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Colorado Student Bill of Rights
Student Academic Ethics Code
Affirmative Action & Equal Opportunity
Attendance Guidelines
Colorado Rioting Act
Family Education Rights and Privacy Act (FERPA)
For a complete listing of all University policies related to student rights and responsibilities, please see www.uccs.edu/vcaf/policies.html. This website includes policies of the entire CU system as well as UCCS-specific policies.
The Colorado General Assembly implemented the Student Bill of Rights (C.R.S. 23-1-125) to assure that students enrolled in public institutions of higher education have the following rights:
A quality general education experience that develops competencies in reading, writing, mathematics, technology, and critical thinking through an integrated arts and science experience;
Students should be able to complete their associate of arts and associate of science degree programs in no more than 60 credit hours or their baccalaureate programs in no more than 120 credit hours unless there are additional degree requirements recognized by the Commission;
A student can sign a two-year or four-year graduation agreement that formalizes a plan for that student to obtain a degree in two or four years, unless there are additional degree requirements recognized by the Commission;
Students have a right to clear and concise information concerning which courses must be completed successfully to complete their degrees;
Students have a right to know which courses are transferable among the state public two-year and four-year institutions of higher education;
Students, upon completion of core general education courses, regardless of the delivery method, should have those courses satisfy the core course requirements of all Colorado public institutions of higher education;
Students have a right to know if courses from one or more public higher education institutions satisfy the students' degree requirements;
A student's credit for the completion of the core requirements and core courses shall not expire for ten years from the date of initial enrollment and shall be transferable.
Students shall observe complete honesty in all academic matters to include course requirements, classroom activities, research, and scholarship.
Violations of the Code include, but are not limited to, taking or attempting to take any of the following actions:
1. Committing the act of plagiarism - the use of distinctive ideas or words belonging to another person, without adequately acknowledging that person's contribution. Plagiarism does not require an intention to plagiarize. If there is sufficient evidence of copying, use without acknowledgment, or submission of another's work, plagiarism is committed, regardless of the student's knowledge or lack thereof. Thus defined, plagiarism includes (but is not limited to) the following:
(a) Copying phrases and/or sentences from a source without putting the material in quotation marks and/or adequate acknowledgement of the source.
(b) Mosaic copying phrases and/or sentences from a source without putting the material in quotation marks and/or adequate acknowledgement of the source.
(c) Using a source's ideas, opinions or theories without adequate acknowledgement of the source.
(d) Paraphrasing a source's words, ideas, opinions, or theories without adequate acknowledgement of the source.
(e) Using a source's facts, statistics, or illustrative material without adequate acknowledgement of the source.
(f) Submitting as one's own work that is written or published by another author.
A source is an individual, team, or unnamed author of some published or publicly presented or written piece of work. Sources can include other students.
An author is the originator of some idea(s) or string of words, either a phrase or phrases or a sentence or sentences.
A piece of work is published if it is (a) a book by some commercial or private press; (b) an article in a journal or magazine or newspaper (c) a working or professional paper of some recognized organization; (d) the content of a website; or (e) other technological forms of archiving not covered by (a) - (d).
A piece of work is presented if it is: (a) a public oral presentation; (b) a radio/television/video/compact disc/digital video disc presentation; or (c) other technological forms of archiving not covered by (a) and (b).
A piece of work is written if it is available either as a hard copy or an electronic copy.
Acknowledgement of a source is providing correct bibliographical information, in an accepted disciplinary format, for phrases, sentences, ideas, opinions, theories, statistics, or illustrative material used from a source.
Adequate acknowledgment is acknowledgment for each phrase, sentence, idea, opinion, theory, statistic, or illustrative material used from a source. Acknowledging a source once in a paper (or paragraph) and subsequently copying, mosaic copying, using or paraphrasing from that source without subsequent acknowledgment is plagiarism.
Mosaic copying is copying in which certain words of some phrase and/or sentence from a source are changed in some way (deleted, replaced).
Paraphrasing a source is the act of replacing some or most words in a phrase and/or sentence from a source with synonyms for those words.
2. Using unauthorized materials or receiving unauthorized assistance during an examination or in connection with any work done for academic credit. Unauthorized materials include, but are not limited to, notes, textbooks, previous examinations, exhibits, experiments, papers or other supplementary items.
3. Giving false or misleading information regarding an academic matter.
4. Copying information from another student during an examination.
5. Rendering unauthorized assistance to another student by knowingly permitting him or her to see or copy all or a portion of an examination or any work to be submitted for academic credit.
6. Obtaining prior knowledge of examination materials (including using copies of previous given examinations obtained from files maintained by various groups and organizations) in an unauthorized manner.
7. Selling or giving to another student unauthorized copies of any portion of an examination.
8. Using a commercially prepared paper or research project or submitting for academic credit any work completed by someone else.
9. Falsifying or attempting to falsify class attendance records for oneself, or for someone else, or having another falsify attendance records on your behalf.
10. Falsifying material relating to course registration or grades, either for oneself or for someone else.
11. Falsifying reasons why a student did not attend a required class or take a scheduled exam.
12. Taking an examination in place of another student.
13. Making unauthorized changes in any reported grade or on an official academic report form.
14. Falsifying scientific or other data submitted for academic credit.
15. Collaborating in an unauthorized manner with one or more other students on an examination or any work submitted for academic credit.
16. Using computing facilities or library resources in an academically dishonest manner.
17. Falsifying evidence in connection with an academic ethics violation investigation, hearing or appeal.
18. Attempting to intimidate a student, staff, or faculty member for the purpose of receiving an unearned grade or in an effort to prevent the reporting of an Academic Ethics Code violation.
19. Accessing or altering any academic record by any means without authorization.
20. Turning in same or similar work for multiple courses without permission from faculty to do such.
It is the responsibility of students to make sure they understand what types of conduct are authorized or unauthorized in each course.
Any member of the university community who has reason to believe that a Code violation has taken place should immediately report the circumstances to the faculty member of the course involved or to the chair (unit head) of the department where the course is offered.
Detailed instructions about reporting a suspected infraction; appealing an alleged infraction; and applying sanctions for infractions are outlined in the UCCS Student Academic Ethics Policy. The policy can be found at: http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf. Questions about the student academic ethics code should be addressed to the student's college's dean's office.
Affirmative Action and Equal Opportunity Policy Statement
Academic Office Building, Room 106
Julia Paris, J.D., Title IX Coordinator and Director, jparis5@uccs.edu
Kelly Mattingly, Investigative Assistant, kmatting@uccs.edu
equity@uccs.edu
www.uccs.edu/equity
The University of Colorado Colorado Springs is committed to creating and maintaining a work and study environment for faculty, staff, and students that does not discriminate on the basis of race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. All employees, faculty and students must be allowed to work, study and teach in an environment that is free of unwanted sexual overtures which undermine the integrity of employment, teaching, and faculty student relationships. The University of Colorado Colorado Springs is as a matter of principle and legally committed to the cause and spirit of affirmative action and equal opportunity. As Chancellor, I wish to emphasize my professional and personal commitment in assuring that the implementation of affirmative action programs thus yield positive, tangible results at UCCS.
Effective implementation requires the involvement, participation, and support of all segments of the University. Positive, good faith efforts will be required of everyone, but particularly of those individuals who are responsible for recruiting, hiring, evaluating, and promoting others. Performance in this area will be an important element in the evaluation of all campus administrators and supervisors. The Office of Institutional Equity is available to assist all employees, faculty, and students in this important area.
Students are expected to attend all meetings of classes for which they are registered, including the first and last scheduled meetings and the final examination period. Instructors hold the right and responsibility to establish attendance policies for their courses. Each instructor must inform all classes in writing at the beginning of each semester concerning his/her attendance policies.
If attendance affects course grades, students must be provided with explicit written information concerning that fact no later than the end of the first week of classes. Such information shall be specific with regard to the penalty incurred for each absence and the means, if any, to compensate for the absence.
It is recognized that there may be certain situations where the student may not be permitted to make up the absence(s). Students participating in university-sanctioned activities should consult with instructors prior to registration, but no later than the end of the first week of classes, to determine the class attendance policy. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the university official directing the activity, in order to allow the instructor to evaluate and advise the student on the possible impact of the planned absences. In this case, the instructor will consider absences due to participation in approved university activities, as outlined above, to be excused absences, on par with those due to other unavoidable circumstances such as illness.
Faculty judge the validity of student absences from class and may require documentation for excused absences. For classes requiring mandatory attendance incompatible with the number of planned absences, students will be advised to register, if possible, during a semester in which they will not be participating in the university-sanctioned activity. As with any academic issue, students may exercise their right to appeal adverse attendance decisions. Should the instructor and student be unable to agree on appropriate accommodation under this policy, either party shall have the right to request mediation from (in this order) the department chair, the academic dean, and the vice chancellor for academic affairs.
No person who is convicted of a riot offense shall be enrolled in a state-supported institution of higher education for a period of twelve months following the date of conviction.
A student who is enrolled in a state-supported institution of higher education and who is convicted of a riot offense shall be immediately suspended from the institution upon the institution's notification of such conviction for a period of twelve months following the date of conviction; except that if a student has been suspended prior to the date of conviction by the state-supported institution of higher education for the same riot activity, the twelve month suspension shall run from the start of the suspension imposed by the institution. Nothing in this section shall be construed to prohibit a state-supported institution of higher education from implementing its own policies and procedures for disciplinary actions, in addition to the suspension regarding students involved in riots stipulated above (Colorado Revised Statues, 23-5-124).
Annual Notice to Students: The University of Colorado complies fully with the provisions of the Family Educational Rights and Privacy Act (FERPA) of 1974. The act was designed to protect the privacy of education records, to establish the right of students to inspect and review their education records in all offices, and to provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also have the right to file complaints with the FERPA office concerning alleged failures by the institution to comply with the act.
Local guidelines explain in detail the procedures to be used by the institution for compliance with the provisions of the act. Copies of the guidelines can be found in the Admissions and Records Office.
The Admissions and Records Office has been designated by the institution to coordinate the inspection and review of student education records located in various university offices. Students wishing to review their education records must come to the Admissions and Records Office and present proper identification. All other records inquiries must be directed to the proper office, i.e., Financial Aid, Student Financial Services - Cashier, etc.
Students may not inspect the following, as outlined by the act: financial information submitted by their parents, confidential letters that they have waived their rights to review, or education records containing information about more than one student, in which case the institution will permit access only to that part of the record that pertains to the inquiring student. Records that may be inspected include admissions, academic, and financial aid files, and cooperative education and placement records.
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. They are as follows:
The right to inspect and review education records within 45 days of the day the university receives their request for access. Students should submit to the registrar, dean, head of the academic department, or other appropriate official, written requests that identify the educational record(s) they wish to inspect. The university official will make arrangements for access and notify them of the time and place where the records may be inspected. If the records are not maintained by the university official to whom the request was submitted, that official shall advise them of the correct official to whom the request should be addressed.
The right to request the amendment of students' education records that they believe are inaccurate or misleading. They may ask the university to amend a record that they believe is inaccurate or misleading. They should write the university official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the university decides not to amend the record as requested by the student, the university will notify the student of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to them when notified of the right to a hearing.
The right to consent for disclosures of personally identifiable information contained in their education records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the university in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit, personnel and health staff); a person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Regents; a student employee; or a student serving on an official committee, or one assisting another school official in performing his or her task. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the university discloses education records without consent to officials of another school in which a student seeks or intends to enroll.
The right to file a complaint with the U.S. Department of Education concerning alleged failures by the university to comply with the requirements of FERPA. Parents and eligible students who need assistance or who wish to file a complaint under FERPA or PPRA should do so in writing to the Family Policy Compliance Office, sending pertinent information through the mail, concerning any allegations to the following address:
Phone: 1-800-USA-LEARN (1-800-872-5327)
The following items of student information have been designated by the University of Colorado as public or "directory" information: student name; student address (mailing and permanent); telephone number; campus e-mail address; dates of attendance; previous educational institutions attended; School/College or division of enrollment; majors/minors and field of study; class level; degree(s), honors and awards applied for or conferred (including certificates, thesis and dissertation titles) and dates conferred with location; enrollment status; expected dated of completion or graduation in enrolled course of study; student employment; College Opportunity Fund application and authorization status for Colorado residents; past and present participation in officially recognized activities and sports (including height and weight of athletes); and, photo of student (Student ID). Such information may be disclosed by the institution at its discretion.
Although these items are designated by the institution as directory information, only a limited amount of this information is routinely disclosed by UCCS officials and the University retains the discretion to refuse to disclose directory information if it believes such disclosure would be an infringement of your privacy rights.
UCCS may change the designation of directory information from time-to-time. You will be notified of changes through email and/or Schedule of Classes and Catalog publication.
Office of Institutional Equity (OIE), formerly the Office of Discrimination and Harassment
UCCS is committed to maintaining a positive learning, working, and living environment. UCCS does not allow discrimination or harassment on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy in admission and access to, and treatment and employment in, its educational programs and activities. In pursuit of these goals, the University will not tolerate acts of sexual misconduct, Protected Class discrimination or harassment, or related retaliation against or by any employee or student. Individuals who violate the UCCS Policy on Discrimination and Harassment, the University of Colorado Sexual Misconduct Policy, or the University of Colorado Conflict of Interest in Cases of Amorous Relationships Policy will be disciplined or subjected to corrective action, up to and including termination, suspension, or expulsion.
As a place of work and study, UCCS must be free of sexual misconduct. The CU Sexual Misconduct Policy prohibits sexual assault, sexual exploitation, intimate partner abuse, gender/sex-based stalking, sexual harassment, and related retaliation. This prohibition applies to all students, faculty, staff, contractors, patients, volunteers, affiliated entities, and other third parties, regardless of sex, gender, sexual orientation, gender expression, or gender identity. OIE conducts investigations/resolutions in these areas and can provide many other related types of assistance to students and employees.
Protected Class Discrimination and Harassment
Discrimination is conduct that deprives an individual of a benefit of employment or educational opportunity on the basis of that person's Protected Class. Protected Class harassment is conduct, based upon an individual's Protected Class, which interferes with that person's work, academic performance, or participation in university programs or activities, or creates a hostile working or learning environment. Protected Classes include race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy.
Any crime should be reported to the UCCS Police Department at (719) 255-3111. All responsible employees who have information on sexual misconduct, protected class discrimination and harassment, or related retaliation must promptly report it to OIE. A responsible employee is anyone who (1) has the authority to hire, promote, discipline, evaluate, grade, or direct faculty, staff, or students, (2) has the authority to take action to redress sexual misconduct; and/or (3) has been given the duty of reporting incidents of sexual violence or any other misconduct by students to the Title IX Coordinator. This includes but is not limited to faculty, teaching assistants, resident advisors, coaches, and program directors. Non-supervisors should also report information on sexual misconduct, protected class discrimination and harassment, or related retaliation to OIE. To speak with the Title IX Coordinator, contact Julia Paris, (719) 255-4324.
For more information on the services OIE provides, please visit the OIE website at: http://www.uccs.edu/~equity/.
UCCS has established a Student Code of Conduct to maintain the general welfare of the University community. The University strives to make the campus a place of study, work, and residence where people are treated with civility, respect, and courtesy. Admission to the University carries with it the expectation that students will be responsible members of the campus community. This includes respecting the personal safety and individual rights of all in the university community, acting in accordance with accepted standards of social behavior, and abiding by the regulations of the University and the laws of the city, state, and nation. The Code of Conduct clearly states the University's expectations for student behavior.
Students are expected to become familiar with these standards and fully understand their responsibility as university community members.
The Code of Conduct applies to all students at UCCS, regardless of designation, program, or residence. These regulations apply primarily to misconduct on university premises; however, off-campus violations that may impact the University's mission fall under the jurisdiction of the Office of the Dean of Students and may lead to disciplinary action. Students may be held accountable to both civil and criminal authorities as well as to the University, by breaking a law that also violates the University standards. Disciplinary action by the University will not be subject to challenge or postponement on the grounds that criminal charges involving the same incident have been dismissed, reduced, or are pending in any state or federal judicial system. In addition, the University can pursue disciplinary action if a student violates a standard of conduct and then withdraws from the university.
Standards of conduct help promote a safe and civilized campus environment. All students enrolled at UCCS are required to abide by these standards, or they will be subject to discipline. An attempt to commit an act prohibited by these standards, or attempts to aid, abet, or incite others to commit acts prohibited by these standards, are subject to discipline to the same extent as a completed act. Similar standards of conduct apply to other members of the university community- faculty, staff, and visitors.
Prohibited acts are enumerated at www.uccs.edu/dos/student-conduct.html. Allegations of any violations should be directed to the Office of the Dean of Students for resolution.
Any member of the University community may file a written complaint with the Office of the Dean of Students alleging that a student has violated the Code of Conduct. The complaint must include a statement of the facts describing the alleged violation. The Office will not accept anonymous complaints. The Office may also initiate charges. Upon receipt of a complaint, the Office decides whether there is substance to the complaint; whether the complaint falls within the jurisdiction of the Code of Conduct; and whether disciplinary proceedings should occur. In order to make this determination, the Office may need to gather additional information about the incident.
The Code of Conduct document details the rights and responsibilities of students accused of misconduct as well as victims of alleged student misconduct.
Questions regarding behavioral or conduct issues should be directed to the Office of the Dean of Students, (719) 255-3091 or dos@uccs.edu .
The University has established systematic procedures for students who believe that inappropriate decisions have been made that affect them. Academic issues (for example, graduation requirements or course grades) should be addressed to the office of the dean of the appropriate school/college. Appeals of administrative actions (for example, financial aid awards or parking tickets) should be directed to the office who made that decision. There is a one-year statute of limitations on appeals concerning financial matters.
If your legal residence is in El Paso County, you can vote in the upcoming election! To be eligible to register you must meet the following criteria:
be 18 years of age or older at the time of the next election
are a United States citizen
have resided in Colorado 22 days immediately before the election in which you intend to vote
are not serving a sentence of confinement, detention, or parole for a felony conviction
http://www.sos.state.co.us/pubs/elections/main.html


