text:
Q: Protect route with htaccess This is my current htaccess
RewriteEngine on
RewriteCond %{REQUEST_FILENAME} !-f
RewriteCond %{REQUEST_FILENAME} !-d
RewriteRule ^.*$ /ouruniversity/public/index.php [NC,L,QSA]

Which redirects me all links to my entrypint in php. Now I would like to protect all / admin / routes with htaccess password. I tried to do this
# Do the regex check against the URI here, if match, set the "require_auth" var
SetEnvIf Request_URI ^/admin/ require_auth=true

# Auth stuff
AuthUserFile /ouruniversity/.htpasswd
AuthName "Password Protected"
AuthType Basic

# Setup a deny/allow
Order Deny,Allow
# Deny from everyone
Deny from all
# except if either of these are satisfied
Satisfy any
# 1. a valid authenticated user
Require valid-user
# or 2. the "require_auth" var is NOT set
Allow from env=!require_auth

RewriteEngine on
RewriteCond %{REQUEST_FILENAME} !-f
RewriteCond %{REQUEST_FILENAME} !-d
RewriteRule ^.*$ /ouruniversity/public/index.php [NC,L,QSA]

and the login form is correctly shown to me, only by clicking cancel or logging in with the wrong username and password, the contents are displayed anyway. How can I fix it?


Numeracy is a life skill. At Ormiston Horizon Academy we believe that numeracy is crucial to student's development and allows them to prepare themselves fully as future adults.
Research has shown that some 22% of 16- to 19-year-olds in England are functionally innumerate – meaning their maths skills are limited to little more than basic arithmetic, researchers from Sheffield University discovered. This means their numeracy levels are at or below an 11-year-old's.
How is maths used across subjects?
Understanding of the number system.
Ability to recall and use mathematical techniques correctly.
Ability to solve problems in a variety of contexts.
Understanding and interpretation of graphs, charts, tables and mathematical diagrams.
What skills should a student have by the end of year 9?
Give results to a degree of accuracy appropriate to the context.
It is most important that you talk & listen to your child about their work in maths. It will help your child if they have to explain to you.
Share the maths activity with your child and discuss it with them.
Be positive about maths, even if you don't feel confident about it yourself.
Remember, you are not expected to teach your child maths, but please share, talk and listen to your child.
If your child cannot do their homework do let the teacher know by either writing a note in your child's book or telling the teacher.
A lot of maths can be done using everyday situations and will not need pencil and paper methods.
Play games and have fun with maths!
Calculating change – which coins, different combinations.
Weighing fruit and vegetables in the supermarket.
Reading labels on bottles, packets, in order to discuss capacity, weight, shape and colour.
Estimating the final bill at the end of shopping while waiting at the cash out.
Calculating the cost of the family going to the cinema, swimming baths, etc.
Looking at the clock – identify the numbers telling the time using analogue and digital clocks.
Calculating how long a journey will take looking at train/bus/airline timetables.
Using TV guide to calculate the length of programmes.
Programming the oven or the microwave.
Looking at the posting times on the post box.
Discussing events in the day e.g. teatime, bed time, bath time.
Enter the cost of the packet of sweets on the calculator display, for example 35 (pence).
Count the number of sweets in the packet, and enter this number on the calculator, for example 42 (sweets).
The answer is 0.833 (pence), which is less than 1p for each sweet.


text:
Traveller site owners taken to court for capacity breach
Manor Park owners taken to court for capacity breach
By Indya Clayton @OxMailIndyaC Reporter
Cherwell District Council is taking legal action against the residents at this overcrowded traveller site in Kidlington. 12/01/2021 Picture by Ed Nix
A COUNCIL is taking legal action against a traveller site after discovering almost 50 mobile homes were there instead of the permitted 11.
The site, known as Manor Park in Kidlington, has permission to be used strictly by the gypsy and traveller community for no more than 11 pitches with each pitch consisting of one mobile home, one touring caravan and one utility day room.
But after Cherwell District Council was alerted to a breach of its authorised use in October, officers visited the site and found almost 50 mobile homes being advertised for rent on the open market.
Also read: Gypsy caravan site at Bampton is a 'fire and Covid risk'
Some were also occupied by non-members of the gypsy and traveller community.
Manor Park lies within the Oxford Green Belt where there is a presumption against development unless very special circumstances apply.
The council has therefore sought to obtain an injunction to prevent any more mobile homes being brought onto it and to prevent any further occupation of empty homes.
But when the first hearing came around on October 14, an interim injunction was granted by the judge at Birmingham High Court because the owners were not given notice of the proceedings due to the speed at which the council said the injunction was needed.
Papers were then served at the site, including a date for a further hearing on October 28.
Also read: Spring Road, Abingdon, closed after hundreds attend 'traveller funeral'
However, the defendants did not attend court for this hearing and so the judge granted a further interim order which stopped any more vacant homes from being occupied and brought onto the site.
Papers were again served to defendants, with a new order and new court date for December 8.
When this hearing came around, officers again sought a final injunction to have all but the authorised mobile homes on the site removed and non-members of the traveller community to leave.
But this time, two of the defendants attended to plead their case and so the judge was not satisfied that a final injunction could be granted as all defendants had not attended and mitigation was put forward by the defendants that did attend.
For the third time, an interim injunction was granted, however the judge ordered all additional electrical hook-up pipes and all vacant mobile homes to be fully disconnected on the site.
Another hearing is now due to take place on March 4 where it is hoped a final injunction will be granted.
Also read: Abingdon traveller funeral: Oxford Mail readers 'shocked'
Officers on their latest visit to Manor Park found that some of the vacant mobile homes were being removed from the site.
An enforcement report which will be put to the council at a planning committee meeting on Thursday, states: "This has been a challenging and time-consuming piece of work by the planning enforcement team but provides illustration that the council is prepared to take swift action where required in dealing with serious breaches of planning control."
A planning application has now been submitted - which is currently invalid - for the change of use of the land to a 50 unit mobile home park.

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Improve Second Chance Algorithm Assume there are 3 frames in physical memory. Frame 1 has reference string 'a', Frame 2 has reference string 'b', Frame 3 has reference string 'c'. And their use bits are 1. And the next sequence victim is Frame 2.
If the next reference string is 'b', in Second Chance Algorithm, we set the Frame 2's use bit to 1 again. After that, if the next reference string is 'd', Frame 2 will be replaced to 'd', and the use bits of Frame 1 and Frame 3 will be set to 0, too.
Why second chance algorithm didn't change the victim to Frame 3 after the reference string 'b' come? b is the most recent reference but why we have it replaced?
EDIT
Maybe I made some mistakes on Second Chance Algorithm.
For example, if the sequence of references is 'e b c a b c b d' and there are 3 frames in physical memory, my steps are:
Sequence Number: 0
    Frame 1(victim):
        Reference: null
        Use Bit: 0
    Frame 2:
        Reference: null
        Use Bit: 0
    Frame 3:
        Reference: null
        Use Bit: 0
Sequence Number: 1
    Reference: e
    Page Fault: true
    Frame 1:
        Reference: e
        Use Bit: 1
    Frame 2(victim):
        Reference: null
        Use Bit: 0
    Frame 3:
        Reference: null
        Use Bit: 0

Sequence Number: 2
    Reference: b
    Page Fault: true
    Frame 1:
        Reference: e
        Use Bit: 1
    Frame 2:
        Reference: b
        Use Bit: 1
    Frame 3(victim):
        Reference: null
        Use Bit: 0

Sequence Number: 3
    Reference: c
    Page Fault: true
    Frame 1(victim):
        Reference: e
        Use Bit: 1
    Frame 2:
        Reference: b
        Use Bit: 1
    Frame 3:
        Reference: c
        Use Bit: 1

Sequence Number: 4
    Reference: a
    Page Fault: true
    Frame 1:
        Reference: a
        Use Bit: 1
    Frame 2(victim):
        Reference: b
        Use Bit: 0
    Frame 3:
        Reference: c
        Use Bit: 0

Sequence Number: 5
    Reference: b
    Page Fault: false
    Frame 1:
        Reference: a
        Use Bit: 1
    Frame 2(victim):
        Reference: b
        Use Bit: 1
    Frame 3:
        Reference: c
        Use Bit: 0

Sequence Number: 6
    Reference: c
    Page Fault: false
    Frame 1:
        Reference: a
        Use Bit: 1
    Frame 2(victim):
        Reference: b
        Use Bit: 1
    Frame 3:
        Reference: c
        Use Bit: 1

Sequence Number: 7
    Reference: b
    Page Fault: false
    Frame 1:
        Reference: a
        Use Bit: 1
    Frame 2(victim):
        Reference: b
        Use Bit: 1
    Frame 3:
        Reference: c
        Use Bit: 1

Sequence Number: 8
    Reference: d
    Page Fault: true
    Frame 1:
        Reference: a
        Use Bit: 0
    Frame 2:
        Reference: d
        Use Bit: 1
    Frame 3(victim):
        Reference: c
        Use Bit: 0

Number of Page Fault: 5

Between Sequence 7 and Sequence 8, the frame 2 was replaced. Am I correct?

