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Jordan Capozzi (Albany, 2 de fevereiro de 1990), mais conhecida pelo seu nome artístico de Lil Debbie, é uma rapper, modelo e designer de moda  americana. Ela foi lançada no extinto grupo The White Girl Mob, com as rappers Kreayshawn e V-Nasty. Em 2012, Debbie começou sua carreira solo, lançando uma série de singles que se tornaram virais no YouTube.

Vida Pessoal
Lil Debbie nasceu e foi criado em Albany, Califórnia, e é descendente de italianos. Após terminar o liceu, ela passou a estudar design de moda na FIDM. Mais tarde, ela desistiu devido a "ter muita lição de casa". Quando ela tinha 15 anos, Debbie encontrou Kreayshawn e V-Nasty, ela era apenas uma adolescente e passou a maior parte de seu tempo com as duas, e as considerou como suas 'irmãs'. As três mais tarde passaram em criar o grupo The White menina Mob.

Carreira Musical
Em 2011, Lil Debbie apareceu no vídeo do single de estreia de Kreayshawn "Gucci Gucci". Em setembro de 2011, foi relatado que Debbie tinha sido expulso do grupo The White menina Mob, devido a ser desleal com os outros membros do grupo, Debbie afirmou má comunicação e mal-entendidos no grupo foram as principais razões para a sua partida. Debbie indicou mais tarde que ela não tinha muito a entrada no grupo e ela estava apenas seguindo as decisões dos outros. Debbie também afirmou que ela não tem nenhuma relação com os membros do grupo desde 2014.

Em 2012, Debbie colaborou com o rapper Riff Raff em varias canções juntos, sendo elas "Squirt", "Brain Freeze", "Michelle Obama" e "Suckas Askin' Questions". Os vídeos de Debbie "Squirt", "2 Cups", e "Gotta Ball" tornou-se sucessos virais, cada um ganhando mais de 2.000.000 de visualizações no YouTube, e o sucesso das canções ajudou a catapultar sua carreira. Alguns dos singles lançados, incluindo "Squirt", "Brain Freeze", e "2 Cups", foram feitos para sua primeira mixtape, Keep It Lit, lançado em julho de 2012. Em fevereiro de 2013, o single, "I do It", com K00LJOHN foi finalmente liberado.

Em 22 de Outubro de 2013, Debbie lançou seu primeiro EP, intitulado Queen D, que inclui três canções originais e dois remixes. Um segundo EP, intitulado California Sweetheart, foi programado para lançamento no verão de 2013, mas foi adiado e, finalmente, lançado em 25 de março de 2014. Em 5 de agosto do mesmo ano, Debbie lançou seu terceiro EP, uma continuação de California Sweetheart, intitulada California Sweetheart Pt. 2. Isto foi seguido pela segunda mixtape da rapper, nomeado Young B!tch, lançado em 24 de novembro de 2014.

Em 10 de junho de 2015, seu single "Lofty" foi lançado no iTunes. E no mesmo ano, Debbie estreou sua linha de produtos de panificação intitulado "Cakes" na  Blazer's Cup. Em 16 de Junho de 2016, Lil Debbie anunciou através de suas redes sociais seu primeiro álbum de estúdio intitulado "DEBBIE", e o colocou como pré-venda no iTunes, tendo como único acesso disponível a faixa "Damn". Em 17 de Julho, o álbum foi oficialmente lançado em formato digital e em CD. Em 25 de Julho, Debbie lançou o primeiro videoclipe do álbum, da faixa "Tell Me" com parceria de Njomza.

Discografia

Mixtapes
2012: Keep It Lit
2014: Young B!tch

EPs
2013: Queen D
2014: California Sweetheart, Pt. 2
2015: Home Grown

Complicações
2014: California Sweetheart

Álbuns de estúdio
2016: DEBBIE

Ligações externas
Site Oficial
Lil Debbie no Twitter
Lil Debbie no Facebook

Norte-americanos de ascendência italiana
Cantores dos Estados Unidos
Rappers dos Estados Unidos
Cantores de hip hop
Lil Debbie
Naturais de Albany (Califórnia)


This is a game based on the cartoon "The Adventures of Billy and Mandy". Billy is very worried because Puro Hueso's bones want to escape. You have to help him to rebuild his friend's skeleton. Do it quickly or the bats will ruin all your work.
Use the cursor keys to move. You have to run as fast as you can and avoid all the obstacles and bats that are on the way or, you'll lose.


Brewed in collaboration with Crown Valley Winery, this homage to the flavors found in sangria is perfect for sipping on summer patios. Over 50 pounds of fruit, including pears, oranges, limes, blueberries, pineapple, and mangoes, were added to both wine and brandy barrels from Crown Valley and aged with our Belgian-style wit over 6 weeks. The result is a juicy, full-bodied crimson ale with a bouquet of citrus and fruit, subtle peppery spice, and a crisp, slightly tannic finish.


Man Behind Lens: Canon G1-X advert Made a Boo Boo!
Canon G1-X advert Made a Boo Boo!
Singapore magazine "TODAY" on Friday March 9 posted a Canon G1 X advertisement (see on top), that boast about their humongous CMOS sensor in their G1-X compared to the much much smaller Micro Four-Third!
As you can see, Canon MISTAKEN the MUCH SMALLER Nikon 1 sensor as the M4/3!
The small size differences between the M4/3 and G1-X means they BOTH are able to give similar top notch results!
Canon can made a mistake like that?
haha! I wonder how many others picked up that mistake. It`s hard to believe that a reputable company like Canon could make such a glaring mistake! Shame on them!


text:
Q: K means self-developped vs K means on skikit learn So I am trying to learn the K-means clustering algorithm, and my way of learning is trying to rebuild Kmeans on my own.
Here is the data: https://www.kaggle.com/code/agajorte/people-body-mass-index-clustering
And this is the imaginary problem: "Given the data of height and weight of random 500 people (250 male, 250 female), use machine learning to group them of different sizes for t-shirt."
For simplicity (because I am still learning), I only stick with the male data and pre-assuming that there are only three sizes: large, medium, and small.
Here is my code following the K-means procedure:
data = df[['Height','Weight']].loc['Male']
data = data.reset_index(drop = True)
data['Label'] = ''

#Picking random centroids for each clusters, you could also use the Random library (I already tested as long as large is largest and small is smallest)

    K = {'large': [180,120],
         'medium': [170, 80],
         'small': [150,60],
         }

#Should be a while loop, but I don't know the stop condition, so I just use for loop and test with big number of loops
for loop_num in range(50):

    for i in range(len(data)):
#a is the point closest to one of the 3 declared centroid
        a = min(
            abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['large'][0]**2 + K['large'][1]**2)),
            abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['medium'][0]**2 + K['medium'][1]**2)),
            abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['small'][0]**2 + K['small'][1]**2))
        )

#with a, we can lable the data

        if a == abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['large'][0]**2 + K['large'][1]**2)):
            data.loc[i,'Label'] = 3
        elif a == abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['medium'][0]**2 + K['medium'][1]**2)):
            data.loc[i,'Label'] = 2
        elif a == abs((data['Height'].loc[i]**2 + data['Weight'].loc[i]**2)-(K['small'][0]**2 + K['small'][1]**2)):
            data.loc[i,'Label'] = 1

#we replace Ks with better Ks (using the lable, for example: mean of all '3' data will be the new centroid for 'large')

    K = {'large': [float(DataFrame.mean(data.loc[data['Label'] == 3, ['Height']])),float(DataFrame.mean(data.loc[data['Label'] == 3, ['Weight']]))],
                    'medium': [float(DataFrame.mean(data.loc[data['Label'] == 2, ['Height']])),float(DataFrame.mean(data.loc[data['Label'] == 2, ['Weight']]))],
                    'small': [float(DataFrame.mean(data.loc[data['Label'] == 1, ['Height']])),float(DataFrame.mean(data.loc[data['Label'] == 1, ['Weight']]))],
                    }
print(K)

Running this multiple times with different values here and there, my result is really consistent and logical:
{'large': [179.60638297872342, 132.56382978723406], 'medium': [169.23076923076923, 96.38461538461539], 'small': [150.6595744680851, 75.7872340425532]}

However, I can't achieve the same result using KMeans from skikit learn
clusterer = KMeans(n_clusters=3,init='random',tol = 30)
X = data[['Height','Weight']]
clusterer.fit(X)
print(clusterer.cluster_centers_)

