The Master of Arts in Education provides a course of study for examining research and theory about learners, teachers, schools, and related social institutions. The program prepares professionals to conduct research about the education of children, youth, and adults in a multicultural society. Graduates may assume leadership positions in school districts, state education agencies, and private organizations concerned with instructional research, policy and practice.
Graduate Study. The Graduate Group in Education offers programs of study and research leading to the Ph.D. degree. Students may concentrate in; language, literacy and culture; learning and mind sciences; mathematics education; school organization and educational policy; or science and agriculture education. Students may also combine these fields of study with designated emphasis areas such as Critical Theory; Second Language Acquisition, Women's Studies, and Writing, Rhetoric, and Composition Studies, Detailed information regarding graduate study may be obtained by writing the Graduate Coordinator or at http://education.ucdavis.edu/programs/PhDoverview.html.
Preparation. Students should have earned a Bachelor's or M.A. degree or the equivalent in a discipline relevant to their proposed emphasis program. For example, students applying for the mathematics education emphasis should have earned the B.A. or M.A. or M.A.T. degree in mathematics or mathematics education.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Consent of Instructor. Student must be a part of an approved Foundations for University Success program. Introduction to resources supporting first year student academic success and transition to a tier one research university. (P/NP grading only.) Effective: 2017 Summer Session 2.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Consent of Instructor. Student must be a part of an approved Foundations for University Success program. Development of important skills necessary for research including critical thinking, study skills, writing skills, and presentation skills. (P/NP grading only.) Effective: 2017 Summer Session 2.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Consent of Instructor. Student must be a part of an approved Foundations for University Success program. Resources to explore academic and career connections and opportunities including internships, volunteer opportunities, graduate schools and careers. (P/NP grading only.) Effective: 2017 Summer Session 2.
Lecture/Discussion—2 hour(s); Fieldwork—2 hour(s). Limited to 26 students per section. Exploration of how students learn and develop understanding in science and mathematics classrooms. Introduction to case studies and interview techniques and their use in K-6 classrooms to illuminate factors that affect student learning. (Same course as GEL 081.) (P/NP grading only.) GE credit: SS, VL, WE. Effective: 2007 Winter Quarter.
Internship—3-9 hour(s). Prerequisite(s): Consent of Instructor. Enrollment dependent on availability of intern placements. Internship as a teacher's aide or tutor in K-12 classrooms under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.) Effective: 2001 Fall Quarter.
Variable. Prerequisite(s): Consent of Instructor. Primarily for lower division students. May be repeated for credit. (P/NP grading only.) Effective: 1997 Winter Quarter.
Lecture—3 hour(s); Fieldwork—3 hour(s). Study of occupational concerns of teachers; skills for observing classroom activities; school organization and finance; school reform movement; observing, aiding, and tutoring in schools. (Letter.) GE credit: ACGH, DD, OL, SS. Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s). Learning processes, cognitive development, individual differences, testing and evaluation. (Letter.) GE credit: SS, WE. Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s). Problems and methods in data analysis. Design of research projects. Some consideration of procedures suited to digital computers. (Letter.) GE credit: QL. Effective: 2016 Fall Quarter.
Lecture—2 hour(s). Educational issues and processes involved in teaching children with disabilities. The course will focus on the structure of special education, with an emphasis on meeting the educational needs of children who are mainstreamed in regular classes. (Letter.) GE credit: SS. Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Discussion—1 hour(s). Principles underlying educational and psychological testing. Purposes of testing for individual achievement and evaluation of school programs. Interpretation and misinterpretations of outcomes. Analysis of SAT, GRE and other common tests. Experience in test administration and outcome interpretation. (Letter.) GE credit: QL, SS, WE. Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Discussion—1 hour(s). Principles underlying educational and psychological testing. Purposes of testing for individual achievement and evaluation of school programs. Interpretation and misinterpretations of outcomes. Analysis of SAT, GRE and other common tests. Experience in test administration and outcome interpretation. (Letter.) GE credit: QL, SS. Effective: 2019 Fall Quarter.
Lecture—3 hour(s); Discussion—1 hour(s). Philosophical, historical, and sociological study of education and the school in our society. (Letter.) GE credit: ACGH, SS, WE. Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Discussion—1 hour(s). Introduces students to the field of education policy analysis with a specific emphasis on the quantitative frameworks and analytical tools—drawn primarily from economics and statistics—that are used to guide and inform educational policymaking. (Letter.) GE credit: QL, SS. Effective: 2014 Fall Quarter.
Lecture/Discussion—3 hour(s); Extensive Writing/Discussion—1 hour(s); Fieldwork. How material artifacts shape what and how children learn in school, at home, and in the community. Artifacts examined include books, computers, household appliances, toys and games, entertainment media, collectibles, sports equipment, clothing, folk arts and crafts, and neighborhood space. (Letter.) GE credit: SS, VL, WE. Effective: 2017 Summer Session 1.
Discussion—3 hour(s); Fieldwork—3 hour(s). Analysis of current issues in higher education and of some practical implications of varying philosophical approaches to the role of the university. (Letter.) GE credit: SS, WE. Effective: 2017 Summer Session 1.
Lecture/Discussion—3 hour(s); Fieldwork. Study of history, philosophy, principles and approaches to environmental education (EE) and outreach; learning theories, teaching strategies and techniques in EE and outreach; evaluation of EE curricula in non-formal and in-school contexts; observing, aiding and facilitating local environmental education programs. (Letter.) GE credit: OL, SS. Effective: 2009 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork; Term Paper. Examination of anti-Hispanic prejudice in the United States focusing on the "Black Legend," a 16th Century anti-Spanish myth underpinning the doctrine of "Manifest Destiny." Exploration of the Legend's presence in contemporary American society through interviews and analysis of school textbooks. (Same course as SPA 147.) (Letter.) GE credit: ACGH, AH, DD, WE. Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s); Extensive Writing. Introduction to cultural diversity and education in a sociopolitical context. Interactive course. Small and large-group discussions explore, extend, and apply readings; range of writing genres for responses to assignments and course themes; lectures, slide shows, speakers, brief fieldwork, and presentations. (Letter.) GE credit: DD, SS, WE. Effective: 2011 Fall Quarter.
Lecture/Discussion—3 hour(s). Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed EDU 151T. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s). Prerequisite(s): Acceptance in Teaching Credential Program. Open to UC Davis Teacher Credential candidates only. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed EDU 151. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork; Recitation—3 hour(s). Prerequisite(s): Acceptance in Teaching Credential Program or consent of instructor. Communicative class taught in Spanish focused on the development of Spanish communication skills for current and/or future bilingual teachers. Main topics are related to school content areas in bilingual settings, with an emphasis on standard and Southwest Spanish dialects. (Letter.) GE credit: AH, OL, SS, WE. Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in Teaching Credential Program. Analysis of research on learning styles among culturally diverse students with review and evaluation of responsive curricula and classroom teaching techniques. The ethnographic interview as a research tool. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Consent of Instructor. Introduction to peer counseling techniques and development of peer counseling skills. (P/NP grading only.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Consent of Instructor. In-depth review and development of skills for specific counseling topics. May be repeated once for credit when topic differs. May be repeated up to 1 Time(s) May be repeated once for credit when topic differs. (P/NP grading only.) Effective: 2016 Fall Quarter.
Lecture—4 hour(s). Nature and scope of pupil personnel services; basic tools and techniques of guidance; theory and practice of counseling psychology, with emphasis on educational and vocational adjustment. (Letter.) Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Discussion—1 hour(s). Prerequisite(s): LIN 001 or LIN 001Y; or Consent of Instructor. LIN 103A, LIN 103B recommended. Theory and research on children's acquisition of their native language, including the sound system, grammatical systems, and basic semantic categories. (Same course as LIN 173.) (Letter.) GE credit: SS. Effective: 2018 Spring Quarter.
Lecture/Discussion—1 hour(s); Laboratory—2 hour(s); Project (Term Project)—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Letter.) Effective: 2013 Fall Quarter.
Lecture/Discussion—1 hour(s); Laboratory—2 hour(s); Project (Term Project)—3 hour(s). Prerequisite(s): EDU 180A; Acceptance in Teacher Credential Program. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Letter.) Effective: 2013 Fall Quarter.
Lecture/Discussion—1 hour(s); Laboratory—2 hour(s); Project (Term Project)—3 hour(s). Prerequisite(s): EDU 180B; Acceptance in Teacher Credential Program. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Letter.) Effective: 2013 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—2 hour(s). Prerequisite(s): Consent of Instructor. Major in mathematics, science, or engineering; or completion of a one-year sequence of science or calculus. Class size limited to 40 students per section. Exploration of effective teaching practices based on examination of how middle school students learn math and science. Selected readings, discussion and field experience in middle school classrooms. (Same course as GEL 181.) (P/NP grading only.) GE credit: SS, WE. Effective: 2011 Fall Quarter.
Seminar—1 hour(s). Prerequisite(s): Consent of Instructor. Design and implementation of a curricular unit to integrate computer technology into a K-12 classroom setting. A project-based seminar intended for students with substantial prior experience with instructional use of computers and related technologies. Not open for credit to students who have completed EDU 180 or EDU 181. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Major in mathematics, science, or engineering; or consent of instructor with completion of a one-year sequence of science or calculus. Limited to 40 students per section. Exploration and creation of effective teaching practices based on examination of how high school students learn mathematics and science. Field experience in high school classrooms. (Same course as Geology 183.) (Letter.) GE credit: OL, SS, WE. Effective: 2017 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Major in mathematics, science, or engineering; or completion of a one-year sequence of science or calculus and consent of the instructor. Limited to 40 students per section. Exploration and creation of effective teaching practices based on examination of how high school students learn mathematics and science. Field experience in high school classrooms. (Same course as GEL 183.) (Letter.) GE credit: OL, SS, WE. Effective: 2018 Fall Quarter.