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Q: Parent RecyclerView not updating from Child Activity Change with coroutine support cancelled I have a situation where if I do not cancel my coroutine in my parent activity (that displays a recycler) view it may potentially cause a crash once I start my child activity.   The coroutine opens a SQL database and gets the data for the recyclerview.   I implement it as follows:
protected val coroutineMarkerSup = SupervisorJob()
protected val myMarkerSQLScope = CoroutineScope(Dispatchers.Main + coroutineMarkerSup)

fun doSomething() {
myMarkerSQLScope.launch {
    val user = withContext(Dispatchers.IO){
        doSomehingInTheBackGround()//gets the SQL database
    }
    //Any code here is blocked till doSomethingInTheBackGround is finished
    finalTaskOnceCoroutineFinished()
}
}

fun finalTaskOnceCoroutineFinished() {

//recyclerView.adapter = adapter
adapter.notifyDataSetChanged()//refresh recyclerview
}

    @CallSuper
    override fun onPause() {
    super.onPause()
    coroutineMarkerSup.cancel()
}

Then once I have made a change in the child activity that will affect the parent activity I restart the coroutine in the parent activity as follows.
override fun onRestart() {
super.onRestart()
coroutineMarkerSup.start()
doSomething()
}

If I go back one more activity to the parent of the parent and forward again, the recycler view displays the updated content.
So, to get around the issue I commented out the coroutineMarkerSup.cancel() line in onPause()  and it works fine, but then I am concerned about the app crashing.
So is it ok to not cancel the coroutineMarkerSup or is there a proper way to do this that I have overlooked.

