text:
Q: How do I use a self signed certificate for a HTTPS Node.js server? I have started writing a wrapper for an API which requires all requests to be over HTTPS. Instead of making requests to the actual API while I am developing and testing it I would like to run my own server locally which mocks the responses.
I am confused about how to generate the certificates I need to create a HTTPS server and send requests to it.
My server looks something like this:
var options = {
  key: fs.readFileSync('./key.pem'),
  cert: fs.readFileSync('./cert.pem')
};

https.createServer(options, function(req, res) {
  res.writeHead(200);
  res.end('OK\n');
}).listen(8000);

The pem files were generated with:
openssl genrsa 1024 > key.pem
openssl req -x509 -new -key key.pem > cert.pem

And a request looks something like this:
var options = {
  host: 'localhost',
  port: 8000,
  path: '/api/v1/test'
};

https.request(options, function(res) {
  res.pipe(process.stdout);
}).end();

With this setup I get Error: DEPTH_ZERO_SELF_SIGNED_CERT, so I think I need to add a ca option for the request.
So my question is how should I generate the following:

*

*The server key?

*The server cert?

*The ca for the request?

I have read a few things about generating self signed certificates with openssl, but can't seem to wrap my head around it and figure out which keys and certificates to use where in my node code.
Update
The API provides a CA certificate to use instead of the defaults. The following code works using their certificate and this is what I want to reproduce locally.
var ca = fs.readFileSync('./certificate.pem');

var options = {
  host: 'example.com',
  path: '/api/v1/test',
  ca: ca
};
options.agent = new https.Agent(options);

https.request(options, function(res) {
  res.pipe(process.stdout);
}).end();

A: Update (Nov 2018): Do you need self-signed certs?
Or would real certificates get the job done better? Have you considered any of these?

*

*Let's Encrypt via Greenlock.js

*Let's Encrypt via https://greenlock.domains

*Localhost relay service such as https://telebit.cloud
(Note: Let's Encrypt can also issue certificates to private networks)
ScreenCast
https://coolaj86.com/articles/how-to-create-a-csr-for-https-tls-ssl-rsa-pems/
Full, Working example

*

*creates certificates

*runs node.js server

*no warnings or errors in node.js client

*no warnings or errors in cURL

https://github.com/coolaj86/nodejs-self-signed-certificate-example
Using localhost.greenlock.domains as an example (it points to 127.0.0.1):
server.js
'use strict';

var https = require('https')
  , port = process.argv[2] || 8043
  , fs = require('fs')
  , path = require('path')
  , server
  , options
  ;

require('ssl-root-cas')
  .inject()
  .addFile(path.join(__dirname, 'server', 'my-private-root-ca.cert.pem'))
  ;

options = {
  // this is ONLY the PRIVATE KEY
  key: fs.readFileSync(path.join(__dirname, 'server', 'privkey.pem'))
  // You DO NOT specify `ca`, that's only for peer authentication
//, ca: [ fs.readFileSync(path.join(__dirname, 'server', 'my-private-root-ca.cert.pem'))]
  // This should contain both cert.pem AND chain.pem (in that order)
, cert: fs.readFileSync(path.join(__dirname, 'server', 'fullchain.pem'))
};

function app(req, res) {
  res.setHeader('Content-Type', 'text/plain');
  res.end('Hello, encrypted world!');
}

server = https.createServer(options, app).listen(port, function () {
  port = server.address().port;
  console.log('Listening on https://127.0.0.1:' + port);
  console.log('Listening on https://' + server.address().address + ':' + port);
  console.log('Listening on https://localhost.greenlock.domains:' + port);
});

client.js
'use strict';

var https = require('https')
  , fs = require('fs')
  , path = require('path')
  , ca = fs.readFileSync(path.join(__dirname, 'client', 'my-private-root-ca.cert.pem'))
  , port = process.argv[2] || 8043
  , hostname = process.argv[3] || 'localhost.greenlock.domains'
  ;

var options = {
  host: hostname
, port: port
, path: '/'
, ca: ca
};
options.agent = new https.Agent(options);

https.request(options, function(res) {
  res.pipe(process.stdout);
}).end();

And the script that makes the certificate files:
make-certs.sh
#!/bin/bash
FQDN=$1

# make directories to work from
mkdir -p server/ client/ all/

# Create your very own Root Certificate Authority
openssl genrsa \
  -out all/my-private-root-ca.privkey.pem \
  2048

# Self-sign your Root Certificate Authority
# Since this is private, the details can be as bogus as you like
openssl req \
  -x509 \
  -new \
  -nodes \
  -key all/my-private-root-ca.privkey.pem \
  -days 1024 \
  -out all/my-private-root-ca.cert.pem \
  -subj "/C=US/ST=Utah/L=Provo/O=ACME Signing Authority Inc/CN=example.com"

# Create a Device Certificate for each domain,
# such as example.com, *.example.com, awesome.example.com
# NOTE: You MUST match CN to the domain name or ip address you want to use
openssl genrsa \
  -out all/privkey.pem \
  2048

# Create a request from your Device, which your Root CA will sign
openssl req -new \
  -key all/privkey.pem \
  -out all/csr.pem \
  -subj "/C=US/ST=Utah/L=Provo/O=ACME Tech Inc/CN=${FQDN}"

# Sign the request from Device with your Root CA
openssl x509 \
  -req -in all/csr.pem \
  -CA all/my-private-root-ca.cert.pem \
  -CAkey all/my-private-root-ca.privkey.pem \
  -CAcreateserial \
  -out all/cert.pem \
  -days 500

# Put things in their proper place
rsync -a all/{privkey,cert}.pem server/
cat all/cert.pem > server/fullchain.pem         # we have no intermediates in this case
rsync -a all/my-private-root-ca.cert.pem server/
rsync -a all/my-private-root-ca.cert.pem client/

# create DER format crt for iOS Mobile Safari, etc
openssl x509 -outform der -in all/my-private-root-ca.cert.pem -out client/my-private-root-ca.crt

For example:
bash make-certs.sh 'localhost.greenlock.domains'

Hopefully this puts the nail in the coffin on this one.
And some more explanation: https://github.com/coolaj86/node-ssl-root-cas/wiki/Painless-Self-Signed-Certificates-in-node.js
Install private cert on iOS Mobile Safari
You need to create a copy of the root ca certificate a DER format with a .crt extension:
# create DER format crt for iOS Mobile Safari, etc
openssl x509 -outform der -in all/my-private-root-ca.cert.pem -out client/my-private-root-ca.crt

Then you can simply serve that file with your webserver. When you click the link you should be asked if you want to install the certificate.
For an example of how this works you can try installing MIT's Certificate Authority: https://ca.mit.edu/mitca.crt
Related Examples

*

*https://github.com/coolaj86/nodejs-ssl-example

*https://github.com/coolaj86/nodejs-ssl-trusted-peer-example

*https://github.com/coolaj86/node-ssl-root-cas

*https://github.com/coolaj86/nodejs-https-sni-vhost-example

*

*(Multiple vhosts with SSL on the same server)

*https://telebit.cloud

*

*(get REAL SSL certs you can use TODAY for testing on localhost)

A: Your key generation looks okay. You shouldn't need a ca because you aren't rejecting unsigned requests.
Add .toString() to the end of your readFileSync methods so that you are actually passing a string, not a file object.

A: This procedure allows you to create both a certificate authority & a certificate :

*

*grab this ca.cnf file to use as a configuration shortcut :
wget https://raw.githubusercontent.com/anders94/https-authorized-clients/master/keys/ca.cnf

*create a new certificate authority using this configuration :
openssl req -new -x509 -days 9999 -config ca.cnf -keyout ca-key.pem -out ca-cert.pem

*now that we have our certificate authority in ca-key.pem and ca-cert.pem, let's generate a private key for the server :
openssl genrsa -out key.pem 4096

*grab this server.cnf file to use as a configuration shortcut :
wget https://raw.githubusercontent.com/anders94/https-authorized-clients/master/keys/server.cnf

*generate the certificate signing request using this configuration :
openssl req -new -config server.cnf -key key.pem -out csr.pem

*sign the request :
openssl x509 -req -extfile server.cnf -days 999 -passin "pass:password" -in csr.pem -CA ca-cert.pem -CAkey ca-key.pem -CAcreateserial -out cert.pem
I found this procedure here, along with more information on how to use these certificates.

