text:
import re
import hmac
import logging
from time import time
from datetime import datetime, timedelta
from unidecode import unidecode
from django.conf import settings
from django.urls import reverse
from django.http import QueryDict
from django.utils import timezone
from django.utils.http import urlencode
from django.db.models import Sum
from django.contrib.auth.models import AnonymousUser
from django.template.loader import render_to_string
from elasticsearch_dsl import Search
from catalog.constants import CATALOG_INDICES
from catalog.elastic_models import Declaration, NACPDeclaration
from catalog.utils import base_search_query
from spotter.models import SearchTask, TaskReport, NotifySend
from spotter.sender import send_mail

NO_ASCII_REGEX = re.compile(r'[^\x00-\x7F]+')
NO_SPECIAL_REGEX = re.compile(r'[^\w.@+_-]+', re.UNICODE)
MAX_SEARCH_LIMIT = 100000
ONE_SEARCH_LIMIT = 1000
LOAD_DECLS_LIMIT = 100

logger = logging.getLogger(__name__)

def ukr_plural(value, *args):
    value = int(value) % 100
    rem = value % 10
    if value > 4 and value < 20:
        return args[2]
    elif rem == 1:
        return args[0]
    elif rem > 1 and rem < 5:
        return args[1]
    else:
        return args[2]

def clean_username(value):
    """Transliterate and clean username by removing any unsupported character"""
    if NO_ASCII_REGEX.search(value):
        value = unidecode(value)
    value = NO_ASCII_REGEX.sub('', value)
    value = NO_SPECIAL_REGEX.sub('', value)
    return value

def reverse_qs(viewname, qs=None, **kwargs):
    url = reverse(viewname, **kwargs)
    if qs:
        url += '?' + urlencode(qs)
    return url

def do_search(task):
    base_search = Search(index=CATALOG_INDICES)
    source = False
    sort = '_doc'
    params = QueryDict(task.query_params, mutable=True)

    search = base_search_query(base_search, task.query, task.deepsearch, params)
    search = search.sort(sort).source(source)

    if not hasattr(search, 'found_total'):
        search.found_total = search.count()

    return search

def merge_found(task, report):
    if task.found_ids:
        # remove possible '\r' from task_ids after edits in admin on Mac
        report_ids = set(report.found_ids)
        task_ids = set(task.found_ids)
        new_ids = report_ids.difference(task_ids)

        if not new_ids:
            return False

        report.found_new = len(new_ids)
        task.found_total = len(task_ids) + len(new_ids)
        report.new_ids = list(new_ids)
        task.found_ids.extend(report.new_ids)
    else:
        task.found_ids = report.found_ids
        task.found_total = report.found_total
        report.found_new = report.found_total
        report.new_ids = report.found_ids

    # check for first run
    if not task.last_run:
        report.found_new = 0
        report.new_ids = []

    return True

def get_found_week(task):
    week_ago = timezone.now() - timedelta(days=7)
    res = TaskReport.objects.filter(task=task,
        created__gt=week_ago).aggregate(Sum('found_new'))
    return res.get('found_new__sum', 0)

def create_report(task, search):
    report = TaskReport(task=task)
    found_total = search.found_total
    found_ids = list()
    limit = ONE_SEARCH_LIMIT
    start = 0

    while start < found_total and start < MAX_SEARCH_LIMIT:
        end = start + limit
        response = search[start:end].execute()
        found_ids.extend([hit.meta.id for hit in response])
        start = end

    if start >= MAX_SEARCH_LIMIT:
        logger.error("Max found limit exceed for user %s query %s", task.user, task.query)

    if found_ids:
        report.found_total = len(found_ids)
        report.found_ids = found_ids
        merge_found(task, report)

    # after merge_found report.found_ids are useful only for debug
    if report.found_ids and not settings.SPOTTER_SAVE_FOUND_IDS:
        report.found_ids = []

    report.save()

    task.found_week = get_found_week(task)
    task.last_run = timezone.now()
    task.save()

    return report

def first_run(task):
    search = do_search(task)
    if search.found_total >= MAX_SEARCH_LIMIT:
        return None
    report = create_report(task, search)
    return report

def load_declarations(new_ids, limit=LOAD_DECLS_LIMIT):
    decl_list = list()
    fields = ['meta.id', 'general.*', 'intro.declaration_year', 'intro.doc_type', 'intro.corrected']

    if len(new_ids) > limit:
        logger.error("load new_ids %d limit %d exceed", len(new_ids), limit)
        new_ids = new_ids[:limit]

    decl_list = NACPDeclaration.mget(
        new_ids,
        raise_on_error=False,
        missing='skip',
        _source=fields)

    if not decl_list:
        decl_list = []

    if len(decl_list) < len(new_ids):
        add_list = Declaration.mget(
            new_ids,
            raise_on_error=False,
            missing='skip',
            _source=fields)
        if add_list:
            decl_list.extend(add_list)

    if len(decl_list) < len(new_ids):
        logger.error("load new_ids %d docs not found", len(new_ids) - len(decl_list))

    return decl_list

def get_verification_hmac(user, email, time):
    key = settings.SECRET_KEY
    msg = '{user.id}:{user.username}:{email}:{time}'.format(user=user, email=email, time=time)
    mac = hmac.new(key.encode('utf8'), msg.encode('utf8'), 'sha256')
    return mac.hexdigest()

def get_verified_email(request):
    args = {
        'user': request.user,
        'time': request.GET.get('time', 0),
        'email': request.GET.get('email', '')
    }
    mac = request.GET.get('mac', '')
    try:
        if time() - float(args['time']) > 86400:
            raise ValueError('too late')
        if mac != get_verification_hmac(**args):
            raise ValueError('bad mac')
    except (TypeError, ValueError):
        return None
    return args['email']

def get_email_login_userid(request):
    user = AnonymousUser()
    user.id = request.GET.get('user', 0)
    args = {
        'user': user,
        'time': request.GET.get('time', 0),
        'email': request.GET.get('email', '')
    }
    mac = request.GET.get('mac', '')
    try:
        if time() - float(args['time']) > 900:
            raise ValueError('too late')
        if mac != get_verification_hmac(**args):
            raise ValueError('bad mac')
        user_id = int(user.id)
    except (TypeError, ValueError):
        return None
    return user_id

def get_login_temporary_link(user_id, email):
    user = AnonymousUser()
    user.id = user_id
    args = {
        'user': user,
        'email': email,
        'time': time(),
    }
    args['mac'] = get_verification_hmac(**args)
    args['user'] = str(user_id)
    return reverse_qs('login_via_email', args)

def send_login_temporary_link(user_id, email):
    context = {
        'link': get_login_temporary_link(user_id, email),
        'site_url': settings.EMAIL_SITE_URL,
    }
    from_email = settings.FROM_EMAIL
    subject = render_to_string("email_login_subject.txt", context).strip()
    message = render_to_string("email_login_message.txt", context)
    msghtml = render_to_string("email_login_message.html", context)
    try:
        endtime = datetime.now() + timedelta(minutes=15)
        subject += " " + endtime.strftime("%H:%M")
        res = send_mail(subject, message, from_email, [email],
            html_message=msghtml)
    except Exception as e:
        logger.error("send_mail %s failed with error: %s", email, e)
        res = False
    return bool(res)

def send_confirm_email(request, email):
    args = {
        'email': email,
        'time': time(),
    }
    args['mac'] = get_verification_hmac(request.user, **args)
    context = {
        'email': email,
        'link': reverse_qs('confirm_email', args),
        'site_url': settings.EMAIL_SITE_URL,
    }
    from_email = settings.FROM_EMAIL
    subject = render_to_string("email_confirm_subject.txt", context).strip()
    message = render_to_string("email_confirm_message.txt", context)
    msghtml = render_to_string("email_confirm_message.html", context)
    try:
        res = send_mail(subject, message, from_email, [email],
            html_message=msghtml)
    except Exception as e:
        logger.error("send_mail %s failed with error: %s", email, e)
        res = False
    return bool(res)

def send_newtask_notify(task):
    context = {
        'query': task.query,
        'query_opt': task.query_opt,
        'query_title': task.query_title,
        'site_url': settings.EMAIL_SITE_URL,
    }
    from_email = settings.FROM_EMAIL
    subject = render_to_string("email_newtask_subject.txt", context).strip()
    message = render_to_string("email_newtask_message.txt", context)
    msghtml = render_to_string("email_newtask_message.html", context)
    try:
        res = send_mail(subject, message, from_email, [task.user.email],
            html_message=msghtml)
    except Exception as e:
        logger.error("send_mail %s failed with error: %s", task.user.email, e)
        res = False
    return bool(res)

def send_found_notify(notify):
    context = {
        'query': notify.task.query,
        'query_opt': notify.task.query_opt,
        'query_title': notify.task.query_title,
        'decl_list': load_declarations(notify.new_ids),
        'found_new': notify.found_new,
        'site_url': settings.SITE_URL,
    }
    if notify.email and notify.email.endswith('.chatbot'):
        from chatbot.utils import send_to_chat
        # need save before use to obtain notify.id
        notify.save()
        return send_to_chat(notify, context)

    if notify.email and notify.email.endswith('.broadcast'):
        from chatbot.utils import send_to_channels
        notify.save()
        return send_to_channels(notify, context)

    # send notify to regular email
    from_email = settings.FROM_EMAIL
    subject = render_to_string("email_found_subject.txt", context).strip()
    message = render_to_string("email_found_message.txt", context)
    msghtml = render_to_string("email_found_message.html", context)
    try:
        notify.error = send_mail(subject, message, from_email, [notify.email],
            html_message=msghtml) or 'unknown result'
    except Exception as e:
        logger.error("send_mail %s failed with error: %s", notify.email, e)
        notify.error = str(e)
    return notify.error

def create_notify(task, report):
    notify = NotifySend(task=task, email=task.user.email, found_new=report.found_new,
        new_ids=list(report.new_ids))
    send_found_notify(notify)
    notify.save()
    return notify

def save_search_task(user, query, deepsearch=True, query_params='', chat_data='', limit=settings.SPOTTER_TASK_LIMIT):
    if len(query) < 2:
        raise ValueError('Не вдалось створити завдання з пустим запитом.')

    if len(query) > 100 or len(query.split(' ')) > 10:
        raise ValueError('Не вдалось створити завдання з таким довгим запитом.')

    if not user.email:
        raise ValueError('Не вдалось створити завдання без адреси електронної пошти.')