Lecture/Discussion—2 hour(s); Lecture/Lab—2 hour(s). Focus on the changing nature of learning in a digital age: social media, ubiquitous connectivity, online education, electronic communication, writing, gaming, and youth culture. Readings will be drawn from major recent works detailing fundamental shifts in information, schooling, and society. (Letter.) GE credit: OL, SS, VL. Effective: 2013 Fall Quarter.
Internship—2-8 hour(s); Discussion—1 hour(s). Prerequisite(s): Consent of Instructor. Internship as a tutor, teacher's aide, or peer counselor in a school or educational counseling setting under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.) Effective: 2016 Fall Quarter.
Tutorial—1-2 hour(s). Prerequisite(s): Consent of Instructor. Leading of small voluntary discussion groups affiliated with the School's upper division courses under the supervision of, and at the option of, the course instructor, who will submit a written evaluation of the student's work. May be repeated up to 1 Time(s) for a total of 4 units. (P/NP grading only.) Effective: 2016 Fall Quarter.
Variable—3-15 hour(s). Prerequisite(s): Consent of Instructor. (P/NP grading only.) Effective: 2016 Fall Quarter.
Lecture—2 hour(s); Discussion—2 hour(s). Prerequisite(s): Introductory statistics or consent of instructor. Defining educational research questions, reviewing relevant literature, developing research designs, developing research instruments, selecting appropriate data analysis procedures, and writing research projects. A case problem will provide practice in designing and reporting research. (Letter.) Effective: 2016 Fall Quarter.
Seminar—2 hour(s); Lecture—2 hour(s). Prerequisite(s): Graduate standing or consent of instructor. Examines the design and conduct of educational research using non-numerical data (e.g., text, discourse, imagery and artifacts). Focuses on issues (e.g., validity, reliability, generalizability, ethics) and reporting genres (e.g., narrative accounts, case studies, and arguments). (Letter.) Effective: 1997 Fall Quarter.
Seminar—3 hour(s); Laboratory—2 hour(s). Critical and practical understanding of how to use computer software programs to analyze qualitative data (text, images, and videotape) in conducting social research. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s). Prerequisite(s): Graduate standing or consent of instructor. Introduces the theoretical assumptions underlying traditional test construction, as well as the basic statistical principles involved in the design, evaluation, and interpretation of standardized tests. Also introduces the debates surrounding the uses of different kinds of tests and evaluation tools. (Letter.) Effective: 1997 Winter Quarter.
Discussion—2 hour(s); Discussion/Laboratory—2 hour(s). Prerequisite(s): Introductory statistics or consent of instructor. Methods for analysis of correlational data in educational research. Topics include multiple correlation and regression, discriminant analysis, logistic regression, and canonical correlation. Emphasis on conceptual understanding of the techniques and use of statistical software. (Letter.) Effective: 2016 Fall Quarter.
Discussion—2 hour(s); Discussion/Laboratory—2 hour(s). Prerequisite(s): Introductory statistics or consent of instructor. Methods for analysis of experimental data in educational research. Topics include ANOVA, fixed v. random effects models, repeated measures ANOVA, analysis of co-variance, MANOVA, chi square tests, small sample solutions to t and ANOVA. (Letter.) Effective: 2016 Fall Quarter.
Lecture—4 hour(s). Current literature from anthropology and society related to schools.Emphasis on the organizational structure of institutions,and the analysis of face-to-face interaction.Will explore the relationship between field-based research and theory development on the acquisition of knowledge in specific social and cultural contexts. (Letter.) Effective: 2016 Fall Quarter.
Discussion—4 hour(s). Prerequisite(s): EDU 205A. Student research projects in specific schools with cooperative critical analysis of the design, data collection, and inferencing by researchers. Students will continue to meet with instructor as a group throughout the quarter to discuss specific projects. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork. Prerequisite(s): Acceptance in Teacher Credential Program. Introduction to traditions and approaches of teachers conducting research in their own classrooms: purposes, focal areas, methods of data collection and analysis, and written genre conventions. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork—1 hour(s). Prerequisite(s): EDU 206A; or Consent of Instructor. Open to Graduate Teaching Credential students. Analysis and application of teacher research through the development, implementation and evaluation of a short-term classroom research-based intervention. Particular attention to research that enhances learning of English language learners and under-performing students. (Letter.) Effective: 2007 Spring Quarter.
Seminar—3 hour(s); Fieldwork—1 hour(s). Prerequisite(s): EDU 206B; or Consent of Instructor. Open to Graduate MA Credential students. Proposal development for classroom-based inquiry designed to address student learning needs. Mixed methods research design and preliminary data collection approaches. Design and application of baseline student assessment for proposal development. Literature review. Data collection in K-12 classrooms required. (Letter.) Effective: 2007 Spring Quarter.
Seminar—2 hour(s); Fieldwork—1 hour(s); Extensive Writing/Discussion—1 hour(s). Prerequisite(s): EDU 206C; or Consent of Instructor. Open to Graduate MA Credential students. Support of the inquiry begun in course 206C through continuous collaborative critique and feedback resulting in the writing and presentation of a research study. (Letter.) Effective: 2007 Winter Quarter.
Lecture—2 hour(s); Discussion—2 hour(s). Prerequisite(s): Consent of Instructor. Development of the skills of philosophical analysis and argument for the establishment of a point of view, in the consideration of curriculum theory and practice. Classical and contemporary approaches to subject matter and activity emphases, hidden curriculum, and moral education. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Extensive Writing. Prerequisite(s): Consent of Instructor. Rhetorical and substantive challenges of presenting educational research through written reports; research rhetoric and genres; competing discourse conventions of educational research, policy, and practice; the social organization of publishing educational research. May be repeated up to 1 Time(s). (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork—2 hour(s). Critical and practical understanding of video tape and still photography as resources for enhancing field research in schools and other social setting. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Extensive Writing. Study of human learning theory and research related to learning of academic content. Review of contemporary issues of constructivism, problem solving, expertise, conceptual change, transfer, and metacognition. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Extensive Writing. Sociocultural and situative theories of cognition and learning. Major ideas of L.S. Vygotsky, followed by modern perspectives: situated cognition, cognitive apprenticeship, situated learning, communities of practice, cultural-historical activity theory, and distributed cognition. Implications of each theoretical perspective for educational practice. (Letter.) Effective: 2016 Fall Quarter.
Lecture—4 hour(s). Prerequisite(s): Introductory statistics or consent of instructor. Theories of intellectual functioning and the measurement of cognitive abilities in school-aged children. Supervised practice in administration and scoring of contemporary tests for children including the WISC-R, the WAIS-R, the Stanford Binet, the McCarthy Scales of Children's Ability. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper. Prerequisite(s): Consent of Instructor. Analysis and critique of recent research on cognitive processes related to achievement motivation in school settings. Topics include self-determination theory, attribution theory, goal theory, intrinsic and extrinsic motivation, learned helplessness. psychological reactance, gender and culture, and research design. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork; Term Paper. Introduction to concepts and methods of policy analysis. Emphasis on the relationship between educational issues and problems; policy development; constructing persuasive policy analyses; issues related to policy process. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Culture and social organization of schools. Examines perspectives of social researchers, educational policy-makers, and school members and their implications for educational research, policy and practice. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Seminar—2 hour(s). Analysis of models, processes, and case studies of school change and educational reform with respect to variable characteristics of schools and schooling, planned and unplanned change, the moral evaluation of school change, and the role of educational research. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Focuses on understanding the social and political context of education in the U.S. and California and how education policy is formed in the broader public arena. Develops skills in educational policy analysis. (Former course 237.) (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s). Examination of law as an instrument of social policy. Specific focus on the legalization of education decision making, its causes, dimensions, and effects on administrative and teacher authority. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork—1 hour(s). Prerequisite(s): Consent of Instructor. Critical study of culture and social organization of higher education institutions policies and functions in the U.S., with some attention to other countries. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper. Examination of political power, representation, influence, decision-making and inter-governmental relations in the public schools. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper. Examination of (1) United States financing public education, (2) the relationship between school finance and education policy, and (3) the relationship between education finance and education practice. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper. Selected topics in education policy. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit for credit when topic differs. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). A socio-cultural critique, from an interdisciplinary perspective, of educational reform and change. The critique will include an analysis of the influence of text content on the perpetuation of social power differences. (Letter.) Effective: 2016 Fall Quarter.
Lecture—2 hour(s); Discussion/Laboratory—2 hour(s); Term Paper. Prerequisite(s): EDU 204A; Or similar course with permission of the instructor. Application of hierarchical linear models in education research across multiple areas, such as policy, curriculum, and assessment. Develop working knowledge of hierarchical linear modeling and an understanding of its use in existing research as well as student's work. (Letter.) Effective: 2009 Spring Quarter.
Lecture/Discussion—3 hour(s); Fieldwork—1 hour(s); Term Paper. Theories, principles and application of survey research methodology. Students develop, validate, and administer survey instruments; select representative samples; conduct focus groups; and collect, organize, and analyze survey data. Familiarity with introductory concepts in descriptive and inferential statistics is assumed. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork—1 hour(s). Prerequisite(s): Introductory research methods course recommended. Principles and strategies of PAR and related methodologies that emphasize collaborating with those affected by the issue being researched in order to educate, take action or effect social change. Conduct interviews with potential collaborators, case analyses and research proposals. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Term Paper. Prerequisite(s): EDU 201 or equivalent course recommended. Introduction to qualitative interviewing, focused in particular on narrative and self-story as both practical method and theoretical stance. Students complete a case-focused interview project during the course: designing an interview protocol, conducting the interview, transcribing, analyzing, and presenting their research. (Letter.) Effective: 2015 Winter Quarter.
