There was a threat, however, as Marshall stormed back to within one, 48-49, at the 6:31 mark after Blackshear hit a trey of his own; but the Birds held on for the win after Alexander hit a jumper with 43 seconds remaining to secure the Redbird victory, 57-53.
Illinois State returns to conference action on Wednesday, Feb. 26, at Drake. Tipoff is set for 7:05 p.m.


text:
Q: Delete a record in MySql database by clicking a dynamically generated button in Winforms I'm new to programming and hoping someone will help me with my problem. I'm developing an e-commerce application and looking to add buttons to a dynamically generated list of items in the cart. I used a loop statement to go through each row of the table and show the results but I don't know how to remove a record once the user clicks a button. Here is the code for the cart. Please advise. end result screenshot
 private void CartPage_Load(object sender, EventArgs e)
    {

        DB db = new DB();

        DataTable table = new DataTable();
        MySqlDataAdapter adapter = new MySqlDataAdapter();
        MySqlCommand command = new MySqlCommand("SELECT * FROM `Product_Info` WHERE `Cart_Number` = @cart", db.getConnection());

        command.Parameters.Add("@cart", MySqlDbType.Int32).Value = Global.cart;

        adapter.SelectCommand = command;
        adapter.Fill(table);

        int rowcount = table.Rows.Count;

        if (rowcount > 0)
        {

            //MessageBox.Show("You have products");
            int Left = 45;
            int Top = 100;
            int rownumb = 0;

            for (int i = 0; i < rowcount; i++)
            {

                Label ProdName_label = new Label();
                this.Controls.Add(ProdName_label);
                Label Name_label = new Label();
                this.Controls.Add(Name_label);

                Label ProdNo_label = new Label();
                this.Controls.Add(ProdNo_label);
                Label No_label = new Label();
                this.Controls.Add(No_label);

                Label ProdQty_label = new Label();
                this.Controls.Add(ProdQty_label);
                Label Qty_label = new Label();
                this.Controls.Add(Qty_label);

                Label ProdPrice_label = new Label();
                this.Controls.Add(ProdPrice_label);
                Label Price_label = new Label();
                this.Controls.Add(Price_label);

                Label PrdSub_label = new Label();
                this.Controls.Add(PrdSub_label);
                Label Sub_label = new Label();
                this.Controls.Add(Sub_label);

                Button Remove_button = new Button();
                this.Controls.Add(Remove_button);

                Panel Product_panel = new Panel();
                this.Controls.Add(Product_panel);

                Product_panel.BackColor = System.Drawing.Color.White;
                Product_panel.Controls.Add(Remove_button);
                Product_panel.Controls.Add(PrdSub_label);
                Product_panel.Controls.Add(Sub_label);
                Product_panel.Controls.Add(ProdNo_label);
                Product_panel.Controls.Add(No_label);
                Product_panel.Controls.Add(ProdQty_label);
                Product_panel.Controls.Add(Qty_label);
                Product_panel.Controls.Add(ProdPrice_label);
                Product_panel.Controls.Add(Price_label);
                Product_panel.Controls.Add(ProdName_label);
                Product_panel.Controls.Add(Name_label);
                Product_panel.Location = new System.Drawing.Point(Left, Top);
                Product_panel.Name = "Product_panel";
                Product_panel.Size = new System.Drawing.Size(200, 200);
                Product_panel.TabIndex = 2;

                //
                // ProdName_label
                //

                ProdName_label.AutoSize = true;
                ProdName_label.Location = new System.Drawing.Point(28, 25);
                ProdName_label.Name = "ProdName_label";
                ProdName_label.Size = new System.Drawing.Size(195, 32);
                ProdName_label.TabIndex = 3;
                ProdName_label.Text = "Product Name:";

                Name_label.AutoSize = true;
                Name_label.Location = new System.Drawing.Point(145, 25);
                Name_label.Name = "Name_label";
                Name_label.Size = new System.Drawing.Size(195, 32);
                Name_label.TabIndex = 3;
                Name_label.Text = table.Rows[rownumb]["Prod_Name"].ToString();

                ////
                //// ProdNo_label
                ////
                ProdNo_label.AutoSize = true;
                ProdNo_label.Location = new System.Drawing.Point(28, 45);
                ProdNo_label.Name = "ProdNo_label";
                ProdNo_label.Size = new System.Drawing.Size(220, 32);
                ProdNo_label.TabIndex = 4;
                ProdNo_label.Text = "Product Number:";

                No_label.AutoSize = true;
                No_label.Location = new System.Drawing.Point(145, 45);
                No_label.Name = "No_label";
                No_label.Size = new System.Drawing.Size(220, 32);
                No_label.TabIndex = 4;
                No_label.Text = "1";
                No_label.Text = table.Rows[rownumb]["Prod_Number"].ToString();

                //
                // ProdPrice_label
                //
                ProdPrice_label.AutoSize = true;
                ProdPrice_label.Location = new System.Drawing.Point(28, 65);
                ProdPrice_label.Name = "ProdPrice_label";
                ProdPrice_label.Size = new System.Drawing.Size(80, 32);
                ProdPrice_label.TabIndex = 4;
                ProdPrice_label.Text = "Price:";

