Our list of 'l' books has a range of focus words such as lion, lolly, snail & whale. There are some books for toddlers and others for kindy aged children.
That's not my Lion. A board book from the 'That's not my' Series suitable for toddlers. Each page has some touch and feel bits you can talk about. Lots of opportunities to say the target 'lion'.
Word to Try – lion.
That's not my Lamb. Same series again with targets – lamb, woolly.
Words to Try – lamb, woolly.
Aliens Love Underpants. Aliens have come to Earth to look for their favourite things – Underpants! There are many opportunities to practice like/love. They 'like big undies' or 'love red undies'. There is also the medial 'l' in alien to practice.
Words to Try – love, like, alien.
Lola the Lollipop Fairy (sticker book). This sticker dress up book is great for learning. It has 5 fairies called Lola, Lulu, Linda, Lisa, Lara so plenty of opportunities here for saying these words whilst dressing up the fairies! Plenty of lollies to talk about too!
Words to Try – 'Lola's shoes' , 'socks for Lisa' 'stick on Lara'.
The Jolly Postman. This book has some life-size envelopes for children to take out the 'letters'. So many great ways to practice phrase level such as 'cat's letter' 'big letter' 'letter for dog'.
Words to Try – letter. Phrases – cat's letter, big letter, letter for dog.
The Grouchy Ladybug / The Bad-Tempered Ladybird. This cut out book shows a ladybug wanting to fight a variety of animals. Target word 'ladybird' can be practiced on each page. There are also some l blends to practice – fly, o'clock.
Words to Try – ladybug.
Phrase to Try – Look what I've got!
Koala Lou. A sweet rhyming text about a koala and her mum. Lots and lots of practice at the phrase 'Koala Lou I do Love you'. Many other chances to practice the word 'love' and also medial targets – koala, Olympics.
Words to Try – love, Koala Lou, Olympics.
Willy the Champ. Another beautifully illustrated book about a small chimp called Willy who is bullied by bigger gorillas. A great book for medial words – Willy, Millie, gorilla. Also more chances with initial targets – like, laugh.
Words to Try – like, laugh, Willy, Millie, gorilla.
We're Going on a Leaf Hunt. This is similar to the book We're going on a Bear Hunt with the same repeating lyrics. You can use the carrier phrase 'We're going on a Leaf Hunt' on most pages. There are also other phrase level targets such as 'maple leaves' 'birch leaves'. The phrase 'let's go!' is also repeated throughout the story.
Phrases to Try – We're going on a leaf hunt, Let's go!, maple leaves.
The Gruffalo. This classic book about a mouse meeting the Gruffalo has lots of opportunities for practicing the targets – little, lunch. There are also many practice trials for medial targets – Gruffalo, silly, hello.
Words to Try – little, lunch, Gruffalo, silly, hello.
But Excuse me that is my Book. The Charlie & Lola series are just perfect for 'l' words! In this story they visit the library to find Lola's favourite book. Targets – love, laugh, library, Lola.
Words to Try – library, love, laugh, Lola.
Guess How Much I Love you. This well known book is great for practicing the phrase 'I love you' which is on almost every page. 'Little' is also used to describe the rabbit many times too.
Brown Bear What do you see? This rhyming text has a very distinct beat. You can use sentence completion on each page with I see a ……. to elicit the target 'looking at me'.
Lulu's Lunch. Very cute, brightly illustrated board book for toddlers from the Lulu series. Many tabs to lift and some 'real' spaghetti. You can use each page to target words Lulu or likes or lunch.
Words to Try – Lulu, likes, lunch.
Ten Little Fingers & Ten Little Toes. A cute book about babies with a solid rhyming text. At least 20 opportunities to say the word 'little' or the phrase 'ten little fingers / toes'.
Words to Try – little, Ten Little Fingers.
The Snail and the Whale. The ultimate book for final 'l'. If you need a book with many end 'l' sounds then this is it! A snail goes on an adventure on a whale's tail.
Words to Try – snail, whale, sail, school, pool, cool, trail, tail, crawl, small.
Whose Legs are These? A nice simple picture book about different animals. Your child can talk about how each animal has different legs.
Words to Try – legs, skinny legs, short legs.
Rosie Sips Spiders. This series of books by Alison Lester can be difficult to find. However, if you do manage to get one, they have a lovely repetitious storyline of seven children with different likes/dislikes. Ideal for practicing at sentence level. Rosie likes juice, Clive likes milk ….
Phrase to Try – Rosie likes juice.
Tiddler. A small fish called Tiddler is late for school every day and he always has an excuse for the teacher! Lots of opportunities for the word 'late' or the sentence 'You're late Tiddler!'.
Words to Try – late.


In a historic development, the International Bureau of Weights and Measures in Paris, France has verified the first-ever theoretical prediction of the value of Newtonian gravitational constant, the Big G. Their 2013/2014 estimate was predicted in 2005/2006 by HM Mensur Omerbashich of Bosnia. In Google News. See a Press Release and an infographic.
Some believe Omerbashich discoveries corroborate corpuscular physics proposed by 18th-century Swiss-French physicist Georges-Louis Le Sage.
UPDATE 15 Jan 2015: article included in the French National Archive's permanent repository.


text:
Q: What does this internal NullPointException from AspectJ API mean? I wrote some code to weave binary codes using ajc API. Here it is:
// assemble compile options
String[] args = {
        "-1.7",
        "-showWeaveInfo",
        "-encoding", "UTF-8",
        "-inpath", inpath,
        "-d", output.getOutFile().getAbsolutePath(),
        "-bootclasspath", bootpath};

// run compile
MessageHandler handler = new MessageHandler(true);
new Main().run(args, handler);

My purpose is to weave all project binary codes together. And I used it in Gradle for my Android projects.
But it throws an NPE within:
---- AspectJ Properties ---
AspectJ Compiler 1.8.7 built on Wednesday Sep 9, 2015 at 21:19:30 GMT
---- Dump Properties ---
Dump file: ajcore.20151022.173902.134.txt
Dump reason: java.lang.NullPointerException
Dump on exception: true
Dump at exit condition: abort
---- Exception Information ---
java.lang.NullPointerException
at org.aspectj.weaver.AbstractReferenceTypeDelegate.getFormalTypeParametersFromOuterClass(AbstractReferenceTypeDelegate.java:111)
at org.aspectj.weaver.bcel.BcelObjectType.ensureGenericSignatureUnpacked(BcelObjectType.java:772)
at org.aspectj.weaver.bcel.BcelObjectType.getSuperclass(BcelObjectType.java:231)
at org.aspectj.weaver.ReferenceType.getSuperclass(ReferenceType.java:987)
at org.aspectj.weaver.bcel.BcelWeaver.weaveParentsFor(BcelWeaver.java:1300)
at org.aspectj.weaver.bcel.BcelWeaver.weave(BcelWeaver.java:1119)
at org.aspectj.ajdt.internal.compiler.AjPipeliningCompilerAdapter.weaveQueuedEntries(AjPipeliningCompilerAdapter.java:514)
at org.aspectj.ajdt.internal.compiler.AjPipeliningCompilerAdapter.afterCompiling(AjPipeliningCompilerAdapter.java:375)
at org.aspectj.ajdt.internal.compiler.CompilerAdapter.ajc$afterReturning$org_aspectj_ajdt_internal_compiler_CompilerAdapter$2$f9cc9ca0(CompilerAdapter.aj:78)
at org.aspectj.org.eclipse.jdt.internal.compiler.Compiler.compile(Compiler.java:471)
at org.aspectj.ajdt.internal.core.builder.AjBuildManager.performCompilation(AjBuildManager.java:1036)
at org.aspectj.ajdt.internal.core.builder.AjBuildManager.performBuild(AjBuildManager.java:272)
at org.aspectj.ajdt.internal.core.builder.AjBuildManager.batchBuild(AjBuildManager.java:185)
at org.aspectj.ajdt.ajc.AjdtCommand.doCommand(AjdtCommand.java:114)
at org.aspectj.ajdt.ajc.AjdtCommand.runCommand(AjdtCommand.java:60)
at org.aspectj.tools.ajc.Main.run(Main.java:371)
at com.meituan.android.aspectj.AspectJTransform.transform(AspectJTransform.java:105)
at com.android.build.gradle.internal.pipeline.TransformTask.transform(TransformTask.java:117)
at sun.reflect.NativeMethodAccessorImpl.invoke0(Native Method)
at sun.reflect.NativeMethodAccessorImpl.invoke(NativeMethodAccessorImpl.java:62)
at sun.reflect.DelegatingMethodAccessorImpl.invoke(DelegatingMethodAccessorImpl.java:43)
at java.lang.reflect.Method.invoke(Method.java:497)
at org.gradle.internal.reflect.JavaMethod.invoke(JavaMethod.java:75)
at org.gradle.api.internal.project.taskfactory.AnnotationProcessingTaskFactory$IncrementalTaskAction.doExecute(AnnotationProcessingTaskFactory.java:243)
at org.gradle.api.internal.project.taskfactory.AnnotationProcessingTaskFactory$StandardTaskAction.execute(AnnotationProcessingTaskFactory.java:219)
at org.gradle.api.internal.project.taskfactory.AnnotationProcessingTaskFactory$IncrementalTaskAction.execute(AnnotationProcessingTaskFactory.java:230)
at org.gradle.api.internal.project.taskfactory.AnnotationProcessingTaskFactory$StandardTaskAction.execute(AnnotationProcessingTaskFactory.java:208)
at org.gradle.api.internal.tasks.execution.ExecuteActionsTaskExecuter.executeAction(ExecuteActionsTaskExecuter.java:80)
at org.gradle.api.internal.tasks.execution.ExecuteActionsTaskExecuter.executeActions(ExecuteActionsTaskExecuter.java:61)
at org.gradle.api.internal.tasks.execution.ExecuteActionsTaskExecuter.execute(ExecuteActionsTaskExecuter.java:46)
at org.gradle.api.internal.tasks.execution.PostExecutionAnalysisTaskExecuter.execute(PostExecutionAnalysisTaskExecuter.java:35)
at org.gradle.api.internal.tasks.execution.SkipUpToDateTaskExecuter.execute(SkipUpToDateTaskExecuter.java:64)
at org.gradle.api.internal.tasks.execution.ValidatingTaskExecuter.execute(ValidatingTaskExecuter.java:58)
at org.gradle.api.internal.tasks.execution.SkipEmptySourceFilesTaskExecuter.execute(SkipEmptySourceFilesTaskExecuter.java:52)
at org.gradle.api.internal.tasks.execution.SkipTaskWithNoActionsExecuter.execute(SkipTaskWithNoActionsExecuter.java:52)
at org.gradle.api.internal.tasks.execution.SkipOnlyIfTaskExecuter.execute(SkipOnlyIfTaskExecuter.java:53)
at org.gradle.api.internal.tasks.execution.ExecuteAtMostOnceTaskExecuter.execute(ExecuteAtMostOnceTaskExecuter.java:43)
at org.gradle.execution.taskgraph.DefaultTaskGraphExecuter$EventFiringTaskWorker.execute(DefaultTaskGraphExecuter.java:203)
at org.gradle.execution.taskgraph.DefaultTaskGraphExecuter$EventFiringTaskWorker.execute(DefaultTaskGraphExecuter.java:185)
at org.gradle.execution.taskgraph.AbstractTaskPlanExecutor$TaskExecutorWorker.processTask(AbstractTaskPlanExecutor.java:62)
at org.gradle.execution.taskgraph.AbstractTaskPlanExecutor$TaskExecutorWorker.run(AbstractTaskPlanExecutor.java:50)
at org.gradle.internal.concurrent.ExecutorPolicy$CatchAndRecordFailures.onExecute(ExecutorPolicy.java:54)
at org.gradle.internal.concurrent.StoppableExecutorImpl$1.run(StoppableExecutorImpl.java:40)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1142)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:617)
at java.lang.Thread.run(Thread.java:745)

