text:
Police found Thomas and kidnapping suspect Tad Cummins in Northern California on Thursday.
"We were ecstatic," said Kat Bozeman, Thomas' oldest sister. "We're so happy that California police worked quickly and were able to find them and get her safe."
"I believe the FBI are going to make sure she's healthy before she comes home," she said. "We'll make sure she'll get what therapy she needs and that she's safe, that she knows she's safe."
Bozeman declined to comment on Cummins. Cummins, Thomas' former teacher, faces a federal charge of transporting a minor across state lines for the purpose of sexual intercourse.
"Like we've always said from the beginning, law enforcement will deal with him and our only concern was her to be returned safely," she said.
Members of the St. Catherine Church in Columbia, where Thomas and her family attend, said her safe retrieval was an answered prayer.
Thomas has been included in prayers at every Mass since she was reported missing.
"I'm just so glad this is over and that she's been found safe," said Pat Jakubisin, a member at St. Catherine.
Paula Boand has known the Thomas family for 12 years and lives up the street from Thomas' residence on a dairy farm.
"Thank God our prayers have been answered," Boand said. "We're glad she's been found and that she's safe.
"I will continue to keep her in my prayers for her mental well-being, as well as her physical well-being, and let her know we love her," she said.
Rep. Sheila Butt, a Republican state lawmaker who represents Columbia, said Thursday was a great day for her community.
"When something like this happens, a community gets together and feels like this is one of our children," Butt said.
"This just feels like our prayers have been answered and the lost sheep is home."
She said she's proud of her community and is confident local officials will find a way to learn from this entire ordeal.
"I have known Tad Cummins over the years, and I think I could honestly tell you that I'm not surprised that she's safe. I will let the courts deal with the ramifications of what happened here," Butt said.
►Tad Cummins arrested, Elizabeth Thomas found safe in northern California
►Tad Cummins' wife files for divorce amidst Elizabeth Thomas Amber Alert
►Tad Cummins added to TBI Most Wanted list
► Teaching was dream job for kidnapping suspect Tad Cummins
A suspected kidnapping like this is a rarity in Columbia, said Mayor Dean Dickey.
"The longer it carries on, you seem to expect the worst," Dickey said. "With the information that I have seen and that is on Facebook, I'm glad to see that she is unharmed, as far as we know now. What happens to Tad will just have to come later."
Maury County Public Schools, in a Thursday news statement, thanked law enforcement for the safe conclusion of the case.
"The news of Elizabeth Thomas' safe return is wonderful news for our community, and now, we can begin healing as a community, school district and as families touched by the AMBER alert. Thanks go to all who have kept the message of finding Elizabeth Thomas and working on her safe return as top-of-mind throughout the nation," the statement said.
The district's statement also said it will continue its review of policies of notifying parents after potential student and staff or faculty incidents.
"We continue our efforts here with the policy-review task force whose members are focused on developing consistent procedures to assist each school when faced with allegations and investigations.
"Again, Maury County Public Schools is grateful to everyone who worked tirelessly to bring Elizabeth Thomas home safely."
►5 things we know about Tad Cummins
►Timeline shows troubling events before Elizabeth Thomas' disappearance
►Tad Cummins threatened teen with 'repercussions' before kidnapping, court papers say
►TBI: Tad Cummins searched 'teen marriage' on internet before kidnapping
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As regular visitors to this blog know, we love Joanne Fritz's About.com column and we read it assiduously.
We love Joanne's column even more after her recent post, No Money for Donor Acquisition? Focus on Retention, where she recaps comments from a Fundraising Success Magazine conference keynote by Roger Craver of The Agitator.
There's TG gold in them thar hills.
1. 84% of all donors prefer to be solicited by folks they know.
Not only is that the biblical approach. It turns out it's also the most effective approach. Go figure.
2. 20% of the typical donor database are missionaries who will communicate with others about your cause.
I've always said 10% of champions will move to the O (Owner) level. And to think I've been understating it all these years.
In any case, Joanne (paraphrasing Roger, I think) makes a great point here. To paraphrase it using language from a previous post, missionaries need to be equipped, not just encouraged, to share the cause. It takes tools, plans, training–the whole works. Precious, precious few nonprofits–Christian or otherwise–make their top development priority the equipping of their missionary champions.
Given the statistics Joanne and Roger have shared here, don't you think that should change?
Thanks so much for referencing my post! I think Roger is just so right and his presentation was excellent. I also thought about your concept of champions when I was listening to Roger. We really do need to identify those influencers/missionaries/champions to fundraise and then support them appropriately.
It was a great post, Joanne. I've referenced it in conversations and emails literally each day since I posted it! I hope everyone takes it to heart.


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Q: Confirmed features of .NET 4.0? Does anyone know what will be in .NET 4.0?
I found tuples on codeplex:
....
// NOTE : this is a TEMPORARY and a very minimalistic implementation of Tuple'2,
// as defined in http://devdiv/sites/docs/NetFX4/CLR/Specs/Base Class Libraries/Tuple Spec.docx
// We will remove this after we move to v4 and Tuple is actually in there
public struct Tuple<TFirst, TSecond>
....

A: Parallel Extensions
WCF/WF improvements
I expect BigInteger will be back, too. I'd really like to see a bunch of the F# immutable collections become part of ".NET proper" too - and that wouldn't surprise me at all.

A: I have seen the usage of dynamic keyword in C# 4.0 from Anders Hejlsberg's JAOO talk. It allows calling methods in a late-bindish way which will really help in COM interop scenarios.
Usage:
// Instead of this:
object calc = GetCalculator();
Type calcType = calc.GetType();
object res = calcType.InvokeMember("Add",
    BindingFlags.InvokeMethod, null,
    new int[] { 10, 20 });
int sum = Convert.ToInt32(res);

// you can write this:
dynamic calc = GetCalculator();
int sum = calc.Add(10, 20);

Static and Dynamic http://img266.imageshack.us/img266/9469/dynamicxf4.png

A: Glenn Block confirmed on a recent Herding Code episode that MEF would be part of .NET 4.0.