    # limit up to 100 tasks for user
    if SearchTask.objects.filter(user=user, is_deleted=False).count() >= limit:
        raise ValueError('Перевищено максимальну кількість завдань.')

    # don't add twice
    if SearchTask.objects.filter(user=user, query=query,
            deepsearch=deepsearch, query_params=query_params, is_deleted=False).exists():
        raise ValueError('Таке завдання вже існує.')

    task = SearchTask(user=user, query=query, deepsearch=deepsearch)
    task.query_params = query_params
    task.chat_data = chat_data
    task.save()

    if not first_run(task):
        task.is_deleted = True
        task.save()
        raise ValueError('Не вдалось створити завдання, спробуйте спростити запит "%s"' % task.query)

    return task

def find_search_task(user, query, **kwargs):
    for task in SearchTask.objects.filter(user=user, query=query, is_deleted=False, **kwargs)[:1]:
        return task

    # also try find by id
    try:
        task = SearchTask.objects.get(user=user, id=int(query), is_deleted=False)
    except (TypeError, ValueError, SearchTask.DoesNotExist):
        return

    return task

def list_search_tasks(user):
    return SearchTask.objects.filter(user=user, is_deleted=False).order_by('created')

def get_user_notify(notify_id, **kwargs):
    try:
        notify = NotifySend.objects.get(id=notify_id, **kwargs)
    except NotifySend.DoesNotExist:
        return None
    return notify

redpajama_set_name: RedPajamaGithub


text:
S&P/TSX composite in record territory, U.S. stock markets also gain ground
Damian J. Troise	The Associated Press Published Wednesday, January 15, 2020 8:23AM EST Last Updated Wednesday, January 15, 2020 11:58AM EST
A board above the floor of the New York Stock Exchange shows the Dow Jones industrial average above 29,000 after the opening bell, Friday, Jan. 10, 2020. Stocks are off to a mixed start on Wall Street after the government reported that U.S. employers eased back on hiring last month. (AP Photo/Richard Drew)
TORONTO -- Canada's main stock index headed into record territory again despite losses in the key energy sector as the price of oil moved lower.
The S&P/TSX composite index was up 30.38 points at 17,383.28 after trading as high as 17,400.01.
In New York, the Dow Jones industrial average was up 149.91 points at 29,089.58. The S&P 500 index was up 11.74 points at 3,294.89, while the Nasdaq composite was up 36.21 points at 9,287.54.
The Canadian dollar traded for 76.64 cents US compared with an average of 76.56 cents US on Tuesday.
The February crude contract was down 68 cents at US$57.55 per barrel and the February natural gas contract was down 5.7 cents at US$2.13 per mmBTU.
The February gold contract was up US$5.50 at US$1,550.10 an ounce and the March copper contract was down 1.40 cents at US$2.86 a pound.
This report by The Canadian Press was first published Jan. 15, 2020
More Business Stories
50% of Canadians face insolvency amid 'debt hopelessness': survey
Dias arrested in Regina

redpajama_set_name: RedPajamaCommonCrawl


The chamber duo of oboe player Nicholas Daniel and pianist Julius Drake is 21 years old this year. Their first recital was for the Hereford Concert Society, of which Daniel is now president, so this concert for the society was by way of celebration.
The integrity and empathy of the partnership, and the fluid and seemingly spontaneous approach to phrasing, were manifestly evident in their sequence of works by Robert Schumann: the Three Duos (arrangements of keyboard studies and sketches by Howard Ferguson), the Fantasy Pieces Op 73, and the Three Romances Op 94. Daniel's range of tone colour was remarkable, and his decision to perform the Fantasy Pieces (usually played by clarinet or cello) on the darker oboe d'amore was inspired.
Just as inspired was the decision to mark the anniversary by commissioning a new piece. Huw Watkins composed a musical portrait of the two performers, based in part on his own experience of giving recitals with Daniel in Drake's stead. Daniel admitted to recognising (and liking) the slightly flamboyant, impatient and un-English character that emerged.
The Two Romances emulated Schumann both in title and broadly narrative style and, after the wealth of romantic meandering, Watkins's lucid musical language had a fresh, immediate impact. Its mix of exuberance and volatility was tempered by strong rhythmic definition in the piano, which in turn was balanced by calm, contemplative lines in the oboe. But, even as the music dissolved into a Celtic mist, the oboe's last short flurry of notes came as a final gesture of defiance.
The programme ended with an equally persuasive performance by Herbert Howells of the Sonata, a virtuoso work intended for Leon Goossens but abandoned in 1942 when Goossens appeared not to appreciate its worth. In the hands of Daniel and Drake, the music had eloquence and a compelling inner force: testimony to the original instinct of Howells and ironic indictment of that of Goossens.


text:
Sofroniusz I – chalcedoński patriarcha Aleksandrii w latach 841–860. Za jego panowania wybuchły prześladowania chrześcijan w Egipcie przez kalifa Jafara Al Mutawakkila.

Przypisy

Prawosławni patriarchowie Aleksandrii
Zmarli w IX wieku

redpajama_set_name: RedPajamaWikipedia


Actress Meghan Markle's engagement to trophy boyfriendPrince Harry on Monday marks a major shift in British royal pairings.
Though the 36-year-old television star's engagement is much less unusual than it would have been in previous generations as traditions become more progressive, Markle's upcoming ascension to the royal family is still groundbreaking in several ways.
Actress Meghan Markle and Prince Harry on Monday, after announcing their engagement.
She's a woman of color.
When Markle first began dating Prince Harry in 2016, British tabloids ran stories making racist comments about the actress, whose father is white and mother is black.
In a rare public statement last November, Prince Harry condemned the pieces' "racial undertones" and the ongoing "abuse and harassment" Markle and her family experienced.
In 2015, Markle wrote in Elle Magazine about racism she and her parents have faced ― and how her father advised her to "draw your own box" when needing to identify her race.
There was a mandatory census I had to complete in my English class — you had to check one of the boxes to indicate your ethnicity: white, black, Hispanic or Asian. There I was (my curly hair, my freckled face, my pale skin, my mixed race) looking down at these boxes, not wanting to mess up, but not knowing what to do. You could only choose one, but that would be to choose one parent over the other — and one half of myself over the other. My teacher told me to check the box for Caucasian. 'Because that's how you look, Meghan,' she said. I put down my pen. Not as an act of defiance, but rather a symptom of my confusion. I couldn't bring myself to do that, to picture the pit-in-her-belly sadness my mother would feel if she were to find out. So, I didn't tick a box. I left my identity blank — a question mark, an absolute incomplete — much like how I felt.
She'll be the first American to officially marry a British royal.
The Los Angeles native is not the first American to marry a British royal, but is the first whose relationship has been officially accepted by the royal family.
In 1936, King Edward VIII famously abdicated the throne to marry twice-divorced American socialite Wallis Simpson after their relationship caused a royal scandal.
She breaks some other traditional royal rules.
Markle, like Simpson, is divorced, which traditionally excluded someone from marrying into the royal family. But the acceptance of the former shows more tolerant social conventions over time. Prince Harry's father Prince Charles divorced his mother, Princess Diana, and in 2005, married the divorced Camilla Parker Bowles, now the Duchess of Cornwall — though their wedding was a civil ceremony.
Until 2015, British rules barred members of the line of royal succession from marrying Catholics, as Queen Elizabeth II serves as the head of the Anglican Church. Though Markle, who attended a Catholic high school, wasn't raised Catholic, she will be baptized into the Church of England before the wedding.
The British Parliament's changes to the law on royal succession also included the removal of biases toward male heirs ― which now allows, for example, Prince William and the Duchess of Cambridge's daughter, Charlotte, to join the line of succession directly after her older brother, George, even if she ends up having other male siblings.
CORRECTION: A previous version of this story incorrectly referred to the Duchess of Cambridge, formerly known as Kate Middleton, as a princess, and incorrectly stated that the Duchess of Cornwall has been divorced twice. It also incorrectly stated that Markle was Catholic. Language in this story has also been amended to clarify the new laws for male heirs and royal succession.