So I did some troubleshooting, and I think this is where it went wrong in BcelObjectType.getOuterClass():
// try finding outer class name by assuming standard class name mangling convention of javac for this class
int lastDollar = className.lastIndexOf('$');
if (lastDollar == -1) {
    // Is this class damaged/obfuscated? Why did we think it was nested but couldn't find the parent using
    // the attributes above. For now just ignore it... I wonder when ignoring this will come back to bite!
    return null;
}

The most interesting thing is the build code does work in my demo but fails in a complicated project(one with a little bit more library dependencies). Since I'm not a AspectJ developer, I don't know what's going on here at all. So is there anybody who can tell me what this exception means? is there any typical mistake that people will make when this exception happens?

A: I encountered the same issue and raised bug 482945 for it.
In my case it is caused by a specific inner class that has been obfuscated to the point where the outer class is no longer in the name of the inner class (outer$inner). Still, for some reason, the underlying BCEL code determines it is an inner class and tries to determine the outer class. Other similarly obfuscated classes don't give the same error.
When you run your project on the command line, the class that is the cause is printed out. For some reason it is not in the ajcore file.
My workaround has been to exclude the specific class from weaving in my aop.xml file, as I know it is not affected by my aspects:
<weaver options="-nowarn -Xlint:ignore">
  <exclude within="com.tibco.xml.parsers.xmlfactories.b"/>
</weaver>

Note that it is also clear why you encounter the issue only in a complicated project. The class that causes this is very likely in an additional library that is only included in the complicated project.

redpajama_set_name: RedPajamaStackExchange


A man is not born a knave; there must be time to make him so, nor is he presently discovered after he becomes one.
Even when we do not create children's fears, when they come to us with fears ready-made and built-in, we use their fears as handles to manipulate them and get them to do what we want.
The better day the better deed.
I think the better day, the better deed.


text:
class StoreStateSet
  attr_reader :state
  def initialize(attributes)
    @state = attributes[:state]
  end

  def self.from_xml(xml)
    new( :state => xml.css("State").text)
  end
end

redpajama_set_name: RedPajamaGithub


Kile Truck Refrigeration of Nashville, Tenn., was named Carrier Transicold's 2012 North America Dealer of the Year, and Reefer Services of Santo Domingo, Dominican Republic, was named Latin America Dealer of the Year at the annual meeting of Carrier Transicold's Americas Truck/Trailer/Rail dealers. Carrier Transicold helps improve global transport and shipping temperature control with a complete line of equipment for refrigerated trucks, trailers and containers, and is a part of UTC Climate, Controls & Security, a unit of United Technologies Corp. (NYSE: UTX).
Carrier Transicold dealer representatives from the United States, Canada, Mexico, Brazil, Ecuador, Venezuela, Central America and the Caribbean gathered for the event, themed "Smarter Thinking" in recognition of the dealer network's strategic delivery of innovative and reliable products and customer-focused solutions. A total of 67 awards were presented for 2012 performance and business investment.
This is the second North America Dealer of the Year award for Kile Truck Refrigeration, having also been named in 2000.
Reinforcing Kile Truck Refrigeration's strong service record, the dealership's Mark Garner was named Dealer Service Manager of the Year. A Carrier Transicold dealer since 1991, Kile Truck Refrigeration also attained a Quota Buster Award for exceeding sales goals and the NextLevel2 Platinum Award, recognizing achievements for sales, service, customer focus, growth and investment in the business.
This was also the second Latin America Dealer of the Year Award for Reefer Services, which also took top honors for the region in 2008.
Reefer Services was founded in 1999 as a Carrier-authorized marine container refrigeration service center and later expanded into the truck and trailer refrigeration business. For 2012, Reefer Services also received Carrier Transicold's NextLevel2 Perfect Score award as well as Double-Digit Growth and Quota Buster awards.
Also at the dealer meeting, Elroy Sperle of Interstate PowerSystems, Minneapolis, Minn., was recognized as Dealer Sales Manager of the Year, and Jon Rysdorp, of Carrier Transicold of Detroit, Lincoln Park, Mich., was named Dealer Parts Manager of the Year.
For more information about Carrier Transicold, visit www.transicold.carrier.com.


This months speaker will be Will County State's Attorney Mr. James Glasgow. Mr Glasgow will be talking to us about Illinois and Will County gun laws and other firearm related legal issues. And, as always...don't forget to bring a friend!
Will County ISRA member, George T. Coleman of Naperville was the name drawn for the WCGR June Gun Giveaway, regretfully George was not present so the gun will roll to next month! Remember, the winner must be present, be an ISRA member, have a valid FOID and comply with all local,state and federal laws.
Elections Have Consequences: Have You Really Listened to the Left's Message?
you here and doesn't pay enough for you to save up money to escape, you love crappy weather, or you're looking forward to watching the state split in half when the New Madrid Fault finally lets go.


text:
Faccia a faccia è una raccolta di  Heather Parisi, pubblicata nel 1989.

Descrizione
Si tratta della prima raccolta ufficiale di Heather Parisi, se si esclude l'album pubblicato l'anno precedente Heather e Lorella, condiviso con la soubrette Lorella Cuccarini, il quale conteneva brani di entrambe.

La raccolta viene pubblicata a compimento del decennale di carriera per la Parisi, in concomitanza della sua partecipazione al programma di Rai 1 Stasera Lino, al fianco di Lino Banfi.

Il disco raccoglie i maggiori successi televisivi più recenti escludendo però le prime hit della cantante come Disco bambina, Cicale e Ti rockerò, già presenti nella raccolta precedente.

L'album contiene anche il brano Ciao Ciao, pubblicato su 45 giri solo per il mercato tedesco, e una versione del brano Sorridi inclusa nell'album del 1984 Ginnastica fantastica, ma privo delle istruzioni di aerobica incluse nella versione originale.

Il disco è stato pubblicato in un'unica edizione, in formato LP ed MC su etichetta Polydor, con numero di catalogo 839 170-1, e non è mai stato pubblicato in digitale o per le piattaforme streaming.