                Price_label.AutoSize = true;
                Price_label.Location = new System.Drawing.Point(145, 65);
                Price_label.Name = "Price_label";
                Price_label.Size = new System.Drawing.Size(80, 32);
                Price_label.TabIndex = 4;
                Price_label.Text = table.Rows[rownumb]["Prod_Price"].ToString();

                ////
                //// ProdQty_label
                ////
                ProdQty_label.AutoSize = true;
                ProdQty_label.Location = new System.Drawing.Point(28, 85);
                ProdQty_label.Name = "ProdQty_label";
                ProdQty_label.Size = new System.Drawing.Size(173, 32);
                ProdQty_label.TabIndex = 4;
                ProdQty_label.Text = "Product Q-ty:";

                Qty_label.AutoSize = true;
                Qty_label.Location = new System.Drawing.Point(145, 85);
                Qty_label.Name = "ProdQty_label";
                Qty_label.Size = new System.Drawing.Size(173, 32);
                Qty_label.TabIndex = 4;
                Qty_label.Text = table.Rows[rownumb]["Prod_Qty"].ToString();

                ////
                //// PrdSub_label
                ////
                PrdSub_label.AutoSize = true;
                PrdSub_label.Location = new System.Drawing.Point(28, 105);
                PrdSub_label.Name = "PrdSub_label";
                PrdSub_label.Size = new System.Drawing.Size(226, 32);
                PrdSub_label.TabIndex = 5;
                PrdSub_label.Text = "Product Subtotal:";

                Sub_label.AutoSize = true;
                Sub_label.Location = new System.Drawing.Point(145, 105);
                Sub_label.Name = "Sub_label";
                Sub_label.Size = new System.Drawing.Size(226, 32);
                Sub_label.TabIndex = 5;
                Sub_label.Text = table.Rows[rownumb]["Prod_Subtotal"].ToString();

                ////
                //// Remove_button
                ////
                Remove_button.BackColor = System.Drawing.Color.LightGreen;
                Remove_button.Location = new System.Drawing.Point(40, 150);
                Remove_button.Name = "Remove_button" + Convert.ToString(rownumb);
                Remove_button.Size = new System.Drawing.Size(120, 34);
                Remove_button.TabIndex = 3;
                Remove_button.Text = "Remove";
                Remove_button.UseVisualStyleBackColor = false;
                Remove_button.Click += new System.EventHandler(Remove_button_Click);

                Top += 220;
                rownumb += 1;
            }

        }

        else
        {
            MessageBox.Show("You don't have any products in your cart");
        }

    }

    private void Remove_button_Click(object sender, EventArgs e)
    {

        MessageBox.Show("Are you sure you want to remove this item?", "Remove", MessageBoxButtons.OKCancel, MessageBoxIcon.Question);

    }

A: Your issue apparently is "how do I know which button was clicked?".
You already know how to create a button, add it to the form and attach a click-handler:
   Button Remove_button = new Button();
   this.Controls.Add(Remove_button);

   Remove_button.Name = "Remove_button" + Convert.ToString(rownumb);
   Remove_button.Click += new System.EventHandler(Remove_button_Click);

To know which button was clicked, you can set its .Tag property:
   Remove_button.Tag = Convert.ToString(rownumb); // or whatever the primary key for this row is

Next, in the click handler, you need to read that property.
Fortunately, when the button calls the handler, it uses (a reference to) itself as the sender parameter.
So when you cast that sender to a Button, you get the real button that originated the command and you can access all its properties, such as .Tag:
    private void Remove_button_Click(object sender, EventArgs e)
    {
        Button clickedButton = (Button)sender;
        string rownumb = clickedButton.Tag;

        DialogResult selection = MessageBox.Show("Are you sure you want to remove item #" + rownumb + "?",
              "Remove", MessageBoxButtons.OKCancel, MessageBoxIcon.Question);

