text:
Q: restart terminated emr cluster I terminated an existing cluster to not incur costs. Can I somehow restart this cluster. Is cloning = restart? Thanks and sorry about my ignorance.

A: No, cloning is not restarting.
If you fully automated your cluster with, i.e., bootstrap actions and cluster steps, then cloning will be the exact same. It takes the configuration and re-launches that. But if you SSH'd in and executed manual commands, you will not be able to get that back..
One of the key things with EMR is that it is ephemeral


Good sci-fi films make it easy to suspend disbelief. Bad ones don't. Take "The Space Between Us," which asks us to believe NASA would be dumb enough not to check if one of their astronauts is pregnant before a mission to Mars.
Nonetheless, astronaut Sarah Elliot (Janet Montgomery) shacks it up with an anonymous beau, hightails it to Mars and gives life to a son before succumbing to complications resulting from childbirth. Back on Earth, mission director Nathaniel Shepherd (Gary Oldman) decides to keep the child a secret to avoid public outrage at NASA's carelessness.
Sarah's son, Gardner (Asa Butterfield), grows up on Mars under the guardianship of one of the scientists, Kendra (Carla Gugino), and dreams of life on Earth. He's formed an online friendship with a troubled Colorado girl, Tulsa (Britt Robertson). This idea pushes the boundaries of reasonability, as "The Space Between Us" takes place in the near future, and human technology doesn't seem advanced enough to feasibly allow the kids to Skype each other without signal delay between Earth and Mars.
When Gardner uncovers a video of a man he believes to be his father, he resolves to finally journey back to Earth and find the only family he has left. NASA manages to shuttle him back, but Shepherd realizes Gardner's body is unsuited for our planet's environment, and he will die if he does not return to Mars.
But Gardner couldn't care less about his impending demise — he flees from NASA, meets up with Tulsa and sets out on a journey that involves crashing a plane into a barn, stealing random cars and appropriating strangers' electronic devices. But Bonnie and Clyde get away with their crimes and, because they're in love, that somehow makes their felony-ridden road trip completely okay.
Yes, this isn't just a sci-fi movie — it's a teen romance sci-fi movie. So sit back and enjoy the incessant use of pop songs and scene after scene of Gardner professing his undying love for Tulsa. His compliments are so cheesy that you'll be wondering if the filmmakers were trying to make cinematic fondue.
And that's a shame, because Butterfield and Robertson play their underwritten characters very well. When the movie casts light on Gardner's fish-out-of-water moments, such as his disarmingly sweet attempts at chivalry and his first experience with rain, "The Space Between Us" offers glimpses of a more authentic tale beneath its commercial aspirations. Tulsa is similarly charming when she's not causing property damage and determinedly leading the naive Gardner across the American West.
The adult characters, on the other hand, are dumb, but at least they aren't one-dimensional villains. Shepherd and Kendra pursue Gardner because they are acting in his best interests, not because they want to deny him happiness. Oldman and Gugino are talented enough to shine even when the writing doesn't do them any favors.
All in all, 90 percent of "The Space Between Us" is tolerable enough. The same can't be said for the outright ridiculous climax, which features a double twist, an impromptu spaceship launch and nonsensical medical jargon. It's so mind-numbingly stupid that even the teen demographic will raise their eyebrows. Gardner might be able to win Tulsa's heart, but his movie won't win ours.


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Sage the Kitchen Wizz Peel & Dice food processor review
In the race for the best food processors out there, the Sage the Kitchen Wizz Peel & Dice food processor is like a Swiss army knife for your kitchen...
(Image credit: Sage)
Woman & Home Verdict
You'll never be stuck without the right tool for the job with the Sage the Kitchen Wizz Peel & Dice Food Processor
Multiple tools and accessories
Ability to peel
Reasons to avoid
By Rachel Ogden 2020-12-03T15:57:41Z
If cooking is your passion, the Sage the Kitchen Wizz Peel & Dice is the best food processor for you. It comes with far more tools than the average model, allowing you to slice, dice, knead, chop and even peel with barely any effort. Plus, it has the power – a mighty 2000W – to ensure the best results. No wonder then, that it's one of the best food processors for keen bakers and cooks alike. Of course, all that kit requires some storage, and here the Kitchen Wizz Peel & Dice has you covered too; its discs, spindle and tools fit neatly into an additional double-level storage box so you can keep it out on the worktop for convenience or stash it away in a cupboard.
The Kitchen Wizz Peel & Dice is at the pricier end of the food processor spectrum, costing £499.95 when bought direct from Sage and John Lewis. However, you can find it for slightly less at some retailers including Amazon and UK Juicers.
Sage the Kitchen Wizz Peel & Dice food processor design
Seeing as professional results are at the heart of the Sage the Kitchen Wizz Peel & Dice food processor's functionality, the design centres around this too. That's why there's an easy-to-keep-clean stainless-steel finish on the base, with three no-nonsense buttons and an LCD timer, as well as a 3.7-litre bowl that is well marked out with measurements. It twists together smoothly, has a three-part pusher fitting into the lid's chute, and all clicks into place for safety. The power cable stores inside the base, so you won't need to have it trailing on the worktop. One element that's less intuitive, however, is how each tool is actually used. There are two spindles that are compatible with different discs, and a dicing system that's not particularly well explained – keeping the instructions to hand is a must.
Sage the Kitchen Wizz Peel & Dice food processor functionality
One thing you won't have to think about with the Kitchen Wizz Peel & Dice is what speed to choose – there's just one. So it's actually simply a case of choosing the right tool and hitting start. When it comes to the tools, you're spoilt for choice. There's a four-bladed multipurpose blade (as opposed to the usual two-bladed design), a dough blade, whisking discs for cream and eggs and four other discs, covering everything from slicing to julienning. For small jobs, there's also a one-litre bowl and blade that fits in the main bowl. But it's the peeling disc and dicing system that makes it stand out as one of our best food processors – the former tumbles potatoes and root vegetables to remove the skin, while the latter uses a dicing grid, slicing disc and geared spindle to create cubed vegetables in seconds.
Sage the Kitchen Wizz Peel & Dice food processor performance
While there weren't any tasks where the Kitchen Wizz Peel & Dice faltered, it did handle some better than others. For example, carrots were easily cubed with the dicing system and although there were some pieces trapped in the blade, the cleaning cap came in handy for removing cubes from the grid. Similarly, chicken took seconds to mince. Bread with the dough blade was surprisingly good – while the mixture took time to come together, once it did, the ball of dough was kneaded effortlessly and baked well. This was the only occasion when the food processor was noticeably noisy, all of its other tasks were speedy and not that loud. However, the peeling disc didn't live up to our expectations, partly because you're only able to peel smaller, round potatoes (and then several at a time, rather than one or two), but also that it didn't manage to remove all the peel as it was meant to.
Sage the Kitchen Wizz Peel & Dice food processor weight
The base of the Sage the Kitchen Wizz Peel & Dice food processor is heavy, meaning that this isn't a machine you'll want to move around the kitchen that often. Along with the complete haul of tools, it weighs in at a hefty 13.9kg.
Sage the Kitchen Wizz Peel & Dice food processor cleaning
A cleaning brush and cap for removing pieces of vegetables that are stuck in the grid helps with keeping the tools spotless, whether you're cleaning by hand or in the dishwasher. However, it's worth noting that not all the parts are dishwasher safe, and some have nooks where debris can gather – the underside of the peeling disc, for example.
Sage the Kitchen Wizz Peel & Dice food processor warranty
As you'd expect with a pro-style machine, the Sage the Kitchen Wizz Peel & Dice food processor comes with a good warranty – three years repair, replace or refund, with a 30-year limited motor guarantee. This in itself tells us that it's built for the long-haul.
Summing up… Sage the Kitchen Wizz Peel & Dice food processor
For the cook who wants to do more in the kitchen, this is the all-singing, all-dancing food processor for you. This model seems pricey at first look, but with so many capabilities – its functions go far beyond the usual slicing and chopping – the value can't be understated. Looked at as an investment, because it's a tool to help you eat more healthily while spending less time preparing food, buying the Sage the Kitchen Wizz Peel & Dice starts to make a lot of sense.
Duchess Catherine's one sad regret over engagement news revealed
The Duke and Duchess of Cambridge's engagement was announced in 2010
By Emma Shacklock • 2021-01-19T13:08:02Z
Melania Trump has broken this important presidential tradition
Melania Trump has not given Jill Biden the traditional white house tour in latest snub
By Naomi Jamieson • 2021-01-19T12:51:44Z
This is officially the most popular beauty product in the world - can you guess?
New research has revealed the UK's top 10 favourite beauty products, and there are some classics on the list
By Lucy Abbersteen • 2021-01-19T12:04:09Z

redpajama_set_name: RedPajamaCommonCrawl


text:
package com.mapswithme.maps.gallery;

import android.support.annotation.NonNull;
import android.view.ViewGroup;

import java.util.ArrayList;
import java.util.List;

public abstract class AdapterStrategy<VH extends Holders.BaseViewHolder<I>, I extends Items.Item>
{
  @NonNull
  protected final List<I> mItems = new ArrayList<>();

  @NonNull
  abstract VH createViewHolder(@NonNull ViewGroup parent, int viewType,
                               @NonNull GalleryAdapter<?, I> adapter);

  protected abstract void onBindViewHolder(Holders.BaseViewHolder<I> holder, int position);

  abstract int getItemViewType(int position);

  public int getItemCount()
  {
    return mItems.size();
  }
}

redpajama_set_name: RedPajamaGithub


Given below is the list of Best Pre Schools in Bhiwani 2016. These schools are listed on random basis and not on ranking. You can click on the school link to know more information about the school.
There are no Pre Schools in Bhiwani Currently available in our database. However we have listed below other schools available in the same city.
R.E.D. School Charkhi Bhiwani is managed by Rural Educational Development Society. The school is located at Bhiwani.
K.N. Sr. Sec. School Bhiwani is managed by Deep Shiksha Samiti. The school is located at Bhiwani.
K.M Public School Bhiwani is managed by K.M Public Managing Commitee. The school is located at Bhiwani.
Dronacharya Shiksha Niketan Bhiwani is managed by Kiran Shiksha Samiti, Vill Jawan. The school is located at Bhiwani.
Sant Roshan Lal Vidya Mandir(Sr.Sec.School) Bhiwani is managed by Sant Roshan Lal Vidya Mandir Management Commitee. The school is located at Bhiwani.
M.D.Sr. Sec. School, Neemriwali (Bhiwani) Bhiwani is managed by Sarva Hitkari Siksha Samiti. The school is located at Bhiwani.
Mega Mind Sr. Sec. School, Tosham Bhiwani is managed by Maheshmegamindshikshasamiti,Tosham. The school is located at Bhiwani.
I.P.S. Sr. Secondary School Bhiwani is managed by Sarswati Education Society. The school is located at Bhiwani.
Green Valley International School Bhiwani is managed by Tekchand Memorial Education Society. The school is located at Bhiwani.
Delhi Public School Bhiwani is managed by Smt.Shanti Devi Memorial Trust. The school is located at Bhiwani.
Scr Senior Secondary School Bhiwani is managed by R.S.Sangwan Memorial Education Society. The school is located at Bhiwani.
Shastri Senior Secondary School Bhiwani is managed by Yazpal Education Society, V.P.O. Panch Gaon. The school is located at Bhiwani.