Tracce

Note

redpajama_set_name: RedPajamaWikipedia


Perpetual Publications Ltd is owned by three self-styled 'old school' bettors, who reportedly together 'have been backing horses, and publishing racing material not available elsewhere and educating clients, since 1993'.
They offer a 'Lazy Punters Black Book', which 'offered our clients an opportunity to find horses that would lose prior to the invention of laying and Betfair'. That certainly puts the 'old' in 'old school'.
From our trial and our experience with the Premier Grand Service, we can at least vouch for all of the above – and moreover, we enjoyed and applaud the transparency when so many tipsters are shady characters with unoriginal pseudonyms.
The other thing that's definitely old fashioned about this service is that you can ring a telephone number to retrieve your tips. It's an 0870 number, so we were glad that there is email offered as a thoroughly 21st century alternative.
So, the Premier Grand Service is one of three different services currently being offered by Perpetual Publications.
It's a tipping service for use in making win bets in UK horse racing.
It's a costly subscription, with prices ranging from £85 per month; £249 per quarter; £499 per six months; or £850 for a year. These heady prices come with no mention of a money-back guarantee.
There are only 2–3 bets per week, but we're told that these are good bets that have a 45–50% success rate. At those subscription prices, this is the very least that you'd want, and the comment 'We do not win every month but we do win regularly' doesn't inspire us too much.
At least the odds of the selected tips are good, with prices often around the 20/1 to 25/1 mark, and very frequently 15/1 to 20/1.
The tip-containing emails are clear, but you do have to be on your toes so that you don't miss out. There's no set days in which a tip will arrive, so with only a few tips a week, you have to keep an eye out. If you want more information you're encouraged to ring the 0870 number, which irked us somewhat.
With regards to the selections process, the tipsters remain tight-lipped except for the cryptic hint that time plays a factor: 'You have heard the saying "the clock does not lie" and in racing once you understand how time works, profits follow.' We can only assume this is a long-winded way of saying they look at form.
The tipsters do not budge in their steadfast belief that the tips they send out are only the very best tips. One email we received mentioned that despite pressure from members demanding a tip, no tip will be sent out until they're supremely confident. They also offered to extend subscriptions as a result, which to be fair, is highly commendable.
All this is well and good were we to enjoy a minimum 50% strike rate, but alas, in our trial at least, that did not happen. After just two months there were only 13 selections.
A small 20-point recommended betting bank demonstrates how few bets they expect you to make, and after two months our betting bank remained practically unchanged, with only a very modest and slight profit of 2 points.
Of 13 selections, only 5 were winning bets, which gives a 38.4% strike rate. Not a bad strike rate, but our winners weren't priced as nicely as the examples given above.
Obviously 13 selections is a very low amount from which to draw firm conclusions. We like the service and its ethos, but the subscription costs are far too high for such a middling set of results, especially when you feel like the whole affair was dragged out a bit with the few-and-far-between tips, that ultimately didn't perform.
Don't understand why you gave it a five star recommendation.
Please,please please everybody stay away from Tony Evans aka Tony Henderson and his crooked mate Colin Davey!!!
I fell for their scam promises back in the 90's.
The only riches they will generate are for themselves when they put a vacuum cleaner into your wallet!!!
Cannot believe a 5 star rating for this fake!!!!!!!!
Why did you give it 5 star rating. Very surprised?
My colleague reviewed. The thing about reviews is they are a review of a strategy at a single moment in time.
Whatrwm..Should strictly keep to what win ?…this 5* rating is not good. Moreover the people behind this services.
Any service can only be evaluated at one particular point in time. I'll take your comments on board and look at this system again.


On the left menu, select "My products"
To register a product you will need the purchase date and the serial number.
Follow instruction to capture the serial number of your product with the steps descibed below the fields "Purchase Date" and "Serial number"
Enter the purchase date and the Serial Number, then click on the button "Add"
Repear this steps with all the Devialet product you owne, so your profil will be complete.
Note: there is no need to specify the model you own our system will automatically identify it based on the serial number.
Note: If you recieved a message "This serial number is already registered", then contact our customer care team here to see if you entered properly the serial number or if the serial number have been already registered (for second hand device for example).


text:
RuPaul's Drag Race season 7 winner talks about being the 'shadiest queen'
By Stephan Lee Updated June 01, 2015 at 12:00 PM EDT
Credit: Jason Kempin/Getty Images for Logo TV
DRAG-RACE-ALL-STARS_C
Show MoreAbout RuPaul's Drag Race
We all knew this was happening—or at least if you read my recap of the top four episode, you knew this was happening. Violet Chachki, the most cinched queen of the season, has snatched the crown from season 6 winner Bianca Del Rio as the winner of season 7 of RuPaul's Drag Race. Violet is way more than a tight corset, as we learned in this past season and in this interview, where she talks about her reputation as "shadiest queen" on drag race, as well as her thoughts on Caitlyn Jenner. (This interview took place before Jenner's big announcement). Say hello to your new reigning queen, Violet Chachki!
ENTERTAINMENT WEEKLY: There was a lot of talk this season about performance queens vs. fashion queens. Where do you think you fall on that spectrum, or do you think the whole argument is a waste of time?
VIOLET CHACHKI: Well, for my character, I think that's kind of pointless because I think a big part of my performance is the visual. I think if you come to my shows, that's exactly what you're going to get. I think the visual is the sickest part of my show. I think if you come, you'll realize that. I consider it a performance. I love performing on stage. It was kind of weird to me to have people say, "Oh, she's not a performer, she's just a 'look queen.'" Drag is all-encompassing for me.
Well, even if you're not a "look queen," one of your most gag-worthy moments was your insane cinch during the death runway. Does cinching your waist like that hurt?
It does at first. I think your body makes adjustments so you have to settle into it. You wear it all week, and slowly, as time goes on, you tighten it little by little.
Does it feel amazing to loosen that corset after the runway?
Yeah, especially after the leather and lace runway, I was wearing a corset and a latex bodysuit over it, so it doesn't really breathe well, and it was especially uncomfortable, so there was a lot of sweat and lube. You use lube to put latex on. So sweat, lube, and heat were all trapped in the latex. [Logo has] a shot of me taking it off on that episode and it looks really rough. But yes, it feels amazing. It's probably the best feeling ever, taking off your corset after a long night. I definitely think that I, as a drag queen, can endure pain a lot better than most people. It really takes a true artist to suffer like that. [Laughs]
Why do you think your competitors named you Shadiest Queen at the DESPY Awards?
I think I have a really, really strong personality, especially when it comes to my drag character. It's part of the character I worked really hard to create. I'm really creative. I maybe had blinders on. It takes a really long time to get me. I don't necessarily like being a TV personality, I just want to be an artist. There were a lot of people on the show who were shadier than I was. Being shady was part of my character. We were all fighting for our careers.
You really escaped your reputation as being the shadiest queen, though. In the top four, the older queens were going after you but you stayed calm and collected and flew above it all.
Towards the end, I got comfortable. Once I got out of my shell, I got friendlier with the girls. I almost want to say the other contestants were projecting when they said I was being shady, or feeling insecure. But I don't really know. You have to let that go because we've all grown so much. At that point, I was like, "I'm top 4. Whatever these people say about me is not my business." A lot of what they were saying was probably valid at some point in time. I could say stuff about them too, but we've all grown so much as drag queens and as people.
What was the most valuable advice Ru gave you during the season?
She told me to be more aware. To own your star power and be aware of how things come across.
In the top four episode, Ru basically named you the winner and said you were more naturally talented than people twice your age. How did that feel?
When I was a child, Ru was at the first peak in her career in the 90s, so it was surreal seeing her in front of you so majestic, and her telling you these things that you may or may not have realized before. I can't even describe it.
Who are your favorite queens from previous seasons?
Ooh, I don't even know anymore. I'm meeting so many of them as they really are. But I've really grown to love Detox. I love Adore so much. Those are the two girls who made the biggest impact on me.
What would you like to do as the reigning winner of RuPaul's Drag Race?
I really would like to be an advocate for LGBT youth or transgender youth, or transgender people in general. I really feel a connection more so to the trans community than the gay community as a really young person. Miley Cyrus just started her organization called Happy Hippy, which has been really amazing. She was actually at the finale taping. She seems really cool. I love questions like that. I get asked really dumb questions. I would love to talk more with people about issues. I feel like now with the whole Bruce Jenner thing, trans issues are becoming more and more relevant and public. There's this controversy about Drag Race with trans issues and queer culture. It's an amazing time to be a queer person, and I'd love to talk more about these issues and less about makeup tips.
I still want makeup tips, though.
We can just do it all, can't we?
S14 E1 Recap
Merle Ginsberg returns (sorta) in the best moments from the RuPaul's Drag Race season 14 premiere
By Joey Nolfi
RuPaul's Drag Race Episode 914 (screen grab) CR: VH1
S9 E14 Recap
RuPaul's Drag Race finale: The winner of season 9 is...
By Marc Snetiker
RuPauls-Drag-Race-912-Recap
RuPaul's Drag Race recap: 'Category Is'
By Carson Kressley
rupauls-drag-race-recap-911
RuPaul's Drag Race recap: 'Gayest Ball Ever'
RuPaul's Drag Race recap: 'Makeovers: Crew Better Work'
S9 E9 Recap
RuPaul's Drag Race recap: 'Your Pilot's On Fire'
RuPaul's Drag Race recap: 'RuPaul Roast'
RuPaul's Drag Race recap: '9021-HO'
RuPaul's Drag Race: Snatch Game
RuPaul's Drag Race recap: 'Reality Stars: The Musical'
_MG_4573-APPROVED-(2)
RuPaul's Drag Race recap: 'Good Morning Bitches'
By Caitlin Brody
RuPauls-Drag-Race-Recap-3
RuPaul's Drag Race recap: Draggily Ever After
RuPauls-Drag-Race-Recap
RuPaul's Drag Race recap: 'She Done Already Done Brought It On'
RuPaul's Drag Race Season 9, Episode 1March 2017Lady Gaga and RuPaul
RuPaul's Drag Race premiere recap: 'Oh. My. Gaga!'
RuPaul's Drag Race recap: New Wave Flashback
By Stephan Lee
RuPaul's Drag Race recap: RuCo's Empire
RuPaul's Drag Race recap: Bitch Perfect
RuPaul's Drag Race season 8 premiere recap: Keeping It 100
RuPaul's Drag Race recap: And the Rest Is a Drag!
RuPaul's Drag Race recap: Hello, Kitty Girls!
RuPaul's Drag Race recap: Prancing Queens
RuPaul's Drag Race recap: Divine Inspiration
'RuPaul's Drag Race' recap: 'Conjoined Queens'
RuPaul — as host, mentor, and creative inspiration — decides who's in and who's out.
stream service