redpajama_set_name: RedPajamaStackExchange


Students may opt for a Bachelor of Arts degree from the Faculty of Arts and Social Sciences, or a Bachelor of Business Administration from the Beedie School of Business. Faculty requirements will be governed by the faculty from which the student chooses to complete a degree.
Joint Major applicants should apply to Beedie through the internal transfer process, which is outlined here, after completing 30 units, including the eight lower division courses required for admission. Students must already be accepted to the Economics portion of the Joint Major or be eligible for admission that term.
Students not accepted upon initial application may reapply. Unsuccessful applicants are permitted to appeal.
Visit http://beedie.sfu.ca/bba/apply for application deadlines.
In addition to normal university grade point average requirements, the Beedie School of Business requires a minimum 2.30 overall SFU Business course grade point average for entry into all 300 and 400 division business courses.
A minimum 2.30 overall SFU Business course grade point average is required for graduation from a Business major, joint major, or double degree program.
For a course to be accepted as fulfilling a prerequisite, or for a lower division requirement, or for a core course to be accepted in a student's program in business, a student must have obtained a minimum grade of C- (C minus).
Students with fewer than 60 units may enrol in a maximum of 16 units per term. Those with 60 or more may enrol in a maximum of 18 units.
The Beedie School of Business Administration does not normally approve letters of permission for students already enrolled at Simon Fraser University.
Examine and review today's global economy through critical analysis of differing perspectives. Develop and improve critical thinking and communication skills appropriate to the business environment. Prerequisite: BUS 201 and 15 units; OR 45 units and corequisite: BUS 202; OR Business Administration joint major, joint honours, or double degree students with 45 units; OR Data Science majors with 15 units. Writing.
Introduces students to the knowledge and skills necessary to make full use of business information systems. Demonstrates how information systems are used by organizations to improve productivity and create competitive advantage. Provides hands on training in productivity tools including Excel, Visio, Access and Web design tools. Prerequisite: 12 units. Students with credit for BUS 337 and COMM 337 may not take this course for further credit.
An introduction to financial accounting, including accounting terminology, understanding financial statements, analysis of a business entity using financial statements. Includes also time value of money and a critical review of the conventional accounting system. Prerequisite: 12 units. Quantitative.
Theory and methods of cost compilation for managerial planning, control and decision making; the use of budgets and analysis in planning and controlling operations, establishing supervisory and departmental responsibility, and various techniques of measuring results. Prerequisite: BUS 251; 15 units. Students with credit for BUS 324, BUS 328, or COMM 324 may not take BUS 254 for further credit. Quantitative.
Theories, concepts and issues in the field of organizational behavior with an emphasis on individual and team processes. Core topics include employee motivation and performance, stress management, communication, work perceptions and attitudes, decision-making, team dynamics, employee involvement and conflict management. Prerequisite: 12 units.
Examines literary "classics", variously defined, apprehending them both on their own terms and within larger critical conversations. May incorporate the comparative study of work in related artistic fields and engage relevant media trends. Includes attention to writing skills. Students with credit for ENGL 101W may not take this course for further credit. Writing/Breadth-Humanities.
Introduces students to contemporary works of literature in English and/or contemporary approaches to interpreting literature. May focus on one or multiple genres. Includes attention to writing skills. Writing/Breadth-Humanities.
Introduces students to plays and performance works created and adapted for the stage, and/or the performative dimensions of other literary forms. May be organized historically, generically or thematically. The course may also explore the links between literary and performance theory. Includes attention to writing skills. Students with credit for ENGL 103W may not take this course for further credit. Writing/Breadth-Humanities.
Introduces students to the relationships between writing and purpose, between the features of texts and their meaning and effects. May focus on one or more literary or non-literary genres, including (but not limited to) essays, oratory, autobiography, poetry, and journalism. Includes attention to writing skills. Students with credit for ENGL 104W may not take this course for further credit. Writing/Breadth-Humanities.
An Introduction to the study of literature within the wider cultural field, with a focus on contemporary issues across genres and media. Students with credit for ENGL 105W may not take this course for further credit. Writing/Breadth-Humanities.
An introduction to reading and writing from a rhetorical perspective. The course treats reading and writing as activities that take place in particular circumstances and situations, in contrast to the traditional emphasis on decontextualized, formal features of texts. It prepares students for reading and writing challenges they are likely to encounter within and beyond the classroom. Prerequisite: 12 units. Students with credit for ENGL 199 may not take this course for further credit. Writing.
An introduction to the evaluation of arguments as they are encountered in everyday life. The central aim will be to sharpen skills of reasoning and argumentation by understanding how arguments work and learning to distinguish those which actually prove what they set out to show from those which do not. Open to all students. Student with credit for PHIL XX1 may not take this course for further credit. Q/Breadth-Social Sci/Sciences.
It is recommended that students complete BUS 202 - Foundations for Collaborative Work Environments (3) in order to ensure they possess the foundational skills in communication and collaboration necessary for successful completion of upper division business coursework. Students wishing to register in BUS 202 should consult with an Undergraduate Academic Advisor in the Beedie School of Business.
* Any one of these courses may be replaced by any three unspecified transfer units in English or in ENGL-Writing at the 100- or 200-level.
Role and function of financial managers, financial analysis, compound interest valuation and capital budgeting, management of current assets, introduction to financial instruments and institutions. Prerequisite: BUS 254 (or 324); 45 units. Recommended: BUS 207, ECON 201, or ECON 301. Quantitative.
This course is an extension of BUEC 232. It develops and applies the quantitative models that are most directly relevant to business decisions. Beginning with material on multiple regression and forecasting modeling, the course moves on to decision analysis, business simulation, quality control, and an introduction to optimization. Prerequisite: MATH 150, MATH 151, MATH 154, or 157; BUEC 232 or STAT 270; 45 units. Quantitative.
The environment of marketing; relation of social sciences to marketing; evaluation of marketing theory and research; assessment of demand, consumer behavior analysis; market institutions; method and mechanics of distribution in domestic, foreign and overseas markets; sales organization; advertising; new product development, publicity and promotion; marketing programs. Prerequisite: 45 units. Students with credit for COMM 343 may not take this course for further credit.
Integration of the various areas of business for the purpose of analysing and recommending strategies for planning and decision-making within the firm and a defined environment. Prerequisite: BUS 207 (or ECON 201 or ECON 301), BUS 312, 343, 360W and either BUS 374 or 381; 90 units.
This course will examine theories of organization which use the organization as a basic unit of analysis. It will show how the structure and internal processes of an organization are linked to and partially determined by forces in the external environment of the organization. Contextual factors such as the technology and corporate strategy of the organization will also be examined. Prerequisite: 45 units; BUS 272 (or 372).
Subjects include human resource planning, job analysis and design, recruitment, employment equity, selection and placement, performance appraisal, compensation and benefits, training and development, occupational health and safety, and industrial relations. For each subject an overview of current Canadian issues and practices is presented. Prerequisite: BUS 272 (or 372); 45 units.
BUS 360W is recommended but not required. BUS 360W will be waived as a prerequisite for 400 division BUS courses for those in approved BUS joint programs. BUS 360W must be completed at Simon Fraser University in accordance with the WQB requirements.
Students complete two 400 division BUS or BUEC courses*, each worth a minimum of three units (excluding practicum courses and BUS 478).
*Note that BUEC courses may count only once as business units or as economic units.
^ To be completed at Simon Fraser University.
Beyond the core course requirements listed above, students complete three courses within a single area of concentration, as shown below. Students may choose to complete one or more business concentrations by meeting the requirements listed.
Admission to this concentration requires a cumulative grade point average of 2.70 or higher. Students may apply once they have completed their lower division requirements and have either completed or enrolled in both BUS 320 and 360W. Students must have a minimum grade of a C+ in both of these courses before they are admitted to the concentration and these courses may be repeated a maximum of one time each for admission. Only students admitted to this concentration will be permitted to enroll in upper division (300- and 400-level) accounting courses required for this concentration (with the exception of BUS 320).
In-depth coverage of the accounting methods, problems and limitations associated with assets. Alternative valuation bases will be emphasized and illustrated together with the impact on income. Integration of theory and practice in relation to the treatment of assets. Prerequisite: BUS 254; 45 units. Students with credit for COMM 320 may not take this course for further credit. Quantitative.
In-depth coverage of accounting, methods, problems, and limitations, associated with liabilities and owners' equity. Prerequisite: BUS 320; 45 units. Students with credit for COMM 321 may not take this course for further credit. Quantitative.
In-depth examination of important managerial accounting topics introduced in BUS 254 (e.g., transfer pricing, variance analysis) and more advanced topics (e.g., decision making under uncertainty, the value of information), focusing on providing the tools and techniques needed for the generation, analysis and dissemination of management accounting information necessary for making strategic business decisions. The course will also introduce and develop the case approach in order to prepare students for BUS 424. Prerequisite: BUS 254, 45 units.
Consideration of methods by which accounting theory is developed and examination of specific models including historical costs, replacement costs, resale price and price level adjustment models. Prerequisite: BUS 207 (or ECON 201 or ECON 301), BUS 321, BUS 360W, and 60 units.
In-depth coverage of advanced accounting topics, specifically issues relating to business combinations and foreign currency. An introduction to the unique aspects and issues of accounting for not-for-profit organizations will be provided. Consideration is also given to the interpretation and analysis of financial statements. Prerequisite: BUS 321, 360W; 60 units.
Process costing; joint and by-product costing; inventory planning and control; cost accounting and statistical methods, relationship to operations research. Prerequisite: BUS 322 or 319, 336, 360W; 60 units.
A study of the conceptual foundations and the nature and purpose of the external audit function. The course will also discuss some of the more recent developments in auditing such as comprehensive auditing, computer auditing, and the use of statistical methodology in auditing. Prerequisite: BUS 321, 360W and 60 units.
Financial statement analysis using financial information as part of the decision making process. The focus will be on the use of financial information to assess and value equity securities. Prerequisite: BUS 312, 360W; 60 units. Corequisite: BUS 321.
This course combines forensic accounting with data analytics. Students explore common fraud schemes, and learn how to identify and investigate them. Students then apply data analytic methods to explore fraud in an accounting case, and communicate their findings to practicing forensic accountants who provide real-world guidance and feedback. Prerequisite: BUS 360W, 60 units. Corequisite: BUS 426.
The subject matter will vary from term to term depending upon the interests of faculty and students. Prerequisite: Will vary according to topic. BUS 360W; 60 units.
The subject matter will vary from term to term depending upon the interests of faculty and students. Prerequisite: as stated by the faculty at the time of offering and BUS 360W; 60 units.
* Must be completed at SFU.
** When offered as a selected topics course in Accounting.
Start-up and early-stage ventures have particular financial challenges associated with the uncertain and unproven nature of the project. This course analyzes how entrepreneurs and their financial backers can spot, create and manage value. Topics covered include opportunity recognition, cash flow forecasting, valuation methodologies, financial contracts, and careful negotiations. Various sources are considered for start-up capital (private debt, angel financiers, venture capitalists, development banks), and different strategies are considered for harvesting or exiting (initial public offerings, merger, acquisition, leveraged buy-out, shut down) a venture. Prerequisite: BUS 238 or BUS 254; 45 units.
An introduction to the theory and practice of the management of technological innovation. The external environment for technological innovation is examined through investigation of national and regional systems of innovation. The internal firm capabilities for creating and sustaining innovative firms are explored in detail, from the creation of ideas through to the commercialization of new products and services. Proficiency is gained in identifying sources of innovative value, implementing processes to capture it, and creating strategies for commercialization. Prerequisite: BUS 238 or BUS 254; 45 units.
Introduction to the hard and soft skills of project management. Management software and techniques such as work breakdown, estimation, budgeting and status reporting are used. Applies structured processes and develops team-based skills and knowledge. Assumes no prior computing or technical knowledge. Prerequisite: 45 units.
This experiential course will expose students to the planning and development process of creating a startup. Emphasis is placed on integrating and applying all of the foundational skills acquired in previous entrepreneurship and innovation classes in a real world setting. Prerequisite: BUS 338, BUS 360W (or another upper division Writing (W) course); 60 units. Recommended: BUS 314, BUS 361.
Students work in small teams to rapidly and repeatedly conceive a new business, produce its first prototype product or service and test that product or service with potential business customers. Through several such iterations, students learn practical business planning, the importance of people, context and technology and effective teamwork skills. Prerequisite: BUS 238, IAT 330, 45 units; or permission from the instructor.
Entrepreneurial ideas undergo a transition from being a concept within a classroom to being able to survive as a commercially viable enterprise. Intensive coaching and mentoring through sector-specific mentors and organizations will provide students with experience in market validation, pitching and business planning as ventures move to incubators, accelerators, or sustainable operations. Prerequisite: Instructor permission; 60 units; BUS 360W (or successful completion of an upper division Writing (W) course). Students with credit for a Selected Topics in Business Administration, when offered as New Venture Accelerator, may not complete this course for further credit.
Understand how to develop and launch new products that will be successful with customers. Students will learn to: identify product/service opportunities; generate and evaluate concepts; develop concepts into products; launch new products. Prerequisite: BUS 360W (or another upper division Writing (W) course), 343; 60 units.
Develops abilities to monitor social, cultural, commercial, political and technical developments to forecast and assess emerging technologies. Forecasting methods including expert opinion, trend analysis and scenario construction will be discussed. Selected emerging technologies will be examined through invited speakers and videos. Prerequisite: BUS 360W (or another upper division Writing (W) course); 60 units. Recommended: BUS 338.
Challenges associated with continuing innovation are examined and students work to generate innovative solutions by challenging existing economic models. Students learn about sustainable opportunity, recognition, and screening, and understand how great ideas to 'save the plant' can get off the ground. Prerequisite: BUS 360W (or another upper division Writing (W) course); 60units. Recommended: BUS 338. Students with credit for BUS 494 when offered as Sustainable Innovation may not complete this course for further credit.
** When offered as a selected topics course in Innovation and Entrepreneurship.
Investments from an individual and institutional point of view. Topics include: bond valuation and the term structure of interest rates, stock valuation, portfolio theory, asset pricing models, efficient markets and portfolio performance evaluation. Prerequisite: BUS 312, BUS 336 and BUS 207 or ECON 201 or ECON 301; 45 units. Quantitative.
The role derivative securities, mainly options and futures contracts, in controlling risk and enhancing profit opportunities. Valuation of derivative securities. The organization of options and futures markets and the mechanics of trading. Prerequisite: BUS 312, 336; 45 units. Quantitative.
An examination of financial institutions and the markets in which they operate. Topics may include: institutional structure, financial contract forms, valuation and pricing relationships, financial intermediation, financial transacting, the regulatory environment, risk measurement and hedging strategies. Prerequisite: BUS 315, 316, 360W; 60 units.
Corporate decisions in the context of financial markets. Topics include: real asset investments, financing alternatives, dividend policy, working capital management, and corporate securities valuation. Prerequisite: BUS 315, 316, 360W; 60 units.
This course provides a broad overview of the real estate field. We will investigate all aspects of real estate investment decisions, including property valuation and management, financing choices, and market cycles. The main goal of the course is to offer you a foundation for a career in the real estate industry. Prerequisite: BUS 315, BUS 360W, 60 units. Students with credit for BUS 490, 491, 492, 493, 494, or 495 when offered as Real Estate Finance may not take this course for further credit.