We will meet at the home of Jim and Lynn Chinnis, 29 Brookshire Drive, Warrenton.
Our meeting topic will be the Fauquier Free Clinic.
With over a million uninsured Virginians, Fauquier Free Clinic (FFC) works to provide free quality medical access to those in our community. Established in Warrenton in 1993, the Fauquier Free Clinic now serves over 1,500 local citizens annually in both Fauquier and Rappahannock Counties.
Rob Marino, employed fulltime as the director of the Fauquier Free Clinic, and Steven G. Cosby, MHSA Volunteer Board Member of FCC and President & CEO of Cosby Insurance Group, will present on the operations and future of our local FFC.
Rob has been the director of the Fauquier Free Clinic for twelve years, managing over 200 volunteers including physicians, dentists, nursing staff, and clerical workers. He has a Masters in Social Work from VCU and did his undergraduate studies at the University of Virginia. Rob currently serves on the Board of the Fauquier County Mental Health Association and also serves on the Virginia Association of Free Clinics Funds Accreditation and Membership Committee. He has extensive experience in nonprofit management in both community and inpatient settings. Rob has worked in programs serving health care needs from trauma care, mental health treatment and job training, mental disability, pharmacy access, and child abuse and neglect. He is married to a local physician in private practice and has three children.
Steven has more than 27 years of experience in the employer health benefits industry and his Master's degree from The George Washington University in health policy. He is a nationally published writer on health benefit topics. He has expertise in underwriting, pricing, and funding arrangements for individuals and businesses. He is a board member of the Warrenton Rotary Club. He serves as a volunteer member for the Board of Directors of the Fauquier Free Clinic and is the owner of Cosby Insurance Group specializing in employer-sponsored health plans. His wife Amy is the Assistant Editor at the National Endowment for the Humanities, they reside in Fauquier County with their three children and two Newfoundland dogs.
Steven and Rob will tell the story of the Fauquier Free Clinic: review what services are available, how to get care, how to join as a volunteer, and what local health and dental problems are the most pressing. With the available network of volunteer doctors, nurses, dentists, and other health care professionals, the clinic has partnered successfully with our local hospital to help thousands of people over the years.
The Free Clinic is actively planning for changes as the insurance and primary health care markets are adjusting to the new health care reform. After a presentation on the clinic as it is currently organized, Rob and Steven will lead a discussion and answer questions about the impact of the PPACA (commonly referred to as the health care reform law).
This entry was posted in Community, SSC Meetings. Bookmark the permalink.