text:
New Zealand|Education
Classrooms double at Fruitvale School in New Lynn
30 Mar, 2017 08:53 PM 2 minutes to read
Gardens are a feature at New Lynn's Fruitvale School. Photo / Fruitvale School website
By: Simon Collins
Education reporter, NZ Herald
simon.collins@nzherald.co.nz
Permanent classrooms at New Lynn's Fruitvale Primary School will more than double from eight to 18 in a $9.5 million project to cope with growing population in the area.
Associate Education Minister Nikki Kaye visited the school this morning to unveil plans for a new two-storey, eight-classroom block plus a two-classroom satellite unit of Carlson School for Cerebral Palsy.
There are now eight permanent and two temporary classrooms at the school.
"Fruitvale Primary is one of a number of schools in New Zealand that have experienced weathertightness issues as a legacy of the leaky buildings era," Kaye said.
"Combining weathertightness remediation with the project to build roll-growth classrooms makes good sense in this instance, as it will achieve time and cost efficiencies and minimise disruption to the school's activities.
"As its name suggests, Fruitvale Primary has beautiful gardens, featuring an orchard, native plants and a stream, and it is part of a collaborative local school community.
"The addition of the satellite unit to provide learning support for students with special education needs will further strengthen the school's welcoming and inclusive nature.
The Fruitvale project follows a $3.8 million classroom block planned for Long Bay Primary School and a $4 million repair job at Long Bay College, on top of $158 million announced in June and October last year for new classrooms in Auckland.
"As a result of these investments, we're on track to deliver more than 17,000 new student places in Auckland by 2019," Kaye said.
"Since 2014, around $375 million has also been approved for major redevelopments at 18 schools in Auckland. This is part of the greatest spend ever on school infrastructure by a New Zealand government, which so far has seen over $5 billion committed for new and upgraded schools and classrooms since 2008."
New classroom block for Auckland school
28 Feb, 2017 11:08 PM Quick Read
Good news at last for Long Bay College
10 Mar, 2017 04:42 AM Quick Read
'Never give up, ever. No matter what'
24 Mar, 2017 04:00 PM Quick Read
Fruitvale Primary School is working with other schools to form the Kotuitui (Green Bay) Community of Learning.
The decile 4 school has a roll of 268. The roll dropped from 272 in 2006 to 211 in 2010, but has grown again in the past seven years.
Latest from New Zealand
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text:
Community » News » PSU math and stats professor's $500K grant to help in fight against Alzheimer's
PSU math and stats professor's $500K grant to help in fight against Alzheimer's
Author: Cristina Rojas, College of Liberal Arts and Sciences
A Portland State University math and statistics professor has been awarded nearly $500,000 to continue his work as part of the largest family history study of Alzheimer's disease in the world.
Bruno Jedynak's funding was a subaward of a larger $18 million National Institutes of Health renewal grant for the Wisconsin Registry for Alzheimer's Prevention. The study involves more than 1,580 middle-aged participants, a majority of whom have had a parent with Alzheimer's and are at a higher risk of developing the disease.
Patients are tested for possible biomarkers, such as brain changes, and followed for years to see whether these markers signal the disease is already underway or if they are at risk of developing it — information that could allow for earlier treatment that might slow or stop the disease.
Jedynak, a researcher and computational mathematician in PSU's College of Liberal Arts and Sciences, has developed algorithms and statistical models to help scientists visualize the disease's progression.
"Alzheimer's is very puzzling because it seems that when people develop dementia, their brain is already extremely damaged to a point where it's too late for any treatment," Jedynak said. "The idea is to go back and understand what goes on clinically before they actually develop dementia."
He said Alzheimer's is believed to begin as many as 20 years before it's progressed far enough to produce the symptoms that lead to a diagnosis.
"I'm combining the measurements and drawing pictures that are statistically meaningful of what goes on in the progression of the disease from a healthy subject to a subject that is going to develop the disease," Jedynak said. "Because we observe these people at different time points, we are also able to assess their speed of progression."
The grant runs through 2023.
Photo caption: Bruno Jedynak uses algorithms and statistical models to help scientists visualize the disease's progression, as shown in the figure.
Visit the South Park Blocks »
The cathedral of trees that form the South Park Blocks do more than provide refreshment and peace in an urban environment.


text:
using System.Windows;
using System.Collections.Generic;
using ArcGIS.Desktop.Framework.Contracts;
using ArcGIS.Desktop.Core;
using ArcGIS.Desktop.Catalog;

namespace FolderConnectionManager
{
  internal class DisplayConnections : Button
  {
    protected override void OnClick()
    {
      // Get an iterable object containing all the current folder connections
      IEnumerable<FolderConnectionProjectItem> projectFolders = Project.Current.GetItems<FolderConnectionProjectItem>();

      // Iterate over the list of connections and append each to a string
      string folders = null;
      foreach (var item in projectFolders)
        folders += item.Path + "\n";

      // Show a message box listing each of the folder connections
      ArcGIS.Desktop.Framework.Dialogs.MessageBox.Show(folders, "Folder Connections");
    }
  }
}


text:
Q: BASH: Modify the content of array by its name stored in variable Suppose I have created an associative array aaa by declare -A aaa and aaa[bbb]=0, and I have var=aaa. How can I make aaa[bbb] increase by 1 using only var and bbb since I may not know the exact name of the array in the runtime.
I have tried eval "(($var[bbb]++))" but it didn't work.
Thanks!

A: I think this is important enough to note in an answer, rather than just a comment. You do not need eval here. Arithmetic statements do their own dereferencing of variables independent of parameter expansion, so simply using parameter expansion to replace var with aaa is sufficient.
bash-4.4$ declare -A aaa
bash-4.4$ aaa[bbb]=0
bash-4.4$ ((aaa[bbb]++))
bash-4.4$ echo ${aaa[bbb]}
1
bash-4.4$ var=aaa
bash-4.4$ (($var[bbb]++))
bash-4.4$ echo ${aaa[bbb]}
2

redpajama_set_name: RedPajamaStackExchange


text:
SearchIllinoisCambridgeDemographics
Cambridge, IL Demographics
Livability64AmenitiesFCost of LivingBCrimeA+EmploymentC-HousingFSchoolsFWeatherD Livability
Cambridge demographics profile
Statistic Cambridge Illinois National
Cambridge, IL has a population of 2,162 and is the 10,560th largest city in the United States. The population density is 1,091 per sq mi which is 391% higher than the Illinois average and 1104% higher than the national average. The median age in Cambridge is 42 which is approximately 12% higher than the Illinois average of 37. In Cambridge, 68% of the population over 15 years of age are married, 98% speak English and 1% speak Spanish. 76% of Cambridge residents were born in Illinois, 21% were born out of state, 0% were born outside of the United States and 2% were foreign born.
The population density in Cambridge is 391% higher than Illinois.
The median age in Cambridge is 12% higher than Illinois.
In Cambridge 95.56% of the population is White.
In Cambridge 2.87% of the population is Black or African American.
In Cambridge 1.57% of the population is Asian.
See the best places to live in & around Cambridge
10 best cities to buy a new house in Illinois
Compare Cambridge, IL Demographics To Other Cities
Cambridge population breakdown by race
Race Cambridge Illinois National
In Cambridge, 1.1% of people are of Hispanic or Latino origin.
Cambridge age breakdown
Source: The Cambridge, IL demographics data displayed above is derived from the 2016 United States Census Bureau American Community Survey (ACS).


The ceramic artist Thom Lussier's pottery is rich in color, textures, and glazes. His most recent work is a collection of beautifully patterned vessels, some with stripes, others with more subtle but nevertheless rich, painterly surfaces. This glazed pitcher vase has a lovely pewter hue and calls to mind geologic formations, such as rocks washed smooth by rivers.


text:
Cardi B And Migos Celebrate Their Success On The Self-Congratulatory New Single 'Drip'
Derrick RossignolFacebookTwitterMusic News Editor
Cardi B has a lot to be happy about right now: She's one of the most popular artists in the world; her debut album, Invasion Of Privacy, comes out on April 6th; and she's engaged to Offset. She and her fiancée's group Migos teamed up for the single "MotorSport" last year, and now the gang is back together again for the latest track off of Cardi's upcoming album, "Drip."
On the song, Cardi B and Offset team up for the hook, "Came through drippin' (drip drip) / Diamonds on my wrist, they drippin' (ice)." Then Cardi begins the first verse by rapping about being successful, a common theme that runs throughout the song: "Give me little something to remember (Cardi!) / Tryna make love in a Sprinter (yeah) / Quick to drop a nigga like Kimbo (go) / Lookin' like a right swipe on Tinder (woo)."
After the song was released, a fan on Twitter referred to Cardi as "basically the fourth member of the Migos," to which Cardi responded by saying that they're just looking out for each other, writing, "I'm not. I'm engaged to Offset and the others are my brothers. Now we want to help each other to succeed and make money. Your f-ckin' homeboys should support you too, sis!"
I'm not .Im engaged to Offset and the others are my brothers now we want to help each other to succeed and make money .The nikka you fuckin homeboys should support you too sis ! https://t.co/J4fLrSGXCI
— iamcardib (@iamcardib) April 4, 2018
She also shared her anticipation for Invasion Of Privacy, writing that it will be a big relief and an opportunity for her to show off her versatility: "I can't wait until Invasion Of Privacy comes out. First, [it's] a big [relief]; Second, I want people to see different sides of me and I'm just really proud of the work that was put in this album."
I can't wait till Invasion of Privacy comes out .First is a big relieve ,second i want people to see different sides of me and I'm just really proud of the work that was put in this album❤
Listen to "Drip" above.
Tags: Cardi B, Drip, INVASION OF PRIVACY, Migos


E-Brochure Designing Lahore Pakistan is a highly profitable tool for advertising and expanding your business. Winssol is a best E-Brochure designing company in Lahore, Pakistan. In any era brochures are stand out as an effective means of communication. We have the expertise and skills to do it for you and make your communication more effective. Brochures are most effective and easiest way of marketing and promoting business as all the businesses from small to large business can afford to invest in.
You can spend a lot of money on media marketing, advertising but you can't get the results as that you can get through brochures. Attractive brochures can be a great investment in your business as they help in expanding and marketing your business to high level.
Brochures are an easy and effective way of marketing as they are very easy to get in hand. You will found thousands of companies who are offering brochure designing, but there are only few companies, who are trust worthy, and provide you quality services that suits your budget and affordably for your business. At Winssol you will get quality E-Brochure design in Lahore brochures that will increase your customers.
Our highly skilled and creative brochure design team will work more creatively on your best brochure design to ensure that the message you want to convey is delivered more effectively in the brochure design. At Winssol, when it comes to designing a brochure for a company we take it as a challenge. We not only motivate our team but also include the necessary equipment's and items that are must in designing a brochure for a company.


text:
Industry: Colleges and Universities · HQ: Madison, WI
5 University of Wisconsin Web Developer Salaries
Browse University of Wisconsin Salaries by Job Title →
University of Wisconsin Web Developers earn $29,000 annually, or $14 per hour, which is 62% lower than the national average for all Web Developers at $55,000 annually and 74% lower than the national salary average for all working Americans. The highest paid Web Developers work for Toyota at $141,000 annually and the lowest paid Web Developers work for Valencia College at $19,000 annually.
$23K Madison, WI Web Developer Average Salary at University of Wisconsin (2 salaries)
-$32K (82%) less than national average Web Developer salary ($55K)
-$7K (26%) less than average University of Wisconsin salary ($30K)
$23K University of Wisconsin Web Developer in Madison, WI ·
-$6K (23%) less than average University of Wisconsin Web Developer salary ($29K)
"When I started in my current position, the pay matched the responsibilities I was assigned. However, over time, I have accumulated more responsibilities and I have been given a much larger workload without a matching raise in pay."
"I am a part-time student employee so I recognize that my pay is not as high as a professional in an equivalent position. That said, I do wish my pay was closer to the norm."
$34K University of Wisconsin Web Developer without location (3 salaries)
+$4K (12%) more than average University of Wisconsin salary ($30K)
Be the first to see new University of Wisconsin jobs in Saline, MI
Biogas Plant Operator and Research Assistant
University of Wisconsin Oshkosh - Oshkosh, WI
Tenure Track Assistant/Associate Professor-Special & EC Education


Many students begin their essay in a very tedious fashion by merely restating theory topic of your dilemma. But this should be averted at any price tag as introduction presents the overall concept of the paper. Alternatively, college students may want to hook the reader by making use of direct quotations, a stunning actuality, a mind-boggling question, or a component of humor.