Seminar—3 hour(s); Term Paper. Prerequisite(s): Consent of Instructor. Analysis of recent research related to cognitive processing of written texts. Topics include word decoding, schema theory, background knowledge, assimilation, accommodation, working memory, processing depth, vocabulary acquisition, sentence-level processes, text-level processes, text structure, implications for curriculum and instruction. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Study of issues in research on composition; history of composition studies; data analysis techniques; product and process approaches; cognitive and social perspectives. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Project (Term Project)—1 hour(s). Critical study of selected issues of language, literacy, and culture as they relate to education. May be repeated up to 2 Time(s) topics differ. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork—1 hour(s). Analysis of children's initial processes in learning to read extending from the preschool years into second grade. Topics include emergent literacy, phonological awareness, word recognition, decoding, spelling, vocabulary, comprehension, second language reading, assessment, intervention, and instruction. (Letter.) GE credit: SS. Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Fieldwork—1 hour(s). Prerequisite(s): EDU 211 recommended. Recent theoretical and empirical work on reading in social contexts. Topics include reading as an individual interactive process; reading as a social and cultural process; critical perspectives on reading; implications of contrastive theoretical perspectives for curriculum and instruction in reading. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork—1 hour(s). Research on response to culturally diverse literature in classrooms and other K-12 settings. Topics include reader response theories, values in expanding the literary canon, problems of cultural authenticity, resistance to multicultural literature, and instruction for diverse texts and learners. (Letter.) Effective: 2006 Fall Quarter.
Seminar—3 hour(s); Fieldwork; Project (Term Project). Exploration of theories and research on academic language and literacies for the schooling of first and second language learners. Students use basic qualitative methods to collect and analyze classroom language and literacy data. (Letter.) Effective: 2011 Fall Quarter.
Seminar—3 hour(s); Term Paper. Prerequisite(s): An introductory linguistics or sociolinguistics course or consent of instructor. Examines form and type in discourse (e.g., narration, conversation, routines), approaches to discourse analysis, and research on classroom discourse (lessons, teaching/learning interactional sequences). Final term paper is an analysis of discourse data tape-recorded by student in a field setting. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s). Discussion and analysis of recent research in bilingual and second language education. Topics include:language acquisition in second language learners and bilinguals, second language teaching methods, language-use models in bilingual education, interaction analysis in bilingual/cross-cultural classrooms,use of the vernacular in classrooms. (Letter.) Effective: 2016 Fall Quarter.
Seminar—2 hour(s); Fieldwork—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Analysis and application of research on oral language development and literacy in language minority students, through the development, implementation, and evaluation of research-based language arts curriculum. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Analysis of curricular issues and goals in mathematics education, including long-term trends, current status and influences, proposed changes, and evaluation issues. Selected curriculum projects will be examined. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Examination of research process in mathematics education; review of critical productive problems identified by researchers; evolution of trends, issues, theories and hypotheses in various areas of mathematics education research. Course emphasizes foundations. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Current research issues and activities in mathematics education: status, trends, theories and hypotheses. Formulation of research questions and design of studies. Projection of future directions for research. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Roles of calculators, computers, and graphing calculators in mathematics education will be addressed, with emphasis on the impact of these technologies on curriculum reform. Selected efforts to integrate technology into mathematics instruction will be examined. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. History of curricular issues and goals in science education from the late 19th century forward, including long-term trends, current status and influences, proposed changes, and evaluation issues. National science standards and curriculum projects. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Research process and product in science education; review of critical science education issues; evolution of trends, theories and hypotheses in various areas of science education research. Survey of current major research in science education. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Current research issues and activities in science education: status, trends, theories and hypotheses. Formulation of research questions, design of studies and critical, in-depth review of literature related to the student's research interests. (Letter.) Effective: 2016 Fall Quarter.
Seminar—4 hour(s). Prerequisite(s): Consent of Instructor. Current trends in science education reform locally, regionally, and nationally focusing on scientific literacy. Equity, access and "science for all." (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Project (Term Project). Research on teacher preparation in university credential programs and on professional development of in-service teachers, with special attention to teacher preparation for work with culturally and linguistically diverse youth. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s); Fieldwork—1 hour(s). Research, theory and practice in the preparation and supervision of teachers. Practice in the supervision of candidates in university teaching credential programs during the student teaching field placement and the mentoring of novice teachers by expert teachers. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Restricted to Teaching Credential majors. Examination of contemporary theories of curriculum development, research about the relationship among instructional planning, classroom assessment, and student learning to guide teaching practice. (Letter.) Effective: 2013 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in the Teaching Credential Program. Analysis and application of English language acquisition and development research to teaching practice. Particular attention to research that enhances learning of English language learners and under-performing students. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Prepares students to understand the nature/assumptions/logic of qualitative methodology as applied to educational settings, focusing on issues of design/conceptualization/ interpretation/application of qualitative research procedures. Students will use these methods in conducting studies in their educational settings. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Field-based and general quantitative research methods in education will focus this course. Students acquire skills and knowledge to collect, organize, analyze, and interpret univariate and multivariate quantitative data in educational research, dissertation projects, and field-based projects. (Letter.) Effective: 2010 Winter Quarter.
Lecture—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Educational leaders are introduced to qualitative, quantitative, and mixed-methods educational research methods and learn to frame research questions, identify data/data sources, use descriptive statistics, critically examine research studies, make sense of educational research/policy, and conduct independent studies. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Extensive Writing/Discussion; Fieldwork. Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students identify problems from their educational settings, engage in data collection/analysis, write-up the process/results, and present to class. Work may become a dissertation proposal, if the problem or its extension is of sufficient interest and value. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Extensive Writing/Discussion; Fieldwork. Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Continuation of part one. (Letter.) Effective: 2010 Winter Quarter.
Lecture/Discussion—4 hour(s); Extensive Writing/Discussion; Fieldwork. Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Continuation of part two. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students explore the history and emergent relationships among leadership theories/practice and their application to current educational settings. Students will reflect on and refine their personal theory of leadership. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. The diversity of stakeholders and community issues in California schools and colleges will be explored. Emphasis will be placed on the interaction between underrepresented segments of society and educational institutions. Best Practices in leading diverse schools will be explored. (Letter.) Effective: 2010 Winter Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students examine the theory/practice/process of leadership in community-building and collaboration in/across communities, while addressing the utilization of human and material resources and the creation of partnerships, community linkages, and collaborative efforts. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Practical and theoretical perspectives for building a sense of vision to lead the profession of student affairs and to meet the needs of the whole student. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students learn/analyze the history/theory of educational policy. They see how education leaders have/can positively influence the process and implement effective policies in their local institutions. Policy issues covered: educational opportunity, equity, access, regulation, testing, tenure, accountability. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students will conduct critical analyses of policy at the federal, judicial, state, regional and local levels. Specific California and federal policy environment structures, processes and people will be examined for intended consequences, ethical dilemmas, social justice and equity issues. (Letter.) Effective: 2010 Winter Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students will critically examine the democratic purposes of education in light of existing National, State, and local policy reform efforts. Questions like, In what ways are these reforms and policies guided by democratic ideas and challenged by those ideals. (Letter.) Effective: 2010 Winter Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Topics include: education finance theory, contemporary finance policy issues, intergovernmental relations, effective resource management, budget analysis and preparation. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Human resource and legal concepts and activities governing decisions of school leaders in public education. Attention to theory, application, and practice of personnel and risk management, curriculum, student services, teacher rights, torts, student rights. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Human resource management research and theory and for applying human resource techniques in the educational setting. (Letter.) Effective: 2010 Spring Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Students use and examine multiple sources of information and data and trends found in making quality decisions to improve P-12/community college settings and addressing problems at sites. Students learn limitations of these data sources. (Letter.) Effective: 2009 Fall Quarter.
