text:
Oliver Jackson-Cohen Joins Netflix's Haunting of Bly Manor
<a href="https://www.comingsoon.
Read more [Read More]
Set Video: Production on Bond 25 Moves to London
After a couple of weeks filming in Jamaica, production on the untitled 25th James Bond movie has moved to London, England, and the official Twitter account has revealed a new set video and photos of star Daniel Crag.
Preacher Final Season Teaser: It All Goes to Hell in the End
Spider-Man: Far From Home TV Spot Gives Closer Look at the Elementals
HBO's Space Dramedy Avenue 5 Adds Himesh Patel to Cast
According to <a href="https://deadline.
HBO's Game of Thrones Prequel Begins Filming in Northern Ireland
HBO's Game of Thrones prequel pilot has begun filming in Northern Ireland, the same location the original Game of Thrones series also filmed, <a href="https://ew.
Mandatory Streamers: Jessica Jones' Swan Song in Final Season
Mandatory Streamers: Jessica Jones prepares for her swan song in final season
Welcome to Mandatory Streamers, our latest column covering the best new <a href="https://www.comingsoon.
Them That Follow Trailer: First Look at New Drama Starring Olivia Colman
The Orchard has <a href="https://www.youtube.
New Dark Phoenix Extended Clip Puts Raven and Charles At Odds
Ahead of the film's theatrical release this Friday, <a href="https://www.foxmovies.
The Power of the Dog Film Adaptation Picked up by Netflix
The Power of the Dog film adaptation starring Benedict Cumberbatch (Avengers: Endgame, Brexit, Good Omens) and Elisabeth Moss (<a href="https://www.comingsoon.


text:
Where's my Plow? Ontario 511 App Allows Motorists to Track Snowplows on Highways in Ottawa and Eastern Ontario
07 Dec 2020 7:34 AM | Smart About Salt (Administrator)
Where's my plow? Ontario 511 app allows motorists to track snowplows on highways in Ottawa and eastern Ontario (iheartradio.ca)
Looking for information on snowplow operations on Highway 417, Highway 416 and Highway 401 during the first significant snowfall of the year – there's an app for that!
Ontario's 511 app includes information on the location of snowplows and salt trucks on provincial highways and road conditions.
The Ontario Government announced the Ontario 511 app has been expanded in time for winter to include features for drivers and the trucking industry to plan trips.
The Ontario 511 app includes "Track My Plow", which will allow drivers to track the location of snowplows and salt trucks on provincial highways.
The government says the Ontario 511 app shares information on winter road conditions so drivers can see which roads are bare or covered snow. It will also post Environment Canada weather warnings.
"Driving during the winter months can be a challenge in every part of the province, and our government remains committed to keeping Ontario's roads and highways safe," said Caroline Mulroney, Minister of Transportation.
"That's why we are enhancing the Ontario 511 app with winter safety features that will provide drivers with even more information so they navigate the best route."
The Ontario 511 app also provides images from over 600 cameras and includes up-to-date highway information on construction, collisions and road closures.

redpajama_set_name: RedPajamaCommonCrawl


text:
Ukraine looking to replace L-39 with Super Tucano trainer
The Air Force Command of Ukrainian Armed Forces has confirmed that the country is reviewing the future of its combat and training aircraft, a role currently filled by L-39 Albatros.
On Agust. 14, service reported that Air Forces officials are considering reducing the number of ageing L-39 aircraft and replacing them with Brazilian EMB-314 Super Tucano turboprop trainer aircraft.
" The Super Tucano aircraft was considered during a visit of the delegation of the Ukrainian Air Force to Brazil in 2019, as a combat training aircraft, which, according to its characteristics, can replace the so-called "school desk" for military aviators, the combat training aircraft L-39
– noted in the press service of the Air Force of the Armed Forces of Ukraine.
The Aero L-39 Albatros is a jet trainer developed in Czechoslovakia by Aero Vodochody. It was designed during the 1960s as a replacement for the Aero L-29 Delfín as a principal training aircraft. It was the first trainer aircraft to be equipped with a turbofan powerplant. The type was exported to a wide range of countries as a military trainer.
Sources: Defence Blog
Tags: Air Force, aviation, embraer, L-39


text:
⬅ When Lonely Leadership is the Price of...
The Authenticity of Vulnerability ➡
Effective Digital Citizenship Education
Dr. Kristen Mattson on episode 242 of the 10-Minute Teacher Podcast
Digital citizenship education doesn't work in a lecture format. Dr. Kristen Mattson, author of Digital Citizenship in Action talks about how they've integrated digital citizenship into all of their courses at her school and how you can too.
Jennifer Gonzalez has released her 2018 Teachers Guide to Technology with over 200 education technology tools including tools for assessment, flipped learning, presentations, parent engagement, video engagement and more. Jennifer gives you a description in simple language, a screenshot of the tool in action and then a play button that takes you to a video about how the tool works. Learn more at coolcatteacher.com/guide
Enhanced Transcript
Digital Citizenship that Works
Link to show: www.coolcatteacher/e242
Vicki: Today we're talking with Dr. Kristen Mattson @DrKMattson. She is a high school library media center director in Illinois and author of the book Digital Citizenship in Action published through ISTE.
So Kristen, in all of my years of blogging, we've been talking digital citizenship, but it still seems like so many people are just lecturing to kids about this topic.
Kristen: I think that lecture style of digital citizenship is what we see most frequently, and I think a lot of us are really kind of excited to move away from that, because we know that lecture isn't the best way to teach kids. Yet we haven't really talked about some other opportunities to do it in any other way.
In the book Digital Citizenship in Action, it really is encouraging teachers and students to stop thinking about digital citizenship as a list of personal responsibilities that we have as citizens, even though those personal responsibilities are really important.
Those are just sort of the stepping stones to what it means to be in digital relationships and in digital communities with lots of other people.
One thing that I really encourage teachers to do in the book is to actually really get into digital communities with their students, so that students can have an adult role model, have that mentor on the side as they begin navigating a world of a digital community.
Get into digital communities with your students
There are lots of ideas and tools in the book about how you can set up those digital spaces with your kids, show them, help them create norms for those spaces, practice all the things that we're hoping will transfer outside of the classroom.
Vicki: So what kind of digital communities are you creating for your school?
Kristen: The teachers in my school come to me quite often looking for ideas and ways to engage with their kids online and also to engage with kids in other schools in other places of the country.
We use Google Classroom a lot. We use Padlet. We use Google Hangouts. We use Skype. All sorts of tools that can help us connect, not only with each other but with the other two high schools in our district and then with lots of professionals in the field as well.
A lot of my role is listening to those teachers and what their goals are curricularly but also what their goals are for digital citizenship and helping to match them with the tools that's going to best fit their needs.
Vicki: So if a principal walked up to you and said, "Tell me your most exciting story about this approach and how it works," what would you say?
Kristen: I think one of the things I've been most excited about this year is what's happening in our government courses. All of our kids are required to take a government course before they graduate from high school. We talk about all sorts of things, from how to engage as a citizen in the United States to different laws and court cases that have an impact on them. I've worked very closely with the department chair for that group, and we've really woven in a whole other level of citizenship that talks about what it means to be a citizen online.
An exciting example: privacy and security
So let me give you a quick example. We had students always talking about privacy versus security. We all know that we have a right to privacy , but we also know that the government has the right to invade our privacy if it's in the best interest to keep the public secure.
Our kids used to talk about their lockers as being sort of a private space in the school. But the principal has the right to search through their locker if it is suspected that the child has brought a weapon or a drug into the school. Sp that's always the kind of conversation we've had with kids about privacy and security.
This year we kind of ramped it up a whole other level. We started talking about privacy and security in digital spaces.
Our kids had some really fantastic conversations about how much people outside of our digital communities should be able to have an influence over what happens inside of our digital space. They had some great points to make about how much employers, or government, or colleges should be able to sort of dictate what they're doing while they're in community with their friends.
They also talked about the role of tech companies as censors or not as censors, so it was really cool to see how they were able to apply some of the things that we've traditionally always talked about in government class, and taken it into this digital space where they spend a good portion of their time.
Vicki: Where were they having these conversations? In class or online?
Kristen: These were all happening in the government classroom, sort of as an extension of that curriculum that they traditionally go through.
Vicki: How interesting. So they were having a face-to-face conversation about the digital space.
Having a face-to-face conversation about the digital space
Kristen: Yes.
Vicki: Interesting. Did you do anything to document that? I guess you're kind of moving between your blended and digital space classrooms pretty seamlessly at your school?
Kristen: We are. The course that I was just talking about is actually one of our blended courses. It was a pilot course this year. We should have many more blended courses on the books next year.
It was cool because in this blended course, our kids are taking their coursework online. They're using tools like Google Classroom and different things that I curate for the teacher and for the class. They're able to come together in the classroom and have those really awesome conversations that happen while face to face, too.
Vicki: Excellent. So what are some of the cautions you have for schools as they tackle digital citizenship? Some things that maye don't work…
What doesn't work when you are teaching digital citizenship?
Kristen: I think the biggest thing that I have found just in my research is that digital citizenship is not very effective when it becomes, "one more thing."
People that I've talked to, both kids and adults, feel that when it is just one more thing, teachers don't feel very comfortable teaching it — because they may not have been trained, themselves, in what it means to be a good digital citizen, and so they're not comfortable sharing that with other people.
Kids also feel like it's very out of context of anything that they're doing, so the more that we can weave it into the curriculum as it already stands and make it an extension of what we're already doing, I have found to be very effective.
Our health classes are another place where we're able to weave a lot of digital citizenship conversation in, and we talk about it a lot more from the personal perspective. We already had a unit in place about healthy relationships, but we never talked about the digital component of that.
You and I both know that a lot of our kids relationships — a lot of our relationships — are happening online. So we were able to take that unit of study, break it apart, and weave in areas where we can talk to kids about healthy and unhealthy relationships and the influence of technology on both of those things.
So the more that we can make it a part of what we're already doing, the better off we are and the better off our kids are, too.
Vicki: It sounds like you have really helped infuse digital citizenship into all the courses at your school. How are you doing that?
Kristen: I wish I could say, "all"… (laughs)… I wish I could say all the courses. It's definitely a work in progress. How did they do it, is that what you were going to ask?
Vicki: Yes.
How do you infuse digital citizenship into all courses?
Kristen: I think it's really — first and foremost — looking for those followers that are excited about the topic, that are already using technology in their classrooms, that are already volunteering for these new initiatives in our district — like the blended learning opportunities.
Just sitting down and having a relationship with those teachers allows me to say, "Hey, let's take a look at your curriculum. Let's see where there are some opportunities," and then truly being a partner in helping create that content, deliver the lesson, reflect with the teacher after the fact.
I really see my role as the school librarian as being that instructional partner who can come alongside and help make that happen, versus just sort of giving it as a directive, which is unfortunately sometimes happens in schools.
Vicki: And digital citizenship is something that concerns all of us in all of our examples.
I love these examples of digital citizenship not just belonging to one teacher — "OK, it's your job to teach it." — but actually having it in many different topics, because our students live in the physical world, but the digital world is also part of their physical world.
So digital citizenship is for all of us in all subjects to understand and to integrate. I think you'll find students will be more engaged and more excited because this is the world in which they live.
Kristen: Oh, I agree 100%.
It can even be done in the elementary curriculum
I've been working a little bit with some folks in the elementary world, which is a stretch for me. I was a middle school teacher prior to this. But we're even looking at some of the things we talk about in terms of community and careers.
When we think about the traditional curriculum — like, "Who are the people in your neighborhood?" — and we talk about the firemen and the police and all those other roles that people in our communities take — we can also take a look at "Who are the people in our online neighborhood? Who are the people that we connect with and see when we are visiting thes online spaces? What sort of jobs are available that help develop and keep these online communities running?"
This is the same way we look at jobs that keep our physical communities running.
Instead of having it be, again, one separate thing, if we can look at what we're already doing and extend it into that digital realm, we can talk about what it means to be a human being and a citizen, both in physical spaces and in online spaces simultaneously.
Vicki: OK teachers. So her name is Dr. Kristen Mattson. We'll have the book giveaway and also her full bio in the Shownotes. So check it out!
Contact us about the show: https://www.coolcatteacher.com/contact/
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Kristen Mattson, Ed.D., is a high school library media center director in Aurora, Illinois. As part of a Future Ready school district and a member of the Future Ready Librarians leadership team, she enjoys supporting others in her field by presenting at conferences, facilitating professional development sessions, and blogging.
Kristen received her doctoral degree from Northern Illinois University after conducting a critical discourse analysis of digital citizenship curriculum. Her new book, "Digital Citizenship in Action: Empowering Students to Engage in Online Communities" (ISTE, 2017) is a practical guide to teaching digital citizenship that is grounded in her research.
Blog: DrKMattson.com
Twitter: @DrKMattson
Disclosure of Material Connection: This is a "sponsored podcast episode." The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising." This company has no impact on the editorial content of the show.
Download a Free Sample of Jennifer Gonzalez's Technology for Teachers 2016
Here's a PDF with some favorite apps and new ones too. Thanks Jennifer Gonzalez for creating this freebie just for Cool Cat Teacher Readers.
This PDF includes Storybird, Kahoot, Google Drive, Formative and Trello. See if the Teacher's Guide to Tech is Right for You!
Get My Free Sample
5 Ways to Teach Digital Citizenship (and the 9 Key P's of Digital Citizenship)
10 Tips for Awesome Digital Citizenship
[Free Digital Citizenship Webinar] The 9 Key P's of Digital Citizenship
Ann Oro: Developing A Digital Citizenship Curriculum
5 Things About Effective Digital Citizenship You Need to Know
Categories: All Grades, All Subjects, Digital Citizenship, Edtech Tool Tuesday, Education, Elementary Grades 1-5 (Ages 6-10), Flat Classroom and Global Collaboration, High School Grades 9-12 (Ages 13-18), How to Guides..., Innovation, IT Coaches and Directors, Librarians, Middle / Junior High Grades 6-8 (Ages 10-13), Society and Ethics, STEM, Teachers