A: Try adding
  agent: false,
  rejectUnauthorized: false

A: Try adding this to your request options
var options = {
  host: 'localhost',
  port: 8000,
  path: '/api/v1/test',
  // These next three lines
  rejectUnauthorized: false,
  requestCert: true,
  agent: false
};

A: When you have the self-signed cert[s], you tell Node.js to use it with the Environment variable: NODE_EXTRA_CA_CERTS
Copy [cat] all the generated *.cert.pem files to a single file.
I put it the directory with all the keys & certs:
> (cd $keys; cat *.cert.pem > node_extra_ca_certs)

Tell node where to find them:
> export NODE_EXTRA_CA_CERTS=$keys/node_extra_ca_certs

Now, when you run node, it will accept your private certs as valid.


text:
Share this Story: Teen arrested after attempted kidnapping at Laval high school, police say
Teen arrested after attempted kidnapping at Laval high school, police say
"There was a conflict between the people involved, but we don't know what it was about. It wasn't a random act," Laval police said.
A Laval police car. Photo by Allen McInnis /Montreal Gazette
A 17-year-old Laval male is facing charges of assault and kidnapping after two youths tried to abduct a student outside a Laval high school, police said.
According to police, one of the suspects fired a gun into the air during an altercation. No one was injured by the bullet.
Teen arrested after attempted kidnapping at Laval high school, police say Back to video
The incident happened at 3 p.m. as students were leaving École secondaire Curé-Antoine-Labelle.
A vehicle with several occupants was in a parking lot waiting for students to exit the building.
Two youths jumped out of the car and tried to force a 17-year-old student into the car, according to police. The victim's friend intervened and during the altercation, someone fired a gun into the air.
"They tried to kidnap a 17-year-old student," said Stéphanie Beshara, a spokesperson for the Laval police. "There was a conflict between the people involved, but we don't know what it was about. It wasn't a random act."
The suspects jumped back into the car and fled the scene.
Witnesses gave police a description of the car and the license plate number. Police found the car Tuesday night outside the suspect's house in Laval's Ste-Dorothée district.
The gun has not been located.
Police arrested the 17-year-old Tuesday night. He was released with several conditions and will appear in court at a later date.
The investigation is continuing and there could be other arrests, Beshara said.
Community workers were at the high school Wednesday to speak with students.
High school devastated after student shot dead in St-Michel
Ottawa has a responsibility to ban handguns, Valérie Plante says

redpajama_set_name: RedPajamaCommonCrawl


DERMATOGLYPHICS: CAN WE PRINT THE CARIES RISK OUT?
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text:
SATTA, Valentina
JP - Giappone 4
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Fleming Island 2
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Identification of an ancestral haplotype in the mitochondrial phylogeny of the ovine haplogroup B, file e1dc1a2c-3e79-1507-e053-3a05fe0ac7a3 8
Mitochondrial D-loop Sequence Variability in Three Native Insular Griffon Vulture (Gyps fulvus) Populations from the Mediterranean Basin, file e1dc1a2c-3fef-1507-e053-3a05fe0ac7a3 8
Effects of melatonin administration on seminal plasma metabolites and sperm fertilization competence during the non-reproductive season in ram, file e1dc1a2d-cd0b-1507-e053-3a05fe0ac7a3 4
In vitro production and cryotolerance of prepubertal and adult goat blastocysts obtained from oocytes collected by laparoscopic oocyte-pick-up (LOPU) after FSH treatment, file e1dc1a2a-d3ba-1507-e053-3a05fe0ac7a3 3
Melatonin protects ram spermatozoa from cryopreservation injuries in a dose-dependent manner., file e1dc1a2a-4a48-1507-e053-3a05fe0ac7a3 1
Differences in semen freezability and intracellular ATP content between the rooster (Gallus gallus domesticus) and the Barbary partridge (Alectoris barbara), file e1dc1a2a-7ba3-1507-e053-3a05fe0ac7a3 1
Resumption of ATP levels and mitochondrial functionality in vitrified/warmed ovine oocytes., file e1dc1a2a-b13f-1507-e053-3a05fe0ac7a3 1
The complete mtDNA sequence of the griffon vulture (Gyps fulvus): Phylogenetic analysis and haplotype frequency variations after restocking in the Sardinian population, file e1dc1a2b-f408-1507-e053-3a05fe0ac7a3 1
Genetic characterization and implications for conservation of the last autochthonous Mouflon population in Europe, file e1dc1a2c-cab0-1507-e053-3a05fe0ac7a3 1
2021/2022 15 0 0 0 0 0 0 0 0 0 1 12 2


While I'd love to hear more, I really would like to get that codex and be on my way.
Paves the way even more for her taking over the Forsaken and being a bridge between the Alliance and Horde once the faction conflict ends at the end of BfA.
how dare these filthy scarlets call the one true king a mongrel, they will perish.
MLGA... Wait, is this a Murloc organization?
It's hard to treat the Scarlets as the bad guys when the Forsaken kill and torture for fun, both their enemies and their allies. Or maybe most of them are just so brainless it never occurs to them that Sylvanas might not be worth obeying.
Wonder if this is in any way related to the Argent Crusade's Brotherhood of the Light. I remember in Cataclysm some members of the Argent Crusade questioned their loyalty after liberating Tyr's Hand from the Undead Scarlet Crusaders because in many ways they are as zealous as the Scarlet Crusade once was.
What've we had so far? A Draenei, Tauren, Undead, Gnome, what else are we missing?
Which of the Night Elves' allies are we talking about here?
Blizzard better not be trying to make it out like it's evil for us to want Lordaeron back after promising so much with the BFA cinematic and prelude.
But it is. Lordaeron just dont belong ti the alliance. Its not about taking it back its about conquered it. If you claim that lordaeron belong to the first on their, then the forest troll in the horde say hello. If you say that it belong to the one that conquered it and have it for a long time since the game began, than the forsaken are the one you are talking about. The stormwind human have no claim on it. And please dont talk about the few lordaeron human in stormwind, their number mean nothing compare to the lordaeron in the horde.
More likely the Scarlet whatever-they-call-themselves-now will try to get it before any faction does (I believe they consider themselves the true children of Lordaeron, so to say). It might be worth a side-story with Tirisfal updated in Arathi\/Darkshore style and their newest leader(s) being world boss(es). Now that I think of it, it would be actually nice, if there were ways to get some HD scarlet crusade mogs from it.
OHHHHH! A continuation of the little quest series regarding my baby direhorn that's currently sleeping at Warbeast Kraal!
lol He actually DID do a promo of that, as part of sketch with College Humor. Look it up on You Tube!
My fav couple! Omg I was in tears when I read the book, and they're still in the story!


text:
import java.io.*;
import java.util.*;

public class Template {

	public static void main(String[] args) throws IOException {
		IO io = new IO(System.in);

		io.close();
	}

	static class IO extends PrintWriter {
		static BufferedReader r;
		static StringTokenizer t;

		public IO(InputStream i) {
			super(new BufferedOutputStream(System.out));
			r = new BufferedReader(new InputStreamReader(i));
			t = new StringTokenizer("");
		}

		public String next() throws IOException {
			while (!t.hasMoreTokens()) {
				t = new StringTokenizer(r.readLine());
			}
			return t.nextToken();
		}

		public int nextInt() throws IOException{
			return Integer.parseInt(next());
		}

		public long nextLong() throws IOException {
			return Long.parseLong(next());
		}

		public double nextDouble() throws IOException {
			return Double.parseDouble(next());
		}
	}
}

redpajama_set_name: RedPajamaGithub


text:
Home » About Our Firm » Attorneys » Darren M. Finebloom
In This Article: MR. FINEBLOOM FIGHTS FOR VICTIMS AND IS A PROVEN LITIGATOR
MR. FINEBLOOM FIGHTS FOR VICTIMS AND IS A PROVEN LITIGATOR
DARREN FINEBLOOM:
Mr. Finebloom is a fighter and has been recognized for his many achievements. Florida Injury Attorney Darren M. Finebloom has tried over 75 cases to a jury in the following counties: Sarasota, Hillsborough, Manatee, Orange, and Pinellas County. Has a perfect 10.0 Avvo rating, has achieved the highest possible rating by Martindale-Hubbell, AV Preeminent, and has been recognized as a top lawyer in Florida by SuperLawyer Magazine (2016-2018). His clients and peers all rate him among the top attorneys in the state.
Darren Finebloom focuses his practice on representing victims who have been injured by the negligence of others. After earning his B.A. in Criminology from Florida State University, Mr. Finebloom graduated Cum Laude the top 10% of his class from Cleveland Marshall College of Law in 2001.
Upon finishing law school Mr. Finebloom wanted trial experience so he took a job at the Office of The Public Defender in Sarasota County. While employed as Public Defender. Mr. Finebloom tried over 30 cases to a jury in a two-year period. In 2004, Mr. Finebloom joined forces with talented former prosecutor David Haenel to form a personal injury firm.
Mr. Finebloom is a former professional soccer player and the law has filled his need for competition. He lives in Tampa Florida with his wife and two girls.