Lecture/Discussion—4 hour(s); Fieldwork; Project (Term Project). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. This course addresses the historical development of various curriculum and instructional methodologies found in public and private schools and colleges, and their impact on current curriculum development and reform efforts at the national, state and local level. (Letter.) Effective: 2010 Winter Quarter.
Variable—18-36 hour(s). Prerequisite(s): Admission into the CANDEL EdD program or consent of instructor. Third year seminars encourage students to complete dissertations within the year. Cohort members meet together in every three-week meetings with faculty members and share their writing, data collection, analysis, discussion of results, development of conclusions/implications. May be repeated up to 9 Time(s) until completion of dissertation. (S/U grading only.) Effective: 2009 Fall Quarter.
Variable—18-36 hour(s). Prerequisite(s): Consent of Instructor. Passing of qualifying exams in CANDEL program and advancement to candidacy. Cohort members continue to meet with faculty and share their writing, data collection, analysis, development of conclusions/implications. May be repeated up to 9 Time(s) until completion of dissertation. (S/U grading only.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork—3 hour(s). Prerequisite(s): Admission to the M.A. or Ph.D. graduate program in Education. Professional induction into educational research field and Graduate Group in Education at UC Davis. Introduction to landscape of educational research methodologies, purposes and theories. Analysis of debates within field. Investigation of K-12 educational outreach efforts at UC Davis. May be repeated up to 2 Time(s) May take the course one time as an MA student and one time as a PhD student. (Letter.) Effective: 2016 Fall Quarter.
Variable—2-4 hour(s). Prerequisite(s): Consent of Instructor. Selected topics in education. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper; Project (Term Project). Critical study of special topics of research relevant to science, agricultural and mathematics education. Students and faculty present work-in-progress on a major research project, and critically analyze and discuss one another's developing scholarly work. May be repeated for credit topic differs. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Term Paper. Critical study of selected issues in the learning sciences, neurodevelopmental disorders, and psychometrics and measurement, as they relate to education. May be repeated for credit when topics differs. (Letter.) Effective: 2016 Fall Quarter.
Variable. Prerequisite(s): Consent of Instructor. Group study. (S/U grading only.) Effective: 2016 Fall Quarter.
Variable—3-18 hour(s). Prerequisite(s): Consent of Instructor. Individual study under the direction of a faculty member. (S/U grading only.) Effective: 2016 Fall Quarter.
Independent Study—3-36 hour(s). Prerequisite(s): Consent of Instructor. Research for individual graduate students. (S/U grading only.) Effective: 2016 Fall Quarter.
Lecture—3 hour(s); Fieldwork—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas. (P/NP grading only.) Effective: 2018 Summer Quarter.
Seminar—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas (Letter.) Effective: 2018 Summer Quarter.
Discussion—4 hour(s). Prerequisite(s): Graduate standing, enrollment in the secondary credential program or consent of instructor. Principles, procedures, and materials to help secondary school teachers improve the reading competence of students. Strategies for enhancing learning through reading and writing in all disciplines, with special attention to linguistically diverse populations. (Letter.) Effective: 1997 Winter Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Restricted to students enrolled in the secondary credential program. Focuses on secondary school literacy practices and strategies for engaging English-speaking and bilingual students with textual, image, and digital literacies across content areas. Covers reading and writing, the Common Core and Language Proficiency standards. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Restricted to students enrolled in the secondary credential program. Focuses on secondary school literacy practices and strategies for engaging English-speaking and bilingual students with textual, image, and digital literacies across content areas. Covers reading and writing, the Common Core and Language Proficiency standards. (Letter.) Effective: 2016 Fall Quarter.
Lecture—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and materials for the teaching of oral and written expression, listening skills, drama, and children's literature in elementary schools. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Laboratory—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Understanding the principles of education in the arts through participation. Development of concepts, introduction to media, and techniques suitable for the elementary school with emphasis on cross-discipline exploration. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—9-48 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Selection and organization of teaching materials. Introduction to techniques of diagnosing school achievement of children. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—9-48 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Current conceptions of elementary school curriculum, emphasis on contributions from the social, biological, and physical sciences. Emphasis on effective teaching methods. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—9-48 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Evaluation of teaching materials including instructional technology. Current elementary school curriculum with emphasis on contributions from fine arts and humanities. (Letter.) Effective: 2016 Fall Quarter.
Lecture—2 hour(s); Seminar—2 hour(s); Variable—15-30 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Supervised teaching in regular or special education classrooms in middle grades. Current conceptions of the middle-grades curriculum with emphasis on social, biological, and physical sciences. Effective teaching methods. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—9-48 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Supervised teaching in regular secondary classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; instructional technology. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and materials for teaching the biological and physical sciences in elementary schools. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Principles, procedures, and materials for teaching history and the social sciences in elementary schools. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Mathematics curriculum and teaching methods for K-9 reflecting the needs of California's diverse student populations. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Mathematics curriculum and teaching methods for K–9 reflecting the needs of California's diverse student populations. (P/NP grading only.) Effective: 2018 Summer Quarter.
Seminar—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Mathematics curriculum and teaching methods for K–9 reflecting the needs of California's diverse student populations. (Letter.) Effective: 2018 Summer Quarter.
Lecture/Discussion—1 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Presentation of issues related to classroom instruction and professional practice, reflections on classroom instruction and other documentation related to student teaching experience. May be repeated up to 6 Time(s). (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—2 hour(s); Fieldwork—30 hour(s). Acceptance in Teacher Credential Program. Observation of classrooms at beginning of academic year for first-hand experience with teachers' approaches to creating communities and setting routines. Candidates are placed with students they will teach during student teaching. Candidates may take on teaching tasks as appropriate. (Letter.) Effective: 2016 Summer Special Session.
Lecture/Discussion—2 hour(s); Discussion—1 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Introduction to teaching methods and curriculum approaches for secondary social science teaching. State and national curriculum standards; application of learning theory to effective instruction; interdisciplinary teaching and active learning approaches; effective teaching strategies for English learners. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—1 hour(s); Discussion—2 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Intermediate teaching methods and curriculum approaches for secondary social science teaching. Interdisciplinary approaches to teaching major themes across social science content areas; teaching potentially controversial social science topics; teaching democratic civic values, student assessment and evaluation. (Letter.) Effective: 2016 Fall Quarter.
Discussion/Laboratory—2 hour(s); Discussion/Laboratory—1 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Activity-based overview of concepts and processes in secondary school physical sciences. Emphasis upon philosophy, appropriate teaching methods, materials, assessment and evaluation of learning. (Letter.) Effective: 2016 Fall Quarter.
Discussion/Laboratory—2 hour(s); Discussion/Laboratory—1 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Activity-based overview of concepts and processes in secondary school biology and life sciences. Emphasis on philosophy, appropriate teaching methods, materials, assessment and evaluation of learning, and issues. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—4 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Introduction to methods and curriculum for teaching mathematics at the secondary level. Introduction to applications of computer technology as instructional, intellectual, and communication tools for mathematics teachers. (Letter.) Effective: 2016 Fall Quarter.
Lecture/Discussion—3 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Expansion of methods and curriculum for teaching mathematics at the secondary level. Intermediate applications of computer technology as instructional, intellectual, and communication tools in mathematics teaching. (Letter.) Effective: 2016 Fall Quarter.
Discussion—4 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Research on teaching and learning in the language arts. Principles, procedures and materials for improving the writing, reading and oral language of secondary students, with special attention to students from culturally and linguistically diverse populations. (Letter.) Effective: 2016 Fall Quarter.
Seminar—3 hour(s); Fieldwork—3 hour(s). Prerequisite(s): Consent of Instructor. Acceptance in Teacher Credential Program. Research on principles, procedures and curricula for teaching discipline-specific concepts to language-minority students in secondary schools. Second-language acquisition principles and instructional strategies. (Letter.) Effective: 2016 Fall Quarter.
Lecture—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Introduction to methods for teaching Spanish as a foreign and a heritage language in secondary schools. State and National Standards. Theories on second language acquisition. Lesson plans. Effective teaching strategies and class management. (Letter.) Effective: 2016 Fall Quarter.
Lecture—3 hour(s). Prerequisite(s): Acceptance in Teacher Credential Program. Continuation to methods for teaching Spanish as a foreign and a heritage language in secondary schools. Research and practice on foreign and heritage language teaching. Expansion of effective teaching strategies and class management. (Letter.) Effective: 2016 Fall Quarter.