redpajama_set_name: RedPajamaCommonCrawl


text:
East European Journal of Physics
Abstracting&Indexing
No. 4 (2022): East European Journal of Physics /
Sensitivity and Evanescent Field Study of a Uniaxial Anisotropic Planar Waveguide Based Optical Sensor
Abdelbaki Cherouana Research Unity in Optics and Photonics – University of Sétif 1, Center of development of advanced technologies, Algiers, Algeria
Idris Bouchama Department of Electronic, Faculty of Technology, University of Msila, Msila, Algeria; Research Unit on Emerging Materials (RUEM), University Ferhat Abbas, Setif, Algeria
Abdelhalim Bencheikh Department of Electromechanics, University of BBA, Algeria https://orcid.org/0000-0001-7236-4821
Samah Boudour Research Center in Industrial Technologies CRTI, Cheraga, Algiers, Algeria https://orcid.org/0000-0002-4277-6945
Muhammad Akhtar Department of Physics, University of Education, Lahore, Pakistan
DOI: https://doi.org/10.26565/2312-4334-2022-4-15
Keywords: Planar waveguide sensor, Birefringence, Source parameters, Geometrical and physical parameters, Sensor sensitivity, Evanescent field
The effect of source, geometrical and physical parameters of slab waveguide on the sensitivity of optical sensor and its evanescent field have been investigated. The waveguiding film of LiNbO3 was fabricated and the observations revealed that the maximal sensitivities of Transverse Magnetic (TM) modes and their corresponding frequencies are greater than those for Transverse Electric (TE) modes. Furthermore, the optimal source parameters improve the maximal sensitivity and evanescent field in the cover. However, the increment in the core thickness reduces the sensitivity of sensor due to reduction in evanescent field in the cover. The sensitivity of sensor was observed as a function of refractive indices of cover, core and the substrate. The increase in refractive indices of cover and core, directly affect the sensitivity while an inverse relation has been observed regarding increase in the refractive index of the substrate. It is worth noting that, any changes in the physical parameters of waveguide sensor show an insignificant effect on the evanescent fields.
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Cherouana, A., Bouchama, I., Bencheikh, A., Boudour, S., & Akhtar, M. (2022). Sensitivity and Evanescent Field Study of a Uniaxial Anisotropic Planar Waveguide Based Optical Sensor. East European Journal of Physics, (4), 153-163. https://doi.org/10.26565/2312-4334-2022-4-15
ДСТУ 8302:2015
No. 4 (2022): East European Journal of Physics
Copyright (c) 2022 Abdelbaki Cherouana, Idris Bouchama, Abdelhalim Bencheikh, Samah Boudour, Muhammad Akhtar
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Collett, P. (2014). Researching self-regulated learning and foreign language learning. Studies in Self-Access Learning Journal, 5(4), 430-442.
Self-regulation of learning is a topic of increasing interest for foreign or second language educators. Understanding how we can help our learners develop the strategies and capabilities that contribute to self-regulated learning (SRL) requires a firm grounding in existing research and theory, and a commitment to researching and testing potential methods within the situational contexts of the learning environment. Ensuring valid, replicable research results requires attention to a number of important factors in research design and implementation. This article provides an overview of some key issues of concern for research, ideally serving as a starting point or guide for those interested in expanding our knowledge of best practices for enhancing SRL in the language learning classroom.
Self-regulated learning (SRL) has been an important area of research in the fields of education and psychology over the last few decades, but is still a relative newcomer to the foreign language learning (FLL) sphere. As this special issue shows, a diverse range of research is attempting to uncover how SRL can help our learners develop as language learners, both in traditional classroom-based and independent learning environments. However, there are a number of critical issues that should be considered when approaching research in this field to ensure the research leads to theoretically valid, replicable outcomes. In this respect, cross-disciplinary understanding can play a crucial role in helping to advance the state of SRL in relation to FLL, and I believe it is instructional to look at psychological and educational research to gain perspectives on suitable practices for research. Another source for guidance on developing theory related to SRL is within the FLL field itself. Looking to more well established areas that share facets of inquiry, such as autonomy and self-directed learning in language education or the field of language-learner strategy research should also help clarify best practices for SRL research.
With this in mind, in this paper I will outline what I believe are some of the main concerns that need to be considered when researching SRL and FLL. The discussion will touch on definitional issues related to self-regulation and SRL, matters of context, and debate regarding appropriate measurement. I will also look at one particular case within the area of language learning research that exemplifies some of the challenges involved in researching SRL. Finally, some suggestions for research approaches based on contemporary research into areas of language acquisition will be presented. However, before leading into discussion of definitional issues, it is perhaps useful to put forward a general definition of what I understand self-regulated learning, and the related concert of self-regulation, to be. While these definitions are not necessary for an understanding of the following, they may help clarify some of the points raised. Self-regulation refers to the capability of people to recognise and respond to context-situated behavioural, cognitive, or metacognitive cues, ideally modifying aspects of their functioning in the particular context to meet the needs signalled by these cues. Self-regulated learning refers to this process within academic settings, and is seen to be a learner capability that underlies and contributes, in either positive or negative ways, to learning outcomes.
In a broad overview of some of the issues facing research into self-regulation published at the turn of the millennium, Zeidner, Boekaerts, and Pintrich (2000) called for the need for definitional clarity. They pointed out that a number of accounts of self-regulation shared a certain conceptual fuzziness, leaving unclear how self-regulation differed from other concepts such as regulation, self-management, problem-solving, or metacognition. They attributed this ambiguity to the overly-specialised and idiosyncratic use of definitional terms which has arisen from the development of modern behavioural science into somewhat compartmentalised sub-disciplines, and stated that "consistent nomenclature and taxonomy have been virtually impossible for many years because little coherence exists among theory and measures of self-regulation and other cognitive constructs" (Zeidner et al., 2000, p. 753). Five years later, Boekaerts and Corno were to write: "Over the past two decades, researchers have struggled with the conceptualisation and operationalisation of self-regulatory capacity, coming to the conclusion that there is no simple and straightforward definition of the construct of SR. The system of self-regulation comprises a complex, superordinate set of functions…located at the junction of several fields of psychological research" (2005, p. 200). Illustrating this is, for example, a special edition of the Educational Psychology Review devoted to delineating the concepts of metacognition, self-regulation, and self-regulated learning (Alexander, 2008). Here, Dinsmore, Alexander, and Laughlin (2008) reviewed 255 studies from 2003 to 2007 within the field of educational psychology that dealt with one (or more) of these concepts. They point out that although there is a "conceptual core binding the three constructs" (p. 404) they are not synonymous. Broadly speaking, theories of self-regulation focus on the important role of the environment in triggering regulation; metacognition focuses on the mind (cognition) of the individual, while self-regulated learning is concerned with academic learning (Dinsmore et al., 2008; Lajoie, 2008). However, reinforcing Boekaerts and Corno's (2005) observation noted above, the findings reported by Dinsmore et al. (2008) showed a lack of clear definition and considerable overlap amongst these three concepts. Other findings show a lack of explicit definitions of SRL in reports of empirical research (Hadwin, Järvelä, & Miller, 2011), suggesting an assumption that those interested in the research will know what SRL is without it needing to be defined. Obviously this is not a desirable situation as this kind of conceptual laxness can cause confusion when trying to understand research results (Lajoie, 2008,) as well as contribute to inconsistencies in the results (Schunk, 2008).
Given this issue of definitional clarity, it is perhaps not surprising that a number of models of SRL have been postulated, each reflecting a differing theoretical stance, and each of which present slightly different processes or stages learners pass through when engaging in learning tasks. Most contemporary accounts have three to four different stages or processes which self-regulated learners are posited to work through (see Zimmerman and Schunk (2001) for a comprehensive outline of various models). However, Zeidner et al. (2000) point out that models of SRL may require increased complexity to incorporate the dynamic nature of self-regulation. A further concern they raise regards the role of associated constructs such as self-efficacy and affect, and how they are related to self-regulation and SRL. We could extend this to ask the same of such constructs as beliefs, agency, interest, and imagination, all of which have recently been discussed in relation to second or foreign language acquisition (see, for example, Murray, 2014b; Navarro & Thornton, 2011), and all of which I believe are important factors in contributing to self-regulation. Self-regulation and SRL are not clean, clearly defined concepts. Approaches to understanding the complexity of both may not be successful if the focus of research is too broad, or alternatively, too narrow. As contributions to this issue have shown, it would also appear necessary to clarify the differences and points of convergence between self-regulation and constructs such as autonomy (Murray, 2014b; Nakata, 2014) or self-directed learning. Recognising how these are related, and the differences and similarities between constructs should serve to clarify research agendas as well as making the what and how of the research process more transparent.
One reoccurring criticism that has been directed at SRL research has been a tendency to ignore the learning context and focus more on the individual or the self. While at first glance this may not seem to be a problem, given that SRL involves regulation of the self, the problem is that much research often fails to account for the possibility of co-regulation or other-regulation of learning, or for the effects on the learner of the learning environment. Martin (2003) states "much psychological research on self and agency has suffered from a failure to recognise the extent to which these important psychological phenomena are constituted within historical, sociocultural traditions of human life" (p. 36). Similarly, there has been a tendency for researchers to focus heavily on cognitive and behavioural aspects of self-regulation, treating social and affective dimensions as a background context rather than part of the process itself (Greeno, 1998). Martin and McLellan (2008) argue that many researchers studying self-regulation engage in psychologism, assuming (perhaps tacitly) that choices and actions of agents can be explained by reference to inner processes and states, underplaying the role of societal influences or interactivity with others. This is problematic in that it basically becomes tautological to discuss self-regulation, as regulation is seen to be located only within the self. Additionally, such issues as control over learning or regulation of learning through external sources are effectively removed from the research agenda, reinforcing and perpetuating the decontextualisation of self-regulation.
It has been suggested that what is required are research approaches that measure SRL as context-dependant activity (Turner, 2006), and that research into self-regulated learning would benefit by taking into account the learner's sociocultural environment (McInerney & Van Etten, 2004). Of course, most models of SRL include a social dimension, but there is still a need to clarify the differences between self-regulation, co-regulation, and socially shared regulation (Hadwin et al., 2011). Recent discussion suggests a refocusing of conceptual understanding in terms of the context of study to better account for the social, dynamic nature of the learning environment; for example Perry and Rahim (2011) cast a critical eye on the tendency of researchers to separate the learner and context, and outline how more research should be carried out in the classroom, giving greater attention to the perspectives of both the learners and the teachers.
Consideration of context can happen at a number of levels. On one level, self-regulation is likely to vary for individual learners across academic domains, or across the same domain in differing classroom contexts (Wigfield, Klauda, & Cambria, 2011) so understanding the processes involved here is seen as one part of the research agenda. A broader level is in relation to culture, as in the cross-border sense. Much of the research into SRL comes from a western (predominately North American) context; to what extent are the findings from this research transferrable to other cultures? This is usually not addressed in studies into SRL in differing cultural contexts. While there does seem to be empirical support for viewing self-regulation of learning as an etic (universal) construct (McInerney, 2008), often the assumption seems to be that theoretical or research findings can be imported into different cultural contexts without major concerns for potential differences, i.e., without researching the possible emic (or cultural-specific) dimensions within the cultural context under study (McInerney, 2008; 2011). Further complicating matters is the nature of the research tools often used in studying SRL; McInerney (2011) argues that the reliability and validity of scales or inventories used in measuring self-regulation is compromised when they are adapted for use in studies outside of the cultural setting in which they were developed without additional validity or reliability checks for the new cultural setting.
The point then, is that research into self-regulation needs to give increased consideration to the role of the sociocultural context of the learning situation. Furthermore, researchers need to be cognisant of the (inter- and intra-) cultural borders they are crossing and how this relates to the theoretical background of the research.
This is reflected in recent discussion on other areas of language learning research. Witness recent volumes devoted to reconceptualising the place of the individual in applied linguistic (Benson & Cooker, 2013), considering the role of the self and second language acquisition (Mercer & Williams, 2014), and social dimensions of autonomy (Murray, 2014a), all of which offer insights that are applicable to researching SRL in the foreign language classroom.
Along with changing conceptions of what self-regulation and its application by learners may entail, and where in the sociocultural milieu it is situated, a long-running debate relates to how it should be measured. This particular discussion revolves around whether self-regulation should be considered to be an aptitude or an event. When conceived as an aptitude, self regulation is seen as something relatively fixed and stable in the learner, developing over time and displaying considerable individual differences. As an event, it is seen as something that is more situationally determined, arising in response to particular demands of a learning task. One view advanced is that both qualities of SRL should be measured (Winne & Perry, 2000; Zeidner et al., 2000), i.e., it should be regarded as both an aptitude and an event, and that methods need to be developed for measuring SRL as both. However, a criticism of this suggestion brings up the issue of whether or not the models and solutions being suggested in this case are appropriate. Without knowing exactly what SRL entails (i.e., whether it is an aptitude or an event) it would seem somewhat premature to attempt to study it without the necessary conceptual understanding of what is being studied: "If the meaning of a particular concept, in this case self-regulation, is not clear, what is needed is not empirical research, but a clarification of the concept's rules of correct employment" (Martin & McLellan, 2008, p. 439). It may sound like a facile point, but if self-regulation is to be researched, one needs to have a clear conceptual understanding about what is being researched, which brings us back to the need for definitional clarity.
