text:
10:21AM Feb 8, 2010 • Read Post
Hard News: Standards Matter
First ←Older Page 1 … 12 13 14 15 16 17 Newer→ Last
ChrisW, 16:18 Feb 11, 2010
In asking Tolley some questions, along lines suggested by Sacha and Hilary - a key one seems to be on the new funding to support schools to actually lift the education standard of those 150,000 students currently thought to be well under standard.
I know the simple answer to be expected - $36 million additional over 3 years - and that this equates to $80 each child per year or half a day of one-to-one attention, so obviously not expected to make much difference.
But can anyone put this in context for me with current expenditure (or annual hours of one-to-one) per student that is getting extra support within mainstream schools, on average? I understand broadly this is more like $thousands each but it would be helpful in my opportunity in two hours to "talk to Hon Anne Tolley about how National Standards will help your child" if I had a credible figure for the status quo.
Gisborne • Since Apr 2009 • 851 posts Report Reply
Sacha, 16:53 Feb 11, 2010
Chris, not an area I know much about. Someone previously mentioned the Education Counts stats site.
You could always ask her that question as well, but the main thing from my perspective would be to get her talking about how they propose to use the test data to improve education, not getting tied up in numbers. I don't think most parents have heard a decent answer to the general question let alone the specific one. Good luck getting more than talking points.
Hilary Stace, 22:42 Feb 11, 2010
ChrisW, that is a very interesting question. (Sorry, been away for a few hours having a large gauge out of my arm to check a tiny dot melanoma from making any progress, but public health system has worked well for me).
I hope your meeting went well in the terms of providing some answers. The question you asked above is probably a very difficult question to find an answer to, as every self-governed school is bulk funded through its ops grant and Special Education Grant and would arrange extra support for children needing help differently. Remedial reading programmes vary from school to school as do policies for employing teacher aides. Resource Teachers of Learning and Behaviour have replaced the former itinerant teachers and they are organised through school clusters, and rank children requiring support in these clusters by need. Occasionally teachers call in specialist support, such as from GSE or the MoE, or private contractors.
Payment for these would vary from the basic hourly rate of about $14 for a teacher aide to $100s for a specialist.
There is also a standard per student figure for all students that goes to schools, but that varies according on the decile, year level and whether they are in or out of zone (out of zone students bring less money as they are theoretically physically provided for in the in-zone school they should have gone to).
Wgtn • Since Jun 2008 • 3229 posts Report Reply
tim kong, 22:42 Feb 11, 2010
Anecdata, I know. But that's a large part of the problem for many parents. We can get information about how our child is doing compared to what they should be doing for their age, but it's bloody difficult to get information about whether our children are reaching their potential.
With respect - how does one go about identifying or evaluating "potential"?
As a teacher - I work hard at spelling, reading, writing and maths, using group-work, one-one, and a variety of methods to enthuse and engage. We test and use as much formative data as we can.
I encourage students to put their best effort in, reward and praise work that I see as a high standard for them, try to provide extension opportunities and avenues for students do individual work they are really passionate about - but I've yet to be able to identify and rate "potential".
Do I say, "You have the potential to do better? You could be a great writer?"
Maybe I'm misreading the statement though.
It's also worth remembering that schools are sites for reproducing conformity. Be an introvert who loathes group work, a child who asks quirky questions, a child who is doing work she "shouldn't be doing yet", a kid who really doesn't give a damn about sport, and there are problems.
Hmmm.... Yes. They can be. But they don't have be.
Everyone remembers the piss poor teachers. That's a constant battle we as an education sector have to be honest about. And it's a separate debate IMO from this one of national standards - regardless of how Key wants to frame it.
Let's be clear - the national standards, as they currently stand will not make good teachers better, or bad teachers any worse.
HenryB, 07:33 Feb 12, 2010
No replies so far to my belief that our literacy rate does not depend on tests AFTER you get to school, but what happens BEFORE kids get to school - so we are defining the wrong problem, and therefore the wrong solution.
I call bullshit on that.
So you think literacy depends on a series of tests after someone gets to school rather than what happens before they get to school? My reading of everything you have written about your children says exactly the opposite to me. It seems to me that you paid/pay a lot of attention to your children's reading before (both in terms of age and in terms of engagement outside the classroom) they got/get to school.... and surely this must have made a huge difference to their literacy.
Palmerston North • Since Sep 2008 • 106 posts Report Reply
Hadyn Green, 08:44 Feb 12, 2010
@HenryB
So you think literacy depends on a series of tests after someone gets to school rather than what happens before they get to school?
I'm fairly sure that's not the bit they were calling bullshit on. But to consider that literacy would depend on the single variable of parent-child interaction is a little hard to swallow.
There is plenty of research that shows that parents are definitely are large contributor to their childrens' learning progress but kids spend a lot of time at school, and while there they are (hopefully) learning the whole time.
Of course tests don't increase literacy rates. Anyone suggesting such should be looked at through squinted eyes. Tests (and the multitude of other assessment methods) are done to discover the lay of the land, allowing teachers to plan the next steps for the students.
Kumara Republic, 09:24 Feb 12, 2010
Priceless. Look it up in the dictionary, children.
NCEA gap closes says Salvation Army policy unit.
Qualifications Authority data shows that the gains vary widely. Pass rates have stayed under 30 per cent at some decile one schools, such as Southern Cross in Mangere and Otara's Sir Edmund Hillary Collegiate.
At the other extreme, the most dramatic lift among South Auckland's eight decile one high schools was at the Catholic De La Salle College, where the level one pass rate in Year 11 soared from 28 per cent in 2005 to 64 per cent in 2008.
Principal Brother Steve Hogan said all decile one high schools in the areas had benefited from extra professional development under the former "Aim Hi" programme, based on recognising that students in low-decile schools learned at widely varying rates and needed to be treated individually.
Note the point at the end about the better figures to measure showing a more modest improvement.
Danielle, 10:26 Feb 12, 2010
the former "Aim Hi" programme
Pendant McGee says: I think there was a problem with this programme from the outset. (Oh wait, Google tells me it's actually an acronym of sorts: Achievement in Multicultural High Schools. AIMHI. In that case, I will allow it.)
I am quite interested in this whole 'learning to read' palaver, since I've taken no real notice of it since I learned to read, um, 30 years ago. So phonetics are bad and whole-words are good? Huh.
Charo World. Cuchi-cuchi!… • Since Nov 2006 • 3828 posts Report Reply
Gordon Dryden, 10:37 Feb 12, 2010
The ASCD (Association of Supervision Curriculum and Development) in the US provides a daily online summary of educational innovations as reported around the world:
ASCD Worldwide Edition SmartBrief <ascdww@smartbrief.com>
Today's edition has an interesting online story and videoclips on how children in some developing countries are now learning English through both mobile phones (Bangladesh) and low-cost laptops (Brazil and Uruguay):
http://news.bbc.co.uk/2/hi/technology/8508040.stm
And for those interested in learning to be fluent in two languages BEFORE starting primary school, I've been fortunate to have a four-year association with the Thomas Jefferson Institute in Mexico. Their early childhood development program is one of the best I have found anywhere. Each of their three schools, in different cities, but linked by closed-circuit videotape, has a team of excellent educational psychologists (very practical, not BS). They work in with parents, teachers and students to provide personalised learning programs to build on obvious strengths and overcome any weaknesses — from early childhood on. All 3,600 students (from aged three to senior high school) speak English and Spanish fluently. And in each classroom, half the discussion/teaching each day is in English and half in Spanish. But, to make sure that all school-age students are fluent in both, four-and five-year-olds in the early child-development centres (note: NOT "daycare" centres) are "totally immersed in English" during school hours.
Their new website (www.itj.edu.mx) is unfortunately mostly in Mexican (English coming), but well worth watching for those interested in designing interactive educational sites. If you open their "Vision 2015 'wheel'" on the left hand side of their home page by clicking on "modelo educativo" (educational model) in the bottom panel, you'll open an interesting interactive graphic illustrating their "2015 vision for holistic educational goals" for all their students.
Their senior school each year produces a Broadway musical to professional standards. And about three years ago they chose to do "Wicked" before it had been translated into Spanish. So their students translated it. That not only included the obvious simple prose translations, but then making sure that all relevant sentence endings rhymed in Spanish.
Not bad "English standards", huh?
I've tossed this information in because, in most educational debates around the world (including New Zealand) arguments seem to revolve around "either-or" (either "Phonics" is the only way to learn English, or "whole language"; either pre-school learning is most important or school is); while "and" often provides a much better alternative ("phonics and whole language together" as great English-learning "tools", as Dr Seuss's rhymes have proven for years).
Auckland • Since Jan 2009 • 30 posts Report Reply
Whoops! Forgot to give the web address of Thomas Jefferso Institute in Mexico (Instituto Thomas Jefferson):
www.itj.edu.mx
Tolley did indeed wish to talk to us at her meeting in Gisborne.
Modest turnout of 50 or so, including a good few teachers. She gave a presentation emphasising the problems -
- The long tail of 20% leaving school without sufficient literacy and numeracy to function in a modern society, equating to 150,000 in the system
- The many international measures of where NZ stands in education achievement but she's particularly keen on PIRLS where we've stood still in reading achievement over recent decades and consequently fallen drastically in international ranking as the rest of the world accelerates away from us.
- The ERO report that 70% of teachers are "excellent", while the rest were "not so good, in fact, some of the language was very strong" [a classic false binary distortion - all better than 'adequate' are elevated to excellent, while 'adequate' and the ?10% worse than that are all implicitly condemned, and the message taken, as intended, is that 30% of teachers are useless. ]
The new national standards for reading writing and maths year by year are in place and everyone's happy with them. But she stated repeatedly that there is to be no national testing against those standards, in particular involving tests on a specific day - all suggestions to the contrary are from misinformation out there.
She emphasised the multiplicity of testing and assessment regimes that are in place within different schools, that these will be used to report on each child's position and progress relative to the national standards in prescribed standardised formats currently under development. These will be the basis for the new improved reporting to parents featuring the "Plunket" graphs we all understand, all the other stuff too but in plain language.
Several anecdotes on how National Standards will lift performance - she's seen schools that have used such systems for ten years, and little Johnny has taken her up to his chart(s) displayed on the wall and shown her his progress proudly, and this is what he has to do to get to the next level, and over here, this is where his friend Matthew is at.
One of her three bright children was allowed to cruise through school, but such cruising will now show up on reports, and so can be addressed. (She was later asked a question on how this would be shown, and answered that the graphs would show it as flat-lining - ironically this while the example Plunket graph she'd left on the screen had only one band for "above standard" while two bands for below and well below standard.) [This graph with National Party logo on it is clearly the source of the mischievous misinformation mentioned up-thread that there that is to be an asymmetric emphasis on underachievement rather than boosting higher achievers too.]
In two-thirds of schools, the principal and senior staff have not been assessing progress of children in Yrs 1 and 2. Now they will be enabled and required to, and principals/Boards will have the information on which to make decisions if there are problems [by implication non-performing teachers, as well as extra resourcing needs - let's do without a year 6 teacher and put another onto Year 1.]
How the individual reports against standards are to be compiled, and made available or used outside the individual schools is being considered by a working group. So implementation of this aspect is delayed till after, so this year within schools only, 2012 for national reporting [I think she means using 2011 data, but it will be after the 2011 election so let's say 2012.]
She emphasised that there is much more variance in student achievement within schools than between schools. Comparing schools, well it's tricky but we all do it, the media loves league tables - mumble not the plan - working group - let's wait and see on that.
Last year's Budget provided funding for focus this year on professional development of teachers and principals on implementing the National Standards; and $36 million over three years starting next to address the needs of struggling students.
So, National Standards - not the answer to everything but with great emphasis, a powerful, powerful tool for improving the education of NZers.
Questioning - fairly low-key for the most part. One teacher supportive of the National Standards themselves, but with clear concerns on the multi-dimensional apples and oranges problem in comparing schools - to which the only answer is and was mumble working group. Other teachers reticent I think in the context. No one took up the point that the graphs might equally be de-motivating for "struggling students".
I questioned how achievement was to be raised in the long tail if there was only $36 million over 3 years/150,000 students = $80 each per year. She agreed rather frankly I thought that this was effectively nothing, but the other mechanisms as above would be powerful.
I asked whether the mixed messages from the top might have led to the focus of concern on "national testing" and league tables - John Key's reference to national testing at the policy launch for example, and on the back page of the National Party pamphlet we held, immediately below his photo and PM's message the rhetorical question "Do you want to know how your child's school is performing in National Standards when compared with other schools?". But no, the misinformation it seems is all down the union, which does not speak for the good teachers and principals she knows.
If underperforming teachers were a major part of the problem, could there be more benefit from focus there? It can't be sorted in 3 years, more a 10-20 year problem and the standard of teachers at the outset is surely a key, meaning a need to increase the status of teachers to make it a more attractive career? No, we've gotta make do with what we've got.