text:
Q: Page-object gem: Identifying object with same properties based on their visibility I have a text box with the following html. The id is dynamic and I cannot use it.I fill some text in the text box.
<input type="text" id="117841" class="NEdit" title="MyText" maxlength="20" style="position: absolute; overflow: hidden; font-style: normal; font-weight: normal; font-family: arial; font-size: 12px; text-transform: uppercase; width: 184px; left: 28px; top: 0px; height: 14px;">
There is a Add button and when I click that a New Tab is created. In the new tab, I will have a text box with the same properties above except that a new id is being created.
<input type="text" id="118355" class="NEdit" title="MyText" maxlength="20" style="position: absolute; overflow: hidden; font-style: normal; font-weight: normal; font-family: arial; font-size: 12px; text-transform: uppercase; width: 184px; left: 28px; top: 0px; height: 14px;">
Both the text boxes are on the same page but in different tabs with one being visible and the other not visible. The Tabs show as divs. There is no relationship between the tabs and the fields within them. The Tabs show as below:

Tab#1

Tab#2

How do I identify these text boxes based on their visibility?
Thank you!

A: I believe that the best approach is to find some distinguishing property between the two elements. For example, there must at least be something in the HTML that makes one visible and not the other.
However, if that is not an option, I think the only option left is to iterate through all of the possible text fields and take the one that is visible.
For example, in the following page there are two text fields with the first not being visible:

      <input type="text" id="1">

      <input type="text" id="2">

You could use a text field accessor that goes through the text field elements and picks the first visible one.
class MyPage
  include PageObject

  text_field(:field){ text_field_elements.find(&:visible?) }
end

When the page object is used, you will see that the field_element will be the second text field since it is the one that is visible:
page = MyPage.new(browser)
p page.field_element.attribute('id')
#=> "2"

Note that to keep the example simple, the accessor's block is iterating through all text fields. However, you can pass additional parameters to text_field_elements to be more specific about which text fields to check. For example, the following accessor would find the first visible text field with a specific title:
text_field(:text2){ text_field_elements(:title => 'MyText').find(&:visible) }

redpajama_set_name: RedPajamaStackExchange


text:
Obama File 33 More Weathermen For Obama
Obama File 32 here
My last three posts have looked at Movement for a Democratic Society (MDS) and the organisation's relationship to Barack Obama and his campaign.
Despite its innocuous sounding name, MDS (founded August 2006) is a coalition of former members of the Students for a Democratic Society (SDS) its terrorist splinter the Weather Underground and three Marxist organisations, Communist Party USA (CPUSA), Committees of Correspondence for Democracy and Socialism (CCDS) and Democratic Socialists of America (DSA)
Every one of these strands has supported Barack Obama since at least the mid '90s-some even further back.
Today many MDS activists are working in the Obama campaign, particularly through the MDS offshoot, Progressives for Obama.
Much as been written about the links between Barack Obama and his "patrons" former Weather Underground terrorists Bill Ayers and Bernardine Dohrn.
I've shown that Dohrn has been an MDS board member, while her husband Ayers is at least an active supporter.
That's two known former terrorists involved in MDS, but there are at least three more in the MDS/Progressives for Obama orbit-Jeff Jones, Howie Machtinger and Mark Rudd.
Ayers, Dorhn, Jones, Machtinger and Rudd are old revolutionary comrades. In the late '60s the five were key leaders of the faction of (SDS) that split to form the Weather Underground. All attended the famous 1969 Flint War Council that effectiveful gave birth to the Weathermen faction of SDS.
All were virulently anti-American in their radical heyday.
Bernardine Dohrn has been accused of planting a bomb that killed San Francisco policeman Brian V. McDonnell. When police raided a Weathermen bomb factory in Pine Street San Francisco in 1970, they found the fingerprints of Ayers, Machtinger and Rudd.
All are still radicals today and all are proven Obama supporters.
This post profiles the three neglected Weathermen in the MDS/Progressives for Obama network-Jones, Machtinger and Rudd.
Who is Jeff Jones?
According to Jeff Jones's own website
Jeff Jones went to his first rally against the Vietnam War in 1965. Within a year, he had quit Antioch College to become a fulltime organizer for Students for a Democratic Society.
In 1966 he traveled to Cambodia to meet with high-level leaders of the NLF. In 1967 and 1968 he served as SDS Regional Organizer for New York City. In 1969, he was elected, along with Bill Ayers and Mark Rudd, to SDS national office. Then, in the spring of 1970, he disappeared. As a leader of the Weather Underground, Jeff evaded an intense FBI manhunt for more than a decade. In 1981, they finally got him. Twenty special agents battered down the door of the Bronx apartment where he was living with his wife and four-year-old son.
Jeff Jones serves on the board of MDS.
Jeff Jones right, at the MDS Conference New York City February 2007
Jeff Jones is also a signed up supporter of Progressives for Obama.
Who is Howie Machtinger?
Today Howard Machtinger is director of Teaching Fellows at the University of North Carolina.
According to Frontpage Magazine
Machtinger was on the barricades at Columbia University in 1968 and was one of the founders of the Weather Underground. He co-authored a tome that stated, "At the right moment, revolutionaries within the United States were to wage a 'people's war' and attack from within. The government would fall and 'world Communism' would eventually be instituted." He also spoke about "how the black liberation movement is so far advanced at this point that the only thing left for white revolutionaries is to support blacks by fighting cops as a diversionary tactic."
Machtinger is not a confirmed member of MDS, but does contribute to Next Left Notes, which is edited by MDS board member and Progressives for Obama endorser Tom Good.
Ayers, Dohrn and Rudd are also Next Left Notes contributors.
Machtinger has signed on as a supporter of progressives for Obama, on the same page incidentally as yet another former Weatherman, Steve Tappis. Further along Jennifer Dohrn-sister of Bernardine Dohrn has also signed up.
Machtinger is also the author of a widely distributed essay entitled Obama and the Left
If we, as a Left, are content to smugly and dismissively critique the Obama phenomenon, we trade self-fulfilling sectarianism for the chance at political impact. A victory for Obama will not only be a boon for the African-American community and for people of color, it will offer a unique opportunity for the development of an organized and aggressive Left movement that retains its independence at the same time that it is willing to risk everyday involvement in the strange world of American politics.
If we just critique, we will miss a moment that may not come again for a while. If our politics are meaningful, effective, and get to the root of problems, we should put them to the test in political work that connects to large numbers of people struggling to find direction in an increasingly dangerous world. Something wonderful is happening. We must be alive to it. I hope we can figure out how to relate to it effectively before we consign ourselves to continued marginalization
Who is Mark Rudd?
Today Mark Rudd is a New Mexico school teacher.
From Mark Rudd's website
As he traveled the country, from the fall of 1968 to the summer of 1969, Mark met many other activists in SDS who were thinking along the same lines as he, that SDS could move from anti-war resistance to full-scale socialist revolution...
White students would reject their "white skin privilege" and actually begin armed struggle against the U.S. government; this, in turn, would attract broad youth support as the struggle increased, following the Cuban model. This theory became fully articulated in a paper presented to the SDS National Convention in Chicago in June, 1969, authored by a collective of eleven, of which Mark was a member. Its title was "You Don't Need a Weatherman to Know Which Way the Wind Blows," from which Mark's faction of SDS became known as "The Weathermen."
That convention proved to be SDS' last. Following a titanic ideological battle concerning "the correct revolutionary direction," a split occurred between the Weathermen and allies grouped around the National Office and a competing faction of Maoist Progressive Labor Party members and their allies. When it was all over, Mark found himself elected National Secretary of SDS, along with comrades Billy Ayers as Educational Secretary, and Jeff Jones as Inter-organizational Secretary, and the Weathermen in control of the National Office backed by a small number of chapters around the country...
More from his Mark Rudd's website
A few national SDS leaders had met with Vietnamese and Cubans to find out about their resistance to U.S. imperialism. Out of these meetings came an invitation for SDS to send a group of students to Cuba in January, 1968. Because of his active work with the chapter, Mark was invited by the National Office to join the trip, which was openly defying the U.S. government's ban on travel to Cuba. He accepted, working out a month-long absence with his professors...
Mark met young Cubans in positions of responsibility such as running schools and farms and medical institutions who were fired up with revolutionary enthusiasm: they were remaking society along non-capitalist lines, creating socialism! Meeting with Vietnamese delegates in Cuba, he learned about the nature of the resistance to American aggression, that these people believed they would inevitably drive the Americans from their country, no matter how long it took. As if to prove their point, the Tet Offensive was raging at the time in Vietnam, giving the lie to the American military's claims that they were winning the war. His group was told by a Vietnamese diplomat in Havana, "The American people will eventually tire of the war and the troops will have to be withdrawn."
According to the FBI Mark Rudd's trip to Cuba also involved terrorist training in camps set up by Soviet KGB Colonel Vadim Kotchergine.
Today Mark Rudd serves on the board of MDS.
Mark Rudd addressing the MDS Conference New York City February 2007
Rudd is also an endorser of Progressives For Obama.
Clearly Bill Ayers and Bernardine Dohrn are not the only former Weathermen backing the Senator from Illinois.
Add their old comrades Jeff Jones, Howie Machtinger, Mark Rudd and even Steve Tappis to the mix and you are starting to get beyond coincidence.
That former terrorists are working with Marxist groups to elect Barack Obama is beyond doubt.
Should US voters know this?
winni said...
Excellent post. Thank you.
rocky31 said...
Excellent. Why can't we find more of this in the mainstream media? Why do the Obama supporters refuse to acknowledge these disturbing ties? A visual blog type post on other associations Obama has had is at http://vizmojo.net/Canvas.aspx?ZXVC=146D344C1EA92305
Are we to assume that everyone working for or ever affiliated with the McCain campaign is squeaky clean? I'll bet if folks were searching in McCain's backyard, they'd find something there, too. How about the issues? Are we focused on how our tomorrow looks or on how someone's insignificant yesterday was?
So Obama is bad because of supportes of his?
your logic is as weak as your backbone. Show that Obama has ties to them in a supporting role not that a few of the thousands that support Obama are bad apples.
http://vizmojo.net/Canvas.aspx?ZXVC=17C4982E8E8AE433
there are way too many unanswered questions for Mr. Obama.
So what you are saying is that experiences do not matter? I assume you support Osama, er um, Obama? If experiences do not matter, then your party's challenge about Senator Palin's qualifications (should something happen to McCain) as President are moot. You can't say past experiences don't matter for your side and then attack mine for the same reason. And PS my side says the past does matter. Check the records. They are clear. If you want no rights, higher taxes, more problems, no military, no defense and the same problems France and Germany have had for the last 2 decades, go live there. You want free health care? Move to England or Canada. If you want a free, strong America, vote McCain. And before you uppity Oxford types say those aforementioned countries are great because mommy and daddy let you go to school for a semster there, I'll tell you they ain't all that, because I've lived and worked there.
Every time i see someone use the Osama "oops" Obama phrase, or intended mistake it makes me laugh and truely question there statements. We all know that because someones name is close to another they are the same right? LOL. All i can say is Fanatical JM supporters almost always use comparisons that mean nothing, to try and make themselves or there side look better. Just realise already ITS OVER Obama has won. JM would need to do what Bush did in 2004 and buy votes at this point in order to win.
One of the many "anonymous" commentators asked about McCain's background and his ability to stand up to the scrutiny. I have to say that traditionally [whether we like it or not] the US main stream media is truly left leaning and tend to support the Democrat party, the closest they come to supporting a Republican is someone like McCain who is truly a moderate and has had his fair share of arguments with the RNC.
McCain ran for president in 2000 and did not make it out of the primaries as he was ruthlessly attacked not only by the other candidates as "too moderate" but also by the media.
Additionally, let's talk a bit about Sarah Pallin. She has been beaten up by the media and set up to look as foolish as possible. Yet, when you look at the Governor from Alaska, and the 300 plus researchers sent up there to dig up dirt on her, all they found was: 1) Her daughter was pregnant, 2) Troopergate and 3) the RNC spent $150 thousand on her clothes. Not a lot for all that expense, don't you think?
Now to the real issues of the campaign, let me quote my least favorite president since Jimmy Carter, Bill Clinton who's first campaign was renowned for the internal slogan "It's the Economy, Stupid". Bill Clinton, if I were dead I'd roll over in my own grave for saying this, had that right back then and he has it right today. Too bad Obama does not.
First, in a recession, [yesterday the US government published numbers that show that the 3rd Quarter GDP dropped 0.3% (first of two quarters in a row needed to define the start of a recession), today the government also published that income fell by an average of 0.3% and that consumer spending fell by also an equivalent 0.3%, I think we can agree that if we're not in a recession today by definition, we certainly shall be by January when the numbers come out] the last thing you want to do is raise taxes on businesses. Senator Obama proposes raising taxes from 35% to 39.5% taking 4.5% off the top of every business in the United States with income greater than $250,000 (or is it $200,000 as an Obama add said, or is it $150,000 as Joe Biden said on October 30th, or is it $120,000 as Governor Bill Richardson of New Mexico said today). He further plans to raise dividend and capital gains taxes from 15% to 20% further eroding investor confidence.
These two tax increases alone will take re-investment capital from business when it needs it the most, in the middle of a recession. The last time such tax moves were made, it was during Herbert Hoover's presidency at the beginning of the Great Depression, and then again during Franklin Delano Roosevelt's presidency that further eroded business ability to increase employment by increased labor costs plus increasing taxes to almost confiscatory rates.
Obama pushes for larger government, the loss of secret ballot union elections (note the similarity to FDR's errors 70 years ago), the transfer of wealth through increased taxes, and further increase in taxes to cover the one trillion dollar government expansion plans.
The election of Barrack Obama, is not only a problem for the United States, but also for the rest of the world since all the economies are now so globally tied together that anyone of the major 8 economies can bring the rest down, and Obama has all the ingredients of pushing us into a deep recession, or even into a depression.
These are the real issues of the campaign, the fact that he is connected to radical left wing activists with socialist tendencies just goes to support the depth of his belief in socialist ideals of large government, government control, high taxes, redistribution of wealth, nationalized retirement plans (say bye bye to the 401(k), per Barmy Franks), and nationalized health care. They are truly all tied together.
The Lee's Summit Conservative
http://leessummitconservative.blogspot.com/
Please don't forget or discount his stand on abortion and the Right to Life - one of the best videos this election has been the one at this link - please take a moment to view it.
http://vizmojo.net/Canvas.aspx?ZXVC=CCA27C8A32D52A1A
There is nothing more important than Life itself.
Shadow World-A MUST Read!
"Don't Vote Greens" Website Launched
Western Alliance
Obama File 32 Toxic Trio! Ayers, Davidson, Klonsky...
Invest in an "Investigate"
Cuba Courts South Pacific Micro States
Green Party File 7 Heil Hague
Aesthetic Anaesthesia
Shudder!
"This Election is About Trust"-Helen Clark