Assuming the researcher has developed a clear conceptual picture of what he or she understands SRL to be, differing measurement techniques are necessary depending on what exactly is being measured—an aptitude, or an event (Winne & Perry, 2000). If conceptualised as an aptitude, self-report methods of measurement often tend to be used; these include questionnaires, interviews, or teacher judgements. To measure as an event involves looking at learning in progress, through such methods as think-aloud measures, error-detection tasks, trace methodologies, and learner observation. Winne and Perry (2000), at the time of their assessment argued too little attention had been given to SRL as an event, something that may not have changed so much based on more recent overviews of research (Zimmerman & Schunk, 2011). Perhaps because of lower methodological hurdles, researchers have tended to measure SRL as an aptitude; but the results that have arisen out of this kind of research are questionable. Dinsmore et al. (2008) found that much of the research in their review utilised "self-report and Likert-type instruments [with] insufficient corroboration or collaboration of what individuals report they are thinking or doing with actual traces of such thoughts or behaviours" (pp. 405-406).
One problem is the reliability of learner self-reports used in attribute-focused analysis: "Necessary as self-report data are, they are insufficient for research on SR and for helping learners develop more productive SRL" (Winne, 2005, p. 236). A similar argument is that researchers need to apply dynamic concepts and models to the area of SRL, using more sophisticated analytic techniques than those commonly deployed in previous research (Zeidner et al., 2000). Triangulation or mixed-method studies such as those covered by Tashakkori and Teddlie (1998) should be implemented, and longitudinal studies are especially needed (Zeidner et al., 2000). Boekaerts and Corno (2005) outline eight different assessment measures in their comprehensive discussion on SRL. Other than self-report questionnaires these include: behavioural observations; interviews; think aloud protocols; examining trace evidence; situational manipulations; recording of strategies "on-task"; and learner diaries. Obviously, each has its strengths and weaknesses, but with careful design and a mixture of techniques, these assessment measures seem to offer a way forward in successfully measuring different aspects of SRL.
Overall, it seems that at least in the psychology and educational fields, "researchers have come to realise that the ultimate goal of comprehensive, insightful models of SRL depends upon a study of self-regulation while it is being generated" (Boekarts & Corno, 2005, p. 208, emphasis in original). Measurement needs to be focused on activity and participation of both learners and teachers in the actual learning environments (Perry & Rahim, 2011), using real-time event measures to avoid weaknesses of out-of-context (post-event self-reports, etc) measurements (Zimmerman, 2011).
I think it is important to bring up one final consideration here, however. Measuring SRL as an event presupposes that learners have the capacity to self-regulate, but if they have not yet developed this capability within the learning context under study, devoting time and resources to trying to measure a non-existent event would seem somewhat counterproductive. Might it be better to use aptitude-based measurements to ensure learners have developed SRL capability before moving on to look at evidence of its actual application? I would argue this may be the case, and that there is a need to develop strong measurement tools and techniques to complement or replace the standard approaches that have been used in aptitude-based studies.
Some of the most prominent discourse related to SRL in second/foreign language learning originates via Zoltán Dörnyei and colleagues' critique of research into strategic language learning, and I believe this exemplifies a number of the issues covered in the preceding sections. This particular case revolves around the introduction of a model based on self-regulation which is intended to help overcome some of the problems that have plagued strategic learning research (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006). Arguments for increased conceptual clarity arising from the psychological sciences notwithstanding, Dörnyei (2005) suggests that adopting the concept of self-regulation in place of learning strategies is helpful in overcoming issues of definitional clarity that have been problematic for learning strategy research. Tseng, et al. (2006) developed a scale they feel measures self-regulatory capacity, presenting this as an alternative to measures of strategic learning capacities. This particular scale, SRCvoc (Self-Regulating Capacity in Vocabulary learning scale) is theorised to measure self-regulation as a trait (or an aptitude, using the nomenclature introduced above). It is psychometrically based; a questionnaire designed to serve as a diagnostic tool to identify and understand learners' strengths and weaknesses in terms of five dimensions of self-regulation in the areas of (English vocabulary) learning. (Tseng, et al., 2006). They make the important caveat that the scale is intended as a starting point for understanding learner self-reflection, and should be combined with qualitative methods. Their initial development and testing of this scale has since been validated in a Japanese EFL setting by Mizumoto and Takeuchi (2011).
However, some controversy surrounds this particular development, not surprisingly from scholars interested in strategy research. Gao (2007) in response to Tseng, et al. brings up the previously mentioned issue of conceptual definitions, pointing out that metacognitive knowledge "could be a competing concept for the term 'self-regulatory capacity'" (p. 617). Rose (2012) outlines how "definitional fuzziness" has been a problem for much of the research into language learning strategies, and notes that the model theorised by Tseng, et al. to replace strategic learning models is itself "suffering from the same definitional fuzziness" (p. 96) as the models it is aiming to replace.
Another point, put forward by Ranalli (2012) argues that too much focus on Dörnyei and colleagues' reconceptualisation has perhaps drawn the focus away from broader areas of self-regulation and other streams of related research found in the second/foreign language learning domain. Perhaps of more concern is Ranalli's (2012) discussion of SRCvoc, and in particular the issue of the models of SRL used. Ranalli showed that empirical evidence from a study of self-regulated strategy use based on Winne and Hadwin's COPES model of SRL (Winne, 2001) which conceptualises self-regulation as an event, provided substantially different results to account for student learning gains than Tseng, et al.'s (2006) trait (or aptitude)-based account.
What to make of this particular situation? Tseng, et al.'s scale measures self-regulation as an aptitude or trait; it does not measure strategy use as an event in action (Rose, 2012). So it is only a first step towards understanding self-regulation, and in that it is attempting to create a new context-specific scale to measure self-regulation, perhaps a useful step. However, I also believe this particular case shows how the issue of definitional clarity needs to be treated carefully when attempting to link SRL and FLL, especially considering the substantial body of research surrounding other areas that SRL shares commonalities with. And of course, as I think Ranalli (2012) shows, there is also a need to be aware of alternative models and theoretical discussions to help guide research decisions.
Within the language-learning field, self-regulated learning shares similarities with other concepts such as self-directed learning, metacognition, strategic learning, and learner autonomy, all of which provide a rich source of research models and practice providing useful guidance and suggestions on appropriate research directions when studying SRL.
Oxford (2011) devotes considerable space to research with her Strategic Self-Regulation (S2R) model of language learning. In summarising the kinds of research that has been popular for those studying learning strategies, self-report is identified as a technique often used to uncover learners' mental processes. The use of trace measures is also a common measurement technique, but something that needs to be complemented with interviews or some other form of assessment. Think aloud protocols (TAPs) are often presented as a useful method to assess how learners are using strategies or regulating their learning in real time. TAPs, or concurrent verbal reporting, involves having students verbalise their thinking as they progress through a learning task, with a delay of no more than 5-10 seconds, and are believed to provide a better record of how learners monitor and regulate their learning than post-event self-report measures (Greene, Robertson, & Croker Costa, 2011). Oxford (2011) points out the need to teach the learners how to actually use these kinds of protocols, with a standard technique involving modelling by the teacher/researcher. Of course, this raises the issue that when the learners actually use the modelling technique they may simply mirror what they learnt; one way to avoid this is to ensure the modelling session does not use the materials students will be working with in the classroom or research session. Pre- and post-task verbal reporting is another option for assessing SRL, where the subjects report what they plan to do before a task, and then retrospectively look back of the utility of the strategies they employed.
Looking specifically at researching autonomy, Benson (2011) suggests action research is most suited for this particular field, something applicable to SRL, too. Useful approaches he suggests include introspective or retrospective accounts of learning gathered through diaries, written language learning histories, or interviews. In terms of looking at SRL as a state (event) it is useful to adopt a process-based analysis, one possible approach to this is "through observations involving video-recording and transcription of learning events, but diaries, interviews and stimulated recall can also be useful techniques" (Benson, 2011, p. 207).
Larsen-Freeman and Cameron (2008) introduce a number of methodologies suitable for studying language development as complex dynamic systems; if we can assume that SRL is itself a dynamic system then perhaps these methods could also be applied to the study of SRL.
Student self-assessment in the form of portfolios is both a useful way to measure SRL progress, as well as to encourage successful development & implementation, as demonstrated by an early study of self-regulation and language development by Donato and McCormick (1994). What is crucial for this kind of approach is active feedback and reflection on the portfolio contents from both teachers and learners. Their research was informed by a sociocultural perspective, and in fact perhaps some of the most promising research directly related to SRL and second or foreign language learning comes from researchers adopting a sociocultural framework. This is especially so as the focus shifts more towards the co-regulation or other-regulation of the self in SRL. A case in point is Bown and White (2010), who demonstrate how qualitative methods can be used in measuring particular dimensions of control in self-regulation; in this case, the regulation of affect, an important if little-studied part of self-regulation. They used a small sample size of just three subjects, relying on interviews for their data collection. While they acknowledge limitations of their approach, they see a process-based approach as most appropriate for understanding this particular facet of the learner.
Finally, an analysis of self-directed learning (SDL) by Pemberton & Cooker (2012) is of particular interest as a case study of an alternative research methodology applicable to varied research contexts; Q methodology. This is a research tool which avoids fundamental weaknesses of standard psychometric approaches (Stainton Rogers, 1995) yet one which helps researchers to empirically identify factors contributing to learner processes, from a shared or holistic perspective, or from the individual's perspective: "Q enables the researcher to harness subjective notions in a methodical way, embracing both the rigour of statistical analysis and the richness of verbal data" (Pemberton & Cooker, 2012, p. 215). The authors note that, to their knowledge there have been no other published cases of applied linguistics research using Q methodology; certainly as far as this author is aware, nothing in relation to FLL and SRL. One hopes that this particular case does not become an anomaly.
Self-regulated learning is still a relatively under-researched area in relation to foreign language learning, but it offers a complex, broad range of research possibilities. As a learner capability that underlies and contributes, in either positive or negative ways, to learning outcomes, and which seems to vary considerably across learners and learning contexts, the challenges involved in advancing understanding of SRL processes are quite considerable. But at the same time, these challenges are what will ideally help make this a vibrant area of research in the near future. While the points raised in this paper are somewhat board, and not necessarily restricted to the study of SRL, it is hoped they will provide some guidance for those interested in exploring this concept, and contributing to a clearer understanding of the relationship between self-regulated learning and successful outcomes in foreign language learning.
Paul Collett has been teaching at the university level for the majority of his 24 years in Japan. Along with self-regulation, his academic interests include research methodology and epistemology, and learner and teacher motivation.
Benson, P. (2011). Teaching and researching autonomy (2nd Edition). London, UK: Longman.
Benson, P., & Cooker, L. (Eds.). (2013). The applied linguistic individual. Sheffield, UK: Equinox.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New York, NY: Routledge.
Greene, J. A., Robertson, J., & Croker Costa, L-J. (2011). Assessing self-regulated learning using think-aloud methods. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313-328). New York, NY: Routledge.
Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65-84). New York, NY: Routledge.
McInerney, D. M. (2008). Cultural differences and cultural identity in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 369-400). New York, NY: Routledge.
McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 422-464). New York, NY: Routledge.
McInerney, D. M., & Van Etten, S. (Eds.). (2004). Big theories revisited. Greenwich, CT: Information Age.
Mercer, S., & Williams, M. (Eds.). (2014). Multiple perspectives on the self in SLA. Bristol, UK: Multilingual Matters.
Murray, G. (Ed). (2014a). Social dimensions of autonomy in language learning. Basingstoke, UK: Palgrave.
Oxford, R. L. (2011). Teaching and researching language learning strategies. London, UK: Longman.
Pemberton, R., & Cooker, L. (2012). Self-directed learning: Concepts, practice, and a novel research methodology. In S. Mercer, S. Ryan & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 203-219). Hampshire, UK: Palgrave Macmillian.
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122-136). New York, NY: Routledge.
Stainton Rogers, R. (1995). Q methodology. In J. A. Smith, R. Harre & L. Van Langenhove (Eds.), Rethinking methods in psychology (pp. 178-192). London, UK: Sage.
Wigfield, A., Klauda, S. L., & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 33-48). New York, NY: Routledge.
Winne, P. H. (2001). Self-regulation viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd Edition) (pp. 153-189). Mahwah, NJ: Lawrence Erlbaum.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Deigo, CA: Elsevier.
Zeidner, M., Boekaerts, B., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Elsevier.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). New York, NY: Routledge.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd Edition). Mahwah, NJ: Lawrence Erlbaum.