Explores how investment selections can be used to form different portfolios, how to assess the ex-ante risk of those portfolios, and how to analyze portfolio performance. There will be a strong emphasis on ethics, development of investment policy, and integration of environmental, social, and governance in portfolio management. Prerequisite: BUS 318, BUS 360W, 60 units. Students who have taken BUS 493 when the subject of the course was Portfolio Management may not take this course for further credit.
This course covers the historical, theoretical and practical issues involved in the market valuation of securities. Three general areas are studied: valuation of fixed income securities; valuation of equity securities; and topics in portfolio management. Prerequisite: BUS 315, 360W; 60 units. Recommended: BUS 221. Students who have taken BUS 492 under the topic Security Analysis may not take BUS 417 for further credit.
An introduction to international financial markets and institutions and to the management of assets and liabilities in an international/multinational setting. Topics to be covered include: exchange rate determination and management of foreign exchange risk; interest rate swaps; international portfolio management; comparative markets; and country risk. Prerequisite: BUS 315, 316, 360W; 60 units.
This is a second course in derivative securities. Topics may include: extensions of the Black-Scholes model, pricing of American options, interest rate derivatives, complex derivatives and real options. Prerequisite: BUS 315, 316, 360W; 60 units. Students who have taken BUS 493 under the topic Advanced Derivative Securities may not take BUS 419 for further credit.
** When offered as a selected topics course in Finance.
Significance of multinational complexity and diversity (cultural, economic, demographic, etc.) to the human resource function. Interplay among human resource functions (employee procurement, allocation, utilization), types of employees, and countries of operation. Prerequisite: BUS 360W and one of BUS 272 or 381; 60 units. Recommended: BUS 346.
Design and administration of recruiting and selections mechanisms. Analysis of procedures and skills that are used to translate strategic objectives into staffing decisions. How these mechanisms are affected by internal and external factors such as person-organization fit, labor markets, government legislation and technology. Prerequisite: BUS 381 and 360W; 60 units.
The design and implementation of performance management systems. How these systems articulate organizational mission, strategy and goals, provide organizational and individual standards, and integrate systems and procedures within the context of organizational culture and practices. Prerequisite: 60 units; BUS 272, 381 and 360W.
Provides a solid foundation for students in understanding the legal obligations, statutes, and limitations within provincial legislation that govern employment relationships in non-union contexts. Additionally, will explore the legal aspects of matters of particular importance for managers faced with human resource policy decisions. Prerequisite: BUS 393, BUS 360W and 60 units.
Examination of the day-to-day administration of various employment systems in both unionized and non-unionized settings. Employment systems have implications for how conflicts between employee and employer interests are resolved, for the attainment of due process in the workplace, and for the flexibility and efficiency of work organization. Characteristics and outcomes of various employment systems will be examined. Prerequisite: BUS 381 and 360W; 60 units.
Negotiation is the art and science of securing agreements between two or more parties that are interdependent and who are seeking to maximize their outcomes. The purpose of this course is to understand the theory and processes of negotiation as it is practiced in a variety of settings. The course will allow participants the opportunity to develop these skills experientially and to understand negotiation in useful analytical frameworks. Prerequisite: BUS 272, 360W, and either 374 or 381; 60 units. Students with credit for BUEC 485 may not take BUS 485 for further credit.
Addresses theoretical foundation and research associated with leadership, including a critical assessment of what leaders do. Issues such as gender and leadership, leadership ethics, and culture and leadership will be examined. Prerequisite: BUS 272, 360W, and either 374 or 381; 60 units. Students who have taken BUS 490-495 under this topic may not take this course for further credit.
Theories and methods of planned change in organizations with an emphasis on the psychological, cultural and structural issues of implementing change. Prerequisite: BUS 360W, BUS 374 or 381; 60 units.
Interpersonal and group behavior in organizational contexts, including group development, team building, interpersonal communications, interpersonal conflict, group problem-solving and decision-making. Prerequisite: BUS 360W, BUS 374 or 381; 60 units.
Businesses are realigning and in some cases, reinventing their organizations toward more sustainable business models. Management systems and initiatives will be examined that enable organizations to reduce their firms' negative environmental and social impacts while, in many cases, increasing profits and competitive advantage. Prerequisite: BUS 360W and 374; 60 units. Students who have taken BUS 457 cannot take this course for further credit.
** When offered as a selected topics course in Human Resource Management.
Study of international environment and its impact on business behavior: cultural, social, economic and institutional factors; major functions of international business; export and import trade, foreign investment, production and marketing operations; theoretical principles, government policies, business practices. Prerequisite: 45 units. Students with credit for COMM 346 or COMM 446 may not take this course for further credit.
Examines the major similarities and differences in management systems and practices in a variety of countries, including western Europe, East Asia, Middle East, and Latin America. Topics include the following: comparative management frameworks, managing cultural differences, cross-cultural business negotiations, and international human resource management. Prerequisite: 360W; 60 units. Recommended: BUS 346.
This course examines the opportunities and challenges of doing business with the Pacific Rim countries such as China, Japan and Korea. Topics include the following: the political and economic systems as they affect foreign investment; social and cultural systems as they affect management practices; the conduct of business negotiations for market entry; and marketing strategies. Prerequisite: BUS 360W and one of BUS 430 or 432; 60 units. Recommended: BUS 346.
Examines various topics related to a firm's entry into international markets and the means of sustaining a formidable presence vis-a-vis competitors in foreign markets. Begins with an overview of the historical evolution of the globalization process, the internationalization process of individual firms, challenges that internationalizing firms face in terms of differences in culture and political risk among various host markets entered, and models of multinational companies, and then builds on this background in providing an overview and in-depth coverage of important entry modes such as licensing/franchising, JVs/alliances, acquisitions/mergers with specific focus on managing these modes of entry in an international setting. Prerequisite: BUS 360W; 60 units. Recommended: BUS 346. Students who have taken BUS 492 (Topic: Foreign Market Entry) may not take this course for further credit.
Strategic requirements for the management of multinational corporations. Firm-specific and institutional challenges facing global managers in formulating and implementing profitable strategies. Prerequisite: BUS 360W and one of BUS 430 or 432; 60 units. Recommended: BUS 346.
The marketing of goods and services in an international context, with emphasis on Pacific Rim countries. Theoretical concepts, environmental influences. Researching and forecasting international markets. The management of international marketing. Prerequisite: BUS 343, 360W; 60 units. Recommended: BUS 346.
Other 400 division courses deemed to have significant international business relevance may, with prior faculty permission, be substituted for the above 400 division courses. These may be offered in another faculty. A course substitution for International Business cannot be used for any other concentration.
Students concentrating in international business are strongly advised to consider combining it with another business concentration.
Prepares students to model, analyze and propose improvements to business processes. In the major project, students analyze a process within an organization and use current techniques and tools to propose changes and a supporting information system. Prerequisite: BUS 237; 45 units; OR Data Science majors with 45 units. Students with credit for BUS 394 may not take this course for further credit.
Focuses both on current issues (e.g. build/buy, outsourcing, alignment) and emerging issues (e.g. social networking, utility computing, knowledge management and privacy) in obtaining value from information technology. Prerequisite: BUS 237, 360W; 90 units. Recommended: BUS 362.
Utilizes technology to support analysis and decision making abilities by identifying, analyzing and effectively reporting important business information. Concepts of data warehousing, data mining and visualizing data are introduced. A variety of software applications are used to demonstrate tools and techniques that support analysis and decision making for managers. Prerequisite: BUS 336, 360W; 60 units. Corequisite: BUS 336 can be taken concurrently.
Focuses on the design and use of integrated database management systems in organizations. Students create data models for capturing and storing data from business operations, organizing it for deriving business intelligence, aggregating and visualizing the information for decision-making. Structured query language is primarily used for all the above data management activities. Prerequisite: BUS 360W, 362; 60 units.
This course will focus on the practical application of business technology management knowledge and skills to develop business systems. Students will learn how to apply knowledge from prior MIS courses and develop applications for Internet-enabled businesses. The students targeted are primarily Beedie MIS students who have preferably taken BUS 362 & BUS 464, in which they conceptualize the data and functional requirements for business software. The course will thus deepen skills in process logic, data management, and user interface design in business domains. Prerequisite: BUS 360W. Recommended: BUS 362, BUS 464, CMPT 354. Students with credit for BUS 492 (Summer 2017) may not take this course for further credit.
Explores strategic issues and technologies in contemporary web-based business, from the evolution of business applications on the Internet through to contemporary Open Source and Web 2.0 applications. In depth exploration of new technology and business applications related to these technologies. Prerequisite: BUS 237, 360W; 60 units.
** When offered as a selected topics course in Management Information Systems.
The management of operating systems including allocation and scheduling of resources; control of costs, inventories, quality, and manpower; design of operating systems including location, layout and manpower; establishment of work methods and standards. Prerequisite: BUS 336, 360W; 60 units.
A seminar in the use of Bayesian techniques in business decisions. Prerequisite: BUS 336, 360W; 60 units; OR Data Science majors with BUS 360W and 60 units.
Development and use of simulation models as an aid in making complex management decisions. Hands on use of business related tools for computer simulation. Issues related to design and validation of simulation models, the assessment of input data, and the interpretation and use of simulation output. Prerequisite: BUS 336, 360W, 60 units; OR Data Science majors with BUS 360W, 60 units.
Exposes students to the art of using analytic tools from across the spectrum of data mining and modeling to provide powerful competitive advantage in business. Students will learn to recognize when a method should or should not be used, what data is required, and how to use the software tools. Areas covered include database marketing, geospatial marketing and fundamental strategic and tactical decisions such as segmentation, targeting and allocating resources to the marketing mix. Prerequisite: BUS 343, 336, 360W, 60 units; OR Data Science majors with BUS 343, 360W, and 60 units.
Exploration of the entire network of companies that work to design, produce, distribute, service and recycle their goods and services to customers. Efficient flow of information, material and finances along the entire chain allows firms to collaborate in a manner that benefits both corporations and customers. Analysis of the broader supply chain enables improvements in procurement, customer response time, risk sharing, on-time delivery, inventory levels, and transportation and global logistics. Prerequisite: BUS 360W, 336 and 473; 60 units. Students who have taken BUS 490-495 under this topic may not take this course for further credit.
Examines key challenges and opportunities organizations face in integrating sustainable business practices within corporate strategy. Identifies organizational capabilities needed to support existing sustainable commitments and strategies to allow for innovation. Prerequisite: BUS 360W; 90 units. Students with credit for BUS 49X Selected Topics (Sustainable Operations) may not take this course for further credit.
** When offered as a selected topics course in Operations Management.
A course in the management of marketing research. The basics of the design, conduct, and analysis of marketing research studies. Prerequisite: BUS 343, 336; 45 units; OR Data Science majors with BUS 343 and 45 units. Students with credit for BUS 442 may not complete this course for further credit.
A study of the manner in which decisions are made in the market place, by both the ultimate consumer and the industrial buyer. Course will include consideration of consumer decision processes, individual and group influences and special cases such as brand loyalty and consumerism. Prerequisite: BUS 343; 45 units. Students with credit for COMM 347 may not take this course for further credit.
Adopting an experimental approach and being responsive to customer and competitor reactions is an essential skill set to firms and organizations. Situated in the data-rich environment of digital media and channels like websites or search engines, this course is designed to help students develop "probe and learn" skills, which translate beyond web and digital management, and help them acquire hands-on experience in using analytics tools to manage digital marketing campaigns. Prerequisite: BUS 360W, BUS 343; 60 units.
This course deals with the marketing of products and services to industrial and other non-consumer sector buyers. The student will be expected to apply previously acquired marketing skills to purchasing situations which arise between organizations. Due to the nature of manufacturing activity in this province, industrial marketing will be approached from a resource industry based standpoint where discussions permit. Prerequisite: BUS 343, 360W; 60 units. Students with credit for BUS 344 may not complete BUS 444 for further credit.
Marketing strategy focuses on the analysis of market problems and opportunities and the development of appropriate strategies. Topics include: analytical techniques, strategic planning methods and managerial problems of planning. Case analysis and problem solving will be the major orientation of the course. Prerequisite: BUS 312, 347, 360W; 60 units.
An integrative approach to the study of promotion including advertising publicity, personal selling and sales promotion; evaluation of the role promotion has in marketing and the economy; formulation and analysis of promotional goals, planning, organizing and controlling; utilization of market research studies; forecasting, budgeting, media selection; promotion institutions. Prerequisite: BUS 347, 360W; 60 units.
A critical examination of topics such as consumerism, marketing ethics, and social responsibility, efficiency of marketing or ecological marketing. The particular emphasis may vary depending on the interests of the class and instructor. Prerequisite: BUS 343, 360W; 60 units.
Designed for students seeking a position in product management, topics include defining the role of the product manager; understanding your product as a business; organizational structures, informal networks and how the influential product manager taps into them; product lifecycles (PLC); building visibility and cross-functional teams; competitor analysis; pricing methods and the 4Ps. Prerequisite: BUS 254, BUS 343, BUS 360W, 90 units. If students took Product & Brand Management as a selected topics (BUS 491, 492, 493, 494, 495, 496) they may not receive further credit for this course.
Increases students' sensitivity to the marketing concepts previously studied as applied to service industries, and familiarizes students with the management problems of service marketing managers. Prerequisite: BUS 343, 347 and 360W; 60 units. Students who have taken BUS 490-495 under the same topic may not take this course for further credit.
** When offered as a selected topics course in Marketing.
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. This course builds on the critical thinking process introduced in BUS 217W and explores its use in solving business problems. Prerequisite: 45 units; BUS 217W.
Game theory is the systematic study of the strategic interactions between economic entities. This course introduces students to the basic concepts of game theory in strategic decision making in a business setting. Games with increasing complexity will be analyzed, with the emphasis on developing a student's ability to think analytically and recognize strategic interactions in strategic management scenarios. Prerequisite: 60 units; BUS 207 or ECON 201, BUS 360W.
In today's highly dynamic, complex and information-rich business environment, strategic decision-making skills are crucial. Students will learn about the biases and heuristics that are most relevant for strategic decision-making. Students will receive training to raise awareness for and overcome common biases and generate efficiencies in decision-making through leveraging value from heuristics. Students will also experience and learn about strategic decision-making in teams to become inclusive leaders and successful strategists. Prerequisite: 60 units; BUS 360W.
A project study that enables students to work on contemporary business problems, requiring them to apply their foundation knowledge in business and advanced analytical skills. Feasible projects will be identified by the course instructor, in collaboration with the career management office at Beedie. Prerequisite: BUS 360W; 90 units; one of BUS 371, BUS 470 or BUS 471. Corequisite: BUS 478.
Students concentrating in Strategic Analysis are strongly advised to consider combining it with another business concentration.
and at least one 400 division ECON (excluding ECON 431 and 435). *Note that BUEC courses may count only once as business units or as economics units.
Students who earn a grade of A- or better at Simon Fraser University on their first attempt in ECON 201 may enrol in ECON 302 and 305, and all courses for which they have satisfied the prerequisites, once 30 units is completed.
Business Career Passport (BCP) is a mandatory program for Bachelor of Business Administration (BBA) students to kick-start their career.
Students admitted to the BBA program for the Fall 2017 term onwards are required to complete the program within 12 months of the start of their program.
Students admitted to the BBA program from the Fall 2012 term to the Summer 2017 term are required to complete the program prior to graduation.