Could the extra pressure on teachers and schools from the scrutiny relating to National Standards lead to distortions in assessments, and over-focus on the narrow parts of the curriculum being assessed and reported this way, to the detriment of broader education? Neatly side-stepped - but where does this pressure come from? - from the community? Surely that's a good thing, that's the essence of Tomorrow's Schools, that the school should be responsive to the needs of its community. Now this chap here is dying to ask me a question ...
And wrapped up at 7pm sharp.
The politics are very strange - that this from the National Party campaigning for its policy which is being implemented while still in development, rather than from the government that knows what it is doing. (Sort of like their tax policy really.) But low-key meeting - I stood out far enough without going there as well.
Well, I'm not a journalist either and can't work evenings or meet my own deadlines like 9am, but hope this belated report of proceedings is of interest and use to others. I've sorted the earlier query on the baseline of current support relative to the $12M p.a - will provide separately.
3410, 11:27 Feb 12, 2010
It's Friday, so allow me to drop this vid.
(Audio sucks, but otherwise great.)
NZ Book Council - Going West:
stephen clover, 11:40 Feb 12, 2010
a classic false binary distortion - all better than 'adequate' are elevated to excellent, while 'adequate' and the ?10% worse than that are all implicitly condemned, and the message taken, as intended, is that 30% of teachers are useless.
.. and that's frankly fucking evil of them to distort the statistics to do that. Now every halfwit Kiwiblog reader slash talkback-radioer is all "Well, a third of teachers are useless" and if you ask them, "how do you figure that, then" the reply: "I know cos my friend John Key told me". And do you think they can be swayed by logic, reason, ration, or just plain good maths? Not on your life. It's like they WANT to believe that.
GAH.
wgtn • Since Sep 2007 • 355 posts Report Reply
giovanni tiso, 12:06 Feb 12, 2010
Well, I'm not a journalist either
Obviously not, that was far too thorough.
Deborah, 12:14 Feb 12, 2010
Of course not. But there has been a clear failure with respect to my daughter's literacy, and I'm very, very tired of the school side-stepping any responsibility for it, because we did, and do, all the right things, including modifying what we're doing to fit the particular child's needs. But I need the school to come to the party too, and it's part of their job. I'm pretty pleased with what they're doing this year, but it's taken an on-going effort from me to get them to even acknowledge that there might be a problem.
New Lynn • Since Nov 2006 • 1447 posts Report Reply
On my question of how the new funding of $36 million over 3 years or $80 dollars per "struggling student" per year stacks up in the context with current expenditure (or annual hours of one-to-one) per student that is getting extra support within mainstream schools, on average - Sacha pointed me to the Education Counts site where prominent is this 2009 report "Survey of Special Education Resourcing", based on a very large survey of primary to secondary schools and taking account of all sources of resourcing, in the latter half of 2007.
It's hard work extracting the info from this report, but having done so and to avoid wasting the effort (apologies for thoroughness) -
Comparable to the needs of struggling students who are in the "well below standard" bucket would I think be the least needy Category 4 of this study, needing moderate or high (not very high) intervention over less than 3 years, and comprising 10% of the roll in the schools surveyed (Table 4.1 p.38).
Table 5.7 p.145 indicates mean expenditure (at standardised rates) of $1917 per student in schools with less than 25% of roll with special needs (so mainstream schools) $771 each where 25-49%. The student-weighted mean of these two will be much nearer the higher figure, say $1750, but there's a trick - this for only two terms, so annually $3500 per student.
So $80 new funding - Tolley had it right, effectively nothing.
What Gio said. Superb work, Chris. I hope passing journos build on it.
The ERO report (which I totally happened to have open) says:
In contrast [to the 70% who are doing well], the remaining 30 percent of teachers had little or no sense of how critical it was for children to develop confidence and independence in early reading and writing. These teachers had minimal understanding of effective reading and writing teaching, set inappropriately low expectations and did not seek opportunities to extend their own confidence in using a wider range of teaching practices
Sadly the Minister's quote above does, as you say, make it sound more of a quantitative statement. Also, there is the caveat, that the ERO report is only about Year 1 and 2 teachers in Reading and Writing.
Isabel Hitchings, 14:09 Feb 12, 2010
Even kids who start school as fluent readers have a long way to go before they can become adult readers (or writers or mathematicians etc). If they are coming home tired, discouraged and unmotivated because school isn't working for them then there may be precious little even the most dedicated parent can do to improve their academic progress.
Christchurch • Since Jul 2007 • 719 posts Report Reply
Hadyn -
indeed looks like an oops on my part, at first sight. I was relying on a clear statement of the ERO report's real findings by a school principal in earnest conversation (with someone else) immediately prior to the meeting.
I've read the ERO report on teaching of reading and writing in Years 1 & 2 myself now.
The quote is from the Overview (= executive summary), but it's not supported by the body of the report.
The quantitative data in the body of the report and its appendices and methodology as described is about schools. All Tables express data in terms of percentages of schools. Strangely, however, four of the eight graphs are presented as depicting percentages of teachers, but in each case the associated text makes it clear the percentages are of schools, as for the other four graphs, and as more credibly required considering the report as a whole.
Half the schools are 'small' with only one or two teachers of Years 1 and 2. So the discrepancy between percentage of teachers and percentage of schools will be large. Again, there is no sign in this report of any data being compiled in relation to numbers of teachers.
So the quantitative statement in the Overview that 30 percent of [Year 1 & 2] teachers had "minimal understanding of effective reading and writing teaching" involves mistakenly taking some sort of average of confused percentages relating to other things from the body of the report and attaching it to anecdotal observations of a small number of teachers.
To get all binary on it, looks like ERO : fail. Who reviews the reviewers?
Perhaps not necessarily evil of Tolley to use the ERO report's 'findings' on 'teachers' the way she has, more ill-advised?
A curiosity - the school principal I heard was quoting from the ERO report's Figure 1 - overall quality of teaching of reading is 'high' or 'good' in 69% of schools, 'adequate' in 21%, 'limited' in 10% but mistakenly stated these figures as relating to teachers. Looks like it's a standard error. Statistics - pah!
Perhaps ERO reports ought to be given the same sort of witheringly critical scrutiny that the IPCC reports are. I doubt that the ERO reports would stand up for long.... Nor would we need to have ERO emails hacked to undermine their credibility: critical analysis of the reports themselves would probably be enough.
You quite rightly ask: Who reviews the reviewers? Do the ERO make their data accessible for alternate intepretation? The methodological section is a bit short on detail and it would have been good see a sample of the way the evaluations were done.
Jackie Clark, 11:03 Feb 14, 2010
You quite rightly ask: Who reviews the reviewers? Do the ERO make their data accessible for alternate intepretation?
ERO is an interesting animal. Before they come, they tell you what it is they are focusing on, and you have to fill out a questionnaire about your practises around that focus. You can also ask them to focus on something which you feel you may do well, or an area in which you feel there have been improvements. Or, I guess, if you are a new Principal, or senior management, you can ask them to focus on something you may have concerns about. They focus on one general thing every three years - a nation wide focus. This last year it was literacy, which had been changed, incidentally, from the initial stated focus on the way in which Maori students are catered for. In the case of early childhood, most of the ERO reviewers are ex primary teachers, others have never been teachers at all. And most of them, if they were teachers, were so a reasonably long time ago. The ones I have interacted with often have no knowledge of current early childhood teaching theories, and some are very oldfashioned indeed in their interactions with the children. Culturally, they may be completely inappropriate for the setting they are assessing, and their methods of observation may reflect that cultural unknowingness. In early childhood centres, they come for a day, watch everything you do - hanging over you, being completely obtrusive, because when you're sitting on the ground working with a child you're inevitably near a chair that they sit upon, sort of a foot away from you - and ask alot of questions of (in the case of public kindergartens) the two or three of you who comprise the teaching team.They talk to parents - who you steer them towards, the ones who have indicated they are happy being talked to - and other staff who may be there - Education Support Workers, admins etc. At the end of the day, they report their findings back to you. It's all very strange, and quite intimidating. It's intense and very close scutiny of your teaching practises, your policies and procedures, the way you operate as a team, as an individual, and as a centre.
When they are finished, they report their findings to you, as I said, and then they send you a draft report. If you don't agree to something they have written, you have a finite period of time in which to question that, or to amend the report. Then, and only then, and it can be months later, do they issue the final report, which they send to you, and put online for public scrutiny. So in some ways, it is up to the educationalists to read the draft report carefully, and amend or question the bits they don't like. Do primary/secondary teachers get a chance to look at their schools' reports, and have an input? Are primary/secondary teachers a part of the initial findings? Do they have a chance to have their point of view? In early childhood, certainly in public kindergartens in the AKA, it's a round table process with the ERO reviewers and the teaching team. I'm not confident it's that way in other places that are being evaluated. Perhaps some of my primary/secondary colleagues could shine a light? So, who does review the reviewers, apart from themselves?
Mt Eden, Auckland • Since Nov 2006 • 3136 posts Report Reply
Thanks, Jackie, Chris, Haydn, Henry and Sacha
MY FAVOURITE STANDARDS STORY
In China to qualify for university, students have to sit an entrance exam and achieve at least a 70 percent pass mark in all core subjects.
A few years, Chinese student Jack Ma was brilliant in speaking English. He achieved that partly by buying a $2 transistor radio and listening to English-language broadcasts. And partly by studying "Crazy English", a method devised by another Chinese student, Li Yang, to become near tops in his college-entrance English exam. (You can check out Crazy English through Google and Wikipedia. It's a cross between group karaoke, a Billy Graham revivalist meeting and an Anthony Robbbins motivational course. But it actually works, especially in Asian societies where many students prefer to act together in unison. )
So no problem with Jack's English exams: way above standard.
But in mathematics? Appalling. First-year exam results: 1 percent.
So Jack Ma spent the next year guiding English-language tourists around his home city, for small-change income, while swatting up on his maths. Next maths exam: 19 percent.
Same pattern the third year, with two big exceptions:
1. A visiting Australian family appreciated his English-language guiding so much they invited him to spend a free summer holiday with them at home. The cultural differences inspired him to specialise in global activities, using his English skills as a base.
2. Back in China, he studied all the exam-math questions from recent years and spent hours each day memorising the main answers. Result: at last he achieved the "national standard" and passed his college entrance exams with a maths mark of 79 percent. (Studying first-year book-keeping at "night school" in Dunedin many years ago, I did something similar, passed easily — and a year later couldn't remember which was the credit and which the debit side of a financial report.)
Jack then soared through college (in his favourite subjects) , majoring in English, earned a job teaching the subject at a Chinese university for seceral, and then (as China was now opening up to the outside world) set up a Chinese-English translation and interpreting service.
In the mid 1990s he accompanied a Chinese trade mission to North America, and for the first time discovered the Internet. (He had hardly seen a personal computer before that, let alone the Web).
Asking how it worked, he was told to type any word into "an internet search engine". He typed in "beer". (This IS a true story.) And up came a definition of beer, its history and several leading brands. But none from China.
Why not? "Try typing in 'China beer'," said his guide. But when he did that the answer came up: "No data." And the same came up for many inquiries about Chinese products.
Like New Zealand schools, China had no "national standards" for innovation, creativity and entrepreneurship. Jack would have passed them easily.
So back in China, after much trial and error, he set up the alibaba.com e-commerce site to sell, in English, the produced of 32 million small manufacturers to the Western world. It is now by far the world's biggest e-commerce site. And, for a guy who failed to achieve "national standards" in maths and thus accounting, he invented several ways to check and guarantee the credit-worthiness of buyers and sellers.
Then, about the same time that Sam Morgan was setting up Trade Me in New Zealand (and later selling it for $750 million), Jack Ma set up Taobao.com—to rival, in China, the soaring success of eBay. Taobao is now by far the biggest customer-to-customer e-commerce auction and trading site in China; as Alibaba is thre world's biggest business-to-business global exchange site.
So then Jack Ma looked at other Internet sales models: Amazon, Dell, Yahoo and then Google. Only one problem: China in the late 1990s was way behind "developed countries in the use credit cards. So Jack Ma invented his own Chinese alternative: AliPay.
In 2007, Jack Ma and his team combined Alibaba, Taobao and PayPal into the Alibaba Group, and floated the holding company on the Hongkong Stock Exchange.
His numbers apparently added up.
17 percent of the company was sold that day to public shareholders, and raised US $1.5 billion at the issued price of US1.74 a share. It was the second-biggest stock-market "float" in history—second only to Google's $1.6 billion.
By the end of the day, Alibaba shares were trading at over $US5.
And that valued the Alibaba Group at US $26 billion.
Jack Mad had surpassed all "international standards", by turning his talent and passion into a global success.
And he was now one of China's richest leaders.
"ALIBAB A: The inside story behind Jack Ma and the creation of the world's biggest online market place", by Liu Shiying and Martha Avery, Collins Business, 2009
Tony Parker, 08:19 Feb 15, 2010
Jackie I can understand how intense an ERO visit can be in Early Childhood because of the size of ECE institutions. With primary and secondary schools there are a lot more classes to get around and in the space of 3 or 4 days the reviewers get into rooms for a limited amount of time. One review here at school I didn't get a visit at all. A lot of their information is gained from the discussion had with principals, senior staff and teachers responsible for certain curriculum areas. I find too they focus heavily on compliance issues. Similar process as you outlined though for the presentation of the report to staff and the community.
Oh well parent-teacher conferences today.....must remember to talk in plain english, no jargon, must remember to talk in plain english, no jargon, must remember to talk in plain english, no jargon,..........
Napier • Since Nov 2008 • 232 posts Report Reply