A: So I need to cancel any background tasks but not close down the coroutine supervisor itself.
To do that I found the cancelChildren() call as follows:
@CallSuper
override fun onPause() {
    super.onPause()
    coroutineMarkerSup.cancelChildren()
}

From my reading .cancelChildren() shuts down any background threads but keeps the supervisor active.   Hope this makes sense and helps someone.
Here is a link to more info on the cancel children method.

redpajama_set_name: RedPajamaStackExchange


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| EATS & DRINKS |
Tea Time, A Drinking Circus & Other Weekend Possibilities
jbender@kcpt.org
The chicken curry, rice and hummus at Kinzi Mediterranean Restaurant. (Emily Woodring | Flatland)
Published February 21st, 2019 at 6:00 AM
Hummus and pita and baklava and oh, why are we not yet eating? Kinzi Mediterranean Cuisine is open at 5329 Johnson Drive in Mission, Kansas. Get gyros, falafel, kabobs or curry. Kinzi is open from 11 a.m. to 9 p.m. daily.
Genovese is now the 1856 Bar and Grill (941 Massachusetts St., Lawrence, Kansas). The menu has house-made lobster ravioli; thick, thin and gluten-free crust pizza; street tacos and fried pickles with ranch dressing (this is the Midwest, after all). 1856 opens at 11 a.m. daily.
A drinkable circus is coming to town, Lenexa. Limitless Brewing Co. releases Circus, a Russian imperial stout (strong, inky beer), at noon on Saturday. They'll also be serving popcorn and cotton candy.
Tap List | Free State Brewing Company Celebrates 30 Years of BeerFree State Brewing Co. celebrates with one tap for every year of its existence this Saturday when Bier Station puts 30 of the Lawrence-based brewery's beers behind the bar. Free State, founded by Lawrence native Chuck Magerl in 1989, has…
Update your dance cards. A pair of new breweries are set to open this week. 3 Trails Brewing Co. (111 N. Main St.) opens today at 4 p.m. in Independence, Missouri, and City Barrel Brewing Co.'s grand opening is Friday.
City Barrel Brewing Co. Looks to Get Hoppy on HolmesShrimp get a quick cure in sour beer at City Barrel Brewing Co. (1740 Holmes St.), which opens this Friday in the Crossroads. The sour beer ceviche is just one of the reasons — a wine-beer hybrid and brews based…
The Guy Fieri experience arrives in Kansas City today. Guy Fieri's Dive & Taco Joint (1333 Walnut St.) has its grand opening in the Power & Light District at 6 p.m. It's all about tacos and margaritas from the "Diners, Dive-Ins, and Drives" celebrity TV chef.
Some say comfort food is what you need in winter, but the real ticket is a proper cup of comfort. KC Food Circle is hosting Tea 101 (1007 Swift St, North Kansas City, Missouri). The class ($15 for KCFC members, $25 for non-members) with Hugo Tea is from 2 to 4 p.m. Saturday and includes tea cupping and tea to take home
The 'Mayor of Flavortown' is Here, KCGuy Fieri doesn't just show up overnight in Kansas City, Missouri, park his red convertible and proceed to casually begin selling tacos. When Guy Fieri's Dive & Taco Joint opens today in the Power & Light District it will have…
The secret superpower of food stories — likely the reason you're still reading here — is that they make readers hungry. Open Belly, a new podcast focused on telling the stories of immigrant chefs in Kansas City — is sponsoring Meet The Chef Behind The Story from 6 to 8 p.m. Friday at the Lenexa Public Market (8750 Penrose Lane, Lenexa, Kansas).
The event features a meet and greet with chef Sohaila Humayon and podcast creator and host Danielle Lehman, a cooking demonstration and a preview of the episode featuring Sohaila's Kitchen, which serves Indian and Pakistani cuisine.
Food Halls Are Having a Moment in Kansas CityThe Lenexa Public Market may have put downtown Lenexa, Kansas, on the map. It's one part food hall, one part retail, but it's the food hall concept you need to hear about, as developers from Atlanta, Denver, and New York…
The Green Book, a guide that enabled African Americans to know which establishments were welcoming during segregation and an inspiration for the 2018 movie of the same name, is the driving force behind a new stage production in Kansas City.
"The Green Book Wine Club Train Trip" is a journey through time on stage, written by Michelle T. Johnson.
In the play, Marie boards a train with four friends for a weekend away from Kansas City. She finds herself whisked into the 1940's, where she stays at a boarding house mentioned in "The Green Book." Marie, a librarian researching The Green Book, suddenly finds herself thrust back into the era of segregation.
There are performances tonight and Friday at 7:30 p.m. and Saturday at 2 and 7:30 p.m. at the KC MeltingPot Theatre (3051 Penn Valley Drive). The play runs through Saturday, March 2.
The Biggest Picnic in KC, the Amelia Earhart Festival, & Other Weekend Possibilities
by Clarence Dennis | 07-18-2019
First-Annual KC Taco Fest, African Dream Cuisine & Other Weekend Possibilities
Hayward's New Home, Fried Lobster Rolls & Other Weekend Possibilities
by Jonathan Bender | 06-13-2019
Strawberry Hill Pub Crawl, Strawberry Festival & Other Weekend Possibilities
Celebration At The Station, Catio Party & Other Weekend Possibilities
Reflecting Motion, Weston WineFest & Other Weekend Possibilities
Sushi Burritos, The Art of Candy & Other Weekend Possibilities
Brisket and Waffles, Pizza Shuttle & Other Weekend Possibilities
Food Truck Friday, A Milk Bar & Other Weekend Possibilities
Cinnamon Rolls, Agave Cocktails & Other Weekend Possibilities
Tags: and other • guy fieri • guy fieri's dive and taco joint • weekend possibilities
City Barrel Brewing Co. Looks to Get Hoppy on Holmes
The 'Mayor of Flavortown' is Here, KC

redpajama_set_name: RedPajamaCommonCrawl


The work boot that made them famous, Red Wing have completely rebuilt the 6-inch Moc for a women-specific fit. Patterned after the 875, the 3373 is lightweight, comfortable and tough with a Goodyear welt and Black Boundary leather. A style they started making in the 1950s, nothing says Red Wing like the polyurethane Traction Tred outsole.


On 6th April, Founder and CEO of Tron [TRX], Justin Sun hinted at an official collaboration with decentralized smart contract platform Ethereum.
Before moving onto its own platform, Tron was dependent on the Ethereum network and was also accused of copying the Ethereum whitepaper. Tron's main selling point has been the scalability that Ethereum failed to deliver in order to build Dapps.
Justin said he is an advocator of brotherhood and true love of the ecosystem, Tron is planning to collaborate with lots of Ethereum developers (ETH) and in the nearest future to build enterprise solutions on the Ethereum Network.
He also points out that the whole community will even gain extensively from the uniqueness of the stable coin Tether and Tron's infrastructure. Tron has gained in importance after acquiring file sharing network BitTorrent and partnering with USDT to promote the use of stable coins, now Tron is trying to push its second layer technology "Sun network" named after the king himself, he claims that the network will help scale the transaction throughput by a 100 fold.
An employee of Ripple Labs mentioned that the Tron's services and products are being developed so that they can attract more institutional investors. Sun assured that $20 million will be handled in a decentralized manner when he asked for clarification.