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Pope's 2018 visit to Ireland
News Comment on the Pope's visit to Ireland 25 -26 August following controversy on abortion, same sex marriage and sex abuse scandals.
Archbishop Eamon Martin, head of Ireland's Roman Catholic Church (Archbishop of Armagh and the Primate of All Ireland) told the BBC:
"I think the Pope will reach out. He will try to express the grave sorrow of the Church. But I think people want more than that. He will want to express the Church's commitment to ensure that if a member of your family is involved in any activity of the Church they are as safe there as they would be in your own home. They are as safe there as can possibly be."
Mary MacAleese, former Irish president, told RTE:
"The World Meeting of Families has always been essentially a right-wing rally and it was designed for that purpose, to rally people to get them motivated to fight against the tide of same-sex marriage, rights for gays, abortion rights, contraceptive rights. If I met the Pope, I would draw attention to the fact that leadership of the church is poorly qualified on its own to handle the challenges that it faces and it is going to have to draw on expertise from a wider range of people than the cardinal and bishops represent. The church has a habit of addressing problems by writing lengthy documents that don't contain clearly defined targets, goals or plans on women, clerical abuse and institutional failures. The Pope says he is on the side of the victims and I believe that's where his heart lies but the most telling thing is what will be done about that, not the expressions of sorrow – you would expect that from a man as humane as the pope. But the Pope has to navigate the pathway to a safer and better future for children and a more credible episcopacy. And everyone is saying now 'Where is the plan?'. I haven't seen one I don't think anyone I know has seen the plan and that's a problem."
Professor Gavin D'Costa, Religion and Theology, University of Bristol:
"Pope Francis' visit to Ireland is based on the World Meeting of Families festival which was set up by Pope John Paul II in 1994 and normally the incumbent pope celebrates the main mass. He is also due to meet with a cross section of survivors of abuse perpetrated by Catholics over many years. This is very important for the Irish Church and their public image. Compared to John Paul II's visit in 1979 with more than a million turning out for mass, the numbers are expected to be significantly lower representing Ireland's slow secularisation and disaffection with Catholicism. The Irish bishops hope his visit will help restore some confidence in the Catholic Church as a force for the common good."
Kevin Hargaden, Social Theologian, Jesuit Centre for Faith and Justice (Dublin) and Irish Bible Institute (Dublin):
"While attention will understandably fall on how Francis' visit affects the decline in church attendance and whether he broaches the legacy of church abuse, it is significant that the Pope plans to visit the Capuchin Day Centre for the homeless in central Dublin. For
decades, this has been a port of call for those who have fallen on hard times, but in recent years, it is serving crowds every single day. Ireland is in the midst of a housing crisis with more than ten thousand people homeless, including four thousand children. The visit will hopefully pressure the Irish State to meet the desperate need for housing that afflicts so many."
Tom Hayes, Secretary Alliance Support Group, representing victims of abuse in institutions in Ireland
"The Pope's visit may satisfy those making claims against the church for victims of clergy sexual abuse. But those children abused by lay people and people in religious orders have been forgotten."
Hugh Turpin, post doctoral Researcher in the Anthropology of Religion, Queen's University Belfast:
"Unlike the 1979 visit, the Pontiff will find himself in a country that has recently, and very publicly, rejected Catholic social teaching in referenda on same-sex marriage and abortion, in which religious practice is in sharp decline, and where the reputation of the Church has become severely tarnished due to scandals around clerical sexual abuse, institutional cover-ups, and a number of other issues. In particular, controversy revolves around how the Pope will deal with the issue of clerical sexual abuse while in Ireland and demonstrations by survivors and their supporters have been planned. Other issues of controversy which have dogged the visit have been secularist protestors 'buying up' tickets to the papal events, and irate discourse around the State financially supporting the visit despite the Church's failure to provide the agreed-upon recompense to abuse victims."