Whether you're switching back in turn 11 at your favorite track day or commuting to work on your bike, knowing how to properly maintain your tires is a necessity. Properly maintained tires help to ensure your safety, and will also perform better and last longer, meaning you can spend your hard earned money on other upgrades or your next tour.
Having under-inflated tires is the most common cause of improper tire wear and poor handling. Even if you've just purchased a brand new motorcycle or a pair of new tires, you should always check your tire pressure before each ride. With the MotoPressor this can be done easily.


Term Paper and Essay on Product Team Cialis: Getting Ready to Market Harvard Case Study 9-505-038.
Product Team Cialis: Getting Ready to Market Harvard Case Study 9-505-038.
18169. Product Team Cialis: Getting Ready to Market Harvard Case Study 9-505-038.


Thank you for exposing the "sweetheart pension deal" that Baltimore County officials Kevin Kamenetz, Stephen G. Samuel Moxely, Vincent J. Gardina and Arnold Jablon, are receiving. For these county officials to draw or bank retirement benefits while continuing to work for the county is wrong. Not only are the retirement benefits they receive paid at a higher percentage than those of most county employees, the salaries that these officials are making (in addition to their sweetheart retirement benefits) are 3-to-5 times more than what most county employees and teachers make.
To add insult to injury, the provision allowing them to "bank" their pension benefits while still working was quietly added at the 11th hour to a bill that significantly reduced pension benefits for many county employees and reduced or altogether eliminated cost-of-living adjustments for retirees. At the time that this bill was adopted, Messrs. Kamenetz, Moxley, and Gardina — and County Administrative Officer Fred Homan who granted them this special benefit — all took the position that a reduction in benefits for other employees and retirees was necessary to preserve the financial integrity of the retirement system. Perhaps if these officials had revealed their desire to allow a select few to "double dip" the night that they quietly slipped this provision in for a vote (without any reading of its text or debate), the rest of the county council might not have found it necessary to take COLAs from retirees on fixed incomes or reduce future retirement benefits for the lowest paid county employees.
The legality of this "double dipping" provision should be questioned by the new members of the County Council, as the choice of who gets it is left up to the whim of the county administrative officer. Defined benefit plans, such as the county's retirement plan, are supposed to be just that — defined with clear standards as to who is entitled to receive benefits and the amount that they are to receive. State law specifies that it is the job of the council to set those standards, not a political appointee who decides to bestow this benefit on his friends or the person who appointed him.
For Mr. Homan to grant this benefit to Mr. Kamenetz after he took office is even more questionable, as Section 405 of the county charter prohibits any change in the county executive's compensation during his term in office. And, according to a document generated by the county, Mr. Jablon is not "banking" his $111,000 annual pension, but "simultaneously collecting [his] pension and new county salary" of $180,000 annually. Even the "sweetheart" provision which allows for the banking of pensions while working does not appear to allow for that. Perhaps some other law does, but I am unaware of it. These legal questions need to be addressed, and to ensure independence, a private counsel should be hired by the council to do so.
It is ironic that in the same month that this "double dipping" issue was reported by The Sun, Mr. Kamenetz proposed ethics reforms "to make sure that people have confidence in the decisions that county government makes" and stated that he is working hard just "paying [the county's] bills each month." Here's an idea, let's save money and really engender "confidence in the decisions that county government makes" by repealing this sweetheart provision and ensuring that "double dipping" by these and any other county officials comes to an end.
The writer served as Baltimore County Attorney from 1995 to 2001.


text:
São Dinis de Paris ou São Dionísio de Paris () foi um mártir e santo cristão, tendo sido bispo de Paris no . Foi martirizado aproximadamente no ano de 250. Segundo a Tradição, São Dinis ainda caminhou até sua igreja logo após ser decapitado. É venerado pela Igreja Católica Romana como co-padroeiro de Paris. O nome de Dinis deriva do nome latino de Dionísio. É celebrado a 9 de outubro.

História
Foi enviado como missionário a Paris, e depois foi o primeiro bispo de Paris. Notável pregador, converteu centenas de pessoas. Seu sucesso provocou a ira dos pagãos locais e ele foi feito prisioneiro pelo governador romano. Martirizado nas perseguições do imperador Valeriano para renegar sua fé, junto com São Eleutério e São Rústicus que eram seus diáconos. A história diz que após ter sido decapitado ele andou segurando sua cabeça por algum tempo em direção a sua igreja.

Seu túmulo tornou-se um local de peregrinação e vários milagres foram creditados a sua intercessão.

Santa Genoveva (Genevieve, padroeira de Paris) construiu uma basílica sobre sua tumba e sua festa foi adicionada ao calendário romano em 1568 pelo papa Pio V, embora ela seja celebrada na França desde  Ele é um dos catorze santos auxiliares.

Foi decapitado no ano de 258 em Montmartre e seu corpo atirado no Sena, mas recuperado e sepultado à noite pelos seus convertidos e devotos. Na arte litúrgica da Igreja pode ele ser mostrado como um bispo carregando sua cabeça, às vezes usando uma mitra e também com uma videira crescendo em seu pescoço. É padroeiro da França e de Paris e no passado era invocado contra a dor de cabeça. Geralmente, é invocada sua intercessão contra a hidrofobia, ira, furor, possessão demoníaca  e a raiva (doença).

Ver também

Santos da França
Primeiros cristãos mártires
Santos do Império Romano
Romanos antigos do século III
Santos da Lenda Dourada
Santos auxiliares
Sepultados na Basílica de Saint-Denis


I've haven't had any better luck finding the poem. If you know what this is, please email us and I'll pass the info on to her.
Barry is looking for two humorous poems. One poem is about two guys arguing in a pub about why a jackeroo's dog is wearing brown shoes, a fight results and they destroy the pub. The jackeroo eventually replies because his black ones are getting fixed.
The second poem is about a stockman getting caught up in a flood, and he ends up mustering empty bottles while sitting on a keg.
Donna is looking for a poem about dogs. She thinks it's called "the bush dance" or something similar.
If you know what the poems are that Barry and Donna want, please let us know.
Rosemary wrote to us about a poem she saw at the front of the Adam Lindsay Gordon cottage in the Botanical Gardens in Victoria. Unfortunately it didn't give the name of the poem and she couldn't find it on the Internet.
Always up to a challenge, I did find the poem, but it's listed incorrectly on most websites.
They show the poem online with a variety of titles, but the real title of the entire poem is Ye Wearie Wayfarer.
As long as we're sharing quotes, it's by a Yank, Charles M. Schultz (of Snoopy fame), but we love it anyway.


text:
Michael Alan Wheeler
Michael Alan Wheeler was born May 5, 1948 in Tacoma, Washington and passed away peacefully at Tacoma General Hospital April 4, 2021. Michael grew up in Tacoma, Washington and graduated from Lincoln High School. After High School he joined the A
Sarah Louise Porter
Sarah Louis Harden Porter was called to be with the Lord on April 3, 2021. She was born on Feb 2,1924, to Frank and Ophelia Harden in West Middlesex Pennsylvania. Sarah grew up on a farm in West Middlesex one of twelve children: Frank, Robert, and Ev
Richard Welch
Richard & Nancy Jane Welch Nancy Jane (Janie) Welch passed away peacefully at home on January 30, 2021. Just two months after Janie's passing, Janie's husband, Richard (Richy) Welch, passed away peacefully at home on April 3, 2021. Richy
Gloria Novak
Gloria Jean Williams Aiken Novak died peacefully in her sleep on April 2nd, 2021 at her home in Bremerton, WA. Gloria was born in Steubenville, Ohio to Cortez and Iris Evans Williams on January 14th, 1929. She had two siblings, an older brother C
Shirley Carol Gordon
Shirley was born to Marie Mason and Harry Weislman on March 31, 1924, in King County Hospital in Seattle's Georgetown neighborhood. Shirley was an only child and her family suffered from many of the hardships of the Great Depression. Family dis
Robert Gene Shanks
Robert (Bob) Shanks was born February 17, 1927 in Fargo, North Dakota. His father worked for Standard Oil and his mother was employed by various local retail stores. He joined the Navy at age 16, graduated from high school, and served from July 1944
Lucille R Baker
Lucille R. Baker left us on a sunny morning March 29, 2021 in Tacoma, WA, after 100 years. She was born on December 7, 1920 in El Paso, Texas to Manuel Ramirez and Margarita (Valedez) Ramirez. She was thrilled to make it to her 100th year. She is sur
Paula Marie Weir
Paula Weir left this world unexpectedly on March 24, 2021. She lived her life like she knew it would be too short. One spirited adventure after another. Her friends and family describe Paula (known in the family as "The Princess") as FILL IN T
Michael Joseph Berry
Michael Joseph Berry, 67, passed away unexpectedly on March 22, 2021 in Tacoma, WA with his family at his side. While working as a Manufacturing Engineer for Pennwalt/Sharples and later Alfa Laval, he traveled internationally for a decade before ret
Nancy Jeanne Ross Bennett
Nancy Jeanne Ross Bennett began life in St. Louis, Missouri on May 16, 1938 and went to her Heavenly Home on March 19, 2021 in Bremerton, Washington after suffering a stroke. She joined her beloved husband George in Heaven on his birthday, and we kn
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text:
Q: ASP.Net application renders differently in IIS Servers I have deployed a ASP.Net web application in my server on IIS 7.5. It is rendering properly in Firefox and Chrome but not rendering properly in IE 10 or IE 11. When I deployed the same application on my Laptop (development system) IIS Server, it renders properly on IE, Firefox, Chrome and on WebkitBrowser control. So my requirement is to render in WebkitBrowser control I used in a desktop application Form. It is also not rendering properly in WebkitBrowser control.
I tried with
<meta http-equiv="X-UA-Compatible" content="IE=8">