text:
The Power of Enthusiasm
Bill Mansell
In 1983, a traveling salesperson was transferred into a small rural town. He was met at the bus station by Ralph, the only other person working in the same town for that company. Ralph had had his bags packed for weeks, hoping that he would be transferred out. "I can't believe they're keeping me here even one more day, it's a terrible place to work," he complained, "the people are rude and skeptical and no one will let you in their house."
Yet, in the first week, the new salesperson had put on more successful demonstrations than Ralph had in the previous two months combined! What made the difference? Did the new guy have more product knowledge than Ralph? No, in fact he had just started with the company four months earlier. Was he a harder worker? No, in fact Ralph sometimes worked extra hours late into the night. The real difference was Enthusiasm. The new guy was just excited about the product and the opportunity.
While Ralph dragged himself from house to house, putting in his time with a martyr's attitude, the new guy went at it with an enthusiastic flair. He quickly assembled a group of excited customers who helped him spread the word about his product.
In no time, that small town was one of the most productive areas in the company. And Ralph? He got transferred out all right — straight to the unemployment line.
David Schwartz once made this profound observation: "Results come in proportion to enthusiasm applied." That statement is just as true today as it was when he wrote it in 1959 in his timeless book, The Magic of Thinking Big. Do you have a project that is not progressing as rapidly as you would like? Are you sometimes frustrated when a really great idea only produces mediocre results? Just apply a little more enthusiasm! Soon it will become catchy and infect everyone around you. A little extra enthusiasm can mean the difference between success and failure. As the old saying goes … the only difference between try and triumph is just a little "umph!"
Article Categories: Motivation, Sales Training
Bill Mansell is president of MindPerk, Inc., one of the web's largest resources for self improvement and business training. A dynamic speaker and success coach, Bill is the author of a weekly blog titled, One Minute Motivators. Bill helps companies and organizations inspire and motivate their team members to consistently achieve more. His contagious enthusiasm has helped people from all walks of life to reach and exceed their goals.
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Prospect Management - DVD $99.95 $59.97
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ESC Awards Program
Nomination Procedures and Process
Nominations will be reviewed by members of the Engagement Scholarship Consortium. The deadline for electronic submissions is March 26, 2021. Award recipients will be notified by May 14, 2021. Nominations will include:
Program description (how does the program/project reflect a collaborative team effort by the community partner, higher education institutional leaders, and students?)
Participating partners (please list and describe the involvement of community partner(s), students [undergraduate, graduate, and/or professional], and college/university units and departments)
The importance of the project in the community (why has the project been identified as an exemplar?)
Overall relevance
Program outcomes and next steps (describe broader impacts)
In addition to the narratives listed above, nominations will include one letter of support describing program outcomes, university/community collaboration, and scholarship contributions.
Note: To submit a nomination, click the "Apply" button. If you are a new user to the system, you must register to create a new account. Select "Register" at the bottom of the screen and follow the instructions.
Questions related to the ESC Awards Program may be directed to Melissa Maybury Lubin, Dean, Professional and Continuing Education, James Madison University (lubin2mm@jmu.edu) or Susan E. Short, Associate Vice President for Engagement, Virginia Polytechnic Institute and State University (sshort@vt.edu).
In case of technical difficulties, contact Grant Gerlich at grant.gerlich@ttu.edu or call (806) 834-8933.
Nomination Portal


Viewed from the outside, the French-speaking world offers enticing images of beauty, pleasure, and freedom. From the inside, however, it is a complicated, often contradictory world where implicit codes and values shape the most basic aspects of daily life. This course will give you an insider's perspective on a cultural and communicative system whose ideas, customs, and belief systems are surprisingly different from your own. Together, we will examine how daily life and activities (friendship and family relationships, housing, leisure, work, and food culture) reflect culturally specific ideologies and values. Emphasis will be placed on developing ease, fluency, and sophistication in oral and written expression. Designed for students with no previous study of French, this class will revolve around authentic materials from the Francophone world (video, music, advertisements, literary texts). Introductory level. Conducted in French.
This course is categorized as All courses, Four Credit, 2000, French, Stephen Shapiro.


Engineer Sales was founded in the 1950′s to provide technical sales representation to manufacturers looking to sell their products to the electric utility industry in the State of Florida. Today Engineer Sales promotes products and services across every sector of the electric utility market in Florida: transmission, distribution, substation, metering and power generation. Outside of Florida, we promote products and services to NextEra Energy Resources and work closely to support their new construction and maintenance requirements throughout the US and Canada.
Engineer Sales has been owned and operated by current management since 1991. The company today employs five outside and three inside sales professionals.
Engineer Sales' value consists of the relationships that we have built over many years in the business, our in-depth understanding of the technical sales process, and our high level of customer service to our principals and our customers.


Cemil Tunç, "On the asymptotic behavior of solutions of certain third-order nonlinear differential equations," Journal of Applied Mathematics and Stochastic Analysis, vol. 2005, no. 1, pp. 29-35, 2005. https://doi.org/10.1155/JAMSA.2005.29.


Rear and throat pain are two of the very normal wellness issues affecting men and women throughout the planet. Pre-existing exams directly into rear and also neck area pain permit us identify these details. Men and women generally begin to come to feel pain in their 20's, however sadly, roughly 50Per cent of youngsters also experience throat or back pain. Approximately 30Percent of men and women have back or throat discomfort at any type of offered time. About 80Percent of men and women create neck area or back pain in their lives time. Many unattended neck and back issues will surely go downhill, usually triggering again joint inflammation. "Around Australia, joint swelling is one of the most common resource of substantial and similarly.
critical handicap, with numerous affected individuals needing aid making use of their tasks of lifestyle"- Joint disease Basis of Melbourne. The treatment of ostelife is probably the greatest and a lot ineffective expenditure of health care places nowadays. Neck and back pain is really a considerable concern that national governments from through the entire globe, in order to assist street address this issues, have funded major researchers to discover the swiftest plus most trustworthy treatments for back again and the neck and throat discomfort. The main investigations have in fact been completed by the USA, UK and similarly Canadian federal government authorities, their target would be to establish one of the more common reasons for throat and back pain and to acknowledge what the greatest remedy for all those troubles are. Listed below is what was uncovered.
Technical: they are issues together with the joints, muscle tissues, discs and ligaments in the back. Listed below are numerous of your normal kinds of mechanical issues muscles pressures, tendon sprains, enhanced muscles anxiety, back again joint difference, strange spinal column curvatures, disc issues disc protrudes, disc hernia ion, or "damaging", arthritis backbone harm. Some usual signs and indications of mechanized issues are hurting pains, pains, heightened muscle cells bulk tension and similarly tightness, inadequate placement, soreness typically gets even worse with task, discomfort is pretty removed with remainder, and also the soreness can restrict your standard motions. Mechanical issues have already been stated to be the cause as much as 90Per cent of throat and back pain.
This entry was posted in Health on April 9, 2019 by admin.


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Q: Every topology for which every singleton subset is dense must be trivial The whole exercise is:
Prove that a topological space is equipped with the trivial topology if and only if every singleton subset is dense.

$(\Rightarrow)$ Let $X\neq \emptyset$ be a topological space equipped with the trivial topology  $\tau = ${$\emptyset,X$}, then the closed sets are $\emptyset$ and $X$.
Let $A = ${$x_0$} with $x_0 \in X$. Since the only closed set containing $A$ is $X$, then we must have $\overline{A} = X$. So $A$ is dense in $X$.