        // TODO execute a DELETE command for this row when the user clicked OK
    }


text:
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Electric car FAQs
Why would I want to buy an electric car?
Those who have driven electric cars extol the benefits of never having to stop at a gas station, of driving for pennies per mile, and of no oil changes. With federal and local tax incentives, some electric cars can be comparable in price to a similar conventional car—maybe even less. Counting tax incentives in California and those from the IRS, the Nissan Leaf will cost some buyers only $20,280. And the state allows lone EV drivers access to carpool lanes even after that privilege has expired for hybrid drivers. Even with those benefits, many EV drivers will be early adopters who buy an electric car to make a statement about their environmental consciousness, to reduce foreign oil consumption, or to have the latest technology.
Are they for real?
Yes. Tesla, Nissan, and Ford all offer pure electric cars for sale nationwide, the former two in sizeable volumes. So does General Motors with its Chevrolet Volt range-extended electric vehicle, and Ford with its Fusion Energi and C-Max Energi plug-in hybrids.
Why are automakers building them?
Automakers are investing in electric cars for a variety of reasons, including consumer demand, meeting new fuel-economy requirements, and zero-emissions mandates from California. Automakers have also found that some buyers want cars that express their social consciousness by symbolizing their reluctance to contribute to importing oil from unstable, unsympathetic regimes, anger over recent gasoline price spikes, and outrage over oil spills. In light of the success of the Toyota Prius with these buyers, electric cars and plug-in hybrids are a logical next step.
How efficient are they?
Electric cars are up to three times as efficient as gasoline-powered cars. That's primarily because electric motors are 90-percent efficient at converting energy into motion, compared to 30 to 40 percent for conventional cars and hybrids. But considering the energy lost in producing, transmitting, and storing electricity, the real differences are much smaller. But in regions with renewable and clean electric production, electric cars still maintain much of their advantage.
Don't they just shift power production to dirty coal plants?
Power is never free. Today, almost half of America's electricity comes from coal, which generates significantly more emissions than other sources. A 2005 joint study by an electric-utility industry organization and the National Resources Defense council estimates that introducing significant numbers of plug-in hybrids with a range of 20 miles of electric driving on American roads would cut global warming pollution by at least 163 million tons annually. Oil dependence is easier to gauge: An estimate by the Federal Highway Administration is a savings of 550 million gallons a year.
What types of electric cars are available?
There are primarily three types:
All-electric cars that run on batteries and have to be recharged when the batteries run flat.
Plug-in hybrids that rely on electricity from the wall and a gasoline engine.
Extended-range electric vehicles, such as the Chevrolet Volt, that are a type of plug-in hybrid that runs purely on electricity, but when the battery runs out, an on-board engine recharges it. The gasoline engine acts only as a generator to provide electricity for longer trips, and it does not directly drive the wheels.
What models are available?
The Nissan Leaf, Mitsubishi iMiev, Ford Focus Electric, and Tesla Model S are available nationwide, as are plug-in hybrids such as the Chevrolet Volt, Ford Fusion Energi, and Ford C-Max Energi.
Other electric cars, such as the Chevrolet Spark EV, the Fiat 500e, Honda Fit EV, Toyota RAV4 EV, and the upcoming Volkswagen eGolf, are available in limited numbers only in California and select other states to meet state mandates for electric vehicles.
Prices range from $23,000 for the slow and unrefined Mitsubishi iMiev to over $100,000 for the sporty and luxurious Tesla Model S, our Top Pick for 2014. Most cost around $30,000. All pure EVs are eligible for a $7,500 federal tax rebate in addition to other state and local tax credits.
How far can I drive?
Most of the pure electric cars on the way have a range of about 100 miles between charges. Some models, such as the Tesla Model S expected to debut in 2012, will have larger optional batteries that can go up to a claimed 300 miles. Others, such as the Chevrolet Volt and the Fisker Karma will only be able to go short distances (less than 40 miles for the Volt) on electricity, but have gas engines that can carry them farther when the need arises.
How much will it cost to charge?
Electricity rates vary across the country, from a low of 5 cents per kilowatt-hour to a high of more than 29 cents in Hawaii. At our test track in Connecticut, we pay the highest rates in the continental United States at 19 cents per kWh.