In deciding upon the site for the home vegetable garden it is well to dispose of once and for all of the old idea that the garden "patch" must be an ugly spot in the home surroundings. If thoughtfully planned, carefully planted and thoroughly cared for, it may be made a beautiful and harmonious feature of the general scheme, lending a touch of comfortable homeliness that no shrubs, borders, or beds can ever produce.
With this fact in mind, we will not feel restricted to any part of the premises merely because it is out of sight behind the barn or garage. In the average moderate-sized place there will not be much choice as to land. It will be necessary to take what is to be had and then do the very best that can be done with it. But there will probably be a good deal of choice as to, first, exposure, and second, convenience. Other things being equal, select a spot near at hand, easy of access. It may seem that a difference of only a few hundred yards will mean nothing, but if one is depending largely upon spare moments for working in and for watching the garden and in the growing of many vegetables the latter is almost as important as the former this matter of convenient access will be of much greater importance than is likely to be at first recognized. Not until you have had to make a dozen time-wasting trips for forgotten seeds or tools, or gotten your feet soaking wet by going out through the dew-drenched grass, will you realize fully what this may mean.
But the thing of first importance to consider in picking out the spot that is to yield you happiness and delicious vegetables all summer, or even for many years, is the exposure. Pick out the "earliest" spot you can find a plot sloping a little to the south or east, that seems to catch sunshine early and hold it late, and that seems to be out of the direct path of the chilling north and northeast winds. If a building, or even an old fence, protect it from this direction, your garden will be helped along wonderfully, for an early start is a great big factor toward success. If it is not already protected, a board fence, or a hedge of some low-growing shrubs or young evergreens, will add very greatly to its usefulness. The importance of having such a protection or shelter is altogether underestimated by the amateur.
The chances are that you will not find a spot of ideal garden soil ready for use anywhere in your place. But all except the very worst of soils can be brought up to a very high degree of productiveness especially such small areas as home vegetable gardens require. Large tracts of soil that are almost pure sand, and others so heavy and mucky that for centuries they lay uncultivated, have frequently been brought, in the course of only a few years, to where they yield annually tremendous crops on a commercial basis. So do not be discouraged about your soil. Proper treatment of it is much more important, and a garden- patch of average run-down, or "never-brought-up" soil will produce much more for the energetic and careful gardener than the richest spot will grow under average methods of cultivation.
The ideal garden soil is a "rich, sandy loam." And the fact cannot be overemphasized that such soils usually are made, not found. Let us analyze that description a bit, for right here we come to the first of the four all-important factors of gardening food. The others are cultivation, moisture and temperature. "Rich" in the gardener's vocabulary means full of plant food; more than that and this is a point of vital importance it means full of plant food ready to be used at once, all prepared and spread out on the garden table, or rather in it, where growing things can at once make use of it; or what we term, in one word, "available" plant food. Practically no soils in long- inhabited communities remain naturally rich enough to produce big crops. They are made rich, or kept rich, in two ways; first, by cultivation, which helps to change the raw plant food stored in the soil into available forms; and second, by manuring or adding plant food to the soil from outside sources.
"Sandy" in the sense here used, means a soil containing enough particles of sand so that water will pass through it without leaving it pasty and sticky a few days after a rain; "light" enough, as it is called, so that a handful, under ordinary conditions, will crumble and fall apart readily after being pressed in the hand. It is not necessary that the soil be sandy in appearance, but it should be friable.
"Loam: a rich, friable soil," says Webster. That hardly covers it, but it does describe it. It is soil in which the sand and clay are in proper proportions, so that neither greatly predominate, and usually dark in color, from cultivation and enrichment. Such a soil, even to the untrained eye, just naturally looks as if it would grow things. It is remarkable how quickly the whole physical appearance of a piece of well cultivated ground will change. An instance came under my notice last fall in one of my fields, where a strip containing an acre had been two years in onions, and a little piece jutting off from the middle of this had been prepared for them just one season. The rest had not received any extra manuring or cultivation. When the field was plowed up in the fall, all three sections were as distinctly noticeable as though separated by a fence. And I know that next spring's crop of rye, before it is plowed under, will show the lines of demarcation just as plainly.
I'm Dr P. A Rao, Otolaryngologist. I choose Ayurveda not only because in eradicates disease from the root, but also the science of life which remarkably tells us how to live a healthy life, long life. Besides, it is the most ancient, vast, authentic and proven medical system of treatment and therapy. Overall these thousands of years, there has not been any change in basic concept of Ayurveda or in the line of treatment till date. Now the world's attention has turned toward it on a large scale, Ayurveda today is unfolding the mysteries that modern medicine has failed to grasp and providing effective treatment against so many seemingly incurable diseases, such as cancer and diabetes. It is a miraculous science if you try to understand its concepts and principles about health.
Copyright © 2016, www.drplanta.com All Rights Reserved.