text:
• 24 min. read • grade level: 12
...to take up more specifically, this morning it's very similar to the Kingdom of God in certain respects, and we'll notice here that, where yesterday we had in this present time we're living in, is also called the Kingdom of God, it's called the Kingdom of Heaven and we'd like to go into that a little more, we have also the Kingdom of the Father over here on the right on top, and then the Kingdom of the Son, identified with the millennial glory.
So we have all four here portrayed on this chart, the kingdom of God at the top, again the general overall view of it all. And sometimes the moral view of it, the Kingdom of Heaven is the aspect of the Kingdom in its heavenly character, but also in its dispensational view or the territorial view it could also be described as perhaps. That is it's the place here on earth, because the Kingdom of Heaven only includes really this present time although it introduces us into the kingdom of the father and so on. But really the Kingdom of Heaven is a little more narrow view of the kingdom, it's only found in Matthew's Gospel, it's interesting that Matthew was the the evangelists who presented Chrisr as king. First of all as king to his people Israel, but we know that he was rejected as their king, and crucified. And so Matthew develops the sequence that follows his rejection beginning with chapter 13 of Matthew.
In Chapter 12 of Matthew, and you find that the Jews were attributing the miracles that the Lord did to beelzebub, the prince of devils. That was, as it were, the culminating sin. Upon which the Lord Jesus began to introduce something new, the kingdom of heaven. God is never frustrated by man's unbelief. He has a way, he has a purpose over all of this. And so in the Kingdom of God, the rule of God over all things at all times, He still gets what He wants in his kingdom. In the kingdom of heaven we have described in these ten similitudes here that I've listed and Lord willing look over them in a little more detail tomorrow or later today, we have viewed in these 10 similitude a picture really, what the kingdom of heaven is. And they give us different views, they're like 10 snapshots, 10 pictures of what the Kingdom of Heaven really is. Many of these parables, or similitudes, are also used to describe the Kingdom of God, because they are very similar, and identical in some aspects. But the Kingdom of Heaven then is given to us, and I'll just mention here we're going to start with the sower, which is the first of the parables in Chapter 13.
The sower, the sower is the formation, this is the Lord Jesus beginning something new. In the old testament, God was looking for something from man, and man didn't give that. Israel was the pleasant plant, that God had in his vineyard but they didn't bear fruit. So God and now starts something new, the Kingdom of Heaven was something new. It's also in mystery at this time there's scripture that in Matthew that is the kingdom of heaven is really in its full extent is only seen to faith. People in the world don't notice that the Lord Jesus, in heaven, is forming a Kingdom right now, they're oblivious to the fact of it in many ways. Yes they see the outward aspect of it, and we'll go over that, but they don't see really what's going on. Only those who have faith and lay hold of that, those that have force, the violence that lays hold of it, they're the only ones that will really enter in at the end and partake. So at the close of this time when the kingdom of heaven is ready for the Lord to come and take his own at the rapture, the children of the Kingdom will be taken up into heaven to enter into the kingdom of the father, and they'll share there, into the kingdom of the father, both of those are found here, in what we're going to take up today.
Let's then began by reading in Matthew 13 the parable of the sower Matthew's Gospel chapter 13 I think we will read this, verse three, Matthew 13:33And he spake many things unto them in parables, saying, Behold, a sower went forth to sow; (Matthew 13:3) "and He spoke many things unto them in parables saying Behold the sower went forth to sow, and when he sowed, some seeds fell by the wayside and the fowls came and devoured them up, some fell upon stony places where there had not much earth and forthwith they sprang up and because there they had no deepness of earth and when the sun was up they were scorched and because they had no root they withered away, and some fell among thorns and the thorns sprang up and choked them, but other fell into good ground and brought forth fruit some a hundred fold some 60 fold some 30 fold, who hath ears to hear and let him hear. And the disciples came and said unto him Why speakest Thou unto them in parables? He answered and said unto them, because it is given unto you to know the mysteries of the Kingdom of Heaven, but to them it is not given, for whosoever hath to him shall be given and he shall have more abundance, but whosoever hath not from him shall be taken away even that he hath. Therefore speak I to them in parables because that seeing, they see not, and hearing they hear not, neither do they understand, and in them is fulfilled the prophecy of Esaias which saith by hearing ye shall hear and shall not understand and seeing ye shall see and shall not percieve, for the peoples heart is waxed gross, and their ears are dull of hearing and their eyes they have closed lest at any time they should see with their eyes and hear with their ears and should understand what their heart and should be converted and I should heal them, but blessed are your eyes for they see and your ears, for they hear for varily I say unto you that many prophets and righteous men have desired to see those things which ye see and have not seen them, and to hear those things which ye hear and have not heard them. Hear ye therefore the parable of the sower, when any one heareth the word of the kingdom and understandeth it not then cometh the wicked one and catcheth away that which was sown in his heart. This is he which receives seed by the wayside, he that received the seed into stony places the same is he that heareth the word and anon with joy receiveth it, yet hath he no root in himself, but endureth for a while, for when tribulation or persecution arise because of the word, by and by he is offended. He also that receives seed among the thorns is he that hear the word and the cares of this world and the deceitfulness of riches choke the word and he become a unfruitful, but he that receives seed into the good ground is he that heareth the word and understandeth it, which also beareth fruit and bringth forth some an hundred fold some 60 some 30.
The Lord instead of coming now to get something from man, He is the sower and He is giving something to us. The seed is the word of law and this is the gospel of our salvation, it's a wonderful thing that we can have a gospel meeting here every night and offer salvation to all. Offer entrance into God's kingdom, the kingdom of heaven, too. And you know, the gospel is a great thing, sometimes I think we forget what it cost the Lord to offer this to us, it cost Him to go to the cross, it cost Him to bear our sin there at the hand of a holy God and so that he could righteously bring anybody into his kingdom. This is the most magnificent this is the easiest possible way of access into something that I can imagine. God does all the work and the Lord here came down to sow that seed, to give us the gospel of salvation, to give us a way of entrance on the basis of what he would do on calvery's cross, satisfying God so that the Lord Jesus could have a people in his kingdom, and that's why we preach the gospel. But it goes out to all because God wants his house full, and the first people that He preached it to refused it, the Jews, and God's heart wasn't satisfied then, he wanted to go wider, and so he included the whole world, and he does it on a righteous basis. Nobody will be in the kingdom at the end in the father's kingdom there and be able to say that they were any better than anybody else there or that they had anything of their own that would cause them to be there. It's all of grace and so that's why in Romans, for example, it says there is no difference for all have sinned, everybody had been already reduced down to one low common denominator of a guilty sinner in the old economy, the law.
And now God gives out the invitation to all, and so one of the parables here is the marriage invite, it's a comparison to invite to a marriage because that's really what the kingdom of heaven is, and the kingdom of God too, they are a free invitation to Gods place of blessing, to heaven, to the place where God the father and God the son through the Holy Spirit want to bring people into blessing to share what God has, so the Lord Jesus is the sower and he came down and we often think of this parable of the sower as the evangelist that goes out and sows the seed. Well that's true, but the evangelist, where does he get his seed from? We get it from Christ, he brought the seed, the good seed, "except a man be born again, he cannot see the kingdom of God" if we don't get that faith, if we don't get that word of God from the Lord who gave it to us we have no gospel to preach, that is, not the gospel that we preach. And so it's a wonderful thing that the Lord Jesus instead of coming and asking/requiring things or presenting a kingdom to people to attain to, to enter in on their own basis, he now gives us a righteous basis of entering into his kingdom, but you'll notice that the seed that's sown it's sown all over, the world is the is the ground, the field where it's sown and it falls on four kinds of ground, a picture of four different kinds of heart. The only one that really bears fruit, any fruit at all, is the one, that good ground that had been broken up where the seed could find root and lodging and grow up, a good and an honest heart, that's the only thing that really God requires of us is to come before him in honesty as to our condition. Sometimes people have the concept that before they go to the gospel meeting, or before they accept the Lord as a savior they have to change their life or they have to remedy some of their past problems. That's not true; what you have to do is just be honest with yourself, what your condition is and let the seed of God enter into your heart, believe what the Lord has said, accept the Lord Jesus as your savior, and that will bring the fruit, that is what gives life. Faith cometh by hearing and hearing by the word of God. So when we sow, or when the Lord sows the word, it's the preaching of the Gospel and our hearts respond accordingly. And not only is there the good ground, but there is the bearing much fruit and the various different things impede the seed, the plant bearing fruit. Any farmer knows that for a plant to produce good fruit there can't be weeds, there has to be the sun, there has to be the dirt that's broken up, I think that's a picture of repentance. Our brother was speaking about that, repentance, change of mind, the ground broken up, oftentimes before we can bear fruit God hast to deal with us severely in order that our own wills be set aside, and we, like the prodigal son, change our mind and decide that what God is offering is really better. God, in this kingdom, it's on a voluntary basis I might say, that is God doesn't going to force anybody there, you're not in the kingdom because you were born there, or because of your family, you get in the kingdom by faith. Everyone individually has to do this, everyone has to accept the Lord as their savior, and there are hindrances that the enemy uses. So you have the stony ground, and it doesn't bring forth fruit, it starts out and so there are many when they hear the blessing and the offering of an entrance into a kingdom, they like that, they want to partake of the goodness there, but time will tell if there has been no real repentance and a true acknowledgment of the Lord Jesus as their savior.
So this is how the kingdom is formed, now I'd lack to go on to the kingdom of the father and we'll come back, perhaps, to some of these parables. In the same chapter in Matthew let's drop down to verse 36. I'm going to suppose that most of you, that all of you, have a certain understanding. I'm not going to read everything in this chapter, but this is a discussion about the parable of the tares and wheat. And this is the Lord's explanation of it, let's just read it beginning with verse 36 then Jesus sent the multitude away and went into the house and his disciples came unto him saying declare unto us the parable of the tares of the field. He answered and said unto them, he that sowth the good seed is the Son of Man, the field is the world, the good seed are the children of the kingdom, but the tares are the children of the wicked one, the enemy that sowed them is the devil, the harvest is the end of the world, and the reapers are the angels. As therefore the tares are gathered and burned in the fire, so shall it be in the end of this world, the son of man shall send forth his Angels and they shall gather out of his kingdom all things that offend, and them which do iniquity and shall cast them into a furnace of fire, there shall be wailing and gnashing of teeth, then shall the righteous shine forth as the son in the kingdom of their father, who hath ears to hear let him hear.
Now my purpose in reading this right now in a preliminary way, is to show the entrance into the kingdom of their father, the last verse there that we read. Then shall the righteous shine, and so you have during this time of the formation of the kingdom of heaven here on earth. The kingdom of heaven began when the Lord Jesus went back to heaven, and started forming his kingdom. That's when it began, and it will go on until he takes the wheat, which are the true believers into his barn which is when they will enter into heaven, I believe, at the time of the rapture. Now I believe there is a sense that the kingdom of heaven will go on during the following time of the tribulation, it's impossible to describe all these things on the chart. There will be the judgment of the tares following the gathering in of the wheat. It's very interesting to notice the order of events in this parable of the tares and wheat. The first thing that happens is at the close of the time. First of all God or the Lord lets the tares and wheat grow together and that's what we see happening today, we see the kingdom of heaven as a mixture of good and bad and that's what it really is. There are professors and there are those that are real, our brother has been speaking about that in connection with the church, the same thing. Here though it's in connection with the kingdom. The tares are those that make a profession of knowing the King. They recognize the Lord Jesus in heaven as King, in a certain nominal way, but if they do not have the Holy Spirit like the five virgins who had no oil in their lamps. If those who profess to know the Lord don't have the Holy Spirit, then they won't be taken in the barn at at the time of the gathering in of the wheat.
So first of all, at the close we notice that the tares are gathered in bundles to burn. They're just gathered together in bundles, it doesn't say they're burned. They're only gathered together in bundles. And then the bundles are left there, right there where they are. That's the old fashion way or the old-time way of harvesting wheat. They gathered the wheat with a sickle, and they gathered them in bundles, perhaps tied those bundles, and laid them out on the ground to finish the drying process. You can't take wet wheat into the barn, it will get hot and maybe moldy and even catch fire. So the bundles are left there in the field to burn, that is the tares. The Angels do this work, and then the wheat is gathered into the barn. So I believe that the wheat gathered into the barn corresponds to the rapture, when the Lord comes. The bundles of tares are still out there in the field, and the judgment of them will follow afterwords. When it says here in verse 42 "and shall cast them into a furnace of fire, there shall be wailing and gnashing of teeth".
I believe this judgment is a distinct judgment from other judgments that will take place when the Lord Jesus comes from heaven. There is this judgment particularly of the false profession of the kingdom. So then after the bundles are burned, let me get this straight here, in verse 42, there's the bundles that are burned, and in verse 43 "then shall the righteous shine". It's interesting that it takes place then when the Lord comes back from heaven. I believe that we/he will have the judgment seat of Christ in that timespan there, and in connection with; it isn't mentioned in connection with the kingdom, but still it's when the bride of Christ makes herself ready, and then after the bundles are burned, the righteous shine in the kingdom of their Father. And that's what we look forward to, to being associated with the father. The kingdom of the Father, I believe, is a heavenly thing. I believe in some ways it's identified with the heavenly side here, the kingdom of the Son. You can't diverse these terms always from one another, the Lord knows, but we tried to just put it in a graphic picture here, to identify when it is and how, and the heavenly part versus the earthly part.
Now another Scripture we might refer to about the kingdom of the Father is in Matthew 26 verse 29, "but I say unto you that I will not drink henceforth of this fruit of the vine, until that day when I drink it new with you in my Father's kingdom". This is an interesting verse that the Lord gave at the time he instituted His supper, the Last Supper, the remembrance of the Lord, and he was about to depart out of this world. The Lord at this time was about to go back to his Father's throne. I'd like to turn back to a verse in Psalm 110, that I think gives us this perspective, just put your finger there, we're going to come back to Matthew 26. Notice what it says in the 110th Psalm, verse one, "the Lord said unto my Lord sit Thou on my right hand, until I make thine enemies thy footstool". That's the position that the Lord occupies right now, right now the Lord Jesus is sitting on His Father's throne. He is there in glory, sitting there, waiting to receive his kingdom and he is waiting in patience. Now the Lord Jesus in Matthew 26, just before he was to leave, he tells them that he's not going to drink of the fruit of the vine until he drank it new with them in the kingdom, and that would be at this time here, when the Lord received his kingdom. It's a wonderful thing to see this this dedication of the Lord to us. The Lord, I believe, was saying "I'm not going to enter into the joy of my kingdom, even though I'm going away up there in heaven. (He's taking a vow, like the vow of the Nazariteship, here for a time.) He saying "I'm not to enter into my joy of the kingdom, untill I have you with me". To me this is so touching, I think this is the cure to worldliness. This is the cure to keeping us separated from the Lord.
Here He has done so much to gather us into his kingdom. And he goes away into a place where he can't be crucified, where he can't be rejected, in a higher sphere, in heaven, to have a kingdom there, and instead of bringing judgment upon this world immediately after he was rejected, he says "I'm going to first of all have a people there with me in glory". So he does back to heaven and he says "now I'm not going to enter into my joy, not going to drink of the fruit of the vine". That is, wine is a picture of joy and entering into it. So we, brethren have the opportunity to respond in kind. To be a people that's willing to share his rejection, willing not to have a thrown now, willing to pass the time of suffering, all through this time here, while the kingdom is being formed, we're waiting in patience, just like the Lord, we should be. May the Lord help us then, to lay hold of this and to to respond to the Lord in kind, to not take anything out of this world unless we can really honestly take it in fellowship with him, and for his service, for the service of the king, for his good and blessing. That's the entrance then, into the kingdom of the father. The Lord then, when he receives his kingdom there, then he's going to, together with his bride, enter into the joy. And by His grace, I'll be there, will you?
Now the kingdom of the son, briefly, back to Matthew 13, I just want to touch briefly on that, even though we've really spoken on ii yesterday, but in Matthew 13, notice verse 41, I believe we already read it, verse 41, "the Son of Man shall send forth His angels and they shall gather out of his kingdom all things that offend, and them which do iniquity". So you have here, at the beginning of this time the Lord gathering out all things that offend. I believe that's the burning of the tares and so forth. It's described in some of the others, there's a mustard seed that grew into a great tree, and that tree is not God's mind of his kingdom. Another verse in Luke 22, let's turn to quickly, in connection in the kingdom of the son, we'll read beginning with verse 24, "there was also a strife among them, which of them should be accounted the greatest, and he said unto them the kings of the Gentiles exercise lordship over them, and they that exercise authority upon them are called benefactors, but ye shall not be so, but he that is greatest among you, let him be as the younger, and he that is chief as he that doth serve. For whether is greater, he that sitteth at meat or he that serveth? Is not he that sitteth at meat? But I am among you as he that serveth. Ye are they which have continued with me in my temptations, and I appoint unto you a kingdom, as my father hath appointed unto me. That ye may eat and drink at my table in my kingdom and sit on thrones judging the 12 tribes of Israel".
The Lord answers this this striving, this question about striving to be the greatest, because really, in the old economy of the law, that's what they sought to do, they all tried the hardest to be the best, but the Lord is saying, now in the kingdom it's not that way. That's totally opposed to it, it's the other way around, whoever serves the most, is going to end up being the greatest in the kingdom. That's a real lesson for us, you know. It's so common for us, when we get into a place of leadership, to think that the people should serve us, but real leadership is serving others more faithfully. So the Lord is the perfect example of that, he gave all, he served the greatest, and there's going to be no equal there with him in the kingdom. But He gives us the opportunity, if you want to strive, this is what you ought to strive for. The way to true greatness is being little, serving much, serving the best, and so then, that's connected with the kingdom of the son.
This is the time when true service will receive its proper recompense, and its the good time to have it, because it'll go on and on and on. Whereas any praise of men now, it may stop at the day, or it may go on on for a week or so, and then it is finished, but it'll be worthwhile entering in truly in the kingdom at that time. And so the Lord mentions two things I want to point to here in verse 30, "that ye may eat at my table in my kingdom". Fellowship with the Lord at His table is even a better thing than receiving rewards. When Mephibosheth was at the kings table, he was content to let Ziba have all. He wasn't occupied with material things, he wasn't occupied with praise, he wasn't occupied with rewards, he had the king. Oh beloved, may our hearts lay hold of this. Our King, the Lord Jesus, His glory, being there with him in his glory, that's the best thing. But he also says in the last part of the verse, "and sit on thrones judging the 12 tribes of Israel". And so during this time of the kingdom and the millennial reign of Christ, there will be those thrones, there will be reigning. And we have here, I put the parable of the talents there, at this place, because, I believe, that parable describes to us how to take the things of this time of our life, how we use what's entrusted to us now, the talents that have been entrusted to us, if we take those talents that have been entrusted to us, and use them for the King, then he's going to give us back the same amount, at this time, to reign over 10 cities, five cities, or however many. That's Lukes gospels view. In Matthew it's enter into the joy of the Lord. So there is the recompense, and we don't want to make little of that. That is much to be valued and esteemed. There will be nothing done for Christ that won't receive its reward. We must be content to wait during this time, until the Lord comes back, and it will it be well worth it. So there are those two little aspects, I think, the Lord brings before us in connection with the kingdom of the son. Well, our time is up, and, Lord willing, tomorrow we will go through briefly, these parables, the ten parables of the the kingdom of heaven and to finish our topic. I believe that that's all for now, so let's just thank the Lord.