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简介: This course concentrates on recognizing and solving convex optimization problems that arise in applications. The syllabus includes: convex sets, functions, and optimization problems; basics of convex analysis; least-squares, linear and quadratic programs, semidefinite programming, minimax, extremal volume, and other problems; optimality conditions, duality theory, theorems of alternative, and applications; interior-point methods; applications to signal processing, statistics and machine learning, control and mechanical engineering, digital and analog circuit design, and finance.
简介: קורס זה עוסק במתמטיקה של בית ספר תיכון מנקודת מבט מתקדמת. מטרתו העיקרית היא לחשוף סטודנטים לעתיד לאופן שבו מתמטיקאים רואים מקצוע זה, ובכך להכין אותם ללימודי מתמטיקה ברמת אוניברסיטה.
简介: Advanced Analytic Methods in Science and Engineering is a comprehensive treatment of the advanced methods of applied mathematics. It was designed to strengthen the mathematical abilities of graduate students and train them to think on their own.
简介: This course analyzes the functions of a complex variable and the calculus of residues. It also covers subjects such as ordinary differential equations, partial differential equations, Bessel and Legendre functions, and the Sturm-Liouville theory.
简介: The topics for this course cover various aspects of complexity theory, such as the basic time and space classes, the polynomial-time hierarchy and the randomized classes . This is a pure theory class, so no applications were involved.
简介: The focus of the course is the concepts and techniques for solving the partial differential equations (PDE) that permeate various scientific disciplines. The emphasis is on nonlinear PDE. Applications include problems from fluid dynamics, electrical and mechanical engineering, materials science, quantum mechanics, etc.
简介: Ce cours introduit le concept de Probabilité, dont la puissance permet de modéliser d'innombrables situations où le hasard intervient. Il est basé sur le livre de Sylvie Méléard "Aléatoire : introduction à la théorie et au calcul des probabilités" qui résulte lui-même du cours de tronc commun de première année de l'École polytechnique.
简介: This course is taught so that students will acquire a solid foundation in algebra. The course concentrates on the various functions that are important to the study of calculus.
简介: Conceptual videos and worked examples from basic algebra through algebra 2. Includes videos from the former algebra worked examples playlists.
简介: This undergraduate level Algebra I course covers groups, vector spaces, linear transformations, symmetry groups, bilinear forms, and linear groups.
简介: This undergraduate level course follows Algebra I. Topics include group representations, rings, ideals, fields, polynomial rings, modules, factorization, integers in quadratic number fields, field extensions, and Galois theory.
简介: This is an introductory course in algebraic combinatorics. No prior knowledge of combinatorics is expected, but assumes a familiarity with linear algebra and finite groups. Topics were chosen to show the beauty and power of techniques in algebraic combinatorics. Rigorous mathematical proofs are expected.
简介: This course provides an introduction to the language of schemes, properties of morphisms, and sheaf cohomology. Together with 18.725 Algebraic Geometry, students gain an understanding of the basic notions and techniques of modern algebraic geometry.
简介: This course covers the fundamental notions and results about algebraic varieties over an algebraically closed field. It also analyzes the relations between complex algebraic varieties and complex analytic varieties.
简介: This course is a first course in algebraic topology. The emphasis is on homology and cohomology theory, including cup products, Kunneth formulas, intersection pairings, and the Lefschetz fixed point theorem.
简介: In this second term of Algebraic Topology, the topics covered include fibrations, homotopy groups, the Hurewicz theorem, vector bundles, characteristic classes, cobordism, and possible further topics at the discretion of the instructor.
简介: Ce cours contient les 7 premiers chapitres d'un cours donné aux étudiants bachelor de l'EPFL. Il est basé sur le livre "Introduction à l'analyse numérique", J. Rappaz M. Picasso, Ed. PPUR. Des outils de base sont décrits dans les 5 premiers chapitres. Les deux derniers chapitres abordent la question de la résolution numérique d'équations différentielles.
简介: Analysis I covers fundamentals of mathematical analysis: metric spaces, convergence of sequences and series, continuity, differentiability, Riemann integral, sequences and series of functions, uniformity, interchange of limit operations.
简介: This course continues from Analysis I (18.100B), in the direction of manifolds and global analysis. The first half of the course covers multivariable calculus. The rest of the course covers the theory of differential forms in n-dimensional vector spaces and manifolds.
简介: In this course we'll explore complex analysis, complex dynamics, and some applications of these topics.
简介: This course is an introduction to analytic number theory, including the use of zeta functions and L-functions to prove distribution results concerning prime numbers (e.g., the prime number theorem in arithmetic progressions).
简介: Explore the greatest problems we have faced from prehistoric through modern times.
简介: The first math topic. Start here if you want to learn the basics (or just want to make sure you know these topics). After this, you should be ready for algebra. This topic includes videos from the former developmental math playlists.
简介: This course is a study of Behavior of Algorithms and covers an area of current interest in theoretical computer science. The topics vary from term to term. During this term, we discuss rigorous approaches to explaining the typical performance of algorithms with a focus on the following approaches: smoothed analysis, condition numbers/parametric analysis, and subclassing inputs.
简介: This is a variation on 18.02 Multivariable Calculus. It covers the same topics as in 18.02, but with more focus on mathematical concepts.
简介: Calculus One is a first introduction to differential and integral calculus, emphasizing engaging examples from everyday life.
简介: Calculus Two: Sequences and Series is an introduction to sequences, infinite series, convergence tests, and Taylor series. The course emphasizes not just getting answers, but asking the question "why is this true?"
简介: This is the first course in a two-part sequence on Calculus with Theory, 18.014 and 18.024. The course is taught using the textbook by T. Apostol, "Calculus" Vol. I Second Edition (1967) and the additional course notes by James Raymond Munkres, Professor of Mathematics, Emeritus.
简介: This course provides a brisk, entertaining treatment of differential and integral calculus, with an emphasis on conceptual understanding and applications to the engineering, physical, and social sciences.
简介: The goal of this class is to prove that category theory is a powerful language for understanding and formalizing common scientific models. The power of the language will be tested by its ability to penetrate into taken-for-granted ideas, either by exposing existing weaknesses or flaws in our understanding, or by highlighting hidden commonalities across scientific fields.
简介: Ders çok değişkenli fonksiyonlarda türev ve entegral kavramlarını geliştirmek ve bu konulardaki problemleri çözme yöntemlerini sunmaktadır. Ders gerçek yaşamdan gelen uygulamaları da tanıtmaya önem veren "içerikli yaklaşımla" tasarlanmıştır.
简介: Ders çok değişkenli fonksiyonlardaki iki derslik dizinin ikincisidir. Birinci ders türev ve entegral kavramlarını geliştirmekte ve bu konulardaki problemleri temel çözme yöntemlerini sunmaktadır. Bu ders, birinci derste geliştirilen temeller üzerine daha ileri konuları işlemekte ve daha kapsamlı uygulamalar ve çözümlü örnekler sunmaktadır. Ders gerçek yaşamdan gelen uygulamaları da tanıtmaya önem veren "içerikli yaklaşımla" tasarlanmıştır.
简介: This course analyzes combinatorial problems and methods for their solution. Prior experience with abstraction and proofs is helpful. Topics include: Enumeration, generating functions, recurrence relations, construction of bijections, introduction to graph theory, network algorithms and, extremal combinatorics.
简介: Combinatorial Optimization provides a thorough treatment of linear programming and combinatorial optimization. Topics include network flow, matching theory, matroid optimization, and approximation algorithms for NP-hard problems.


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1994 Port Vintage Report
A 1994 Vintage Port makes a great 26 year old wine gift for a 26th birthday or anniversary: 1994 was one of the greatest vintages of the 20th Century that produced classic, monumental port wines with rich fruit character. While these wines can be approached in their youth, the best need 20 years in bottle, making them mature for drinking now or perfect to age for another 20 years. Our wine buyer highly recommends the 1994 Taylor's Vintage Port , an outstanding Vintage Port that scored an incredible 100 points from Wine Spectator and 97 from Robert Parker.
Cockburn Port, 1994
Cockburn's is one of the most recognised names in Port; the Special Reserve ruby is probably one of the most widely distributed Port brands available. In 1815, the year that Wellington defeated Bonaparte at Waterloo, the business was established by Robert Cockburn, who had visited Portugal when serving in Wellington's army.
The 1994 Cockburn performed on a par with the likes of Taylor, Graham and Fonseca. It is a classic port and undoubtedle their best since 1977. There is elegance and masses of concentrated fruits, and a dry and excessively long finish.
Croft Port, 1994
"The 1994 Croft exhibits an impressive dark ruby/purple color, and a developed, forward, more evolved style than expected. It is moderately sweet, full-bodied, expansive, pure, and rich, but made in an up-front, flattering style. Although outstanding, it is not one of the superstars of the vintage. It will keep for twenty years. Anticipated maturity: 2000-2020". 90 points. Robert Parker, The Wine Advocate.
Graham's Port, 1994
Single Harvest Tawny Port
Includes Original Gift Tube
The 1994 Grahams Single Harvest has incredible aromas of dried fruit leaping from the glass. The palate is intensely flavoured with lovely notes of dried orange, and spice wrapped up in a full-bodied smooth texture. This is offset by a lovely note of molasses and figs. Perfectly balanced with a long finish this Graham's 1994 Tawny Port is a treat and a rarity.
1994 Single Harvest Tawny Port (450 cl) Jeroboam Size