The aim is to build an off-road bikeway along Rockingham Road from Hampton Road/Cockburn Road to Spearwood Avenue.
It would most likely be made of red or black asphalt with green markings at conflict points.
The exact design is complex and yet to be determined. We will look at issues like road crossing points and having separated paths protected from traffic. Ideally, it would be suitable for youngsters to seniors, or families.
The aim is to build a bikeway from Carrington Street to Blackwood Avenue and Phoenix Road to Angus Ave/Stock Road, along the BP oil pipeline reserve.
Check the City's website for more details and add your feedback.


At Adam Elliot we design and make bespoke kitchens and furniture. Every job is unique and tailored to each individual customer.
At Dilwyn Lear Ltd we pride ourselves on offering high quality joinery products to our customers. We were established in 2008 and have been trading for over 10 years. We are a team of highly skilled and experienced craftsmen and able to offer a 'one stop shop' for all your bespoke joinery needs. We have worked on some prestigious projects including the manufacture of Little Dragon for the Channel 4 series "Cabin in the Woods" and RIBA award winning building design Ty Hedran Powys. We work with customers primarily located in Wales and the South of England but we can supply all over the UK. Quite simply, we offer high quality bespoke joinery and excellent customer service to ensure you get the product you require.
We're proud to be building and installing beautifully hand crafted, bespoke, built in furniture throughout Cardiff and the surrounding areas.
We offer the bepoke service for designing and making pieces of furniture to fit your exact requirements. Whether you have a sketch, photo or full technical drawing, your ideas can be used to develop a full design. All projects are designed using a 3D CAD drawing program prior to construction. This enables you, the client, to be fully involved in the design process to produce your own unique piece of furniture, either free-standing or fitted. Whether your tastes are modern or traditional, the design can be tailored to suit most applications and budgets.
A joinery and design company offering home improvements such as kitchens, wardrobes, furniture and other carpentry projects.
Arbor Furniture make custom furniture, fitted furniture & kitchens. We believe that if you want quality, you have to get bespoke. At Arbor Furniture we are passionate about working with locally sourced timber wherever possible. It has a certain beauty and story to it that goes beyond design alone, and creates truly sustainable pieces of furniture. This dedication to our craft allows us to work closely with clients; considering every stage of the design and making process carefully in order to create quality items that will last for generations.
Specialising in cabinet making we produce bespoke free standing and fitted furniture. This includes kitchens, wardrobes, bathrooms, tables, chairs or anything you can think. As well as cabinetry we carry out carpentry and joinery works.
Sonabuild is a Cardiff based joinery specialising in designing and building bespoke pieces and freestanding furniture. We design and manufacture staircases, built-in wardrobes, kitchens and more. We combine contemporary forms with traditional techniques to achieve the highest possible standards. Our mission is to bring your ideas to life - whether you are a private home owner, architect or interior designer.
Why should I hire a Cardiff cabinet maker?
Cabinet makers are skilled craftsmen who can design, make, rework and repair cabinets and cupboards. They can create bespoke storage or kitchen units for your home that meet your needs and fit with your interiors. They can also advise you on materials and cabinetry styles if you're not completely sure on the design yet. With the right bespoke cabinet makers in Cardiff, no cabinetry job is too difficult, so even if you have a tricky corner space that you want to utilise, a Cardiff cabinet maker can create a cupboard to your specifications.
Bespoke cabinet makers are more than just bathroom or kitchen cabinet manufacturers and they can be commissioned to create storage cabinetry around the home. Bespoke TV cabinets are in popular demand due to the variations of TVs, consoles, digital TV boxes, DVD players and other items that we want to keep near to our televisions. Skilled cabinet makers in Cardiff can create a one-of-a-kind TV cabinet or media centre to house all your entertainment goodies.
If you already have cabinets or cupboards that you'd like to keep, but they're just in dire need of a facelift, then bespoke cabinet makers may be able to help, too. You may wish to replace kitchen cabinet doors, give your cupboards a new colour, add decorative elements or use a special finish; whatever the cabinetry task, ask cabinet makers in Cardiff if they can help you. If you need the help of a cabinetry professional when renovating a home, make sure they are happy to work with any other professionals working on the project. Here are some related professionals and vendors to complement the work of cabinet makers: Kitchen & Bathroom Designers, Kitchen & Bathroom Fitters, Interior Designers, Home Storage Designers & Professional Organisers, Carpenters & Joiners.
How long have you been cabinet makers in Cardiff?
Find a cabinet maker on Houzz. Narrow your search in the Professionals section of the website to Cardiff bespoke cabinet makers and cabinetry. You may also look through Cardiff photos to find examples of cabinets that you like, then contact the cabinet makers in Cardiff who worked on them.