text:
THE CONSUMER: REACTIONS TO FOREIGN GOODS AND SERVICES
The influence of the country-of-origin effect on a product is one important variable, but in this section the focus is on the consumer: the person who interprets the product's cou-ntry-of-origin information and decides whether or not to buy the product. The consumer may possess preconceived ideas about the quality of products from certain countries (Cha-sin and Jaffe 1979); they may have opinions about their duty to their nation to buy local products (Bruning 1997), or they may have the tendency to buy products that are produced in countries that are economically, socially and politically similar to their own (Han 1989).
All of these factors contribute to a reaction consumers may have when faced with foreign products and services, and it is important to identify these issues in order to overcome barriers and create an effective nation brand. Furthermore, consumer reactions vary from country to country, and it is essential to recognize these differences between consumers.
National characteristics and national identity
The consumers' perception of a product significantly changes (for the better and for the worse) when they are told the country-of-origin of the product (Bannister and Saunders1978). If the COO can influence consumers' perception of a product or service, then im-proving the image portrayed through the COO should be positioned to increase the number of foreign consumers.
This study first introduced the idea that countries have images (like brands) in the field of academic research.When comparing a country's image in different sectors, the image is not consistent (Jaffe and Nebenzahl 2001).
For example, French wine may be highly valued by consu-mers, but French technology may not share the same prestigious image. Consumer ethno-centrism, therefore, is likely to also vary depending on the product. Perhaps a Taiwanese consumer would prefer buying local, Taiwanese technology, however they would choose French wine over wine from their country.
Furthermore, consumers form their country image perceptions based on more than sim-ply purchasing that country's products (Jaffe and Nebenzahl 2001). This is a step towards broadening the field of nation brand research: country images are formed not only by ex-ports; aspects such as tourism and media coverage also affect nation brand images. In addition, Jaffe and Nebenzahl present a widely-accepted objective of nation branding: "to create a clear, simple, differentiating idea built around emotional qualities which can be symbolized both verbally and visually and understood by diverse audiences in a variety of situations.
To work effectively, nation branding must embrace political, cultural, business and sport activities" (Jaffe and Nebenzahl 2001, cited in Fan 2005, p. 3). This broad sta-tement has motivated governments to design and implement wide-ranging country brand campaigns.
The notion of branding a country is validated by the idea that a nation's image in-fluences perceptions of products (O'Shaughnessy and O'Shaughnessy 2000).Consumers perceive foreign products in two ways: reputational capital is a belief-driven factor for consumers, where the buyer believes that the nation is (or isn't) able to create a product that stands up to the standards they seek from the product.
Alternatively, an imagery-centric approach relies on a positive association with a nation brand which affects consumer pur-chases. Since a nation's image can be diverse and in some cases contradictory, the product that aims to exploit its nation brand should concentrate on the adequate, positive national characteristics for the product and for the target market. The authors posed the question of whether or not this image can be exploited to promote exports.
Consumer ethnocentrism
A study about opinion of American industrial buyer's opinions of manufactured goods from Eastern European countries showed that American buyers perceived the products from Eastern European countries to be inferior to those from the United States (Chasin and Jaffe 1979). This study was a precursor to the idea of consumer ethnocentrism: the bias that a consumer has towards products from their home country. This study inspired Shimp and Sharma's subsequent 1987 study, and Chasin and Jaffe's study identifies an important goal of nation branding: overcoming buyer's tendency to choose national products over international.
Consumer ethnocentrism is defined by Shimp and Sharma as "beliefs held by...consu-mers about the appropriateness, indeed morality, of purchasing foreign-made products" (Shimp and Sharma 1987, p. 280), andwas first systematically measured using the CETS-CALE, developed in the same study.
Though this study is a starting point for research into how consumers compare foreign-made and domestic products, the investigation calls for more research into how and when these tendencies are instilled in consumers.Subsequent studies have shown that brand origin recognition accuracy is quite low - the country of origin is for the most part insignificant in consumer's brand choice (Samiee et al. 2005). Both studies allow place branders to identify regional tendencies and work to develop strategies that are aimed at the biases of consumers in each region.
Various factors influence consumers' ethnocentric tendency to buy or reject imported products. Some of the factors that affect the consumer's opinion are their acceptance of other cultures, their perception of patriotism, conservatism and individualism (Sharma et al. 1995). Consumers that exhibit qualities such as openness to foreign cultures and indi-vidualism reveal weaker ethnocentric tendencies, whereas patriotism, conservatism and collectivism describe consumers with stronger ethnocentric tendencies. Demographic va-riables also play a part in consumer ethnocentrism (Han 1989; Schooler 1971).
Higher income and level of education correlate to lower ethnocentric tendencies, suggesting that these consumers are more likely to buy foreign products (Sharma et al.1995). Furthermore, the consumers' perceived need for the product moderates their ethnocentric tendencies: if the product is foreign but is considered a necessity, the consumer will display only mode-rate ethnocentric tendencies. Similarly, the extent to which the consumer perceives that buying this product poses a threat him personally and/or to the domestic economy also influences a consumer's ethnocentric bias.
COO bias also seems to affect consumer trust when contemplating high-risk services, such as life insurance (Michaeliset al. 2008); in the same way COO does play a role in "low-involvement" products (bread, coffee), however when other clues are introduced, such as price or brand, the role of COO diminishes (Ahmed et al. 2004). The consumer prejudices highlighted in this study are essential to keep in mind when promoting a nation brand abroad.
The influence of national loyalty varies depending on the society in question. In a study examining Canadians' preference for airline carriers (Bruning 1997), price was found to be the deciding factor for consumers when choosing between domestic and international carriers. The second most important factor was country-of-origin. North Americans' con-sumers show that individual benefits (a lower price) win over the sense of belonging to a group (national loyalty). Consumers in India, despite showing nationalistic and ethnocen-tristic tendencies, value the quality of foreign brands, and in turn regarded foreign brands with higher status local brands (Kinra 2006). It is important that marketers understand where consumers place the most value in consuming a product.
In consumer studies, there is an important emphasis on the difference between consu-mer ethnocentrism and international animosity (Klein 2002). Whereas the former involves choosing between a foreign and a domestic product, the latter only refers to biases for or against goods from a specific country, not foreign countries as a whole. Unlike the country-of-origin concept, animosity does not simply influence the consumers' judgment of the product's attributes; instead it affects the consumer's willingness to buy the product. This study is significant because it highlights the difference between a country's receptiveness to foreign products and a country's hostility towards specific countries. Nation branding research frequently points to the differences between nation brand perceptions from one country to another (O'Shaughnessy and O'Shaughnessy 2000; Fan 2005; Stock 2009a), and it is important to keep in mind the individual relationship that exists between two cou-ntries when valuing the consumers' reactions to a nation brand.
There are irregularities in the traits of consumer ethnocentrism (Balabanis and Dia-mantopoulos2004). To begin, consumer ethnocentrism is not a focal point in all product categories. In some situations, consumers disregard COO information and prefer foreign products to national products. Furthermore, foreign companies cannot assume that if their country's products from one sector sell well (or poorly) abroad, that products of another sector will be as widely accepted (or rejected) as those from another. In this study, Bri-tish consumers preferred German cars to American, French, Italian and Japanese, but not German television sets. This inconsistency in consumer ethnocentrism provides a starting point for nation branding: if a country can create a broad, positive nation brand image, it could help improve product images in each sector.
How Cities Like Copenhagen Succeed with Talent Att...
Non-mobile phone users: What hinders their access?...
Mobile Divides in Emerging Economies
HOW THE COUNTRY-OF-ORIGIN (COO) AFFECTS THE PRODUCT
Two-thirds of Americans support marijuana legaliza...