$(\Leftarrow)$
To prove the topology is the trivial one, then we must prove that if $G \in \tau$, $G \neq \emptyset$, then $G=X$.
Since $G \neq \emptyset$, then there exists $x_0 \in G \subseteq X$. Let $A = ${$x_0$}$ \subseteq X$. Since $A$ is a singleton subset, then $\overline{A} = X$.
Also, there's this property: $\overline{\overline{A} \cap G} = \overline{A \cap G}$, which implies $\overline{G} = \overline{A}$ (note that $A \subseteq G$), then $\overline{G} = X$.
I don't know how to continue from here, or if there's another way. Any help is welcome.

A: Prove the contrapositive instead: suppose that $\varnothing\ne G\ne X$, and find a singleton that is not dense in $X$. HINT: Let $x_0\in X\setminus G$, and let $A=\{x_0\}$.

A: The trivial topology on a space $X$ can be written as $\{\emptyset, X\}$. We can also cleverly write this topology as $\{U \in \mathscr{P}(X)$ : $(\exists x \in X (x \in U)) \to U = X\}$.
In fact, the second definition is required if you're using constructive logic. But I digress.
We also note that a useful definition of "$A$ is dense" is the statement: for all open $U$, if $U$ has an element then $A \cap U$ has an element.
Suppose that every singleton subset of $X$ is dense. Now let $U$ be an open subset of $X$. Suppose we have some $x \in U$. Then consider an arbitrary $y \in X$. We see that $\{y\}$ is dense. And we see that $U$ is an open set, and $U$ has an element. So it must be the case that there is an element of $\{y\} \cap U$; that is, we must have $y \in U$. Then $U = X$.
This shows that $X$ has the trivial topology.

A: We want to prove that the only nonempty closed set $G$ in $X$ is $X$ itself (if this is the case then the same will also go for open sets, since they are just the complements of the closed sets).
As you already reasoned, since $G$ is nonempty it includes a singleton $\{x\}$, whose closure will have to be $X$. To complete the proof you just need two more lemmas:

*

*The closure operator is increasing. So, since $\{x\} \subseteq G$, we have $\overline{\{x\}} \subseteq \overline{G}$ and hence $\overline{G} = X$.

*Since $G$ is closed, it is equal to its closure. Hence $G = X$.

redpajama_set_name: RedPajamaStackExchange


Regulation to limit the use of antibiotics on livestock farms was adopted by the European Parliament yesterday.
A Biomin team has been working to shed some light on the mode of action of antibiotic growth promoters (AGPs).
Ecuador's small pelagics Fishery Improvement Project (FIP) has been accepted onto the IFFO RS Improver Program (IP).
Canadian Bio-Systems is focusing on supporting producers through production challenges and legislative change on antibiotics use in animal production with new feed science platforms and upcoming diagnostic technology.
As farmed fish becomes increasingly a protein that interests consumers, growing numbers of consumers also are considering how fish may be raised.
Botanicals company, Nor-Feed, and SONAS, a research unit of Angers University based in western France, have launched LabCom FeedInTech, a joint laboratory for the close study of plant based feed additives.
Improving regulation, setting duration limits and supporting the development of antibiotic alternatives are among the elements of a new plan to reduce in feed use of antimicrobials in production animals, says FDA commissioner.


Island Time had the original vinyl coated stainless steel lifelines and old school pelican hook gates when we purchased her. The vinyl was in pretty rough shape, and you could see rust seeping out in places. I've heard too many stories of these things letting go without notice, so installing new lifelines was on our priority list.
(1) Replace lifelines with new vinyl coated wire, like the original: We didn't really consider this as most we've read online from the "experts" was not to go this route, and this type of wire is not even allowed for offshore racing sail boats. The problem is the unnoticed corrosion under the vinyl and potential for catastrophic failure that can result.
(2) Replace lifelines with new un-coated stainless wire: We seriously considered this route and even got some quotes, which ranged from about $800-$1,000.
(3) Replace lifelines with high-modulus rope, such as Amsteel: We read up quite a bit on this approach, and decided it was worth pursuing. We liked how we could do all the work ourselves, it weighed substantially less than steel wire, and it was a simple set-up. We ended up spending maybe $400, including all the hardware. True, Amsteel will not hold up as well as stainless steel wire, but replacing frayed sections of Amsteel is cheap and we can do it ourselves if needed, with no special tools.
We chose to attached the lifelines with 1/8″ Amsteel lashings, as opposed to specialty metal barrel adjuster hardware because it was simple, inexpensive, easy to adjust, and easy to install. Buying all that extra hardware could have easily added another $300-400 to the project. For the lashings, 1/8th" Amsteel is about $0.59 per ft and the thimbles were about $1.49 each. We just used the Johnson Marine hardware shown above for the gates.
(1) Take off all the old lifelines and hardware and throw it in the trash.
(2) Now's a good time to polish up your stanchions with some metal protectant/restorer. Be sure to get inside of where the lifelines go through, and check for any chafe point or burrs and smooth them out.
(3) Learn how to do a Locked Brummel Splice. Once you've done a couple of practice Locked Brummel Splices, you should be able to knock one out in under 20 minutes, 10 minutes if you're really good.
(4) Make a Locked Brummel Splice around a 1/4″ stainless steel thimble. Fish the other end of the rope through the stanchions. Make another Locked Brummel Splice around a thimble on the other end. The goal is to have about 4-6″ of space between the thimbles and the attachment points, so as to allow for the lashings and adjustments.
(5) Lash the ends. To do this, you will need about 5-6 feet of 1/8″ Amsteel rope per lashing. Tie a water bowline to the fixed end. Then, do at least 4-5 turns around the attached end and thimble. Snug it up and make it look neat, then do a lot of half hitches to secure it. Do the same thing on the other end. Let the lifelines stretch for a period of time, then adjust the lashings, and then seize the half hitches.
(6) For the gates, just attach to the splice end of the hardware.
Once you get the Locked Brummel Splice down, I'd budget a good sunny weekend and several beers for this project. You can even break the project it into pieces and only do sections at a time.
I'm confident you could probably rip the stanchions off the boat before the Amsteel lifelines would give way. In the long run, you'll want to monitor for chafe points and any other degradation, and adjust the lashings for proper tension. With the little amount of harsh UV sunshine we get in the Pacific Northwest, I'd think these lifelines should last years.
I was amazed at how much the new grey Amsteel lifelines improved the appearance of our boat. My first thought was it was like getting a new pair of shoes for Island Time.
I redid mine as well, using Amsteel. Rather then using your approach, I eye-spliced all of my connections which is cleaner.


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Q: Usability and Configurability At work, I have access to many appliances ranging from DataPower to Cisco to F5 and so on. Each of the user interfaces for configuration seem to have a different layout where on some the navigation is on the side while on others it is on the top.
How do usability guidelines vary based on whether something is a user website vs something that needs to be configured?

A: Either is fine, and both work well - it depends on whether the method you choose is implemented well. For example: most routers have a menu on the left-hand-side, and everyone uses these screens with minimal hassle. Conversely, windows options dialogs always use tabs (across the top), and no one seems to have problems there.
Even microsoft change their styles - properties windows in Visual Studio and the options windows in MS Word 2007 both have menus on the left.
It's personal preference, though tabs seem to work best with fewer options, and left-hand navigation is better for more options. That's probably the rule of thumb, if anything.

A: There is some evidence of higher performance and user preference for left-hand menus than top menus. See http://www.usability.gov/pubs/040106news.html. I suspect it's easier to scan down a list of menu items to find one of interest than to scan across.
If you have a hierarchical menu, and you can't fit everything on the left, you can get comparable performance combining a left-hand menu with a top menu. The user's first choice (top of the hierarchy) should be from the left hand menu, and the final choice (bottom of the hierarchy) should be from the top menu.
I don't see any reason why finding a router setting to configure should be any different than finding a pair of socks to buy. Navigation is navigation whether it's a router UI or web site. The differences you're seeing are probably the result of different corporate traditions or aesthetic senses, not different usability guidelines.


In 2016 Freightliner launched their brand new Cascadia truck at their annual sales meeting in Colorado Springs, CO. For this event Henry V Studios created over 90 minutes of video and animation to accompany the lead-in presentation to the truck's unveiling. The coup de grace was a 90 second animated reveal that took place on a 50' LED wall, utilizing black to punch out windows in the wall that teased the audience with glimpses of the truck and eventually crescendoed out to a full reveal. This show was a collaboration between Henry V Studios and the Henry V Staging Team that utilized 3 additional 15+ ft support screens, intelligent lighting and giant turntables containing a variety of props and speakers.