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Art Zagreb Will Be Held in September at the Nikola Tesla Technical Museum
August 9, 2021 - The largest Croatian art fair, Art Zagreb, will be held in Hall V of the Nikola Tesla Technical from 15 to 18 September and it will include several exhibitions, lectures, panels, films, and concerts.
Večernji List reports that the largest Croatian art fair, Art Zagreb, is being prepared for the fourth time in a row. This year's edition, with exhibitions, lectures, panels, films, and concerts, will be held in Hall V of the Nikola Tesla Technical Museum, from 15 to 18 September.
This year, for the first time, the organizers of Art Zagreb have established cooperation with the Society of Croatian Art Historians, which will prepare exhibitions of Croatian contemporary art, as well as round tables on events on the art scene.
''The idea of our cooperation is to encourage communication between art historians and artists, communication that used to be very intense, but unfortunately has been lost over time. We hope that with this cooperation we will be able to encourage and revive it'', the organizer and director of Art Zagreb Daniel Tomičić told us.
Therefore, four concepts of young art historians who will participate in Art Zagreb have been selected. They are Hana Katanić with a panel on cryptocurrency, Katarina Podobnik with the exhibition "Beginning: (de) construction", Katerina Jovanović and Ana Žarković organize the exhibition "Homo faber", and Ana Bedenko, Jozefina Ćurković, and Tea Kantoci the exhibition "Survival Kit".
Visitors will be able to view (and buy) student works, from students of all Croatian Academies of Fine Arts, but also academies from abroad. The exhibition "18+" by the artist Marko Šošić, assistant professor at the Josip Juraj Strossmayer University in Osijek, has also been announced. This will be Šošić's first solo exhibition in Zagreb, and he will present fifteen paintings created since the beginning of the pandemic and quarantine. And the art organization Yelo is organizing a project of pop-up exhibitions "Art Bubble / Art & Money" at Art Zagreb, about which we will find out in the coming days.
''Behind the organization of an art fair in Croatia, where the market is still lagging behind the West, is the idea of educating the audience and the critical mass'', says Tomičić.
''The main obstacle to investing in works of art is the lack of tax relief for companies that invest in works of art, which, we believe and hope, will soon change with the harmonization of regulations with Western countries. Contemporary art has no place in the media, people do not have the habit of going to exhibitions... In the world, investing in art is treated the same as investing in stocks or real estate and in every age of crisis, and so in this corona crisis, it turns out that art loses the least in value. We started this festival to talk and write about it and to raise awareness about the art market'', concludes Tomičić.
For more, follow our lifestyle section.
French Comic Book Artist Cyril Pedrosa to Visit Zagreb on 19-26 May
ZAGREB, 16 May, 2021 - French comic book artist, colorist, and writer Cyril Pedrosa will pay a visit to Zagreb from 19 to 26 May to participate in several public events, including the opening of the exhibition of original boards "The Golden Age" and attendance at the Zagreb Crtani Romani Šou/Zagreb Comic Con festival.
Pedrosa will hold a creative and cartooning workshop for beginners and masterclass for undergraduates at Zagreb's Academy of Fine Arts.
Pedrosa's artist-in-residence program is part of the French-Croatian cooperation in cartoon and comic art. A bilateral agreement to this effect was signed by the governments of France and Croatia in February 2021 during events marking the centenary of the French Institute in Croatia.
For more news about events in Croatia, follow TCN's dedicated page.
Zagreb Lauba's Revolutionary Redesign by World-Famous Japanese Architect
ZAGREB December 13, 2020 – .One of Croatia's best-loved gallery and event spaces will undergo a revolutionary new facelift at the hands of a world-famous architect. Zagreb Lauba's new look comes at the hands of internationally acclaimed Sou Fujimoto. A serial award winner, the architect's prominent works are found all over the world.
Newly-released images of how Zagreb's Lauba will look show an incredibly imaginative redesign. Echoing the avenue of trees that runs by the side of the gallery and event space, Sou Fujimoto has planned an oval-shaped garden roof space for the building in which trees will also be planted. The inspiration for the design came from Zagreb Lauba's name – it is a colloquial word used to describe a certain circular area of trees, the architect being informed of this by gallery owner Tomislav Klitschko.
© Sou Fujimoto Architects / Lauba
According to Jutarnji List's coverage of the redesign, by journalist Patricia Kish, the new roof garden space will be accessed by stairs and lift. Zagreb Lauba's design as it stands today was originally made by Alenka Gačić-Pojatina, who will collaborate on the new additions by Sou Fujimoto.
Zagreb Lauba's story dates back to 1910 when it was constructed by Emil Eisner and Adolf Ehrlich for use as a stables and riding school for the Austro-Hungarian army. It later became the weaving mill of the Textile Combine Zagreb, which it remained until being converted to a gallery and event space in 2008.
Sou Fujimoto is one of the most celebrated architects of Japan. He has won several prestigious awards for his work and the acclaim has made his designs much in-demand around the world. Often working with wood and natural materials, his designs can be found in London, Paris, Budapest and soon, at Zagreb Lauba's hands, in Croatia.
Lauba is a contemporary art gallery and its mission is to discover artistic expression by Croatian visual artists, and also participate in international cultural trends. Set in a huge black building near Črnomerec its exhibitions usually change around every month. In recent times it has also played host to large-scale electronic music events.
One of Sou Fujimoto's previous designs © Kenta Mabuchi
PHOTOS: Huge New Street Art by Zagreb's Lunar in Rijeka and Dobrinj
December 2, 2020 – Streets have been noticeably quieter over recent days, although not by one building in Rijeka and a roadside in Dobrinj, Krk island, where renowned street artist, Zagreb's Lunar, has left two huge new murals
The cafes are closed but, what's more, there's a chill in the air. It's not only the lockdown that has made the streets of Croatia more quiet than usual at this time of year. Over recent days, temperatures have dropped to around zero when the sun falls. And it falls early. The light can be gone by 5pm.
Exercise or a simple pleasant stroll around the Christmas lights have been all that's been drawing folks out onto the streets after dark, save for the food delivery guys whose bikes whizz past you faster than ever in the chill. Even during the day, the streets of Croatia are quieter than normal because of the lockdown.
But, these days haven't been anything other than normal for acclaimed artist Slaven Kosanovic aka Zagreb's Lunar. The cooler temperatures have only meant wearing more clothes and the quieter streets have not made his careful craftsmanship any quicker. His sometimes vast murals often require him to be above pedestrians passing below, up a ladder or even on a crane.
The two new paintings of Zagreb's Lunar definitely fall at the larger end of the works he has produced over the last 25+ years. One towers above street level on an entire building facade in Rijeka. So tall is the painting that trying to take it all in could strain your neck in the wrong wind. The other piece, in Dobrinj, Krk island, is just as epic, although this vast canvas lies horizontal, by the roadside.
The Rijeka mural is dedicated to the city's music scene - you can spot some of the names of famous Rijeka bands in the painting
The Rijeka mural of Zagreb's Lunar, which he painted alongside his brother, with whom he often collaborates, is a four-story wall of cats dedicated to Rijeka's famous music scene. The mural took two days to complete. In the mural, you can spot the names of many Rijeka music groups like The Siids. Let 3, Denis & Denis and Jonathan. The mural is another part of the manifestations organised in celebration of Rijeka 2020 Capital of Culture.
Krk island is a well-known tourist destination, but the pretty inland village of Dobrinj is far from the regular path of visitors. Anyone travelling past the enormous mural Zagreb's Lunar and his brother have left here will surely remember the name of Dobrinj. It may well entice some to come looking for it – it is by far the largest piece of public art on the island. It was facilitated by the community organisation Kulturni Dobrinj.
All photos © Antonija Diklic (Rijeka) Damir Jevtic (Dobrinj)
Dobrinj, with the artist, Slaven Kosanovic aka Zagreb's Lunar, on the right
Legendary French Street Artist Decorates Zagreb Once Again
The famous French street-art artist Étien visited Zagreb once again to mark the celebrated event "White Night" (Nuit Blanche) that took place on Saturday, October 1. In addition to helping mark the annual artistic event, Étien also left his mark in Zagreb by painting a stunning 3-D mural of a sea turtle on plateau Gradec.
Image by Étien Facebook


This special track offers you the opportunity to study European and Dutch culture from one of the oldest and most beautiful cities of The Netherlands; the city of Utrecht. Excursions will take you from the Royal Museum of Fine Arts and the European Parliament in Brussels, to The Hague and Amsterdam where you will visit the seat of the Dutch government and see paintings by Rembrandt and Van Gogh.
During the first two weeks you will analyse Europe's cultural pluralism and its varied identities that still exist today. The topics we will study, will help you to understand the complicated structure of Europe and may shed some light on the motives for integration as well as the obstacles on the way to European unity. Lectures will focus on the history, social and economic structures, culture, and current political and social debates within the wider European community. In light of these last topics we will organize a field trip to the Royal Museum of Fine Arts and the European Parliament in Brussels.
The second theme (week 4) will give you the historical context of the preceding topics, and you will be introduced to the cultural expressions and traditions that support the Dutch in their claim to international fame as a cultural nation. During excursions you will visit some of the most world renowned paintings of Rembrandt and Van Gogh.We then will proceed with the third theme, society. Lecturers will discuss the most characteristic institutions and arrangements of Dutch society such as the welfare state and the polder model. You will learn about the real role of the windmills, but also about other factors that contributed to the economic success and international orientation of the Netherlands.
Finally, we will end with the theme of 'contemporary Issues'. Topics discussed are the contemporary religious diversity and secularization, immigration and integration and Dutch traditions of cooperation reflected in the Peace Palace and the International Criminal Court. This course includes a full day excursion to The Hague, including a visit amongst others to the Dutch Parliamentary building (Binnenhof). You will experience an intensive six-week programme with lectures and seminar groups. Together with other students you are expected to work on group presentations and assignments.
Students with interest in Dutch and European culture and history.


Some of the commonest questions that are in patient's minds are- What should I look for when selecting an IVF doctor? What should I be monitoring when I'm doing my IVF cycle to confirm everything is on track? How can I be sure that my IVF doctor is doing all the right stuff? These are difficult questions – after all, patients have no interest in becoming IVF specialists or in dissecting the nitty-gritty's of an IVF cycle. The good news is that there's no need to do so!
Rather than create a list of things-to-do, it's sometimes far more important to create a "do-not-do" list. This is based on the "inversion principle", made famous by Charlie Munger, Warren Buffett's partner and the world-renowned investor. If you make sure you don't make these common mistakes, you will significantly improve your chances of IVF success!
These errors are surprisingly common, and if you learn to avoid these, your chances of finding the best IVF doctor and getting pregnant in your IVF cycle will dramatically increase. Most of these are plain common sense, but we sometimes forget them- Common sense really isn't that common now, is it? So, what are the stupid things that IVF patients do which will almost always ensure failure?
• Letting the Doctor take the Call- In my opinion, this is one of the commonest mistakes. A good doctor will do whatever needs to be done, but you should keep in mind that doctors aren't superhuman; there are times when they too commit mistakes. When you are proactive and take an active interest in your own treatment, its keeps you in control of the situation. It's good for your doctor as well; he's much more likely to respect you. A well-informed patient will almost always end up getting VIP care.
Want to make sure you don't make these common mistakes? Need more information? Please send me your medical details by filling in the form at www.drmalpani.com/free-second-opinion so that I can guide you better!