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Q: Creating directory of shapefiles using gsconfig I would like to use gsconfig-py3 1.0.8 Python library to create a store that can receive multiple shapefiles, i.e. "Directory of spatial files (shapefiles)" (as it is in geosever), then add multiple shapefiles to it.
I am able to create a store by using the create_featurestore from gsconfig, however it result in a single shapefile store.
from geoserver.catalog import Catalog
cat = Catalog(geoserver_uri + 'rest/', username="username", password="password")
data = r'../file.zip'
store = cat.create_featurestore("test", data, workspace=workspace)
cat.add_data_to_store(store, store.name, data, workspace)

If i try to add another shp it gives the error:

geoserver.catalog.ConflictingDataError: There is already a store named

When I use the create_datastore the store type is not even specified on GeoServer under Data - Stores - Type, while Data Type has an exclamation sign.
store = cat.create_datastore("test", workspace=workspace)
cat.add_data_to_store(store, store.name, data, workspace)

If I try to add a shapefile to it, I get:

geoserver.catalog.FailedRequestError: Error code (500) from GeoServer:
Store 'test' already exists in workspace


When I was assessed for Aspergers I went alone, the assessor was shocked that I hadn't bought anyone along with me and even said that they find it easier to assess someone when they can get two different views on a person. After my assessment had finished, she told me I had an incredible knowledge of myself and my past and was surprised by my ability to be so self-aware of some of my biggest problems. I have incredibly vivid memories of certain parts of my life. Mental health has always been a big problem for me, even though I did not realise it at the time. And So I wanted to try and narrow down specific times in my life where I now realise I was receiving the effects of negative thinking and things that could have caused my problems today.
Before I started school, I spent a lot of time with my brother and cousins, we would play a lot so interacting socially was never going to be a problem. I spent time with my cousins who were roughly my age on a regular basis, so when I began nursery school aged 3 I already had a good footing on communicating with others.
The most vivid memories of this time I have, are sitting in a circle and drinking orange squash from a metallic cup, I could taste the metal in the drink, or maybe that was from the tap water. Either way, the drink was so diluted it may as well have been water. The cups were horrible shades of metallic colours, some where pink, some blue and from what I remember green and yellow. The colours reminded me of the way oil looked when the sun shone on it. And they are battered to death, they looked like ancient artefacts. They were cold and horrible. The only redeeming feature from this period in my life was the biscuit we would get at the same time. A digestive biscuit, which I still associate the taste of metalic diluted orange squash with.
Sometimes we got to play outside in a tiny fenced off area. It was fenced off by one of those chain link fences. I remember holding on to the fence and looking at the field beyond it. The field that would soon be destroyed and turned into my second primary school. We could play on little plastic tricycles. There weren't enough to go around and from what I remember they tried to make it fair, by only letting people use them for a short time. I remember not wanting to use the trikes. I didn't want to hurt myself, I didn't want everyone would stare at me wondering when it would be there turn, I didn't like being stared at. I didn't want to fight with anyone, especially if they really wanted to use a trike, I was happy to pretty much do nothing from what I remember.
In the classroom, we had this strange water "pit" I guess you would call it, you pour water in one side and it made a wheel turn. I didn't like this because it made my clothes wet. I didn't like being wet. We also had a similar sand pit, both of these "pits" reminded me of sinks or baths. They were large plastic tubs on what looked like table legs. I used to play with the sand a lot, trying to make sand shapes in the plastic moulds. It never worked, the sand was too dry.
I remember cooking, well. Not exactly cooking, watching a teacher bake biscuits and not being able to touch anything. We had to wear these aprons that were too long for us, I hated it. I didn't know who else had worN it, it felt dirty. The biscuits annoyed me because they tasted the way the nursery smelt, like burnt biscuits. They had a weird combination of sugary and savoury tastes, with a bit of burntness mixed in. They didn't look burnt. At the same time they also had the texture of rubber, when I bit into it, it was almost like a cake, the way a Jafa cake tastes, except I hate Jafa cakes and this is probably why.
The most important memory of my time here is my absolute terror of this bright orange climbing frame, well, not climbing frame like a thing you climb inside. It looks about a hundred years old, it was held up with poles that looked like scaffolding. Inside it was quite dark, the light from the room lit it up, but it was like a creepy orange box. kids would speed through it laughing not me, I was terrified I would get stuck in it. I always felt I was fatter than other children and that i would get stuck and die in it. These are incredibly morbid thoughts for a 3-year-old. I only ever went inside that climbing frame once, to try to face my fears. But I got stuck. I got stuck because I refused to move once I got halfway through. I cried and cried. I'm not sure if someone got me out or if a teacher tried to coax me out. For some reason I feel that I got shouted at, or maybe angrily spoke to for getting stuck, I'm sure the teacher must have known I was scared of the climbing frame. I never went near it again.
The only other thing I remember from this time, is when Santa visited and gave us all a present. I received a small blue plastic bear. And whilst it was truly terrible and fell apart almost instantly. it meant a lot to me and for a long time became a symbol of Christmas for me.
Thinking back to my time at nursery has made me realise something. I wasn't interacting with others. I have no memories of other children from nursery because I didn't acknowledge them. It genuinely surprises me that not one teacher ever remarked that I was socially outcasting myself. I used to take a toy with me every day to the nursery. It would get put on a shelf until the end of the day. I had a lot of cuddly toy cats. I think it was usually one of those I bought with me.
I was destined to be a crazy cat lady age 3.
But, on reflecting on my childhood, even at this age. It is so clear to me that I must have been on the autism spectrum. I was attending nursery in the early 90s. Maybe even then, 20 years ago. It wasn't something teachers were really trained to look out for. I wasn't disruptive, I was probably just "quiet" to them. And I guess being a quiet child isn't cause for alarm when there are disruptive children running around breaking things and hurting people. A quiet child is actually probably a gift.
I am often told I am very self aware as well even of my faults and I can explain them very well. Maybe it is a high functioning autism thing, as I have that too.
Maybe thats it! 🙂 Good to know others have it to.
Very insightful, do you think you repeat some of the patterns of behaviour?
I think I do. Probably because I didn't realise it was wrong then and now out of habit I still do things.
I love this blog entry! For one thing, going back into the past is very important and I think that people who won't do it, even once in a while, lose that chance to learn from it and have the better understanding that time and distance can bring. So many more insights are available to you as an adult and looking at the past can help fill in some pieces and maybe even lay some issues to rest. Secondly, this is so vividly remembered and written that I could imagine it and see what you were describing. Just awesome story telling ability!
I too have some very vivid memories of some of my childhood experiences. When nearly everything makes a deep impression on you, life can be more difficult. There's a lot more going on in your mind than for average people. It can get you stuck.
I think you are right that you had characteristics of Asperger's from the very beginning. One time I asked my father what he remembered of his grandparents–once I realized that he was a teenager when they died and he should be able to remember them. His memories consisted of the inside of the car he was riding in when he was taken to visit, a trip to get ice cream that he was excited about, and the collection of arrowheads that his uncle had at their house. Other relatives when describing the grandparents remembered things that the grandparents did and that they spoke with an Irish brogue. Quite a difference between the person with Asperger's and the average people. Just a different way of seeing and interpreting.
You are right! It's so important to go back and look at your past, I think it helps you learn about your present! I think you are right about Aspergers, I think we do see things in different ways. It's interesting to hear about your dads way of thinking. I can relate to that!
I can't read this right now…afraid it might trigger me. But I'm going to read it when I'm further down my road….
I was unreasonably afraid of the teeter-totters. I was sure that once I was on the up end, that I would fall off. It wasn't until I went off to junior high, that I went on one and then regretted all that time I could have and didn't. I was showing signs as early as about five, as I can't remember anything before then.
That's very interesting! I'm glad you can relate! And it's interesting to know I'm not the only one with irrational fears!
Many people are quick to say "don't dwell on your past". These same people give no thought at all to their past yet they find themselves in the same distructive patterns time and time again without a clue as to why. I say that to say, it's great that you're taking an opportunity to take a look. You've already gotten some answers! And hopefully as you continue on you'll even be able to heal. You're right about the "I guess being a quiet child isn't cause for alarm". Big mistake society! Many times it is those quiet children that are the most troubled. Thankfully folks are beginning to pay attention.


text:
Ceropegia hookeri ist eine Pflanzenart aus der Unterfamilie der Seidenpflanzengewächse (Asclepiadoideae). Sie kommt in Bergwäldern des Himalaya vor.