Each year, an average of 30 students graduate from x ray technician schools in Vermont. There are 2 x ray technician schools in Vermont if you are interested in pursuing credentials in the field of x ray technology. Yearly tuition at x ray technician schools in Vermont for a degree in x ray technology is $22,390 per year.
Champlain College is the largest x ray technician school in the state of Vermont, based on number of students. It is located in Burlington. Approximately 20 students graduated with a x ray technology degree from Champlain College in 2009, which was 67% of the total state x ray technology graduates for that year. Tuition at Champlain College, was $25,900 per year in 2010.
A majority of those with an education in x ray technology pursue a career as a x ray technician. The job outlook for x ray technicians in Vermont is average. Approximately 460 x ray technicians are currently working in Vermont. And the government projects that this number will increase by 11%, or to 510 x ray technicians by the year 2018.
As a x ray technician in Vermont you can expect to earn anywhere from less than $NaN per year to more than per year. X Ray Technicians in Vermont earn a median yearly salary of .


Kappeler, T; Serier, F; Topalov, P (2009). On the characterization of the smoothness of skew-adjoint potentials in periodic Dirac operators. Journal of Functional Analysis, 256(7):2069-2112.
Kappeler, T; Serier, F; Topalov, P (2008). On the symplectic phase space of KdV. Proceedings of the American Mathematical Society, 136(5):1691-1698.
This list was generated on Fri Apr 26 03:20:53 2019 CEST.


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Asymphorodes plectographa is a moth of the family Agonoxenidae. It was described by Edward Meyrick in 1929. It is found on the Marquesas Archipelago.

References

Moths described in 1929
Agonoxeninae
Moths of Oceania
Endemic fauna of French Polynesia
Taxa named by Edward Meyrick