but failed.
I add dword with
UA-Compatible IE=8, IE=9, IE=10

etc but still out of luck.
It is working on my laptop but not working on deployment server. I need to render it on WebkitBrowser control. My grdarea.css class is:
.grdarea
{
    float: none;
/*height: 30px;*/
font-size: 14px;
line-height: 0px;
margin: 0 0 0px;
padding: 2px 0;
text-transform: uppercase;
border-radius: 5px;
-webkit-border-radius: 5px;
border: #0e2a3f solid 1px;
 color: #FFFFFF;
box-shadow: 0 0 2px 0 rgba(0,0,0,0.3);
-webkit-box-shadow: 0 0 2px 0 rgba(0,0,0,0.3);
background: #4d73a0;
background: url(data:image/svg+xml;base64,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);
background: -moz-linear-gradient(top, #4d73a0 0%, #36639c 3%, #34619a 7%, #3060a0 10%, #2c5c9a 20%, #2d588b 30%, #284f86 47%, #234573 67%, #1b3a68 90%, #1d3c6a 93%, #1c3959 97%, #1d3a5a 100%);
background: -webkit-gradient(linear, left top, left bottom, color-stop(0%, #4d73a0), color-stop(3%, #36639c), color-stop(7%, #34619a), color-stop(10%, #3060a0), color-stop(20%, #2c5c9a), color-stop(30%, #2d588b), color-stop(47%, #284f86), color-stop(67%, #234573), color-stop(90%, #1b3a68), color-stop(93%, #1d3c6a), color-stop(97%, #1c3959), color-stop(100%, #1d3a5a));
background: -webkit-linear-gradient(top, #4d73a0 0%, #36639c 3%, #34619a 7%, #3060a0 10%, #2c5c9a 20%, #2d588b 30%, #284f86 47%, #234573 67%, #1b3a68 90%, #1d3c6a 93%, #1c3959 97%, #1d3a5a 100%);
background: -o-linear-gradient(top, #4d73a0 0%, #36639c 3%, #34619a 7%, #3060a0 10%, #2c5c9a 20%, #2d588b 30%, #284f86 47%, #234573 67%, #1b3a68 90%, #1d3c6a 93%, #1c3959 97%, #1d3a5a 100%);
background: -ms-linear-gradient(top, #4d73a0 0%, #36639c 3%, #34619a 7%, #3060a0 10%, #2c5c9a 20%, #2d588b 30%, #284f86 47%, #234573 67%, #1b3a68 90%, #1d3c6a 93%, #1c3959 97%, #1d3a5a 100%);
background: linear-gradient(to bottom, #4d73a0 0%, #36639c 3%, #34619a 7%, #3060a0 10%, #2c5c9a 20%, #2d588b 30%, #284f86 47%, #234573 67%, #1b3a68 90%, #1d3c6a 93%, #1c3959 97%, #1d3a5a 100%);

}
.grdarea:hover
{

background: #45484d;
background: url(data:image/svg+xml;base64,PD94bWwgdmVyc2lvbj0iMS4wIiA 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);
background: -moz-linear-gradient(top, #45484d 0%, #000 100%);
background: -webkit-gradient(linear, left top, left bottom, color-stop(0%, #45484d), color-stop(100%, #000));
background: -webkit-linear-gradient(top, #45484d 0%, #000 100%);
background: -o-linear-gradient(top, #45484d 0%, #000 100%);
background: -ms-linear-gradient(top, #45484d 0%, #000 100%);
background: linear-gradient(to bottom, #45484d 0%, #000 100%);

}
One of my Page Source Code:

<%@ Page Language="C#" AutoEventWireup="true" CodeBehind="FrmUserLogin.aspx.cs"  Inherits="VisionWebPortal.FrmUserLogin" %>
<%@ Register Assembly="AjaxControlToolkit"  Namespace="AjaxControlToolkit"  TagPrefix="ajaxToolkit" %>
<%@ Register Src="MessageBoxUsc/uscMsgBox.ascx" TagName="uscMsgBox" TagPrefix="uc1" %>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">

<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1.0" />
<meta content="IE=edge,chrome=1" http-equiv="X-UA-Compatible">
<meta content="text/html; charset=utf-8" http-equiv="Content-Type">
<title>Vision Web Tv</title>
<link href="css/style.css" rel="stylesheet" type="text/css" media="all" />
<link href='http://fonts.googleapis.com/css?family=Open+Sans:400,300,600,700,800' rel='stylesheet' type='text/css'>

<form id="form1" runat="server">
<AjaxControls:ToolkitScriptManager ID="ToolkitScriptManager1" runat="server" EnableScriptGlobalization="true"
    EnableScriptLocalization="true">
</AjaxControls:ToolkitScriptManager>
   <asp:UpdatePanel ID="UpdatePanel1" runat="server">
            <ContentTemplate>

                            <asp:Label ID="Label3" runat="server" Text="SIGN IN       "
                                Font-Bold="True" Font-Size="Larger" Font-Underline="True"></asp:Label>
                                <asp:Label
                                    ID="Label4" runat="server"
                                Text="                Welcome to Vision Web TV!" Font-Bold="True"
                                Font-Underline="False"></asp:Label>

                 <asp:TextBox ID="username" runat="server" Height="25px" Width="250px"></asp:TextBox>
                 <ajaxToolkit:RoundedCornersExtender ID="rce" runat="server" Corners="All"
                     Radius="15" TargetControlID="username" />

                 <asp:CheckBox ID="chkRememberMe" runat="server" Text="Remember Password?"
                      TabIndex="3" />

                 <asp:Label ID="Label1" runat="server" Visible="False"></asp:Label>

                 <asp:TextBox ID="passwd" runat="server" Height="25px" TextMode="Password"
                     Width="250px" TabIndex="1"></asp:TextBox>
             <ajaxToolkit:RoundedCornersExtender ID="RoundedCornersExtender2" runat="server"
TargetControlID="passwd"
Radius="15"
Corners="All" />

                     Forgot your password

                 <asp:Button ID="Button1" runat="server" BackColor="#999999" CssClass="grdarea"
                     Font-Size="Large" ForeColor="Black" Height="30px" onclick="Button1_Click"
                     Text="GO!" Width="250px" TabIndex="2" />

                     New User Register Here

                 <asp:Label ID="Label2" runat="server" BackColor="#990000"   Font-Bold="False"
                     Font-Size="Small" ForeColor="White"
                     Text="System Message| Can be viewed best in 1024x768 resolution, for any query please call at 111-000-222.                                                         "
                     Width="100%"></asp:Label>

     </ContentTemplate>
       <Triggers>
   <asp:AsyncPostBackTrigger ControlID="Button1" />
    </Triggers>

            </asp:UpdatePanel>
       <uc1:uscMsgBox ID="uscMsgBox1" runat="server" />
    </form>

The Button1 in this case is not rendered properly in IE while renders ok in Chrome and Firefox.

A: Assuming the same IE installation works for your local server, but not for the production one, I'm thinking that this is most likely a deployment issue.
Some typical problems with a production IIS configuration could be:

*

*It is missing some files

*It is missing some authorisation on those files (ie. you have a web.config that doesn't authorise anonymous users to download) - check prod vs. test web.configs authorisation/authentication sections

*Your Windows IIS app pool login doesn't have file-level read access to some of the files in your deployment (check file properties, security for all the files on your deployment)

*It is missing some file extensions

If its the format that is screwed, most likely the missing file is a .css or .js file.
One way to track this down is via the browser tools (F12). You can open the 'network tab' and start tracing, then open the page. If you start to see HTTP 4xx or 5xx errors for some of the linked files, most likely it's one of the issues above.