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Power Rack 5 out of 5 based on 25 ratings.
MarketResearchNest.com adds "Global Data Center Rack Power Distribution Unit (PDU) Market Research Report 2018" new report to its research database. The report spread across 112 pages with multiple ta.
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This airticle is aboot the region o Sylhet. For ither meanins, see Sylhet (disambiguation).
Sylhet Diveesion (Bengali: সিলেট বিভাগ, pronooncit Sileṭ Bibhag), kent as Greater Sylhet or Sylhet region an aw, is the northeastren diveesion o Bangladesh, namit efter its main ceety, Sylhet. It is bundit bi Meghalaya State o Indie on the north, Tripura State on the sooth, Assam State o Indie on the east an Dhaka diveesion on the wast an Chittagong diveesion on the soothwast.
Ane o the maist picturesque an aircheologically rich regions in Sooth Asie, is the Sylhet Diveesion. Its bourgeonin economy haes become a pairt o the attractions o the region, as landscapes are filled wi fragrant orange an pineapple gardens an breathtakin tea plantations. Mony Sylhet community members hae foond wirk an residence abroad, pairticularly in the Unitit Kinrick an hae been uisin remittances tae fund projects an industries athin the Sylhet Diveesion, allouin the export industry an foreign investment sectors tae grow.
The Diveesion is subdividit intae fower destricts (zilas) an thence intae 36 sub-destricts (upazilas).
↑ Greater Sylhet Region CIMMYT. Retrieved on 2009-03-26.