redpajama_set_name: RedPajamaCommonCrawl


The spiral of higher oil prices that is occurring currently is mostly caused not by the lack of reserves, but by increasing demand on the existing supply. However, increase of supply would only temporarily attenuate the issue, as demand is expected to continue to soar and eventually outstrip the reserves of fossil fuels, which combined account of almost all our present energy sources. It is not that fossil fuels will disappear, but rather the certainty that they will become progressively scarcer and definitely more expensive as time goes by, has become an irreversible and well established trend.
The cost increase of a critical resource - energy - will force unforeseen changes in production and in distribution of goods, affecting the whole productive matrix - including employment. Not only new products and distribution systems based on higher energy costs will need to be conceived and implemented but especially the current reliance on fossil fuels - oil, gas and coal - will need to be replaced almost entirely by sustainable sources - an extraordinarily complex enterprise that should consume our efforts in the next 40 years.
Energy consumption will be further aggravated by the expected 2.3 billion population increase from now to 2050, which is expected to be almost entirely concentrated in the urban centres of Asia, Latin America and Africa. Since these additional urban spaces are still to be developed, urban development strategies that consider higher energy costs could effectively alleviate the transition period from fossil fuels to sustainable sources.
Rather than providing a recipe for urban planning, this paper stresses the need for further research to incorporate the energy cost component with the urban development context and the dissemination of information on this matter.
Pareto, V.E. and Pareto, M. P. The Urban Component of the Energy Crisis. Urbanistica, Sapienza, Università di Roma, No 51, 2009.


Located in Denver (DTC), Aurora, On-site Nationwide, or Online.
Public speaking is not a natural skill for everyone. Our communication skills training positions professionals to speak with confidence, radiate leadership, present an interesting PowerPoint and even enjoy themselves during the delivery. We customize our communication training to meet the unique needs of our clients.
Our communication skills training begin by teaching the three most important elements for speaking and presenting with leadership. We begin by teaching professionals how to speak using business melody that will immediately sound more professional, improve articulation for sharper, clearer speech while producing a more controlled speaking rate. Participants will learn how to place their voice in their optimal pitch range to speak with richer vocal tones that radiates strength, and confidence. Techniques will be taught on how to utilize diaphragm breathing to allow a voice to be carried across the room with stronger projection. With these combined skills, audience members or potential clients will be more engaged and interested in the information being delivered. These are the communication traits associated with leadership and credibility. Often it is not what is said, but how it is said that can deliver impact with colleagues, competitors, and radiates leadership.
We also teach the concept of "messaging", the other side of communication that goes beyond the spoken words, such as speaking styles, pitch range, voice behaviors, communication habits and body language that are communicated unintentionally. These behaviors will be identified so that these areas can be used skillfully and strategically during presentations.
Upworldly Mobile is the second book by Indian author Ranjini Manian published by Penguin Books India in September 2011. The book targets young Indian professionals, trying to prepare them with global business insights for cross-cultural encounters.


text:
Q: Scraping Telegram Messages in Telethon Using Channel ID I am trying to scrape new messages from a Telegram channel I am a member of. I have the ID and invite link but not the actual address.
The code below works fine with the Reuters channel I am using to test.
Is it possible to use the ID or invite link instead of the actual address?
import configparser
import json
import re
from telethon.errors import SessionPasswordNeededError
from telethon import TelegramClient, events, sync
from telethon.tl.functions.messages import (GetHistoryRequest)
from telethon.tl.types import (
PeerChannel
)

api_id = '*******'
api_hash = '**************************'
client = TelegramClient('anon', api_id, api_hash)

user_input_channel = 'https://t.me/ReutersWorldChannel'

@client.on(events.NewMessage(chats=user_input_channel))
async def newMessageListener(event):
    newMessage = event.message.message
    print(newMessage)

with client:
    client.run_until_disconnected()