A: Had some strage problems with IE 10,11 on pages containing ajaxControlToolkit controls. solved it by adding ie.browser file to the App_Browsers folder of my asp.net application with the following content:
<browsers>

    <browser id="IE6Plus" parentID="IE">
        <identification>
            <capability name="majorversion" match="^[6-9]|\d{2,}$" />
        </identification>

        <capabilities>
            <capability name="ecmascriptversion"    value="3.0" />
            <capability name="jscriptversion"       value="5.6" />
            <capability name="javascript"           value="true" />
            <capability name="javascriptversion"    value="1.5" />
            <capability name="msdomversion"         value="${majorversion}.${minorversion}" />
            <capability name="w3cdomversion"        value="1.0" />
            <capability name="ExchangeOmaSupported" value="true" />
            <capability name="activexcontrols"      value="true" />
            <capability name="backgroundsounds"     value="true" />
            <capability name="cookies"              value="true" />
            <capability name="frames"               value="true" />
            <capability name="javaapplets"          value="true" />
            <capability name="supportsCallback"     value="true" />
            <capability name="supportsFileUpload"   value="true" />
            <capability name="supportsMultilineTextBoxDisplay" value="true" />
            <capability name="supportsMaintainScrollPositionOnPostback" value="true" />
            <capability name="supportsVCard"        value="true" />
            <capability name="supportsXmlHttp"      value="true" />
            <capability name="tables"               value="true" />
            <capability name="supportsAccessKeyAttribute"    value="true" />
            <capability name="tagwriter"            value="System.Web.UI.HtmlTextWriter" />
            <capability name="vbscript"             value="true" />
        </capabilities>
    </browser>

    <browser id="IE6to9" parentID="IE6Plus">
      <identification>
        <capability name="majorversion" match="^[6-9]$" />
      </identification>
    </browser>

    <browser id="IE7" parentID="IE6to9">
        <identification>
            <capability name="majorversion" match="^7$" />
        </identification>
        <capabilities>
            <capability name="jscriptversion" value="5.7" />
        </capabilities>
    </browser>

    <browser id="IE8" parentID="IE6to9">
        <identification>
            <capability name="majorversion" match="^8$" />
        </identification>
        <capabilities>
            <capability name="jscriptversion" value="6.0" />
        </capabilities>
    </browser>

  <browser id="IE9" parentID="IE6to9">
    <identification>
      <capability name="majorversion" match="^9$" />
    </identification>
    <capabilities>
      <capability name="jscriptversion" value="6.0" />
    </capabilities>
  </browser>

  <browser id="IE10Plus" parentID="IE6Plus">
    <identification>
      <capability name="majorversion" match="\d{2,}" />
    </identification>
    <capabilities>
      <capability name="jscriptversion" value="6.0" />
    </capabilities>
  </browser>

  <browser id="IE11" parentID="Mozilla">
    <identification>
      <userAgent match="Trident/(?'layoutVersion'[7-9]|0*[1-9]\d+)(\.\d+)?;(.*;)?\s*rv:(?'version'(?'major'\d+)(\.(?'minor'\d+)))" />
      <userAgent nonMatch="IEMobile" />
    </identification>
    <capture>
      <userAgent match="Trident/(?'layoutVersion'\d+)" />
    </capture>
    <capabilities>
      <capability name="browser"              value="IE" />
      <capability name="layoutEngine"         value="Trident" />
      <capability name="layoutEngineVersion"  value="${layoutVersion}" />
      <capability name="extra"                value="${extra}" />
      <capability name="isColor"              value="true" />
      <capability name="letters"              value="${letters}" />
      <capability name="majorversion"         value="${major}" />
      <capability name="minorversion"         value="${minor}" />
      <capability name="screenBitDepth"       value="8" />
      <capability name="type"                 value="IE${major}" />
      <capability name="version"              value="${version}" />
    </capabilities>
  </browser>

  <browser id="IE110" parentID="IE11">
    <identification>
      <capability name="majorversion" match="11" />
    </identification>

    <capabilities>
      <capability name="ecmascriptversion"    value="3.0" />
      <capability name="jscriptversion"       value="5.6" />
      <capability name="javascript"           value="true" />
      <capability name="javascriptversion"    value="1.5" />
      <capability name="msdomversion"         value="${majorversion}.${minorversion}" />
      <capability name="w3cdomversion"        value="1.0" />
      <capability name="ExchangeOmaSupported" value="true" />
      <capability name="activexcontrols"      value="true" />
      <capability name="backgroundsounds"     value="true" />
      <capability name="cookies"              value="true" />
      <capability name="frames"               value="true" />
      <capability name="javaapplets"          value="true" />
      <capability name="supportsCallback"     value="true" />
      <capability name="supportsFileUpload"   value="true" />
      <capability name="supportsMultilineTextBoxDisplay" value="true" />
      <capability name="supportsMaintainScrollPositionOnPostback" value="true" />
      <capability name="supportsVCard"        value="true" />
      <capability name="supportsXmlHttp"      value="true" />
      <capability name="tables"               value="true" />
      <capability name="supportsAccessKeyAttribute"    value="true" />
      <capability name="tagwriter"            value="System.Web.UI.HtmlTextWriter" />
      <capability name="vbscript"             value="true" />
    </capabilities>
  </browser>

  <gateway id="IEbeta" parentID="IE">
        <identification>
            <capability name="letters" match="^([bB]|ab)" />
        </identification>

        <capture>
        </capture>

        <capabilities>
            <capability name="beta"    value="true" />
        </capabilities>
    </gateway>
</browsers>

A: Try this. Add this line of code to _Layout.cshtml
 <meta http-equiv="X-UA-Compatible" content="IE=edge" />