As many of my colleagues know, I'm quite committed to ensuring that our employees see where they fit into the ever-evolving growth and vision of Clearlink.
By investing in our people through continuous development and mentoring programs, we look forward to fulfilling more employee ambitions, corporate goals, and customer needs in the future.
It's common for sales centres to overemphasize extrinsic motivating factors—incentives and other prizes—rather than build personal relationships and intrinsic engagement.
As VP of sales, I've focused on building engagement, trust, and relationships across the company.
The positive influence of our developmental and mentoring programs is evident throughout the company.
At the moment, however, their impact has been profound in three specific areas.
One of the advantages of working at Clearlink is the relatively pliable nature of our job descriptions.
This often allows us to sculpt a position to better fit a specific employee's talents and aspirations. Recently, I met with an agent who had a distinct skill set.
We worked together to figure out where she wanted to go in the company and designed a role for her that might never have otherwise existed.
As suspected, it clicked for both her and Clearlink.
Other times, we've had an employee who relishes certain aspects of a position more than others—while at the same time, another harbours the exact opposite likes and dislikes.
Rather than merely forging ahead, we've tailored both positions to the capabilities of each person.
The result: two more employees are doing what they do best, and Clearlink wins again.
Providing ongoing training and support like this creates more engaged agents.
We can attract better agents to begin with, retain better agents longer, and promote more agents to leadership roles to continue the cycle.
A few years ago, few of our marketing staff had any reason to know or care about the frustration experienced by customers dialling into our call centre.
Our sales agents answering those calls sure did, though.
The Clearlink call centre is the lifeblood of the company's strategy of acquiring customer feedback on the work we do, and we realized that we needed everyone in the company to understand how and why we do what we do and how our customers react to it.
Eventually, we observed barriers between marketing and sales disappear, common ground emerge, and doors open for vibrant discussion, questions, and answers.
We also noted that each division began to perform with a better understanding of its profit-and-loss statements and revenue goals.
As a result of their participation in the call centre, our marketers gained a more comprehensive understanding of how all pieces in our business fit together.
They better understood the urgency of our marketing, sales, and operations people driving customers to our call center—and how that translates into revenue.
Viewing each employee as an integral part of your company's vision and goals leads to better results for your customers as well.
When individuals understand how they play a role in your goals—which, for Clearlink, is improving the customer experience—they are more likely to buy in to your processes and create better outcomes.
As callers move through our customer cycle, for example, our sales agents employ our billions of data points and engagements with marketing intelligence to anticipate and solve customer needs quickly and efficiently.
Our results unequivocally show that by integrating our marketing, sales, and data science, we provide the most welcoming and comprehensive experience for callers.
With the wealth of data at our fingertips, we focus on training our agents to cultivate relationships with our customers.
Creating healthy, enduring ties is about identifying, comprehending, understanding, and sympathizing with the caller's experience over time.
Moreover, we're specialists in routing callers to the agent most qualified to handle the problem or need. We take note of the specific skills and experiences our agents have, so we can connect them with similar customers for better results.
Our approach focuses on recognizing the time and effort customers have invested in personal research, inquiries, discussions with others, and notes taken on a particular problem—before they pick up the phone to call us.
When they neglect those experiences, companies forfeit their precious opportunity to provide a potential customer with a few minutes of personal recognition and information that could encourage future calls while burnishing the company's image as well.
In other words, in the absence of a connected, intelligent, helpful response, the company's call centre most likely left the customer with no choice but to go elsewhere in search of answers and solutions.
Our approach to training our agents ensures our customers can find their answers from us.
These are precisely the reasons Clearlink cherishes and invests time, effort, and funding in our development and mentoring systems.
In light of their impact on our sales, marketing, and call centre departments—and subsequent effect on our bottom line—these programs have proven themselves to be indispensable.


text:
John Younger (1851–1874) was an American outlaw.

John Younger may also refer to:
John Younger (writer) (1785–1860), writer, shoemaker, and poet
Sir John David Bingham Younger, Lord Lieutenant of Tweeddale
John Younger (priest), Dean of Salisbury
John Younger (rower), American rower in the 1985 World Rowing Championships

See also

John the Younger (disambiguation)

redpajama_set_name: RedPajamaWikipedia


text:
Concord Consortium: Electric Current
published by the Concord Consortium
supported by the National Science Foundation
This 90-minute activity features six interactive molecular models to explore the relationships among voltage, current, and resistance. Students start at the atomic level to explore how voltage and resistance affect the flow of electrons. Next, they use a model to investigate how temperature can affect conductivity and resistivity. Finally, they explore how electricity can be converted to other forms of energy. The activity was developed for introductory physics courses, but the first half could be appropriate for physical science and Physics First. The formula for Ohm's Law is introduced, but calculations are not required.
This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Concord Consortium develops deeply digital learning innovations for science, mathematics, and engineering.
Please note that this resource requires Java.
Editor's Note: Educational research indicates that students of all ages, even after instruction, often have inaccurate beliefs about electric current that are highly resistant to change. This well-sequenced resource will help them understand how current is different from voltage, and visualize how the movement of electrons is related to conductivity. More advanced students will explore a hydrogen fuel cell model, an incandescent light bulb filament, and electromotive force.
https://concord.org/stem-resources/electric-current
- Active Learning
= Modeling
= Multimedia
- DC Circuits
= Circuit Analysis
= Ohm's Law
- Electromotive Force and Current
= Cells and Batteries
- Resistance
- Atomic Physics
= Electron Properties
- Chemistry
= Model
= Problem/Problem Set
= Image/Image Set
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© 2011 The Concord Consortium
Kirchoff's Law, Ohm's Law, circuit simulations, collection, current flow, electrical energy, electron models, electron simulations, fuel cell, hydrogen fuel cell, incandescence, molecular model, voltage
Metadata instance created March 10, 2013 by Caroline Hall
August 15, 2016 by Lyle Barbato
Standards (11)
AAAS Benchmark Alignments (2008 Version)
3. The Nature of Technology
3B. Design and Systems
6-8: 3B/M3a. Almost all control systems have inputs, outputs, and feedback.
4. The Physical Setting
4D. The Structure of Matter
9-12: 4D/H1. Atoms are made of a positively charged nucleus surrounded by negatively charged electrons. The nucleus is a tiny fraction of the volume of an atom but makes up almost all of its mass. The nucleus is composed of protons and neutrons which have roughly the same mass but differ in that protons are positively charged while neutrons have no electric charge.
4E. Energy Transformations
6-8: 4E/M2. Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves.
6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.
9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.
4G. Forces of Nature
6-8: 4G/M4. Electrical circuits require a complete loop through which an electrical current can pass.
9-12: 4G/H4ab. In many conducting materials, such as metals, some of the electrons are not firmly held by the nuclei of the atoms that make up the material. In these materials, applied electric forces can cause the electrons to move through the material, producing an electric current. In insulating materials, such as glass, the electrons are held more firmly, making it nearly impossible to produce an electric current in those materials.
11. Common Themes
11A. Systems
6-8: 11A/M2. Thinking about things as systems means looking for how every part relates to others. The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in the system as a whole.
11B. Models
6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
6-8: 11B/M4. Simulations are often useful in modeling events and processes.
11D. Scale
6-8: 11D/M3. Natural phenomena often involve sizes, durations, and speeds that are extremely small or extremely large. These phenomena may be difficult to appreciate because they involve magnitudes far outside human experience.
This resource is part of 2 Physics Front Topical Units.
Topic: Electricity and Electrical Energy
Unit Title: A Model for Electricity
What's the difference between voltage and current? And what does resistance have to do with anything? Many students, even after instruction, still need help to understand these basics. This activity features six molecular models to explore electron flow when voltage is applied to a wire, and when current flows in a circuit. We recommend only the first half for use in 8th grade physical science.
Links to Units:
Physical Sciences K-8 A Model for Electricity Unit
Unit Title: Resistance and Ohm's Law
Robust activity features six molecular models to explore relationships among voltage, current, and resistance. This well-sequenced resource will help learners understand how current is different from voltage and visualize how electron movement is related to conductivity. More advanced students can explore a hydrogen fuel cell model, an incandescent light bulb filament, and electromotive force.
Link to Unit:
Physics First Resistance and Ohm's Law Unit
Conceptual Physics Resistance and Ohm's Law Unit
Algebra-Based Physics Resistance and Ohm's Law Unit
AP/Calculus-Based Physics Resistance and Ohm's Law Unit
National Science Foundation. Concord Consortium: Electric Current. Concord: The Concord Consortium, 2011.
(The Concord Consortium, Concord, 2011), WWW Document, (https://concord.org/stem-resources/electric-current).
Concord Consortium: Electric Current, (The Concord Consortium, Concord, 2011), <https://concord.org/stem-resources/electric-current>.
Concord Consortium: Electric Current. (2011). Retrieved July 16, 2019, from The Concord Consortium: https://concord.org/stem-resources/electric-current
National Science Foundation. Concord Consortium: Electric Current. Concord: The Concord Consortium, 2011. https://concord.org/stem-resources/electric-current (accessed 16 July 2019).
Concord Consortium: Electric Current. Concord: The Concord Consortium, 2011. National Science Foundation. 16 July 2019 <https://concord.org/stem-resources/electric-current>.
@misc{ Title = {Concord Consortium: Electric Current}, Publisher = {The Concord Consortium}, Volume = {2019}, Number = {16 July 2019}, Year = {2011} }
%T Concord Consortium: Electric Current
%I The Concord Consortium
%C Concord
%U https://concord.org/stem-resources/electric-current
Shared Folders (15)
This resource is stored in 15 shared folders.
Concord Consortium: Probability Clouds
Concord Consortium: Chemical Bonds
Concord Consortium: Atomic Structure
Physics Front
Feb 1 - Apr 1, 2015


There is an inherent stigma that attaches to the medical condition known as fetal alcohol spectrum disorder (FASD) that must be solidly laid to rest if we are to build the political will that can force governments and their health agencies to put in place the supports needed to deal with one of the most insidious and pervasive, if largely invisible, health issues facing society.
We as a society must step past the "sins of the mothers" attitude that lies at the heart of society's ongoing indifference, or willful ignorance, of the very real suffering inherent in FASD. Setting aside (although we should not) the societal forces that lie behind why a mother might consume alcohol while pregnant or breastfeeding, including histories of lateral violence, abuse both mental and physical, mental health or the simple possibility of a young woman not realizing that a now baby lies within her womb, it cannot be in any way supported that these are the fault of the unborn.
As a society, including many if not most health officials down through the generations, we have gone so far as to encourage moderate consumption of alcohol in order to "build up a mother's milk" or to offset the many ailments that can beset a gestating mother. Today we are aware, or most certainly should be, that no amount of alcohol can be safely consumed while pregnant. Too many anecdotal assurances of "it never hurt anyone in my day" given to young expectant mothers who are looking to their elders for support and advice still resound across the land—assurances given with the total assurance and vehemence that seems to be the special preserve of the blissfully ignorant.
As an invisible, and incurable, medical condition FASD is far too easy for us to ignore, but like autism, another invisible medical condition that besets out society it should not and cannot be ignored if we are to build a just and civil society. Cries that dealing with these issues are "too expensive" and "beyond our means to solve" cloak a callous and mean-spirited approach to public weal that has been far too common in our society of late.
Click here for full editorial.