Merkmale

Erscheinungsbild, Wurzel, Sprossachse und Blatt
Ceropegia hookeri ist eine ausdauernde, krautige Pflanze. Die Wurzeln sind spindelig und fleischig. Die steifen, weich verholzten, 20 bis 60 cm langen, schwach, auf einer Seite fein oder flaumig behaarten Sprossachsen besitzen einen Durchmesser von 2 bis 3 mm, wachsen aufrecht, gelegentlich auch windend oder liegen am Boden. Am Naturstandort wächst diese Art sowohl aufrecht wie auch flach liegend, in der Kultur jedoch oft nur aufrecht.

Die Laubblätter sind in Blattstiel und Blattspreite gegliedert. Der 1 bis 15 mm lange Blattstiel ist fein behaart. Die relativ dünnen häutigen Blattspreiten sind bei einer Länge von 2 bis 4 cm und einer Breite von 0,5 bis 3 cm eiförmig oder lanzettlich, selten nierenförmig mit keilförmiger bis gerundeter Spreitenbasis und zugespitztem oberen Ende. Blattstiele, und Blattober- wie -unterseiten sind spärlich behaart.

Blütenstand und Blüte
Die Blütenstände enthalten ein oder zwei bis zu sieben Blüten. Der Blütenstandsschaft ist bis 1 cm lang und fein behaart auf einer Seite. Der Blütenstiel ist etwa 5 mm oder 7 bis 8 mm lang und kahl.

Die zwittrigen Blüten sind zygomorph und fünfzählig mit doppelter Blütenhülle. Die fünf Kelchblätter sind bei einer Länge von 1,5 mm lanzettlichen oder bei einer Länge von 3 bis 4,5 sowie einer Breite von 0,6 bis 1 mm linealisch-lanzettlich und kahl. Die Blütenkrone ist 1 bis 2 cm lang und außen kahl. Im unteren Teil sind die fünf Kronblätter zu einer geraden Kronröhre (Sympetalie) verwachsen. Die 1 bis 1,2 cm lange Kronröhre ist grün oder purpurfarben. Die Kronröhre ist basal verdickt, der "Kronkessel" hat einen maximalen Durchmesser von 6 mm. Der Durchmesser verringert sich kontinuierlich vom "Kronkessel" zur Blütenmündung hin auf 3 bis 5 mm. Die Kronröhre ist innen behaart. Die Kronblattzipfel sind 3 bis 15 mm lang und eiförmig bis breit lanzettlich-spatelig geformt. Die zwei Blättchen (Laminae) der Zipfel sind nur wenig entlang der Mittelachse nach außen gebogen. Die Enden der Zipfel sind miteinander verwachsen und bilden eine abgeflacht-kugelige, käfigartige Struktur. Die Einlässe sind aufgrund des geringen Grades der Umbiegung der Blättchen nur schlitzförmig. Die Nebenkrone ist kurz gestielt und nur an der Basis schalenförmig verwachsen. Die kurzen Zipfel der interstaminalen, äußeren Nebenkrone sind zu Taschen geformt und seitlich mit der Basis der staminalen Nebenkrone flügelartig verwachsen. Die Enden sind stumpf und randlich behaart. Die Zipfel der staminalen, inneren Nebenkrone sind schmal linealisch-zylindrisch geformt, stehen aufrecht und neigen sich dann zusammen. Die Pollinien sind D-förmig. Am Naturstandort reicht die Blütezeit von Juni bis September.

Frucht und Samen
Die paarigen Balgfrüchte sind zylindrisch, im Querschnitt rund und 4 bis 6 cm (2 bis 5 cm) lang.

Vorkommen
Ceropegia hookeri kommt in Indien (Sikkim), Nepal, Bhutan und in China (Provinz Sichuan? und autonomes Gebiet Xizang = Tibet) vor. Sie wächst dort im Hochland in Höhenlagen von etwa 2300 bis 3300 Meter. Nautiyal, Sharma & Pandit (2009) fanden eine Population dieser Art im nördlichen Sikkim in Höhenlagen von 2700 Meter im Grasland, zusammen mit anderen krautigen Pflanzen wie beispielsweise Anaphalis contorta (D.Don) Hook. f., Anemone obtusiloba D.Don, Drosera peltata Thunb., Eulalia mollis (Griseb.) Kuntze, Euphorbia wallichii Hook. f., Polygonatum cirrhifolium (Wall.) Royle, Pteris nepalensis H.Ito, Roscoea purpurea Sm. und Vincetoxicum hirundinaria Medik. Zwischen Büschen war Ceropegia hookeri mit Eurya acuminata DC, Gauliheria nummularioides D.Don, Pierisformosa (Wall.) D.Don, Rhododendron arboreum Sm. vergesellschaftet. Das Gebiet erhält von Juni bis August etwa 2500 mm Niederschläge. Im Winter fällt viel Schnee und das Gebiet ist von Ende Dezember bis Februar mit Unterbrechungen von Schnee bedeckt. Die Autoren dieser Arbeit fanden trotz intensiver Suche nur diese eine Population, die aus acht bis zehn Exemplaren bestand.

Taxonomie
Die Erstbeschreibung von Ceropegia hookeri erfolgte 1883 durch Joseph Dalton Hooker im 4. Band der Flora of British India. Er benutzte dazu ein Manuskript (oder auch nur einen Manuskriptnamen) von Charles Baron Clarke. Der Holotypus stammte aus Lachen, Sikkim, Indien.

Herbert Huber beschrieb 1955 die Varietät Ceropegia hookeri var. mollis H.Huber aus Nepal, die heute allgemein als ein jüngeres Synonym von Ceropegia hookeri bewertet wird.

Belege

Literatur
 Ulrich Meve: Ceropegia. In: Focke Albers, Ulrich Meve (Hrsg.): Sukkulentenlexikon Band 3 Asclepiadaceae (Seidenpflanzengewächse). S. 61–107, Eugen Ulmer Verlag, Stuttgart 2002. ISBN 3-8001-3982-0 (S. 80–81)
 D. C. Nautiyal, S. K. Sharma, M. K. Pandit: Notes on the taxonomic history, rediscovery and conservation status of two endangered species of Ceropegia (Asclepiadaceae) from Sikkim, Himalaya. In: Journal of the Botanical Research Institute of Texas, Band 3, 2009, S. 815–822 Online bei www.archive.org.
 Herbert H. Huber: Revision der Gattung Ceropegia. In: Memórias da Sociedade Broteriana, Band 12, 1957, S. 1–203, Coimbra (Beschreibung von Ceropegia hookeri S. 47–48)
 Bingtao Li, Michael G. Gilbert, W. Douglas Stevens: Asclepiadaceae: Ceropegia hookeri, S. 270 textgleich online wie gedrucktes Werk In: Wu Zheng-yi, Peter H. Raven (Hrsg.): Flora of China. Volume 16: Gentianaceae through Boraginaceae. Science Press und Missouri Botanical Garden Press, Beijing und St. Louis, 1995. ISBN 0-915279-33-9 (Abschnitt Beschreibung)

Einzelnachweise

Weblinks
 Website von Alexander Lang
 Ceropegia hookeri (Foto der Blüte)