text:
1 June 1992 Graph representation of machine-printed character bitmaps
Radovan V. Krtolica,	Brian Warner
Radovan V. Krtolica,1 Brian Warner1
1Canon Research Ctr. America, Inc. (United States)
Proceedings Volume 1769, Image Algebra and Morphological Image Processing III; (1992) https://doi.org/10.1117/12.60661
Event: San Diego '92, 1992, San Diego, CA, United States
Binary images of machine-printed characters are essentially graphical objects composed of nodes (extremes, intersections) and lines connecting them. Provided distinction is made between straight lines and curves, this is a fair representation of individual characters. Only a few carefully located pixels convey the most significant part of the information concerning the curvature of the path connecting two nodes. These pixels may be thought of as additional nodes connected by straight lines in a graph that represents the machine-printed character. In this paper, a character is represented by nodes (character extremes, intersections and additional nodes replacing curves) and straight lines connecting them. This graphical object carries two kinds of information about the character that is represented: geometric information concerning the location of nodes with the relative length and orientation of the connecting lines, and the topological information about the existing connections between different pairs of nodes given by the connectivity matrix or a corresponding graph. Due to its geometric properties, this object can be used for character recognition by template matching, which is insensitive to broken characters caused by missing (or parasite) pixels. On the other hand, its graph, as a mathematical object, can be used for structure based optical character recognition, so that the character can be recognized under wide variations in character styles. Combining template matching of graphs as geometric objects with spectral distance of graphs meant as sets of relations between nodes and edges, seems to be a promising way to achieve high accuracy multifont character recognition. The procedure to obtain the graph representation of machine-printed characters is based on morphological processing of their binary images.
Radovan V. Krtolica and Brian Warner "Graph representation of machine-printed character bitmaps", Proc. SPIE 1769, Image Algebra and Morphological Image Processing III, (1 June 1992); https://doi.org/10.1117/12.60661
Raster graphics
Detection and tracking algorithms
Document image interpretation: classification of technologies
Morphological approach to machine printed character recognition a feasibility...
Proceedings of SPIE (August 01 1992)
Character recognition by algebraic invariant matrix
Proceedings of SPIE (October 01 1992)
Box connectivity approach to multifont character recognition
Recognizing characters of ancient manuscripts
Applications of matrix morphology
Radovan V. Krtolica, Brian Warner, "Graph representation of machine-printed character bitmaps," Proc. SPIE 1769, Image Algebra and Morphological Image Processing III, (1 June 1992); https://doi.org/10.1117/12.60661


This Spokane Valley rancher won't last! Beautiful, open kitchen and living areas along with ample space for fun, entertaining, and storage are just a few of the amenities awaiting you in this home. Conveniently located near schools, shopping, I90, and all the activities the Inland Northwest has to offer. You'll want to step foot inside this one to see all the pride of ownership and opportunity that awaits you!


Citation: First Ministers' Conference on Aboriginal Constitutional Matters, Quebec's Answers to Proposals by the Aboriginal Peoples, Doc 800-017/032 (Ottawa: 15-16 March 1983).
1. Québec recognizes that the aboriginal peoples of Québec constitute distinct nations, entitled to their own culture, language, traditional customs as well as having the right to determine, by themselves, the development of their own identity.
2. It also recognizes the right of aboriginal nations, within the framework of Québec legislation, to own and to control the lands that are attributed to them.
3. These rights referred to in 1 and 2 are to be exercised by them as part of the Québec community and hence could not imply rights of sovereignty that could affect the territorial integrity of Québec.
4. The aboriginal nations may exercise, on the lands agreed upon between them and the government, hunting, fishing and trapping rights, the right to harvest fruit and game and to barter between themselves. In so far as possible, their traditional occupations and needs are to be taken into account in designating these lands. The ways in which these rights may be exercised are to be defined in specific agreements concluded with each nation.
5. The aboriginal nations have the right to take part in the economic development of Québec. The government is also willing to recognize that they have the right to exploit to their own advantage, within the framework of existing legislation, the renewable and unrenewable resources of the lands allocated to them.
6. The aboriginal nations have the right, within the framework of existing legislation, to govern themselves on the lands allocated to them.
7. The aboriginal nations have the right to have and control, within the framework of agreements between them and the government, such institutions as may correspond to their needs in matters of culture, education, language, health and social services as well as economic development.
8. The aboriginal nations are entitled within the framework of laws of general application and of agreements between them and the government, to benefit from public funds to encourage the pursuit of objectives they esteem to be fundamental.
9. The rights recognized by Québec to the aboriginal peoples are so recognized to women and men alike.
10. From Québec's point of view, the protection of existing rights includes also the rights arising from agreements between aboriginal peoples and Québec concluded within the framework of land claims settlement. Moreover, the James Bay and Northern Québec Agreement and the North Eastern Québec Agreement are to be considered as treaties with full effect.
11. Québec is willing to consider that existing rights arising out of the Royal Proclamation of October 7, 1763, concerning aboriginal nations be explicitly recognized within the framework of Québec legislation.
12. Québec is willing to consider, case by case, the recognition of treaties signed outside Canada or before Confederation, aboriginal title, and all rights of the aboriginal peoples which could be derived thereof.
13. The native peoples of Québec, due to circumstances that are peculiar to them, may enjoy tax exemptions in accordance with terms agreed upon by them and the government.
14. Were the government to legislate on matters related to the fundamental rights of the aboriginal nations as recognized by Québec, it pledges to consult them through mechanisms to be determined by them and the Government.
15. Once established, such mechanisms could be institutionalized so as to guarantee the participation of the aboriginal nations in discussions pertaining to their fundamental rights.


text:
Search Brandeis.edu
Doctoral and Postdoctoral Fellows
Student-Centered Religious Learning and Literacy Lab (SCRoLL Lab)
Undergraduate Fellows Program
Doctoral Fellows Program
Senior Fellows Program
Mandel-Brandeis Series in Jewish Education
Past Research
Webcases of Jewish Teaching and Learning
Learning About Learning: Conversations with Scholars of Jewish Education
Mandel Center Spotlight Sessions
Event Videos and Podcasts
Directory of Campus Contacts
Brandeis Arts Engagement
Jack, Joseph and Morton Mandel Center for Studies in Jewish Education
Home / Programs / Doctoral Fellows Program
The doctoral fellows program provides intellectual and professional support to a small group of current doctoral students in North America and Israel-based universities whose research is, in one form or another, related to Jewish education.
Engage fellows in conversations about the field of Jewish education (and adjacent fields).
Mentor fellows and connect them to intellectual resources that complement the strengths of their particular doctoral programs. This will be customized based on fellows' needs.
Provide fellows with thought partners to workshop ideas, presentations, and their writing.
Support fellows in planning for their next career steps.
Create a sense of collaboration and support among fellows.
Help fellows maintain momentum and develop accountability structures for their research/writing.
Support fellows' research by providing a $1,500 stipend to be used for professional development, conference participation, or data collection.
The fellows are led by Dr. Ilana Horwitz, Assistant Professor and Fields-Rayant Chair of Contemporary Jewish Life at Tulane University. Please direct any questions to Dr. Horwitz: ihorwitz@tulane.edu.
The past and present doctoral fellows cohorts are listed below.
Cohort 3: 2022-2023
Andrew Ergas
Andrew Ergas is a doctoral candidate in Jewish education at the Jewish Theological Seminary, with a research focus on Hebrew, identity, and pedagogy. His dissertation examines the attributes and anxieties of non-native Hebrew language instructors in Jewish day schools. He received his BA from UC Santa Cruz, an MPA in nonprofit management from Georgia State University, and rabbinic ordination and a MA in Hebrew literature from Hebrew Union College-Jewish Institute of Religion. Professionally, Andrew has been a camp director, Israel educator, day school head, and JCC director, and currently serves as the CEO of Hebrew at the Center.
Julie Golding
Julie Golding is a Holocaust educator and the curator at the Holocaust Museum & Center for Tolerance and Education (HMCTE) in Suffern, NY. In 2020 she founded Yesodeinu, an experiential Holocaust education program that teaches resilience at local cemeteries and historical sites. Julie is currently pursuing her PhD at the Azrieli Graduate School for Jewish Education and Administration as the Rabbi Mordecai E. Zeitz Doctoral Fellow and a Wexner Graduate Fellow & Davidson Scholar. Her dissertation "Vicarious Trauma amongst Visitors at Holocaust Museums" investigates secondary traumatic stress, student coping styles, and teaching about difficult histories in museum spaces.
rafa kern
rafa kern (he/him, pronounced hafa, with a soft h like in human) is a Brazilian Jew who aspires to live a good, beautiful life, and to help others do the same. His research is an attempt to figure out how people learn to do that, and especially how they do that through their relationships with various kinds of media. At present, he is working on a doctoral dissertation at Stanford's Graduate School of Education about adults learning Torah. During his MA (Columbia University Teachers College) he tried to understand how games can (in theory) be used for personal character development. His BA thesis (Yale University) was a production of Martin Buber's play about the prophet Elijah, in an attempt to enact Buber's hermeneutics and shift our collective dialogue towards the I-Thou (which is to say, to help us relate to the world around us as replete with subjects). He grew up in São Paulo and now lives in South Minneapolis with his partner, Sarah.
Sarah Ossey
Sarah Ossey is an advanced doctoral candidate in Education and Jewish Studies at New York University, where she has been a Steinhardt Fellow and a Wexner Graduate Fellow/Davidson Scholar. Her research, for which she was recognized as an Emerging Scholar by the Network for Research in Jewish Education, focuses on social justice education in Jewish day school. She holds an MA from the William Davidson School of Jewish Education at the Jewish Theological Seminary and a BA from Brandeis University. She and her family currently reside in Atlanta.
Nadia Beider
Nadia Beider is a doctoral candidate in the Department of Jewish History and Contemporary Jewry at the Hebrew University of Jerusalem. She is interested in the construction of, alterations to, and the intergenerational transmission of identities. Her dissertation "Religious Switching: Causes and Effects" explores the nature of religious identity transitions, including conversion, denominational switching, and disaffiliation in the USA and Europe via quantitative analyses of patterns of religiosity and conversion narratives.
Anna Hartman
Anna Hartman is the Director of Early Childhood Excellence at the Jewish United Fund (JUF) and the Director of the Paradigm Project. Anna holds a master's in Jewish educational leadership from Hebrew Union College-Jewish Institute of Religion and is a doctoral candidate in Jewish Education at the Jewish Theological Seminary. She has also participated in three study tours of the renowned municipal early childhood centers in Reggio Emilia, Italy. Anna is a recipient of the Pomegranate Prize, JUF's Samuel A. Goldsmith Young Professional Award, and the Covenant Award.
Saul Kaiserman
Saul Kaiserman, RJE (he/him/הוא) is Scholar in Residence and Founding Director of Lifelong Learning for Congregation Emanu-El of the City of New York, where he has served as Director of Lifelong Learning since 2007. In 2013, Saul was inducted by Hazon into its "If Not Now Society" as a "Visionary Leader in Jewish Life and Learning" and in 2019 was recognized as a "Distinguished Jewish Educator" by the Association of Reform Jewish Educators (ARJE). Saul is a doctoral candidate in Jewish education at the Jewish Theological Seminary, where he received his MA in 1999. Saul's dissertation investigates how rabbi-educators, with both rabbinic ordination and an advanced degree in education, understand their role as teachers and their work as teaching.
Elana Riback Rand
Elana Riback Rand is a PhD candidate at the Azrieli Graduate School for Jewish Education and Administration. She studies school connectedness, teacher motivation, and dynamics among cultural subgroups within the Orthodox Jewish community. She holds Bachelor's and Master's degrees from Columbia University.
Esther Friedman
Esther Friedman is a PhD candidate at the Melton School of Jewish Education, Hebrew University of Jerusalem, and has taught Tanach, chaired the Tanach department, and written Tanach curriculum at Tanenbaum CHAT in Toronto, where she lives with her husband and children. Her dissertation is about teacher personal belief change and is titled "ומתלמידי יותר מכולן [And From my Students Most of All], The Impact of the Student and Milieu on Teacher Ideology: Orthodox Tanach Teachers in non-Orthodox schools in North America."
Talia Hurwich
Talia Hurwich is pursuing her PhD in Education and Jewish Studies at NYU. Her dissertation "Seen But Not Heard? Graphic Novel Adaptations of Texts with Jewish Feminist Religious Significance" examines the encounter between adolescent reader and graphic novel adaptations of traditional Jewish texts, particularly where issues relating to gender arise, focusing on how graphic novel adaptations of traditional Jewish texts shape a Modern Orthodox Jewish student's reading of women's roles in these texts. She has published work on multimodal literacy (particularly with graphic novels) in the ELA as well as STEM classrooms.
Joshua Ladon
Joshua Ladon is the West Coast Director of Education for the Shalom Hartman Institute of North America. He received a BA from Washington University in St. Louis and subsequently lived in Jerusalem for seven years, completing an MA in Jewish Thought at Tel Aviv University. He received rabbinic ordination from the Shalom Hartman Institute. He is a doctoral student in Jewish education at the Jewish Theological Seminary in New York. His dissertation investigates practitioner thinking, asking how teachers design source sheets and how source sheets, as a curricular tool, mediate teacher thinking and shape an encounter with the Jewish tradition.
Allison Lester
As an educator, designer, and researcher, Allison Lester is interested in cultivating playful and vibrant learning spaces where one's rich historical and cultural narrative can be fostered and sustained through socially just transformative paradigms. She is a doctoral candidate at the University of Cincinnati in the Educational Studies: Educational and Community-based Action Research program. Her dissertation is an action research study with preservice teachers on creating "virtual holding environments" for adolescent learners online during the Covid-19 pandemic.
Applications are now closed for the 2022-23 year. Information for the next academic year will be available in July.
The Doctoral Fellows Program runs from September – August. Participants will need to commit to meeting with the group over Zoom every two weeks to workshop ideas, writings, and/or presentations. Participants will also need to commit to spending 1-2 hours every two weeks reading and commenting on other fellows' work to provide feedback. We will determine dates based on fellows' schedules. Fellows may come together for an in-person writing retreat/ workshop.
We welcome applications from across disciplines and universities whose research is related to Jewish education (broadly defined). Priority will be given to students who have already collected their data. Because fellows will be workshopping their writing and ideas together, we will be selecting fellows primarily based on the topics they study and the types of methodologies they use.
Doctoral Fellows Program Contact:
Program Director: Ilana Horwitz
ihorwitz@tulane.edu
Abraham Shapiro Academic Complex
mandelcenter@brandeis.edu