The cost to charge an electric car depends on your electric rates and the size of the batteries. For a Chevrolet Volt, which has relatively small battery capacity and doesn't rely on them as its sole energy source, charging takes about 10 kWh. So a full charge would cost between 56 cents and $1.90 a day (or $2.90 in Hawaii), which would take you about 35 miles. A Nissan Leaf would cost between $1.25 and $4.50, which will carry you about 80 miles. Charging a Tesla costs much more: $2.65 to $9, but you can go about 200 miles on that charge.
Overall, you can expect an electric car to cost about 4 cents a mile to charge at national average electric rates. A conventional car that gets 30 mpg would cost about 9 cents a mile to fuel.
What type of charger do I need?
There are three levels of chargers:
Level 1 is a 110-volt charger that can charge a plug-in hybrid or extended-range electric vehicle overnight, but would take more than 24-hours to charge a pure electric vehicle. They will usually be built into the vehicle and can be used for "opportunity charging" when another type of charger isn't available.
Level 2 is a 220-volt charger, which most electric-car owners will purchase to charge their cars overnight in their homes. A Level 2 charger can charge a pure electric car such as the Nissan Leaf, Mini-E, or the coming Ford Focus EV in 8 to 10 hours.
Level 3 is known as fast charging. These chargers will primarily provide direct current at up to 500 volts. Level 3 chargers will be installed in public places and can provide an 80 percent charge to a full electric car in under a half hour.
What is an EVSE?
EVSE stands for Electric Vehicle Supply Equipment. Though not technically a charger, it is the box on the wall (or a post in a parking lot) that you plug an electric car into to recharge it. (Electric cars have appropriate chargers built into them.) The EVSE is the part that most people may call a "charger," because it is an accessory that costs extra. For consumers considering an electric vehicle, a Level II EVSE for the garage should cost between $500 and $900, though prices are coming down fast. Installation can more than double that amount, depending on the configuration of your house.
How much will a charger cost?
Level 1 chargers are included with all the cars coming on the market.
Level 2 chargers cost $400 to $800, plus the cost of pulling a dedicated 220-volt outlet to your garage or driveway, which may be significant.
Level 3 chargers are expected to cost as much as $60,000 to install, and consequently will not be for home use. Malls, restaurants, or parking garages may install them, and they will probably charge by the hour for their use.
How big a circuit will I need?
While hybrid models such as the Chevrolet Volt and plug-in Toyota Prius have a built-in charger that can charge the battery overnight on a standard 110-volt household outlet, pure electric cars will require a separate charger that requires at least a 220-volt, 20-amp circuit. 30 or 40 amp circuits will charge faster. Any electric-car charger has to be on a dedicated circuit. Even plug-in hybrids will be much easier to live with if you have a 220-volt charger, which can cut your charge time in half.
Will electric cars work in the winter?
Using the heater, lights, and wiper (or to a lesser degree the air conditioner in the summer) can use up to half the battery's charge. The batteries also have a little less energy in the winter. At their worst, we found our Nissan Leaf and our Tesla Model S lost about 20 percent of their average range on the coldest winter days.
How long will the batteries last?
As batteries wear, their capacity to absorb a charge diminishes. So the range of electric cars will diminish with age. General Motors and Nissan, the first two companies to introduce electric cars in the United States, are providing battery warranties of eight years or 100,000 miles. In California and 15 other states that follow California emissions laws, GM will have to warranty the batteries to 10 years or 150,000 miles.
Can the batteries catch fire?
They have in a couple of widely publicized cases in the Tesla Model S. But they don't explode spontaneously and drivers have had plenty of warning and time to escape.Lithium-ion batteries are a lot less volatile than gasoline. Tesla has addressed the battery-fire concerns with a recall.
For more on saving fuel, see our guide to fuel economy. To learn about electric cars and other alternative technologies, see our guide to alternative fuels.
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text:
Q: ubuntu-desktop in lxc with ubuntu server as the host I've recently installed Ubuntu 18.04 server and would like to use it as a desktop without interfering too much with the server part.
This should be possible using linux containers (lxd). The problem is that when I launch an ubuntu container, install ubuntu-desktop in it, mount /dev/tty7, and run xinit, two things happen:
1) black screen with a motionless cursor (not mouse) in the top left. keyboard doesn't work, requires restart
2) in the Xorg log, I find this error:

xf86EnableIOPorts: failed to set IOPL for I/O (Operation not permitted)

A: It should be doable to launch an X11 server in a LXD container when there is no X11 server running on the host.
See this post for details on running X11 apps in a container and directing the output to an existing X11 server on the host. In this post there is a prerequisite section which you have to attend to here as well.
For this distinct case of running the full X11 server inside a LXD container, you would need to pass any necessary devices from the host into the container, making sure that the ownership and permission mode is suitable for each. You may need to upgrade to LXD 3.2 (snap package) if there is an issue with specifying the ownership or mode of a device.
To go back to your original question, it would help to list the devices that you are trying to push into the container, and their ownership/mode.

A: The above link to Simos's blog shows one approach to running a gui in LXD container.
Alexandre Dey's published a GitHub which has a very good method as well and is actually a bit more flexible in terms of supporting multiple users of the LXD container desktop.
https://github.com/AlexandreDey/ContainerBox
Alexandre is currently working on updating ContainerBox documentation as well as I believe implementing the newe LXD 3.x.x Device PROXY capability for the graphics & audio.  (read the "issues" section comment about this on his github page).  You should read all of those "issues" anyway because until he updates the documentation some of what are in the comments clarifies what is currently missing in his current README file.


text:
Infusing Service Learning Into the Counselor Education Curriculum
Apr 29, 2020 | Volume 10 - Issue 2
Kristen Arla Langellier, Randall L. Astramovich, Elizabeth A. Doughty Horn
Counselors are frequently called upon to be advocates for their clients and, more broadly, to advocate for the counseling profession. However, many new counselors struggle with integrating advocacy work in their counseling practice. This article provides an overview of service learning and identifies ways counselor educators may foster advocacy skills among counselors-in-training through the use of planned service learning experiences in the counselor education curriculum. The authors then provide examples of service learning activities for use within the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 core curricular areas, including professional orientation and ethical practice, social and cultural diversity, career development, helping relationships, and group work.
Keywords: advocacy, service learning, counselor education, ACA, CACREP
University faculty members frequently include service learning experiences in the undergraduate curriculum as a means for helping prepare students to develop as community members through meaningful civic engagement experiences that are augmented with classroom education (Servaty-Seib & Tedrick Parikh, 2014; Stanton & Wagner, 2006). Unfortunately, service learning assignments tend to diminish significantly as students make the transition from undergraduate to graduate education (Jett & Delgado-Romero, 2009; Servaty-Seib & Tedrick Parikh, 2014; Stanton & Wagner, 2006). Much of the existing scholarly literature centers around the impact of service learning on students who are at a traditional undergraduate age (Jett & Delgado-Romero, 2009; Servaty-Seib & Tedrick Parikh, 2014). The lack of service learning opportunities in the graduate curriculum is surprising, given that service learning may help students develop a deeper sense of community, appreciate others' perspectives, and identify avenues for contributing to social change (Cipolle, 2010).
Within graduate counselor training programs, counselor educators could more frequently utilize service learning projects (SLPs) in order to enhance knowledge of diverse community cultures among counselors-in-training (CITs) as well as provide CITs with opportunities to assess community needs and implement advocacy efforts. The counseling profession's Multicultural and Social Justice Counseling Competencies (MSJCC), revised in 2016, states the importance of "integrating social justice advocacy into the various modalities of counseling" (Ratts et al., 2016, p. 31). In addition, the MSJCC posits that counselors and counselor educators conceptualize clients through a socioecological lens so as to understand the social structures affecting their world. Service learning curricula often include a social justice focus, which has been demonstrated to help students understand the structures in place that oppress others (Tinkler et al., 2015). With these guidelines in mind, the purpose of this article is to provide practical suggestions to help counselor educators infuse service learning into their curriculum, thus offering CITs more opportunities for personal and professional development.
Service learning was first introduced in the early 1900s as a method for fostering academic and social learning and advancements for students via community involvement (Barbee et al., 2003). Bringle and Hatcher (1995) defined service learning as
a credit-bearing, educational experience in which students a) participate in an organized service activity that meets identified community needs, and b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. (p. 112)
Since its inception, many disciplines have found service learning useful as a method of merging the academic with the practical; it has become popular with disciplines such as nursing (Backer Condon et al., 2015), teacher education (Tinkler et al., 2015), and public health (Sabo et al., 2015).
With respect to counselor education, there has been a diminutive amount of research related to the implementation and effectiveness of service learning. In 2009, Jett and Delgado-Romero described service learning as an area of developing research in counselor education, and this could still be said today. There is a paucity of literature regarding service learning in graduate education (Servaty-Seib & Tedrick Parikh, 2014) and, more specifically, within counselor education. Yet university faculty, particularly counselor educators, are tasked with the challenge of bridging academic theory and research with "real-world" experiences. Therefore, SLPs may serve as a method for students and faculty to connect with the community in which they live and beyond (Nikels et al., 2007).
After reviewing service learning literature, Dotson-Blake et al. (2010) determined successful SLPs contain five essential characteristics that contribute to the overall intention of service learning. They contended successful SLPs should be developed in concert with a community or professional partner, contain coherent and well-defined expectations, incorporate stakeholder support, consider students' developmental levels, allow ample opportunity for reflective practices, and broaden or expand because of the impact of the project (Dotson-Blake et al., 2010). Focusing on the above underpinnings of successful SLPs could potentially assist counselor educators in the planning and implementation stages of these sorts of projects, as they can take time and considerable effort to develop.
Service Learning and Social Justice