text:
Information Course Schedule fall 2017
Upper-Division
Info 159. Natural Language Processing (4 units)
This course introduces students to natural language processing and exposes them to the variety of methods available for reasoning about text in computational systems. NLP is deeply interdisciplinary, drawing on both linguistics and computer science, and helps drive much contemporary work in text analysis (as used in computational social science, the digital humanities, and computational journalism). We will focus on major algorithms used in NLP for various applications (part-of-speech tagging, parsing, coreference resolution, machine translation) and on the linguistic phenomena those algorithms attempt to model. Students will implement algorithms and create linguistically annotated data on which those algorithms depend.
TuTh 3:30 - 5:00PM — 2060 Valley Life Sciences Building
Instructor(s): David Bamman
Info 190. Introduction to Data Visualization (4 units)
This course introduces students to data visualization: the use of the visual channel for gaining insight with data, exploring data, and as a way to communicate insights, observations, and results with other people.
The field of information visualization is flourishing today, with beautiful designs and applications ranging from journalism to marketing to data science. This course will introduce foundational principles and relevant perceptual properties to help students become discerning judges of data displayed visually. The course will also introduce key practical techniques and include extensive hands-on exercises to enable students to become skilled at telling stories with data using modern information visualization tools.
Students will be asked to complete assignments before class, work together in small groups in class, and provide peer assessments. Grades will be based on assignments, quizzes, in class participation, peer assessment quality, 2 midterms, and a final project. The assignments for the course will together work towards building a coherent visualization that tells a story and is visible on the web.
This course is designed for upper division undergraduates who have an interest in design and in data. It is intended to accommodate students who have only a limited programming background, as well as those who are skilled with programming. For this reason, the only prerequisite is CS/Stat/Info 8 or equivalent. This course assumes students already have familiarity with basic data analysis and manipulation, and basic statistics.
Students are encouraged but not required to have taken other courses from the introductory design sequence (one of DES INV 10- Discovering Design DES INV 15- Design Methodology, DES INV 21- Visual Communications & Sketching, CS 160 User Interface Design and Development), as well as other introductory data science and statistics courses.
Graduate students will be accommodated only as space permits.
MW 10:30AM - 12:00PM — 210 South Hall
Instructor(s): Marti Hearst
Info 190. Data Visualization for the Web with D3.js (2 units)
A seminar focusing on topics of current interest. Topics will vary. A seminar paper will be required. Open to students from other departments.
M 6:00PM - 8:00PM — 210 Jacobs Hall
Instructor(s): Chris Henrick
Info 202. Information Organization and Retrieval (3 units)
15 weeks; 3 hours of lecture per week. This course introduces the intellectual foundations of information organization and retrieval: conceptual modeling, semantic representation, vocabulary and metadata design, classification, and standardization, as well as information retrieval practices, technology, and applications, including computational processes for analyzing information in both textual and non-textual formats.
TuTh 11:00AM - 12:30PM (Course Dates: 10/19 - 12/15) — 210 South Hall
Info 206. Software Prototyping for Data Science and Information Management (2 units)
7 weeks - 4 hours of laboratory per week. This course introduces software skills used in building prototype scripts for applications in data science and information management. The course gives an overview of procedural programming, object-oriented programming, and functional programming techniques in the Python scripting language, together with an overview of fundamental data structures, associated algorithms, and asymptotic performance analysis. Students will watch a set of instructional videos covering material and will have four hours of laboratory-style course contact each week.
TuTh 11:00AM - 12:30PM (Course Dates: 8/24 - 10/17) — 210 South Hall
Instructor(s): Niall Keleher
Info 213. User Interface Design and Development (4 units)
Three hours of lecture per week. User interface design and human-computer interaction. Examination of alternative design. Tools and methods for design and development. Human computer interaction. Methods for measuring and evaluating interface quality.
F 12:00 - 3:00PM — 210 South Hall
Instructor(s): Robert Youmans
Info 219. Privacy, Security, and Cryptography (3 units)
Three hours of lecture per week. Policy and technical issues related to insuring the accuracy and privacy of information. Encoding and decoding techniques including public and private key encryption. Survey of security problems in networked information environment including viruses, worms, trojan horses, Internet address spoofing.
MW 2:00 - 3:30PM — 202 South Hall
Instructor(s): Doug Tygar
Info 225. Managing in Information-Intensive Companies (3 units)
Three hours of lecture per week. This course focuses on managing people in information-intensive firms and industries, such as information technology industries. Topics include managing knowledge workers; managing teams (including virtual ones); collaborating across disparate units, giving and receiving feedback; managing the innovation process (including in eco-systems); managing through networks; and managing when using communication tools (e.g., tele-presence). The course relies heavily on cases as a pedagogical form.
Th 6:00 - 9:30 pm — C125 Cheit Hall
Instructor(s): Morten Hansen
Info 232. Applied Behavioral Economics (3 units)
"Behavioral Economics" is one important perspective on how information impacts human behavior. The goal of this class is to deploy a few important theories about the relationship between information and behavior, into practical settings — emphasizing the design of experiments that can now be incorporated into many 'applications' in day-to-day life. Truly 'smart systems' will have built into them precise, testable propositions about how human behavior can be modified by what the systems tell us and do for us. So let's design these experiments into our systems from the ground up! This class develops a theoretically informed, practical point of view on how to do that more effectively and with greater impact.
TuTh 2:00 - 3:30PM — 210 South Hall
Instructor(s): Steven Weber
Info 239. Technology and Delegation (3 units)
The introduction of technology increasingly delegates responsibility to technical actors, often reducing traditional forms of transparency and challenging traditional methods for accountability. This course explores the interaction between technical design and values including: privacy, accessibility, fairness, and freedom of expression. We will draw on literature from design, science and technology studies, computer science, law, and ethics, as well as primary sources in policy, standards and source code. We will investigate approaches to identifying the value implications of technical designs and use methods and tools for intentionally building in values at the outset.
Instructor(s): Deirdre Mulligan
Info 251. Applied Machine Learning (4 units)
Provides a theoretical and practical introduction to modern techniques in applied machine learning. Covers key concepts in supervised and unsupervised machine learning, including the design of machine learning experiments, algorithms for prediction and inference, optimization, and evaluation. Students will learn functional, procedural, and statistical programming techniques for working with real-world data.
TuTh 9:30 - 11:00AM — 210 South Hall
Instructor(s): Joshua Blumenstock
discussions and labs
Laboratory Section 101
W 12:00-1:00pm — 210 South Hall
Info 253A. Front-End Web Architecture (3 units)
This course is a survey of technologies that power the user interfaces of web applications on a variety of devices today, including desktop, mobile, and tablet devices. This course will delve into some of the core front-end languages and frameworks (HTML/CSS/JavaScript/React/Redux), as well as the underlying technologies that enable web applications (HTTP, URI, JSON). The goal of this course is to provide an overview of the technical issues surrounding user interfaces powered by the web today, and to provide a solid and comprehensive perspective of the web's constantly evolving landscape.
F 2:00-5:00PM — 202 South Hall
Instructor(s): Kay Ashaolu
Info C260F. Machine Learning in Education (3 units)
This course covers computational approaches to the task of modeling learning and improving outcomes in Intelligent Tutoring Systems (ITS) and Massive Open Online Courses (MOOCs). We will cover theories and methodologies underpinning current approaches to knowledge discovery and data mining in education and survey the latest developments in the broad field of human learning research. The course is project based; teams will be introduced to online learning platforms and their datasets with the objective of pairing data analysis with theory or implementation. Literature review will add context and grounding to projects.
TuTh 12:30 - 2:00PM — 2515 Tolman Hall
Instructor(s): Zachary Pardos
Info C262. Theory and Practice of Tangible User Interfaces (4 units)
Students will receive no credit for C262 after taking 290 section 4. Three hours of lecture and one hour of laboratory per week. This course explores the theory and practice of Tangible User Interfaces, a new approach to Human Computer Interaction that focuses on the physical interaction with computational media. The topics covered in the course include theoretical framework, design examples, enabling technologies, and evaluation of Tangible User Interfaces. Students will design and develop experimental Tangible User Interfaces using physical computing prototyping tools and write a final project report. Also listed as New Media C262.
Instructor(s): Kimiko Ryokai
W 3:00-4:00 pm — 210 South Hall
Info 271B. Quantitative Research Methods for Information Systems and Management (3 units)
Three hours of lecture per week. Introduction to many different types of quantitative research methods, with an emphasis on linking quantitative statistical techniques to real-world research methods. Introductory and intermediate topics include: defining research problems, theory testing, causal inference, probability and univariate statistics. Research design and methodology topics include: primary/secondary survey data analysis, experimental designs, and coding qualitative data for quantitative analysis. No prerequisites, though an introductory course in statistics is recommended.
TuTh 12:30 - 2:00PM — 202 South Hall
Instructor(s): Coye Cheshire
Info 290. The Future of Digital Consumer Protection (3 units)
Digital technologies have brought consumers many benefits, including new products and services, yet at the same time, these technologies offer affordances that alter the balance of power among companies and consumers. Technology makes it easier to deny consumers access to the courts; to restrict well-established customs and rights, such as fair use and the reselling of goods; to manipulate digital fora that provide reviews of products and services; to retaliate against and/or monitor or even extort consumers who criticize them; to engage in differential pricing; to "brick" or turn off devices remotely, to cause systemic insecurity by failing to patch products; and to impose transaction costs in order to shape consumer behavior.
Fundamentally, the move to digital turns many products into services. While the law has long comprehensively regulated products under the Uniform Commercial Code and products liability regimes, artifacts and services with embedded software present new challenges. European governments are moving aggressively to establish comprehensive regulations for digital goods. But no such agenda is on the horizon in the United States.
This course will employ a problem-based learning method (PBL). Students in the course will work in small groups to generate hypotheses, learning issues, and learning objectives in digital consumer protection. Through this process we will develop a high level conception of consumer protection and its goals. We will then explore its fit in the digital realm.
Students will develop short presentations on these learning objectives to create group learning and discussion. For the culmination of the course, students will work together to generate a research agenda for the future of digital consumer protection.
M 2:00 - 5:00PM — 210 South Hall
Instructor(s): Chris Jay Hoofnagle
Info 290. Privacy Law for Technologists (3 units)
Information privacy law profoundly shapes how internet-enabled services may work. Privacy Law for Technologists will translate the regulatory demands flowing from the growing field of privacy and security law to those who are creating interesting and transformative internet-enabled services. The course will meet twice a week, with the first session focusing on the formal requirements of the law, and the second on how technology might accommodate regulatory demands and goals. Topics include: Computer Fraud and Abuse Act (reverse engineering, scraping, computer attacks), unfair/deceptive trade practices, ECPA, children's privacy, big data and discrimination (FCRA, ECOA), DMCA, intermediary liability issues, ediscovery and data retention, the anti-marketing laws, and technical requirements flowing from the EU-US Privacy Shield.
Required textbook: FTC Privacy Law and Policy (CUP 2016)
Info 290. The Information Society (3 units)
Much as Adam Smith saw his own age as marked by its engagement with "commerce" and thereby distinguished from all ages that had come before, it has become conventional to see our own era as a break from all that has preceded it, and thus distinguished principally by its engagement with information and computing technologies. Scholars have labeled the contemporary era as the "post-industrial," "postmodern," or "network society," but probably the most widely used and enduring characterization distinguishes the present day as the "information age" or "information society." This course will explore the notion of an "information society," trying to understand what scholars have held to be the essential and distinguishing features of such a society, how these views compare with classic theories of society or with alternative accounts of the present age, and to what extent different conceptions of the "information age" are compatible. In pursuing this investigation, we shall bear in mind the admonition of the legal scholar James Boyle that while the idea of an "information age" may be "useful ... we need a critical social theory to understand it." In the process of developing a critical, social, and political-economic analysis of this idea, we hope to assemble a corpus of information society readings.
W 9:00AM - 12:00PM — 107 South Hall
Instructor(s): Ashwin Mathew, Paul Duguid
Info 290. Future of Cybersecurity Reading Group (2 units)
The Future of Cybersecurity Reading Group (FCRG) is a two-credit discussion seminar focused on cybersecurity. In the seminar, graduate, professional, and undergraduate students discuss current cybersecurity scholarship, notable cybersecurity books, developments in the science of security, and evolving thinking in how cybersecurity relates to political science, law, economics, military, and intelligence gathering. Students are required to participate in weekly sessions, present short papers on the readings, and write response pieces. The goals of the FCRG are to provide a forum for students from different disciplinary perspectives to deepen their understanding of cybersecurity and to foster and workshop scholarship on cybersecurity.
M 12:30 - 1:30PM — 205 South Hall
Info 290. Storytelling for Your UX Portfolio (2 units)