text:
Teaching, learning, and research resources that are free to all and licensed by their creators for sharing and remixing.
They may include, but are not limited to, textbooks, readings, multi-media files, software, assessment tools, and even entire courses. Utilize the search engines or browse various collections to find a diverse range of learning materials that suit your needs.
OPEN MRU Library
Why OER
The 5 Rs of Openness
Types of OER
Find OERS
Categories of Resources
Adopt an OER
Adapt an OER
Create an OER
OER Grants Program
Pressbooks @ MRU
Open Pedagogy
Open Educational Resources...
Increase Accessibility
Provide Creative and Customized Learning Materials
Reduce Financial Barriers for Students
the right to make, own, and control copies of the content
the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
REDISTRIBUTE
the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
David Wiley, CC, March 2014, http://opencontent.org/blog/archives/3221
Polimerek, Lolly sticks with text, CC-BY-SA 2.0
Open Courseware, Lectures, and Tutorials
Openly Licensed Images and Illustrations
Open Textbooks
Activities and Simulations
Assessments and Teaching Resources
Open educational resources (OER) are teaching, learning, and research resources that are created with the intention of being freely available to users anywhere. They may include, but are not limited to, textbooks, readings, multi-media files, software, assessment tools, and even entire courses. Most are covered by licenses that allow for using, re-mixing, and sharing.
7 Things You Should Know About OER
What are Open Educational Resources? - BCCampus
OER Mythbusting - Scholarly Publishing and Academic Resources Coalition
OER Mythbusting addresses the top seven myths about OER in North American higher education, as voted on my more than 100 faculty, librarians, students and other members of the OER community.
BCCampus - Frequently Asked Questions About OER
Open Education Group - The Review Project
This continuously updated review references research on student outcomes relating to the use of open educational resources.
Alberta OER Starter Toolkit
Open educational resources (OERs) are a broad and diverse category. This may make the prospect of adopting or creating an OER daunting - leaving many instructors unsure of where they should start. This toolkit will provide you with some considerations before you start using OERs in your classroom, in addition to strategies, practices, and web resources.
OER News
Keep your finger on the OER pulse!
BCCampus
eCampus Ontario
Open Education Consortium
The Mason OER Metafinder (MOM)
This tool searches 22 different collections of open educational resources in real time.
Developed by SUNY Geneseo's Milne Library, this database contains records for over 300 000 open educational resources.
Images, Maps & Illustrations
Interactive Learning Objects and Simulations
Open Courses & Tutorials
Additional Resources & Repositories
BCCampus OpenTextbooks
A collection of free, openly licensed textbooks
eCampus Ontario Open Library
Search the collection of open textbooks and other open resources.
Open Education Alberta
Collection of open texts published by faculty at several Alberta post secondary institutions
Atlantic OER
Repository of open educational resources created by postsecondary institutions in the Atlantic provinces
Open Textbook Library
Peer reviewed open textbook collection supported by the Open Textbook Network
LibreTexts
*Features content created by MRU students and faculty
Milne Open Texts (Formerly Open SUNY Textbooks)
Open textbook collection supported by the State University of New York
Peer reviewed textbooks for post-secondary education
AU Press
Free pdfs and low cost print materials featuring primarily Canadian publications
Teaching Commons Open Textbook Collection
A collection of open textbooks from the leading colleges and universities in the United States
Pressbooks Directory
Searches for textbooks hosted on the popular platform Pressbooks Directory
The following links provide a sample of various digital collections with openly licensed content. If you can't find what you're looking for, contact your Subject Librarian for help! You will also find additional image collections on our Copyright Guide.
Please review the terms of use for the image to ensure proper attribution for any content you use. Tools such as the OpenAttribute browser extension can help. You can use a TinEye Reverse Image Search to double check that images that have been labelled as free to use haven't been wrongly uploaded from commercial image sites.
Creative Commons Image Search
Search content in the public domain or available under CC licensing
Artstor's ever-growing public collections offer approximately 1 million freely accessible images, videos, documents, and audio files from library special collections, faculty research, and institutional history materials, as well as hundreds of thousands of open access images from partner museums.
Library and Archives of the Government of Canada
UBC Library's Open Collections include digital photos, books, newspapers, maps, videos, theses and more. These publicly-accessible collections are constantly growing and reflect the research interests of the UBC community and beyond
U.S. Government Image Search Engine
Find images and collections that are openly licensed or in the public domain
New York Public Library Digital Collection
Open Photo Project
The Open Photo Project is a photo sharing platform where contributors offer images free of charge under terms of Creative Commons licensing. License terms and conditions vary from image to image.
The following is not an exhaustive list, but rather a sample of available content. Use the Mason OER Metafinder to search for additional resources or contact your subject librarian for assistance.
Pond5 Public Domain Project - Free Footage
OER Commons' Recorded Lectures
Forum Network
The Forum Network is a public media service of WGBH that offers hundreds of video and audio lectures from the world's foremost scholars, authors, artists, scientists, policymakers, and community leaders, made available to the public for free
Virtual Lab and Science Resource Directory
Created by BC Campus, this guide pulls together open simulation or lab resources by discipline. It is continuously updated.
This project at the University of Colorado Boulder provides free science and math related simulations.
eCampus Ontario HP5 Studio
Browse CC licensed interactive learning objects created by faculty in Ontario from a variety of disciplines
Virtual Nursing Simulations - Ontario Sim Alliance
List of virtual simulations - notes which ones are openly licensed.
ChemCollective
Project of the National Science Digital Library - links to variety of activities, videos and games for use in teaching chemistry. License allows for reuse but not adaptation.
Open Case Studies - University of British Columbia
Case studies in the collection are licensed for reuse and adaptation. Subjects include business, education, economics, conservation and sustainability, policy studies and more.
MIT Sloan School of Management LearningEdge
Selection of creative commons licensed case studies in accounting, entrepreneurship, leadership, ethics, operations management, and sustainability
National Center for the Case Study Teaching in Science
Peer reviewed collection of science case studies. Classroom use and limited modification permitted under certain circumstances - review the permitted uses terms carefully.
Business Cases from Merlot
Business cases deposited in the Merlot repository
Many of the texts in the OpenStax collection are accompanied by instructor materials like slides and test banks. Here is an example of the type of materials available for a Microbiology text.
BC Campus Open Text Collection
Texts in the BC Campus open collection may include supplementary resources including videos, test banks, instructor guides, and slides. Here is an example.
The advanced search feature in OER Common allows you to limit to particular types of materials like assessments.
My Open Math
Online homework system for math.
MIT Open Courseware
John Hopkins University Public Health Open Courseware
TU Delft Open Coursware
Saylor Academy
Lumen Learning
The Open Academy
Open Course Library
Open Learn
The links below are open resource mega sites that offer books as well as other OER teaching tools.
Worldwide learning network of shared teaching and learning materials.
A curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.
ABOER Repository
A collection of grant funded resources related to the provincial Alberta OER initiative
teachOER
A catalogue of commonly used OERs for a variety of disciplines
OpenMichigan
This repository contains educational content in medicine, dentistry, engineering, information studies, public policy, and other subject areas, which include guest lectures and other ancillary materials.
OpenOregon
This repository contains resources that are compiled by Oergon's public post-secondary institutions
Adopting an Open Education Resource
Choosing OER; Assessing for Quality
Licensed eBooks vs. Open Textbooks
OER Adoption Resources
Adopting an Open Educational Resource
The benefits of using an OER include an already existing volume and variety of quality resources across all disciplines, reduced barriers such as costs for both students and faculty, and the ability to adopt these resources according to your needs. Luckily, instructors from post-secondary institutions around the world continue to develop and contribute quality learning materials, reducing the duplication of such resources by sharing them openly with the academic community.
Below are some considerations that can help determine the process for adopting, adapting, and/or creating an OER:
What type of material are you looking for? You can use a blend of openly accessible textbooks, video tutorials, lecture notes, etc, that best suit the outcomes of your course.
Does this content and/or resource already exist? If so, consider reviewing your syllabi to include these resources.
Does the existing resource meet the needs of your intended audience?
Is the OER designed in such a way that allows you to pick and choose relevant content to meet your instructional needs?
Source: Alberta OER Starter Toolkit 2.0
Choosing OER: Assessing for Quality
With so many freely available resources online, choosing OER can be overwhelming. The following resources offer guidelines and suggestions for best practices when adopting an OER:
Evaluating an Open Textbook - BCCampus OER Adoption Guide
OERR Assessment Rubric - BCCampus
This rubric was developed by the BCOER Group to provide a process of evaluating open education resource repositories in the following areas: Authority, Audience, Access and Diversity, User-Friendliness, Subject Coverage. Search Functionality, Media Type, and Licensing and Permissions.
OER Evaluation Rubric - Rodney Birch, George Fox University
OER Accessibility Rubric - OpenUBC
Licensed Ebooks found in the library Catalogue and Open textbooks online - what's the difference?
From time to time, instructors may decide to assign a licensed ebook as a textbook. While this can save students textbook fees, it can also be problematic!
If you are considering using a library ebook as a course textbook to provide shared access for your students, please consider the following:
The library signs licenses for publisher driven ebooks - many of which are found in the catalogue. Different publisher and aggregator platforms have different restrictions about the number of simultaneous users, the amount of printing and downloading allowed, etc.
If the ebook is part of an aggregated package, it can be removed by the publisher at any time without notice. This does not happen often, but it has happened in the past. It's a good idea to have a backup plan in place such as putting a print copy on reserve.
Open textbooks are completely 'open' - they do not typically restrict number of users, or chapter downloads.
If you are unsure whether the ebook you want to use in your course is open or from a publisher's licensed package, contact us - we can help!
Faculty Checklist for Evaluating OER (BCCampus)
BCCampus Open Education Adoption Guide
Guidelines for OER in Higher Education
BCCampus Print-on-Demand Guide
Adapting an Open Educational Resource
Project Mapping and Staying Organized When Adapting an OER
Resources for Adapting OERs
You might have found several OERs that cover the information you need, yet its not quite right. Using OERs enables you to remix content, including adding your own work, providing optimal flexibility when curating your classroom materials.
Adapting an OER can be quite simple, depending on the following:
How much do you wish to change? Are you looking to remove a chapter, edit one, or blend with another resource?
Does the licensing allow you to remix content appropriately? See our Licensing and Copyright page for more information.
What technical formats are involved? Do you have the means to modify the format?
Do you have the technical expertise to assist you with the process? If not, have you identified someone who does? For assistance, contact the Academic Development Centre *
Review these considerations in greater detail with BCCampus' 6 Steps to Modifying an Open Textbook
Whether you plan to adapt or create an OER, it is important to approach the project with a detailed plan in mind and stay organized throughout the process. The following resources can assist you in mapping your project and provide you with additional resources like formatting guides, licensing, and accessibility information.
BC Campus Adaptation Guide The Adaptation Guide is a practical reference about how to customize — or adapt — an open textbook so that it better fits your needs in the classroom and elsewhere. This guide defines the term adaptation and discusses reasons for revising a book, why this is possible with an open textbook, and the challenges involved.
Modifying an Open Textbook: What You Need To KnowRebus has put together an overview of the OER modification process, as well as editing format guides for PDFs, HTML, EPUB/MOBI, Pressbooks, and OpenStax.
Creating and Modifying Open Educational Resources TutorialCreating and Modifying Open Educational Resources is a chapter-by-chapter informational tutorial created by Affordable Learning Georgia
Forward to 22:38 and learn more about the process of evaluation, project mapping and adaptation with BCCampus.
Resourcs for Adapting OERs
BCCampus OER Adaptation Guide
A Guide to Authoring and Adapting Open Textbooks
Modifying an Open Textbook: What You Need to Know
Tips for New Creators
Project Mapping and Staying Organized
Resources for Creating OERs
While there are so many OERs already available, you might consider developing your own resource materials. These can include new or updated content from your discipline, integrating and/or developing concepts into different formats such as instructional videos, lecture slides, worksheets, quizzes, or into a more accessible tool. Additionally, creating an OER opens the possibility for including student contributions as part of the process.
Resources for creating OER's
Authoring Open Textbooks
The Rebus Guide to Publishing Open Textbooks (So Far)
BCCampus Self-Publishing Guide for OER A Guide to Making Open Textbooks with Students
A Guide to Making Open Textbooks with Students
Whether you plan to adapt or create an OER, it is important to approach the project with a detailed plan in mind and stay organized throughout the process. The following aspects are vital to maintaining the 5 R's of open:
Target Audience and Intended Use
Is your resource intended for a very specific purpose or can it be used widely throughout your faculty? Is it meant to be a primary or ancillary resource? How do you plan to incorporate the materials into your lectures or course structure?
Consider how you plan to license your final product and familiarize yourself with the various types of Creative Commons Licensing available. The format of your resource might impact accessibility based on hosting platforms. For example, instructional videos can be made openly accessible by uploading them to a public site such as Youtube or Vimeo.
Review OpenOregon's guide on how to attribute remixed OER content from multiple sources.
Formatting and Accessibility