Every time I hit run, I get different results.
I tried changing the parameters in KMeans(). I have different results every time, but nothing makes sense logically.
For example this is the result of one of the runs:
[[168.85227273 141.78409091]
 [170.82432432 105.01351351]
 [169.44578313  69.86746988]]

Here is the graph of my centroids vs the data:

And here is the graph of sklearn (keep in mind that this is just one out of the runs)

redpajama_set_name: RedPajamaStackExchange


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In terms of pricing Fusion Event Planning offers various packages starting at Rs 150000/-.
There are 1 albums here at Weddingz -- suggest you have a look. Call weddingz.in to book Fusion Event Planning at guaranteed prices and with peace of mind.


text:
Classic Albums : Black Sabbath: Paranoid
Pearl Jam Twenty
Classic Albums: The Band
Bee Gees: In Our Own Time
Classic Albums: Rush: 2112 & Moving Pictures
Rock & Pop Concerts on Netflix
This installment of the Classic Albums series tells the story behind one of heavy metal's greatest achievements: "Paranoid" by Black Sabbath. The four original members of Black Sabbath talk us through the making of the album.
Details about Classic Albums : Black Sabbath: Paranoid
Veteran rock band Pearl Jam celebrates its 20th anniversary with a documentary bio that recounts the group's turbulent history and internal struggles. Never-before-seen material culled from 1,200 hours of film captures the band from all perspectives.
Details about Pearl Jam Twenty
This documentary examines the making of the Band's 1969 self-titled album, including interviews with band members, commentary from rockers Eric Clapton and George Harrison, and performances of hits such as "The Weight" and "I Shall Be Released."
Details about Classic Albums: The Band
This documentary follows the Bee Gees from their roots in England to their early career in Australia, their return to England and international breakthrough in the late '60s, and then on to global superstardom with "Saturday Night Fever."
Details about Bee Gees: In Our Own Time
This installment in the Classic Albums series gives fans a double dose of Rush, examining two of the seminal prog-rock band's most important albums: "2112," their breakthrough effort, and "Moving Pictures," their best-selling record to date.
Details about Classic Albums: Rush: 2112 & Moving Pictures
Coldplay Live 2012
Coldplay's first concert film in nine years documents their stellar 2011-12 "Mylo Xyloto" tour, which thrilled more than three million fans worldwide. The film captures performances in front of sold-out crowds in Paris, Montreal and the U.K.
Details about Coldplay Live 2012
Queen: Rock Montreal
The only Queen concert ever filmed in its entirety, this 1981 performance from Montreal has been digitally restored and remixed. The DVD and Blu-ray versions also feature the band's legendary Live Aid performance, plus previously unreleased footage.
Details about Queen: Rock Montreal
Pink Floyd: The Dark Side of the Moon
A must for any Pink Floyd buff, this film chronicles the band's journey prior to the release of their classic album "The Dark Side of the Moon" in 1973. Discover how the band created the landmark recording and see interviews with band members Roger Waters, David Gilmour, Nick Mason and Richard Wright as they provide insight into the record-making process. Also includes single performances of certain tracks.
Details about Pink Floyd: The Dark Side of the Moon
Ghost Blues: The Story of Rory Gallagher
This film follows Rory Gallagher's life and career from his upbringing in Cork to his early days with a show band, the brief success of Taste and his legendary solo career leading up to his health problems and tragic death at the age of just 47.
Details about Ghost Blues: The Story of Rory Gallagher
Classic Albums: Tom Petty and the Heartbreakers: Damn the Torpedoes
This installment of the Classic Albums series goes into the studio with Tom Petty and the Heartbreakers to dissect the making of the band's landmark third album, "Damn the Torpedoes," which spawned hits like "Refugee" and "Don't Do Me Like That."
Details about Classic Albums: Tom Petty and the Heartbreakers: Damn the Torpedoes
Classic Albums : Def Leppard: Hysteria
Def Leppard's album "Hysteria" sold over 17 million copies, produced seven hit singles and brought worldwide superstardom to the band in 1987. This program takes a track-by-track look at the making of the album.
Details about Classic Albums : Def Leppard: Hysteria
Ain't in It for My Health: A Film About Levon Helm
As a drummer and vocalist for The Band, Levon Helm contributed to some of rock's most enduring classics. This eye-opening documentary examines what happened after the group dissolved, and the demons that haunted Helm until his solo comeback in 2007.
Details about Ain't in It for My Health: A Film About Levon Helm
Michael Jackson: The Life of an Icon
Delving beyond the salacious headlines that have long surrounded Michael Jackson's personal life, this remarkable footage catches the King of Pop relaxing at his famed Neverland Ranch, where he muses on fame, God and his relationships with kids.
Details about Michael Jackson: The Life of an Icon
Paul Simon: Graceland
This acclaimed documentary examines Paul Simon's inspiration for the Grammy-winning album "Graceland," his meetings with South African musicians and the international collaboration that helped produce the album.
Details about Paul Simon: Graceland
Classic Albums: Fleetwood Mac: Rumours
Musicianship, hard work and heartache all went into Fleetwood Mac's multiplatinum album "Rumours," a masterpiece spawned by personal dramas. This "Classic Albums" installment chronicles the the album's making as the band's relationships crumbled.
Details about Classic Albums: Fleetwood Mac: Rumours
Tegan & Sara: Get Along
This collection dedicated to the beloved musical duo features short documentaries that follow Tegan and Sara on tour in India and the United States, plus an intimate studio concert filmed in Vancouver, B.C.
Details about Tegan & Sara: Get Along
Classic Albums: Metallica: The Black Album
This documentary offers a behind-the-scenes look at the making of Metallica's critcally acclaimed self-titled 1991 album via band interviews, archival footage, demos and performances. The "Black Album" launched the metal heroes into the mainstream.
Details about Classic Albums: Metallica: The Black Album
Classic Albums: Iron Maiden: Number of the Beast
"The Number of the Beast," Iron Maiden's most successful album, is admired by fans for its focus and loathed by critics for supposed satanic messages. Album producer Martin Birch studies it song by song in this documentary.
Details about Classic Albums: Iron Maiden: Number of the Beast
Classic Albums: Deep Purple: Machine Head
Featuring illuminating interviews, archival film, television clips and a track-by-track analysis, this retrospective revisits the creation of "Machine Head," Deep Purple's seven-song masterpiece released in 1972.
Details about Classic Albums: Deep Purple: Machine Head
Classic Albums: The Grateful Dead: Anthem to Beauty
This intimate documentary goes behind the scenes with one of the rock world's best-loved acts: the Grateful Dead. The film, produced after lead guitarist Jerry Garcia's untimely death, offers an engaging retrospective of the prolific band.
Details about Classic Albums: The Grateful Dead: Anthem to Beauty
Elvis '56
The year Elvis Presley went from rising pop star to overnight sensation is chronicled through rare footage, interviews and that pelvis-gyrating music. The video includes clips of the King's legendary appearances on the "Ed Sullivan," "Steve Allen" and "Milton Berle" TV shows as well as his film debut in Love Me Tender. The unforgettable Elvis tunes include "Blue Suede Shoes," "Hound Dog," "Heartbreak Hotel," "Don't Be Cruel" and "Peace in the Valley." Levon Helm narrates.
Details about Elvis '56
Earth, Wind & Fire in Concert
Recorded live at the Oakland Coliseum in 1981, this performance by the flamboyant funk group captures the hard-driving rhythms, soothing melodies, scintillating horns and special effects that have dazzled concertgoers around the world.
Details about Earth, Wind & Fire in Concert
Classic Albums: Elvis Presley
This documentary chronicles the unique story of what went into making Elvis Presley's first hit album for RCA Records in 1956. Sun Records founder Sam Phillips reminisces about how he auditioned and befriended Elvis.
Details about Classic Albums: Elvis Presley
ZZ Top: Live from Texas
Rock legends ZZ Top bring their trademark Southern guitar sounds and their famous hair home to Texas for this exciting performance, their first live concert film in nearly four decades as musical superstars.
Details about ZZ Top: Live from Texas
Korn: Live at Montreux 2004
Nu-metal pioneers Korn bring their brand of explosive rap-infused rock to Switzerland's world-famous Montreux Festival and work the sold-out crowd with a chaotic sound and hyperkinetic energy rarely witnessed on the stage of the renowned venue.
Details about Korn: Live at Montreux 2004