redpajama_set_name: RedPajamaCommonCrawl


text:
, est la  de Miss Cameroun, s'est déroulée le  au Palais des congrès de Yaoundé.

La gagnante, Aimée Caroline Nséké, succède à Michelle-Ange Minkata, Miss Cameroun 2016. De nombreuses miss étaient annoncées à la cérémonie comme Miss France, Miss Monde, Agnès Genoveva, Miss États-Unis et Miss Côte d'Ivoire .

Classement final

Candidates

Observations
Aimée Caroline Nséké, Miss Littoral et Miss Cameroun, a été Miss Cameroun au concours Miss Cameroun Suisse 2016.

Notes et références

Élection de Miss Cameroun par année
2017 au Cameroun
Décembre 2017
Concours de beauté en 2017

redpajama_set_name: RedPajamaWikipedia


You're probably wondering why we are publishing a blog on an insect in a pet pig website and that's a great question! Although the "kissing Bug" or Triatomine insect has been around hit or miss since the 1850's, it is becoming a widespread concern in all the southern United States. It hides and lurks in common places like uncleaned dog beds, kennels, pig beds and pet housing. Life catches up to us and some days the last thing we can fathom doing is cleaning the pet's beds and enclosure. With this new emerging concern, skimping on cleanliness is not something you should take lightly.
People contract Chagas protozoan disease from insects of the family Reduviidae, in the suborder Heteroptera. These bugs are often called "kissing bugs" because they tend to bite skin where it is thinnest, around the mouth and eyes. The parasite develops over a few weeks within the kissing bug's intestine. When an infected bug bites a person, contaminated feces may enter the body through the wound or other areas of broken skin. Secondary means of of contracting the disease include blood transfusions, maternal transfer, organ transplants, and undercooked food that contain feces of an infected bug. Domestic and wild animals can also act as carriers, although this is not as common a pathway of disease transmission.
Where can I find this insect? These bugs are nocturnal, they typically only appear at night. They can live indoors but are usually found in substandard housing or very unclean areas of the home. They can be found in dirty enclosures and kennels, and would most likely hide under mattresses and nightstands. However, there are many places out doors where they can reside! For instance: Under porches, in rocks, structures built with rocks, wood piles, brush/burn piles, in landscape bark, rodent nests, animal burrows, chicken coops, outdoor dog houses, kennels, pet bedding and even under cement.
They are found in the most southern United States, Mexico, Central America and South America as far south as Argentina. See the CDC map below of the triatomines reported by state. Prevention is the best measure and keeping your home and property clean, mowed, vacuumed and free of debris is a grand first step. Keeping tabs of the insects you see on your property and working closely with a professional pest control service, can prove to be invaluable in the southern states.
The symptoms of Chagas disease have both an acute and and chronic phase. In most situations the patient will be asymptomatic (will not show or realize they even have symptoms). Thus, this can be a very tricky disease to treat and diagnosis. To be successfully treated for the disease, it must be caught in the acute phase which is the first 4 to 8 weeks, or first few months. In this acute phase, one may appear to have mild like flu symptoms with a mild grade fever and headache. It can also present with loss of appetite, fatigue, major swelling at the kissing bug bite site and swollen glands or lymph nodes. Swelling at the bite site is very common and the bites typically occur in areas where the skin is thin, around the mouth and eyes (hence the "kissing" name/reference). Once the disease enters a chronic phase, where some patients can go even decades without suspicion, it can cause cardiac disease that can result in an aneurysm or thrombus formation and even total heart failure. It can also cause a dilated heart that in turn, causes the heart to not pump well. Patients can also show signs of a dialed colon that leads to difficulties in eating and passing stool. These patients are also at an increased risk for stroke due to insufficient blood pumping abilities. In immunocompromised patients, the disease can prove deadly. In the chronic phases, treatment can be attempted but is not always successful and all one can do is try and manage the symptoms with treatment and medication.
To properly diagnosis, one would need to go to their primary care physician and request a serum draw which can be sent to the lab. The physician will also need to take clinical findings and history in to consideration. Once sent to the lab a diagnosis is made by testing with at least two different serologic tests; the indirect florentine antibody (IFA) and a commercial enzyme immuno assay (EIA). Both are available through the CDC as well. There are two drugs that work well for acute treatment, benzidazole and nifurtimox both of which are standard anti-parasitic treatments.
The bite of the kissing bug.
So what about our pets or animals!? The disease has been seen in dogs and dogs do appear to get symptoms. They will have the same symptoms as a human: fever, sluggishness, and also an unkept hair or coat. Signs of heart failure may show up after an extended period of time. If you suspect that your dog may have Chagas, head to your veterinarian for diagnosis and treatment options! In regards to other domestic animals including pigs/swine, they tend to be asymptomatic and have no lasting effects of the diseases as long as they are properly dewormed biannually. Remember though, many other animals can serve as carriers or "reservoirs" including cats, rabbits, raccoons and rodents. Dogs again, are the only animals that seem to present with problem from the infection at this time. Further testing is being done though. Keeping your pets living area clean and debris free is absolutely paramount in prevention of disease to your dogs and human family!
There are some other bugs that we want to introduce you to because they are widespread and commonly confused with the "Kissing Bug" or triatomine bugs. One is the Assassin Bug and the other is the Wheel Bug. Neither of these insects are carriers or vectors of the Chagas disease.
Even the news stations and the president have been commenting on the recent wide spread cases and appearance of the kissing bug. Do not be surprised to see even more growing reports! ABC news even just reported a new article regarding the insects migrating behavior within the states, it was only posted hours ago. What we need to take away from all these reports is the need to be diligent in our watch for the insect and "house keeping" practices. If we refuse to make an inviting home for these pests, we will never have the fear of coming in to contact with them. Like most things in life, prevention is the best method!