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Home / English & literature final year complete projects topics & materials / LANGUAGE PLANNING IN ANAMBRA STATE: A SOCIO-LINGUISTIC STUDY
LANGUAGE PLANNING IN ANAMBRA STATE: A SOCIO-LINGUISTIC STUDY
LANGUAGE PLANNING IN ANAMBRA STATE: A SOCIO-LINGUISTIC STUDY quantity
Category: English & literature final year complete projects topics & materials. Tags: english literature project pdf, english literature project work pdf, good ideas english project, project topics for english education students, project topics in english and literary studies department, project topics on english education pdf, research topics in english language education, thesis topics in english literature.
1.1 LANGUAGE SITUATION IN ANAMBRA STATE
In our everyday life, we use words as means of communicating with other people, sending and receiving messages.
We live in a world of words. Through words we communicate with all the people who play important parts in our daily lives: family, friends, teachers, associates and the many others.
The possession of language distinguishes man from other animals. Language, like a living thing, is marked by some distinguishing characteristics ascribed only to living things-ability to change, grow, and develop by use and its adaptation to environmental factors.
Language is a meaningful medium of sending a message to a receiver. The message may be ideas, feelings and desires. In general terms, it can be an instinctive or a non-instinctive medium of communication. It is a very valuable tool, offering man the most essential equipment to enable him live together, to act, think and share ideas with other people. According to Mgbodile (1999)
Language can be seen as a veritable tool for communication, for social interaction, for learning artifacts, maintenance and transfer of culture, as a polishing, excavating and building tool as well as for personality development.
Language too, Denga (1988) believes, is a vehicle of communication which enables us to establish human relations.
For Elizabeth Hurlock (1986), language is that which passes every means of communication in which thought and feelings are symbolized so as to convey meaning to others.
While Jean Piaget, for instance, sees language as one form of symbolic representation that requires the ability of the child to represent the internal or inward concept externally in an object, Williams (2001) emphasizes that language is both part of culture as well as the medium by which culture is defined and described.
Language is man's tool for exchange of ideas, feelings, information and thought. It distinguished man from other beings created by God. It is believed that language correlates with intelligence.
In the opinion of Eve Enghlom:
Language is the key to the heart of the people. If we lose the key, we lose people, if we treasure the key and keep it safe, it will unlock the door to untold riches which cannot be guessed at from the other side of the door.
The lesson learnt from the above opinion of Enghlom is that language plays a vital role in the life of a people. Hence, Ani (2007) submits that human beings cannot think without language. It is an integral part of man, it surpasses communication and social interaction. Language influences thought, and thought often conditions actions, also, it influences conduct.
Azikiwe (1998) has it that language means putting our experiences into words for others to understand, as well as to understand the experiences of others put into words.
Language exists only by virtue of a sort of contract by the members of a community; it is culturally established rules which govern all forms of linguistic communication within any given community.
Ezikeojiaku (1995) describes language as a vehicle for conveying the culture and tradition of a people that own it. This goes to show that a people's culture cannot be fully appreciated without their language. Thus in the opinion of Okorie (2008) language and by extension culture are the sole properties of the human being manifested in his efforts to change or conquer the environment thereby bringing about progress and development.
Okafor (2009) opines that language can be used to foster national unity perhaps more than political parties or religion while Baugh (1976) sees it as the medium by which man communicates his thoughts and feelings to his fellow man, the tool with which he conducts his business or the government of millions of people, the vehicle by which have been transmitted to him the science, the philosophy, the dance and poetry of his race.
From all indications, Ihejirika (2008) insists that language is an invaluable asset to humanity without which man cannot attain his maximum capacities, which may stiffle any nation's development efforts.
Ekweribe (2009) believes that through the instrumentality of language, literacy frees the mind of the individual from the bondage of ignorance engendered by limited intellectual experience and inhibitions. It enables the literate individual to interconnect and interact with the minds of other individuals beyond spatial and time boundaries.
From the foregoing, it is not difficult to see that the relationship between a language and the people who speak it is so deep that the two can scarcely be thought of apart. A language lives only so long as there are people who speak it and use it as their native tongue, and its greatness is only that given to it by these people.
Therefore cultural transmission and human communication from one generation to another is made possible only through language. This therefore calls for a good mastery of language preferably one's mother-tongue.
According to Gleason (1969), language is primarily a tool to be used and it has a complex nature. In his opinion, although language deserves careful and intelligent study due to its complex nature, a native speaker of any language uses this complex apparatus easily and without conscious thought of the process. It seems to him quite simple and natural.
Mastery in any given language is achieved both formally and informally in our various homes and in schools respectively. The use of language is important because it is one of the means by which culture is made psychologically active within the learner through the agent of socialization, one of which is the school. Through communication via language, social roles are ascribed to the child. Language, therefore, becomes an essential tool in the growth and development of the individual and society at large.
It has been observed that language is an important factor in national development and national consciousness. It is the life blood of a people's culture for through language, the norms of a culture are kept alive and handed down to generations for posterity.
Since the advent of Western education in Nigeria in 1515 in Benin, Fafunwa (1974) reports that English as a medium of instruction in schools and tool of communication was emphasized. According to Ali (2000)
Training in Arithmetic, writing, Reading and Religion was carried out in English and the local languages. The local clergy, catechists, lay-readers and pious and obedient teachers taught these subjects in English and vernacular and, sometimes in Latin.
The missionaries and later the colonialists taught the natives the English Language for these reasons: to enable them to read the Bible; to interprete what the priests say or preach in the church; to gain more converts; to serve as clerks and interpreters in the office for easy governance and smooth business transactions.
As Nigeria became a British Colony for more than a century, English language consequently became the nation's second language and ultimately its lingua franca. And as a result of the central position occupied by English language in Nigeria, most Nigerians strove and still strive to be proficient in it.
Therefore since 1880, there has been a dramatic decline in the importance attached to teaching in the local language. Rather, there has been the display of great interest in the learning of English especially in the South -East and parts of South-South of Nigeria.
Anambra is one of the five-states that make up the South-East Zone and one of the thirty-six states in Nigeria. Made up of one hundred and seventy-seven communities, Anambra State has twenty-one Local Government Areas and a population of over four million 2006 (Census). Seibert states that
There are two languages which are spoken as first languages in Anambra State. Igbo is the major language of Anambra State while Igala is a small minority language (1)
Igala is a language found among the Nzam people of Anambra State who share the boundary with some communities in Benue and Kogi States.
Also, two non-indigenous languages that enjoy the status of second languages in Anambra State are English and Pidgin. English is used in schools and government establishments for its socio-cultural affairs and administrative management as well as in private establishments. On the other hand, Pidgin is found to be in used such places as markets, police stations, barracks, religious crusades, motor parks and
Socio-linguists are of the opinion that the social context in which language learning takes place is a crucial factor in language learning. Differences exist between one language and another and among speakers of the same language. An individual speaker at various times and under certain circumstances manifest differences in speech.
However, in spite of these differences, people who speak the same language may have many social factors which they share in common.
Linguists and psychologists agree that from the age of five, the child has acquired a reasonable degree of competence in his mother-tongue. The use of one or more languages by an individual is determined by a number of social factors like socio-economic class, sex, age and even occupation.
Prior to the out-break of the Nigeria-Biafra War in 1967, Igbo was the major language of the people of Eastern Nigeria of which Anambra State is an integral part. There were those others, and a reasonable percentage too, who spoke only Igbo language. However, since the end of the Civil War down to the present time, other factors apart from linguistics have encouraged the wider use of English and Pidgin in the state.
All normal speakers of a language display stylistic variation in speech. Thus it is not expected that all speakers in any community speak exactly the same way (Coulmas 50). Such variation constitute an individual's idiolect.
The functional roles of a language or a variety of it have resulted on a feeling among people, that some languages or varieties are just better than others. This position explains the reason for the adoption or otherwise of a language by a community as a major or minor language. Schools have also helped in promoting this idea or position. The English language has always occupied a primary position in Nigeria. Language planners and course designers have much to do in mapping out the socio-linguistic features of the language. By this, areas of need will be identified for proper handling by teachers and students.
In a multi-lingual society, the issue of which language should be used to foster a sense of belonging definitely arises. Anambra State enjoys the status of a multi-lingual society. A great number of people from Anambra State can speak more than one language. One would want to know how and when each of these languages is used.
Secondly another area worth close consideration is the language policy on education. The National language policy states that the language of instruction in the first three years in the primary school should be the mother-tongue or the language of the immediate environment but at a later stage English.
It is a fact that though Igbo could be said to be the Lingua franca in the state, most parents and schools openly discourage their children from learning and speaking their mother-tongue. Age, sex, place of birth, occupation, educational level and social status have a place on a speaker's language choice.
Under this observable language situation in Anambra state, a valid conclusion on the real language plan for use in pre-primary, primary and secondary schools cannot be reached without taking into consideration the socio-linguistic configuration of the state.
1.3 PURPOSE OF THE STUDY
The essence of this study is to establish the true position of government and school proprietors on language planning in Anambra State. It is the intention of the researcher to find out why outside the school, a formidable group advocates the use of mother-tongue in pre-primary and early primary as medium of instruction while in the class rooms teachers are reluctant to adopt it.
Also the researcher intends to find out from language policy planners in the state the degree of control they have on privately owned schools since they control a large number of school children in the state. In other words, this study is designed to examine the socio-linguistic features of language planning and language policy, especially as it affects the private schools in Anambra State.
1.4 SIGNIFICANCE OF THE STUDY
This work is likely to be a veritable tool in the hands of language policy makers as well as school teachers. It is also intended to generate a common position on language use in schools both for
government and private school owners: Without doubt, in our present age, language is the engine room of unity and the acceptance or otherwise of a given language affects the life of the society.
1.5 THE SCOPE OF THE STUDY
This research is limited to the stake-holders in education in Anambra State namely-the policy makers, school heads and teachers especially as it affects the private schools. They were consulted and literature by experts on language policy were also looked at critically.
Questionnaires were administered in some randomly selected schools and representatives of government on language planning in the state. Although emphasis was on private schools, information from public schools was explored for a balanced data.
CONTRASTIVE ANALYSIS OF ENGLISH AND TIV SENTENCE STRUCTURES
IDEATIONAL MEANING IN THE CHANGE AGENDA MANIFESTO OF THE ALL PROGRESSIVE CONGRESS OF NIGERIA