The capital of Turkmenistan – Ashgabat was founded in 1881. The city is located 25 km. north of the border with Iran, in the Kopet Dag foothills. By official statistics for 2013, its population is nearly 1,000,000 people.
The city's name Ashgabat comes from a Persian word "eshg" which means love and "abad", translated as populated, well-maintained. And it is the case! To date, Ashgabat is not just the capital of Turkmenistan, but also the largest industrial, scientific and cultural center of the country.
The city concentrates a huge amount of government institutions and agencies, as well as interesting monuments and attractions. Thus, the city was entered into the Guinness Book of Records several times. First, as the city with the largest number of buildings, finished with white marble. Indeed, the number of such buildings in Ashgabat is 543, and the total area of the marble finish in the city is 4.5 million square meters! Second, for the world's tallest flagpole (133 meters) set in the city. Third, for the largest Ferris wheel. Fourth, for the largest fountain complex "Oguzkhan and Sons" with the fountain total area of 15 hectares! And finally, the biggest architectural monument to a star ("The Oguzkhan Star" on Turkmen television tower) is also included in the Guinness Book of Records .
A very interesting place to visit in Ashgabat is a monument to the "Rukhnama" book written by Turkmenbashi, the first President of Turkmenistan, himself. The book, considered sacred for Turkmens, describes the first President's biography, country's history, and basic commandments and moral principles, the Turkmenistan people should follow. At certain times, the book is opened with the help of multimedia technologies, and the visitors of the monument can read demonstrably the important historical moments of Turkmenistan formation and development.
In the halls of new National Museum constructed after Independence the most valuable archeological finds related to ancient history of Turkmenistan are displayed. The museum's collection contains dozens of man-made monuments of traditional craft creativity and a folk art of the 17th - 19th centuries. Weaving, embroidery, ceramics, carpet making, jewelry - here is far from complete list of artifacts kept in the museum. In total there are more than 2, 500 exhibits.
The Capital Carpet Museum is considered a unique of its kind in the world. There some hundreds of the best carpets of all times are collected, the oldest of which is dated the 17th century. There is also the biggest carpet in the world which is about 400 square meters and weighs over a ton.
The National Museum of History and Ethnography offers a magnificent collection of ancient artifacts collected from the entire territory of Turkmenistan including the ones found during excavations of Old Nissa.
Among the major landmarks of the capital are also the Monument of Neutrality (1998, height 95 m - the highest structure in Turkmenistan) with a gold statue of Turkmenbashi on the top; the Presidential Palace, the building of Medzhlis, the Academy of Sciences, the Academic Drama Theatre named after Mollahnepes, Bairam-Khan monument, Lenin Square, Mekan Palace, the Conservatory, Alexander Nevsky Orthodox Church (the 19th century), Ertugrul Gazi mosque with four minarets and a huge dome.
The basic centre of tourists' attraction is a huge Sunday market "Tolkuchka" (secondhand market) which is famous for variety of goods and bright Turkmen traditions. Stretching for a few kilometers along deserted suburbs of the city, the market draws attention first of all by an opportunity to purchase traditional Turkmen carpets which are brought there from the entire country.
Well, of course, it cannot but be mentioned the city's one of the main attractions – the Independence Monument. This monument is a 118 m-high column with the top crowned with a crescent moon and five stars. This column is set on a semicircular sphere, symbolizing a yurt. Five stars are a symbol of unity of the five largest Turkmen tribes which have been living on the Turkmenistan territory since ancient times.
Not far away from the tower there stands a gilded monument to Saparmurat Niyazov. The image of this monument is printed on all the Turkmen banknotes.
Near Ashgabat the ruins ancient Parthian state's capital Nissa are located attracting tourists, archeologists and historians from different parts of the world.
The Ashgabat landmarks also include "Path of Health", located in its outskirts. This paved footpath, 36 km long and a 5 m wide, runs along the slopes of the Kopetdag ridge. By the first President's covenant all the Ashgabat residents must walk along this path every day in order to maintain their health and tonus. All along the track there installed lampposts and drinking water sources. This place is very popular both among the tourists and locals.