redpajama_set_name: RedPajamaCommonCrawl


Union leaders warned this week that they are preparing to sue employers over excessive working hours after a national survey revealed that at least a quarter of academics are working longer than the law allows.
Just over 24 per cent of academics responding to the survey, conducted last September by the Trade Union Research Unit, said that on average they were working more than 51 hours a week - at least three hours longer than employers are legally allowed to force them to work according to rules set out in the Working Time Directive.
But the proportion working more than an average 48 hours a week, the maximum permitted under the directive, is likely to be even higher than this because another 22 per cent claimed to be regularly working between 46 and 50 hours.
The survey was commissioned by the University and College Union and the Association of Teachers and Lecturers. Roger Kline, the head of equality and employment rights for the UCU, told The Times Higher that the union was now actively searching for a test case to challenge employers in the courts over excessive hours and workloads.
"When we find staff who are given so much work that to complete it as expected they need to work more than the Working Time Directive allows, then we will run a test case and we will expect to win," he said.
The survey, which was conducted to gauge levels of stress in the academic workforce, also found that 77 per cent of respondents felt that their workloads had increased over the past three years.
Asked what factors had contributed to this, more than 83 per cent blamed more administrative duties, while more than 47 per cent cited rising student-to-staff ratios as a cause.
Three quarters of staff surveyed said that rising workloads had caused stress levels to rise and morale to fall. And 80 per cent said their institution's management culture actively contributed to stress.
More than 80 per cent of academics said they had suffered from stress-related symptoms, including poor sleep patterns (43 per cent), anxiety (34 per cent), exhaustion (36 per cent) and low self-esteem or confidence (22 per cent).


Purchasing Honda Care Maintenance™ means you'll never have to pay more if labor and parts costs go up, because covered services are prepaid. It also helps to keep your Honda in top condition, maintaining performance and value. If you choose to sell your car, Honda Care is transferable to the new owner.
Simply bring in your vehicle when the Maintenance Minder™ indicator lights up, and the required services listed in the owner's manual will be covered1. Click one of the topics below to learn more or visit your local Honda dealer.
Do you know that you can purchase Honda Care Maintenance with an interest-free payment plan? Ask your Honda dealer for details3.
Along with Honda Care Maintenance, you can also purchase other Honda Care® Vehicle Service Contracts4. When you combine the two, you can rest assured, knowing you have both routine maintenance and extensive component coverage.
Backed by American Honda Motor Co., Inc.
 Excludes replacement of natural-gas vehicle fuel filters, spark plugs, timing belt and engine coolant, and water pump inspection.
 Interest-free payment plans provided by Service Payment Plan, Inc.
 Excludes Honda Care® Sentinel 3/45 and Honda Care Sentinel Services™.
Coverage for a Maintenance plan begins on the purchase date and at the mileage on the odometer on that date. The coverage term is calculated from the in-service date and at zero (0) miles, and expires when the terms of your contract are reached.
This document is intended to provide an overview of coverages and benefits. Actual coverages, limitations and exclusions may vary. See your Maintenance Contract for complete details.


Telerik Document Processing is a set of UI-independent and cross-platform libraries that let you process content between different formats and work with archive files.
RadPdfProcessing Create, import, and export PDF documents.
RadSpreadProcessing Create, import, and export XLSX, CSV and TXT spreadsheet documents, and export them to PDF.
RadSpreadStreamProcessing Export large XLSX and CSV spreadsheet documents with low memory footprint and great performance.
RadWordsProcessing Create, import, and export DOCX, HTML, RTF and TXT documents, and export them to PDF.
RadZipLibrary Compress and decompress ZIP files.
Telerik.Windows.Documents.Core.dll The main assembly from the Telerik Document Processing libraries. It is required when intending to use the library.
Telerik.Windows.Documents.Flow.dll The assembly is part of the words (text) processing library. It is required for processing HTML, DOCX, RTF, and TXT documents.
Telerik.Windows.Zip.dll The assembly is required when working with zipped formats, such as DOCX and XLSX, and PDF.
Telerik.Windows.Documents.Flow.FormatProviders.Pdf The assembly allows for exporting of flow documents, such as DOCX and RTF, to PDF.
Telerik.Windows.Documents.Spreadsheet.dll The main assembly for spreadsheet processing. It is required when processing XLSX, CSV, and TXT documents.
Telerik.Documents.SpreadsheetStreaming.dll The main assembly for generating huge spreadsheet files and using minimum resources.
Telerik.Windows.Documents.Spreadsheet.FormatProviders.OpenXml.dll The assembly is required when processing XLSX documents.
Telerik.Windows.Documents.Fixed.dll The assembly is required when processing PDF documents.
Telerik.Windows.Documents.Spreadsheet.FormatProviders.Pdf.dll The assembly is required when processing PDF documents.
Telerik.Windows.Zip.dll The assembly of the Telerik Zip Library. It is required when working with zipped formats, such as DOCX and XLSX, and PDF.
Telerik.Windows.Zip.Extensions.dll The assembly extends Telerik.Windows.Zip with additional helper methods (Zip Extensions).


Here are a few steps to help you and your kitten have the best start possible.
Until all the vaccinations have been given you should not let your kitten outside because of the possibility of coming in contact with fatal diseases. Ideally all kittens should be finished their full course of vaccinations by 12weeks of age.
Feline Aids (FIV) and Feline Leukaemia (FeLV) vaccines are available but we see little of these diseases. See the included brochures for more information.
A yearly health check and vaccination is recommended to keep your kitten in good health.
You should worm your kitten every 2 weeks until 12 weeks of age. Then at 4, 6, 9 and 12 months of age. We recommend Drontal or Profender Allwormer every 3 - 6 months for an adult cat.
We recommend flea treatment all year round not only as a treatment but as a preventative to keep your house flea free.
Revolution is a reliable flea treatment and can be started from 8 weeks of age and is applied every 4 weeks.
It is important that kittens are fed correctly. Kittens need a good balanced diet to ensure that they get the essential nutrients they require for good growth and development.
Kittens need Kitten food for the first year as they don't stop growing until then. Cats are obligate carnivores and must NOT be fed a vegetarian diet, they require animal protiens in their everyday diet.
We recommend desexing (Spay or Neuter) from 5-6 months of age. This is a good age because kittens are not yet sexually mature.
Desexing can help prevent some behavioural problems, especially fighting and also reduce the amount of stray/wild cats in the area.
Even though it is NOT compulsary to microchip your cat, we highly recommend it. Microchiping is a quick way of identifying an owner if your cat is ever lost, injured or stolen.
Owning a cat is an important responsibility and one that brings lasting rewards. All of us at the Wairakei Road Vet Clinc are here to help you and your kitten have a happy and healthy future together.