The French Elections are in complete chaos. We are witnessing the collapse of the Fifth Republic of France. Our computer correctly forecasted that the Socialist Party would lose. It also forecasted that Le Pen's party would beat the Socialists and most likely even the conservatives, which is led by Francois Fillon. Yet, the scandal around him paying his wife nearly what the President of the United States is paid to be an assistant has taken its toll. She is now formerly under investigation. However, a new party was just formed after August 2016 En Marche! (meaning forward or on the march) by the newcomer Emmanuel Macron, but he is really offering nothing to help France – only to keep Brussels on life-support.
We are witnessing an all-out war in France. The banks have been told not to lend any money to Le Pen to save Brussels. Just about every other party is starting to throw their support behind Macron. The former Socialist, PM Valls, now supports Macron because the socialists are dead in the water. Macron was a bureaucrat in the socialist government. He certainly offers nothing but doom for France or the euro going forward for if he is elected. Brussels will keep on going as it has until the whole thing goes belly up which looks to be in 2018.
Of course, the media is following the same scheme as they did in Britain and the USA – supporting Macron to keep the status quo. The polls are now claiming that Macron will trample Le Pen on May 7th if it comes down to the two. So how to model the French elections presents a huge problem. The only party that is now surviving is Le Pen's. The latest polls by PrésiTrack OpinionWay / ORPI for Les Echos and Radio Classique, show Le Pen still in the lead with 25% of the first round of voting in April. Her lead has dropped by two points, and she is now just one percentage point ahead of Macron, who is set to come in second place with 24%. Francois Fillon is now trailing behind at 19%, with Socialist candidate Benoit Hamon currently on 11%. The poll taken by a separate poll by Odoxa revealed that 75% of the French voters want Mr. Fillon to pull out of the presidential race following the "Penelopegate" scandal of his wife. Here too, we see the strongest position is against corruption. This is surfacing in Russia, but it was also what put Trump in the White House. Fillon has been accused of paying his wife Penelope and two of his children around €900,000 for jobs that they did not actually do. While he denies all allegations that they didn't work, the President of the United States is paid $400,000 (€370,000).
What makes this very difficult to now have the computer forecast the election after it was correct that the current socialist government would collapse, is the fact that the entire political party system has disintegrated. We have people from the socialists now support Macron and the same thing is happening from the conservatives abandoning Fillon who desperately hopes to win to prevent prosecution for corruption. If we throw all other parties together and extrapolate the pretense that Macron's brand new party is the sum of all others, then he may win. But this is a very big IF, because there is no past history that we can rely upon. What does appear on the horizon for France is that the Fifth Republic will fall in the years ahead.
We are currently in the Fifth Republic of France, which was established by Charles de Gaulle in 1958. Our models are warning that this may completely capitulate followed the end of this currency Economic Confidence Wave 2020 going into 2021.


Today's question to you is, have all your projects been successful or were some a bumpy and nasty ride?
If you have experienced many difficulties during project implementations, the next question to you is, did the project go through a proper project management methodology?
Every project, whether it's a building construction project or application development project can benefit from following a standardized and proven project management method such as those from PRINCE2® and PMBOK®.
While some organizations choose to follow and practice the methods as define by PMBOK® or Prince2®, some organizations prefer to come out with their very own methodology to distinguish themselves from the others.
Method123 Project Management Methodology, also known as MPMM is a PM methodology which is aligned with the content of PRINCE2® and PMBOK®.
I checked out MPMM and found its PM methodology simple to comprehend and easy to implement.
If one doesn't have any prior experience in a project lifecycle, the resources from MPMM is good to begin with.
What I like about MPMM has got to be its templates and examples which clearly explains the various activities and steps during a project implementation.
I remember once when I was given a task by my Project Manager to attempt to create a business case for one of our software development project. I really didn't know where to start and had much difficulty in trying to cook up a business case. If only I had MPMM with me then.
As you can see in the template above, the headers are predefined and the blue text provides some guide lines on what should go into each header and its sub headers.
But sometimes, even with some guidelines, it's still difficult to write. Luckily MPMM provides examples which lets us read how another business case was developed.
By understanding both the templates and examples together, I'm sure writing a business case isn't that difficult after all.
Besides providing templates and example for all phases of a project lifecycle, with the MPMM software, you can create your very own project management methodology by adding new pages through the templates. Once done, the entire methodology can be exported to be disseminated for stakeholders.
Whether you're a project manager or a project team member, I'm sure you can benefit from MPMM to ensure project success. The MPMM Free Trial allows you to try for 14 days without the ability to export.
We're a small corporate IT department just starting to get our policies and procedures together. I read through this and this look like a great solution. Going to download the trial and see what it all has.
I am the sole IT guy in our company. We are an engineering company, which is very good at engineering, but leaves a lot to be desired when it comes to managing the mountains of documents (drawings, memos, emails, software licenses, etc). I am new to IT in general, and have been tasked with trying to take our current file management system (simply network drives with user control) and implement a real web-based document management system with tools for workflow, versioning, automatic filing, retention etc. I feel as if I am in over my head, and do not know where to start. I think that maybe MPMM may be a good fit for me. There are so many things to consider, and I want to make the absolute correct decision, but have never headed a project like this, or any kind of major project at all. I hope, if you still have one, would be gracious to enable me to have one of your extra licenses. I have been reading the "Software For Enterprise" emails pretty regularly, and have gotten some good ideas from them. And if you don't have the licenses any more, please keep the emails coming. There are a lot more people out there that don't know about them, and how helpful they can be. Keep up the good work!
Yes I still have MPMM licenses available.
Will be sending one to you shortly.
Thanks for your kind words. It's good to know that you do look forward to my posts / emails.
About being the sole IT guy in your company, I know exactly how you feel. I've been there. It can really take over our lives. But it's also a challenging and fun position to be in. With so many software and tools out there for us to utilize these days, I'm sure it's all about finding the right ones, migrate some of the data and let the users get a feel of the new tool. If the users are happy and productive, everyone will be happy.
Please let me know if you need any ideas or help, I will try my best. Let's discuss more via email when I send you the MPMM license.
Again, thanks for being supportive.
Hello, I'm tasks to implement a solid project management process in an organization. After introducing several methodologies from the standard prince2 to a more customized marriage of prince2 and pmi, none were accepted to a point of resisting from even using this.
After going through MPMM and presented the basic processes, it seems that its simplicity had captured what the people in our organization just wanted.
I would be appreciative if you can provide me just 1 license since I cannot afford to buy one myself and fully use MPMM and ensure that my career would have a bright future.
Thank you in advance and hoping to hear from you.
Yes, MPMM is indeed designed to be simple for people to easily understand, adapt and implement.
One license goes to you.
You should give MPMM a try if you haven't yet done so. It's really good.
I've sent the license key to your email. Thanks for dropping by and taking time to leave comments.
By the way, Kudos to Wareprise.com! I've included it to my daily routines, reading it every day keeps me updated, keep up the good work!
Good day to you NJ!
One license goes to you. Will email you shortly.
Hello, I am curently working as a project manager and have been exploring web for various tools on effective project management. I came across MPMM, and downloaded the trial vesion for look and basic walkthough. It indeed is a great step in project management domain. The tool not only follows the industry standards, but helps all the practioners to implement them in an easy an efficient manner.
Thanks Wareprise.com for sending me the license, this will really help!
I am curently working as a project manager and have been exploring web for various tools on effective project management. I came across MPMM, and downloaded the trial vesion for Pro edition.
Please send me a license which is valid after trial days and able to activate.
I recently joined a company and was asked to spearhead some of their projects, as I have not worked on such projects for quite some time I realized that I needed to get all the old Project Management books out but found MPMM much more suited to dealing with these projects.
Thank you very much for your assistance. I will keep you posted on the progress I make with my various projects.
I am new to the PM world (actually I am not, but I am new to the discipline of PM). I develop and manage new projects on a day to day basis. I have been looking for a good guide. I just read your post and looked at MPMM as a great source to lead me in the right direction. Are the licenses still available?
The final MPMM license goes to Lucas.
Thank you all for participating and feel free to share with the rest of us on how you've been using MPMM to better manage your projects.
I'm currently working as an IT Program Manager. Part of my function is to design and implement Program and Project Management methodology.
I'm a PRINCE2 certified PM so I initially drafted the methodology using this. But like other organization, I need to somehow fit the methodology in the organization wherein structured approach in project delivery is quite a mess.
I came across MPMM and have gone through all its processes and found out that its simple and straight forward. It is exactly what my organization needs.
I was hoping you can help me by providing 1 license since I cannot really afford buying one. This is so that I can use it to put a simple yet solid project delivery methodology that can help my company in our various IT Projects.
Thanks for taking time to leave a comment but unfortunately all MPMM Pro licenses have already been given out.
If I do have any more to give out in the future, I'll will let you know.