On my iMac, running 10.11.6, using MBM 8.6.3 US, I imported ~500 tab-delimited records and got two errors identified as "CQK=". See screenshot.
That string does not appear in the source list. I have verified that the source list contains all valid email addresses.
The 5 duplicates shown in the attached warning screen are indeed duplicates and the number of successfully imported records + those 5 = the total number I attempted to import.
Does this point to something I should fix?
What is the encoding of the list?


text:
Az 1998-as This Is Hardcore a Pulp hatodik nagylemeze. Három évvel az áttörést jelentő Different Class albumuk után jelent meg, a rajongók türelmetlenül várták. Az előző albumhoz hasonlóan, ez is az albumlisták élére került, a kritikusok is jól fogadták. A Pulp számára meghozta a harmadik jelölést a Mercury Music Prize-ra. Az eredeti brit kiadás egy koncertfelvételeket tartalmazó bónusz CD-vel jelent meg, a This Is Glastonbury-vel. 2006. szeptember 11-én jelent meg az album delux kiadása egy második CD-vel, amelyen B-oldalas számok, demók és ritkaságok kaptak helyet.

A címadó dal videóklipjét Doug Nichol rendezte, és minden idők 51. legjobb videójának tartják.

Az album szerepel az 1001 lemez, amit hallanod kell, mielőtt meghalsz című könyvben.

Az album dalai

Közreműködők
 Jarvis Cocker – dalszövegek
 Doyle, Cocker, Webber, Banks, Mackey, Peter Thomas (This Is Hardcore), Antony Genn (Glory Days) – zene
 John Currin, Peter Saville – művészeti vezető
 Howard Wakefield, Paul Hetherington – művészi munka, design
 Horst Diekgerdes – fényképek
 Pete Lewis – hangmérnök
 Chris Thomas – producer
 Magnus Fiennes, Mark Hayley, Matthew Vaughan, Olle Romo – programozás

Fordítás

1998 nagylemezei
A UK Albums Chart listavezetői


text:
Q: JavaScript - Group items from Array of Objects or Records by Date I need help to display array items grouped by Date. I have following array with few items and each item has "today" field.
var originalArray = [
        {title: "New Three 123", status: "pending", isDone: false, today: "2018-02-20T16:40:17.759Z", _id: "Eyt44n1svxIjOn5Y"},
        {title: "My First card", status: "pending", isDone: false, today: "2018-02-21T13:00:13.979Z", _id: "UlSoOrLBjX2RldgQ"},
        {title: "Sun Pharma", status: "completed", isDone: true, today: "2018-02-20T16:41:19.040Z", _id: "VbBEyndCIhPDB1Uf"},
        {title: "Design News", status: "pending", isDone: false, today: "2018-02-21T13:00:07.730Z", _id: "rpW4bVIYWjlPMgk6"},
        {title: "Amul India sddsd", status: "pending", isDone: false, today: "2018-02-20T16:41:13.087Z", _id: "uyISWNb7vapmRrNG"}
        ]

Required output is records needs to be grouped by date written in "today" key field of array items:
    var outputRequired = {
    '2018,2,20' : [
        {title: "New Three 123", status: "pending", isDone: false, today: "2018-02-20T16:40:17.759Z", _id: "Eyt44n1svxIjOn5Y"},
        {title: "Sun Pharma", status: "completed", isDone: true, today: "2018-02-20T16:41:19.040Z", _id: "VbBEyndCIhPDB1Uf"},
        {title: "Amul India sddsd", status: "pending", isDone: false, today: "2018-02-20T16:41:13.087Z", _id: "uyISWNb7vapmRrNG"}
    ],
    '2018,2,21' : [
        {title: "My First card", status: "pending", isDone: false, today: "2018-02-21T13:00:13.979Z", _id: "UlSoOrLBjX2RldgQ"},
        {title: "Design News", status: "pending", isDone: false, today: "2018-02-21T13:00:07.730Z", _id: "rpW4bVIYWjlPMgk6"}
    ]
}

Please guide me how can I achieve this output.
Thanks,
Jignesh Raval

A: You can use .reduce to get the desired result. Set initialValue to {} and in each iteration check if the date key exists or not. If it exists append to the array or else create a new array inside accumulator.
var data = originalArray.reduce(
  (acc, el)=>{
    var today = el.today.split("T")[0].replace(/-/g, ",");
    if(acc.hasOwnProperty(today)) acc[today].push(el);
    else acc[today] = [el];
    return acc;
  }, {}
)

See the working code here:

var originalArray = [{
    title: "New Three 123",
    status: "pending",
    isDone: false,
    today: "2018-02-20T16:40:17.759Z",
    _id: "Eyt44n1svxIjOn5Y"
  },
  {
    title: "My First card",
    status: "pending",
    isDone: false,
    today: "2018-02-21T13:00:13.979Z",
    _id: "UlSoOrLBjX2RldgQ"
  },
  {
    title: "Sun Pharma",
    status: "completed",
    isDone: true,
    today: "2018-02-20T16:41:19.040Z",
    _id: "VbBEyndCIhPDB1Uf"
  },
  {
    title: "Design News",
    status: "pending",
    isDone: false,
    today: "2018-02-21T13:00:07.730Z",
    _id: "rpW4bVIYWjlPMgk6"
  },
  {
    title: "Amul India sddsd",
    status: "pending",
    isDone: false,
    today: "2018-02-20T16:41:13.087Z",
    _id: "uyISWNb7vapmRrNG"
  }
];

var data = originalArray.reduce(
  (acc, el)=>{
    var today = el.today.split("T")[0].replace(/-/g, ",");
    if(acc.hasOwnProperty(today)) acc[today].push(el);
    else acc[today] = [el];
    return acc;
  }, {}
)

console.log(data);

A: If you want do this without external lib try this :
var groupBy = function(xs, key) {
  return xs.reduce(function(rv, x) {
    (rv[x[key]] = rv[x[key]] || []).push(x);
    return rv;
  }, {});
};
var originalArray = [
        {title: "New Three 123", status: "pending", isDone: false, today: "2018-02-20T16:40:17.759Z", _id: "Eyt44n1svxIjOn5Y"},
        {title: "My First card", status: "pending", isDone: false, today: "2018-02-21T13:00:13.979Z", _id: "UlSoOrLBjX2RldgQ"},
        {title: "Sun Pharma", status: "completed", isDone: true, today: "2018-02-20T16:41:19.040Z", _id: "VbBEyndCIhPDB1Uf"},
        {title: "Design News", status: "pending", isDone: false, today: "2018-02-21T13:00:07.730Z", _id: "rpW4bVIYWjlPMgk6"},
        {title: "Amul India sddsd", status: "pending", isDone: false, today: "2018-02-20T16:41:13.087Z", _id: "uyISWNb7vapmRrNG"}
        ];

console.log(groupBy(originalArray, 'today'));

A: The easiest way I find is using a library called lodash, being more specific, the _.groupBy function:

var originalArray = [
        {title: "New Three 123", status: "pending", isDone: false, today: "2018-02-20T16:40:17.759Z", _id: "Eyt44n1svxIjOn5Y"},
        {title: "My First card", status: "pending", isDone: false, today: "2018-02-21T13:00:13.979Z", _id: "UlSoOrLBjX2RldgQ"},
        {title: "Sun Pharma", status: "completed", isDone: true, today: "2018-02-20T16:41:19.040Z", _id: "VbBEyndCIhPDB1Uf"},
        {title: "Design News", status: "pending", isDone: false, today: "2018-02-21T13:00:07.730Z", _id: "rpW4bVIYWjlPMgk6"},
        {title: "Amul India sddsd", status: "pending", isDone: false, today: "2018-02-20T16:41:13.087Z", _id: "uyISWNb7vapmRrNG"}
        ]

var outputArray = _.groupBy(originalArray, function(item) {
    return item.today.substr(0, 10)
        .replace(/-/g, ',')
        .replace(/([$,])(0)(\d[,^])/, '$1$3')
    });

console.log(outputArray);
<script src="https://cdnjs.cloudflare.com/ajax/libs/lodash.js/4.17.5/lodash.js"></script>

A: Approach using javascript reduce function:

var arr = [{
    title: "New Three 123",
    status: "pending",
    isDone: false,
    today: "2018-02-20T16:40:17.759Z",
    _id: "Eyt44n1svxIjOn5Y"
  },
  {
    title: "My First card",
    status: "pending",
    isDone: false,
    today: "2018-02-21T13:00:13.979Z",
    _id: "UlSoOrLBjX2RldgQ"
  },
  {
    title: "Sun Pharma",
    status: "completed",
    isDone: true,
    today: "2018-02-20T16:41:19.040Z",
    _id: "VbBEyndCIhPDB1Uf"
  },
  {
    title: "Design News",
    status: "pending",
    isDone: false,
    today: "2018-02-21T13:00:07.730Z",
    _id: "rpW4bVIYWjlPMgk6"
  },
  {
    title: "Amul India sddsd",
    status: "pending",
    isDone: false,
    today: "2018-02-20T16:41:13.087Z",
    _id: "uyISWNb7vapmRrNG"
  }
];

function adjustDate(date) {
  const year = date.substring(0, 4);
  const month = date.substring(5, 7);
  const day = date.substring(8, 10);
  return year + ',' + month + ',' + day;
}

const output = arr.reduce((acc, x) => {
  const dateKey = adjustDate(x.today);

  if (!acc[dateKey]) {
    acc = {
      ...acc,
      [dateKey]: [x]
    }
    return acc;
  }

  return acc = {
    ...acc,
    [dateKey]: [...acc[dateKey], x]
  }
}, {})

console.log('Output', output);


text:
Q: How to write a complex number in the form $re^{i \phi}$ when $r \ge 0$ $$\frac{1+i}{1-i}$$and$$(1+i)(1-i).$$
The answers are $e^{\frac{i\pi}{2}}$ and $2e^{i\phi}$.