Review our guide on Best Practices for OER. Consider user accessibility when choosing a format, including diverse abilities and access to resources such as internet, personal devices, and other technology that might be required to fully benefit from the material.
Making openly accessible materials does not always mean they are easily accessible. Review David Wiley's suggestions about using the "ALMS Framework", which includes considerations for the following:
Access to editing tools
Level of expertise required
Meaningfully editable
Self-sourced material
Formatting Resources
Open Textbook Formats - BCCampus Self-Publishing Guide
Why an Accessibility Toolkit? - Ryerson Open Textbook Authoring Guide
Style Guide - BCCampus Self-Publishing Guide
Chances are that you're not the only one interested in creating an OER! Campus collaborators could include other faculty from MRU or elsewhere, an experienced OER creator, and even students! Keep them in mind when developing your content. Contact the library or the Academic Development Centre for assistance if needed.
Building a Team - Rebus Guide to Publishing Open Textbooks (So Far)
Contracts - BCCampus Self-Publishing Guide
Availability of tools and resources for content development
There's no need to complicate the process if you don't need to! Many freely available platforms can be used to create, edit, and house OERs, including Dropbox, Google Drive, and Open Author.
Review UBC's DIY Media Kit Tutorials on audio, video, and screencasts.
Contact the library or the Academic Development Centre to learn about other available resources for content development.
Sources: OpenUBC / ABOER Starter Kit v2.0
Introduction to Best Practices
Technical and Digital Accessibility
Read more about technical and pedagogical considerations when developing OER.
W3 Fundamentals: What is Web Accessibility?
Web accessibility means that websites, tools, and technologies are designed and developed so that people with disabilities can use them properly and to the fullest extent. Learn more about the current barriers that exist, and how to design web content that benefits students and society.
Accessibility Toolkit: Making Your Open Textbook Accessible (Ryerson University)
This toolkit provides information on how to make content accessible, including images, tables, weblinks, multimedia, formulas, color contrast and visual accommodations through the lens of universal design.
Accessibility Toolkit - 2nd Ed. (BCCampus)
This toolkit includes best practices on how to format multimedia content, as well as webinar content, "redesign or accommodation" guidelines, and a checklist for accessibility.
Decolonization, Diversity and Inclusion
Can We Decolonize OER/Open?
A blog on the mindful considerations regarding power, privilege, and access and the potential impact that OER and open educational praxis can have to disrupt academic and environmental barriers that are present in post-secondary education and the production of knowledge.
Leveraging Open Educational Resources to Help Queer Students
This article was featured in the Canadian OER Digest for Pride Month 2019, and discusses how recognizing the power of supportive learning materials can be leveraged to increase academic success through inclusive curricula.
Equity and Openness - A Call to Action
A co-authored blog that discusses how equity, diversity and inclusion are currently being modeled in the open community, including discussions on labor, academic praxis, and the inclusion of broad and diverse perspectives.
Cultural Competency - Blueprint for Success in College and Career
The information presented in this chapter is designed to better prepare students for the intellectual and societal challenges facing an increasingly diverse society within the post-secondary context and beyond.
Accessibility, Diversity and Inclusion
This chapter from BCCampus' Self-Publishing Guide outlines a variety of barriers that students face in post-secondary education and provides solutions that include more detailed resources to on how to address them when developing OERs and utilizing them in the classroom.
Inclusive Learning Design
The handbook is developed for the FLOE Project by the Inclusive Design Research Centre, and contains information on who is best served by these practices, perspectives, approaches, and techniques to meaningfully consider when developing learning materials for academic use.
W3 - Web Accessibility Initiative
W3 provides strategies, standards, and resources to make the web accessible to people with disabilities tby focusing on accessibility, usability, and inclusion as guiding principles.
Inclusive Media and Design Centre (Ryerson University)
The IMDC designs, creates, and evaluates inclusive media and technology. Much of their work focuses on inclusivity in technologies for the blind and low-vision and deaf and hard of hearing individuals.
OER and Accessibility: Master List
In collaboration with MERLOT, the Open Education Consortium, the National Federation of the Blind, and California State University, this site provides a master resource list on accessibility tools and technologies, institutional best practices, technical guidelines, and universal design for learning.
When creating or adapting OERs, it's ideal if you can share your work in as many open file formats as possible. Most software (including Microsoft Office) allows you to export your documents in a variety of formats.
Open Formats
Open document (.odf)
Epub (.epub)
Mobi (.mobi)
Text (.txt)
PNG (.pgn)
XML (.xml)
Closed Formats
MS Word (.docx)
MS PowerPoint (.pptx)
MS Excel (.xlsx)
Photoshop (.psd)
RTF (.rtf)
Sometimes it's not possible to share your OER in an open file format and that's OK. A good best practice is to share your work in three different formats - two of which should be editable.
Example:You've created a class activity and you want to share it as an OER. The activity was created in Microsoft Word (.docx) and you convert the file to Open Document Format (.odf) and PDF (.pdf). The PDF version of the file cannot be edited, but the Office and Open Document version are editable.
OER Authoring Tools (SUNY)
Technology and Software for OER Creation (University of Toronto)
Fonts and Formatting Best Practices
Provide the full hyperlink address when possible
Make sure your documents work in grayscale formats for colorblind users
Audio files should be accompanied by transcripts for users with hearing impairments
Video files should include captions and transcripts for users with hearing impairments
Use colour schemes that have clear contrast for the visually impaired
W3 Web Accessibility Videos
Open Educational Resources (OER) Grants Overview
OER Grant Recipients 2021-2022
The Open Educational Resources (OER) Grant program pilot provides funding and support to any full-time and contract faculty members interested in adapting and/or adopting open educational resources -- or engaging in other forms of open pedagogy related to the use of open materials -- during the 2021-22 academic year.
Applications for 2021-22 are closed. For more information, please contact oergrants@mtroyal.ca
2021-2022 OER Adaptation Grant Recipients
Ravdeep Kaur Batth, Chemistry
Course: CHEM 2111 - The Organic Chemistry of Life
Laura Ell, Health and Physical Education
Courses: SRMG 2400 - Commercial Recreation and SRMG 2440 - Community Development
What is Pressbooks?
Interested in a Pressbooks Account?
Pressbooks & Open Education Alberta
Pressbooks is a publishing tool that is frequently used to create, adapt, and publish open books. It makes it easy for authors to copy existing open books and adapt them to their own context, or to create new openly licensed books from scratch. Some of the advantages of Pressbooks are:
Provides out of the box chapter formatting and other features which make it easy for authors to structure their content
Allows readers to view books online or download the content in a variety of file formats
Compatible with tools like H5P which allow authors to embed interactive elements in their texts
Here are some examples of open books that have been published using Pressbooks:
Research Methods in Psychology, 2nd Canadian Edition (example of book adapted from an existing US version)
Web Literacy for Fact Checkers
OER Activities Source Guide
Environmental ScienceBites (example of project involving student authors - see Open Pedagogy section for more information)
Português para principiantes (language text with embedded sound clips and embedded activities)
There are many guides and tutorials available to support Pressbooks.
Pressbooks video tutorials - BC Campus
Pressbooks guide - BC Campus
Members of the Mount Royal Community who are interested in obtaining a Pressbooks account should complete the following form. You will then be contacted by a member of the Library team who will outline the features of the software and your responsibilities as a user. All users must sign and agree to the terms of the publishing agreement below before an account will be issued.
If you have any questions, please contact Cari Merkley at cmerkley@mtroyal.ca
MRUL - OER Individual Publishing Agreement
Mount Royal is collaborating with other Alberta postsecondary institutions on a new provincial publishing platform for open educational resources. This initiative allows MRU faculty and staff to adapt existing open textbooks to the needs of their students or to create openly licensed resources using Pressbooks, a well known publishing software. New resources may be featured in the central Open Education Alberta library.
What is Open Pedagogy?
Open pedagogy, also known as open educational practices (OEP), is the use of open educational resources (OER) to support learning, or the open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level. When you use open pedagogy in your classroom, you are inviting your students to be part of the teaching process, participating in the co-creation of knowledge." Learn More.
Source: "What is Open Pedagogy?" BCCampus
Open Pedagogy can include working directly with students to create content, utilizing "living assignments" in the classroom, encouraging open licensing whenever appropriate and possible, pursuing interdisciplinary educational opportunities, and more. Here are a few examples to help you envision what an open collaboration with students can look like!
Open Pedagogy Notebook (provides examples and case studies)
What an Open Pedagogy Class Taught Me About Myself - A Student Testimonial
Non-Disposable Assignments (Christina Hendricks)
Teaching with Wikipedia: Creating Content as a Living Assignment
P. O.W.E.R - A Reflective Framework for Students-as-Partners Practices and Processes (BCCampus)
OER-Enabled Pedagogy (Open Education Group)
What is Open Pedagogy? - David Wiley
5 Rs of Open Pedagogy - Dr. Rajov Jhangiani
Open Pedagogy - Rajiv Jhangiani & Robin DeRosa
Openness as a Catalyst for Educational Reform, David Wiley (2018)
Open Pedagogy Master Class - SUNY OER
OER Student Toolkit
Making Open Textbooks with Students
Open Pedagogy Resources
Creative Commons License Types
Permissive vs. Restrictive Licensing
When creating or adapting Open Educational Resources, please ensure that your work is in compliance with Canadian copyright law. For assistance, please contact the MRU Copyright Advisor or visit the MRU copyright website.
University of Alberta OER Copyright Tutorials
OER Copyright Considerations an Introduction
OER Copyright Considerations in Practice
One of the defining aspects of Open Educational Resources (OER) is their use of open licensing standards. There are some distinct benefits to open licensing:
It's relatively easy to apply these licenses to your work
The language is simplified and it's easy to determine how your work, and the work of others, can be used and attributed
Open licensing makes it easier to share resources and it can facilitate the use of your work
Common Open Licensing Standards
The Creative Commons is the most common of the open licensing standards, and it's simplified language makes it easier for creators to apply it to their work.
The Creative Commons allows you to determine how your work will be used, by attaching the following elements to your license.
License Elements
Attribution (BY) - The creator of the work must be given credit. All Creative Commons licenses, except for public domain (CC0), require attribution.
Noncommercial (NC) - The work cannot be used for commercial purposes such as advertising or re-selling copies of the work
No Derivative Works (ND) - The work cannot be altered and must be used "as is" unless permission is obtained from the author
Share Alike (SA) - Variations of a work must use the same license as the original work
Source: Creative Commons, CC-BY-4.0
The Creative Commons allows for a total of seven license types. Note that the ShareAlike (SA) and NoDerivatives (ND) license elements cannot be combined.
It's also important to note that some licenses - and therefore some materials - cannot be combined. If you're creating an OER and you're unsure which licenses are compatible, check out this Creative Commons license compatibility chart. The license you choose will greatly impact how widely your work will be shared or adapted. For more information, see the "Permissive vs Restrictive Licensing" section of this guide.
Attribution (CC BY)
"This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials."
Attribution-ShareAlike (CC BY-SA)
"This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to "copyleft" free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects."
Attribution No-Derivatives (CC BY-ND)
"This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you."
Attribution-NonCommercial (CC BY-NC)
"This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don't have to license their derivative works on the same terms."
Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)
"This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms."
Attribution-NonCommercial-NoDerivatives ( CC BY-NC-ND)
"This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can't change them in any way or use them commercially."
Public Domain (CC-0)
"CC0 enables scientists, educators, artists and other creators and owners of copyright- or database-protected content to waive those interests in their works and thereby place them as completely as possible in the public domain, so that others may freely build upon, enhance and reuse the works for any purposes without restriction under copyright or database law."
Source: "About the Licenses" - Creative Commons >
Source: "CC0" - Creative Commons
Source: Creative Commons Wiki - Licensing
While open licensing systems facilitate sharing, attaching a more permissive license to your work will reduce the likelihood of an accidental copyright violation. Attaching an Attribution (CC BY) license to your work will likely result in your work being shared more broadly, and it will give more flexibility to those who might want to build upon or incorporate your work down the road.
Review Open Oregon's guide to attributions when remixing OER content from multiple sources.
Permissive Licensing
The most permissive license is the Attribution (CC-BY) license. This license stipulates that those who reuse or remix your work only have to attribute you (as the original author) in future iterations of that work.
Public Domain (CC0)
When you assign a Public Domain license to your work, you're relinquishing all copyright to that work. There is no Attribution requirement when using Public Domain materials. While your work may be shared broadly, you will not be given credit.
Restrictive Licensing
Attribution-Share-Alike (CC BY-SA)
Attribution-NonCommercial-ShareAlike(CC BY-NC-SA)
Share Alike (SA) Licenses can make it impossible for others to remix and adapt other works. The SA license stipulates that any adaptation of a work must use the exact same license terms as the original work.
If you wanted to combine two learning objects with different SA license versions (3.0 vs. 4.0), it would be impossible because your adaptation of that work would have to adhere to both licensing versions simultaneously.
Attribution-NoDerivatives (CC BY-ND)
Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND)
No-Derivatives (ND) licenses stipulate that no group or individual can create iterations of your work. You work can she shared and attributed, but it cannot be remixed or revised to create new works.
Spectrum of Licensing
"Understanding Free Cultural Works", Creative Commons, CC-BY-4.0
Cari Merkley
Email: cmerkley@mtroyal.ca
Office: EL4423U
<< Previous: Open Access
Next: Open Data >>