Leuchterblumen
hookeri

redpajama_set_name: RedPajamaWikipedia


text:
T.H.E. Show Newport 2015
Sasha Matson's Day 3
Sasha Matson | Jun 3, 2015
Sunday morning may be a time of rest for some people, but not at THE Show Newport 2015. I felt a bit like an earnest medic making my room rounds: "Morning, I'm Doctor Matson. And how is our stereo feeling today?" My first patient was doing just fine, and ready to be discharged. PBN Audio, out of San Diego, led by designer/owner Peter Bichel Noerbaek (above).
PBN is a one-stop shop pretty much—speakers, amps, turntables. Peter introduced me to a couple of his amps, the EB-SA1 Amplifier ($30,000/pair as monoblocks, or $15,000 for a stereo version), and also on-hand was the Erno Borbely Super Amp (price not available). This solid-state design puts out a room-smacking 450W into 8 ohms. It employs 75 ohm video cables to connect the amp to the preamp, in this case a PBN Olympia Lxi ($22,000). This can drive a video-level, 75 ohm load, runs balanced, and has the output stage mounted onto heatsinks.
PBN has an extensive range of speakers; what I heard was the PBN Montana Liberty model—a hefty 3-way design ($15,000/pair). Peter Noerbaek began life with his speaker designs, and moved on to creating hardware that he feels can support them properly. For his turntable designs, Noerbaek utilizes refurbished direct-drive motors, built into handsome and solid-wood plinths. Price range on these starts at approximately $5000 and heads north from there. I heard, and was mightily impressed by, the GrooveMaster Vintage Direct DP2 ($22,500, including a Graham 844 tonearm and a Lyra Atlas cartridge). Simply killer! On hand also was a phono stage, the PBN Olympia PX-I ($22,000). Put it all together, and play a Doug McLeod off LP, and you're there—great drive and slam, rich, super-rich vocals. Sounding great!
Fittingly, I walked into the rooms shared by Audio Skies and GamuT way up on the 14th floor of the Hotel Irvine. Bill Richardson, of LA-based retailer Audio Distinction (above right), introduced me to some outstanding gear. This was not a one-designer approach, but a very well assembled system utilizing pieces from three brands that really caught my ears and eyes. At the top of the stream, for LP from Pear Audio Blue, was their Kid Thomas turntable ($9995 with tonearm and power supply). Credit where due is a good way to go, and Pear Audio credits the late Tom Fletcher and his designs for Nottingham Analogue.
Further downstream was a GamuT Di-150 Limited Edition amplifier ($11,900), which was making its world premiere. And the music goes round and round and came out of a Larsen 8 speaker ($6995/pair). I'm afraid I don't have notes on whatever else was in the system, as I was so enthralled with the sound—at least that's my excuse—so I refer you to Herb Reichert's Day 2 report for more detail. It was hard to leave this room, but I had to check for pulses in the rest of the ward.
Thirteenth floors are supposed to be unlucky. But I didn't feel that way when I entered the Essence of Music room there, and met the Clarity Cable husband and wife team of Melissa and Chris Owen. Oddly enough, I did not get much info on Clarity Cables themselves, as we were so busy listening to and discussing the rest of the system. Avatar Acoustics imports the UK-based AMR Acoustics hardware I heard. Starting with an AMR CD-777 ($4995), moving on to the AMR DP-777 DAC ($5495), with the amp being an AMR AM-777 (US price not listed but European price is €3450). Loudspeakers were from Italy-based brand Rosso Fiorentino—their Volterra model ($12,995/pair). This is a not-too-huge, two-module floorstander, with the bottom module functioning as a "sealed-box sub."
Finally I was handed the Essence of Music CD-treating package ($300): two bottles of mystery fluid, in part intended for dedicated rippers to apply to their discs. I will experiment with my demo starter pack when I get home. Sounding fine in this room was David Gilmour. A lot of David Gilmour, in fact, as the guy who asked to hear his disc wanted to hear the whole thing. I got out my stethoscope and ear-examiner flashlight and hit him on the head, in order to play a bit of classical. I hope he comes out of the coma soon.
Next stop on the yellow brick road was actually black. As in the new "Black" amplifications system from Bel Canto. Bel Canto president Michael McCormick (above) was busy demonstrating the gear with some way-powerful drums. I spent a fair amount of time discussing with Michael what is going on here, and I would urge readers to journey to the company's website for detailed info.
Only available at this time as a system ($50,000), the Bel Canto Black comprises three boxes, each machined from handsome-as-all-get-out, black-anodized aluminum. There is one controller, the ASC1, and two mono amplifiers, the MPS1, these using customized Hypex class-D output modules and capable of putting out 1200W into 2ohms. The controller features include: Proprietary Asynchronously Distributed ULN Master Clocks; 32-bit volume control elements; Proprietary Low Noise—Wide bandwith ST fiber signal distribution; a dynamic range of 128dB; Ethernet UPnP/DLNA streaming up to 24/384 and DSD64/DSD128.
With Aerial 7T speakers ($10,000/pair), and cabling from Transparent Audio (prices not provided), I was knocked out by the power and authority of the sonics in this room. [Michael Fremer will be reviewing the Black system in the July issue of Stereophile.—Ed.]
The next room I had a chance to spend time in was hosted by Sweet Spot High End Audio. Retailer Bill Coomes and Leif Swanson stepped me through what I was listening to. For analog source we had an Oracle Audio Delphi Mk.VI Gen-2 turntable ($10,000), with the Oracle Audio SME 5 Reference tonearm ($7750), fitted with an Oracle Audio Corinth Reference Phono Cartridge ($6325). I only heard LP while here, but in the lineup for digital was an Aurender N10 Music Server ($7999) and Berkeley Audio Design Reference DAC ($16,000). The turntable was running into a Pure Audio Vinyl Preamplifier ($4500), and thence to a Pure Audio Control Preamplifier ($9500), and into a Pure Audio Duo stereo amplifier ($9500). I was told the amp operates as class-A for the first 25 watts, and then in class-A/B up to 100 watts.
I got to hear this through an Endeavor Audio Engineering E-5 Reference Loudspeaker ($35,000). This speaker is a large three-way design. I mean large, as in full-person tall, and it sounded very full-range indeed. Rated at a sensitivity of 91dB, the E-5 stands 66" high, with a stated frequency range of 20Hz–50kHz. Bill Coomes described it to me as "full immersion" and I agree.
I asked to hear some of an LP pressing of Daphnis and Chloe. And that was blessed relief for my ears. I heard that magical opening of Ravel's great composition unfold itself before me so beautifully, I almost teared up! My bottom line for music re-creation, and I know there are other priorities that people have, is to hear if the harmonic series is being presented in a true and musical fashion. Without that, IMO, the music is DOA. That did not happen here—with this system I heard all those harmonics sparkling away with tons of air surrounding them. Massed strings sounded great, and when that choir started to ramp up—look out! I really enjoyed the results in this room.
Next up on my rounds was one of two rooms hosted by Constellation Audio and Von Schweikert Audio. The room I spent quality time in had the lower budget for the overall system of the two. Irv Gross of Constellation Audio (above) presented me, (figuratively, not literally), with a wonderfully matched system. And to those of you who demand a listing of every bolt and nut in each room—sometimes I received price sheets and equipment lists, sometime not. This time it was info verbally conveyed to me. A Cygnus Media Player/DAC ($32,000) fed an Argo integrated amplifier (125Wpc, $25,000), with a pair of Von Schweikert Unifield 2 Signature Loudspeakers ($25,000/pair), these making their premiere at THE Show. These speakers have bass extension down to approximately 32Hz. Cabling was also by Von Schweikert, their new model Master-built (no prices given). Irv Gross showed the back of the Argo amplifier. This is a brand-new model, and options to add cards for a DAC and a phono Stage are still being developed.
This time when I asked for a bit 'o classical, I received Stravinsky's L'Histoire du Soldat. The system gave me such a kick; a very convincing drumstick "whack" for a loudspeaker this size. That way-cool circus-troop band, which Stravinsky so brilliantly scores—with the bass drum being beaten in rhythmic swing to the fiddle—just felt great. A real ear treat. And when we went to some acoustic combo jazz, that was also smokin'. Nice!
It was getting into late innings for me, but I did succeed in spending some time in the Auralic/Ryan Speakers room. And here is where dividing things up to write about based on budget, can get a little fuzzy. My hard-working buddy Herb Reichert also visited here, and I know he also was impressed with the balance between cost and quality/function.
Starting with the electronics, Richard Colburn of Auralic (center in photo) introduced me to a complete Auralic system ($17,300 without cables). But for those who might like to go à la carte, you can purchase components separately, starting with the Vega Digital Audio Processor ($3499), and Aries Wireless Streaming Bridge ($1599), into a Taurus Pre ($2099), and into the Merak monoblock amplifiers ($2499 each). The Taurus Pre runs fully balanced as well as single-ended and includes a headphone jack, while the Merak mono puts out 200W into 8 ohms and utilizes what Auralic calls "Hybrid Analog Amplify," which they say combines linear and switching circuits. The amps also contain a patented "Orfeo class-A module and linear power supply." The latest version of the wireless Aries Streaming Bridge can handle it all—including PCM up to 384KHz and three DSD formats—64, 128, and 256. Cabling in the system was a mix of fine AudioQuest and Cardas.
But there was more! All the quality juice above, wound its way finally to a pair of Ryan Speakers R630 ($5000/pair). These are a three-way, floorstanding design, and on hand to introduce them to me were brothers Trevor and Todd Ryan (left and right in the photo above.) The music-making with the pairing of these two brands was first-rate all round. The Ryans rate their R630 model at 89dB sensitivity, which certainly was a great fit with the Auralic monos. Music was poppin' with "everything in its right place." And I say that because Radiohead was cued up. This system managed to make very high-techy synth/electronica type music sound almost warm and engaging! I can't recall enjoying this track more anywhere else. This was chill. (My wife just asked me if I know how to use the word "chill" as an adjective.) Bravo Auralic and Ryan Bros.
Doctors visiting hours were almost up, but I managed to get to the Angel City/Melody Valve Audio room. Also very much part of the team effort here, was Knut Skogrand (above), designer/owner of Skogrand Cables out of Norway. It really is an intense collaboration the designers and exhibitors go through at these shows when they share systems and space, and I salute their efforts!
There was a lot to listen to and makes notes on here. Analog source, I was pleased to see/hear, as I own one, was the VPI Aries 3D Turntable. This recent iteration of the long-running Aries model includes VPI's 12" 3D-printed tonearm—much praised in the audio press, including by myself. If you haven't yet auditioned what the VPI 3D tonearms can do, you need to get to it. And for the record—hey, that's a pun!—you can also purchase the 3D tonearms on their own, or as part of various VPI packages. Very heavy magic going on with these tonearms.
The table was plugged into a Modwright PH 150 phono stage (price not provided), and from there into a Melody preamplifier ($4999), and on into a pair of Melody mono amplifiers ($8499/[air). Melody is out of Australia, and though I wasn't provided with any spec sheets, I do know the amps utilize 845 tubes. For loudspeakers, I heard from Angel City Audio, their Seraphim floorstanders ($8000/pair and up for different finishes). Angel City Audio CEO Hugh Nguyen was on-hand to introduce me to this outstanding bang-for-the-buck model. The Seraphim weighs in at an imposing 260 lbs for the pair, has a sensitivity rating of 91dB, and a frequency range of 28Hz—21kHz.
Now for the cabling: Knut Skogrand ran a few of his designs by me: the Wagner Power Cord ($2500), the Tchaikovsky interconnects ($8150 for 2 meters), and the Tchaikovsky speaker cable ($9350 for 3 meters). The names of the cable models were a bit of a disconnect however, as when I asked to hear a little classical music, there wasn't any on hand. Female jazz vocals there were, however, and playing from LP off the VPI Aries, they sounded sweet and natural, while at the same time being intimate and also room-filling. This was a very full-range experience, with a large rich low-end foundation upon which the sweet mids sat very well indeed.
Endeavor room
Submitted by bornie on June 3, 2015 - 5:41pm
I share the reporters emotional response to the Endeavor E5 experience. I happened to walk into the suite while Carlos Santana's Black Magic Women was playing and was thoroughly taken by the tonal correctness and musical impact this pairs' tall but narrow driver array delivered. The sound was not restrained or restricted in any way,, all the nuances could be heard at low volume levels and when cranked up,, I liken the experience to Olympic sprinter Bolt running the 100 meter dash,,, just effortless. And cosmetically, the fit and finish of this system was superb. The paint job was very Wilsonesque! This room gets my vote for TOP 3 rooms at THE SHOW!
these pictures
Submitted by pbarach on June 3, 2015 - 3:01pm
They are lo-res and sometimes out of focus. PLEASE do better next time. The other show reports aren't bad...
Please someone...
Submitted by k9gromit on June 4, 2015 - 4:36pm
...buy Sasha a camera, a monopod and a book on how to compose a photograph. The average facebook picture is better than these. I went to this room and saw this then I went to this room and saw that. Soulcrushing. Stereophile's recent losses of editorial staff are really hitting the website hard.
THE Show Newport 2015: That's A Wrap
Jason's Day 3 at THE Show
THE Show Day 3: the Reichert Report
Horns and Heaven: Jason's Day 2 in Newport Beach
Tom Norton's Day 2 Report
More of Matson's Day 2
Sasha Matson's Day 2 at the Newport Show
Herb Reichert's Day Two at THE Show
THE Show: Day One Discoveries
Sound The Trumpets! THE Show is Off and Running
Herb Reichert on THE Show's First Day
Newport Ahoy: Sasha Matson's Day 1
Tom Norton on Trade Day
The Newport Beach Show: Set-Up Day
THE Show Newport: Day Zero Musings
THE Show of Shows Starts Friday


All lyrics and images are copyrighted to their respective owners. Dannii Minogue Push Lyrics are provided for educational purposes only.
The lyrics page for Push Dannii Minogue generated in 0.0021 seconds.