Rong Ma is a PhD student who works with Dr. Ulrich Mueller at the University of Texas at Austin. Rong is the recipient of a Graduate Research Fellowship from the National Science Foundation and recently presented his work at a social insect conference in Australia. He is fascinated by the complex system of chemical communication in honey bees, especially in the ways that pheromones influence behavior. Rong frequently speaks at and attends beekeeping meetings, most recently at the annual Texas Beekeepers' Association summer clinic. In his free time, Rong enjoys rock climbing, archery, and learning to play the violin.
Many insects communicate using chemical compounds known as pheromones, which can produce both short-term and long-term responses in physiology and behavior. The European honeybee (A. mellifera) has a complex, nuanced chemical language for mediating diverse behaviors, such as division of labor, brood-rearing, and nest defense. Pheromones in honey bees often occur naturally as multi-component blends that require specific proportions in order to function effectively.
One well studied example of a pheromone blend is brood pheromone (BP). BP is composed of ten long-chain fatty acid derivatives (i.e., broken-down fats); it is produced by honey bee larvae to signal hunger or need for brood care. Previous studies have demonstrated that, under carefully controlled conditions, brood pheromone can increase pollen-foraging and colony growth. Because BP components do not evaporate quickly, BP is thought to require direct larva-worker contact to affect behavior and physiology of workers. The requirement for direct contact is important because it places a limit on how the signal travels through the colony, which individuals are communicating the signals, and makes it difficult to determine whether an individual bee's behavior is a result of the chemical cue or the behavioral interaction.
When nurses actually come into contact with BP, they perform a suite of brood-care behaviors that includes feeding younger larvae and capping older ones. Nurses also tend to continue nursing for longer periods of time and delay the transition to foraging. Some of these nursing behaviors only require a few of BP components, but the full 10-component blend is required to increase pollen foraging and to modify the behavioral transition from nursing to foraging. However, it is not clear how foragers sense stored pollen or BP in a natural colony.
Recently, it was discovered that young honey bee larvae also emit a second type of pheromone—(E)-β-ocimene (EBO)—which is able to evaporate and spread throughout the hive extremely quickly. BP and EBO are chemically distinct pheromones, but they can induce similar physiological changes in nurse bees. For example, they have both been shown to slow the transition between nurses and foragers and to partially stop worker ovary development. However, it is not known whether EBO alters the behavior of nurses and foragers. These prior observations raise questions about how these pheromonal signals function, whether they differ in the information they convey, and how they affect the behavior of nurses and foragers. To investigate this knowledge gap, I developed a project to explore two main questions 1) what are the effects of volatile EBO on honey bee foraging behavior and colony growth?; 2) how does pheromone exposure change patterns of gene expression in honey bee brains?
Because EBO can diffuse throughout the hive and is produced by young brood with nutritional needs, I hypothesize that EBO alters behavior of foragers to meet these needs, which can be directly tested using established behavioral experiments. Further, I hypothesize that EBO produces changes in gene expression in the worker brain that can be correlated to behavioral changes, especially in the transition from nursing to foraging.
Behavior: How does EBO affect the behavior of foragers?
When a drop of sugar solution is placed on a honey bee forager's antennae, her reflex is to stick out her tongue to begin feeding. This is called the proboscis extension reflex, and foragers vary in the strength of this reflex depending on their preference for pollen. For example, nectar foragers often have a high threshold, so the sugar solution must be very sweet in order to stimulate proboscis extension. We can measure just how sweet the sucrose concentration must be before a bee extends her proboscis (sucrose response threshold). This is related to foraging preference because nectar foragers have high thresholds for nectar sweetness while pollen foragers have lower thresholds. In addition to measuring sucrose response thresholds, I will also conduct field experiments to determine how synthetic EBO affects foraging behavior.
Treating honeybees with EBO will cause 1) a decrease in sucrose response threshold over time; and 2) an increase in the total number of foragers and the proportion that forage for pollen.
I will cage newly-emerged bee cohorts and expose them to biologically realistic levels of EBO, or to a control treatment, continuously for 7 days. The sucrose response threshold (SRT) of different bees will be assayed with increasing concentrations of sucrose solution. To evaluate pollen preference, I will expose entire colonies to various doses of EBO or to control treatments for one hour. I will then count the proportion of foragers that return to the hive with pollen or nectar. This will evaluate whether EBO causes changes in foraging behavior and pollen preferences. If treatment significantly decreases sucrose response threshold and increases proportion of pollen foragers, then EBO increases overall level of pollen foraging by altering foragers' sucrose response threshold. If EBO has no effect on pollen preference or on SRT, it would suggest that EBO does not affect pollen foraging, implying that BP and EBO have independent functions or potentially target different audiences.
Genetics: How does EBO alter gene expression in honeybee brains?
The second set of analyses involves gene expression in the bee brain using a next-generation sequencing technique called Illumina sequencing. Illumina will allow me to sequence essentially every gene product in the brain that is being actively being used, which is known as RNA. In other words, it produces a detailed snapshot of everything the bee brain is doing in one moment in time. This will allow a comparison of the differences in brain gene expression between foragers that have been exposed to EBO, BP, and a control.
Odors are detected by antennae and signals are then sent to regions of the brain that process olfactory information, which makes these higher processing centers in the brain a useful place to look for genes related to foraging behavior.
EBO causes long-term physiological and behavioral changes, so I hypothesize that exposure to a 1-hour pulse of EBO will up-regulate genes associated with foraging and down-regulate genes associated with nursing.
Cohorts of newly-emerged bees will be exposed continuously to biologically realistic dosages of EBO, BP, or a paraffin-oil control. Each day of exposure, whole bee heads will be taken from a random sampling of bees, placed on dry ice to preserve the portions of the DNA that are actively being used, and dissected according to established methods. The actively-used portions of the DNA will be isolated from whole brains using standard genetics methods (RNA extraction) and will be sequenced with Illumina. Using specialized software packages, the resulting DNA sequences will be aligned to an annotated honeybee reference genome to determine the name and function of the genes being actively used. The results will be analyzed for patterns and differences between foragers that were exposed to EBO, BP, and those that were not exposed to either pheromone. This will elucidate the gene-regulatory effects of EBO and enable a comparison of the influence that two distinct pheromones, BP9 and EBO, have on honeybee physiology and colony function.
Honeybees are estimated to increase the value of US crops by $15 billion annually. However, honeybees have been decreasing recently due to droughts, parasites, pesticides, and viruses that have been linked to widespread colony collapse disorder. Because treating colonies with natural pheromones can promote growth and improve bee health, this project has practical applications for apiculture and for crops dependent on honeybee pollination.
Furthermore, a few pheromone blends have been studied closely (e.g., brood pheromone, queen pheromone) and developed into commercially-available beekeeping products as a result. Despite the tremendous progress that scientists have made in understanding how larvae interact with workers, many aspects of pheromone communication are not well understood. There have also been recent reports from Australian research groups that synthetic brood pheromones are not effective in large beekeeping operations. In exploring larval pheromones further, this research project could have implications for the development and improvement of commercially-available pheromone supplements in addition to improving our scientific understanding of honey bee ecology and behavior.
On a more personal note, it is important to me stay connected with local beekeepers and spread scientific discoveries related to bee health and apiculture. During my graduate career, I have attended the monthly meetings of local beekeepers associations. I have also presented the results of my research at the summer clinic organized by the Texas Apiary Inspector and Texas Beekeepers Association, which was attended by over 300 beekeepers from all over Texas.
Over the course of the last year, I have worked on the behavioral aspect of this project, focusing on the effect that EBO has on foraging behavior at the colony level. In collaboration with the honey bee lab at Texas A&M, I tested whether giving colonies synthetic EBO in addition to frames of real brood could increase foraging activity. I exposed naturally-foraging honey bee colonies to a one-hour pulse of either synthetic EBO or a paraffin-oil control, and then I recorded the number of returning pollen or non-pollen foragers. The main finding of the study was that exposure to synthetic EBO significantly increased overall foraging activity. The concentration of EBO in the hive may be indicative of the number of young larvae in the colony, and therefore high-nutritional demands of the colony. The effect of EBO treatment on pollen foraging was highest directly after pheromone exposure and returned to normal levels after three hours. The results of this experiment were submitted to the Journal of Chemical Ecology, which is a peer-reviewed scientific journal.
The genetics aspect of this project requires a high degree of technical and computer programming training, and the experiment itself generates extremely large and complex datasets—often referred to as "big data." I am currently taking a course in Ecological Genomics in order to prepare for experiment and subsequent analysis.


Alexis is in her seventh year as the Athletic Trainer for the Hornets where she works with all of the high school athletic teams. She graduated from Canton High School in 2006. After high school, Alexis attended Penn State University where she majored in Kinesiology with a concentration in Athletic Training and worked with a variety of collegiate and high school teams.
After graduating in 2010, Alexis moved to Wellsboro and took on the duties as the athletic trainer at Wellsboro High School.


text:
WFF launches 5th Israeli women's startup course
16 Sep, 2019 16:04
Yasmin Yablonko
The program includes senior women high-tech mentors, product strategy training, help in financing rounds and marketing, and advice for hiring.
Women Founders Forum (WFF) has announced the launching of its fifth accelerator program for startups founded by women. The program includes senior women high-tech mentors, product strategy training, help in financing rounds and marketing, and advice for hiring. 36 ventures have participated in four courses in the program to date.
Women currently account for 34% of all employees in the sector, but the number of women entrepreneurs is quite low. As of the end of 2018, only 8% of all founders and CEOs in high tech were women, according to IVC figures. WFF is designed to increase the chances of success of ventures managed by women. One of its main goals is to help women entrepreneurs and CEOs to raise capital.
In general, women founders and CEOs of startups raise less capital than their male counterparts. To date, however, participants in the WFF program have aggregately raised over $100 million. These figures are extraordinary in comparison with the financing rounds generally conducted by startups managed by women. PitchBook says that women raised only 2% of the capital invested by venture capital funds in the US in 2018.
Sivan Shamri Dahan, a managing general partner at the Qumra Capital growth fund, and Qualcomm Ventures Israel director Merav Weinryb founded WFF. They were joined by Deutsche Telekom Capital Partners managing director Irit Kahan. The mentors in the program are senior executives in multinationals, venture capital funds, and Israeli growth funds, including Wix, Microsoft, Aleph Fund, Verizon Ventures, Viola Growth, and Payoneer. Men mentors joined the programs staff this year for the first time.
Companies that participated in the program include Nexite (cofounder and CEO Anat Shaked), which is developing an electronic chip for the fashion industry and has raised $11 million to date; Donde Search (founder and CEO Liat Zakay), which is developing a search engine for fashion items on websites and raised $6.5 million this year; Gala Prompter (founder and CEO Yonat Burlin), which is developing an app to make theater performances accessible and has raised $3 million to date; and Zeekit (cofounder and CEO Yael Vizel), which has developed computer vision technology for virtual clothes fitting and has raised $13 million to date. The program already posted its first exit in July, when AppLovin acquired SafeDK (cofounders CEO Orly Shoavi and CBO Ronnie Sternberg).
"When we founded the forum, we wanted to create experimental infrastructure for the growth of startups headed by women. Today, we can say that we're starting to reap the harvest: dozens of women are contacting us - young and veteran women entrepreneurs - to participate in the program or help those who are just starting out. Success is already here - this year, we saw the forum's first exit - SafeDK. Financing rounds by companies in the program are increasing in size every year in both number of companies and the amounts raised," Shamri Dahan says.
"Our program has become a welcoming home for dozens of women in the technology and venture capital industry in Israel. Over the past five years, prosperous companies led by women have grown here on an international scale. Beyond the program, a special community of leading women entrepreneurs supporting reach other around the special challenges facing women entrepreneurs and women's entrepreneurship has arisen here."
Published by Globes, Israel business news - en.globes.co.il - on September 16, 2019
WFF founders / Photo: Oren Tasler