One key factor that is missing in all the above listed and other articles is the rising role computers play in algorithmic trading in the US markets. Machines are driving the directions of markets more than human traders nowadays. Unlike humans, machines and the algorithms that powers them cannot think. So after a big decline caused by machine trading, humans such as journalists, market experts and others start pontificating reasons that fit the story. Here is an example of this scenario: Stocks plunged yesterday because US-China trade war is worsening and nobody knows what will happen next. If stocks the next day, then these experts conveniently forget the trade war and state the cause for the market rise was falling oil prices.
As we reflect on 2018 market performance, it is very clear that volatility returned with a vengeance. While this volatility was triggered by fundamental economic factors like rising US interest rates, global trade disputes, and concerns of a US recession in 2019, we believe that market volatility is and will continue to be greatly enhanced by the rise of machines that are conducting a good portion of the daily trading on global markets. By the "rise of the machines", we are referring to the world of quantitative computer trading and a specific trading system within this domain called "algo-trading".
Algo-trading is the process of using super computers programmed to follow a defined set of instructions (an algorithm) for placing a trade in order to generate profits. Algo-trading has disrupted the structure of the market and now makes up a significant amount of the daily trading volume on US and Global Exchanges (Figure 1).
Figure 1: The market share of algorithmic trading has grown across asset classes and regions.
Should investors shift money away from human investment teams to machine teams?
Although our research team is in favour of utilizing computing power and formulas for screening in the initial stages of our investment process, we firmly believe in the benefits of having a human team researching and carrying out investment decisions. Algo-trading strategies utilizing super computers process immense amounts of data, unearth patterns, and follow rules-based trading strategies with little regard to WHY markets are moving, only that they ARE moving.
Take this past Christmas as an example. The US stock market experienced the largest percentage loss ever recorded on Christmas Eve (down 2.7%) – only to experience the largest one-day percentage gain (5%) since March 23, 2009 on Boxing Day. Did economic conditions change that much between Christmas Eve and Boxing Day?
As fundamental (human) investors, we're able to conduct deep analysis to uncover the WHY and take advantage of market volatility especially when there is a large gap between the current stock price and the underlying intrinsic value of the business. Sometimes we may be early in our investment decision or wrong, however we will utilize our research process as a guide to navigate these situations as they arise.
So the key point to remember is volatility and more specifically violent movements in US markets are now a feature in the system and not an exception. Accordingly investors should not panic when markets decline sharply and maintain their patience and avoid making rash decision. More importantly they should also ignore all the noises emanated by the media.


They were not quite as I hoped, but I must say that I love them.
It was extremely difficult to photograph at this time, it was storm in the gusts, and I had to anchor the tripod and camera properly to not get shake in the exposures which were more than a minute long.
The difficulties made me forget everything I knew about reciprocity effect … So most of the pictures I made was heavily underexposed unfortunately.
This may look peaceful, but I assure you it wasn't….
Wow, I would like to see them, I love pinhole, and with that filter it must be absolutely gorgeous! Do you have them up on your blog?
1 1/2 minute for more correct exposure.
Interesting stuff! I haven't uploaded many of my super long pinhole exposures just yet. There's only one uploaded so far. It's the shot with bamboo trees. In bright daylight, I think it was about a three or four minute exposure.
Yes, even the ghosts disappear ( unless they happen to be still, lazy ghosts ^^ ) I found this method works best for landscapes with moving clouds. It gives a surreal, dreamy atmospheric look to the photo.
Well they may not be quite what you hoped but they are really great – I especially like the first one (and I'm not usually a fan of long exposure shots of moving water as they rarely look like water in my opinion). As you say, it looks peaceful, strangely calm and soothing despite the storm (good job you didn't take the Wista on this occasion!).
Thank you very much! Happy you like them!
If you like it, would would you mind if I published it on my grumpytyke blog with your picture as one of my 'picture haiku' ? – picture credited of course.
Great haiku! I so wish I could myself…..but I enjoy others haiku greatly!
(where I was able to introduce the spacing 'punctuation' which is a (necessary) part of my haiku).
I think you did a great job in light of the stormy conditions. I too am not a big fan of "milk" water. However the detail you got in the rocks is superb. I like the second photo best because of the rocky horizon.
If the weather had been better I had been taken much more color images than I did. It is very beautiful there, the cliffs are mostly red granite, very beautiful. I took a couple of color films, but have not had the time yet to scan them all.
Marie, they turned out beautifully! Very dreamlike, and I think the softness of the water against the sturdy rocks enhances this.
Thank you very much! Yes, I agree, that contrast is so great for the images.
All of your efforts paid off, these are breathtaking. I love the sharp, smooth surface of the rocks with the white motion of the water. Wonderful.
Thank you very much! That's true, efforts pay off 😉 That was also the reason I hold them for while, to see if they were really good, or if it was just my efforts that made me like them….
Your description of that moment lead me to the correct interpretation of these photographs in which the smooth rocks that continue to be shaped by wind and water.
Gosh, these are amazing! The first photo is a little deceiving in that the water actually looks like clouds (or mist) sweeping over mountain tops (the rocks). This is truly art. Well done!
You're welcome! Also, I have serious camera envy. How long have you had the 503? What's it like to shoot with?
The prices are rising, so hurry and get yourself one of these, the 500C is a wonderful wonderful piece too!
Great composition in both photo's. I especially like the first one with the white light (water) contrasting with the dark rocks and leading the eye across the picture. Pan f+ is (I think) a tricky film to use anyway, especially for long exposures. I've been using these adjusted times for reciprocity compensation with Pan f – 2secs = 4secs, 4secs = 10secs, 8secs = 25secs, 15secs =55secs, 30secs = 2min 40secs. Metered time first and shot at box speed and developed for 10.5 minutes in D76 1:1 @20c. Seems to be working so far!
Thank you John, great info!
Then I really understand the under exposure, I decided on exposure times ranged from 30 to 60 seconds, and stuck with them. I suppose I was lucky to even have this result then….
Thank you very very much for your kind words, and for visiting my blog!
My friends and I have been playing with soft-water shots, too—usually in the evening at sunset, but I am anxious to try with a ND filter during the day. I have an old film Hasselblad, but haven't used it in years since going to digital. Places to develop film seem to have vanished from my island (Oahu, hawaii).
Oh, you should try it, it is so fun! I had a film with 50 ISO, and I exposed for one minute, (should have exposed for two…) That was in the middle of a sunny day.
Sad about developing labs… Why not pick up your nice friend Hasselblad, go out and shoot some film, order some chems online and develop your own film, It is actually quite easy. You do not need a darkroom, just a loadingbag and some other stuff.
Good luck!! And thanks a lot for your visit and comment on my blog!
At first sight I thought these were pinhole shots!!
Amazing photos! I'm glad that you told us there was a storm. It helped me imagine it all, the sounds, winds, feel of it when I looked at the photos. In the second photo there is a rock that looks like a wide open mouth ready to eat the storm.
I like the first image quite a bit. The tonal range is wonderful, especially how the gray sky cuts through the top of the photograph lightening up the scene ever so slightly. The long exposure does well to exemplify the repeated pounding the ocean gives to the rocks, slowly smoothing and changing the shape of the rocks. Your right it does look peaceful, but I'm sure it was anything but.
No,it was a real battle, it was even hard to get there… Keep the camera and tripod steady and protected against salt water spray.
Kul att träffa på en landsman här, inte så ofta det händer.. Men du bor inte i Sverige, eller?
Loved the top photo especially and the zen saying. I pinned the top photo to my b&w photography board on Pinterest http://pinterest.com/gaylealstrom/photography-black-white/. I hope you don't mind. I would like to give you photo credit but don't know your name.
Thank you very much! It's okey, you left my web address.


Buckeye Flash Mob at Race for the Cure!
On Saturday (5/14), a flash mob featuring more than 200 people affiliated with The Ohio State University Comprehensive Cancer Center – Arthur G. James Cancer Hospital and Richard J. Solove Research Institute (OSUCCC – James) started dancing in the streets shortly before the start of the 19th annual Komen Columbus Race for the Cure.
The goal was to do something special to bring awareness to the fight against breast cancer and the importance of research in helping us find a cure, and ultimately to create a cancer-free world. The flash mob featured physicians, researchers, nurses, staff, students, cancer survivors and friends and family of Ohio State employees.
Check it out and join your fellow Buckeyes in the fight to beat cancer! Go Bucks!!
Posted in just for fun, womens health	Bookmark the permalink.
← Getting Healthy for Spring!


