text:
Part of MultiCultural/HPMG News. ©2021 Verizon Media. All rights reserved.
08/27/2014 05:13 pm ET Updated Aug 27, 2014
National Fraternity Organization To Study Hazing, Alcohol And Sexual Violence
By Tyler Kingkade
The Sigma Phi Epsilon fraternity at the University of Vermont is seen Wednesday, Dec. 14, 2011 in Burlington, Vt. The fraternity was suspended over a survey that asked members who they would like to rape. The national Sigma Phi Epsilon organization says in a statement that is has instructed the chapter to cease all operation, pending further investigation. It says that any behavior that demeans women is not tolerated.(AP Photo/Toby Talbot)
A national fraternity organization this week finalized three presidential committees to study hazing, alcohol abuse and sexual violence among college students in fraternities.
The North-American Interfraternity Conference, representing 75 international and national fraternities, announced in May it planned to set up the commissions. It selected the membership and group leaders over the summer, and those leaders were announced Tuesday.
Dr. Ed Hammond, president emeritus of Fort Hayes State University, will lead a group studying alcohol use within fraternity culture; Allen Groves, University of Virginia dean of students, will lead a group studying sexual violence and abuse prevention; and Dr. Walter Kimbrough, president of Dillard University, will lead a group studying hazing awareness and prevention.
Eight to 12 experts on the issues will make up each commission, and the full membership of each is expected to be posted online this week. The commissions will work until November 2015.
NIC President and CEO Peter Smithhisler said each commission will "take a microscope" to the issue it focuses on. He said it would be difficult to predict whether the commissions would produce specific policy recommendations or white papers, though he did say those would not be "unreasonable" expectations.
"If our goal is to advance the fraternity experience, they're going to have to make recommendations for additions or deletions, or best practices," Smithhisler said in an interview Wednesday.
The three commissions will compile and review research; study the legal and civil landscape related to the issues; and identify "specific, bold, and innovative opportunities for the NIC to exhibit leadership and influence in the prevention" of the dangerous behaviors, according to an announcement from the conference.
Additionally, the group addressing sexual violence will study attitudes supportive of rape, and the alcohol group will study curbing the misuse and abuse of alcohol.
Smithhisler said the commissions are meant to look at the current "health of the overall fraternity community" and identify behaviors that interfere with its long-term success.
"These three issues are known within higher education as areas that need leadership involvement and possible ideas for addressing them," he said. "And they are not issue-specific just to fraternities, either."
Smithhisler said he hopes the commissions' work helping fraternities address hazing would have an impact for athletics, marching bands and other student organizations with induction periods for new members.
Tyler Kingkade
Senior Editor/Reporter, The Huffington Post
College Greek Life Fraternity and Sorority Hazing North American Interfraternity Conference


We slept very well at Birgitta and Björn's home, the farm of Skymnings. All of us rested on comfortable beds. After breakfast, we visited Birgitta's ateljé. It was nice to discover her colorful paintings and beautiful drawings.
Our way was beside of Bästeträsk lake and along a lovely nature reserve. Nils-Erik told us about how a Finnish limestone company tried to destroy the forest for building an open mine there. Local people stopped it. But they think that only won a battle. The fight for preserving this jewel of nature goes on... As homage, we swimming naked in the lake and drink from its water.
We reached the harbour of Ar on time. There, we met Per Gunnar Werkelin. The original idea was to go by boat to Fårö. But it is a windy day and we couldn't sail. Per and her wife drove to Fårösund.
We was surprised to know that Per was the person that found the Viking treasure in Stavgard. He told us how it was. Very nice to remind our stay in Stavgard and people that take care for the place, specially to Anna Sylvan.
In Fårösund, we had lunch and short siesta. Nils-Erik and Klara left us before taking the ferry to Fårö.
It was very exciting to step on Fårö. We realised that our journey is ending... On the map, Fårö was always an island very very far away... until this afternoon.
As usual, we avoided the traffic road by wandering for an amazing rural landscape. We have got influence by magical environment of the island.
When we reached the church of Fårö, there was a massa. We attended to it, most of us have not religious interests but it was nice to get involved for the spiritual moment.
We were very tired. Our sleeping place was not the församlingshem closeby the church. It is the bygdegård placed 5 kms long. Our psychophysical state started to do not work properly. Everything changed when we took a rest at Gutes Bestin, a rock'n'roll restaurant that serves the best crepes of Gotland. Salty Crepes and beer are the best cure for our mental state.
We met Valeria, the charmy owner of the place, and Tomas, a big man that was in prison for refusing to do the military service in 60s. They have build the place with their hands and soul.
Night was coming and we still walking. Almost full moon in the sky.
We reached the Fårö Bygdegård around 22.00. After hugs and happiness, we went to sleep.
Tomorrow, the last day of Apostlahästar på Gotland.