Simply connect the green wire to any black wire. You can use a paper clip, a piece of solder (as I did), or any other conducting wire. There ought to be one green, but multiple black wires. Just join green to any black, as per the image below.
Then just get some insulating tape and tape up the paper clip, solder or whatever you used and power up the PSU. You should now have a working bench power supply!
Of course, it this blows up and destroys your house and all of your possessions, or any such scenario ensues, I am not liable for any damages incurred. It shouldn't though, don't worry!
← Say 'No' to Plastic Bags!


text:
A Look into the Privacy Concerns Associated with Zoom
By Brandon Arias
As social distancing measures were implemented throughout the world following the emergence of the Coronavirus pandemic, global demand for a method of remote communication helped Zoom become the most popular videoconferencing service on the market.[1] With the app's user friendly design, free use for 40 minute meeting intervals, and customers ranging from some of the largest financial services in the world to universities, it is unsurprising that Zoom has become the most common platform for virtual meetings, instruction, and socialization.[2] The platform's surge in popularity however brought critical scrutiny regarding its security and privacy measures. [3]
Recently, one of the company's shareholders filed a class action lawsuit alleging that Zoom "failed to disclose issues with its video conferencing platform's privacy and security".[4] Zoom is also currently facing a lawsuit seeking declaration that the company violated the California Consumer Privacy Act, which protects consumer data from "unauthorized access and exfiltration, theft or disclosure as a result of the business' violation of the duty to implement and maintain reasonable security procedures and practices".[5] The company has been sending user data to Facebook and potentially other third parties, and the suit in question alleges that the company has been doing so without mentioning the practice in their privacy policy.[6] If this claim is true, then the company may have engaged in unauthorized disclosure of their user's personal information.[7] Zoom discontinued this practice shorty after its existence was made public.[8]
To make matters even more concerning, the same company under scrutiny for potential failure to disclose information to both shareholders and users has also been criticized for possibly misrepresenting the platform's features. Zoom previously claimed on its website that its meetings are supported by end-to-end encryption, which is typically understood as a feature that protects content between users from the company and all outside parties.[9] However when questioned whether meetings are end-to-end encrypted by The Intercept, a company spokesperson replied stating that "Currently, it is not possible to enable [end-to-end] encryption for Zoom video meetings".[10] Zoom describes their end-to-end encryption method as one involving transport encryption, where the company has access to the encrypted meeting content between users, but lacks the ability to decrypt said content.[11] While Zoom claims that their use of the phrase is not dishonest or misleading, their level of encryption still grants the company access user video meetings which they may be required to hand over upon legal request by law enforcement.[12]
While Zoom has apologized, announced that it will no longer send data to Facebook, and is currently developing proper end-to-end encryption, these legal concerns have already impacted the platforms hundreds of millions of users.[13] Only time will tell if users are able to prove Zoom's invasion of their privacy, but until then it seems as though many people must continue to conduct their business, education, and socialization in this fashion until the pandemic is over.
[1] See Jane Wakefield, Coronavirus: Zoom is in Everyone's Living Room- How Safe is it?, BBC News (Mar. 27, 2020), https://www.bbc.com/news/technology-52033217.
[4] Ryan Browne, Zoom Faces Investor Lawsuit Over Privacy and Security Flaws, CNBC, (Apr. 8, 2020, 8:04 AM EDT), https://www.cnbc.com/2020/04/08/zoom-faces-investor-lawsuit-over-privacy-and-security-flaws.html.
[5] Molly Stubbs, Zoom Faces Multiple Class Action Lawsuits Over Privacy Complaints, Expert Institute, https://www.expertinstitute.com/resources/insights/zoom-video-faces-multiple-class-action-suits-over-privacy-complaints/ (last updated Jun. 25, 2020).
[6] Joel Rosenblatt, Zoom Sued for Allegedly Illegally Disclosing Personal Data, Bloomberg (Mar. 30, 2020, 8:39 PM EDT), https://www.bloomberg.com/news/articles/2020-03-31/zoom-sued-for-allegedly-illegally-disclosing-personal-data.
[9] Monica Chin, Zoom Isn't Actually End-to-end Encrypted, The Verge (Mar. 31, 2020, 2:12 PM EDT), https://www.theverge.com/2020/3/31/21201234/zoom-end-to-end-encryption-video-chats-meetings.
[10] Micah Lee & Yael Grauer, Zoom Meetings Arent End-to-End Encrypted, Despite Misleading Marketing, The Intercept (Mar. 31, 2020, 4:00 AM), https://theintercept.com/2020/03/31/zoom-meeting-encryption/.
[13] See Tom Warren, Zoom Faces a Privacy and Security Backlash as it Surges in Popularity, The Verge (Apr. 1, 2020, 8:00 AM EDT), https://www.theverge.com/2020/4/1/21202584/zoom-security-privacy-issues-video-conferencing-software-coronavirus-demand-response.


Maintenance-free Plastic HDPE Sheet. Much stronger than wooden alternatives and it's completely impervious to water, frost, insects and graffiti is easily removed with WD40 and ultra thin wire wool.
Can still be used with the same tools commonly used with wood.


The concept of patient navigation was founded and pioneered by Harold P. Freeman in 1990 for the purpose of eliminating barriers to timely cancer screening, diagnosis, treatment, and supportive care. It has since evolved to include the timely movement of an individual across the entire health care continuum from prevention, detection, diagnosis, treatment, and supportive, to end-of-life care.
To check available dates and to apply, click here or call 1-646-380-4060 to learn more.
Patient navigation was pioneered by Harold P. Freeman, M.D. in 1990, when he initiated and developed the first program of its type in Harlem to reduce disparities in access to diagnosis and treatment of cancer, particularly among poor and uninsured people. In 2007, as a direct result of a $2.5M grant received from the Amgen Foundation, the Ralph Lauren Center for Cancer Care and Prevention established the Harold P. Freeman Patient Navigation Institute (HPFPNI) to offer patient navigation training.
Grounded in nearly 20 years of experience and viewed as the gold standard in patient navigation, the program emphasizes the Harold P. Freeman Patient Navigation Model, as well as information, standards, and principles on how participants can tailor the program to meet their organization's and/or community's specific needs. The multi-faceted, comprehensive, and interactive curriculum is taught by the foremost experts in patient navigation, including Dr. Freeman. It emphasizes practical experience and reflects on a combination of extensive, best practice research and information.
The Harold P. Freeman Patient Navigation Institute (HPFPNI) is pleased to offer special training and Certification offerings in partnership with The National Consortium of Breast Centers (NCBC). The collaboration of these two highly regarded professional organizations will allow an individual to combine the compassionate practicality of navigation training with specialized validation attained through a three-hour test for accredited certification from NCBC.
The National Accreditation Program for Breast Centers (NAPBC) calls for the presence of a navigation program in all Breast Centers by January of 2015. With the deadline here, this partnership creates a path for navigators to prepare and validate their capabilities.
For available dates and to apply, Click Here.
Successful patient navigation supports those diagnosed with suspicious findings by eliminating barriers to timely screening, treatment, and supportive care of cancer and other chronic diseases. Patient navigation saves lives and improves resolution rates of patients. When implemented at the organizational level within a community, it results in increased efficiencies and improved outcomes.
Click here for more about patient navigation.
The Harold P. Freeman Patient Navigation Institute (HPFPNI), is the only patient navigation institute led by founding pioneer of patient navigation Harold P. Freeman, M.D. The patient navigation program is an intensive 2-day training program that prepares individuals and organizations for successful implementation. The HPFPNI is also a lifelong community of alumni committed to the global development and education of patient navigation.


text:
Introduction to Fortran for Scientific Computing
Home » HPC » Introduction to Fortran for Scientific Computing
Monday, 20 March 2023 09:30 to Thursday, 23 March 2023 17:00
Francesco Salvadore FrancescoSalvadore , IsabellaBaccarelli
Provided as:
Registrations closing:
Sunday, 05 March 2023 at 09:30
This course is free of charge and will be held in ITALIAN
Francesco Salvadore
FrancescoSalvadore , IsabellaBaccarelli
Fortran is among the earliest high level programming languages and the first one to be standardized. The specific features of the language and a widespread experience acquired in coding allow Fortran compilers to build highly optimized executables. The major revisions of the standard (77/90/2003) give the chance to improve more and more the code design, and this, along with the large number of mathematical functions included and an extensive collections of highly tuned scientific packages, make Fortran a good candidate in the area of numerical, scientific, engineering and technical applications.
Fortran 90, the ISO standard replacing the previous 77 release, adds many innovations: from the derived types which may be defined by the user, to a specific syntax to handle dynamically allocated memory. Fortran 2003 further enlarges the potentiality of the language by proposing (among other things) the support for object-oriented programming and a standard way to interoperate with C. Nowadays, Fortran compilers are available for a very large amount of system facilities, from workstations to massively-parallel systems.
By the end of the course the student will be able to:
understand the basic elements of the language (type, variable, operator, expression, function, statement, flow control construct)
structure a program in code units (program, function, subroutine and module)
manage arrays and dynamic memory
define and use derived types with elements of object programming
understand the best practices on the implementation of some typical scientific cases
Programmers of scientific and technical computing, which may benefit from the knowledge and usage of the main features available in Fortran.
Use of basic informatics tools: line commands, editors. Experience with Linux Operative Systems. Elements of procedural programming: variables, expressions, execution flow, functions. Experiences in Fortran 77 may be helpful.
THE COURSE WILL BE HELD IN ITALIAN LANGUAGE
4 dd
Conclusa:
For HPC and computer graphics courses, write to corsi.hpc@cineca.it


Tags: bento-lunch-accessories, food-cutters, food-picks, food-stamps.
This very cute set of 3 Bento Sunny Day Food Cutters & Stamps will brighten up any childs meal!
The pack includes 3 cute food cutters – Rabbit, Bear & Flower.
Great to cut shapes and stamp faces from ham & cheese, watermelon and even biscuit dough as well as bread!
Kids & parents will love the Bento Sunny Day Food Cutters & Stamps that are perfect for Bento decoration.
Don't forget to check out our range of Bento Lunch Boxes!


Flights Balashov — Moscow by Plane, cheap airline tickets, timetable, weather.
Balashov is a provincial town and has no airport. That is why to get to Moscow, you need to reach a larger city close to Balashov first, from there you'll be able to fly.