text:
US20070088561A1 - System and method for developing a proposal - Google Patents
System and method for developing a proposal Download PDF
Elizabeth Zeibig
St Louis University
2005-10-17 Application filed by St Louis University filed Critical St Louis University
2005-10-17 Priority to US11/251,040 priority Critical patent/US20070088561A1/en
2008-08-18 Assigned to SAINT LOUIS UNIVERSITY reassignment SAINT LOUIS UNIVERSITY ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: ZEIBIG, ELIZABETH ANN
2019-07-18 Application status is Abandoned legal-status Critical
G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
G09B19/00—Teaching not covered by other main groups of this subclass
G06Q—DATA PROCESSING SYSTEMS OR METHODS, SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL, SUPERVISORY OR FORECASTING PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL, SUPERVISORY OR FORECASTING PURPOSES, NOT OTHERWISE PROVIDED FOR
G06Q50/00—Systems or methods specially adapted for specific business sectors, e.g. utilities or tourism
G06Q50/10—Services
G06Q50/18—Legal services; Handling legal documents
G06Q50/20—Education
G06Q50/205—Education administration or guidance
G06Q90/00—Systems or methods specially adapted for administrative, commercial, financial, managerial, supervisory or forecasting purposes, not involving significant data processing
G09B5/00—Electrically-operated educational appliances
The invention is a computer-based system and method for developing a proposal, such as a grant or contract proposal, more preferably a laboratory management contract proposal. It provides an opportunity for individuals to apply concepts and hone proposal drafting skills that they have otherwise learned but need additional experience or practice to develop. The invention may be used as a teaching tool, but the inventor envisions the invention also being used in a commercial setting where proposal development is required. A preferred field in which this invention may be used as a teaching tool or in commercial competition is the field of laboratory management. The system comprises a CPU, a plurality of client computers, and a plurality of teams, wherein each team inputs a proposal into a client and the proposal is made available to another team on the CPU. The method comprises providing a set of instructions to a plurality of teams, each team collaborating to create a proposal satisfying the set of instructions, submitting a proposal to a supervisor, and making a proposal available to every team.
This invention relates generally to a computer-based system and method for developing a proposal, such as a grant proposal or contract proposal. Specifically, the invention relates to the application of laboratory management knowledge to develop a medical testing laboratory contract proposal bid.
Teaching Process
The teaching process involves one who is learned in a particular field to develop a curriculum to pass on his or her knowledge and experience to those who are less knowledgeable or experienced. Traditionally, a teacher instructs students via a lecture. The teaching process, although commonly associated only with schools, occurs in many aspects of modern society, including day-to-day commercial activities. Teachers often seek to enhance their teachings to make the process more efficient and effective. Teachers seek to help students learn more, faster, with a deeper understanding.
There are many ways to enhance the teaching process with technology. Most of them employ communication, research, graphic organization, presentation, or any combination of these four activities. Computers were originally thought to be programming tools only useful for the technically inclined. Later, it was thought that computers would replace teachers and all that was needed was really good software. But experience has taught that this just is not so. Computer Assisted instruction was explored over many years, not always successfully. Many software developers directed their production towards the home market producing what has come to be called "edu-tainment" software. Highly graphic and interactive in nature, it filled the role of supervised drill and practice but it often developed spontaneous rather than reflective thinking. It was difficult to justify the cost when weighed against the shallow depth of learning taking place. (Reference 5).
Skilled use of technology in the teaching process should increase student interest and motivation in the subject matter. It may also provide opportunities to students that would otherwise be unavailable, such as long distance learning or communication across language barriers. A student's use of technology to learn a particular subject matter, may also increase that student's knowledge and experience with technology, which may enhance that student's ability to use future technology to learn other material.
Examples of Integrating Technology in the Teaching Process
One way that technology has been incorporated in the teaching process is through a process pioneered by Judi Harris called telecollaborative projects. (See references 1-2, 6-12, 16, & 19). A telecollaborative project is a project that contains one or more of 18 specific activity structures. Students complete the designated project and may generate a final product depending on the specific project completed. The telecollaborative project design has great flexibility in the type of project participating students complete. Students from different sites communicate on via the Internet during the project and when appropriate, projects generated by participants are posted on the telecollaborative project site. Students from physically different locations may communicate electronically with each other, and with professional experts and mentors depending on the structure used, as they work through a specific telecollaborative project. Project developers/coordinators decide what the project results will be and how they will be shared with others. A telecollaborative project may be set up at any point within a specific course or program of study. It may be formative or summative in nature. In a telecollaborative project, unlike this invention, all of the information gathered is obtained online, students communicate with other participants electronically, and students are typically locked into predetermined time lines for project completion since students communicate with each from physically different locations.
A second way that technology has been incorporated in the teaching process is through a Bernie Dodge invention called WebQuest. (See references 3-4, 13-14, & 17-18). A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. A WebQuest poses a central question with optional ancillary questions. Answers to the questions may be orally presented by individual people or teams of people, however, mostly teams email or post to a website the answers that they develop. Students find most, if not all, information to complete WebQuest on the Internet. Students usually complete the WebQuest in groups. Each student typically assumes a role or specific area to research. Students often assume the role of a historical or professional researcher during the completion process. WebQuests are typically designed as a mechanism by which students use the Internet for learning in a formative way rather than summative ("endpoint"). The content in a WebQuest should relate to both previous and subsequent activities.
A third way that technology has been incorporated in the teaching process, which is very similar to the previously mentioned WebQuest, is a CaseQuest. (See reference 15). A CaseQuest consists of a real-life problem or dilemma It provides an opportunity to compare and contrast solutions combined with a WebQuest in which students participate on teams. Students find most, if not all, information to complete CaseQuest on the Internet. Students usually complete the CaseQuest in groups. Each student typically assumes a role or specific area to research. Students often assume the role of a historical or professional researcher during the completion process. Teams develop answers to the question(s) that may be posted to the CaseQuest website or sent to the other participants via e-mail.
Recent research indicates that different students learn in different ways. One teaching method may not achieve the same effectiveness if used on different students. For example, Neil Fleming and Charles Bonwell developed a learning preference questionnaire that helps to describe how one person may have different learning preferences than those of other persons. (See reference 20). VARK is an acronym associated with this research where a person's learning preference may be any one or combination of the following four categories: (1) Visual, (2) Aural/Auditory, (3) Read/Write, and (4) Kinesthetic. A learner will learn more efficiently if the new information is taught in his or her learning preference. As the number of learners that a teacher is trying to teach increases, the odds that every learner will have the same or similar VARK learning preferences decreases. If the teacher teaches enough learners such that all of the VARK learning preferences are represented, then the teacher should enhance his or her teachings for each of the VARK learning preferences. (See generally reference 20).
A proposal process is frequently used where a person, company or organization wishes to compete for the business of another. In the proposal process, one entity will initiate a competition for its future business in an effort to obtain the most advantageous economic situation and lowest prices. The entity establishes minimum criteria which must be met, and distributes them to several persons, companies, or organizations. The persons, companies, or organizations then compete for the future business of the entity. Each competitor develops a proposal, satisfying every criterion, and submits their proposal. The winning bid is usually contractually binding on both parties. The proposal process is commonly found throughout all areas of commerce and academia, including medicine. Specifically, medical laboratories frequently submit proposal bids in an effort to win a contract to provide a laboratory services to medical service providers.
Most Health Management Organizations (HMO's) have a goal of providing cost efficient health services. To achieve this goal, an HMO will commonly request bid proposals for services it knows it will require. The services that an HMO may request bid proposals for may include construction, janitorial, maintenance, administration, laboratory tests, or any other service that the HMO may require. In one frequently experienced example, an HMO requests bid proposals from medical testing laboratories to provide future laboratory services to its present and future patients. The HMO will describe the medical laboratory testing services that it believes may be required. Any laboratory wishing to compete for the HMO's business will prepare a medical laboratory contract proposal describing which services it can provide to the HMO and at what cost. These services often include medical tests such as Complete Blood Count (CBC); Prothrombin Time (PT) and Partial Thromboplastin Time (PTT); Basic Chemistry Panel consisting of: Sodium (Na), Chloride (Cl), Blood Urea Nitrogen (BUN), Creatinine, Calcium (Ca), Potassium (K), Carbon Dioxide (CO2), Glucose, and others; and Blood Type and Antibody Screen. The HMO will then award its future business to the laboratory that submitted a winning proposal. A winning proposal is selected based on any number of factors. Usually, one of the most important factors in selecting a winning proposal is low cost. However, other factors, such as breadth and depth of possible services offered or reputation are frequently considered as well.
Need to Integrate
During a proposal process, a person or team may be asked to develop a proposal on behalf of a competing group or organization, without having much experience at developing a proposal. Such persons or teams have long felt a need for help to develop a proposal. Similarly, students have a long felt need for being taught how to develop a proposal. This invention seeks to meet these long felt needs by providing a computer-based system and method for developing a proposal which may also be used to teach proposal development. A preferred embodiment of the invention enhances the proposal teaching process by using technology to teach to each of the four VARK learning preferences, thereby providing an efficient teaching method for all learners.