According to Cipolle (2010), social justice and service learning are interrelated. She asserted that service learning and social justice need to be considered together so as to accomplish a larger goal of connection with the community. An additional component to service learning is the development of critical consciousness. Students engaging in service learning as a means of social justice may gain compassion and understanding from their participation (Cipolle, 2010). A by-product of service learning with a social justice focus may be the development of self-awareness through students' opportunities to see for themselves how others live their lives; perhaps students will also see the impact of the dominant culture (Cipolle, 2010). Self-awareness is a key component of the 2016 MSJCC (Ratts et al., 2016) and is found throughout the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 Standards (CACREP, 2015). Additionally, the ACA Code of Ethics asserts that counselors should ascribe to self-awareness to maintain ethical practice and reflection (American Counseling Association [ACA], 2014).
Service Learning Versus Community Service
An important distinction between community service and service learning lies within the beneficiaries of each. Within community service, the beneficiaries are those receiving the service. Service learning posits a reciprocal model, with both the recipient of service and student benefitting from the project (Blankson et al., 2015). Thus, SLPs provide students with opportunities to be exposed to issues of social justice that may foster empathy and cultural self-awareness. Students can benefit from service learning as it may assist them in developing increased compassion for others (George, 2015). With the continued focus on social justice within many disciplines, SLPs may provide another avenue for counselor educators to help students more fully understand the diverse needs of their communities and advocate for the underserved.
Throughout participation in an SLP, and at the completion, students are encouraged to apply critical thinking to their efforts and reflect on progress, barriers, and benefits (Blankson et al., 2015). For successful service learning to occur, projects should be connected to specific course objectives. Such a curricular emphasis is not generally a component of community service initiatives. By combining student projects and course material, instructors are able to help students solidify course material into practical applications (McDonald & Dominguez, 2015). This experiential avenue may appeal to non-traditional learners and provide more integration of material than didactic coursework alone (Currie-Mueller & Littlefield, 2018).
Effects of Service Learning
Cipolle (2010) reported that students participating in early service learning received numerous benefits, including having higher self-confidence, feeling empowered, gaining self-awareness, developing patience and compassion, recognizing their privilege, and developing a connection and commitment to their community. All of these outcomes are consistent with the aims and goals of standards, competencies, and codes of ethics within the counseling profession (ACA, 2014; CACREP, 2015; Ratts et al., 2016).
Scott and Graham (2015) reported an increase in empathy and community engagement for school-age children when participating in service learning. They also reported that several previous works measured similar favorable effects among high school– and college-age individuals. Because of these overlapping desired effects and the need to incorporate social justice throughout the curriculum, service learning would fit well into current models of counselor education.
Service Learning Efforts in Counselor Education
The ACA Code of Ethics (2014) calls upon professional counselors to donate their time to services for which they receive little to no financial compensation. The incorporation of SLPs could provide an opportunity to fulfill this ethical obligation while training students and connecting with the community. A dearth of literature exists as to specific counselor education service learning efforts. Of the few results, many are focused on pre-practicum level SLPs (Barbee et al., 2003; Jett & Delgado-Romero, 2009), pedagogical tools woven into the multicultural and diversity-based courses (Burnett et al., 2004; Nikels et al., 2007), and group leadership training (Bjornestad et al., 2016; Midgett et al., 2016). Alvarado and Gonzalez (2013) studied the impact of an SLP on pre-practicum–level counseling students and found that students reported an increase in their confidence in using the core counseling skills and a deeper connection with the community outside of the university setting. Havlik et al. (2016) explored the effect SLPs had on CITs and found similar themes to Alvarado and Gonzalez, particularly that of raised levels of confidence in the ability to use the core counseling skills.
In other counselor education–related studies, researchers also reported positive impacts of service learning. One such impact was that of raised student self-efficacy (Barbee et al., 2003; Jett & Delgado-Romero, 2009; Murray et al., 2006). An added and practical benefit for students has also been a greater understanding and familiarity of the roles and settings of professional counselors and a deepened understanding of counselors' roles within professional agencies. Students were able to examine their own professional interests prior to practicum work and participate in valuable networking experiences with other professionals (Jett & Delgado-Romero, 2009).
An increased compassion for the population with whom they work has been reported (Arnold & McMurtery, 2011) as a result of service learning. Burnett et al. (2005) reported increased counselor self-awareness, which is an important component of counselor education, regardless of delivery method, program accreditation, or instructor pedagogy. They also reported a component of a successful service learning course to be peer-learning. Peer-learning involves the giving and receiving of feedback, and this provides a foundation for experiences of group supervision feedback later in counseling programs (Burnett et al., 2005). A frequent reported result of participation in service learning has been increased multicultural competence and social justice awareness on the part of the student (Burnett et al., 2004; Lee & Kelley Petersen, 2018; Lee & McAdams, 2019; Shannonhouse et al., 2018). In short, the incorporation of SLPs would benefit counselor educators in developing desired qualities in beginning counselors while giving them opportunities to network and more fully integrate material.
Integrating Service Learning Into Counselor Education
Freire (2000) espoused that education should inspire students to become active and engaged members of the classroom in order to develop a deeper critical consciousness of society. Keeping Freire's goal in mind, counselor educators could utilize service learning to bridge the divide that exists between the "ivory tower" and communities outside of academia. Counselors are called to apply their theoretical knowledge to real-world clients and to be advocates for those whose voices are silenced because of various forms of oppression (ACA, 2014; CACREP, 2015; Ratts et al., 2016). Through participation in SLPs, students are able to see firsthand the effects of oppression and assist with creating solutions; often, the projects chosen contain an element of social justice (George, 2015). Furthermore, SLPs woven into coursework may provide the opportunity for students to begin finding their voices as advocates and activists in a supportive environment, where peers are available to assist with potential problems that may arise.
By encouraging CITs to participate in SLPs earlier and often within their graduate education, students may have more opportunities to engage with diverse populations and to experience community environments and sociopolitical influences faced by different groups. The focus of clinical work during the practicum and internship phases of counselor education typically emphasizes counselor skill development and client progress rather than community-focused perspectives (Barbee et al., 2003; Jett & Delgado-Romero, 2009). Thus, by incorporating SLPs into regular coursework, students may feel freer to engage holistically in a community system rather than focus narrowly on their own counseling skill development and individual client progress. For all SLPs, there is the potential for students to experience the project components as challenging to complete. In this situation, students may be redirected to identify and analyze barriers to the success of the project and to identify strategies for eliminating those barriers.