There's a pretty big age difference between Phoenix Joker & the young kid portraying Bruce.
One theory is that Joaquin's character is not the actual Joker and at the end of the movie, he will influence the real deal.
I was thinking the exact same thing TBH.
I'm not fond of the idea, btw. The Joker isn't the sort of person to steal someone's act. I'm just posting the theory I've heard.
Knives in the senate house?
Me neither. The Joker is not a copycat. Age means nothing in comics, just because Batman is a kid now doesn't mean he can't face the Joker in the future. This is a concept that should carry over to the movies without much difficulty, especially as multiple actors play the same role.
I can't let you do that Starfox.
It could also play into the Joker, as universal constant. In Gotham, there must exist a joker.
Am I the only one who thinks this Joker is Ledger's version? This looks to be an origin story for that version.
Nah, that Joker had no recorded history, and talked about things like a bunch of troops getting blown up and no one batting an eye. I've heard a theory that he was CIA or something like it before whatever happened to make him the Joker, which makes sense. Nolanverse is a relatively realistic world. How would someone have no record of ever having existed in a realistic world? If he was some high-level CIA agent or something similar.
Yeah, Nolan's Joker had a lot of skills when ti came to subterfuge, tactics, and rigging explosives. He obviously had some training in the past. This version is just some poor shlub who got beaten down one time too many. Besides, Ledger's Joker was in his late 20's/early 30's and this guy is nearing middle age.
True but he does have experience in the gladiatorial arena and knows how to use a gladius.
I very much enjoy that theory.
The best Joker is one that becomes or already is excessively capable. I want a Joker that can be a threat to the Justice League after experience (Injustice style).
I'm talking more about his look/personality. This isn't going to be the Joker if he's just a crazy dude in make-up. Being hyper-capable is a part of what makes the Joker, the Joker.
Right, he's not just a killer in a clown costume. He has to become a genuine threat. But some of the scenes in the film make me think that he starts pulling off crazy stunts and they can't properly identify/find him. Hopefully he becomes that.
I've always hated giving joker an origin. I think it subverts his character.
In theory I agree (and still do for the comic book version), but this still looks good.
I'm fine with the Joker having origin stories as long as it's the joker telling the story and it relies on the unreliable narrative trope.
This looks good as a stand alone thing.
Random thought: the last two DC movies were directed by horror directors but were mostly funny. Joker is directed by a comedy director but it's scary.


text:
Pro-Kremlin Activists Trash Memorial to Murdered Opposition Leader Nemtsov
By Anna Dolgov
A framed photograph of Boris Nemtsov smashed by vandals.
Activists from a pro-Kremlin movement have trashed a makeshift memorial to opposition leader Boris Nemtsov, who was shot dead as he crossed Moscow's Bolshoi Moskvoretsky Bridge last month.
The vandals pasted notes denouncing Nemtsov as a "traitor," and spray-painted and smashed a sign reading "Nemtsov Bridge" that supporters had placed on the site of his murder, according to photographs of Tuesday's raid posted online by activists from the fringe pro-Kremlin group SERB.
Other notes left during the raid carried crude insults against Nemtsov and calls for Russians to stop honoring him. A framed photographs of Nemtsov was also smashed in the attack, according to a photo published by Twitter user Anastasia Zvotova.
The raid was part of the SERB's intention to "always fight traitors to Russia in all of its manifestations," said one activist, who identified himself as Gosha Tarasevich, in a VKontakte social network post.
Nemtsov supporters cleaned up the damage within a few hours to remove the "filth," opposition activist Mark Galperin said late Tuesday in a Facebook post.
"Borya [Nemtsov], you have not died, you continue even from the grave to fight along with us against the [rot] that has seized the country," he added.
Russians remain largely divided into a majority whose support for the Kremlin soared after last year's annexation of Crimea, according to polls and a much smaller minority who criticize government actions.
Those who express their criticism publicly are routinely labeled as "traitors" in official speeches and state-run television reports — a rhetoric that Nemtsov's supporters hold partially responsible for his death, regardless of the specific individuals who organized or committed the murder.
The assault on the makeshift memorial to Nemtsov came just days after his supporters gathered last Saturday to refresh and water bouquets of flowers left on the bridge, light new candles, and clean up rubbish.
Разбитая рамка pic.twitter.com/j0Ho8z9h3x
— анастасия зотова (@Alasta_ven) 24 Март 2015
Russian shelling of residential areas in Ukraine's southern city of Kherson left at least three people dead, local authorities said Sunday. In the...
A Russian polar research vessel docked in South Africa's Cape Town harbor at the weekend as climate protesters raised fears it could be used to help Moscow...
Ukraine's military said Sunday its forces repelled an attack near Blahodatne in the eastern Donetsk region after Russia's Wagner mercenary group claimed...
North Korea on Sunday denied providing arms to Moscow after the United States said the nuclear-armed state supplied rockets and missiles to Russia's...


2 HMI connect to M221 ?
Run the files to a friend who has the software, and at the time of printing it does it on pdf files.
Check statue of Read_Var connection OK or NOT ??
no I'm trying to connect one of the serial Modbus slaves plc simulated using the funcion TXD e RXD.
i tried tested, the serial work as slaves nt link, also function if com cx simulator and mode "display", as "real com" does non work, where i'm wrong. Greeting.
Modicon TSX Micro 3721001 - CPU Fault - Modules or Base Unit?
hello navigators anyone has ever tried with cx simulator to simulate the network with eternet query from another external PC turns to where cx simulator?
What is the best logic to control the flow and temperature?
sorry for my english, most likely it will not work well from the point of view of plant mechatronic ideal is to have a 3-way valve that works in mixing with one pid regulator that controls the output mix.


The Orthodox Metropolitanate of Singapore and South Asia presents dynamic activation on the fields of the social welfare, health and education. Our love can become a ray of hope and life for thousands of people in South Asia.
Official Announcement and Agreed Texts of the Synaxis of Primates of the Orthodox Churches Regarding the Holy and Great Synod 2016.


> > Tony, this hits on how I have always chosen "where" to study.
> > Pick the "who" first. The teacher is more important than the place.
the other instructor. He was enthusiastic about my work.
teacher, zen teacher, pottery or woodblock sensei.
> it is not so important.
The teaching/learning aspect of this can't be understated.
teaching - introducing a project, assisting in the studio, etc.
But also just as important, learning how to use & repair equipment.


text:
Posted on June 19, 2017 by Record Herald
Peddicord Ave. man sentenced after hazardous drug lab cleared from apartment
Hazardous wires and pressurized generator found
By Ashley Bunton - abunton@aimmediamidwest.com
Thomas D. Woods was sentenced to a four-year mandatory prison term for having a clandestine drug lab in a Peddicord Avenue apartment.
Woods, 37, plead guilty Monday in the Fayette County Court of Common Pleas to illegal manufacturing of drugs, a second-degree felony.
According to court records the apartment in the 400 block of Peddicord Avenue in Washington C.H. had no electricity and was supposed to be vacant, but upon executing a search warrant April 24, detectives with the Fayette County Sheriff's Office found two people inside working a drug laboratory and manufacturing methamphetamine, a schedule II illegal stimulate.
Two days prior to executing the search warrant, detectives were informed by an unknown person that Woods planned to make methamphetamine. The detectives monitored an internal system called NPLEX and saw that Woods had bought pseudoephedrine (a pharmaceutical allergy medication commonly misused to manufacture methamphetamine).
Upon entering the apartment April 24, the officers reported "chemical fumes were rolling out the door and a strong chemical odor was present."
A "generator" in the apartment's bathroom was found to be the cause of the chemical fumes. This "generator" was described in reports as being a pressurized soda bottle. Additional ingredients and tools used to manufacture methamphetamine were found throughout the apartment.
The Fayette County Sheriff's Office requested the assistance of an agent with the Ohio Attorney General's Office Bureau of Criminal Investigation to help process the drug lab materials, according to records.
The detectives also noticed the apartment was found to have working electricity. Outside they saw a set of wires coming out of the dryer vent of the residence next door. These wires were buried underground and then across the sidewalk, where they were caulked into the crack, and then connected to the apartment with the meth lab, again coming through the dryer vent.
A call was made to Dayton Power and Light and a representative advised the wiring was a very unsafe hazard.
The "generator" inside the apartment was removed and placed into a bucket as the BCI agent secured and transported all of the drug lab materials to the nearest "hazardous meth waste container," reports said. A coffee filter with a white powder residue was found and sent for laboratory testing.
Woods was arrested for illegal manufacture of drugs. A second person, reportedly from Frankfort, was located inside the apartment and released.
For pleading guilty to the charge Woods will serve four years in prison. He was given 56 days of local jail time credit for time already served on the charge.
Woods was ordered to pay a mandatory fine of $7,500 but the fine was suspended. Following sentencing Woods was transferred to commence his prison term.
https://www.recordherald.com/wp-content/uploads/sites/27/2017/06/web1_FC-Court-House-1-3-.jpg
By Ashley Bunton
abunton@aimmediamidwest.com
Ashley may be contacted by email at abunton@aimmediamidwest.com, by phone at (740) 313-0355 or by searching Twitter.com for @ashbunton
Hi! A visitor to our site felt the following article might be of interest to you: Peddicord Ave. man sentenced after hazardous drug lab cleared from apartment. Here is a link to that story: https://www.recordherald.com/news/15304/peddicord-ave-man-sentenced-after-hazardous-drug-lab-cleared-from-apartment