Wrote another post for the Portland Farmers Market Blog here.
Spring – who needs it? In our industrial era, every day is spring. Spring rolls. Spring greens. Spring onions. Temperature controlled environments. Like Kurt Cobain said, "Nature is a whore." Just kidding. Those peaches we get from Chile in winter are horrible. Have you had them? They're scented rocks. I don't care if I sound like a hippie: there is no replacing the native rhythms of Mother Earth. We need seasons. Seasons make food possible, like fall chestnuts and winter pears. And as much as I appreciate sunny central California for producing berries year-round, I'm looking forward to some fresh spring nettles for tea, rhubarb for pie, and summer melons.
Spring onions – What are these? They used to be pungent shoots that came up through the soil when specific meteorological conditions rang alarms on their genetic clock. Now they're a euphemism for scallions. You can get imported bundles of them for less than a dollar year-round.
Spring rolls – Rolled, yes, but not only in spring. The illusion is especially seductive during the dark middle of our long winters. The truth – meaning Wikipedia – is that "In Vietnam spring rolls, sometimes called summer rolls, is a Vietnamese delicacy known as gỏi cuốn. Depending on region, spring rolls were made differently. Spring rolls refer to the freshness of the spring season with all the fresh ingredients, therefore frying takes away that feeling." See? Summer rolls. What a fraud, like me lazily pasting aggregated text into this post.
Field greens – Not always grown in a field. Same with spring greens. I eat them in December all the time.
"Spring breeze" scented laundry detergent – Maybe this smells like spring if you grew up on a planet made of fabric softener, but where I come from, it smells more like the cosmetic aisle at CVS, as well as the headache I get from trips to certain department stores.
Really though, the foods I crave aren't ones that are ever in or out of season. I'm a product of refrigeration, globalization and grand-scale delusion, and I'm poorer for it. But I still eat well, because as much I love my warm weather fruits and veggies, the things I crave I can get year-round: phō, bean burritos, tea, chocolate, nakji bokum and doenjang jigae. Though I have to admit: even buried beneath jalapeños and onions, the hot house tomatoes in winter pico de gayo are usually godawful.


text:
path = require('path'),
remapify = require('remapify');

module.exports = function(grunt, options) {
  var vendors = 'jquery underscore backbone backbone.marionette backbone.radio bootstrap'.split(' ');
  return {
    app: {
      src: 'public/js/main.js',
      dest: 'public/dist/app.js',
      options: {
        browserifyOptions: {
          debug: true,
          extensions: ['.hbs'],
          transform: ['hbsfy'],
          external: vendors
        },

        preBundleCB: function (b) {
          b.plugin(remapify, [{
            cwd: 'public/js/common/', // set the directory to look in
            src: '**/*.js', // glob for the files to remap
            expose: 'common' // this will expose `__dirname + /client/views/home.js` as `views/home.js`
          },
          {
            cwd: 'public/js/validations/', // set the directory to look in
            src: '**/*.js', // glob for the files to remap
            expose: 'validations' // this will expose `__dirname + /client/views/home.js` as `views/home.js`
          }]);
        }
      }
    },

    vendors: {
      files: {
        'public/dist/vendors.js': []
      },

      options: {
        'require': vendors
      }
    }
  };
};

redpajama_set_name: RedPajamaGithub


At Nu-Tech Roofing & Waterproofing Ltd. we specialize in the membrane component of weather-tight building envelope assmblies for custom residential, commercial, and industrial applications. We use the latest in durable and environmentally responsible roofing & waterproofing membrane materials. We choose materials pre-manufactured as much as possible to minimize the construction window, use labour most efficiently, and minimize costly weather delay. Our personnel are Govt. certified Tradespersons, we are Workers Compensation Board of B.C. registered, we are fully insured ($5 m), we are municipally licensed, and we are Better Business Bureau members.


text:
Jerusalem Post Israel News
Arab leaders urge Rivlin, police to seize illegal weapons in community
This year, the guest list was even longer and also included Christian Arabs. It was the largest such presidential Iftar gathering since former president Moshe Katsav established the tradition.
By GREER FAY CASHMAN
Published: MAY 31, 2018 19:37
Updated: JUNE 1, 2018 17:45
PRESIDENT REUVEN Rivlin addresses his Iftar dinner guests on May 30th, 2018.
(photo credit: Mark Neiman/GPO)
Israeli Arab spiritual and lay leaders on Wednesday night urged President Reuven Rivlin to persuade police to confiscate weapons that are illegally in the possession of Arab criminal elements.
Their pleas were made at the President's Residence during the course of the annual Iftar dinner hosted by the president primarily for the heads of Arab and Druse municipalities.
Iftar (break-fast) is the sunset meal with which Muslims end their daily fast during the month of Ramadan.
Rivlin, who wants to create an environment of national unity and belonging that includes both majority and minority communities in Israel, last year extended the guest list in order to bring together Arab and Druse academics with mainly Jewish captains of Israeli industry.
This year, the guest list was even longer and also included Christian Arabs. It was the largest such presidential Iftar gathering since former president Moshe Katsav established the tradition in 2002.
Under president Shimon Peres, Iftar was no longer just the nationwide celebration of a Muslim festival in Jerusalem – it also included the Israeli executives of global companies.
Rivlin took the concept even further, inviting Christian Arabs, and Arab and Druse law enforcement personnel as well. Also present were Arab representatives of the performing arts and representatives of the Federation of Local Authorities.
Shari'a Court National Administrator Iyad Zahalka, in addition to asking Rivlin to intercede in the effort to stem crime in Arab villages and neighborhoods, also asked him to use his influence to have Islam legally recognized as a religion in the same manner as Judaism, Christianity and the secret religion practiced by the Druse community.
Muslims, who represent 19% of the population, are the only major religious group that has no legal standing that would entitle them to financial support from the government to establish places of worship, schools and cultural institutions, Zahalka said. He wanted legislation for the Shari'a Court to be put on par with the Chief Rabbinate.
MAZEM GNAIM, Mayor of Sakhnin and chairman of the forum of Arab mayors, charged the police with not doing enough. While appreciative of what the government is doing to alleviate poverty, upgrade education and eradicate crime, he said that the police "could go into any Arab village and seize the illegal weaponry" if they wanted to.
Since 2000, according to Gnaim, "1,200 Arabs were killed by Arabs."
If the police fail to collect all of the illegal weaponry, he warned, "we will all pay, and we will lose."
Gnaim praised Rivlin for tirelessly sending out the message that coexistence is possible.
Rivlin, who greeted his guests both in Arabic and Hebrew, said that it was no secret that there is a lack of confidence between Arab citizens, and the institutions of government and the legal authorities.
To bring about mutual confidence was a great challenge, he acknowledged, "but it is the mission of all of us, and it is in all our interests."
Referring to the recent outbreak of violence in Haifa, as well as the altercations between the police and Arab demonstrators, Rivlin emphasized that freedom of expression is one of the fundamental privileges of democracy.
"There should be no question as to the right of freedom of expression – and it should apply equally to all, even if we don't always like what we hear." He added that "it's also a challenge for Members of Knesset – Arabs and Jews alike," inferring that they should think twice before coming out with rash statements such as calling policemen zeros or criminals in uniform. To speak in this way is akin to cutting down the branch of the tree on which we sit, he said.
Throughout his address, Rivlin repeated variations on the theme of his constant mantra that Arabs and Jews who share this tiny territory are not doomed to live together, but destined to live together. He called on the descendants of Isaac and Ishmael to learn each other's history and culture, and thereby become more accepting of one another.
He is convinced that once that happens, "it will be easier to put an end to the hostilities between Israel and the Palestinians, and Israel and neighboring Arab countries."
Invitees to the President's Iftar dinner traditionally include ambassadors from all the Muslim countries represented in Israel. Even after the previous Turkish ambassador was recalled, the Turkish Charge d'Affaires came to the President's Iftar dinner. And of course, there were some years in which Muslim ambassadors attended in full force, including the ambassadors of Egypt, Jordan, Kazakhstan and Uzbekistan.
But not this year. The only ambassador who accepted the invitation was Doulat Kuanyshev, the ambassador of Kazakhstan.
Tags iftar
var cont = `Sign up for The Jerusalem Post Premium Plus for just $5
Upgrade your reading experience with an ad-free environment and exclusive content
`; document.getElementById("linkPremium").innerHTML = cont; var divWithLink = document.getElementById("premium-link"); if(divWithLink !== null && divWithLink !== 'undefined') { divWithLink.style.border = "solid 1px #cb0f3e"; divWithLink.style.textAlign = "center"; divWithLink.style.marginBottom = "40px"; divWithLink.style.marginTop = "40px"; divWithLink.style.width = "728px"; divWithLink.style.backgroundColor = "#122952"; divWithLink.style.color = "#ffffff"; } (function (v, i){ });


text:
Q: Using nextInt with arrays (beginning java) For a programming assignment we have to create array methods that carry out different tasks.
For this one, I had to return the second largest element in the array.
Below is my method body. An error came up on the values[i]=values.nextInt(); line saying "cannot invoke nextInt() on the array type int[]" The rest of it should work fine (as far as I can tell..I have no other errors but I haven't tested it yet) Any ideas on how I could fix the nextInt error?
Thanks!
     public int returnSecondLargest(){
     int secondLargest = Integer.MIN_VALUE;
     int largest = Integer.MIN_VALUE;
     for (int i = 0; i < values.length; i++) {
         values[i] = values.nextInt();
         if (largest < values[i]) {
             secondLargest = largest;
             largest = values[i];
         }
         if (secondLargest < values[i] && largest != values[i])
             secondLargest = values[i];
        }
     return secondLargest;
 }

A: You could use the Arrays class and sort an array. In this case it will be an ascending order so you want the 2nd to last thing in array so thats why I called the index on array - array.length-2.  If I had called array.length-1 you would just get the last index which is the biggest number in array. With this method you can just pass in your array into parameters.
public int secondLargest(int[] array){
        Arrays.sort(array);

        return array[array.length-2];

 }

A: Simply put, values is an array (not the Array class). It has no methods such as nextInt.

An array is a container object that holds a fixed number of values of
  a single type. The length of an array is established when the array is
  created.

I like to think of it as a primitive type (its not), as both arrays and primitive types do not have methods to manipulate them, but have classes/objects that contain methods that can.
A method to return the second largest could be implemented just by removing that line, I'm not sure why you had it there.