Gehlert et al. (2014) argued that SLPs can also serve as potential gatekeeping tools. They posited that by engaging with individuals outside of the classroom experience, especially earlier than the practicum stage, students might decide for themselves that the counseling profession is not the right choice for their career (Gehlert et al., 2014). They further contended that utilizing SLPs early in students' programs of study will allow the opportunity for faculty to identify students who might be in need of remediation plans before they are working with clients (Gehlert et al., 2014).
Counselors are urged to be advocates for the profession and for clients (ACA, 2014). Service learning may function as a natural initiation into that identity (Manis, 2012; Toporek & Worthington, 2014) and could possibly provide a bridge between an identity as a counselor and that of a counselor advocate. Another potential benefit of service learning is that students may be able to gain knowledge as to the realities of the profession beyond specific contact hour requirements to satisfy internship and licensure requirements. This could prove helpful as a gatekeeping tool as well. Students who find themselves disliking significant aspects of the profession might choose to leave the program without requiring faculty intervention.
Experiences of SLPs can be distilled into poster presentations or conference presentations. In this context, SLPs benefit both CITs and counselor educators, as professional development can occur for both. For students, conferences can be valuable networking opportunities, and for counselor educators, conference-related activities fall under required professional development (ACA, 2014; CACREP, 2015). Experiences could also serve as the foundation for manuscripts and research projects, both of which are considered professional development.
Service Learning Opportunities Within Specific Counseling Content Areas
CACREP (2015) provides counselor educators with standards for training that can be used to facilitate course development, learning objectives, and class assignments. Several core content areas within a CACREP-aligned counseling curriculum may offer instructors and students the chance to engage in SLPs. Because little information currently exists regarding best practices for service learning within counselor education, the authors created example SLPs that are based on CACREP standards and rooted in the relevant content area literature. These are designed to facilitate the development of advocacy skills in a variety of environments. It should be noted that with any SLP, it is important for counselor educators to engage in continued monitoring of projects and student placements. Given that SLPs provide a reciprocal benefit for both students and the community, it is important to ensure everyone involved is experiencing ongoing added value. Therefore, counselor educators are encouraged to create and maintain relationships with stakeholders for feedback throughout the SLP and to make adjustments as necessary.
Professional Orientation and Ethical Practice
Licensure remains an important topic within the counseling profession (Bergman, 2013; Bobby, 2013) and professional counselors are now able to obtain licensure in all states (Bergman, 2013; Urofsky, 2013). In order to become more familiar with state licensure policies and procedures, an SLP might involve student interviews with a member of the state licensure board and reflection upon that experience through a written journal entry. Questions posed to the board member could range from the practical aspects of obtaining a license in their state to the broader implications of ethical issues the board encounters. Student findings could then be utilized to develop a project involving the entire class in which students brainstorm ideas about what assistance the board might need in terms of outreach or advocacy. Examples could include barriers to licensure because of cost or English as a second language (making the testing aspect of obtaining licensure difficult). Students and faculty could use class time deciding what action to take and then implement and assess their plan.
Another example of an SLP that falls under this core content area is for students to volunteer time (e.g., 6 hours or more over a semester) assisting their state branch of ACA. An important aspect of the profession of counseling is involvement with relevant policy and legislation (Bergman, 2013). Students interested in getting involved in this area could spend time working with the lobbyist for their state's ACA branch (provided the state has retained a lobbyist) in order to assist them in advocating for the profession. Simple tasks such as assisting with office work can be of significant help to one working in a high-stress position and can prepare students for the realities of clinical work. State and federal government have a significant role in shaping the profession (Bergman, 2013), and because of this, counselor educators can utilize service learning in order to inspire students to become involved early in their careers.
Should the state ACA branch not have retained a lobbyist, students can work with branch leadership in order to determine barriers. Perhaps costs are prohibitive, in which case students could help with fundraising efforts and outreach. Encouraging master's students to take interest in policy and legislation pertaining to the profession will give them the foundation for making meaningful change and assisting with social justice efforts (Cipolle, 2010; Bergman, 2013).
Social and Cultural Diversity
Much of the existing literature regarding service learning and counselor education focuses on social and cultural diversity with regards to SLPs (Burnett et al., 2004). Philosophically, SLPs align with the aims and scope of the MSJCC (Ratts et al., 2016). Frequently, course assignments contain a cultural immersion project in order for counselors to encounter experiences in which their personal values might cause a conflict when working with clients (Burnett et al., 2004; Canfield et al., 2009). Service learning experiences could easily augment the student learning process within multicultural or diversity courses by helping students experience cultural immersion, which may foster greater compassion, empathy, and cultural sensitivity (Cipolle, 2010; Burnett et al., 2004).
One possibility for a social and cultural diversity–focused SLP would involve students working at a shelter for homeless populations or a center for refugees. Students could also find an organization that serves a minority or oppressed population and partner with them to help fill a need they are experiencing. Students would therefore gain experience working with people from groups with whom they may have limited prior experience. This can assist with students identifying their own privileges prior to working in the counseling setting. Ideally, students would contact the shelter or center at the start of the semester in order to ascertain the exact needs of the agency.