The following references are cited by number throughout this disclosure. Applicant makes no statement, inferred or direct, regarding the status of these references as prior art. Applicant reserves the right to challenge the veracity of statements made in these references, which are incorporated herein by reference.
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The invention is a method and system for developing a proposal, such as a grant or contract proposal, more preferably a laboratory management contract proposal. It provides an opportunity for individuals to apply concepts and hone proposal drafting skills that they have otherwise learned but need additional experience or practice to develop. Preferably, the invention may be used as a teaching tool, but the inventor envisions the invention also being used in a commercial setting where proposal development is required. A preferred field in which this invention may be used as a teaching tool or in commercial competition is the field of laboratory management.
In one embodiment, the invention is drawn to a computer-based system for proposal development. The system contains a plurality of teams, one or more computer clients, and at least one server. A client is connected to the server via some electronic communication means, e.g., the internet, an intranet, a network, or the like. Each team generates and inputs a proposal to a client, thereby making the proposal available on the server for another team to access through a client; which is a preferred mechanism of information exchange between the teams. Preferably, a team has two or more members, who work together to prepare the proposal; more preferably a team has 2 to 10 members; most preferably a team has 2 to 4 members. In one aspect, the system is used in an educational setting, whereby the preferred team contains at least one student. In a preferred aspect, the system is used to apply and hone laboratory management contract proposal skills. The posting of all of the proposals serves as the primary mechanism for information exchange allowing participants to see how the various teams, potentially from different geographic regions, approached the project.
Optionally, a team is restricted access to a proposal that has been made available on the CPU until after the team has submitted a proposal. Under this option, a team gains access to another proposal only after the team has submitted a proposal to the CPU.
The system may be used to produce a proposal—e.g., as in a commercial setting, and/or to teach proposal development—e.g., as in an educational setting. However, one skilled in the art in practicing this invention, may find other utilities for this invention.
In a second embodiment, the invention is drawn to a method for proposal development. The following steps comprise the method. A set of instructions is provided to a plurality of teams, wherein each team is asked to generate a proposal with a plurality of elements. A team collaborates to research each required element of a proposal. Each team works independently of every other team. Each team creates a proposal and preferably submits it to a supervisor. Each proposal is made available to every other team. In a preferred aspect of this embodiment, the instant computer-based system for proposal development (supra) is employed.
This second embodiment optionally includes the additional step of a team presenting to one or more other teams a proposal in the form of an audio visual presentation. Additionally, each proposal may be compared to one or more other proposals, one proposal may be selected as being superior, and the team that submitted the superior proposal may be notified of that selection. The team that has submitted the superior proposal may be rewarded.
The method may be used to produce a proposal—e.g., as in a commercial setting, and/or to teach proposal development—e.g., as in an educational setting. However, one skilled in the art in practicing this invention, may find other utilities for this invention.
FIG. 1 depicts a flow diagram of the computer network system for developing a proposal.
FIGS. 2-7 depict screen shots of six linked web pages that, together, operate as an example of the invention.
FIG. 2 depicts the opening screen shot on a client monitor. This page contains the title of a project that is an example of the invention.
FIG. 3 depicts a screen shot of a second web page on a client monitor, entitled "Project Background," providing a portion of the invention's set of instructions in this example.
FIG. 4 depicts a screen shot of a third web page on a client monitor, entitled "The Project," providing an additional portion of the invention's set of instructions and describing elements required of a proposal in this example.
FIG. 5 depicts a screen shot of a fourth web page on a client monitor, entitled "Project Logistics," providing an additional portion of the invention's set of instructions and describing different possible roles for participants to assume in this example.
FIG. 6 depicts a screen shot of a fifth web page on a client monitor, entitled "Project Organizer: Contact Information."
FIG. 7 depicts a screen shot of a sixth web page on a client monitor, entitled "Directions for Joining the Project."
DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT OF THE INVENTION
The invention provides a computer network system and method for developing a proposal, preferably a grant or contract proposal, more preferably a laboratory management contract proposal. The invention may also be used as a system and method for teaching proposal development, preferably for teaching laboratory management contract proposal development.
In accordance with the invention, FIG. 1 illustrates a computer network system for developing a proposal. The system comprises a plurality of teams, one or more computer clients, and at least one CPU. A client is connected to a CPU via an electronic communication means such that a client may access information that is made available on the CPU. Although a minimum of one client is used to access the CPU, the actual number of clients coupled to the CPU does not affect the invention. Potentially, any number of clients could be coupled to the CPU in the practice of this invention. A client may be a personal computer. The CPU may be a remote server.
A team interfaces with a client to input a proposal. A proposal that has been inputted into a client is made available on the CPU to a client that is connected to the CPU via an electronic communication means. A team may access any proposal that has been made available on the CPU from any connected client. Preferably, a team has two or more members, who work together to prepare the proposal; more preferably a team has 2 to 10 members; most preferably a team has 2 to 4 members. In a preferred aspect, where the system is used to teach proposal development, at least one team member is a student. A team may be given a timeframe within which to work or a deadline by which the proposal must be inputted into a client and made available on the CPU.
Optionally, a supervisor may interface with a client to input a set of instructions outlining required elements of a proposal, making the set of instructions available on the CPU. A team may access the set of instructions that has been made available on the CPU from any connected client. The set of instructions may include a scenario which is completely or partially fictitious, or completely based on reality.
Optionally, a team is restricted access to a proposal that has been made available on the CPU until after the team has submitted a proposal. A team gains access to a proposal only after the team has inputted a proposal into a client, making it available on the CPU.
This computer network system may be used as a tool to aid in proposal development or as a teaching tool to teach proposal development.
A second embodiment of this invention involves a method for developing a proposal. The following steps comprise the method. A set of instructions is provided to a plurality of teams, wherein each team is asked to generate a proposal with a plurality of elements. A team collaborates to research every required element of a proposal. Each team works independently of every other team. Each team creates a proposal and submits it to a supervisor. Each proposal is made available to every other team. This method may be used as a tool for proposal development or as a teaching tool to teach proposal development.
Preferably, a team has two or more members, who work together to prepare the proposal; more preferably a team has 2 to 10 members; most preferably a team has 2 to 4 members. In a preferred aspect, where the system is used to teach proposal development, at least one team member is a student. A team may collaborate such that at least two team members work together on an element of the proposal or a team may collaborate such that no two team members work together on any element of the proposal. A team may be given a timeframe within which to work or a deadline by which the proposal must be submitted. If the proposal is to be made available to other teams via the server, then the proposal must be submitted electronically. A team may submit a proposal to the supervisor via an audio visual presentation, e.g. PowerPoint Presentation or formal oral presentation.
The set of instructions must set forth the required elements of a proposal. In the case where the invention is directed to the education of students engaged in learning to develop a laboratory management contract proposal, the required elements comprise (a) a cost-benefit analysis, (b) an organizational structure chart, (c) a marketing brochure, and (d) a determination of possible value-added services currently permitted by law. The set of instructions may include a scenario which is completely or partially fictitious, or completely based on reality.
Optionally, this method for proposal development may include the additional steps of comparing the proposals, selecting one of the proposals as superior to another proposal, and notifying a team which proposal is the winning proposal. Another optional additional step includes rewarding the team that submitted the winning proposal. The team submitting the winning proposal may be awarded in any way, preferably monetarily, academically (e.g. with a superior classroom grade), or verbally.
In accordance with the invention, one preferred aspect involves a computer network system (FIG. 1) and method for teaching laboratory management contract proposal development. For example, the inventor envisions using the invention as an aid for teaching laboratory management contract proposal development in a classroom setting, potentially spanning various different geographic regions.
One example of the invention includes an internet website, created by the inventor, which contains a plurality of linked web pages. The website, including all of the linked web pages, comprises the invention's set of instructions. FIG. 2 is a screen shot of the opening web page. The opening web page invites teachers and laboratory medicine students to use the website. The opening page also has a title which briefly describes the field within which the invention operates on the website, namely, "Laboratory Management." The title also briefly describes the goal of the website, namely, "a winning HMO Contract Presentation." The opening page also has graphics and a list of links to the other pages that make up the website as a whole.
FIG. 3 is a screen shot of a second web page entitled, "Project Background." This page is a portion of the invention's set of instructions. This page sets forth a fictitious scenario where a large HMO is seeking contract proposals for future medical laboratory business. This page also describes several common laboratory tests that are routinely ordered by the fictitious HMO. The laboratory tests are real tests commonly ordered in the medical community. Therefore, this page also contains links to other, third party web pages that describe these tests in greater detail. The links on this page are designed to provide participants with resource information on the terms and concepts associated with this example. Some of the links provide illustrations and historical perspective on the concepts and terms specific to this example, i.e. laboratory management contract proposal development. Other links provide illustrations and historical perspective on terms and concepts outside of the field of laboratory management contract proposal development and are included to provide illustration of the concepts and terms specific to this example.