redpajama_set_name: RedPajamaWikipedia


text:
Remembering Dr. H. Martin Deranian
We are deeply saddened to announce the passing of one of our agency's dearest members, Dr. H. Martin Deranian. Dr. Deranian was an exemplary individual who epitomized service and compassion for others. A long serving Big Brother, Dr. Deranian has notably maintained his relationship with his "Little Brother" Cameron for well over 50 Years. Their story was recently captured in celebration of their 50 year anniversary as a match.
Dr. Deranian graciously allowed Big Brothers Big Sisters of Central Mass/ Metrowest to honor him by naming our annual "Big Brother/Sister" of the year award after him. The award, typically given at our Annual Meeting during National Mentoring Month, was aptly named the "H. Martin Deranian Fellowship Award". We will continue to honor his legacy year after year with this award.
Please join us in sending our condolences to his wife Virginia, his children Jonathan and Lydia, and Cameron F. (his "Little Brother" for over 50 years). His obituary can be found here.
A 50-year legacy of brotherhood
The following story was published earlier this year to celebrate the 50th year of Dr. H. Martin Deranian and Cameron Fersch's mentoring relationship. We are grateful to the Community Advocate Newspaper for publishing this story. Read the online version here!
It was March o f 1965 when Dr. H. Martin Deranian and Cameron Fersch met for the first time over ice cream. At the time, Deranian was a Worcester dentist and Cameron was a 13-year old with a tumultuous upbringing. The two came together when they were matched through Big Brothers of Worcester County, Inc. (now Big Brothers Big Sisters of Central Mass/Metrowest). Today, 50 years later, Fersch, who is in his sixties and Deranian, in his nineties, still have a truly remarkable relationship, making their match the oldest in our agency and very possibly the oldest in the country.
Now the owner of a tiling company who spends his free time playing tennis and on trail-runs with his dogs, it is hard to believe that Fersch came from what Deranian describes as a "deprived" upbringing.
Fersch himself describes his childhood as "traumatic." He recounts being terrified of his father who eventually walked out on him, his mother, and his siblings. While he was in high school, Fersch's mother suffered with depression. Although he was able to stop her first attempt at suicide, she unfortunately took her own life on a second try.
Throughout all of these challenges, Deranian has been there to provide support and friendship to Fersch.
For Fersch, who had been mistreated by so many of the people who should have been his strongest support group, the process of coming to trust his new Big Brother was gradual. Because of the emotional strains and abuses he suffered at the hands of his parents as a small child, Fersch said that he often feels uncomfortable around people, even now. A self-described introvert, he said that the one exception has been, and remains, Deranian.
"[Deranian] never judged, criticized, raised his voice, or acted as an authoritarian figure," he recalled.
Deranian was always a constant presence throughout his youth, Fersch recalled, attending his Boy Scout ceremonies and giving him small gifts for his accomplishments throughout the years.
For Fersch, his relationship with Deranian is the longest one of his life.
"To me, he is a father," he said simply. "I love him."
Likewise, he takes much pride in the fact that Deranian considers him a son. Fersch believes that Deranian, "changed the paradigm set by my own family," going so far as to credit him as the only person in his life able to influence him. He sees his values as coming from Deranian and describes him as a "giving man" and a "true altruist."
And returning the compliment, Deranian said Fersch has "survived through the difficulties he has faced in his life while keeping his integrity."
Deranian has always had a strong desire to better a world that was so cruel to his family, particularly his mother who emigrated to Worcester after facing the unimaginable horror of losing her entire family in the Armenian genocide. A graduate of Clark University, an institution renowned for its Armenian Genocide Studies program, Deranian works exceptionally hard to give back to society because of tragic injustices such as what happened to his own family.
Dr. H. Martin Deranian helped present the award in his namesake each year at the Big Brothers Big Sisters Annual Meeting.
This lifelong friendship between the two men shows the profound effect that mentoring can have. As such, they have served as an inspiration, support system, and as family to each other for half of a century. While surely impressive that their match is one of the longest in history, what is perhaps most profound is the reverence, respect, and love that these two Brothers share for each other.
Each year Big Brothers Big Sisters of Central Mass / Metrowest, Inc. awards the Dr. H. Martin Deranian Fellowship Award to an exemplary mentor who truly embodies the spirit of mentoring and changing lives. Just as its namesake has done for over 50 years.
October 28, 2016 BBBS of CM/MWUncategorized
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text:
Report of the Commissioner of Education Made to the Secretary of the ..., Том 1
Авторы: United States. Bureau of Education
the branches to be taught by them; for a very great part of the work to be done in these schools must be academic in its character. Let this knowledge be imparted, systematically, by skilled teachers, whose instruction will unconsciously be a model for them; let the consideration of methods accompany the daily lesson ; let the pupil have a short drill in actual school management, under the direction of an efficient training teacher, and more will be done to elevate the character of the common schools than can possibly be done by State normal schools, as at present organized.
It may be objected to this plan, that it would operate to lower the standard of attainments among teachers, degrade the profession from its highest position, and subvert the means by which it can be fitted to accomplish its noblest results. Not by any means. The highest department of a system of learning is reached through those that
. precede it. Its real strength will depend upon their efficiency. This rule will obviously apply to normal schools. Let them be graded, the greater part of them being adapted to the necessities of the mass of teachers, and others having a more professional character for those who make teaching a profession for life. These higher schools would thrive with the lower, and would attain to greater excellence because of them. It may not be expecting too much to hope that there might be, here and there, one which could give attention to normal methods of instruction in the classics, and higher departments of science, and literature. From such schools could be drawn a supply of efficient instructors for high schools, seminaries, and colleges.
But it will be a long while before any system of normal schools will succeed in reaching all the teachers of the country. Teaching, as a business, must be more permanent, and offer better remuneration, before many of those engaged in it will make it an employment for life. The fact that the graduates of the normal schools of Massachusetts teach an average of only three years, is a forcible illustration of this position. The conveniences for normal instruction must be greatly increased before a title of the demand for teachers can be supplied from that source. Meanwhile other means must be utilized. There is a large and increasing number of graduates from academies, high schools, and colleges, very many of whom enter upon the work of instruction. They have been through a course of study generally more comprehensive than that taught in the normal schools. In scholarship, save, perhaps, in the common school studies, which were laid aside when they commenced their higher course, they are prepared to commence their work. But their instruction has been academic. They need to review the primary studies with methods of instruction in the same, and to have the benefit of practical work in the class-room, under the eye of an efficient training teacher. In view of their more general scholarship, and of the mental discipline acquired from long-continued study, two or three terms in a normal school would do much to prepare them for their work. The establishment of training schools in many of the larger cities is a step in this direction, many more of which should be taken. When the number of graduates is not large enough to justify the step, a few months in a primary normal school might well be substituted.
Teachers' institutes furnish a powerful and efficient means for instructing and inspiring teachers. They may be considered as normal schools, of the lowest grade, affording the only means by which the great mass of teachers can, at present, be reached, and some better ideas of school instruction and school management can be imparted. If these are well-conducted-if the plan is devised beforehand-if the work is done by skilled teachers who have given special attention to it, and in such a way as to elicit active thought and work from the institute, it is doubtful whether an equal amount of expense and labor to the same end will accomplish so valuable results. But the practice of gathering teachers together, and promiscuously parceling out the work to be done, without reference to time or system, is apt to be more corrupting than elevating in its results. It is desirable that the number of institutes be largely increased. The fact that in several States, one is held in every county, yearly, and in some cases halfyearly, while in others not more than one-tenth of the counties hold them, is evidence that much more is attainable in this direction than has yet been accomplished.
The work done in the institute, like that of any other school, will depend upon the teacher. Of the institute it may be remarked, however, that since it continues for a shorter period, generally for a week, greater skill at organization, greater promptness of action, are required of the conductor than of the ordinary teacher. An institute should have the best possible talent secured for its exercises. The employment of one or more corps of instructors, whose whole time should be given to holding institutes in different parts of a State, would produce a greater immediate effect upon the schools of the country than any other agency. Upon these institutes the teachers should be compelled to attend, without losing time, if their schools are in session, or furnish evidence of having attended a more extended course of instruction of similar character.
I cannot better call attention to the preparation needed by the teachers in country schools than by quoting a few words from the observations of Rev. Dr. Ryerson, superintendent of public instruction for the province of Ontario, on "The American School System." They are taken from his report on the systems of public instruction in Europe and the United States. He says:
" Taken as a whole, I do not think, from my best observation and inquiries, that there is a country in the world in whose cities and towns (except Leipsic, in Saxony) the systems of education are so complete and efficient as in the neighboring States, especially in Boston, Providence, New York, Philadelphia," &c. "Nothing but a personal visit and inspection can convey an adequate idea of the comprehensiveness, completeness, and even in some instances grandeur, of the establishments and systems of education in the cities, and in not a few towns of our American neighbors." "But here, in most of the States, the work has begun to halt, and the patriotic objects of its (the system's) projector have been disappointed." "There is no adequate provision to secure the operations of a school in a single neighborhood, much less to secure properly qualified teachers where schools are established. The result is, that when you leave the cities and large towns, and go into the rural parts of the State, the peculiar field of a national school law, and system, you there find that our American neighbors are not so successful in their public school economy, and accomplish results far below, and short of the State appropriations they make, and the machinery they employ for the sound education of all the people."
REPORT ON A COURSE OF STUDY FOR NORMAL SCHOOLS.
By Professor WILLIAM F. PHELPS,
Principal of the State Normal School, Winona, Minnesota. The committee appointed at the last meeting of this association, to consider and report upon the subject of a course of study adapted to normal schools, would beg leave to submit:
That they have given to the subject as much time and attention as other absorbing duties would allow; that they have not deemed it necessary to discuss, in detail, the relations which the different branches of study sustain to the work of mental development; nor have they attempted the impossible task of laying down a curriculum, applicable alike to all circumstances and places, but they have contented themselves mainly with the presentation, in a suggestive form, of such a plan of professional training as seems well adapted to the preparation of teachers for the lower departments in our graded school system, and for the mixed schools of the rural districts; reserving for the future the consideration of a course suited to the wants of instructors in the high schools and colleges.
The committee have been led to pursue this plan for reasons which will now be stated :
First. These lower schools present altogether the most difficult problems in respect to methods of instruction and administration with which educators are obliged to deal. Hence the greater necessity for that intelligence, skill, tact, patience, and energy on the part of the teacher, which a careful special training is so well calculated to develop.
The committee do not feel that it is necessary to enlarge upon this proposition. The truth itself is too obvious to all who have seriously thought and labored in the field of popular education to require any demonstration at this time. It is an admitted axiom that the post of difficulty and responsibility is in the primary school, and in those grades of instruction most nearly allied to it.
It is comparatively easy to fill the professorial chair of the high school or college. Here the mind of the student is far advanced in its stages of development; his habits have been, in a measure, systematized, and his power increased by a long course of previous training; he is better prepared to help himself; he requires less aid from bis tutor, and that aid when needed is of a more simple and direct character. Hence the duty of the instructor here is comparatively easy. With a thorough knowledge of the subject-matter, it is not a difficult task to employ the method best suited to the work before him. From these considerations it follows that the peculiar needs of special training as a preparation for teaching are down at the base of our system of public education.
Secondly. By far the greater number of the children of this country obtain their only educational advantages in the schools of the rural districts, and in the lower departments of the graded schools in the larger towns and cities. This is a proposition so self-evident as to need no discussion. We speak entirely within bounds when we affirm that not less than nineteen-twentieths of the children and youth of our country fail to reach the high schools and colleges during their brief educational career. For this reason, every effort within the power of the Government and people should be put forth to improve and perfect these agencies for elementary instruction. They are the only colleges which the masses can reach. If they fail us, therefore, upon what can we rest our hopes for the universal diffusion of education.
Thirdly. The gradation of the work of instruction in our public schools necessitates a similar gradation in the agencies for the special preparation of teachers.
The work of the primary teacher is so distinctive and peculiar in its character and aims as to demand a distinctive and peculiar training therefor—a training especially suited to the circumstances of the case.