When revival takes place, God Spirit moves in different places. A revival may start in one area, and God sends people to different parts of the world to stir revival.
God prepares people over years, and then God visits them and uses them for revival. God has revival epicenter, out of which hubs are established.
Wherever revival flows revival hubs are established.
What do you see God doing in the Harvest Army World Revival Movement?
Harvest Army is truly the epicenter for revival.
Bishop Kumar's father said that he would see revival before he dies. the first time Bishop Kumar's father came to the USA, the first church he went to was Harvest Army. Bishop Kumar's father stated that he has seen revival. He died soon after.
God has prepared Bishop Collins and his team to establish a center for revival in New York City. Bishop Collins came from a small city in Jamaica, a nobody, but God is using him and his team to establish a center for revival.
How do you maintain the passion to stir revival?
Remember the prophecies that the Lord has given. For example, God told William Seymour, who God used to usher in the Pentecostal movement, that he would pour out His Spirit again in a double measure. Someone from the Welsh revival prophesied of a revival. There are also other prophecies of revival.
Smith Wigglesworth prophesied in 1939 that the hospitals would be emptied out as massive healings take place, and hospitals would become churches.
The Lord lit a fire in my heart for revival. The fire of God in us cannot be quenched. You cannot stop the fire of the Holy Spirit.
Remain in prayer, and allow the Spirit of God to lead.


text:
Q: update multi row php i try to update a multi row like this

$ID = $_POST['ID'];
$size = count($_POST['compo']);

while ($i < $size) {

    $compo = $_POST['compo'][$i];
    $fill = $_POST['fill'][$i];
    $query = "UPDATE Invantsion Set compon='".$compo."',Num='".$fill."' where ID='".$ID."'";
    ++$i;
}

the code on post is bulit from to parts..

 <?php
        echo "<input type='hidden' name='compo[$i]' value='".$row['compon']."'>".$row['compon']."";
 ?>

        <select name='fill[$i]' style="border: 1px solid #000000; padding-left: 4px; padding-right: 4px; padding-top: 1px; padding-bottom: 1px; background-color: #FFFFFF; font-family:Arial; font-size:8pt; font-weight:bold">
    <?php
        $Uid = $row['id'];
        require( dirname( __FILE__ ) . '/com.php' );
     echo "</select>";
    }
    ?>

who getting the new data for mysql and the sec part who get the original data for MYSQL

while ($row = mysqli_fetch_array($result)) {
echo "<input type='hidden' name='ID' value='".$row['ID']."'>";
?>

  <?php
  echo $row['compon'];
  ?>

  <?php
  echo $row['Num'];
  ?>

what should be worng if i get error 500 or just the last result
UPDATE Invantsion Set compon='DECODERS',Num='' where ID='30'
and if i try to make the code looping only the words after set it no doing nothing at all..
any one?

redpajama_set_name: RedPajamaStackExchange


Leaving supportive messages for each other.
I have just gotten back from a writing retreat. This was a very informal thing where a large group of writing-oriented friends rent a house in the middle of nowhere. We take turns making meals and we spend hours, hours just working in silence. It's great. It's one of the things I look forward to every six months. And I get so much done.
We use a house in the middle of nowhere about 1 hour outside of Austin. Although the place has TVs with DVD players, they are strictly forbidden. There's only about 3 of us who get cell service, so internet is out for most folks. (I'm one of the lucky ones, so I act as switchboard for calls, thus no one begrudges me my email time.) If you just want to have a writing weekend with a close friend, you could always get one room and not ever use the hotel wifi.
We take turns preparing the meals and then someone else cleans up. This way we know in advance who needs to bring what food, and there are no fights over clean-up. Also, everyone knows when she's doing stuff, and this helps budget writing time.
Our inspirational activity — reminding ourselves to succeed.
We try to do something inspirational every night. We also set one night aside to read from our work and get a little feedback.
We have a great mix of people that all get along. It's fun to gossip about the industry, discuss our various works in progress and generally re-inspire each other.


text:
Postgraduate Futures
Agile Skills
Fran Molloy
Jump-start a stellar career and build agile skills by forging your industry links early.
Let's face it, taking on undergraduate and postgraduate studies can sound like a slog. But that investment could pay off big time through a rewarding career.
The ultimate destination of most postgraduates is with industry. Australia's 2014 Postgraduate Destinations survey showed the private sector employs more than a third of postgrads (38.3%). A further 25.5% of postgraduates find work in education, 15.8% in health and 11.8% in government.
Whatever the industry, today's workplace is changing rapidly. Traditional employment models are being replaced by agile work environments focussed on the ability to respond to fast-changing global markets.
Being 'T-Shaped'
Employers want people who are flexible and adaptable – often described as T-shaped – who have deep skills in a specialised area but are also able to apply their talents more broadly.
Postgraduate degrees can be highly specialised, but during your study you will develop agile skills across a range of other useful areas. Information technology and communication skills are good to acquire if you can, especially with businesses looking towards graduate to help keep their organisations digitally up to date.
Andrew Purchas, the national account manager at GradConnection, says employers value the deep analytical and research skills postgraduates have. "A lot of students have in-depth knowledge in a niche field, but also present themselves to employers with transferable skills from their study," he says.
These include time management, organisational ability, presentation skills, research capability and networking – but they can also encompass talents that are in demand in your chosen field. Postgraduates who make connections with industry early – during their studies, for example – are well placed to develop the agile skills they'll need to score amazing jobs.
An Environmental Edge Through Agile Skills
Michelle Senerman Finkelstein worked with consultancy firm Edge Environment while doing a Master of Sustainability at the University of Sydney. She helped develop a proposal for an app that helps consumers assess product lifecycles by scanning supermarket barcodes.
"I think it's vital for postgraduates to build industry links while they're studying," Michelle says. "It helps tie the two together – your work has context and your studies make more sense."
Australian Nuclear Science and Technology Organisation (ANSTO) senior research scientist Dr Krystyna Saunders worked in labs analysing naturally occurring radioisotopes in lake sediments while completing her PhD on the human impact on environments. This work led to her current research-based role.
"You need to be open to different opportunities as they arise, even if you don't know exactly what you want to do in the end," she says.
Race Ahead to the Endgame
Forensic chemist Dr Adam Cawley is science manager at Racing NSW, where he heads the Australian Racing Forensic Laboratory and works at the forefront of forensic drug analysis.
Much of his PhD, which looked at the detection of androgenic steroids in athletes, was done during an industry partnership with the National Measurement Institute, the organisation responsible for Australia's measurement standards.
He says agile skills are critical in his field. "My work has evolved from organic chemistry to managing a research project on gene doping."
Adam says students can focus on their degree endgame through industry-PhD partnerships, completing research that will jump-start their career.
"There are advantages for everyone – industry receives the benefit of a really good academic project and students are able to spend a large amount of time in labs with access to real data," he says.
Amy's Medical Science Career
Postgraduate Support Services
Online Masters in Nursing
Health and Social Care Management Courses
Online MBA Programs in Australia: Advice for Future Students
Women in STEM Statistics for Australia
Top 10 Employability Skills You Must Have
Healthcare MBA STEM
Eva Garran
6 Tips to Speed Read Faster
Cross-Disciplinary Skills
Ben Skuse


The Mackie MDB-1P is a passive direct box in the affordable but premium quality MDB DI Box Series. Perfectly suited to lower-input instruments, for example acoustic guitars and keyboards, it features a 1/4" unbalanced, high-impedance jack input with a thru output and a balanced Male XLR output which has Ground Lift for eliminating unwanted ground noises. The MDB-1P can be connected to a mixer or an audio interface, making it ideal for producing a balanced, low-impedance output in both live and studio settings. Made with Mackie's Built-Like-A-Tank construction, it is also exceptionally hard-wearing and reliable.
An essential tool for every musician and engineer, the MDB-1P Passive DI has everything you need to adapt unbalanced, high-impedance audio to a balanced, low-impedance output with minimal noise. Featuring a 1/4" high-impedance input and thru with -15dB pad and a balanced XLR output with ground lift.


text:
La stagione 2009-10 dei Denver Nuggets fu la 34ª nella NBA per la franchigia.

I Denver Nuggets vinsero la Northwest Division della Western Conference con un record di 53-29. Nei play-off persero al primo turno con gli Utah Jazz (4-2).

Roster

Staff tecnico
Allenatore: George Karl
Vice-allenatori: Adrian Dantley, John Welch, Tim Grgurich, Stacey Augmon, Chad Iske, Larry Mangino, Jamahl Mosley
Preparatore fisico: Steve Hess
Preparatore atletico: Jim Gillen