FIG. 4 is a screen shot of a third web page entitled, "The Project." This page articulates learning objectives that will be accomplished by completing the project. Use of the invention in this example aids a participant to learn to research and collaborate with group members to determine and develop an appropriate organizational laboratory structure in the form of a chart; perform a cost per test analysis to determine the cost for actually running a test considering overhead costs and appropriate profit margins; identify and describe additional value-added services that a laboratory could legally provide; design two marketing brochures; develop a PowerPoint Presentation; and present a proposal, as a group, in the form of a formal oral presentation. In this example, a cost per test analysis asks the participant to determine/examine the cost/benefit analysis, consider the instrumentation that would be used to complete the test, and determine specific or general instrumentation needs as well as the instrument usage cost per test. Also, the two marketing brochures are envisioned to be designed for different audiences, one at a technical level for physicians and the other directed for patients, introducing a laboratory as a new provider of laboratory services.
The web page in FIG. 4 also defines required elements of a proposal in this example. A proposal in this example must include: (1) an organizational laboratory structure, in the form of a chart, on a separate sheet of paper, that details the departments (including where appropriate, technical, phlebotomy, office, outreach business, customer service, other) included in your laboratory, the number and category (technologists, technicians, phlebotomists, etc.) of employees in each department, identification and number of all lead technologists, supervisors, and managers including the department(s) each is over, the number of employees on per shift, and the operation time frame (i.e., does the lab operate 24/7, some other time frame? If so, what?); (2) a cost per test analysis (that also includes an examination of the cost/benefit analysis) for each of four tests identified as the most commonly ordered tests as described on the "Project Background" web page of this example (see FIG. 3); (3) a description of additional services that a laboratory would be able to provide upon winning the contract bid; and (4) two marketing brochures, one, designed at a technical level, for doctors and another for patients, designed at a non-technical level, announcing the participant's fictitious laboratory as a new provider of laboratory services. The example also requires that each proposal include the previously mentioned elements in a PowerPoint Presentation. Optionally, each group may be required to make a formal oral presentation incorporating the PowerPoint presentation and every other required element of a proposal.
In this example, laboratory management students are assigned to a team. Each team is assigned a role as a fictitious hospital laboratory that has decided to submit a contract proposal to try to win the fictitious HMO's future medical laboratory business contract. FIG. 5 is a screen shot of a fourth web page entitled, "Project Logistics." This web page describes a variety of different potential hospital settings that a team could be assigned to assume the role of. The potential hospital settings described on this web page include: an urban, not-for-profit hospital with 300 or more beds; a metropolitan not-for-profit hospital with 100-299 beds; a rural not-for-profit hospital with less than 100 beds; an urban for-profit hospital with 300 or more beds; a metropolitan for-profit hospital with 100-299 beds; a rural for-profit hospital with less than 100 beds; a government-run hospital in the VA system with 100-299 beds; a for-profit county hospital with 300 or more beds; and a rural not-for-profit hospital with less than 100 beds; however, other roles are possible.
FIG. 6 is a screen shot of a fifth web page entitled, "Project Organizer: Contact Information," which contains a preferred means to contact a Project Organizer. This contact information allows participants to contact the Project Organizer with any questions or comments. The contact information also describes the manner by which participants should submit a proposal. FIG. 7 is a screen shot of a sixth web page entitled, "Directions for Joining the Project," which is an invitation for any person who wishes to participate to contact the Project Organizer and make the appropriate arrangements. This page also describes information that any potential participant should be familiar with before joining the project. In this example, a participant should be familiar with organization laboratory structure and the development and use of charts to present this information, cost per test calculation and analysis, cost/benefit analysis, instrumentation evaluation and selection, value-added services and associated legalities, marketing concepts including the components of an effective marketing brochure both at the technical and non-technical levels, creating and revising PowerPoint documents, and education principles necessary to deliver an effective formal presentation (including an introduction-instructional set, logical content-instructional body, and conclusion-instructional closure).
In this example, students work together in teams to develop a proposal. Each team of students submits a proposal, comprised of the elements described above and on the web page (FIG. 4). The teams email all of the components of a proposal to the Project Organizer. As each team submits a proposal, the Project Organizer makes the proposal available on the website for other teams to view. By viewing other proposals, a team may learn how other teams, potentially from various geographic regions, approached the project.
1. A computer network system for developing a proposal, the system comprising
a CPU,
at least one client coupled to the CPU, and
a plurality of teams;
wherein a team generates a proposal and inputs the proposal into a client such that the proposal is available on the CPU for another client or team to view.
2. The computer network system of claim 1, wherein the proposal is a laboratory management contract proposal.
3. The computer network system of claim 1, wherein the CPU is a remote server.
4. The computer network system of claim 1, wherein a team comprises at least two individuals.
5. The computer network system of claim 4, wherein at least one of the individuals is a student.
6. The computer network system of claim 1, wherein at least one client is a personal computer.
7. The computer network system of claim 1, wherein a team is restricted access to a proposal made available on the CPU until after the team has generated and inputted a proposal into a client such that the proposal inputted by the team is made available on the CPU for another team or client to view.
8. A computer network system for developing a laboratory management contract proposal, the system comprising a remote server, a plurality of personal computer clients coupled to the remote server, and a plurality of teams, each team comprising at least one student; wherein each team generates a laboratory management proposal and inputs the proposal into a personal computer client such that the proposal is available on the server for other personal computer clients and teams to view.
9. A method for developing a proposal comprising the steps of:
(a) providing a set of instructions to a plurality of teams, wherein the set of instructions requires each team to create a proposal with a plurality of elements;
(b) collaborating to research each element of the plurality of elements;
(c) creating a proposal containing each element; and
(d) making a proposal available to each and every team.
10. The method of claim 9, wherein the set of instructions includes elements directed to a laboratory management scenario, the elements comprising (a) a cost-benefit analysis, (b) an organizational structure chart, (c) a marketing brochure, and (d) a determination of possible value-added services currently permitted by law.
11. The method of claim 9, wherein at least one team comprises at least two team members.
12. The method of claim 11, wherein at least one of the team members is a student.
13. The method of claim 9, wherein the proposal is (a) inputted by a team into a client, (b) transmitted to a server, and (c) made available to other teams that can access the server through a client.
14. The method of claim 9, wherein a team presents a proposal to one or more other teams via an audio visual presentation.
15. The method of claim 11, wherein no two team members work together on any one element of the proposal.
16. The method of claim 11, wherein at least two team members work together on an element of the proposal.
17. The method of claim 9, further comprising the steps of:
(a) comparing the proposals, (b) selecting one of the proposals as superior to the other proposals, and (c) notifying the teams of which proposal is the winning proposal.
18. The method of claim 17, further comprising the step of rewarding the team that submitted the winning proposal.
19. A method for developing a laboratory management contract proposal comprising the steps of:
(a) a supervisor provides a laboratory management scenario to a plurality of teams, wherein
(i) the scenario comprises one or more required elements to be satisfied and requires each team to create a contract proposal that includes the one or more required elements, and
(ii) each team comprises at least two individuals, at least one of which is a student;
(b) the at least two individuals of a team collaborate to research each and every required element of the contract proposal;
(c) each team creates a contract proposal;
(d) each team submits the contract proposal to a server by inputting the contract proposal into a client that is operably linked to the server;
(e) once a team has submitted a contract proposal, then that team is granted access via the server to one or more contract proposals submitted by one or more other teams.
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Schneider 2007 Forming a college-going community in US public high schools
Cejda et al. 2010 Strategies for faculty-student engagement: How community college faculty engage Latino students
Powney et al. 1998 Closing the loop: the impact of student feedback on students' subsequent learning
Hung 2011 Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions
Dettori et al. 2006 SRL in Online Cooperative Learning: implications for pre‐service teacher training
Basham et al. 2005 An integrated framework used to increase preservice teacher NETS-T ability
Tracey 2009 Design and development research: a model validation case
Duncan et al. 2012 The effect of synchronous and asynchronous participation on students' performance in online accounting courses
Arbaugh 2013 Does academic discipline moderate CoI-course outcomes relationships in online MBA courses?
Garrett 1999 Health futures: a handbook for health professionals
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Item Location see all. I have an Aces Aspire Z. Join Date May Beans 1. If you can't find what you're after please contact us as we are constantly adding new products to our store. Any accepted returns must be returned in original packaging within two weeks of the RMA being agreed. Please contact us before opening a case with eBay. If payment is not made within 5 days we will open a case to cancel the transaction.
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I have a huge obsession: Dosa. I am crazy about it, no joke. Malaysia was an amazing place to me, 40% was because of Dosa, 40% Nasi Lemak, and 20% everything. When I was promised that I would have Dosa in Hong Kong, I was ecstatic. And yes, I did get lots of huge, crispy, why-so-delicious dosas at Woodlands Vegetarian restaurant in Hong Kong. Why the numerous Indian restaurants here in Korea cannot make a single dosa????
Just look at how thin and huge it is. Don't you just love dosa?