A:  public int returnSecondLargest(){
     int secondLargest = Integer.MIN_VALUE;
     int largest = Integer.MIN_VALUE;
     for (int i = 0; i < values.length; i++) {
         if(values[i] > values[i+1]){
             int temp = values[i];
             values[i] =values[i + 1];
             values[i+1] = temp;
         }
    }
    return values[values.length - 2];
}

redpajama_set_name: RedPajamaStackExchange


Max 13 steps per stairway.
Max 200 sq ft per bedroom.
Max 250 sq ft per rec room.
Order total will not update with your selections. We will contact you to generate an estimate.
You may be eligible for a 15% discount if you are a first-time customer of Interior Care. This offer can not be combined with any other promotional offer. This is only an estimate for your order. We will contact you for further details to finalize an amount. Please submit the contact information form below.
You may submit photos of your space to assist us in accurately quoting your order.


text:
Home > About us > Contributors > Jean Slattery >
Jean Slattery
Evacuation to Egham
Jean Slattery talks about being evacuated to Egham.
http://www.memoriesofwar.org.uk/multimedia/Jean_Slattery_01.mp3
Understanding the war
Jean Slattery talks about understanding the war as a child.
Jean Slattery recalls the upheaval caused by war.
Wartime recollections of evacuation.
In 1939 Jean was six years old. She lived in Chelsea with her parents, brother Peter and sister Pamela. Just before the outbreak of war, the children were evacuated to Egham, Surrey. In Egham, Jean and her sister were billeted together and Peter was sent to a separate address. The day war began Jean was at church when the siren sounded. Everybody panicked and Jean was relieved when the all clear sounded. She misunderstood, thinking that this signalled the end of the war and that she could go home.
A temporary return
During the war Jean and Pamela returned to London. As Pamela was old enough to work and their father was ill their mother needed extra financial income. Their host was unable to care for Jean without Pamela's support, so she returned home temporarily with her sister. This was during the height of the Blitz. She had seen the devastating effects of the raids from her bedroom window and her experiences during her return had a profound effect upon her.
'Come on kids...don't hold up the war'
Jean went to North Holmwood to stay with her aunt and uncle for the rest of the war and has happy memories of her time there. When army troops passed by the school the children were allowed to watch and cheer them on. At dinner time they could not cross the road to go home. The local policeman asked the proceedings to pause and the soldiers all stopped to let the few children pass by. One joked 'come on kids ... don't hold up the war'. Aged eleven, Jean returned to London. Her mother felt that it would be better for her to attend a secondary school closer to home. This coincided with the introduction of the V1 and V2 rockets. The school was next to a power station and so was heavily targeted.
War had an impact upon Jean's family life. Social and class disparities became apparent, affecting her perceptions and creating tension when she returned home. Her 'own family were all ... Londoners and they considered that we were... a little bit sniffy by then...which of course we were'. During the war years her father died, her sister married and her brother joined the army. The family structure was altered. However, Jean feels that she had an 'easy war' and many of her experiences were positive.
Evacuees Reunion Association
Due to her involvement with the Evacuees Reunion Association Jean has shared her wartime memories with schoolchildren, allowing her to discover how they interpret the war. Whilst organising a memorial in Torrington her emotions were aroused when she overheard somebody discussing the evacuee they had hosted from the 'slums'. Jean feels that the implication that children from London were dirty and ill mannered is an offensive misconception.
Interview with Jean Slattery (265k)
To read the full transcript of Jean's interview please press the above link.
Evacuation to Egham (48k)
Transcript of audio clip with Jean Slattery.
Understanding the war (43k)
Upheaval (46k)
Recollections of life on the Home Front.
Wartime childhood memories of life in a Lancashire Children's Home.
Childhood memories of life on the Home Front.
Childhood memories of evacuation to Devon and Halifax.
Recollections of evacuation and doodlebugs.
Recollections of evacuation to Oxtead and air raids in Peckham.


• The single-barbed design allows the tubing to relax behind the barb. The barb bites into the hose, assuring a proper sealing (see here below figure). Multiple barbs typically placed in close succession (like a Christmas tree) prevent the tubing from relaxing and the barb's performance is compromised.
• The conical surface on the fitting is smooth and glass-like, for excellent sealing.
• Anti-Rotation Devices: are small oval-shaped raised areas which inhibit hose rotation on the barb, that often is responsible for many of the leaks occurring with other fittings.
• Barb edge and all threads are molded in precision-ground cavities, resulting in perfectly matched threads also at the parting line.


North Korea has at least eight industrial facilities that can produce chemical agents; however, the production rate and types of munitions are uncertain. Presumably one or more of the agents [sarin, tabun, phosgene, adamsite, prussic acid and a family of mustard gases] comprising the basis of North Korean chemical weapons are produced at the Namhung Youth Chemical Complex and/or the Factory No. 297 in Pyongwon, probably a blood agent.


text:
Branson steals Murdoch's virginity … Bank on more WikiLeaks scoops …
Get ready for more WikiLeaks scoops to appear, but next time it'll be banks, not the US government, getting worried. Plus, a royal 3D wedding and other media news of the day.
Branson steals Murdoch's virginity
"This is not a battle! This is not a war!" Richard Branson declared, guns blazing, at the launch in New York today of his new digital venture — a monthly interactive magazine custom-designed for the iPad. Fighting words from the Virgin tycoon, intended to squash reports that his entry into the exploding iPad applications market brings him head-to-head with Rupert Murdoch who is soon to launch his own digital-only iPad publication, the Daily." — The Guardian
A royal 3D wedding
"Rupert Murdoch's BSkyB wants to add an extra dimension to the April 29 wedding of Prince William and Kate Middleton. The satcaster is considering broadcasting the signal to British cinemas and 3D TV-enabled homes as a way of generating standout coverage of an event that could have the biggest global audience in television history." — ABC
Facebook founder turns to charity
"Chris Hughes, one of the founders of Facebook and the chief digital organiser for Barack Obama's presidential campaign, knows a thing or two about building online communities. Now he is applying his expertise to a new venture called Jumo, which aims to connect people with nonprofits and charitable organisations." — NY Times
Bank on more WikiLeaks scoops
"In a rare, two-hour interview conducted in London on November 11, Assange said that he's still sitting on a trove of secret documents, about half of which relate to the private sector. And WikiLeaks' next target will be a major American bank." — Forbes
Google joins the e-book revolution
"Google Inc. is in the final stages of launching its long-awaited e-book retailing venture, Google Editions, a move that could shake up the way digital books are sold." — Wall Street Journal
Facebook sued for being too private?
"Last week Facebook was hit with yet another patent lawsuit, this time by Walker Digital, an "invention company" founded by Jay S. Walker, co-inventor of Priceline.com. And boy does this one come straight out of left field." — TechCrunch
New BFFs, George Dubya and Mark Zuckerberg?
"One of them sometimes gets called the most powerful man in the world; the other is George W Bush. The founder of Facebook, Mark Zuckerberg, has broken bread with the retired President of the US, revealing that despite their 40-year age gap and divergent political backgrounds, the duo have more in common than you might expect.
In an hour-long chat from Facebook's Silicon Valley headquarters, broadcast on the website, Mr Bush, who is touring the country promoting his memoir Decision Points, compared his eight years in the White House with Zuckerberg's shorter, stratospheric period at the helm of the world's most successful social networking website." — The Independent
Will Mitchell actually sue?
"The Australian newspaper on Tuesday distanced itself from claims it would sue journalism academic Julie Posetti over messages it said were defamatory about its editor on Twitter." — Sydney Morning Herald
Honouring bad s-x
"With one killer sentence using the image of a butterfly collector — "like a lepidopterist mounting a tough-skinned insect with a too blunt pin he screwed himself into her" — the novelist Rowan Somerville demolished all comers and secured this year's coveted Literary Review Bad S-x award." — The Guardian
Here at Crikey, we saw a mighty surge in subscribers throughout 2020. Your support has been nothing short of amazing — we couldn't have got through this year like no other without you, our readers.
klewso
I just wonder at the rather mundane stuff coming out (even the experts are yawning), as if all of them aren't doing the same thing – and they all know that anyway – that the most "sacred holy relics" in jeopardy, aren't "reputations" – including "what" tax dollars under their management are "buying" – that seems to be fueling this high dudgeon and outrage among the elected representatives of such great "democracies".
Wikileax and banks? I hope they've got something on the mainstream establishment media and their "dealings" – and I just hope they publish it before governments, protecting their various "interests", get to them first.


text:
Q: How to query the column with a keyword name? How  to query the column with a keyword name ?
I create a table in which a column named true. I get an error when I select the true column.
select true from t

The error is:
Syntax Error: [line #1] A table column [1] must be assigned a valid name

How to query the column of name true?

A: You can use the sql function to query, the code is as follows:
sql(sqlCol("true"), t).eval()

A: It is just as it says, you cannot have a column named "true" because it is a private SQL keyword

A: In SQL, true is a reserved keyword. You can find lists for these depending on the database engine. Like from, select or where, for example, it wouldn't make sense if you had a table named of one of these names. Your query might look like this:
select column_name(s)
from where;

SQL thinks that you've left out the table name and went straight to the where clause. It's recommended that you choose column and table names that are not keywords. However, if you do, you can simply place the name in backticks.
select `true` from t;


Suitible for students and adults!
Learn how to resurrect your wardrobe favourites wand dip your toes into the world of sewing and repairs. You'll cover basic mending like how to re-hem and fix tears as well trying out patches and embellishments. There will be clothes to practice on but if there's something sitting in your wardrobe you'd love to fix this is your chance to bring it back to life.
This workshop is run by Imogen, a spooktacular sewing whiz who originally trained as a tailor on Saville Row and now runs her own fashion label.
Drop in Halloween Costume Swap. Bring along your old costumes and swap them for something new to you. 10 - 4pm. Book here.
Sew Spooky Costume Making Workshop at 12:30 - 1:30pm. Book here.
Millions of Halloween costumes end up in the bin every year. Scary, right! This event is part of the #SewSpooky campaign by Hubbub UK and North London Waste Authority to reduce textiles waste at Halloween. If you'd like to hear more about #SewSpooky and similar initiatives, visit www.hubbub.org.uk.
Visit bit.ly/SewSpookyEvents for full event listings across Hackney, Enfield, Haringey, Waltham Forest, Camden, Islington and Barnet.


text:
This is a mirror of http://www.vim.org/scripts/script.php?script_id=3436

This color scheme imitates TextMate theme Twilight.

A screenshot can be viewed here:
http://nealmilstein.com/ext/twilight256.png

The theme is designed to be used on a black background. I only tested it
using a 256-color terminal; I do not think it will work on much else (gvim,
8-color terminal, etc.).