On Independence Day in a typical year, fireworks account for two out of five of all reported U.S. fires, more than any other cause of a fire.
More than half of fireworks injuries in 2013 were to extremities, including the hand or finger, leg, and arm. Most of the remaining lesions were to parts of the head, including the eye.
So how can you celebrate the holiday safely? Attend professional fireworks displays put on by trained professionals. Let's face it. They're far more spectacular than anything you'd see in someone's backyard. Even Debbie Downer would be hard-pressed to complain.
Check out our fireworks safety page for videos like the one below and infographics to learn just how dangerous consumer fireworks can be. Additional fireworks statistics are found here-> Fireworks Report.


Condition your beautiful hair without water!!
Nilaqua Rinse Free Conditoner is the gentle and convienient way to nourish and soften your hair without water!
After Towel drying off our Nialqua Shampoo, simply apply the liquid to damp hair, comb through and towel (pat) dry.


Eligible students must be Virginia residents for at least one year, be accepted or enrolled as a full- or part-time student in a school of nursing in the state of Virginia, demonstrate financial need, verified by the Financial Aid Office/authorized person at the school of nursing. Student must have a GPA of at least 3.0 in required courses, not electives. Student must have submitted a completed application form and an official grade transcript to The Office of Minority Health and Public Health Policy prior to June 30.
The scholarship is available to residents of the City of Hopewell and the following localities: Prince George, Colonial Heights, Petersburg, Emporia, Fort Lee, Dinwiddie, Sussex, Surry, Chesterfield (South of Rt. 288 and East Ironbridge Road), Charles City, and Varnia (Southeast Henrico,, south of I-64). Students must be attending or express an interest in attending college as a full- or part-time undergraduate or graduate student in a health-related field, submit a completed application online, mail or hand-deliver the 'attachments' requested, demonstrate financial need and have a GPA of 3.0 or better. The award is $2500 and will be paid directly to the school.
Must be a junior or senior with a major in the Waldron College o Health and Human Services.
Must be a non-traditional undergraduate student majoring in Nursing and must maintain a 3.5 GPA or better.


This location was archived on 2 January 2019.
This inspection took place on 5 July 2016 and was announced. The provider was given 24 hours' notice because the service was a small care home for adults with learning disabilities. People are often out during the day and we needed to be sure that someone would be in.
The provider had not had the opportunity to complete a Provider Information Return (PIR) as they had not received this document prior to the inspection. This is a form that asks the provider to give some key information about the service, what the service does well and improvements they plan to make. We looked at previous inspection reports and notifications received by the Care Quality Commission. A notification is information about important events, which the provider is required to tell us about by law.
We spoke with the provider and the deputy manager. We looked at three people's care plans and the associated risk assessments and guidance. We spoke with two people who lived at the service. We observed how people were supported and the activities they were engaged in. We looked at a range of other records including two staff recruitment files, the staff induction records, training and supervision schedules, staff rotas, medicines records and quality assurance surveys and audits.
After the inspection we spoke with one relative via telephone to gain their feedback.
We last inspected Dalkeith Lodge on 3 July 2014 where no concerns were identified.


This entry was originally written by Johni Cerny in Red Book: American State, County, and Town Sources.
The District of Columbia Family History Research series.
Congress created the District of Columbia as the seat of the federal government on 16 July 1790. On 9 September 1791 George Washington appointed three commissioners to lay out the city, although the federal government did not relocate to the District of Columbia until 1801. The area chosen as the seat of government was carved from Fairfax County, Virginia (created in 1742) and from part of Prince George's (created 1695) and Montgomery (created 1776) counties, Maryland. The area taken from Virginia was returned to that state in 1846.
By 1800 the District's population was about 14,000, but the federal government was still operating in Philadelphia. In the interim before the government relocated, residents of the District used record-keeping services in Fairfax County, Virginia, and Montgomery County, Maryland, until local government offices were established. By 1820, the population had grown to about 33,000 as more government jobs were made available and retail businesses grew to accommodate the populace. Those moving into the area came mainly from surrounding states, but some merchants arrived from Europe. African Americans have always been a major element of the District's population, and their number increased dramatically during the Civil War and Reconstruction era. Nearly twenty percent of the total population in 1860 was made up of free African Americans; slightly more than four percent were slaves.
Tracing families in the District of Columbia requires a complete understanding of the record periods and jurisdictions and the tenacity to track them down in one of the many repositories. Records for those living in the area created for the District of Columbia before 1801 have to be sought either in Maryland's or Virginia's records. When the portion of Virginia originally taken to create the District of Columbia was returned in 1846, the pre-1846 records were returned as well.
This page was last edited on 23 April 2010, at 16:38.


text:
Q: WPF: Changing button background and font is not working I have a list of button in a StackPanel. Those buttons allow me to switch between different usercontrols. When one button is pressed, I want the button style to change so that the user can know which button is active. To achieve this, I have implemented a style trigger that switches the background color as well as the text font on click or on MouseOver. Here is the code:
<Button Uid="0" Width="120" Content="Manage" Height="50" Background="{x:Null}"
        BorderBrush="{x:Null}" FontWeight="DemiBold" Click="Button_Click">
    <Button.Style>
        <Style TargetType="Button">
            <Style.Triggers>
                <MultiTrigger>
                    <MultiTrigger.Conditions>
                        <Condition Property="IsMouseOver" Value="True"/>
                        <Condition Property="IsFocused" Value="True"/>
                        <Condition Property="IsPressed" Value="True"/>
                    </MultiTrigger.Conditions>
                    <MultiTrigger.Setters>
                        <Setter Property="Background" Value="LightBlue"/>
                        <Setter Property="BorderBrush" Value="DarkBlue"/>
                        <Setter Property="BorderThickness" Value="2"/>
                        <Setter Property="TextBlock.FontWeight" Value="Bold"/>
                    </MultiTrigger.Setters>
                </MultiTrigger>
            </Style.Triggers>
        </Style>
    </Button.Style>
</Button>
<Button Uid="1" Width="120" Content="Settings" Height="50" Background="{x:Null}"
        BorderBrush="{x:Null}" FontWeight="DemiBold" Click="Button_Click"/>

However, this code does not work and I can't figure out why.
I have seen multiple questions with the same problem and it seems like I am doing it right but somehow, when I run the app, the styling does not work. Any clue as of why?

A: It will be much simpler if you will using RadioButton and apply style from ToggleButton. Then you can use the property IsChecked to style your button.
Please look at my example:
<StackPanel>
  <StackPanel.Resources>
      <Style x:Key="MenuButtonStyle" TargetType="RadioButton" BasedOn="{StaticResource {x:Type ToggleButton}}">
          <Setter Property="Background" Value="{x:Null}"/>
          <Setter Property="BorderBrush" Value="{x:Null}"/>
          <Setter Property="BorderThickness" Value="0"/>
          <Setter Property="TextBlock.FontWeight" Value="DemiBold"/>
          <Style.Triggers>
              <DataTrigger Binding="{Binding Path=IsChecked, RelativeSource={RelativeSource Self}}" Value="True">
                  <Setter Property="Background" Value="LightBlue"/>
                  <Setter Property="BorderBrush" Value="DarkBlue"/>
                  <Setter Property="BorderThickness" Value="2"/>
                  <Setter Property="TextBlock.FontWeight" Value="Bold"/>
              </DataTrigger>
          </Style.Triggers>
      </Style>
  </StackPanel.Resources>
  <RadioButton  Uid="0" Width="120" Content="Manage" Height="50" Style="{StaticResource MenuButtonStyle}"/>
  <RadioButton  Uid="1" Width="120" Content="Settings" Height="50" Style="{StaticResource MenuButtonStyle}" />
</StackPanel>


If you want to market your products online, you need to be visible. However, you need to embrace digital marketing concepts. With digital marketing, you need not to advertise your products on television. You need access to the web to make things happen. Since you could not just ask people to check your products in their social media, you better make the move. You need search engine optimization to take place. Thus, you need to find a company that would offer these services. In this case, everything will be provided to all your prospective clients even if they wish not to see the ads and information.
You should start by knowing which companies offer digital marketing services. Digital marketing is a very broad field. Hence, you need to be sure that the one you choose specializes on search engine optimization. You need to talk to some of your friends who availed search engine optimization services because they can grant you the names. It is just awesome on your part to connect to them because they could help you choose the right one by sharing their own stories of success. It will be meaningful on your part to choose a company that allows you to get instant access on their services once you sign up. Get more at https://brandlume.com.
If the names are given, it is your right to look for some reviews. It will be a good idea to know from other people whom you do not know. Those people are eager to share their stories to anyone who wants to know the truth. If they have their success stories to share, they will not hesitate to do that. You need to choose the one that has the highest number of positive comments and referrals. However, you still need to set your own standards as well.
If you want to know more about that company, you need to visit their website and learn a lot from there. However, it is also essential to know about their nearest outlet. You want to visit them and talk to the manager. You want to know if they have various specialists that would work on the different aspects of search engine optimization. You want your website to be filled with contents that are unique and catchy. You want all those contents to be properly optimized so that they will be noticed by the search engines and ranked higher. Read more here: https://www.britannica.com/topic/marketing.