A: Hint:
$$\frac{1+i}{1-i}=\frac{(1+i)(1+i)}{(1-i)(1+i)}=\frac{2i}{2}=i$$
If you plot this point in the complex plane, can you find $\phi$ and $r$?

For instance, if you were to plot $z=\frac{1+i}{2}$ you would get something like:

A: $(1+i)(1-i)=1-i^2=1+1=2$
So if you are going to write this as $2e^{i \phi}$ then $e^{i \phi}=1$. So $\phi=2n\pi$ where $n\in \mathbb{Z}$

A: welcome to MSE! Please, next time try to explain better what is the problem and what you tried to do to solve it, possibly using MathJax.
For the first fraction, first it is better to reduce it:
$$\frac{1+i}{1-i}=\frac{(1+i)(1+i)}{(1+i)(1-i)}=\frac{2i}2=i.$$
Then, it is simple to see that the number $r=i$ has radius $1$ and argument $\theta=\pi/2,$ cause it can be written as $0+1\cdot i,$ so $r=\sqrt{0^2+1^2}=1$ and $\theta=cotan^{-1}(0/1)=\pi/2.$
For the product, as just said $(i+1)(1-i)=2$ and in this case the radius is equal to $2$ and the argument is $0.$


text:
Milwaukee police field new calls about a "large, wild cat" in the city
Posted 4:32 pm, July 30, 2015, by FOX6 News, Updated at 04:34PM, July 30, 2015
MILWAUKEE — Milwaukee police say they are fielding new calls about a large, wild cat at large on the city's north side.
Officials are once again asking the public to not unnecessarily put anyone in harm's way. If someone sees an animal they believe to be a lion or other large, wild cat, they should immediately move to a position of safety (in a home, in a car, etc.).
Milwaukee police are working with the Department of Natural Resources (DNR) and the Milwaukee Area Domestic Animal Control Commission (MADACC) to locate the animal in the coming days.
Officials say while they recognize the call from many in the community to capture the animal unharmed, it is the consensus opinion of several wildlife experts that attempting to capture a wild predator in an urban environment may be too dangerous and impractical. If the animal is located, a tactical decision will be made as to what response is most consistent with public safety. Again, based on the advice of experts, this may include taking the animal's life.
Topics: lion, Milwaukee Police Department
Patrick Perotti
I think someone is lion about all this.
I disagree with the idea that police have to shoot it. Why involve the police at all? The DNR should assign a team to this, and they can be dispatched as there are sightings. Maybe they can have a couple of cops with the DNR team, just in case the DNR team needs help, which would more likely be crowd control than the cat charging them.
Milwaukee is already pretty attached to this animal. It has national fame. Shooting it would be a huge PR disaster.
MAYHEM LIKE ME
Police are there for public safety (in theory, maybe not so much recently). I would say a lion roaming neighborhoods is a public safety issue. I'm all on board for the lion getting tranquilized and put on display for all to see, but if we are being realistic, its going to get euthanized via 300 mag rifle.
A friendly black bear was euthanized after it came to love people who fed it and took selfies
Wisconsin Department of Public Instruction involved in investigation after gun discharged at St. Josaphat
MPD: Officials reveal increase of police calls for service at Moody Park
Looking to help? Donate to support the families of RPD Officer Hetland and MPD Officer Her
Police: 58-year-old man reported missing in Milwaukee found safe
Reaction pours in after 2 off-duty officers are killed in southeast Wisconsin
Caught on camera: MPD seeks help to ID man wanted to setting fire to wheelchair ramp
Video captures security guard being pushed down stairs during fight at MPS school
Administrator says employee 'immediately terminated' after gun went off at St. Josaphat School
Law enforcement agencies launch unified plan to decrease reckless driving in SE Wisconsin
Utah woman charged after letting cat lay on her own front lawn
Letter to parents: 2 employees placed on leave after gun discharged at St. Josaphat Parish School
'His timing was perfect:' MCTS driver helps turtle cross road in Oak Creek


text:
Q: Kustomer API, how to add attachment in Conversation I am using Kustomer API, I have successfully created the attachment, but I am not able to add the attachment in the Conversation. I'm not able to find any API documentation about how to add in the conversation.
https://apidocs.kustomer.com/?version=latest
Can you guys please help me?
Thanks.

A: When you create a message with the Kustomer API you would include the attachment ID of the attachment you created in the attachments array on the message object.
You need to send a Patch request to the message you want to add this attachment to. Attachments are added to messages, not Conversations.
The attachment you created would look something like this:
"data": {
       "id": "5ec42bbad47d84001a0dd107",
       "type": "attachment",
       "attributes": {
           "name": "testing.png",
           "contentType": "image/png",
           "contentLength": 1282,
           "redacted": false,
           "uploaded": false,
           "createdAt": "2020-05-19T18:55:54.390Z",
           "updatedAt": "2020-05-19T18:55:54.390Z",
           "context": "attachment"
       },
       "relationships": {
           "org": {
               "data": {
                   "id": "5e664db1c9639a0019c67fd0",
                   "type": "org"
               },
               "links": {
                   "self": "/v1/orgs/5e664db1c9639a0019c67fd0"
               }
           }
       },
       "links": {
           "self": "/v1/attachments/5ec42bbad47d84001a0dd107"
       }
   },
   "meta": {
       "provider": "s3",
       "upload": {
           "url": "https://s3.amazonaws.com/kustomer-prod1-attachments",
           "fields": {
               "key": "attachments/5e664db1c9639a0019c67fd0/5ec42bbad47d84001a0dd107-testing.png",
               "acl": "private",
               "Content-Type": "image/png",
               "X-Amz-Meta-Attachment-Id": "5ec42bbad47d84001a0dd107",
               "bucket": "kustomer-prod1-attachments",
               "X-Amz-Algorithm": "AWS4-HMAC-SHA256",
               "X-Amz-Credential": "AKIAIIKHW25JWTRL7R7Q/20200519/us-east-1/s3/aws4_request",
               "X-Amz-Date": "20200519T185554Z",
               "Policy": "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",
               "X-Amz-Signature": "f00ce41d04f3c962f68ac6f4f096b8054cb81183ab9dbc0e5dd795d12e0239dc"
           }
       }
   }

You would need send another POST request to the meta.upload.url you found in your response form the attachment you created. Per the API documents this will need to include all of the meta.upload.fileds information in this POST request. Once you did that the attachement would have been uploaded. To add this to a message you would need to send a PATCH request to the message API end point.
https://api.kustomerapp.com/v1/messages/:id
https://apidocs.kustomer.com/?version=latest#959920e4-17ff-458d-af90-5458297f2148
You would add your attachment id in the attachments object on the message object.
 "attachments": {
                "links": {
                    "self": "/v1/messages/5ec15c3fb2f51f0019ebee09/attachments"
                },
                "data": [
                    {
                        "type": "attachment",
                        "id": "5ec15c71d120a7001ad1c14b"
                    }
                ]
            }

I wanted to make an update here: The payload of the Patch request to the message would look like this:
{
  "attachments":[
    {
      "_id": "5ec15c71d120a7001ad1c14b",
      "name": "Yass.png",
      "contentType": "image/png",
      "contentLength": 11288
    }
  ]
}

This would be for adding an attachment to an existing message. If you want to add an attachment to a message that has not yet been sent you would have to create a draft message and send a POST request to add the attachment to that draft. /v1/drafts/{id}/attachments
There would be two things you need to do here

*

*pass a sourceId in the body that is the ID of the original attachment

*I think in the request URL include a query param that says ?method=post
If you have further questions please reach out to the support@kustomer.com email and we would be happy to assist you.


text:
package org.apache.amber.oauth2.integration;

/**
 *
 *
 *
 */
public final class CommonExt {
    private CommonExt() {
    }

    public static final String REGISTRATION_ENDPOINT = "http://localhost:9000/auth/oauth2ext/register";
    public static final String APP_NAME = "Sample Application";
    public static final String APP_URL = "http://www.example.com";
    public static final String APP_ICON = "http://www.example.com/app.ico";
    public static final String APP_DESCRIPTION = "Description of a Sample App";
    public static final String APP_REDIRECT_URI = "http://www.example.com/redirect";

    public static final String CLIENT_ID = "someclientid";
    public static final String CLIENT_SECRET = "someclientsecret";
    public static final String ISSUED_AT = "0123456789";
    public static final Long EXPIRES_IN = 987654321l;

}

redpajama_set_name: RedPajamaGithub