Enforcement has begun of new UK laws covering the use of unmanned aerial vehicles (UAVs). The laws, which were introduced by the Department for Transport and the Civil Aviation Authority in May and went into effect on 30 July, state that UAVs must be flown below an altitude of 400 ft and are not allowed within 1 km of an airport.
Breaching these restrictions will result in a fine of up to GBP2,500 (USD3,237), as well as possible criminal charges that could result in a five-year prison sentence.


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Will a Gun Manufacturer Be Held Liable for Sandy Hook?
A lawsuit brought by families of victims blames the marketing of military-style guns to civilians.
Mark ObbieThe Trace
Connecticut State Police Detective Barbara J. Mattson holds up a Bushmaster AR-15 rifle at a legislative hearing on Monday, January 28, 2013.Jessica Hill / AP
More than 14 months after victims' families sued Bushmaster Firearms in the aftermath of the mass shooting in Newtown, Connecticut, the lawsuit is finally approaching the first critical test of a novel liability claim: Whether or not the riflemaker can be held responsible for the Sandy Hook massacre because of how it has marketed a military-style weapon to civilians.
The case was filed by relatives of nine of the 26 children and adults Adam Lanza killed with a Bushmaster AR-15 rifle. Bushmaster argues that the suit is barred under the decade-old federal Protection of Lawful Commerce in Arms Act (PLCAA), which shields the gun industry from liability claims. A Connecticut state judge has scheduled a hearing for February 22 on the defendants' motions to dismiss.
If the case survives this round—hardly a given, considering the difficulties other plaintiffs have encountered in trying to break through PLCAA's immunity shield—the lawsuit would then head into uncharted territory, as the Newtown plaintiffs seek to use the industry's marketing tactics against it.
Those tactics, never tested before under PLCAA, dominate the allegations spelled out in the plaintiffs' complaint. It quotes several advertisements from a catalog aimed at civilian gun buyers that is adorned with action photos of camouflage-clad soldiers and police in body armor. One reads, "Forces of opposition, bow down. You are single-handedly outnumbered." Other images tout the rifle's "military-proven performance" and call it "the ultimate combat weapons system."
With that type of marketing, the Sandy Hook families claim, "The Bushmaster Defendants attract buyers by extolling the militaristic and assaultive qualities of their AR-15 rifles." The complaint alleges that while the weapon is suitable for the military and for law enforcement—where it's used for combat and limited police purposes—in civilian hands, the high-caliber, rapid-fire rifles are essentially killing machines.
One law professor sees those claims as having some chance of success—if not in court then at least in shaping public opinion. John Culhane of Widener University's Delaware Law School, a longtime advocate for using litigation to reform gun-industry practices, says the plaintiffs deserve points for creativity by trying to find a way around PLCAA through an attack on the industry's selling of tactical firearms to civilians.
"It's a long shot," Culhane concedes, but the plaintiffs' argument holds powerful potential if the suit manages to reveal the thinking behind the riflemaker's marketing strategy for the military-grade firearms. Positioning the case as a contest between commercial exploitation and parents mourning murdered children puts enormous pressure on the industry, he says.
That pressure might be compounded by the enormous expansion of the tactical weapons and accessories market, which industry watchers believe is a chief engine of growth in the gun business. That's largely due to the success of the AR-15, the semi-automatic civilian version of the U.S. military's automatic M-16 rifle. The weapon is designed for endless tinkering, and has proven especially popular with young buyers more attuned to owning guns as a social pursuit, in contrast with more traditional markets in hunting and self-defense.
But the marketing-to-civilians argument can cut both ways. As Frank Miniter pointed out in the National Rifle Association magazine America's 1st Freedom, the millions of civilian sales of AR-15s are evidence that the so-called "black rifle" has been embraced by the general public mainly without incident, a fact that would seem to undercut the Newtown plaintiff's claim that the AR-15's true utility is confined to criminal mayhem.
The Newtown lawsuit's tug-of-war serves as a kind of replay of the debate that led to Congress' passage of PLCAA in the first place.
Congress was prompted to pass the law by industry complaints that the firearms business might be sued out of existence by innovative legal attacks, brought at the time mostly by cities seeking to hold manufacturers or retailers liable for the costs of gun violence. PLCAA was meant to shut down those sorts of claims, which branded guns as a public nuisance under tort law, while preserving more traditional liability claims, says Georgia State law professor Timothy Lytton, who studies gun litigation.
One of those traditional theories that received protection under the statute—"probably the oldest theory in this litigation," Lytton says—is called negligent entrustment: when a seller fails to make reasonable attempts to keep a gun out of the wrong hands. "The standard example of that," Lytton says, "is handing a loaded firearm to a child or a visibly deranged person."
Negligent entrustment was the central claim in the only gun-liability lawsuit to win a jury verdict since PLCAA's passage. In that case, which was decided last October, a jury awarded nearly $6 million to two police officers who were seriously injured with a handgun that a gun shop in Milwaukee, Wisconsin, sold to an obvious straw buyer in 2009.
No other negligent entrustment claim has made it that far under PLCAA, even when plaintiffs presented evidence that gun retailers knowingly sold guns to criminals or suicidal people. In a 2013 Missouri court decision, an Overland Park, Kansas, gun shop called The Bullet Hole won dismissal of a case where a man bought ammunition using a stolen credit card that he took from the neighbor he murdered, before going on a shooting spree in Kanas City. In another case, a gun shop in Odessa, Missouri, won dismissal of a negligent entrustment claim even though the family of a woman who committed suicide with a newly purchased gun had warned the store not to sell to her.
The string of dismissed cases makes the Newtown claim look all the more uncertain, since the negligent entrustment it alleges—that the marketing itself constitutes entrusting the weapons to the general public in an illegal manner—is far removed from any kind of dubious, one-on-one sale. As Bushmaster's lawyers point out, the AR-15 that Lanza used to kill his victims at Sandy Hook was purchased legally by his mother more than two years before the shootings, according to the state's investigation of the December 2012 massacre.
It's another claim made by the plaintiffs' lawyers that gives them at least a fighting chance, says Delaware Law School's Culhane. This second argument also focuses on Bushmaster's marketing. But it cites the marketing as a violation of Connecticut's unfair trade practices act, which regulates irresponsible advertising. The advertising is deceptive and a violation of that state law, the plaintiffs argue, because it uses military imagery to entice the wrong sorts of consumers—civilians—to buy the product and then harm others with it.
That's a fairly standard sort of deceptive advertising claim, Culhane says, regardless of whether it's blocked by PLCAA or whether there's any evidence that Lanza or his mother were influenced by Bushmaster ads. It's common to hold manufacturers liable when "there's such a mismatch between the marketing of the product and its reasonable use," he says. "If you market them as military style weapons, you're going to attract a certain class of consumer, perhaps, that will act on this information."
A defendant isn't protected under PLCAA if a plaintiff can prove a violation of an existing statute "applicable to the sale or marketing of guns," as the law reads. The defense argues that means a gun-specific regulation, not a general statute like Connecticut's advertising law.
The Sandy Hook plaintiffs' attempts to evade PLCAA's gun industry shield amount to an end-run around the law's meaning, Bushmaster's lawyers argue in court papers. They accuse the plaintiffs of applying "expansive and unrecognized" interpretations to PLCAA to mask the reality that they are pursuing the same sorts of claims that the law was designed to block. If the plaintiffs' arguments prevail, the defense team states, their rationale "would swallow the statute's overall purpose—to protect firearms sellers from claims arising from the criminal use of lawfully sold firearms."
Those will be tough arguments to overcome, Culhane says. But one factor weighing in the plaintiffs' favor is the fact that they managed to keep the case in state court, after spending much of last year beating back the defense's insistence to try the case in the federal system.
While it's common for a federal judge to interpret state law, or for a state judge to interpret federal law, the plaintiffs stand to gain by having Connecticut courts deciding how Connecticut's deceptive trade practices law applies in this case, Culhane says. "Their interpretation of the reach of that statute would be the last word, potentially."
If the Superior Court in Bridgeport, Connecticut rejects the defense's motion to dismiss, then the case moves to the discovery phase, when the defense must turn over internal documents and expose executives to sworn interrogations. If that happens, Bushmaster has much to lose—even if the court later grants the defense a summary judgment or a jury finds in the gun company's favor. Just entering discovery means the possibility that industry secrets will be brought to light.
Thanks to discovery in past cases, notes Lytton, "we know more about industry ideas and attitudes towards distribution and gun tracing than we did before." In the Badger Guns case, for instance, Lytton points out that discovery turned up evidence of "extremely sloppy controls" over gun sales at the store. As a result, he says, "We know what abuses look like in a specific instance," which helps lay the groundwork for future claims.
Judging from the towering pile of pleadings already generated in the case while it kicked around federal court, the lawsuit promises a legal slugfest for as long as it goes on. But it features a mismatch in gun-litigation experience, pitting the defense team's James Vogts, a Chicago, Illinois lawyer with a long list of gun cases to his credit—including the recent Badger Guns case—against the plaintiffs' Bridgeport firm of Koskoff Koskoff & Bieder, which is better known for representing the singer Michael Jackson's family against his concert promoter and for a string of high-dollar medical-malpractice and personal injury cases.
That specialty, in fact, was the firm's introduction to the Sandy Hook plaintiffs, when it represented some of the same families in a lawsuit to collect damages from Nancy Lanza's homeowner's insurance policy by claiming it was liable for her carelessness in making multiple guns accessible to her troubled son. The case settled last December for $1.5 million.
The city of Bridgeport itself is no newcomer to the issues in the Bushmaster suit. It was among those that sued the gun industry in the 1990s, in the wave of litigation that led to Congress' passage of PLCAA. Among the city's claims: Manufacturers and retailers violated Connecticut's unfair trade practices act with advertising that falsely portrayed guns as a public-safety tool.
In 2001, the state's high court tossed that lawsuit on grounds that the city lacked legal standing to bring the case. By then, the lead defendant, Smith & Wesson, had settled that and other cases, drawing scorn from its allies. One of the strongest denunciations came from the National Shooting Sports Foundation (NSSF), a gun-industry trade group, which accused Smith & Wesson of having "violated a trust with their customers and with the entire firearms industry" by surrendering. NSSF issued the statement from its office in Newtown, Connecticut.
This article appears courtesy of The Trace.
Mark Obbie is a freelance criminal-justice journalist who writes about violence prevention, policing, and crime-victim policy. His work has been published by Slate, The Trace, Pacific Standard, The New York Times, and Politico Magazine.
The Trace is a nonprofit news organization that focuses on gun violence in the United States.