An additional SLP could focus on assisting an organization that advocates for minority or oppressed populations. This also emphasizes gaining experience with diverse populations; however, students would have more freedom in choosing the specific population and could gain more experience in understanding the systems involved in advocacy work. Ideally, the instructor would encourage students to choose organizations in which the student is challenged by their privileges (e.g., not being identified as a member of the population served). Through this project, students have the opportunity to work with a wider variety of individuals and help to bring about social change via their specific project goals. For instance, students could choose a women's health center that has experienced a decline in attendance. The students might investigate and discover a particular city bus route was discontinued, making transportation to the health center difficult for residents. Students might then partner with various organizations with van access (such as churches) and raise money for weekly transportation in and out of the area.
Within the career development area of the CACREP core curriculum, students have the possibility of learning about their own careers and the impact careers have on the lives of clients. Examples of SLPs can include opportunities for students to immerse themselves within various aspects of career development. Several SLPs could come from partnering with a local employment agency. Students could discover barriers to employment for members of the local community and implement a project to alleviate some of those barriers. For example, students might discover a lack of late-night childcare in their community, which affects those working during the evening and night. They might implement a project in which university students provide childcare for a reasonable cost to the parents, making finding employment easier. If liability issues make this too difficult, students could focus their attention on fundraising to hire more qualified individuals to provide the childcare.
As mental health and wellness are primary foci of professional counselors (ACA, 2014; CACREP, 2015), a second potential SLP assignment related to career development could be for students to partner with a local business and provide mental health and wellness screenings, and education via seminars or workshops. Ideally, students would familiarize themselves with the company insurance (or lack thereof) and prepare referrals and resources accordingly. Workshops and seminars could be an avenue for educating employees and the community at large about wellness, prevention, and good mental health. These could be delivered via "brown bag lunches" or more formal trainings for employees.
Helping Relationships
As CITs progress though counselor education programs, it might be helpful for them to discover new ways to employ their skills in helping relationships outside of counseling sessions. Much of the aforementioned scholarship exploring service learning within counselor education discovered an increase in self-efficacy with respect to core counseling skills as a result of participating in SLPs (Alvarado & Gonzalez, 2013; Havlik et al., 2016). An SLP suitable for this core curriculum could be to partner with a suicide prevention agency and provide assistance where needed. For example, students might work on a suicide hotline or provide referrals for people in distress, utilizing their relationship-building skills and reflective listening while learning about suicide assessment or prevention efforts within the community. Of course, it is important to consider students' level of development and readiness to work with individuals who are suicidal. Counselor educators should ensure there are appropriate supports and supervision for students in these settings. A related project could be for school counseling students to partner with such an organization to create a developmentally appropriate suicide education presentation for high school–age children and deliver it to area schools.
Another SLP focused on the helping relationship might involve students seeking non-counseling placements at local counseling agencies or private practice settings. Ideally, students would have the opportunity to immerse themselves in many elements of practice without having a focus on accruing direct client contact hours. Spending time at an agency before practice might provide students with opportunities to learn many aspects of the profession and the operations of the agency, which in turn could help students decide within which settings they would like to work. This project might also help inform students about potential barriers clients might face in accessing services. They could develop a plan for removing the barriers, which might include identifying potential sources of funding for the project (e.g., grants, scholarships, community donations) and providing an outline of how to access this funding. Another potential benefit to this project is that it could provide students with the opportunity to network within the local counseling community and connect agencies with potential interns.
SLPs that correspond to group work can be similar to those under the helping relationships core curriculum. For example, students could partner with a local counseling agency that provides group counseling services. Students could determine if clients encounter any barriers to receiving group counseling and implement a plan for eliminating the barrier(s). A further example is perhaps if the agency has a group in which they would like to see more culturally relevant topics used in order to attract a more diverse group of clients. Students partnering with this agency could perform outreach to discover what clients would like to see at the group and any barriers, such as transportation, to attending this group. Another possibility for an SLP is for students to facilitate a group counseling experience for an agency or shelter for no cost to those participating in the group.
SLPs have the potential to enhance the learning experiences of students within graduate counselor education programs. Although not previously emphasized within counselor training, SLPs may be developed and implemented within a variety of core counseling content areas as suggested by CACREP (2015). From an advocacy and social justice perspective, SLPs also may provide students with multiple opportunities to experience the needs of clients and identify barriers to providing counseling services with diverse client populations. Ultimately, by utilizing SLPs, counselor educators can help foster CITs' advocacy and social justice identities, preparing them for work as responsible citizens and effective counselors.
Conflict of Interest and Funding Disclosure
The authors reported no conflict of interest
or funding contributions for the development
of this manuscript.
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Kristen Arla Langellier, PhD, NCC, is an assistant professor at the University of South Dakota. Randall L. Astramovich, PhD, LCPC, is an associate professor at Idaho State University. Elizabeth A. Doughty Horn, PhD, LCPC, is a professor at Idaho State University. Correspondence may be addressed to Kristen Langellier, Division of Counseling and Psychology in Education, University of South Dakota, 414 E. Clark St., Vermillion, SD 57069, kristen.langellier@usd.edu.
Book Review—College Counseling and Student Development: Theory, Practice, and Campus Collaboration December 22, 2022
Reflections on Power From Feminist Women Counselor Educators November 9, 2022
Evaluating the Impact of Solution-Focused Brief Therapy on Hope and Clinical Symptoms With Latine Clients November 9, 2022
Guidelines and Recommendations for Writing a Rigorous Quantitative Methods Section in Counseling and Related Fields November 9, 2022


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What concerns you most about travelling on public transport?
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