Altri progetti

Collegamenti esterni

Stagione 2009-2010 delle squadre di pallacanestro
2009-2010

redpajama_set_name: RedPajamaWikipedia


text:
Indian Country: What's in the CARES Act
By Native News Online Staff - March 28, 2020 at 11:49AM
The Coronavirus Aid, Relief and Economic Security Act, passed into law on March 26, includes more than $10 billion in set asides for Indian Country.
WASHINGTON — The passage yesterday of H.R. 748 — the Coronavirus Aid, Relief, and Economic Security (CARES) Act — includes more than $10 billion in funding specifically for tribal nations and tribal-owned businesses. Additionally, tribes and tribal citizens, as well as Native-owned businesses will have access to some other funding that is part of the $2.2 trillion relief package.
Here's a rundown of what's included in the new law, courtesy of the National Congress of American Indians:
Provides $454 billion for loans, loan guarantees, and investments in support of the Federal Reserve's lending facilities to eligible businesses, states, tribal nations, and municipalities
Provides an $8 billion set-aside for tribal nations from the Coronavirus Relief Fund to use for expenditures incurred due to the COVID-19 public health emergency
Makes Tribal Business Concerns eligible for the Small Business Act Section 7(a) program, which will provide 100 percent federal loan guarantees up to $10 million to cover costs like employee salaries, paid sick leave/medical leave, mortgages/rents, and employee health insurance premiums
Authorizes the federal government to provide a 50 percent reimbursement for the cost of unemployment compensation to tribal nations that are reimbursement-option employers
Makes tribal fishery participants eligible for assistance from the Department of Commerce, including direct relief payments
Tribal Governance and Housing / Community Development
$453 million for Indian Affairs Operation of Indian Programs until September 30, 2021
$300 million authorized through September 30, 2024 for Department of Housing and Urban Development Native American Programs
$200 million for the Indian Housing Block Grants (IHBG) formula
$100 million for Indian Community Development Block Grants (ICDBG)
Health, Education, and Nutrition
$1.032 billion for Indian Health Services
Up to $65 million is for electronic health record stabilization and support
Not less than $450 million will be distributed through IHS directly operated programs and to tribal nations and tribal organizations under the Indian Self-Determination and Education Assistance Act, and through contracts with or grants to urban Indian organizations under Title V of the Indian Health Care Improvement Act
$125 million may be transferred to and merged with the ''Indian Health Service, Indian Health Facilities'' account
Not less than $15 million from the Health Resources and Services Administration for telehealth and rural health activities
Not less than $15 million for the Substance Abuse and Mental Health Services Administration Health Surveillance Program
Not less than $15 million from the Public Health Service and Social Services Emergency Fund for essential medical resources
Not less than $125 million set aside from the Centers for Disease Control – Wide Activities and Program Support account
Extension of the Special Diabetes Program for Indians through November 30, 2020
$4.5 million for tribal domestic violence shelters through the Family Violence and Prevention Services Act (10 percent tribal set-aside from $45 million overall)
Extension of the Temporary Assistance for Needy Families Program through November 30, 2020
$20 million for the Older Americans Act, Tribal Nutrition Program, which provides funds for the delivery of nutrition services to American Indian, Alaska Native, and Native Hawaiian elders
$900 million for Low Income Home Energy Assistance (LIHEAP) which includes Tribal LIHEAP
$69 million for Operation of Indian Education Programs until September 30, 2021
o Not less than $20 million shall be for Tribal Colleges and Universities
$78,000 for the Institute of American Indian and Alaska Native Culture and Arts Development
Education Stabilization Fund:
$153.75 million set aside for programs operated or funded by the Bureau of Indian Education
$1.046 billion for Minority Serving Institutions, which include but are not limited to, Tribal Colleges and Universities, Alaska Native and Native Hawaiian Serving Institutions, and Native American Serving Non-tribal Institutions
Access to Institute of Museum and Library Services grants
$50 million to states, territories, and tribal nations to expand digital network access, purchase internet accessible devices, and provide technical support services
Any matching funds requirements for tribal nations are waived for grants
Bureau of Indian Education and tribally-controlled schools are eligible for Department of Education waivers for statutory and regulatory requirements related to assessments, accountability, and reporting requirements, in addition to grant requirements such as restrictions on carryover funding and certain requirements under the Student Supports and Academic Enrichment Grants program, including the needs assessment, certain spending restrictions, and the limitation on technology spending
$100 million for the Food Distribution Program on Indian Reservations (FDPIR)
$50 million for facility improvements and equipment upgrades
$50 million for costs relating to additional food purchases
REAL ID Act deadline has been extended to September 30, 2021
For a comprehensive look at Indian Country's priorities, resources, and information regarding COVID-19, click here.
Source: National Congress of American Indians
The post Indian Country: What's in the CARES Act appeared first on Native News Online.
Posted by Virginia Pow Wow at 12:07 PM


Sewage Treatment. (Primary, secondary and tertiary treatment of wastewater). A schematic view of wastewater treatment system from sewage generation to effluent disposal. Follow us! : @civilengineeringdiscoveries Source: Fluidiqs .
Amazing Highways around the world 🔥🔥 #china #japan Via @civilengineeringdiscoveries .


Author Greg Mortenson, who sold a zillion copies of his book, Three Cups of Tea, is now accused by television's 60 Minutes and by others of fabricating the main elements of his book. It didn't happen that way, the records purport to show, and thus the entire house of cards upon which his book is based is beginning to teeter. I hear that he's denying the allegations and will comment soon.
I have no opinion as to whether all this is true or false, having a less than complete and whole respect for 60 Minutes in the first place. I'm not privy to the documents. I haven't even read the book.
But I can tell you this much and it's an important point: If you're building a platform for your business on anything less than solid ground, the world is going to get you.
This isn't the first time we've heard this story. Oprah had another author in the spotlight a year or so ago, James Frey, whose A Million Little Pieces turned out to be "fake but accurate." It didn't end well for him, either.
I don't know why this happens. Is the race for fame and instant riches so powerful a gravitational pull that we abandon our moral balance so quickly? (Answer: yes, in many instances). Do we really think we can get away with it? (Answer: yes, in many instances).
When I wrote Killing Giants: 10 Strategies to Topple the Goliath In Your Industry, I can tell you with 100% certainty that I conducted every interview in the book. There were 72 of them, by last count. Two – the interviews with Geoff Ross, founder of 42Below vodka, and design icon Karim Rashid – were done via email because of time and travel constraints. The other 70 were done on the phone, each recorded and saved multiple times to internal, external and cloud-based drives.
When 60 Minutes knocks on my door, I'll be ready. Hell, I'll be ready for 70 Minutes. I'm good for whatever they throw at me.
I've been asked if I based my book on or liberally borrowed from any one of a number of previously written books, sometimes in an accusing way. Want to know the truth? The two books that are the closest matches to Killing Giants are The 48 Laws of Power by Robert Greene and Joost Elfers and Working by Studs Terkel. I wish I could claim that Killing Giants borrows from Joseph Campbell's Hero With A Thousand Faces, perhaps the single best volume on the Hero Myth in the English language, but I wouldn't dare force the comparison out of the respect I have for the author and his remarkable book. I haven't read any of the other books on this subject and I'm really surprised that so little has been written on this subject.
I wrote an email earlier today to my list describing how a friend of mine sent me 20 of my own books so I could inscribe them to his 20 biggest customers, using this as a relationship builder and conversation starter. I think this is a brilliant idea (I'm somewhat biased, of course) and I said so. Would I fabricate a story like this? Would it be worth it to me? In the immediate short term, possibly. A few people may take me up on a similar idea and I'd probably sell a few more books and get a speaking gig or two. In the long term, it wouldn't – for all the obvious reasons that I don't need to elaborate on here.
In closing, know this: your best work is going to come from your truths. "Give them what they expect, just not how they expect to get it," Robert McKee told us in his excellent book, Story. Your story will be like that because no matter what you're writing about – or building your business upon – it will be shot through your filter, seen through your lens, colored with your experiences, told in your unique voice.
Just be damned sure that you're telling the truth. Because if you're not, the world is going to find you. And it won't be pretty when they do.


text:
Uncle Dad's Art Collective's Small Town Big Sound invades Redding
Jon Lewis
Special to the Record Searchlight
"How far can we push the envelope? That's been a guiding principle so far," said Joshua Hegg, music director for the Chico-based performance art group that goes by the name Uncle Dad's Art Collective.
Redding fans can see firsthand how far the envelope's been stretched when the collective performs its annual "Small Town Big Sound" show at the Riverfront Park amphitheater. Hegg described the show, which is also being performed in Chico, Orland and Weaverville, as a celebration of North State songwriters.
Formed in 2013 as an avenue for musicians, writers, dancers and authors to gather and create community events "to test the boundaries of what's possible for our small town," Hegg said. The Small Town Big Sound revue, now in its fourth year, is one example.
The collective also produces an annual showcase at Chico State's Laxson Auditorium around a specific artist. Stevie Wonder was featured last year and Madonna is on tap for 2019. "It's mixed media with dancing, acting, projection and visualization—all that stuff. We try to make it theatrical in one seamless piece."
For Sunday's performance on the bank of the Sacramento River, Hegg and company have selected songs from 15 writers — including Amad Cowell, who performs with his brothers in the Cowell Brotet, and hip-hop artist Calvin Black, who will be performing with F.A.M. For All Mankind featuring St. Jane — and arranged their works for a 20-piece band.
For this year's show, Uncle Dad's added a 12-piece string section, tapping into the North State Symphony for musicians, including cellist Elizabeth Quivey, the symphony's excecutive director, and Keith Herritt, the former executive director, on viola.
Hegg, the collective's keyboard player, said he hopes audience members leave "with an appreciation of what our local community has to offer in the arts. This is a chance to hear some very good music, in my humble opinion. It's not just amazing music but it's meant to be entertaining. It's a good indication of how amazing our community is and the current state of the art scene in the north state. It's very exciting to be a part of it."
What: Small Town Big Sound by Uncle Dad's Art Collective
When: 3 p.m. Sept. 9, music starts at 4 p.m.
Where: Riverfront Park amphitheater, 800 Sundial Bridge Drive
Tickets: $10, advance; $15, at the gate. Visit www.eventbrite.com or the co-sponsoring Shasta Arts Council
Bring: Lawn chairs and blankets for seating. A kids zone will be available and food trucks. Coolers OK but no outside alcohol


text:
Home » The Latest
Group retreats return to GilChrist
| Spiritual Formation
We are excited to welcome group retreats back to GilChrist! Group gatherings of all types have been a hallmark of the hospitality we provide, and over the past two years, we've missed the connection and renewal they offer to guests. While solo retreats give much-needed respite from the rigors of daily life, a group retreat has a special way of building community through shared contemplative practices. In January, it was so good to see participants gathering again in WindHill – safely and joyously!
To make our shared space in WindHill, including the downstairs apartment, as safe as possible, we came to a few important decisions after much discussion, based on input from many different perspectives and voices.
WindHill access: The building, with its library, meditation loft, chapel, and kitchen, is now open to vaccinated and masked guests.
For group retreat participants: Full vaccination against COVID-19 is required.
For solo retreat guests: Vaccination and disclosure of vaccination status is optional, and access to WindHill is on the honor system.
Vaccine exemptions: Group participants and solo guests with vaccine exemptions due to disability (ADA) or religious conviction (Title VII) are welcome to submit an exemption request.
If you are seeking connection with others in a group retreat setting, check out the wide range of offerings that facilitators are providing this year! (Got any elementary school teachers in your life? Applications just opened for the week-long teacher residency in July).
In other updates:
We are welcoming individuals to come on retreat for any number of nights. Submit your requests as early as possible! Weekends may be fully booked with group retreats, but weekdays tend to have more availability.
We are leaving cabins empty for 24 hours between guests. During that 24-hour period, a staff member will retrieve the laundry, restock supplies, and give the cabin a second cleaning. Based on the latest understanding of the viability of coronavirus in the air, staff will not enter a cabin within three hours of a guest's departure or arrival.
If you have any questions about what retreat looks like at GilChrist these days, take a look at our FAQ!
GilChrist is the public retreat center of the Fetzer Institute. We support the Institute's mission of helping build the spiritual foundation for a loving world by preserving a contemplative environment for healing self, society, and the natural world. We warmly welcome both groups and individuals and people of all faiths and affiliations.
Search the Latest