The functions in this theme that convert hex color codes to the nearest
xterm-256 color number are from the theme desert2 (desert256), developed by Henry So, Jr.

The colors of this theme are based on the TextMate Twilight theme
– www.macromates.com


Married: A girl from Risca on April ?? 1978. A day that will for ever stay in his heart. They had to move because the Vicar said that parishioners would have to call his wife "Mrs Kellen" because her status had changed. She had lived in Risca all her life.
Vocation: "I felt that I was called to be a Priest when I was 14. Realising that vocation was hard work. I am not an academic genius. I believe that God has presently called me to be Vicar of St Mellons and I think that St Mellons has a great future".


text:
Email: info@cascadepolicy.org
Children's Scholarship Fund
No More Failed Rail
School Choice for Oregon
Tax and Budget
Testimony Before the Transportation and Economic Development Subcommittee of Ways and Means Regarding HB 5039
Cascade Policy Institute March 8, 2019 1
By John A. Charles, Jr.
Members of the Subcommittee, my name is John Charles and I am President of Cascade Policy Institute. Cascade is a non-partisan policy research organization working to promote public policies based on sound market principles. As a non-profit corporation we are supported by contributions from individuals, foundations and businesses, most of them based in Oregon.
Much of the proposed ODOT budget involves dedicated funding sources such as motor fuel taxes, which means the Subcommittee has limited discretion to move money around. However, there are some programs supported by the General Fund or lottery-backed bonds, and I would like to call your attention to several that appear to have questionable value:
Willamette Valley passenger rail, $9.86 million: This allocation provides operating support for the Portland-Eugene Cascades train that runs twice daily in each direction.
As noted in the budget documents, ridership for this line peaked in 2013 and has been flat for the past three years. Moreover, the ridership numbers provided to the Committee include the POINT bus service operated by ODOT. This significantly inflates the total number of riders attributed to the passenger rail program.
The POINT bus service includes five routes with stops at 42 locations, as shown below:
Portland-Eugene, 7 trips/daily each way, 5 stops
Bend-Ontario, 1 trip/daily each way, 11 stops
Redmond-Chemult, 2 trips daily each way, 5 stops
Portland-Astoria, 2 trips daily each way, 8 stops
Klamath Falls-Brookings, 1 trip daily each way, 12 stops.
Click here for the PDF full document.
Damian Park
"Subsidy fell from $120 to $118 ==> Progress". I hope that garnered laughs?
Also, when were the MAX light rail 2020 projects made? They are double the current ridership, which is incredible. Nicely done with this report
12:19 am - March 9, 2019
CASCADE COURIER E-NEWSLETTER SIGNUP
Cascade Policy Institute
Every month when you pay your electricity bill, you pay a surcharge of about 5.6%. If you are a natural gas customer, you pay a similar tax ranging from 2.5% to 4.9%, depending on your vendor. Both taxes are likely identified as a "Public Purpose Charge" (PPC). bit.ly/3oRGC8Q … See MoreSee Less
Why are we still paying a "temporary" energy tax 19 years later? – Cascade Policy Institute
By John A. Chalres. Jr. Every month when you pay your electricity bill, you pay a surcharge of about 5.6%. If you are a natural gas customer, you pay a similar tax ranging from 2.5% to 4.9%, depending…
Would you like to have a nice picnic near a garbage dump? How about a meeting? If Metro has its way, these are just some of the frills that will come attached to its newest waste facility. bit.ly/2Kcy6C1 … See MoreSee Less
The Region's New Transfer Station Means Frills and Bills – Cascade Policy Institute
By Vlad Yurlov Would you like to have a nice picnic near a garbage dump? How about a meeting? If Metro has its way, these are just some of the frills that will come attached to its newest waste facili…
"A society that does not recognize that each individual has values of his own which he is entitled to follow can have no respect for the dignity of the individual and cannot really know freedom." … See MoreSee Less
Would you like to have a nice picnic near a garbage dump? How about a meeting? If Metro has its way, these are just some of the frills that will come attached to its newest waste facility.
A new transfer station is being planned in Cornelius to expand waste management services to the west side of the region. But instead of providing a functional facility that benefits the region, Metro is pitching expensive features that have nothing to do with waste management, such as meeting spaces, parks, and education centers.
If Metro continues down this path, the new transfer station will have flair instead of function. Waste management debt will be used to fund unrelated goals, while regional improvements still beg for attention. Metro's systems planning manager says both of the current transfer stations in Portland and Oregon City are "at capacity" and "increasingly costly to operate." Metro should focus on improving waste management, not adding expensive extras. If the region really needs a new transfer station, there is no room for frills.
I'm Vlad Yurlov from Cascade Policy Institute, Oregon's free market think-tank. … See MoreSee Less
In the middle of a worldwide pandemic that has decimated local businesses, Portland is proposing millions of dollars in new taxes. Officials recently announced a new proposal called "Clean Air, Healthy Climate" that would impose two separate carbon taxes on large stationary emitters as early as this month. bit.ly/2MPCw2V … See MoreSee Less
Portland's toxic taxes will do little for clean air – Cascade Policy Institute
2021: The Year Of
Wishful Thinking	January 14, 2021
Why Are We Still
Paying A "tempora	January 14, 2021
The Region's New
Transfer Station January 13, 2021
Portland's Toxic
Taxes Will Do Lit	January 8, 2021
Oregon's New
Cigarette Taxes Will
Cascade Policy Institute, 4850 SW Scholls Ferry Road, Suite #103, Portland, Oregon 97225
https://cascadepolicy.org
Board of Directors 2020
© 2020 Cascade Policy. All Rights Reserved. Developed and Managed by Hostdoodle, A service of burnett media group.


text:
drop database ddshell_quickstart;
create database ddshell_quickstart default character set utf8;
grant all privileges on ddshell_quickstart.* to 'ddshell'@'localhost' identified by 'ddshell' with grant option;


text:
Site Security Handbook
RFC - Informational (July 1991; No errata)
Obsoleted by RFC 2196
Was draft-ietf-ssph-handbook (ssh WG)
RFC 1244 (Informational)
Network Working Group                                        P. Holbrook
Request for Comments:  1244                                       CICNet
FYI: 8                                                       J. Reynolds
This handbook is the product of the Site Security Policy Handbook
Working Group (SSPHWG), a combined effort of the Security Area and
User Services Area of the Internet Engineering Task Force (IETF).
This FYI RFC provides information for the Internet community.  It
does not specify an Internet standard.  Distribution of this memo is
The following are the authors of the Site Security Handbook.  Without
their dedication, this handbook would not have been possible.
Dave Curry (Purdue University), Sean Kirkpatrick (Unisys), Tom
Longstaff (LLNL), Greg Hollingsworth (Johns Hopkins University),
Jeffrey Carpenter (University of Pittsburgh), Barbara Fraser (CERT),
Fred Ostapik (SRI NISC), Allen Sturtevant (LLNL), Dan Long (BBN), Jim
Duncan (Pennsylvania State University), and Frank Byrum (DEC).
Editors' Note
This FYI RFC is a first attempt at providing Internet users guidance
on how to deal with security issues in the Internet.  As such, this
document is necessarily incomplete.  There are some clear shortfalls;
for example, this document focuses mostly on resources available in
the United States.  In the spirit of the Internet's "Request for
Comments" series of notes, we encourage feedback from users of this
handbook.  In particular, those who utilize this document to craft
their own policies and procedures.
This handbook is meant to be a starting place for further research
and should be viewed as a useful resource, but not the final
authority.  Different organizations and jurisdictions will have
different resources and rules.  Talk to your local organizations,
consult an informed lawyer, or consult with local and national law
enforcement.  These groups can help fill in the gaps that this
document cannot hope to cover.
Site Security Policy Handbook Working Group                     [Page 1]
RFC 1244                 Site Security Handbook                July 1991
Finally, we intend for this FYI RFC to grow and evolve.  Please send
comments and suggestions to: ssphwg@cert.sei.cmu.edu.
1.  Introduction.....................................................  3
1.1  Purpose of this Work............................................  3
1.2  Audience........................................................  3
1.3  Definitions.....................................................  4
1.4  Related Work....................................................  4
1.5  Scope...........................................................  4
1.6  Why Do We Need Security Policies and Procedures?................  5
1.7  Basic Approach..................................................  7
1.8  Organization of this Document...................................  7
2.  Establishing Official Site Policy on Computer Security...........  9
2.1  Brief Overview..................................................  9
2.2  Risk Assessment................................................. 10
2.3  Policy Issues................................................... 13
2.4  What Happens When the Policy Is Violated........................ 19
2.5  Locking In or Out............................................... 21
2.6  Interpreting the Policy......................................... 23
2.7  Publicizing the Policy.......................................... 23
3.  Establishing Procedures to Prevent Security Problems............. 24
3.1  Security Policy Defines What Needs to be Protected.............. 24
3.2  Identifing Possible Problems.................................... 24
3.3  Choose Controls to Protect Assets in a Cost-Effective Way....... 26
3.4  Use Multiple Strategies to Protect Assets....................... 26
3.5  Physical Security............................................... 27
3.6  Procedures to Recognize Unauthorized Activity................... 27
3.7  Define Actions to Take When Unauthorized Activity is Suspected.. 29
3.8  Communicating Security Policy................................... 30
3.9  Resources to Prevent Security Breaches.......................... 34
4.  Types of Security Procedures..................................... 56
4.1  System Security Audits.......................................... 56
4.2  Account Management Procedures................................... 57
4.3  Password Management Procedures.................................. 57
4.4  Configuration Management Procedures............................. 60


text:
#pragma once

#if defined(__cplusplus)
extern "C" {
#endif

	struct pkf_storage;

	struct pkf_storage  *pkf_storage_new(const char * const path, const char * const passwd);

	void	      pkf_storage_free(struct pkf_storage **);

#if defined(__cplusplus)
}
#endif