How do you create a concise and compelling User Experience portfolio? Applying the principles of effective storytelling to make a complex project quickly comprehensible is key. Your portfolio case studies should articulate the initial problem, synopsize the design process, explain the key decisions that moved the project forward, and highlight why the solution was appropriate. This course will include talks by several UX hiring managers who will discuss what they look for in portfolios and common mistakes to avoid.
Students should come to the course with a completed project to use as the basis for their case study; they will finish with a completed case study and repeatable process. Although this class focuses on UX, students from related fields who are expected to share examples and outcomes of past projects during the interview process (data science, product management, etc.) are welcome to join.
M 5:00 - 7:30PM (Sept 11 – Oct 16) — 205 South Hall
Instructor(s): Sara Cambridge
Info 290. Seminar in Science and Technology Studies (2 units)
Science and Technology Studies (STS) is an interdisciplinary field concerned with two areas of interest to the I School: the interaction between digital technologies and the social; and the generation of knowledge. This class will be a seminar emphasizing close reading and discussion, primarily of classic STS works, along with more current research. We'll be particularly interested in the interaction between STS and human-computer interaction (HCI), information and communication technologies for development (ICTD), and/or new media, but exactly what we read will depend on what interests we have in common.
Tu 10:00am - 12:00pm — 107 South Hall
Instructor(s): Nancy Van House
Info 290. ICTD Research Seminar (1 units)
Specific topics, hours and credit may vary from section to section, year to year. May be repeated for credit with change in content.
Tu 2:00 - 3:00PM — 107 South Hall
Info 290M. Lean/Agile Product Management (3 units)
This course is designed to give participants a practical overview of the modern lean/agile product management paradigm based on contemporary industry practice. We cover the complete lifecycle of product management, from discovering your customers and users through to sales, marketing and managing teams. We'll take an experimental approach throughout, showing how to minimize investment and output while maximizing the information we discover in order to support effective decision-making. During the course, we'll show how to apply the theory through hands-on collaborative problem-solving activities. There will also be guest lectures from industry experts.
In Fall 2015 & Fall 2016, this course was offered for 2 units.
F 9:00AM - 12:00PM — 202 South Hall
Instructor(s): Jez Humble
Info 290M. Where Business Meets Technology (3 units)
Delivering value to enterprises and ensuring long-term career success requires much more than pure technology skills. This course is an industry technology executive's view of how, as information becomes increasingly strategic for all organizations, future technology leaders can accelerate career growth and bring value to their organizations more quickly by developing this core set of business skills.
This course will explore a series of critical business topics that apply both to start-up and Fortune 500 enterprises. This course is divided into three primary sections, delivered through a series of readings, industry guest speakers and hands-on practice of business skills:
Examining business models and strategies: How do companies plan to succeed? What are their business strategies and how do those translate into technology strategies and investments in support of these plans? Secondly, how does one analyze whether an organization's culture is enabling or inhibiting that success?
Interacting with SF Bay Area technology executives: Students will have access to C-level executives in an intimate classroom setting as they discuss their organizational strategies, cultures and technology styles. How do they trade off speed, quality and features? How do they manage innovation when they also must operate? Currently scheduled speakers include:
Dick Daniels — CIO of Kaiser Permanente
Michael Kelly — CIO of Red Hat
Hugo Evans — VP of Data Science at A.T. Kearney
Roy Bahat — Head of Bloomberg Beta Venture Capital
Diana McKenzie — Former Workday CIO, current advisor and board member.
Enhancing core business skills: Presentation skills, negotiations, leadership styles, organizational change, personal brand and future career vision are topics that will be explored in class and in written assignments. A brief presentation will be required from all students.
Instructor(s): Peter Weis
Info 290T. Mind-Reading and Telepathy for Beginners and Intermediates (2 units)
To what extent can a machine know the inner workings of a person's mind, even theoretically? This course explores this question through a mixture of hands-on machine learning and critical discussions on theory. In this course, students will practice ML techniques on a provided corpus of data to produce a working brain-computer interface. Simultaneously, students will engage critically with recent research in ubiquitous sensing technologies, and the discourse around them, tracing ideas to their origins in cognitive science.
This half-semester course runs for the first eight weeks of the semester (8/23/17 - 10/17/17).
Each week will cover one topic in mind-reading machines. Tuesday classes will be a lecture, a survey of the week's readings, centering around one or two particular papers. Thursday classes will be lab-time, centered around supporting assignments, projects and hands-on engagement with the course dataset.
This class is a pre-requisite for Info 290T. Projects on Mind-Reading Machines, an (optional) 1-unit course taking place in the second half of the semester, which would continue the themes of this course through a student-led research project.
Instructor(s): John Chuang, Nick Merrill
Info 290T. Projects on Mind-Reading Machines (1 units)
This 1-unit course takes place in the second half of the semester, continuing the themes of Info 290T. Mind-Reading and Telepathy for Beginners and Intermediates through a student-led research project.
Info 294. Doctoral Research and Theory Workshop (2 units)
An intensive weekly discussion of current and ongoing research by Ph.D. students with a research interest in issues of information (social, legal, technical, theoretical, etc.). Our goal is to focus on critiquing research problems, theories, and methodologies from multiple perspectives so that we can produce high-quality, publishable work in the interdisciplinary area of information research. Circulated material may include dissertation chapters, qualifying papers, article drafts, and/or new project ideas. We want to have critical and productive discussion, but above all else we want to make our work better: more interesting, more accessible, more rigorous, more theoretically grounded, and more like the stuff we enjoy reading.
W 2:00 - 4:00PM — 205 South Hall
Info 295. Doctoral Colloquium (1 units)
One hour colloquium per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Ph.D. standing in the School of Information. Colloquia, discussion, and readings designed to introduce students to the range of interests of the school.
Instructor(s): John Chuang, Kimiko Ryokai
Info 296A. Information Access Seminar (3 units)
Topics in information management and systems and related fields. Specific topics vary from year to year. May be repeated for credit, with change of content. May be offered as a two semester sequence.
F 3:00 - 5:00PM — 107 South Hall
Instructor(s): Clifford Lynch, Michael Buckland
Info 375. Teaching Assistance Practicum (2 units)
Discussion, reading, preparation, and practical experience under faculty supervision in the teaching of specific topics within information management and systems. Does not count toward a degree.
Instructor(s): Paul Duguid
Signing Up for I School Classes
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| EEOC reports (mostly) positive developments on sexual harassment
EEOC reports (mostly) positive developments on sexual harassment
On Behalf of Passman & Kaplan, P.C. | Oct 22, 2018 | Uncategorized
The Equal Employment Opportunity Commission reports that formal complaints of sexual harassment complaints are up significantly from 2017. The EEOC is also litigating substantially more harassment cases.
Amid the uptick in reported harassment, there is evidence that men are changing their behavior – in good and bad ways. While the impact of the #MeToo movement has mostly been positive, some leery men are going to the other extreme and avoiding female co-workers completely.
Formal harassment complaints and lawsuits have increased
The EEOC says it is leading the way in combating workplace sexual harassment. Through outreach and education, as well as through investigation and enforcement, the agency believes it's making an impact:
Formal sexual harassment charges in fiscal year 2018 increased by more than 12 percent from 2017.
Reasonable cause findings increased by 23 percent and successful conciliations by 43 percent.
In complaints not resolved through mediation, the EEOC has filed 41 sexual harassment lawsuits, a 50 percent increase.
The EEOC recovered $70 million for victims in FY 2018, an increase of 47 percent.
In the aftermath of #MeToo, traffic to the EEOC website doubled in the past year as both employees and employers sought information on dealing with workplace harassment. The agency conducted hundreds of outreach events to educate individuals and employers
Some men are taking the wrong message from #MeToo
Overall, the #MeToo movement has affected real and positive change. More women (and men) are confronting abuse and reporting sexual harassment rather than quietly tolerating it. Employers, including government agencies, are re-examining their policies and doing more trainings. Habitual and egregious offenders are being fired or otherwise suffering real consequences.
At least anecdotally, males in the workplace are changing their behavior, out of self-preservation if not because they genuinely "get it." From sexual come-ons and inappropriate touching and to sharing sexual jokes or pictures, men appear to be getting the message.
But there has been some unexpected backlash from the #MeToo campaign. Some men in positions of power are intentionally avoiding or excluding female counterparts to avoid being accused of harassment. For example, women may not be invited to key meetings or after-hours events. Some men say they will no longer mentor women or hire female assistants. Some go so far as to avoid riding in an elevator or vehicle with female co-workers.
This overreaction has the unintended consequence of limiting opportunities for women and creating barriers. Such behavior can rise to the level of retaliation, sex discrimination or creating a hostile work environment.
Passman & Kaplan represents federal government employees in sexual harassment claims and other forms of workplace discrimination.
GEL Partner Kevin Owen Featured in Bloomberg Law News
GEL Senior Attorney Joseph Gebhardt Named to Moore-Miller Transition Team
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Wallkill Schools usher in reading instruction initiatives
By Ted Remsnyder
Over the past several months, a coterie of local parents have urged the Wallkill Central School District to bolster its reading instruction for special education students, and at its Board of …
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Posted Thursday, December 26, 2019 11:21 am
Over the past several months, a coterie of local parents have urged the Wallkill Central School District to bolster its reading instruction for special education students, and at its Board of Education meeting on Thursday night at Leptondale Elementary, the district highlighted the ongoing reading instruction initiatives that Wallkill has been implementing in its schools. Elementary teachers Antoniette Barbosa and Barbara Curiale began the Dec. 21 meeting with a presentation on the district's elementary reading program.
The instructors explained that the district has a reading instruction continuum in the classroom that prioritizes small group reinforcement and utilizes consultations with reading specialists as needed. The district deploys reading labs, resource rooms and special class reading sessions. The district has also provided reading instruction training to its staff, as in October, teachers attended a conference at Manhattanville College where they learned about the Orton Gillingham method.
The district has also scheduled training sessions for the winter and spring, as all elementary reading teachers will receive 30 hours of Orton Gillingham with an expert from the Academy of Orton Gillingham. During the presentation, the teachers also provided tips for parents on how to help their children study reading at home, including a suggestion to employ index cards to teach students the words they need to learn.
The district recently met with Dr. Jennifer Davis-Duerr, an Assistant Professor of Teaching and Learning at SUNY New Paltz to receive feedback on the best reading learning tactics. "We went over what our current reading program looks like with her and the initiatives that we're looking at moving forward," Wallkill Superintendent Kevin Castle said. "We may consider continued work with her in regards to working with our reading teachers. Primarily on a diagnostic tool to really hone in on a student's deficiencies in reading, to ensure that we are appropriately identifying the strategies to close the gap for students."
During the public comment portion of the meeting, district parent Jean Poirier thanked the board for their efforts on the reading initiatives and asked the administration if the district has a comprehensive plan for addressing the issue. Castle responded that the district is studying the best practices for teaching reading district-wide for all students K-12.
Castle said that presentation that began Thursday's session was meant to shine a light on the reading program the district has already launched. "We wanted the public and the board to know what we've been doing in regards to reading instruction in our school district, along with the upcoming training that we're going to be providing to our reading teachers, along with the special ed inclusion teachers," the superintendent explained.
With the calendar soon turning to 2020, budget season is right around the corner, and during Thursday's meeting, Assistant Superintendent Brian Devincenzi reported that the administration would present its rollover budget to the board at the council's next meeting on Jan. 16.
The district is anticipating a state-mandated tax cap of less than two percent this year, but Castle vowed that the district will not go over the cap. The district is pressing its elected representatives to make changes to the state's Foundation Aid formula. The state funding program has dwindled over the past decade with a $1 million annual shortfall for the district based on how the initiative was originally designed.
Wallkill has had to plan prudently to account for the shrunken state education funding. "A major part of it is our forecasting over a period of time with our five- and six-year budget forecasts," Castle noted. "That includes looking at enrollment and staffing, projecting out, as best we can, health insurance increases. We look at cost-saving measures, such as an energy-performance contract to reduce our utility costs. We also built up a fund balance and reserve to fill that gap. We use almost $3 million of fund balance to fill the gap that the state should, quite frankly, be paying for. If you look at our budget increase over the last three years, it's been minimal, if that. It's been relatively flat. So the reserves and fund balance have been helping with balancing the budget. We do have that forecasted out for many years, beyond 2030. But we need to keep pushing our legislators to be creative in regards to redesigning this formula."
Wallkill students are now enjoying a holiday break before classes start up again on Jan. 2, as the district prepares to usher in the New Year. "I want to wish the community happy holidays and we're looking forward to 2020," Castle said. "It's good times because it's a great community with great students, and I look forward to working with everyone on our Board of Education."
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