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Club Educational Study Guide: Reflections on Socialism
Home > Materials > Club Educational Study Guide: Reflections on Socialism
BY:Sam Webb And CPUSA National Committee| August 3, 2005 | Download PDF
Importance of Subject
Comrade Sam Webb has written a discussion paper, . It deals with the key considerations in going from where we are to winning socialism and the key questions of the early period of its construction in the U.S. This paper opens a major discussion throughout the Party and with our friends. It is important to update our thinking on this subject both in terms of substance and methodology as they apply to our country. Doing so will help us become much more effective in building the Party and attracting people to socialism. It will also link our daily activity in the struggle for the needs of our class and people to defeat the ultra-right Bush Administration and their cohorts, with the road ahead to socialism. It is, therefore, most important for our entire membership and all our clubs to participate in the discussion.
Method of Conducting Club Educationals
We, therefore, urge every club to have at least two major club discussions on the paper. This guide is aimed at helping you accomplish that in the most productive way. It is most important that everyone receive Comrade Webb's paper and, if at all possible, read it completely through before the first of the two proposed club discussions. Each discussion should be planned for approximately an hour. Someone should be assigned to lead each discussion, and someone else to take notes. A copy of the notes should be sent in to the National Education Commission c/o the National Office (cpusa@cpusa.org or 235 West 23rd Street, New York, NY 10011).
There are seven discussion questions below: 4 for the first session and 3 for the second. Approximately 15 minutes should be allotted for each of the 4 questions in the first discussion and 20 minutes for each of the three questions in the second discussion.
There are several methods that could be used to conduct the educationals. Pick that which suits your club circumstances best.
Method 1. Each discussion question (or a substitute you devise) is assigned to a different person to open up for 5-7 minutes and then the discussion leader chairs additional comments from the club. Then the discussion leader sums up where there is agreement, disagreement, and where there is the desire to have further discussion at some future time. The same process is repeated with each discussion question.
Method 2. The discussion leader opens up on each question for 5 minutes and then the same process is followed as in Method 1.
Method 3. No one is asked to prepare an opening on any given discussion question. Rather the discussion leader poses the question to the club members and chairs and guides the discussion on each successive question, etc. Of course, it is likely the discussion will be richer if the discussion leader or participants are asked to help by preparing a little opening on each question.
Session 1:1. We fight for the daily needs of working people both as a matter of social justice and as necessary to be able to advance the struggle for socialism. We also believe it is possible to win some victories in these struggles. Comrade Webb gives reasons for the necessity of socialism in addition to those we have traditionally used. Why is socialism indispensable and necessary?
2. Comrade Webb lists important values that need to guide our struggles for progress and socialism. Why do we need values in the struggle? And where do the values of the Communist Party come from? Why does he list democracy as one of our most important values?
3. Comrade Webb argues that the working class must and will lead the struggle for major social progress and socialism. But he also argues this must be done in close alliance with other core social forcesnamely the racially and nationally oppressed, women and youth. Then he argues the alliance that can and needs to be built to win socialism will be the broadest of all and can embrace all working people. Why can't some other class or social force or combination of them play the leading role for major social progress and socialism? Considering that each stage of the struggle takes on more advanced demands, why does Comrade Webb say the progressive front of struggle for socialism will be the broadest?
4. Comrade Webb argues the advance from where we are to socialism requires going from one strategic stage of struggle to another. In the present stage we seek to defeat the ultra-right, most reactionary sector of the transnationals. Progress in this stage of struggle will open the next stage of struggle where our main aim will be to radically curb the power of the transnational monopolies as a whole. Progress in this stage of struggle will open the door to the stage of struggle where our aim will be to achieve working people's power headed by the working class to construct socialism. What is the significance of our understanding of these different phases or stages of struggle? Why should we not just skip the intermediary phases and fight for a change in class power and the construction of socialism?
Session 2:5. Marxism has always pointed to the necessity to win a qualitative change in class power from that of big capital to that of the working class in alliance with its allies in order to be able to build a socialist society. Comrade Webb suggests that change in power will likely be more than a single event at a single moment. Rather it is likely to be more complex and could be extended in time. Marx, Engels, and Lenin all preferred such a transition be achieved without civil war or significant violencea peaceful transition. However, they considered the conditions for it could only be achieved rarely. Comrade Webb agrees that if it were only up to big capital such a peaceful transition would be highly unlikely. Under what conditions does Comrade Webb consider avoidance of violence a real possibility?
6. For many years Marxist textbooks defined socialism as 'working class power, social ownership of the means of production, and planned economy.' Why does Comrade Webb favor qualification of such a definition? The record of the socialist countries with respect to democracy is mixed. There are good experiences of going beyond the limits of what was won under bourgeois democracy, and there are experiences that deviated from the struggle to build truly democratic societies and hence are incompatible with socialist values. What approaches to the political structure and functioning of our country, including the role of the Communist Party, does Comrade Webb suggest so that there will be a flowering of democracy for working people and a full implementation of equality for the racially and nationally oppressed and women.
7. One of the conditions for socialist society to fulfill its high values is the rapid progress of its economy. The model of the socialist economy 20 years ago began suffering from a number of problems in comparison with the developed capitalist countries it had been overtaking. These included: an inability to introduce the results of science, research and development rapidly into production; wastage of input factors; production of consumer goods no one would buy; falling behind most advanced capitalist countries in productivity and technology. Among the approaches Comrade Webb suggests to overcome or prevent such problems are: combining the use of market mechanisms with central planning and regulation: using a variety of forms of social ownership of production and distribution, not only nationalization; ending all forms of unearned income, while paying for work performed according to its quantity and quality, until the communist stage is reached. Will these suggestions help avoid such problems? What else should be considered?
Don't forget to send in notes of your club's discussion and opinions to the National Education Commission: (cpusa@cpusa.org or 235 West 23rd Street, New York, NY 10011).
Sam Webb
Sam Webb is a member of the National Committee of the Communist Paryt USA. He served as the party's national chairperson from 2000 to 2014. Previously he was the state organizer of the Communist Party in Michigan. Earlier, he was active in the labor movement in his home state of Maine.
He is a public spokesperson for the CPUSA, and travels extensively in the U.S. and abroad, including trips to South Africa, China, Vietnam, and Cuba where he met with leaders of those countries.
Webb currently resides in New York City, graduated from St. Francis Xavier University in Nova Scotia and received his MA in economics from the University of Connecticut.
CPUSA National Committee
Feeling locked out of the American Dream?
Club Educational Study Guide: Political Economy
Club Educational Study Guide: Immigrant Rights
Club Educational Study Guides: 2006 Elections
Club Educational Study Guide: African American History Month 2006


text:
package org.spoofax.jsglr2.integration;

import org.spoofax.interpreter.terms.IStrategoTerm;
import org.spoofax.jsglr.client.InvalidParseTableException;
import org.spoofax.jsglr.client.ParseTable;
import org.spoofax.jsglr.client.SGLR;
import org.spoofax.jsglr.client.imploder.TermTreeFactory;
import org.spoofax.jsglr.client.imploder.TreeBuilder;
import org.spoofax.terms.TermFactory;

public interface WithJSGLR1 {

    IStrategoTerm getParseTableTerm();

    default SGLR getJSGLR1() throws InvalidParseTableException {
        TermFactory termFactory = new TermFactory();

        TreeBuilder jsglr1TreeBuilder = new TreeBuilder(new TermTreeFactory(termFactory));
        ParseTable jsglr1ParseTable = new ParseTable(getParseTableTerm(), termFactory);

        return new SGLR(jsglr1TreeBuilder, jsglr1ParseTable);
    }

}


Company Profile: Alberto- Culver Co.
Company Profile: Ella Cosmetics, Inc.
The country's expanding African-American, Hispanic, and Asian populations are expected to drive the $1.6 billion ethnic HBC market to $1.9 billion by 2006. Shrewd marketers will invest in new ways to mine these groups' spending power, estimated at $500 billion or more.


Yealink Electronic Hook Switch for wireless headsets, operable on T29G and T4 series.
The new advanced Yealink Headset Adapter EHS36 provides the technical interface between Yealink SIP-T48G/T46G/T42G/T41P/T38G/T28P/T26P telephones and a compatible wireless headset. It is approved for use with wireless models made by major manufactures, including Jabra, Plantronics and Sennheiser. The unit is easy to install via a simple link from the EHS36 to the EXT phone port. Its `plug-and-playÕ mode gives you direct control of your Yealink phone, with the ability to answer and hang-up calls remotely. It has been designed specifically to ensure maximum effectiveness in reception areas, call-centres and general telephone use. The EHS36 is ideal for corporate, financial, health, government, educational, industrial and SME/SoHo market sectors.
•	Fully compatible with Jabra, Plantronics, Sennheiser wireless models.