In like manner the instructor in the higher departments of education has a work more especially his own, differing widely in its motives and methods, and demanding attainments and qualifications very different from those of the elementary teacher. Hence the training of those who are to occupy these higher walks of educational effort should be suited to their condition and necessities; and it follows, also, tbat the appliances for their preparation should be modified accordingly. In other words, the necessities of our system of public education at the present time demand not less than two grades of normal training schools-one for the preparation of elementary teachers, and another for school officers and instructors in the higher departments. And it would, in the judgment of the committee, vastly increase the efficiency of our normal school system if these two classes of institutions could be organized and conducted as separate establishments, each suited to its special work.
Fourthly. The courses of academic study in many of our existing normal schools have become expanded to such an extent as to have greatly overburdened them, and to have largely diverted them from their special work, thus diminishing their intluence and usefulness as agencies for the professional training of teachers.
That this state of things has been brought about by the urgency of the public demand for teachers in the higher schools, in consequence of the withdrawal of many for more lucrative employments, is freely conceded; but the fact itself is none the less disastrous to the cause of elementary instruction. The committee beg leave to reiterate the statement that our most pressing wants, at the present time, are in the domain of elementary education. We must ever keep in view the primary school and its immediate adjuncts. We must not neglect that knotty problem, "the district school as it is." We must remember its difficulties. We must reflect that the common schools are the only " colleges for the people." We must have trained skill here, if anywhere; because failing here we shall fail altogether, and succeeding here we shall succeed altogether. It is down here where the great industrial classes," the bone and sinew" of the land, come to take their only chance for that training which is to lift them from sensuality to rationality and clothe them with the attributes of citizenship in this land of free thought, free speech, and free suffrage. And be it remembered, too, that it is down deep in this soil where the seeds of higher culture must be sown and where they must germinate and attain their earlier stages of growth. If we plant, and water, and cultivate here as assiduously and carefully as we may and should do, we shall not only lay broad and deep the foundations of general intelligence among the people, but by these means hundreds will demand the aids to liberal culture where now, amid neglect and inefficiency, only here and there one aspiring genius rises superior to the obstacles which environ him.
In this connection the committee take the responsibility of broadly asserting that while much has been done for the improvememt of elementary instruction, especially in the cities and larger towns, yet that, as a whole, the schools forming the lower parts of our system are deplorably deficient. They are mainly in the hands of ignorant, unskilled teachers. The children are fed upon the mere husks of knowledge. They leave school for the broad theater of life without discipline; without mental power or moral stamina; with minds distorted; too often with liearts corrupted, to swell the ranks of the lawless and to recruit the army of ignorant voters who are ever a menace to the peaco and security of the country. And here let us refer to a fact which cannot become too soon or too widely known, and which ought to arouse the educators and the statesmen of the country to the most vigorous exertions. We allude to the fact of the great increase of the ignorant voting population in these United States. This unwelcome phenomenon has its causes. It is not due alone to the enfranchisement of the slaves. The fact of such increase remains after full allowance is made for the addition of the blacks to the ranks of those who are entitled to suffrage. And we are forced to account for it largely by the utter ineficiency of thousands of our elementary schools, and their failure to do their assigned work. Poor schools and poor teachers are in a majority throughout the country. Multitudes of the schools are so poor that it would be as well for the country if they were closed. They add nothing to the intelligence or moral power of the country. They waste its resources. They teach nothing positively good, but much that is positively bad. They are little else than instruments for the promotion of mental and moral deformity. They repress the native aspirations of the child for knowledge. They foster habits of indifference and carelessness, which are the bane of his future life.
That eminent statesman and philosopher, Guizot, never uttered a more palpable truth than when he declared that "a bad school-master, like a bad parish-priest, is a scourge to the commune."
That the inefficient and worthless character of so many of these lower schools is a prolific cause of ignorance and its increase is proved by the fact that whenever good schools take their places a large increase of attendance at once occurs, and the " noble army" of truants and absentees is correspondingly diminished. Thus poor schools not
only fail to attract to themselves great numbers of those who are pressing forward, unprepared, to the responsibilities of citizenship, but they equally fail to qualify those whom they pretend to teach for the most simple duties of life. Hence they are blind leaders of the blind. They afford the sad spectacle of ignorance engaged in the stupendous fraud of self-perpetuation at the public expense.
We have a fitting illustration of the grave deficiencies in our system of elementary instruction in the spectacle recently afforded at our national military school, in which more than fifty per centum of the candidates for cadetships utterly failed in a preliminary examination, although that examination was of a purely elementary character. At a recent competitive examination for an appointment to a cadetship, embracing sixteen young men over seventeen years of age, from an entire congressional district in Minnesota, only one was found to be a fit candidate to become a candidate for the position. The examination was limited to the elementary subjects prescribed by the Department of War in such cases. In some of our Western States more than three-fourths of the certificates granted to teachers are third grade, which represents such a paucity of literary and professional attainments that an expert calculator" would scarcely be able to find any sum total but zero. A majority of the candidates presenting themselves for admission to many of our normal schools are so utterly destitute of elementary knowledge, or any positive knowledge whatever, that it becomes necessary either to reject them, to establish preparatory departments, or to devote the first year to a grade of work which should have been and might have been accomplished in a good grammar school prior to the age of twelve years. In all the cases cited it should be borne in mind that these young men and women have been past the age of sixteen years. If anything can be decisive of the existence of the gravest deficiencies in our instrumentalities for elementary instruction, it is such facts as these--and their number is legion. And from the meager qualifications denoted by these cases down to the abject ignorance of the multitude of illiterate voters before alluded to there is every conceivable grade and shade, all bearing testimony to the quality of the education we are offering to the million. Among this mighty host how rare to find anything like clear, consecutive thought, leading to sound conclusions! What abuse of mother tongue!' What a negation of good habits of every kind! What a deplorable lack of the very foundations upon which a useful, virtuous, and successful life may be predicated.
The first, the most potent step toward a remedy of these gigantic evils, the committee believe, is to elevate and improve these schools of the people. We do not, in the present emergency, need to trouble ourselves so much about the higher institutions. If we take care of elementary instruction, that prolific soil in which the seeds of all learning and all excellence must germinate, as we ought to do, we shall go far toward providing for what we are pleased to call higher education, on the principle that the greater includes the less. Once thoroughly awaken the dormant energies of the human soul to the higher life of intelligence-to à realizing sense of the ecstasy of a rational and virtuous existence—and no power less than that of omnipotence can arrest its progress. Where it lacks opportunities it will create them; where it encounters obstacles it will glory in them, and they will disappear like the mists before the morning sun. One of the chief hinderances to the advancement of higher education and of its institutions in this country must be sought in the inadequacy of our agencies for elementary instruction.
When young men by scores, if not by hundreds, enter the college, unable to cope successfully with the minor difficulties of the English sentence, doing daily violence to mother tongue, with no methodical plan of study, no persistent power of application, no fixed principles of action, of character, or conduct, the fact is mildly suggestive of
something rotten in Denmark." Reference is here made to the elementary school, of course. If the college be unsound, the defect arises largely from the admission of such candidates to its courses, instead of consigning them to the healthful probation of a good intermediate school. It must be admitted, however, that this remedy would prove ineffectual in its influence upon the unfortunate ones who might be subjected to its immediate application. For, when a young man has arrived at an age which justifies his admission into college, and is still destitute of the habits and acquirements which only a careful rudimentary training can give, it is generally too late to mend him. There are certain elements of character, personal, intellectual, and moral, that must be sought after and cultivated in childhood or never. That is the precious seedtime of the human soul. Its golden opportunities once lost can never be regained. It is this thought that invests the whole subject of early education, its character, motives, methods, and agencies with such supreme importance, whether viewed in its relations to the individual or to society, and especially to our own American society, where vox populi is so decisive in its influence upon the conduct of affairs. Perhaps no one thing would be more salutary in its effect upon our schools of lower grade than the universal and certain enforcement of a rigorous standard in respect to character and rudimentary attainments in the admission of candidates to the higher institutions. Nor could these institutions inaugurate a measure which would at the same time conduce more powerfully to their own real and permanent advantage than this.
The problem which above all others is committed to this nation is the education of the people. "The whole people must be taught and trained." What shall be the character of that training? What system of agencies is best adapted to secure the certain result ?
The committee will yield to none in their profound appreciation of the claims of higher education and its institutions. They concede all that can reasonably be urged as to the value of highly educated men to society. But they feel bound also to submit that such men are not necessarily the product of higher institutions alone. They are rather the result largely of that spirit of self-culture whose germs lie in the deeper soil of early instruction. It is here that they must receive their first inspiration.
But however important to society the liberally educated man may be, it is of greater importance still that the industrial classes in this country should become the recipients of a training befitting their condition and their weighty responsibilities. The wickedest rebellion recorded in history was inaugurated by "liberally educated" men. But the crowning victories of Appomattox and Sadowa were won not by rifled cannon and needle gun, but by intelligent masses who, comprehending the interests at stake, and appreciating the gravity of the crisis, bravely faced death that their country and civilization might live.
The education of these masses, as we have shown, must be secured in the elementary schools or it can be done nowhere, and the advancing tide of ignorance must roll on until it shall overwhelm the nation. And it can be done here. But our agencies for the work must be multiplied and perfected far beyond our past experience. The trained, skillful schoolmaster must be abroad everywhere. "It is the master that makes thé school." It is the careful training that makes the master. He must be scholarly, ingenious, earnest, conscientious. He must be inspired with broad views of his work. He must love it. He must know that the lessons of the text-book are but a fraction of the means to be employed in the formation of character. He must be able to lead his pupils not only to know but to do that which is lovely and of good report. To rear a supply of teachers after this model we are aware is no easy task. But we must succeed in it at whatever cost, or our great scheme for the education of the masses is a myth and a failure. Seminaries for the training of elementary teachers must be increased in number, perfected in organization, and improved in management, until they can create and keep up a supply of skillful teachers for the whole country. A knowledge of the noble art of teaching and of training up children in the way they should go, must be made universal; for this, after all, is the chief business of a civilized society.
For the weighty reasons which have thus been imperfectly sketched, then, the committee believe that our normal school system should be so graded that we shall be supplied with separate agencies for the special preparation of elementary teachers adequate to supply cvery school in the community. Their organization would thus be more simple, and their operation more direct and effective than on the diffused plan, which seems, in many instances, to embrace every grade from the primary school to the full collegiate course. This plan would so far localize the training system as to bring its benefits within reach of the great body of teachers. It would give greater prominence and effectiveness to the professional work of the schools by limiting the scope of their academical courses. It would in a few years create and maintain a supply of able teachers worthy of the high vocation of instructing the people. It would rapidly renovate the entire public school system, and carry the infinite blessings of knowledge and culture to every home. It would stem this advancing tide of ignorance which now threatens to imperil
, if not to overwhelm, the country. It would elevate the profession of teaching in public estimation. It would lead to a far more liberal compensation of teachers, by enabling them to render a more acceptable service to the people.
The committee believe, however, that no course of study which can be committed to paper can be made adequately to represent the true worth of a training school for teachers, or of any school whatever. It is the supreme function of every school not merely to accomplish a given course of study but to develop character. A curriculum is only one of the ineans to a great and comprehensive end. It is too often made an end unto itself; and it must be confessed that this end, in a majority of cases, is not realized. The value of a curriculum depends, first, upon its adaptation to the special purpose for which it is designed, and still more upon the manner in which it is handled. The best course of study ever devised by the wisdom of man, in the hands of an ignorant and unskillful teacher, is no better than a string of pearls offered as a morsel to a famishing beast. Said the late Edward Everett, in a brief address to a class of teachers on a certain occasion, "In education the method, the method, is everything." So the power of a curriculum depends preëminently upon the method in which it is employed. The branches taught in our elementary schools have a power of mental discipline and expansion many-fold greater than we realize from them in the average of cases. It is this latent power that we so much need to apply in our common schools. But intelligence and skill alone can do it. While a text-book stands between an unwilling child on the one hand and a blockhead on the other, this power must remain as a light hidden under a bushel, and the poor children will see only as through a glass very darkly.