How can i remove the printer name from the Crystal Report so that the PrinterName property of the CRAXDRT.Report object in the RDC SDK is blank WITHOUT having the "No Printer" Option checkbox checked?
Here's the scenerio. When I first create a Report and don't go into Page Setup, PrinterName property is blank. If I go into Page Setup and explicitly select a printer, PrinterName property equals the name of the printer selected. If I check the "No Printer" checkbox in Page Setup, PrinterName property is blank. But if i go back in and uncheck the "No Printer" checkbox in Page Setup, the PrinterName property equals the name of my Windows Default Printer.
I'm not 100% sure how will help me with existing Crystal Reports? I don't have a problem when creating a new Crystal Report because I know not to go into Page Setup. But we have over 50 existing reports where my company's network printer is saved in the report. I'm trying to resolve the issue with the existing reports.
Does the CR XI R2 SP6 expose the "No Printer" option in .NET?
No, there is no option or way to verify or get/set the No Printer option in any version of CR runtime other than in the designer.
By default CR XI R2 is WYSIWYG and it does this by using the Video driver and default printer the same as Adobe does it. So even if you set the No Printer option it still uses the PC's default printer to render the report.
One work around that is generic is install the Windows Generic Print Driver which everyone has on older PC's or use the Microsoft XPS Document Writer on newer PC, set that as default printer and then update and save the reports. You can set the printer in code, saveAs to update the RPT and now it has a generic printer name.
So the ultimate question is WHY do you need to remove the printer name?
Taking this thread and [Crystal Reports RDC SDK "No Printer" Option|Crystal Reports RDC SDK "No Printer" Option; together, I assume there is a relationship - perhaps even the same query asked in different ways(?).
Can you summarize the two queries and state what will be the end product of this? E.g.; why the need to remove the printer name at runtime?
I have multiple queries because i am trying to attack this problem from anydirection that will solve my issue. If being able to detect the "No Printer" option is selected in the RDC SDK...my issue will be solved. If, through the Crystal Designer, I can remove the Printer Name after one has already been set, then that solves my issue as well.
If, through the Crystal Designer, I can remove the Printer Name after one has already been set, then that solves my issue as well.
If I check the "No Printer" checkbox in Page Setup, PrinterName property is blank.
That is all you should need to do to remove the selected printer.
Now, if you go back and uncheck the "No Printer" checkbox in Page Setup, the PrinterName property will select the default printer, thus again removing a preset printer.
If, through the Crystal Designer, I can remove the Printer Name after one has already been set, then that+ solves my issue+ as well.
may be good. What is the actual issue?
I need to remove the PrinterName from the report when the "No Printer" checkbox unchecked.
When "No Printer" checkbox is checked, and i give the report to the client, it doesn't print at all.
When I uncheck the "No Printer" checkbox, it puts my windows default printer in the report. Then when i give the report to the client, it takes upward of up to a minute for the report to start printing to their windows default printer because apparently the report is looking for my printer and just sits there searching for it because if figures out that printer doesn't exist on the clients machine and uses their default printer.
Ok. So after 5 days, I finally know what the issue is... I suspect that it would have been better to provide that piece of info 1st(?) as now we can look at it and move on to a resolution.
Where were the runtime files downloaded from?
What is the version of the craxdrt.dll on the deployed box?
Umm, looking at the blog [What do I need to do to get the fastest issue resolution?|http://www.sdn.sap.com/irj/scn/weblogs?blog=/pub/wlg/12045] [original link is broken] [original link is broken] [original link is broken]; may be a good idea for next time... The [Rules of Engagement|http://www.sdn.sap.com/irj/sdn/wiki?path=/display/home/rulesofEngagement] - Step 2 Asking Your Question; Provide Enough Information - is also a good read.
I'm still not sure what is unclear about my first question. And I'm not sure how any of the info you are requesting is going to make any difference in answering my question. And I'm not sure how your analogy fits here but ..
I have the Crystal Reports Application open side-by-side with my Visual Basic development environment in debug mode so i can step through the code using the RDC SDK.
1. I open the Crystal Reports Application and create a brand new report - "Test.RPT" and DO NOT go into Page Setup at all and save the report.
3. When i look at the PrinterName property in the CRAXDRT.Report object, it is blank.
ie. crReport.PrinterName is equal to ""
4. I reopen the Crystal Reports Application with report "Test.RPT" and go into Page Setup and check the "No Printer" option.
5. I go back into my Visual Basic development environment and rerun the code that will generate the report.
6. When i look at the PrinterName property in the CRAXDRT.Report object, it is still blank.
8. I go back into my Visual Basic development environment and rerun the code that will generate the report.
9. When i look at the PrinterName property in the CRAXDRT.Report object, it is now set to my WINDOWS DEFAULT PRINTER, yet i had not specified any printer.
ie. crReport.PrinterName is equal to "
3. If the report is set to MY default windows printer and i give it to the client, at times it takes upwards of to a minute for the Print Dialog to disply. As i've read on other forum posts, it appears Crystal is looking for MY printer on the clients machine and takes a minute before i realizes it can't find it and then sets it to the CLIENTS default windows printer.
4. The client believes it is unreasonable to wait a minute for the print dialog to appear ...and i agree.
5. I cannot change the code to use the Select Printer in the RDC SDK - it's a long explanation why but just suffice it to say that i cannot do this.
1. Remove the Printer Name in the actual report from the Crystal Reports designer - basically undoing what Crystal did when i went into Page Setup.
2. Via the RDC SDK, be able to detect the "No Printer" option is selected. Checkign CRAXDRT.PrinterName equal to "" is not an option.
And I'm not sure how any of the info you are requesting is going to make any difference in answering my question.
Do not use craxdrt (RDC) in .NET.
2) RDC - any version is not supported in any version of .NET. See the blog [Use of the Report Designer Component (RDC) in VS .NET|http://www.sdn.sap.com/irj/scn/weblogs?blog=/pub/wlg/15939] [original link is broken] [original link is broken] [original link is broken]; for more details.
Using CR XI R2, when creating a new report, it will automatically select a default printer. Once this report is deployed, it will automatically use a default printer - what ever it is.
I understand the problem described because I am experiencing the same issue. I have upgraded from XI to XI R2, but this did not fix the issue. The problem is this: In creating a report in Crystal Reports XI R2 with the option "No Printer" unchecked in Page Setup, the default printer of the development machine is saved with the report. When the report is run on a client machine and the user goes to print the report, Crystal wants to print to the default printer of the development machine instead of the client default printer.
I am using XI R2 SP6 with hot fixes 6.3.
Is there a solution or one in the making?
Very interesting. Many thanks for the explanation and solution.


If you're a compassionate, positive person, we'll help you build a rewarding career in the care sector. You could be a school-leaver looking to start a career. You might be studying Health and Social Care at college or uni. Or perhaps you've looking to change your career, or return to work, and want a fresh challenge.
As long as you're committed and caring, we'll support you through our approved apprenticeship scheme. Our apprenticeships cover the range of roles from Health and Social Care (Level 2 to 5)*, Health (Level 2 to 5), Maintenance, Customer Service, Hospitality (professional cookery and housekeeping), Business. As a Care UK apprentice, you'll earn as you learn and we'll help you gain recognised qualifications. Care UK are one of the only social care employers to pay apprentices and under 25's the National Living Wage (NLW).
Is Care UK right for me?
What's it like to work as a carer?
Working as a carer is very rewarding. You really do make a positive difference to the lives of vulnerable people. It can be challenging at times, but if you're naturally caring and hard working, you should do very well. And day to day, there's lots of variety. To get a picture of what it's like, why not read our carer stories in Fulfilling Lives.
What's it like working with older people?
In a nutshell, very fulfilling. You will get the opportunity to get to know our residents, all of whom have led interesting, varied lives. You join in fun activities with them – and have a laugh. There's a lot more to it than just feeding and bathing residents – you soon learn to see the person inside.
As an apprentice, you'll receive approved training in Health and Social Care. We've recently set up our own Learning Academy, where our internal team will deliver high quality innovative training. This includes face-to-face, on-the-job and e-learning modules. They will provide coaching, support and ongoing assessment of your skills throughout the programme. As an apprentice, you'll also be supported by an experienced mentor.
Where will my career go?
It's really up to you how far and where you go. With Care UK, there's a lot of flexibility and opportunity. And if you show commitment, we'll help you reach your potential. Take a look at possible career paths for care apprentices.
We're one of the UK's leading care home providers and have been around for over 30 years. We've currently have got over 100 homes around the country and have ambitious plans to open around 26 more in the next few years. It means lots of exciting career options for apprentices like you.
What if I've got a question not answered here?


Normally tests for optional features are skipped. With -a all tests are executed.
Correct by running h2ph over your system's C header files. If necessary, edit the resulting *.ph files to eliminate perl syntax errors.