On Friday 23rd June Fulham College went Green for Grenfell in order to raise funds for those affected by the fire in Grenfell Tower.
The students and staff came to school wearing as much Green as possible and donated money for this cause. Students made and sold cakes in various shades of green. Also a team of students made green ribbon badges for our school and for various primary schools in the borough to sell and show support for the community.
The event was picked up by the media with articles in newspapers as well as being interviewed on Breakfast News for the BBC, 6pm news on Channel 5 (https://www.youtube.com/watch?v=Q3XTbarGndI ) and the news on ITV where our students were very eloquent and did the school proud.
The amount raised by Fulham College Boys' School was almost £800.


text:
How to Record Roblox with voice on Any Devices
Last updated on January 3, 2019 by Chauntaye Fayson
We all know Roblox to be a gaming platform where users can create and host their own games. So it's like creating your own gaming world at the same time sharing it with other gamers. If you are not fond of designing your own game, then you can simply choose one from the available games and play at your will. The graphics and feel of this game is almost similar to that of Minecraft where characters are completely pixelated.
However, this game does not have a built-in screen recorder to capture your gameplay, so many gamers are wondering on how to record on Roblox without having any hassle. Since Roblox is now supported on various platforms, here's a screen recorder that is capable of capturing Roblox on any types of platforms. So start capturing your gameplay now and know how it's done by moving into the rest of this article.
How to Record Roblox Games
If you are looking for a way to record your Roblox gameplay then here's a program that answers your query called ApowerREC. This is a reliable and feature-packed screen recording application that can help users in capturing anything from their screen including any Roblox based games on matter they are using Windows, Mac, iOS or Android devices.
The key highlight of this tool includes:
Easy to use interface – Unlike other screen recorders, this one has a simple yet productive interface. There's no need to be too techie just to use the app, simply hit the record button and you're ready to go.
Stable and safe – This application does not require any system tweaks regardless of the version that you have. And most of all, this screen recorder is not infested with any type of adware that tends to annoy users.
Good quality screen recorder – All of its version provide the best quality screen recording that you can get. Plus, it does not affect your system's performance.
Compatible with all platforms – This program supports almost any type of platform available which includes: Windows, Mac, iOS, and Android OS.
Different recording modes to choose from – Aside from the usual screen recording, this app also provides audio and webcam recording, and tasks scheduling via the tool's "Task Scheduler. If you are wondering on how to record Roblox with voice, this tool is an optimal choice as it is capable of recording screen and audio simultaneously.
1For Windows and Mac Users
If you are using desktop either with Windows or Mac OS, the best way for you to record Roblox is by utilizing this tool's desktop version. With this version, you will have various recording modes including a mode exclusively for gaming, a full screen recording, and a regional recording. Plus, there are different features like adding annotations, zoom in, add numbers, and many more. To know how to record Roblox on Mac and Windows, here are some guided steps.
Download and install this program from below.Download
After that, open the program and go to "Settings" to make some necessary configurations prior recording, such as output folder, video and audio quality, etc.
Next, open Roblox and choose the game that you desire and start playing as you normally do.
To begin the recording, simply choose the recording mode that you want to use, for example "Full screen" or "Game Mode". Now press the hotkeys to initiate the recording and then tap the same key once again to stop the recording.
The recorded Roblox gameplay will then be saved under the programs recording list.
Note: The "Game Mode" can only found on devices running with Windows OS. So if you are Mac user, you can record your screen by selecting between the "Full Screen" mode or the "Regional" mode. To end the recording, just click the "Stop" button and the recorded gameplay will be included on the media list.
2For iPhone Users
In case you want to learn how to record Roblox on iPad or other iOS devices, then the iOS version of this screen recorder will suit your needs. By using this mobile app, users can record their screen activities without limitations and watermarks. And unlike other recorders for iOS, this one supports front camera recording that is useful in doing a review or commentaries. After the recording, your recording can be found in the app and under your "Photos", you can choose to share it to social media sites. To record your Roblox gameplay with this app, just follow these steps.
Search ApowerREC from App Store or directly download it from below.
Next, open the app and follow the instruction on how to make some configuration to use this function.
Once set, go to "Control Center" and the press the Screen Recording icon firmly and then tap "ApowerREC". Now tap "Start Broadcast" to trigger the screen recording. The recording will then begin after the countdown of three.
When the recording begins, open Roblox and play until you are satisfied. To end the recording, just tap the red portion at the top of your screen, and from the pop up window press "Stop".
The video clip will be included inside the media library.
3For Android Users
On the other hand, if you are sporting an Android device, then you can capture your gameplay using the Android version of ApowerREC. With it, users can capture their screen activities along with the background audio. Recording the camera feeds can also be done using this tool. One of the highlight feature is its "Smart Recording" feature. Enabling it, you can select one app for automatic recording and once the selected runs, the recording will start automatically.
Just be reminded that you should not plug in any headphone/microphone when recording, and turn on "Record Audio" in settings, otherwise, audio won't be captured.
How to record iPod screen effortlessly
Best Ways Record PUBG Mobile on Android and iOS
Posted by Chauntaye Fayson on December 27, 2018 to Android Recorder, iOS Recorder, Screen Recorder. Last updated on January 3, 2019


text:
Q: Macro for run-once conditioning I am trying to build a macro that runs a code only once.
Very useful for example if you loop a code and want something inside to happen only once. The easy to use method:
static int checksum;

for( ; ; )
{
    if(checksum == 0) { checksum == 1; // ... }
}

But it is a bit wasteful and confusing. So I have this macros that use checking bits instead of checking true/false state of a variable:
#define CHECKSUM(d) static d checksum_boolean
#define CHECKSUM_IF(x) if( ~(checksum_boolean >> x) & 1) \
                    {                                               \
                        checksum_boolean |= 1 << x;
#define CHECKSUM_END }1

The 1 at the end is to force the user to put semi-colon at the end. In my compiler this is allowed.

The problem is figuring out how to do this without having the user to specify x (n bit to be checked).
So he can use this:
CHECKSUM(char); // 7 run-once codes can be used

for( ; ; )
{
    CHECKSUM_IF
        // code..
    CHECKSUM_END;
}

Ideas how can I achieve this?

A: I guess you're saying you want the macro to somehow automatically track which bit of your bitmask contains the flag for the current test.  You could do it like this:
#define CHECKSUM(d) static d checksum_boolean; \
    d checksum_mask
#define CHECKSUM_START do { checksum_mask = 1; } while (0)
#define CHECKSUM_IF do {                       \
    if (!(checksum_boolean & checksum_mask)) { \
        checksum_boolean |= checksum_mask;
#define CHECKSUM_END                           \
    }                                          \
    checksum_mask <<= 1;                       \
} while (0)
#define CHECKSUM_RESET(i) do { checksum_boolean &= ~((uintmax_t) 1 << (i)); } while (0)

Which you might use like this:
CHECKSUM(char); // 7 run-once codes can be used

for( ; ; )
{
    CHECKSUM_START;
    CHECKSUM_IF
        // code..
    CHECKSUM_END;
    CHECKSUM_IF
        // other code..
    CHECKSUM_END;
}

Note, however, that that has severe limitations:

*

*The CHECKSUM_START macro and all the corresponding CHECKSUM_IF macros must all appear in the same scope

*Control must always pass through CHECKSUM_START before any of the CHECKSUM_IF blocks

*Control must always reach the CHECKSUM_IF blocks in the same order.  It may only skip a CHECKSUM_IF block if it also skips all subsequent ones that use the same checksum bitmask.

Those constraints arise because the preprocessor cannot count.
To put it another way, barring macro redefinitions, a macro without any arguments always expands to exactly the same text.  Therefore, if you don't use a macro argument to indicate which flag bit applies in each case then that needs to be tracked at run time.