A: If you have the chat_id of the correct channel, then yes you can get the messages.

import configparser
import json
import re
from telethon.errors import SessionPasswordNeededError
from telethon import TelegramClient, events, sync
from telethon.tl.functions.messages import (GetHistoryRequest)
from telethon.tl.types import (
PeerChannel
)

api_id = '*******'
api_hash = '**************************'
client = TelegramClient('anon', api_id, api_hash)

chat_ids = [-100123562772, -55627728]

@client.on(events.NewMessage(chats=chat_ids))
async def newMessageListener(event):
    newMessage = event.message.message
    print(newMessage)

with client:
    client.run_until_disconnected()


Collusion? Obstruction? Forget about it. How could anyone accuse Don Trump of being corrupt? Sure, our president's fixer was concerned for his family's safety after testifying that he directed him to commit crimes. But, to use our presidents vernacular, he's a rat for flipping. He can't be trusted, unlike stand-up guys like Paulie Manafort or Roger Stone, who refused to flip despite them being indicted and/or convicted for little things like bank fraud, money laundering, lying to congress and witness tampering. And sure Fredo…I mean Don Jr. took a meeting with the Russians to get dirt of the competition. And yeah, the other Fredo…I mean Eric, spilled the beans that the Russians were funding Trump's operations. But Trump's new AG and fixer, William "Forget About It" Barr is okay with it, so you (and Adam Schiff) should be too. So bada bing, bada bang, case closed on the Russia thing.
Sure, there's a few little misunderstandings like the inaugural scandal, all those cabinet members scandals, the Kushners' security clearance thing, emoluments violations, the Trump University scam and hush money to hot babes. They may make him seem like a bad president, but even Trump's fiercest detractors have to admit, they make him the world's all-time greatest Don.


It's 2018 and remote work is the norm, thanks to technology and the brave pioneers who've championed and embraced it. At 99designs, we look up to industry players like Buffer and Invision, where remote collaborators make up almost the entirety of their teams, because it's no different for us: with people spread out over three continents and a flexible work from home policy, collaborating remotely is just part of our daily routine.
Our design team alone sits between Oakland and Melbourne, meaning we could spend 20+ hours on a plane to work in precious face-time—or just sign into Slack really fast, and reallyyyy cheap.
Digital tools are critical to any remote team's workflow, and we're fans of Zoom, Confluence, Whimsical, and Invision Freehand to help boost our productivity. Along with a decent connection, these tools and apps make it easier for us to discuss projects, share ideas, and collaborate on flows and visual assets. But it's not all sunshine and rainbows. Remote work definitely has its drawbacks.
For us, our pain point is our time zone overlap, which limits our discussion topics to the most pressing and day-to-day. Still, though, we understand the value in conversations had while grabbing a coffee in the kitchen, or during a fleeting moment in the hallway—outside the context of a project or deadline .
We knew we needed something beyond our screens to strengthen our team's design culture and truly connect, which is how our UX book club was born.
For our inaugural meeting, we chose a book by Aaron Irizarry and Adam Connor called Discussing Design: Improving Communication and Collaboration through Critique. It focuses on a very specific type of design discussion: the critique. Over seven chapters, the authors share best practices and frameworks for improving the way we talk—and design—within an organization.
Our team found humor in passages that hit home–like, who hasn't ever been in a meeting derailed by clashing personal preferences of a drop-down versus radio buttons? But we appreciated that the insights weren't too formulaic or unrealistic to apply.
We identified simple practices to fit into our current process, for example: sharing a mini-creative brief prior to the critique to help us remain objective.
Communication as a team improved after just the first meeting. Not radically, but enough that it encouraged us to be more open about the way we give each other feedback. It also helped us develop a more robust shared design vocabulary. That shared vocabulary allowed us to define what good design means for us as a team.
Most importantly, we gained a moment to connect with each other. Each person had a chance to express themselves in an informal setting, talking about something that had nothing to do with our product—what we set out to achieve from day one. We realized we had much more in common than the fact we work at the same company. And regardless of seniority, we could share our opinions without being afraid of being right or wrong.
Our biggest takeaway? The benefits of a book club go way beyond team building for remote workers—it can be a great tool for any design team.


text:
Home Football Old Trafford – The Home of Manchester United
Old Trafford – The Home of Manchester United
1 Old Trafford – The Home of Manchester United
1.1 Basic Information about Old Trafford
1.2 Brief History of Old Trafford
1.3 More about Old Trafford
Old Trafford is one of the most famous stadiums in the world. The primary reason for this is that football's most popular club Manchester United plays all its home games here, since over 100 years now. Isn't it an interesting fact in itself? There are many more interesting facts as well about this Old Trafford stadium, so let us have a look on them in this article, which is especially dedicated to Old Trafford.
Basic Information about Old Trafford
Address: Sir Matt Busby Way, Old Trafford, Greater Manchester, England, UK.
Nearest Transit Point: The Old Trafford Tram Station
Owner and Operator: Manchester United F. C
Capacity: 75, 635 fans
Record Attendance: 76, 962 fans during Wolverhampton Wanderers Vs Grimsby Town
Surface: Desso GrassMaster
Size: 105 x 68 meters
Construction Started: 1909
Stadium Opened on: 19th February, 1910
Tenants: Manchester United F. C – since 1910
Brief History of Old Trafford
When the Manchester United team used to be known as Newton Heath before the year 1902, they used to play their matches at the North Road and then switched to Bank Street in Clayton. But both the grounds were not in sound conditions. So After winning the FA Cup and the First Division competition, the then chairman of the club John Henry Davies decided to have a new stadium for the club despite having some serious financial situation. He donated the funds for the stadium and found a place to build the stadium near the Bridgewater Canal which is just off the north end of the Warwick Road in the Old Trafford. The estimated cost for the stadium was decided as GBP 60, 000 at that time but at the end it was increased to further GBP 30, 000.
More about Old Trafford
With the capacity of hosting 75, 635 fans, the Old Trafford stadium is the second largest stadium in the United Kingdom after of course, Wembley Stadium of London. Old Trafford is the ninth largest stadium in entire Europe. The stadium is adjacent to the famous Old Trafford Cricket Ground and it is near to the Old Trafford Tram Station as well. Old Trafford was nicknamed as 'Theater of Dreams' by the legendary English and Manchester United Footballer Sir Bobby Chalrton.
Since its expansion in 2006 the stadium now has four new stands which are, Sir Alex Ferguson Stand, South Stand, West Stand and East Stand. Apart from hosting all the home games of Manchester United, the Old Trafford stadium has also hosted the FA Cup Semi final between Woverhampton Wanderers and Grimsby Town, which attracted the highest number of crowd till date. It has hosted FA Cup semi-finals, many England football team matches for the 1966 FIFA World Cup, Euro 96 and the 2003 Champions League Final as well. The stadium has also witnessed a Super League Grand Final of Rugby and also Two Rugby League World Cup matches as well.
Previous articleStadio Olimpico – The Pride of Italy
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text:
#include "ResourceList.h"

#include <utils/Log.h>

#include <algorithm>

namespace filament {

ResourceListBase::ResourceListBase(const char* typeName)
#ifndef NDEBUG
        : mTypeName(typeName)
#endif
{
}

ResourceListBase::~ResourceListBase() noexcept {
#ifndef NDEBUG
    if (!mList.empty()) {
        utils::slog.d << "leaked " << mList.size() << " " << mTypeName << utils::io::endl;
    }
#endif
}

void ResourceListBase::insert(void* item) {
    mList.insert(item);
}

bool ResourceListBase::remove(void const* item) {
    return mList.erase(const_cast<void*>(item)) > 0;
}

void ResourceListBase::clear() noexcept {
    mList.clear();
}

// this is not inlined so we don't pay the code-size cost of iterating the list
void ResourceListBase::forEach(void (* f)(void*, void*), void* user) const noexcept {
    std::for_each(mList.begin(), mList.end(), [=](void* p) {
        f(user, p);
    });
}