text:
Non-degree courses
Qualification indicator
Academic entry explained
University > Subjects > Russian > Russian MA
Russian MA (Hons) 2019 entry
The MA (Hons) in Russian teaches you to use Russian with sound grammatical accuracy and a high level of oral aptitude. In addition to language teaching, you will also be given a deeper and more diverse understanding and appreciation of different aspects of Russian culture through modules dedicated to literature, history and Russian society.
Russian at St Andrews uses a specially designed language teaching programme that caters both for students who have already studied Russian as a main subject at school and for absolute beginners. Upon completing the degree, you will have an excellent command of the Russian language and have gained an invaluable understanding and appreciation of the Russian-speaking world.
During your degree, you have the opportunity to spend time studying abroad in Russia. Time in Russia is not compulsory, but is strongly recommended as the best way to master the language and to better know the country. On a four-year degree, students can spend one semester in one of a variety of locations in Russia. The MA (Hons) in Russian is also available as a five-year course with an integrated year abroad when students spend time studying in Russian between their second and third years. Find out more about the Russian integrated year abroad.
Joint options
UCAS code
Master of Arts (single Honours degree)
Four years full time
Start date: 9 September 2019
End date: 30 June 2023
If you started this programme in 2018, you can find information about 2018 entry on the 2018 Russian MA page. Information about all programmes from previous years of entry can be found in the archive.
SQA Highers
GCE A-Levels
IB points
We accept a wide range of qualifications for entry on to our programmes, please see our entry requirements for more information.
For degrees combining more than one subject, the subject with the higher entry requirements determines the grades you need. You will also need to meet any further subject specific entrance requirements as outlined on their pages.
If English is not your first language you will need an overall IELTS score of 7.0, with a minimum score of 6.5 in each component (Reading, Writing, Listening and Speaking), or an equivalent English Language qualification.
Do I need to have studied this subject before?
No prior knowledge of Russian is necessary. Modules are not designed for native speakers.
Faculty entry requirements
You must also meet the Faculty of Arts minimum qualifications. These vary depending on which qualifications you hold.
SQA qualifications
SQA National 5 (B or above) or equivalent in English and one SQA National 5 (B or above) from the following:
Computing Science or equivalent
Lifeskills Mathematics (A grade)
GCSE qualifications
GCSE (B or above) in English, English Language or English Literature, and one GCSE (B or above) from the following:
Passes in other examinations at equivalent levels and subjects may be accepted by the Dean of the Faculty. More information on how to apply via other entry routes or accreditation of prior learning and experience can be found on the University's entry requirements webpage.
Find out more about Faculty of Arts entry requirements.
St Andrews students must meet with their Adviser of Studies at the beginning of Semester 1 in September to complete advising – a compulsory part of the matriculation process. After module choices have been decided, a timetable will be allocated indicating the dates and times of classes.
The School of Modern Languages has a long-standing reputation for innovative research in an exceptionally broad variety of interests including world literature, linguistics, cinema, history, gender and identity studies.
The Department of Russian was ranked first in Scotland by The Complete University Guide 2019.
In the 2014 REF, the School of Modern Languages was ranked first in Scotland on the quality of publications, with over 70% of research work rated as world-leading and internationally excellent.
The School of Modern Languages was ranked top in Scotland by the Guardian University Guide 2019.
The University of St Andrews as a whole was voted top in the UK for student academic experience in The National Student Survey 2018 as 94% of St Andrews final year students gave the University top marks for the quality of the learning and teaching experience.
The University has secured a TEF Gold Award for the quality of teaching and the undergraduate experience.
Find out more about studying Russian at St Andrews.
The MA (Hons) in Russian is a four-year course run by the School of Modern Languages. The course focuses on building a high level of competence in language skills and allows you to delve into particular topics of interest within Russian culture and history.
The course is available to both students who are beginners in Russian and to more advanced students who have an SQA Higher or a GCE A-Level qualification in Russian. Advanced students will follow a separate language course for the first two years.
In the first two years, students of all levels will build on existing skills in Russian and are offered a broad view of Russian literature, civilisation and culture.
Alongside Russian, in the first year of your studies, you will be required to study an additional two subjects. In the second year you will usually carry on at least one of these subjects, sometimes two. Find out more about how academic years are organised.
During your third and fourth year, you will take modules focused on communication skills and can choose to specialise in a number of areas such as Russian literature, film or cultural history.
Graduates in Modern Languages from St Andrews can expect to have not only a high level of competency in language skills, but a highly developed appreciation for other cultures and peoples. Other transferable skills, including analysis, synthesis and communication skills will prepare you for a career in almost any industry.
Students may choose to spend an additional year studying in Russia. Find out more about the integrated year abroad for this course.
The University of St Andrews operates on a flexible modular degree system by which degrees are obtained through the accumulation of credits. More information on the structure of the modules system can be found on the flexible degree structure webpage.
In the first two years of your degree (known as sub-honours) you will take the required modules in Russian along with modules in at least one additional subject.
Typically, you will take one Russian module per semester during your first two years, and four Russian modules per semester during your third and fourth year (known as Honours). Find out more about the modular Scottish degree system.
Two different types of module are offered in first year: intensive foundation courses for beginners, and advanced language and literature courses for those with higher entrance qualifications. For all modules, speaking in Russian is practised in small groups with a native speaker.
Students who are beginners are required to take the following compulsory modules in their first year:
Elementary Russian Language 1: provides the most basic elements of Russian – the alphabet, vocabulary, grammar, and pronunciation.
Elementary Russian Language 2: provides training in Russian grammar sufficient for reading Russian texts (books, newspapers, etc) with the aid of a dictionary.
Students who have an SQA Higher or GCE A-level in Russian will take the following compulsory modules in first year:
Advanced Elementary Russian Language and Literature 1: reinforces and builds on the knowledge of grammar and vocabulary acquired at school, and studies texts in Russian.
Advanced Elementary Russian Language and Literature 2: covers elements of grammar, translation, text analysis, study of literature, and includes oral tuition classes with a native language instructor.
The distinction between beginners and non-beginners is maintained in year two, with separate sets of modules depending on your previous experience. For all modules, speaking in Russian is practised in small groups with a native speaker.
Students who are ex-beginners are required to take the following compulsory modules in their second year:
Intermediate Russian Language 1: reinforces Russian grammar and syntax. Students will translate passages between Russian and English which engage with key historical and cultural events.
Intermediate Russian Language 2: continues to build on the grammar and syntax taught in Intermediate Russian 1, and develops comprehension skills in response to contemporary audio-visual and online material.
Students who have an SQA Higher or GCE A-level in Russian will take the following compulsory modules in second year:
Advanced Intermediate Russian Language 1: reinforces Russian grammar and syntax at a higher level. Students will translate passages between Russian and English which engage with key historical and cultural events.
Advanced Intermediate Russian Language 2: continues to build on the advanced grammar and syntax taught in Advanced Intermediate Russian 1. Spoken Russian is improved through small-group oral tuition classes with a native language instructor.
If you take Russian at St Andrews in your third and fourth years, you will choose from a variety of advanced options which incorporate literary, historical and cultural studies into language learning.
Students of all language levels take the same core modules in Russian language, including advanced oral, writing and communication skills.
Optional specialist modules that have been offered in previous years include (but are not limited to):
The 19th-Century Russian Novel
The City in Soviet and Russian Cinema
Gender in Russian Literature and Culture
Issues in Russian Cultural Memory
Russia's Literary Easts
Russian Children's Literature
Russian Crime Fiction
Russian Modernist Fiction: 1900-1940
Soviet Culture Under Stalin
Voices of the Russian Enlightenment.
In fourth year, students have the option of undertaking a dissertation of up to 5,000 words in length, written in English, on a topic of their choice. This independent project enables you to develop key research skills which are desired by both prospective employers and by graduate schools offering postgraduate degrees.
The sub-honours modules listed here are the compulsory modules that students must take in order to graduate in this subject. However, most students at St Andrews take additional modules, either in their primary subject or from other subjects they are interested in. For Honours-level, students choose from a range of Honours modules, some of which are listed above. A full list of all modules available for the current academic year can be found in the module catalogue.
Teaching format
All Modern Language modules involve a combination of lectures, tutorials and practical languages classes. Lectures provide information, stimulate thought, and suggest directions for further reading and personal study. Small language tutorials allow you to actively work together with your tutors to practice language skills, present papers, and discuss texts and issues relevant to the course.
Sub-honours Russian modules are delivered through small language classes, with 15 to 30 students in each. Oral classes are generally held in smaller groups of no more than 15 students.
At Honours level, you will attend smaller language classes (5 to 15 students) and seminars (5 to 12 students).
When not attending lectures, tutorials and language classes, you will be expected to continue learning independently through self-study. Typically, this will involve:
working on individual and group projects
undertaking research in the library
preparing coursework assignments and presentations
preparing for examinations.
You will be taught by a research-led teaching team with expertise and knowledge of Russian. Postgraduate research students who have undertaken teacher training may also contribute to the teaching of tutorials under the supervision of the module leader.