redpajama_set_name: RedPajamaStackExchange


text:
Nguyễn Phú Trọng voted for a third term as Party General Secretary
Update: January, 31/2021 - 14:26
Nguyễn Phú Trọng, General Secretary of the Communist Party of Việt Nam and State President of Việt Nam, was voted to stay on for a third term as Party leader during Sunday meeting of the 13th-tenure Party Central Committee. — VNA/VNS Photo Trí Dũng
HÀ NỘI — Nguyễn Phú Trọng, the incumbent General Secretary of the Communist Party of Việt Nam, was voted to hold the position for the next five years on Sunday in the first plenum of the recently elected 13th-tenure Party Central Committee.
This will be Trọng's third term as the leader of the Party, following his stints on the 11th and 12th Party Central Committee.
Trọng, born in 1944 in Hà Nội's Đông Anh Commune, has been a Party member since 1967.
The 200 members of the committee on the same day also voted for the 18 members of Politburo, five members of the Party Secretariat, and 19 of the Inspection Commission along with the commission head.
Below is the full list of the Politburo members and their current positions:
Nguyễn Phú Trọng, General Secretary, State President
Nguyễn Xuân Phúc, Prime Minister
Phạm Minh Chính, Head of the Party Central Committee's Organisation Commission
Vương Đình Huệ, Secretary of Hà Nội Party Committee
Trần Tuấn Anh, Minister of Industry and Trade
Nguyễn Hoà Bình, Chief Justice of the Supreme People's Court
Lương Cường, Director of the Việt Nam People's Army's General Department of Politics
Đinh Tiến Dũng, Minister of Finance
Phan Văn Giang, Deputy Minister of National Defence, Chief of the General Staff of the Việt Nam People's Army
Tô Lâm, Minister of Public Security
Trương Thị Mai, Head of the Party Central Committee's Commission for Mass Mobilisation
Trần Thanh Mẫn, Chairman of the Việt Nam Fatherland Front
Phạm Bình Minh, Deputy Prime Minister, Minister of Foreign Affairs
Nguyễn Văn Nên, Secretary of HCM City Party Committee
Nguyễn Xuân Thắng, President of the Hồ Chí Minh National Academy of Politics and Chairman of the Central Theoretical Council
Võ Văn Thưởng, Head of the Party Central Committee's Commission for Publicity and Education
Phan Đình Trạc, Head of the Party Central Committee's Commission for Internal Affairs
Trần Cẩm Tú, Chairman of the Party Central Committee's Inspection Commission
The list can be found at this link.
Trần Cẩm Tú will continue to serve as the head of the Inspection Commission, which was tasked with enforcing the Party's regulations, addressing corruption and deliberating disciplines for offenders among the Party rank.
The General Secretary and the Politburo of the 13th tenure will be introduced to the 13th National Party Congress on Monday, the final working day, and Trọng is expected to deliver the closing speech.
Later in May, the general election for the 15th-tenure of the National Assembly will be held, and the National Assembly will elect the State President and Prime Minister. The Prime Minister will then propose to the National Assembly new cabinet members.— VNS
The first Plenum of the 13th-tenure Party Central Committee was held on Sunday. — VNA/VNS Photo
Communist Party of Vietnam
National Party Congress
Multilateral diplomacy important to nation's new development stage: Minister (January, 17 2022)
Party Secretariat expels several officials for wrongdoings (January, 16 2022)
Việt Nam surpasses 2 million COVID cases (January, 15 2022)
Việt Nam opposes South China Sea claims inconsistent with international law: spokesperson (January, 15 2022)
Foreign Minister receives Special Envoy of UN Secretary General on Myanmar (January, 15 2022)
Party inspection commission disciplines officials (January, 14 2022)
General Election, 2021
Election Council reports voter turnout of more than 95 per cent
Voters in HCM City excited to cast ballots
PM urges people to vote as he casts his ballot in Cần Thơ
13TH National Party Congress
13th National Party Congress adopts resolution
13th Party Central Committee makes debut
13th National Party Congress ends
ASEAN proves its centrality in a volatile 2020: Diplomat
PM: Việt Nam becomes strong, trustworthy mainstay in ASEAN
VN's steady leadership has reinforced ASEAN's pivotal role in the region


Load your family into the 2019 Ford Escape. It features a front-wheel-drive platform, an automatic transmission, and an efficient 4 cylinder engine. A turbocharger further enhances performance, while also preserving fuel economy. Top features include cruise control, a tachometer, variably intermittent wipers, adjustable headrests in all seating positions, a trip computer, fully automatic headlights, a power liftgate, and remote keyless entry. Audio features include an AM/FM radio, steering wheel mounted audio controls, and 6 speakers, providing excellent sound throughout the cabin. Side curtain airbags deploy in extreme circumstances, shielding you and your passengers from collision forces. Our knowledgeable sales staff is available to answer any questions that you might have. We are here to help you.


text:
"Today" is a song by British singer-songwriter Melanie Brown, released as the lead and only single of her sophomore album L.A. State Of Mind. The song was solely written by Brown and produced by Kevin Malpass. Released on 13 June 2005 in the United Kingdom, it entered and peaked at #41, charting for only two week. The music video was directed by Mark McConnell and filmed in Los Angeles, California. To promote the single, Brown performed the song on GMTV.

Track listings and formats
These are the formats and track listings of major single releases of "Today".

 UK CD1
 "Today" – 3:16
 "Bad, Bad Girl" – 3:25

 UK CD2
 "Today" – 3:16
 "Music of the Night (Perdido)" – 3:48
 "Today"

Charts

References

2005 singles
2005 songs
Mel B songs

redpajama_set_name: RedPajamaWikipedia


We are a privately owned and operated kennel located in the beautiful Pacific Northwest Region. Our facility is located on the outskirts of the foothills of Mount Rainier, bordering the rural town of Roy - (Click here for Map & Directions), where we have lived since 1977.
Our Primary Focus is on producing beautiful and healthy dogs with structurally sound and solid working body type; dogs who possess and exhibit good temperament along with balanced working drives, thereby producing dogs who are also a pleasure to live with. Proper working body structure along with soundness of mind are extremely important within our breeding program, with our, goal being to produce offspring with the same solid qualities so evident in the breeding stock we choose to mate together. Sound hips and elbows, structural health, keen intelligence, steadfast loyalty and superior working ability are equally important qualities within our breeding program. Producing correct working conformation coupled with keeping an eye towards beauty, never breeding for the sake of looks alone, continues to produce dogs from our kennel which possess the correct balanced drives and which are also pleasing to look at. We will not sacrifice these goals simply to produce high-drive, overly aggressive dogs.
Our breeding stock consists of the bloodlines of precious old working foundation lines from the countries of Germany, Czechoslovakia, and Slovakia. We take great care to insure that our breeding stock is certified clear of Hip and Elbow Dysplasia. Our dogs are descendents of the most influential and sought after old foundation bloodlines and working lineage from East Germany ; such as the great Lord vom Gleisdreieck, Jeff vom Flamings-Sand, Sven Grafental, Held Ritterberg, Ingo V. Rudingen and Don v. Rolandsteich, and from Czech Republic, 6 time World Team Competitor, Norbo Ben Ju. Our breeding females also possess heritage from the genetic history of the best known and most highly sought after proven working bloodlines for Czech/Slovak pedigrees; Bero v Friedersdorfer Fleur, Lido and Chery Jamirex, Figa Cega, Grim z Pohraniční stráže, Iwo v.d. Buschecke, and especially noteworthy...the wonderful foundation lines from which the Czech working dogs originated: the famous and well respected Czech Republic kennels of Jipo-Me, Pohraniční stráže, Jirkova dvora and the Policia Kennel in Slovakia.
We incorporate the very best quality breeding females into our program; those which are known to possess warm temperaments, are substantial in bone and body type and who also possess strong genotype and are proven to be consistent in passing on these qualities. Our dogs are clear in the mind, and have balanced working drives with sound nerves. These qualities, which have long been part of the breed standard as requirements for the German Shepherd Dog, are what we look for in our breeding dogs. Our dogs have proven to consistently pass these qualities along into their progeny.
We're pleased you have chosen to view our site and learn more about the qualities of our dogs.
We trust you'll enjoy visiting our pages and will come to appreciate our dogs as much as we do.
To Contact us about our dogs or the puppies they will produce in the future, please email us and we will be happy to assist you. You will find a wealth of information from our extensive page list in our "Informational Links" section, so please, enjoy your visit to our German Shepherd Dog Site!


When you are buying or selling property in today's real estate market, it's important to have confidence in your real estate professional. My commitment as your local realtor is to provide you with the specialized real estate service you deserve. When you are an informed buyer or seller, you'll make the best decisions for the most important purchase or sale in your lifetime. That's why my goal is to keep you informed on trends in the marketplace using the latest statistics in your local area.
Real estate is more than financial! It comes down to having someone by your side who has in-depth knowledge of Santa Barbara and the surrounding communities so that she can help you weed out what doesn't work for you and choose a place that meets your needs, your budget and your taste. Barbara Reaume is that person. As a local real estate expert and a long-time resident of the area, Barbara knows the quirks of the Santa Barbara real estate market.
"In the early 1980s I was in your shoes. I was searching for the perfect home for my family and myself but it seemed impossible. Sometimes I'd just want to give up in despair and it wasn't because I lacked the resources. I KNEW the home I wanted was out there somewhere and I'd have given anything to find a Realtor who'd put in the time and effort and would look out for ME, someone to advise me on my options, and hold my hand through the process of buying a piece of real estate at a price that didn't make me run for the hills. And in the end I wanted to trust my Realtor to negotiate a real estate contract that I could live with.
"Well, it didn't work out quite that way! 3 out of 4 Realtors upset or frustrated me and the last thing I wanted to do was to put my goal of finding my family's perfect home in the hands of someone who behaved like a rank amateur and didn't know their stuff.
26 years later Barbara Reaume is a successful Realtor for Coldwell Banker in Montecito, buying and selling Santa Barbara real estate, Montecito real estate, Carpinteria real estate, and Goleta real estate. She is a Graduate of the Real Estate Institute (GRI), a Certified Negotiator (CN), a Senior's Real Estate Specialist (SRES) and experienced with 1031 exchanges.
Information makes a difference. When you're informed, you make better decisions. And who better to inform you than a Realtor who is rooted in the community, knows its resources and is up to date on current trends in this area? Whether your heart lies in Santa Barbara, Goleta, Montecito or Carpinteria, Barbara helps you make the best possible decisions about your purchase or sale.
Yes, it's YOUR money AND you must expect your Realtor to put your financial well-being first. Barbara's many satisfied clients appreciate her uncompromising loyalty to their interests.
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Seniors who want to downsize, move closer to the kids or are simply hankering for a change of scenery, face a specific set of issues. Barbara understands what you're up against. With specialized training as a Seniors Real Estate Specialist (SRES®) she works with your advisors to make the best use of reverse mortgages, 401K accounts and IRAs in your real estate transactions. A home transition can create upheaval in your life and lifestyle. She understands that too.
Talking to your local real estate expert will relieve your worries! Call Barbara today at (805) 610-4503 or email [email protected].
Bookmark this site and come back often – it's your online source for information on Santa Barbara real estate, Montecito real estate, Carpinteria real estate, and Goleta real estate. You'll also find information on real estate financing in Santa Barbara, Cliff Real Estate in Santa Barbara and of course the latest property listings.
Barbara Reaume understands what you're up against. As a Seniors Real Estate Specialist (SRES®) she works with your advisors to make the best use of reverse mortgages, 401K accounts and IRAs in your real estate transactions. A home transition can create upheaval in your life and lifestyle. She understands that too.
More than financial! When you need someone with in-depth knowledge of the community and its resources to help you choose a place that meets your needs and taste, Barbara is the person to talk to.
Talk to an expert today so that you can stop worrying! With 26 years experience as a REALTOR®, Barbara will let you know exactly what you can expect to get for your money.
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