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Released July 12, 2002. Identified by model number K45SSWH.
my kitchenaid artisan stand mixer wont turn on. its like it has no power going to it, and yes I made sure the plug on the wall is working.
I changed the circuit board on the kitchen aid put it back together and no power I put everything back the way I took it off figures what else could it be?
Open it up and use a multimeter to test continuity and check your wires (unplug it before testing).
What tests did you do to make you decide to change the control board, you didn't say?
Did you test the power supply circuitry i.e. the circuit from the the cord plug all the way to the Control Switch and the control board using an Ohmmeter to prove that the cord is OK the switch is OK and that the continuity of the power supply circuitry to the board is OK?
barbara wolf zal eeuwig dankbaar zijn.


This salad is gorgeous! The combination of sweet caramelised honey pumpkin, salty feta and tart balsamic vinegar is a dreamy match. Although the flavours are quite simple, they compliment each other well – it's seemingly fancy, but super simple to throw together.
Pumpkin is a beautiful food. Its deep-orange hue is indicative of it being a rich source of the plant-based pigment beta-carotene, which is converted to vitamin A in the body. Aside from being a key player in healthy eye sight, skin and immunity, this nutrient is also a powerful antioxidant that helps fight damaging free-radicals within, which may otherwise cause accelerated aging and cellular damage - for outer beauty and skin health, eat your colourful fruit and veggies! Nutrition is truly the most effective beauty treatment available, and beats any skin cream, lotion or potion.
I used baby spinach as the base of this salad, which is loaded with nutrients and antioxidants, particularly vitamin K, essential for blood clotting, and vitamin C, a powerful antioxidant needed for wound healing and skin health. Spinach also contains high amounts of the plant compounds lutein and zeaxanthin, which may help block, or even reverse, damage cause by the sun to our eyes – so basically between the pumpkin and the spinach, a serving of this salad will keep your eyes veeeery happy!
I love adding toasted pine nuts to this salad, toasting really intensifies their flavour and adds a glorious crunch to the dish. It's really simple to do too, just place the nuts in a dry fry pan over a medium-low heat and stir frequently until they begin to turn a light golden brown colour. Toasting using a pan is quicker than using the oven, although the downside is the nuts may quickly burn if you don't keep an eye on them, so try not to multitask too much! Not only are pine nuts rich in the muscle-relaxing mineral magnesium, but they also contain one of the highest sources of protein found in nuts.
2. Prepare pumpkin - scoop out the inner seeds and discard, chop pumpkin into small chunks and slice off skin. Aim for pieces to be similar sized. Place pumpkin into a mixing bowl.
3. Mix together 1 tbsp of olive oil and the honey. Drizzle the honey-oil mixture over the pumpkin and use hands to evenly coat each piece. Place pumpkin onto a baking tray and lightly season with salt.
4. Roast pumpkin for around 40-50 minutes or until soft on the inside and caramelised on the outside. Once cooked remove from oven and leave to cool.
5. Place a small frypan onto the stove and turn onto a low-medium heat. When the pan is warm add the pine nuts and toast until lightly browned. This may take a few minutes - make sure to keep and eye on the pan and jiggle it while toasting to ensure the pine nuts brown evenly and don't burn.
6. Place baby spinach into a bowl/on a salad platter. Add pumpkin and toasted pine nuts. Crumble over the feta cheese. Drizzle over the 2 tbsp olive oil and balsamic vingear, and mix well. Enjoy!


text:
Live Law
UP board, media houses breach the right to privacy of gender non-conforming person: Allahabad HC takes action
09, Aug 2018
X vs State of UP; W.P. (C) No 24321 of 2018 | High Court of Allahabad | Status: Pending | |
The UP unit of HRLN filed a petition on behalf of a gender non-conforming person who suffered a breach of privacy at the hands of UP Board officials and certain media houses. In 2011, the petitioner had graduated from high school in Lucknow bearing a male name and mention of gender on the mark sheet. Four years later, in 2015, the petitioner was diagnosed with gender dysphoria by two certified psychiatrists and after a consultation with an endocrinologist, she began gender transition therapy and sexual reassignment surgery (SRS).
With the certificate of the surgery, in 2017, she also published a public notice in a newspaper and also a Gazette notification stating her changed name and gender. She also got an Aadhaar card with her new identity. She then approached the UP Board to change her gender (to female) and name on her high school mark sheet. However, a board official allegedly concocted a story that the petitioner was a rape victim and passed on this fake information to the media. Some media houses then, without due care and consent of the petitioner, revealed her identity along with the fake information in online and print, as a result of which, she suffered great mental trauma.
Having suffered an irreparable loss of reputation among her family members and peers, she also became suicidal – all because of the imprudent, careless and insensitive act of the UP board official and the media. In its petition on the behalf of the petitioner, HRLN alleged that these disclosures were in violation of Universal Declaration of Human Rights and International Convention on Civil and Political Rights and had caused serious injuries to her privacy. The petition prayed that the court direct appropriate action against the responsible persons and suitable compensation for the petitioner. In response, the court issued notices to the State of UP and the other respondents. It also directed the registry to not print the name of the petitioner in the cause list to protect her privacy. The petition has now been titled X vs State of UP and others.
https://hrln.org/uploads/2018/08/X-v-UoI-to-upload.pdf


text:
Q: Exchange 2013 - no admin and mailbox audit logs I recently installed on a new network Exchange 2013. I noticed that my admin audit logs and mailbox audit logs are empty. I did Search-AdminAuditLog and Search-MailboxAuditLog and it brought no results,even though it is enabled in each mailbox config, and in the AdminAuditLogConfig. I used the Get-MailboxFolderStatistics to see the size of the audit folder, but I found it does not exist - there is no audits subfolder in any mailbox.
What is the problem with my exchange? How can I fix it to write logs?
Thanks.

A: First I would check it is enabled.
Get-AdminAuditLogConfig | FL AdminAuditLogEnabled
Are you using an account with the required permissions? If the permissions aren't correct then you cannot see anything.

A: I successfully solved my problem! My database index was corrupted, so I needed to repair it. A guide for it can be found here:
http://practical365.com/exchange-server/fix-failed-database-content-index-exchange-2013/
Thanks everyone :)


text:
@interface ShaderInfoObject : NSObject {

}

@property GLuint shaderUniform;
@property GLuint modelUniform;
@property GLuint viewUniform;
@property GLuint projectionUniform;
@property GLuint positionAttribute;
@property GLuint sourceColorAttribute;
@property GLuint normalAttribute;

@end


How do they measure performance? What is considered to be good performance and what is not?
What information should the school be sharing with you as Governors? How much do you need to know?
What kinds of questions should you be asking school leaders about performance?
A task where you are presented with some KS4 data available to Governors to analyse and come up with some questions to ask leaders.
Reliability and validity of data?
What will you take away with you? e.g. resources, learning points etc. What is the intended impact for you and your school? A clear understanding of data presented and the right questions to ask.