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text:
package main

import (
	"encoding/json"
	"fmt"
	"os"

	"github.com/eleme/banshee/models"
)

type msg struct {
	Project *models.Project `json:"project"`
	Metric  *models.Metric  `json:"metric"`
	User    *models.User    `json:"user"`
}

func main() {
	// Parse json from command line argv#1
	str := os.Args[1]
	res := msg{}
	json.Unmarshal([]byte(str), &res)
	// Email
	if res.User.EnableEmail {
		fmt.Printf("Alert metric - project:%s metric:%s value:%.3f average:%.3f score:%.3f timestamp:%d\n",
			res.Project.Name, res.Metric.Name, res.Metric.Value, res.Metric.Average, res.Metric.Score,
			res.Metric.Stamp)
		fmt.Printf("User info - name:%s email:%s\n", res.User.Name, res.User.Email)
	}
	// Phone
	if res.User.EnablePhone {
		fmt.Printf("Alert metric - project:%s metric:%s value:%.3f average:%.3f score:%.3f timestamp:%d\n",
			res.Project.Name, res.Metric.Name, res.Metric.Value, res.Metric.Average, res.Metric.Score,
			res.Metric.Stamp)
		fmt.Printf("User info - name:%s phone:%s\n", res.User.Name, res.User.Phone)
	}
}

redpajama_set_name: RedPajamaGithub


text:
Liverpool 3View: a national hub for 3D-EM bioscience research
Lead Research Organisation: University of Liverpool
Department Name: Institute of Translational Medicine
New 3View equipment is required for imaging the fine details of the insides of cells and tissues in 3D. In all of our projects we are using multidisciplinary approaches to address our questions however they are all united by the need for imaging at high resolution. The challenge with this is that the closer you look the harder it is to see the surrounding context. The solution is to take images of many serial sections through the sample and then digitally reconstruct them into a 3D volume that can be viewed from any angle. This helps with understanding the spatial relationships between cells within tissues, between subcellular compartments and for observing rare events. The 3View system makes this type of analysis routine, allowing rapid processing of samples.
Our projects span a broad range of subjects from basic cell biology and physiology such how cells organise their communication systems when they are moving, how the recycling machinery of the cell works, changes to cells and tissues during ageing and the biogenesis and structural organisation of healthy tissues. Our work also extend through to translational projects, for example interactions between engineered stem cells and host tissue, development of novel cell scaffolds for treating age-related eye disorders, infection routes taken by parasites or bacteria in the gut and the development of novel nanoparticle tools for delivering cargoes to cells.
The equipment will be housed in a leading UK electron microscopy unit and available to external scientists from the UK and Europe. 3View is a new technology that is only beginning to become established within the UK. As part of making Liverpool a national hub for this technology and to help drive innovative applications, we will set up a workshop programme that will act as a forum for experienced users and will enable new users to learn about sample processing, imaging and analysis.
We would like to purchase a Gatan 3View2XP system to enable high-resolution 3D-electron microscopy (EM) of cell and tissue volumes to be routinely performed. Our proposals will improve understanding of: i) cell signalling integration and compartmentalisation; ii) organelle biogenesis, structure and interactions; iii) aging related changes in model organisms and human tissue; iv) stem cell engineering for translational applications; v) host-parasite and gut-bacteria interactions required for infection; vi) cell-matrix and musculoskeletal biology in humans and animals; vii) cellular interactions of novel biofunctionalised nanoparticle reagents.
The projects described represent multidisciplinary approaches to address the research questions. The common theme within all of the projects is the need for 3-D EM imaging of cell and tissue volumes to allow visualisation of subcellular compartments, cell-cell and cell-substrate interactions, tissue morphology and organism anatomy. The proposal incorporates a consortium of local and external academics from leading UK research institutes with immediate requirements for access to this new technology. Since we are a leading bio-EM unit within the UK with a critical mass of high quality projects, we are well positioned to extend our capabilities to become one of the national hubs for this technology with reserved capacity for external groups.
The proposed projects will impact the following groups over the indicated timescales
- Local and external researchers that will access the equipment (immediate impact)
- Scientists within & outside research field of the PIs (months, years: Detailed in Academic Beneficiaries)
- Medical and veterinary clinicians (months, years)
- Biotechnology companies (years)
- General public (months, years)
3View is a new technology that was initially developed and established in Germany followed by a rapid uptake of installed capacity in the US and the Far East. The UK has an international reputation in advanced imaging capabilities and research and 3View is highly complementary to many of these approaches. However, we currently lack national 3View capacity to serve existing demand with consequent risks to scientific competitiveness. A strategic investment in this technology to improve UK capacity has the potential to benefit any groups that use imaging in their research. There will be a specific benefit to BBSRC-funded researchers. All current 3View systems have been funded by the MRC, the Wellcome Trust or CRUK. We propose to reserve a minimum of 20% of our capacity for external users with priority given to those with BBSRC funded projects.
All users of the equipment will be offered full training in advanced skills of sample preparation, imaging and image processing. We will also establish a workshop that will provide a national focal point for new and experienced users. The workshop will involve leaders in 3View imaging from the UK and Europe and facilitate training, discussion of best practice, troubleshooting and provide networking opportunities. Together, these initiatives will contribute to the professional development of all users of our facility and help to promote co-operation amongst the network of 3View facilities within the UK.
Scientifically, our application is focussed on our strengths in cell biology, physiology, biomedical and veterinary research. The work that will use the 3View includes highly translational studies, for example, the investigations into bacterial-gut interactions and the role of dietary factors at modulating this (Campbell). Advances in this area have potential human quality of life and health benefits and may inform government policy and industry protocols for example in the types of additives used in food. Similarly, the work that will be done to understand the mechanisms of invasion of Trypanosomes across the Tsetse fly gut wall (Acosta-Serrano) has the potential to reveal new therapeutic avenues over the next decade for treating this debilitating disease. Research into age-related deterioration of tendon mechanical function (Laird & Clegg) may provide insights into methods of limiting injury risk that will inform treatment practices and drug development. Other examples with potential to have medical benefits and biotechnology company involvement include: novel nanotechnologies for drug delivery (Brust and Jones), developing new stem cell tools for treating kidney disease (Wilm & Murray) and transplants for treating age-related eye disorders (Williams).
The Biomedical EM unit and all participating co-applicants are committed to engaging with the public about their research. These include visits to the facility and labs by schools, fundraisers and patients; producing websites written in a lay style, publicising the results of our research via local and national press with support from funding agency/University press offices and participating in educational forums.
BB/L014416/1
Ian Andrew Prior
Tools, technologies & methods
Ageing: chemistry/biochemistry
Bionanotechnology
Organelles & components
University of Liverpool, United Kingdom (Lead Research Organisation)
University of Edinburgh, United Kingdom (Collaboration)
University of Warwick, United Kingdom (Collaboration)
Liverpool School of Tropical Medicine (Collaboration)
Medical Research Council (Collaboration)
Ian Andrew Prior (Principal Investigator) http://orcid.org/0000-0002-4055-5161
David Neil Criddle (Co-Investigator)
Jeff W Barclay (Co-Investigator)
Elizabeth Gail Laird (Co-Investigator) http://orcid.org/0000-0001-5041-1316
Alexei Tepikin (Co-Investigator)
Rachel Williams (Co-Investigator) http://orcid.org/0000-0002-1954-0256
Barry James Campbell (Co-Investigator) http://orcid.org/0000-0002-7407-012X
Robert D Burgoyne (Co-Investigator) http://orcid.org/0000-0002-9219-0387
Sylvie Urbe (Co-Investigator)
James Anthony Gallagher (Co-Investigator)
Patricia Ann Murray (Co-Investigator)
Peter David Clegg (Co-Investigator)
Alan Morgan (Co-Investigator)
Bettina Wilm (Co-Investigator)
Christopher Mark Sanderson (Co-Investigator)
Michael John Clague (Co-Investigator)
Mathias Brust (Co-Investigator)
Booth DG (2016) 3D-CLEM Reveals that a Major Portion of Mitotic Chromosomes Is Not Chromatin. in Molecular cell
Dickens JA (2016) The endoplasmic reticulum remains functionally connected by vesicular transport after its fragmentation in cells expressing Z-a1-antitrypsin. in FASEB journal : official publication of the Federation of American Societies for Experimental Biology
Nixon FM (2017) Microtubule organization within mitotic spindles revealed by serial block face scanning electron microscopy and image analysis. in Journal of cell science
Samejima K (2018) Functional analysis after rapid degradation of condensins and 3D-EM reveals chromatin volume is uncoupled from chromosome architecture in mitosis. in Journal of cell science
Voronina S (2015) The role of Ca2+ influx in endocytic vacuole formation in pancreatic acinar cells. in The Biochemical journal
Description This capacity building award has meant that we have successfully introduced 3View 3D-EM capabilities to Liverpool. This has allowed a wide portfolio of local and national scientist to access this resource to address questions related to cell and tissue organisation and physiology. Preliminary findings are likely to be used for further grant applications from the client scientific groups.
Exploitation Route Work in the EM facility using the 3View is necessarily varied. For example, groups from tropical medicine are investigating malaria parasite infiltration of mosquito guts that may lead to novel treatment opportunities. Novel organisational features of the endoplasmic reticulum in pancreas that have been identified will inform basic research into calcium signalling and membrane trafficking (Dickens et al, 2016). Finally, we recently performed the first ultrastructural analysis of the complete human genome and found that chromatin contributes a smaller fraction to chromosomal volume than expected (Booth et al, 2016). The relocalisation of a novel chromosomal peripheral compartment was characterised and will inform future research studies.
Sectors Healthcare,Pharmaceuticals and Medical Biotechnology
Description The funding was used to purchase a 3View 3D-EM system for ultrastructural research. The equipment was embedded into an established electron microscopy facility with a broad client based from bioscience, biomedical, chemistry and engineering disciplines both locally in Liverpool and nationally. The equipment is fully functioning and has been generating preliminary data that research groups are intending to use for full grant applications. Furthermore, we are refining methodologies that will improve the range of samples that can be used in this application.
Sector Healthcare,Pharmaceuticals and Medical Biotechnology
Description 3D-EM - Cambridge
Organisation Medical Research Council (MRC)
Department MRC Laboratory of Molecular Biology (LMB)
Sector Academic/University
PI Contribution We have performed all of the EM/3D-EM related work to investigate the organisation of the endoplasmic reticulum in relation to other organelles
Collaborator Contribution Collaborators direct the research project and are responsible for all non-EM related work.
Impact Dickens JA, Ordónez A, Chambers JE, Beckett AJ, Patel V, Malzer E, Dominicus CS, Bradley J, Peden AA, Prior IA, Lomas DA and Marciniak SJ. The endoplasmic reticulum remains functionally connected by vesicular transport following its fragmentation in cells expressing Z-a1-antitrypsin. FASEB J (2016) 30:4083-4097.
Start Year 2015
Description 3D-EM - Edinburgh
Organisation University of Edinburgh
Department Centre for Integrative Physiology
PI Contribution We are collaborating with Professor Bill Earnshaw and other colleagues at Edinburgh to provide 3D-EM imaging of samples addressing questions relating to DNA organisation, cell cycle and cytoskeletal organisation. We are responsible for the EM imaging whilst our collaborators provide the biological samples and direct the overall research projects.
Collaborator Contribution Our collaborators lead the research projects and perform all non-EM related works.
Impact Booth DG, Beckett AJ, Molina O, Samejima I, Masumoto H, Kouprina N, Larionov V, Prior IA and Earnshaw WC. 3D-CLEM reveals that a major portion of mitotic chromosomes is not chromatin. Mol. Cell (2016) 64:790-802.
Description 3D-EM - LSTM
Organisation Liverpool School of Tropical Medicine
PI Contribution We perform all of the 3D-EM work on trypanosome/TseTse fly samples to investigate locations of parasitic invasion of the gut.
Collaborator Contribution The group of Dr Alvaro Acosta perform all of the non-EM related work and direct the research project.
Impact N/A
Description 3D-EM - Warwick
Organisation University of Warwick
Department Department of Chemistry
PI Contribution We are performing all of the 3D-EM for work that is investigating the organisation of the cytoskeleton during mitosis.
Collaborator Contribution Steve Royle and his lab perform all of the non-EM related work.