} // namespace filament

redpajama_set_name: RedPajamaGithub


The old Dalmatian capital is a striking town of majestic buildings and romantic atmosphere. A few feet from the truly impressive Sea Organ and Sun Salutation, the seafront makes features a mix-and-match of architectural style that include a 1950s neighborhood and Corinthian columns.
Strolling the narrow streets of the town or stretching on beaches sheltered by pines: Zadar is all this and much more. Attractions include Tulac Grede, an oasis where, on clear days, you can get a glimpse of the Italian coast, the nature reserves of Paklenica and Velebit, and the Croatian side of the Kornati Park, home to a deep cove with perfect spots to spend a night in the shallows on your motor or sailing vessel.
Chartering a yacht to explore these unspoilt sites is an exciting experience. For adventurous tourists willing to spend some time surrounded by nature, trekking and rafting activities (for expert and novice enthusiasts) are available at the Cerovac cave complex and Zrmanja river.
The Sea Organ is an incredible structure dominating Zadar's explanade. Its system of pipes and whistles exudes sighs when the movement of the sea pushes air through it, producing mesmerizing tones that provide the perfect soundtrack for a visit of this nostalgic town. Zadar's historical center boasts the ruins of the Roman forum with several columns and an altar. At less than one hour drive from the city find Krka national park. The area encloses the Krka and Čikola rivers, whose emerald waters form the charming Skradinski buk, a natural pool with high waterfalls. The park also contains small lakes, swarming with dragonflies and a lively fauna.
Sail for about one hour from the port of Zadar to reach the island of Dugi Otok, a must-see of your holiday on a luxury yacht charter. Sakuran, one of the best beaches of the area, framed by turquoise waters and pines, hangs off the island's northern coast. Other great sailing spots are Telascica Bay and the bays of Kornati National Park, sprinkled with outcrops and tiny isles.
Prosika Pag is the city beach, while right off the port is Sakarun Bay with a 25-top-rated beach in the world. This 800m long ribbon of gold sand was declared the most rural beach of the Adriatic and one of the best holiday destinations of the Mediterranean. Queen's Beach is yet another huge strand of sand (measuring 3km in length) located in the Ninlagoon, near Velebit. The surroundings of Zadar overflow with wonderful sites. The picture-perfect Kolovare Zadar, Zaton, Drazika, BiogradPisak and Kulin,in theStarigrad Paklenika region, are poster-sites of the Croatian yacht tourism.
A cruise along the vibrant Croatian coastline affords a variety of peaceful and exciting experiences that you will hardly forget. Why not charter the yacht of your dreams and go see by yourself?


text:
Ferguson Police Chief Tom Jackson.
Ferguson Police Chief Tom Jackson to resign
by: Staff
FERGUSON, MO (KTVI) – Ferguson Police Chief Thomas Jackson is stepping down, but first he wants to ensure that the police department stays in place. He has accepted a severance package from the City of Ferguson for on year's salary ($96,000) and another year of health insurance. His last day is March 19th.The decision was made over the weekend. Mayor Knowles says he had a conversation with Chief Jackson.Ferguson Mayor James Knowles says the city plans to keep the police department. He tells reporters at the press conference that he has no plans to step down, "We cannot have everybody just up and leave. The city needs to function."The official release from the city of Ferguson states:
The City of Ferguson and Police Chief Thomas Jackson have agreed to a mutual separation which involves the Chief's resignation from the City of Ferguson. The Chief's resignation is effective Thursday, March 19, 2015.
This was a mutual decision by both the Police Chief and the City's administration. Chief Jackson will receive a severance payment and health insurance for one-year.
Lt. Col. Al Eickhoff will assume the duties as acting Chief of Police effective Thursday, March 19, 2015.
The City of Ferguson will begin a nationwide search for a new Chief of Police.
In the past, the police chief has said he'd considered resigning, but has stayed put thus far.
Ferguson City Manager John Shaw stepped down Tuesday following a scathing Department of Justice report exposing problems in the city's policing tactics. The report mentioned both men by name.
The Justice Department's report faulted Ferguson's officers for seeing residents as "sources of revenue," a practice that disproportionately targeted African-Americans.
The investigators also found evidence of racist jokes being sent around by Ferguson police and court officials. Two police officers resigned last week and the city's top court clerk was fired in connection with racist emails.
Officer Shawn McGuire, a spokesman for the St. Louis County Police Department, said county law enforcement could step in and provide any police services needed to any municipality within the county. However, the City of Ferguson has not requested any help from the county police department.
From CNN's Sara Sidner
Statement By Acting Assistant Attorney General For The Civil Rights Division Vanita Gupta On Developments In Ferguson, Missouri, Following Civil Rights Division's Findings
WASHINGTON – Acting Assistant Attorney General for the Civil Rights Division Vanita Gupta released the following statement Wednesday regarding developments in Ferguson, Missouri:
"The results of the Civil Rights Division's investigation into the practices of Ferguson Police Department remain a top concern and priority. The division will continue to work with Ferguson Police and city leadership, regardless of whomever is in those positions, to reach a court enforceable agreement that will address their unconstitutional practices in a comprehensive manner. As part of this ongoing commitment, in the coming weeks the Civil Rights Division staff will travel to Ferguson, Missouri, to discuss the findings and next steps with community members and Ferguson city leadership."
Trademark and Copyright 2023 Cable News Network, Inc., a Time Warner Company. All rights reserved.


text:
Q: Why do I get Exception in thread "AWT-EventQueue-0" java.lang.ArrayIndexOutOfBoundsException: 2? I am getting this error every time I try to update the data in my JTable:
Exception in thread "AWT-EventQueue-0" java.lang.ArrayIndexOutOfBoundsException: 2
at javax.swing.DefaultRowSorter.convertRowIndexToModel(DefaultRowSorter.java:501)
at javax.swing.JTable.convertRowIndexToModel(JTable.java:2620)
at javax.swing.JTable.getValueAt(JTable.java:2695)
at javax.swing.JTable.prepareRenderer(JTable.java:5712)
at javax.swing.plaf.basic.BasicTableUI.paintCell(BasicTableUI.java:2069)
at javax.swing.plaf.basic.BasicTableUI.paintCells(BasicTableUI.java:1971)
at javax.swing.plaf.basic.BasicTableUI.paint(BasicTableUI.java:1767)
at javax.swing.plaf.ComponentUI.update(ComponentUI.java:143)
at javax.swing.JComponent.paintComponent(JComponent.java:751)
at javax.swing.JComponent.paint(JComponent.java:1017)
at javax.swing.JComponent.paintChildren(JComponent.java:852)
at javax.swing.JComponent.paint(JComponent.java:1026)
at javax.swing.JViewport.paint(JViewport.java:747)
at javax.swing.JComponent.paintChildren(JComponent.java:852)
at javax.swing.JComponent.paint(JComponent.java:1026)
at javax.swing.JComponent.paintChildren(JComponent.java:852)
at javax.swing.JComponent.paint(JComponent.java:1026)
at javax.swing.JComponent.paintChildren(JComponent.java:852)
at javax.swing.JComponent.paint(JComponent.java:1026)
at javax.swing.JComponent.paintChildren(JComponent.java:852)
at javax.swing.JComponent.paint(JComponent.java:1026)
at javax.swing.JComponent.paintToOffscreen(JComponent.java:5112)
at javax.swing.BufferStrategyPaintManager.paint(BufferStrategyPaintManager.java:278)
at javax.swing.RepaintManager.paint(RepaintManager.java:1220)
at javax.swing.JComponent._paintImmediately(JComponent.java:5060)
at javax.swing.JComponent.paintImmediately(JComponent.java:4870)
at javax.swing.RepaintManager.paintDirtyRegions(RepaintManager.java:803)
at javax.swing.RepaintManager.paintDirtyRegions(RepaintManager.java:714)
at javax.swing.RepaintManager.seqPaintDirtyRegions(RepaintManager.java:694)
at javax.swing.SystemEventQueueUtilities$ComponentWorkRequest.run(SystemEventQueueUtilities.java:125)
at java.awt.event.InvocationEvent.dispatch(InvocationEvent.java:209)
at java.awt.EventQueue.dispatchEvent(EventQueue.java:597)
at java.awt.EventDispatchThread.pumpOneEventForFilters(EventDispatchThread.java:269)
at java.awt.EventDispatchThread.pumpEventsForFilter(EventDispatchThread.java:184)
at java.awt.EventDispatchThread.pumpEventsForHierarchy(EventDispatchThread.java:174)
at java.awt.EventDispatchThread.pumpEvents(EventDispatchThread.java:169)
at java.awt.EventDispatchThread.pumpEvents(EventDispatchThread.java:161)
at java.awt.EventDispatchThread.run(EventDispatchThread.java:122)

The data seems to be updating fine, but something is going wrong and it's bothering me that it doesn't even refer to any of my code. After a while of debugging, I determined that the following lines of code were causing the problem:
public class LoadingLogListThread extends Thread{

...

public void run() {

...
int colNo = rsmd.getColumnCount();

while(rs.next() ){
    Object[] objects = new Object[colNo];
    for(int i=0;i<colNo;i++){
        objects[i]=rs.getObject(i+1);
    }
    if( objects != null )
        aModel.addRow(objects);
    count++;
}

mainView.logEntryTable.setModel(aModel);
...

}

The thread is created and started when I click on a button to filter the list, which then goes back out to the database to get more data that may be beyond what was already fetched. I plan on later determining if a new fetch is needed and only do the above in that case and otherwise just filter the results already fetched.

A: You need to be updating the model on the Event Dispatch Thread. You're correct to spawn a new thread to perform some of the work, especially since data is being fetched from a database. Try this:
public class LoadingLogListThread extends Thread{

...

public void run() {

...
int colNo = rsmd.getColumnCount();

while(rs.next() ){
    Object[] objects = new Object[colNo];
    for(int i=0;i<colNo;i++){
        objects[i]=rs.getObject(i+1);
    }
    if( objects != null )
        aModel.addRow(objects);
    count++;
}

SwingUtilities.invokeLater(new Runnable() {

    @Override
    public void run() {
        mainView.logEntryTable.setModel(aModel);
    }

});

...

}