You can find contact information for all Russian staff on the School of Modern Languages website.
In addition to your studies in the Department of Russian, optional academic support is available through practical study skills courses and workshops hosted within the University.
The University's student services team can help students with additional needs resulting from disabilities, long-term medical conditions or learning disabilities. More information can be found on the students with disabilities webpage.
All Russian modules are assessed by a combination of coursework (at least 40%) and end-of-semester examinations. Coursework includes advanced language exercises, discursive essays and oral presentations.
Examinations are held at the end of each semester during a dedicated exam diet with revision time provided beforehand. Examinations are either entirely in written format or comprise both written and oral components.
Tutors advise you closely on the preparation of written work and give individual assessments of your performance. The Department aims to provide feedback on assessments and coursework within three weeks.
Undergraduates at the University of St Andrews must achieve at least 7.0 on the St Andrews 20-point grade scale to pass a module. To gain access to Honours-level modules, students must achieve the relevant requisites as specified in the policy on entry to Honours and in the relevant programme requirements. Please note that some Schools offer qualified entry to Honours, and this will be clearly specified in the programme requirements. To find out the classification equivalent of points, please visit the common reporting scale webpage.
Visit St Andrews
If you are interested in studying at St Andrews, join us at a visiting day to explore the town, find out about our courses and meet current students.
Upcoming visiting days:
Tuition fees for 2019 entry
Scotland and EU
Rest of the UK
For overseas students, tuition fees will be fixed at this level for the duration of your programme.
More information on tuition fees can be found on the undergraduate fees and funding page.
Find out about accommodation fees for University accommodation.
The University of St Andrews offers a number of scholarships and support packages to undergraduate students each year.
Find out more about undergraduate scholarships.
Joint Honours degrees
You can take Russian as part of a joint Honours degree alongside one of the following subjects.
Mediaeval History
Modern language degrees
It is possible to combine a degree in Russian with two modern languages. Any combination of Arabic, French, German, Italian, Persian, and Spanish is possible.
You can also take Russian as part of a Modern Languages joint Honours degree with two modern languages and one additional subject.
If you are taking:
You can also take one modern language:
And one other subject:
"With" degrees
You can take Russian as part of a "with" Honours degree in which the majority of the course deals with the first named subject. St Andrews offers the following "with" degrees in Russian:
Economics with Russian
Mathematics with Russian
Russian with Geography
Russia's political and economic significance in the world means ever-multiplying career prospects for those who can communicate in Russian.
Graduates of Russian have gone on to successful careers in:
the armed services
the British Foreign Office
teaching.
Others work as educators in Russia and Eastern Europe or pursue graduate study. Find out more about career destinations for language graduates.
The Careers Centre offers one-to-one advice to all students as well as a programme of events to assist students to build their employability skills.
The University is delighted to offer undergraduates a number of exciting opportunities to apply to spend a semester or year abroad as part of a St Andrews degree programme. St Andrews is partnered with large and small institutions, ancient and young, across the globe. What unites all of our programmes is the quality of the academic provision, ensuring that participation in a St Andrews Study abroad programme opens the door to a new and valuable academic experience at another world-class institution. Study Abroad for credit is permitted on existing University-approved programmes only.
From the outset, the University of St Andrews offers an array of events and opportunities which result in a truly unique student experience. Students participate in a range of traditions, notably, the red academic gown and the academic family, where older students adopt first year students as 'children' and help guide them in a system of mentoring. These traditions and the choice of over 150 sports clubs and student societies to choose from ensures a community feel amongst students from first year onwards.
Students of Russian may be interested in joining the following student societies:
Russian Society is dedicated to sharing Russian culture and language in Fife. They host events including poetry nights, film screenings, coffee gatherings and international food evenings.
Ukrainian Society promotes Ukrainian culture in the University and the town. They host socials, cultural nights, cook-off and movie nights, and many other events.
At Home and Abroad Society promotes study and work abroad programmes along with all forms of international cultural exchange.
The School of Modern Languages is situated at the very centre of St Andrews in the Buchanan Building on Union Street. Within the Buchanan Building is the Multimedia Centre, a digital language lab which students will use as both a component of their module classwork and as part of individual study.
The town of St Andrews itself has lots to offer. As the campus is located around town, walking around you encounter ancient and modern buildings and areas of greenery and seaside which provide a rich, beautiful backdrop to learning. If you want a change of scenery, St Andrews' position near surrounding towns and cities such as Anstruther, Dundee and Edinburgh make it ideal for getting to know more about Scotland.
Find out more about student life at the University of St Andrews.
"I chose to study Russian because I have always had a deep interest in Russian history and culture. I applied to St Andrews originally as a Single Honours History student, but picked up Russian along the way and have never looked back! The Russian Department is small, so it has a friendly and relaxed feel. It also means we can speak to tutors about anything and they are always happy to help. Having the opportunity to study in Russia for a year was the best experience of my life."
Thomas (Aberdeenshire, Scotland)
Department of Russian
School of Modern Languages
Buchanan Building
Union Street
KY16 9PH
Phone: +44 (0)1334 46 2951
Email: russianhod@st-andrews.ac.uk
Department of Russian website
Admission to the University of St Andrews is governed by our Admissions policy.
As a research intensive institution, the University ensures that its teaching references the research interests of its staff, which may change from time to time. As a result, programmes are regularly reviewed with the aim of enhancing students' learning experience. Our approach to course revision is described online. (PDF, 72 KB).
The University will clarify compulsory fees and charges it requires any student to pay at the time of offer. The offer will also clarify conditions for any variation of fees. The University's approach to fee setting is described online. (PDF, 84 KB).
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Air Canada misses forecast with $60 million Q4 loss
Feb. 10, 2012, Montreal - Air Canada missed expectations as the country's largest airline lost $60 million in the fourth quarter of 2011 despite foreign exchange gains of $114 million and there was more bad news as the company's pilots appeared poised to take a strike vote.
The loss compared to net income of $89 million in the year-ago period, which included foreign exchange gains of $136 million and an impairment charge on aircraft of $49 million.
The airline's stock fell 13 cents, nearly 10 per cent, to $1.18 in early trading on the Toronto Stock Exchange, a day after Air Canada Pilots Association Capt. Gary Tarves said in a memo to the union's membership that it will hold a five-day vote to seek a mandate to strike.
The vote comes after mediated contract talks with the airline stalled and Tarves said the union believes Air Canada is asking for too many concessions from the pilots.
The airline's adjusted net loss per diluted share in the quarter was 64 cents compared to an adjusted net loss of 17 cents in the same quarter the year before.
Air Canada's revenues were up slightly in the quarter, to $2.7 billion, from $2.6 billion in the same quarter a year
The airline was expected to lose 50 cents per share on an adjusted basis on $2.7 billion of revenues in the fourth quarter, according to analysts polled by Thomson Reuters.
That compared to a 27 cents per share profit a year earlier on $2.6 billion of revenues.
For the full year, the airline lost 72 cents per adjusted share on $11.6 billion in revenue.
Air Canada was forecast to lose 65 cents per share on $11.6 billion of revenues, compared to a 15-cent profit on $10.8 billion of revenues in 2010.
"We again experienced a strong revenue performance in our fourth quarter. However, the revenue growth did not keep pace with the increase in operating costs given the higher price of fuel,'' CEO Calin Rovinescu said in a conference call.
He said the airline faced numerous challenges in the past year, including significantly higher fuel prices, a sluggish economy and difficult labour negotiation.
"Despite the challenges in 2011, we did many things right in advance progress on our priorities,'' he told analysts.
The Montreal-based carrier's shares have recovered some of the ground lost last year as it grappled with labour disruptions of flight attendants.
Shares have increased from the low of 95 cents set last month, but that's down 60 per cent from the 52-week high of $3.50.
Several analysts recently upgraded the company to outperform on the back of growing positive signs, particularly in the U.S.
Cameron Doerksen of National Bank Financial said the loss in the quarter was better than he had expected unit revenues were weaker and costs were better than forecast.
Revenues were particularly weak on flights to Europe, falling four per cent, due to a weak European economic climate and increased competition.
Premium cabin traffic increased 8.2 per cent in the quarter while yields or pricing declined 2.2 per cent.
"While these results were ahead of our expectations and Air Canada has exceeded its cost transformation run-rate goals, the company still faces several headwinds, notably still unresolved labour issues, higher fuel costs, and higher maintenance costs,'' he said in a report.
The airline said it wants to achieve a negotiated settlement despite the threat of a potential work stoppage by its pilots and uncertainty over its plans to start a low-cost carrier.
The city of Montreal has urged the carrier to reverse a decision to relocate 140 jobs to Toronto from the carrier's base in Montreal.
The jobs involve scheduling pilots and flight attendants.
The airline has said moving the functions to its new operational control centre in Toronto during the next two years will improve customer service because it will be easier and more efficient to have the people in one place.
There are now about 250 people at the facility in Toronto, where Air Canada has its main national and international hub.
The airline is Canada's largest domestic and international full-service airline providing scheduled and charter air
transportation for passengers and cargo to more than 175 destinations on five continents.
Air Canada reports full year, Q4 results
Air Canada posts solid Q4 profit
Transat AT reduces Q2 loss more than expected
Air Canada reports fourth-quater loss
$235 million fine against Virgin Atlantic, British Airways dismissed
AC reaches tentative agreement with largest union


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