In every movie, every television show, every novel of wartime intrigue, one phrase stands out as typically German: "Show me your papers." The German Wehrmacht ran on paperwork, evidenced by the complicated maze of interrelated forms necessary for troops to move either on leave or for official business from one end of the Third Reich to another. This work, a unique and thorough compendium of original paperwork carried by the soldiers themselves, documents the forms required for German soldiers to travel, go home on leave, or visit the spoils of occupation. A methodically detailed collection that parallels the meticulous nature of the era that produced it, this work is the most thorough collection of original travel ephemera from Nazi Germany assembled to date, one that any collector would be proud to add to his or her collection.


text:
Journeys: Jewish Living, Jewish Meaning
Holy Land Connect
Spotlight Youth
journeys@uscj.org
This Purim, Unmask What's Behind Four of Your Favorite Dishes
March 4, 201901732
Purim celebrates the bravery of a young woman named Esther who was chosen to be the wife of King Ahasuerus of Persia. When the King's adviser, Haman, persuades him to kill all the Jews in the empire, Queen Esther's cousin and adopted father, Mordecai, calls on her to use her influence and stop the plan. The tale is told in the Book of Esther, known as the Megillah, and ends with Haman's hanging and the Jewish people saved.
Just as there's a story behind the masks we wear in celebration of Purim, there's also meaning to many of the foods we enjoy, from Hamantaschen to Keylitsh. So before you dig in this year, join us as we unmask four holiday favorites that serve as important reminders that Purim is more than a day of celebration; it's also about reflection, thankfulness and forgiveness.
Perhaps the most well-known of Purim's treats, Hamantaschen is the triangle-shaped cookie filled with anything from poppy seeds to apricot, raspberry to chocolate. Like its three corners, the cookie carries three symbolical beliefs: Some say it resembles the three-cornered hat Haman wore, while others think it celebrates Haman's ear's being clipped (Hamantaschen in Hebrew is oznei Haman or "Haman's ears"). Since the tradition of eating these cookies on Purim began in Europe, it's also thought that German Jews named them Hamantaschen (tasche means pouch or pocket in German) in reference to Haman's pockets being filled with bribe money.
Kreplach
Purim is one of three holidays—in addition to Yom Kippur and Hoshana Rabbah—where kreplach is served and the theme of judgement is present. On Yom Kippur, we are judged in regards to the upcoming year. On Hoshana Rabbah, the books of judgment are finally sealed. And on Purim, the Jewish nation was judged by Haman and eventually emerged victorious.
According to the Kaballah, meat represents gevurah, the divine attribute of judgment, while bread helps sustain the planet without taking life. Together, they symbolize chesed, the divine attribute of kindness. Enjoying kreplach on Purim reminds us that kindness should soften any judgements that may be in store for us.
Keylitsh
Also known as Polish egg bread, keylitsh is a large, elaborately braided Eastern European challah often served on Purim. The bread's long strands are meant to be reminiscent of the ropes used to take down Haman once and for all.
Meat-Free Meals
Meat-free meals such as bean soup, pastas and salads aren't just good Purim side dishes; they mean something, too. Going vegetarian on Purim reminds us of Queen Ester's meat-free diet and the struggle she faced while at the king's palace. To avoid violating kosher laws, it's understood that Queen Esther lived on a variety of seeds, nuts and legumes.
Hamantaschen in 30 Minutes or Less
½ cup vegetable shortening
½ cup unsalted margarine, or butter
1 ¼ cups sugar
¼ cup orange juice, or milk
1 ½ teaspoons vanilla
2 ½ teaspoons baking powder
In a mixing bowl, cream the shortening, margarine (or butter) and sugar together. Add the eggs and blend until smooth. (If the mixture is hard to blend or seems curdled, add a bit of flour to bind it).
Stir in the orange juice, or milk, and the vanilla. Fold in the flour, salt and baking powder and mix to make a firm but soft dough. Transfer the dough to a lightly floured surface and pat the dough into a smooth mass. Cover it and let it rest for 10 minutes. If the dough is too soft, refrigerate for an hour or up to 1 day.
Preheat oven to 350 F and line baking sheets with parchment paper.
Roll out one piece of dough on a plastic wrap-lined counter (or lightly floured surface) to a thickness between 1/4 and 1/8 inch. Cut 4 inch rounds with a cookie cutter and fill each round with a generous teaspoonful of the filling. Fold in the edges of the circle to form a triangle of pastry encasing the filling. Repeat with the remaining dough and filling.
Bake until golden brown (18-22 minutes).
Enjoy!Note: If you prefer, this dough can be made ahead and refrigerated up to 2 days or frozen for a couple of months. Allow the dough to come to room temperature before rolling it out.
For other recipe ideas for this year's Purim celebration, click here.
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