Along the Seine River in Paris, France, is the 16th arrondissement where this contemporary furnished studio apartment is located. In the Exelmans neighborhood near Boulevard Exelmans & Avenue de Versailles, find the flat built in a 1920's Hausmanien architecture building on the top floor of 7 (8th floor in America) with an elevator.
This studio apartment is styled with contemporary and modern finishes including grey hardwood flooring, an in-unit washer, and a unique layout.
Find the double-sized sofa bed in the open living area across from the TV.
The open kitchenette has white cabinets with a microwave, coffee maker, toaster, and refrigerator.
The bathroom offers a standing shower, basin sink, and a window for natural light.
This neighborhood borders Trocadéro and the affluent Passy-Auteuil. For sports fans and students alike, this neighborhood of Exelmans is the perfect location. Some notable spots are I.U.T. Paris Descartes (210m/0.1mi) and Le Parc des Princes (1.2km/0.8mi), the home stadium for the soccer team Paris Saint-Germain.
Eating options include: Mathusalem (230m/0.1mi), a classic French restaurant or a popular café called Javelle Tavern (1.8km/1.1mi) offering outdoor seating along the river.
Visit the large public park Bois de Boulogne (1.6km/1.0mi) with lakes, nature trails and botanical gardens.
When looking to travel around the city, find the Exelmans (600m/0.4mi) subway station to take the 9 train around Paris.


text:
Honda Activa-rivaling Hero Maestro Edge 125 & Duet 125 launch timeline announced
Posted on August 13, 2018 by Dennis James
The Honda Activa is the current king of the scooter market. With Indians not looking for more premium scooters, it is the 125cc segment that is currently getting a lot of attention, especially the more premium segment which sees the likes of the Honda Grazia and the TVS Ntorq. Now Hero is ready to up the ante in the 125cc segment with two scooters that were last seen at Auto Expo 2018, According to a LiveMint report, Hero will launch the Maestro Edge 125 and Duet 125 in India in September.
The two new scooters from Hero are pitched at two different types of buyers. The Duet 125, which will battle the likes of the Honda Activa 125 and the Suzuki Access, is targeted at those looking for a scooter to move the family about. The Duet features an all-metal body with telescopic forks, an integrated braking system, similar to the Combi brake setup on the Honda Activa and Grazia, semi-digital instrumentation and an external fuel filler cap, among many other features, including a boot light and USB ports. The Duet sits on 10-inch wheels shod with tubeless tyres.
The Maestro Edge, on the other hand, targets a younger audience. The Maestro Edge is a sportier scooter from Hero and features a fibre body, with a sporty design and graphics and multiple matte colour options, like Matte Techno Blue, Matte Red, Matte Brown and Matte Vernier Grey. While it receives all the features seen on the Duet, like the semi-digital instrument cluster, integrated brakes, external fuel filler cap among others, owners will be able to opt for a disc brake up-front and remote key-opening. The Maestro Edge gets a larger 12-inch alloy wheel up-front and a 10-incher at the rear.
In terms of propulsion, the Duet 125 and Maestro Edge 125 from Hero both use a new 125cc engine producing 8.7bhp @ 6,750 rpm and 10.2Nm of torque @ 5,000 rpm, which is sent to the rear wheel via a CVT gearbox. While the new Hero Maestro Edge 125 and Duet 125 match the Honda Activa 125 in terms of power, the i3s start-stop system which will come with both new scooters should help them clinch the mileage game. However, the 'sportier' Maestro Edge does seem underpowered compared to the likes of the Aprilia SR 125 and the TVS NTorq. Here is the official video of the Duet 125
« What happens when a KTM RC390 hits a metal grill at 125 Kmph [Video]
Royal Enfield Himalayan owner reviews a BMW G310 GS adventure bike [Video] »


text:
package org.kie.workbench.common.stunner.core.client.canvas.command;

import java.util.Optional;
import java.util.function.Consumer;

import org.kie.workbench.common.stunner.core.client.canvas.AbstractCanvasHandler;
import org.kie.workbench.common.stunner.core.client.command.CanvasViolation;
import org.kie.workbench.common.stunner.core.command.Command;
import org.kie.workbench.common.stunner.core.command.impl.CompositeCommand;
import org.kie.workbench.common.stunner.core.graph.Edge;
import org.kie.workbench.common.stunner.core.graph.command.GraphCommandExecutionContext;
import org.kie.workbench.common.stunner.core.rule.RuleViolation;

public class CloneConnectorCommand extends AbstractCanvasGraphCommand {

    private final String sourceUUID;
    private final String targetUUID;
    private final Edge candidate;
    private final String shapeSetId;
    private final Optional<Consumer<Edge>> callback;
    private transient CompositeCommand<AbstractCanvasHandler, CanvasViolation> command;

    public CloneConnectorCommand(final Edge candidate,
                                 final String sourceUUID,
                                 final String targetUUID,
                                 final String shapeSetId,
                                 final Consumer<Edge> callback) {
        this.candidate = candidate;
        this.sourceUUID = sourceUUID;
        this.targetUUID = targetUUID;
        this.shapeSetId = shapeSetId;
        this.callback = Optional.ofNullable(callback);
        this.command = buildCommand();
    }

    private CompositeCommand<AbstractCanvasHandler, CanvasViolation> buildCommand() {
        return new CompositeCommand.Builder<AbstractCanvasHandler, CanvasViolation>()
                .reverse()
                .build();
    }

    @Override
    protected Command<GraphCommandExecutionContext, RuleViolation> newGraphCommand(final AbstractCanvasHandler context) {
        return new org.kie.workbench.common.stunner.core.graph.command.impl.CloneConnectorCommand(candidate, sourceUUID, targetUUID, getCloneCallback());
    }

    protected Consumer<Edge> getCloneCallback() {
        return edge -> {
            //check if not a redo operation, in case size == 1 it was set before
            if (!command.isEmpty()) {
                command = buildCommand();
            }
            command.addCommand(new AddCanvasConnectorCommand(edge, shapeSetId));
            command.addCommand(new SetCanvasConnectionCommand(edge));
            callback.ifPresent(c -> c.accept(edge));
        };
    }

    @Override
    protected Command<AbstractCanvasHandler, CanvasViolation> newCanvasCommand(final AbstractCanvasHandler context) {
        return command;
    }
}


text:
Annie Maxwell receives University of Michigan Bicentennial Alumni Award
Posted on May 5, 2017 by by Hania Abu-Eid
Our President, Annie Maxwell, was recognized and awarded the Bicentennial Alumni Award at the University of Michigan's 2017 spring commencement for her work on global threats and commitment to addressing "wicked problems."
This special award was created exclusively for the university's 200th anniversary, honoring 20 people who who can inspire the university's community through their outstanding ongoing work, and herald its future achievements, as well as its state, national, and global impact.
Susan M. Collins, the Joan and Sanford Weill Dean of Public Policy, stressed Annie's deep-seated values, stating: "Annie has spoken extensively about her belief that solving the world's most vital challenges requires our full collective intelligence and creativity, which we can only catalyze by engaging diverse people and perspectives throughout the process," says Collins.
Jennifer Niggemeier, director of graduate career services and alumni relations, recognized Maxwell not just for her professional accomplishments, but for her longstanding support for the next generation of policy leaders: "She's been a mentor to so many Ford School students over the years…from developing internships to modeling the way for women in leadership. We are so proud that she will represent the Ford School during the university's bicentennial celebrations."
Other University of Michigan Bicentennial Alumni Award winners include, Benj Pasek and Justin Paul, who both recently won an Academy Award and a Golden Globe for the song "City of Stars" from the movie "La La Land." Babak Parviz, the creator of Google Glass and former director at Google X. Christopher Paul Curtis, whose first book "The Watsons go to Birmingham," won a Newbery Honor and a Coretta Scott King Honor.
The full announcement can be found at the link here: http://fordschool.umich.edu/news/2017/ford-school-alum-annie-maxwell-receive-u-m-bicentennial-alumni-award
This entry was posted in Uncategorized by Hania Abu-Eid. Bookmark the permalink.


Gray hawk Bird Carving signed A.R. M.
Hermes Silk Twill Scarf "Brides et Frontaux"
Hermes Silk Twill Scarf "Les Voitures Nouvelles"
Hermes Paris Silk Twill Scarf "Napoleon"
Hermes Silk Scarf "Cannes & Pommeaux"
Hermes Silk Scarf "Roues de Canon"
Oil on Board Landscape Signed "T.R."
Mahogany Hepplewhite Style Server by "Statton"
Tiger Maple Queen Anne Style Tea Table by "Eldred Wheeler"
Reverse Print Under Glass "British Army NO 50"
Lot of Movie Ephemera, Lobby Cards, Etc.
Henry Clay (1777-1852) "Writes on Temperance"
Lot of Five Fishing/Cartridge Bags.