Waltham, Mass. – November 28, 2018 – Actifio, the world's leading enterprise Data-as-a-Service (DaaS) software provider, closed another record quarter in October, accelerating every key business metric – revenue growth, customer count, adoption of DevOps and analytics solutions in hybrid and multi-cloud environments, use by global enterprises for their business-critical applications and largest SQL and NoSQL databases, expanded partnerships, and continued industry leadership in technology and solutions. More than 3,500 enterprises in 38 countries rely on Actifio solutions to modernize protection, management and access to data in order to advance their strategic initiatives.
Building on market-leading innovation in hybrid and multi-cloud technologies, Actifio solutions increasingly drive enterprises' critical digital transformation initiatives: modernizing data protection, building business and cyber resilience, accelerating DevOps and analytics, delivering on the promise of cloud without compromises or lock-in, and meeting compliance and governance requirements. The growth underscores Actifio's position as a pioneer and a battle-tested market leader of solutions that enable data to be used as a strategic asset, whether deployed on-premises or across hybrid and multi-cloud environments.
For more information on Actifio and our potential career opportunities, please visit Actifio.com.
For details on Actifio's market-leading scores in the Gartner Critical Capabilities Report, please visit here.


Islamabad, September 03 (QNA) – The Pakistani Army has killed more than 910 terrorists in operations in North Waziristan, the army said in a statement Wednesday.
Security forces have cleared a number of areas including Miranshah, Mirali, Datta Khel, Boya and Degan, which were earlier considered terrorist strong holds. As 27 IED manufacturing factories, one rocket and one ammunition manufacturing factory have been destroyed, according to Pakistan's Geo News. Huge cache of arms and ammunition, communication equipment, and other logistics facilities used by terrorists have been destroyed, uprooting their ability to attack as a coherent force.
Over 2,274 intelligence-led coordinated counter terrorism operations were carried out across the country to forestall any blow back of the military operation. Since the beginning of operation Zarb-e-Azb, 82 soldiers were killed in the operations and 269 others sustained injuries.


Choose a popular Israel shirt or Israel hoodie design in a full array of fashionable urban styles that will proudly declare your love of Israel to everyone who sees you - whenever or wherever you wear it!
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This 'Keep Calm and Support Israel' shirt is a great shirt to wear if you want to show your proud support for the State of Israel.
Wear this Israel support shirt to show solidarity with the Jewish state and to increase global understanding towards the Holyland. Today, with global terror constantly on the rise and with evil forces seeking to eliminate Israel - our country needs all the support it can get!
Get this "Support Israel" shirt sporting the Israel flag to show your true pride and support for Israel in its time of need!
If a trendy and cool Israel support shirt that makes you proud to be Israeli and express your hope for peace is what you wish for, then we've got you covered!
Show your support for Israel with this attractive Israel shirt and be proud every time you wear it!
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Throughout Israel's history, Israel has been faced with consant provocation and as this Israel shirt suggests, it has always been its supporters worldwide that have played a great part in overcoming these trials.
This exotic hamsa shirt features an exquisitely illustrated lucky hamsa hand with an inner eye that is believed to ward off the negative forces of the evil eye.
We in Israel stand UNITED with France against terror! Recently in Israel, 1000's rallied in solidarity with France and sent their united support to the French people following the November 2015 ISIS terrorist attacks that shook the city of Paris and rocked the country of France as well as the entire world.
This inspirational Israel shirt joins a heart with the word Israel to create a design that is meant to express an intimate feeling of love for the Holyland. We call it "To Israel with Love".
With the powerful image of a waving Israeli flag flying behind a battling IDF soldier, this Israel shirt will make the wearer proud to be a supporter of Israel.
Show your support for Israel and express your love for the entire Israeli nation with this popular Israel shirt that says it all!
This "Shalom Y'all" Israel shirt is a good way to greet the world on almost every day of the week and also a great way to make an instant connection with all those around you that love and support Israel!
Show your love for the State of Israel with an memorable Israel shirt or a colorful Israel hoodie!
At Israeli-T.com we specialize in Israel T-shirts and offer a complete selection of special tee shirts from Israel as well as other popular Israel clothing for every personal taste and fashion style! If you are searching for awesome urban style Israel hoodies or would prefer a long sleeve Israel T-shirt jersey, or even an Israeli hat - at Israeli-T.com we have it all!
For those want to celebrate their own Jewishness or are looking for an ultimate Israel gift for the Jewish holidays, our Israel tee shirts, Israel hoodies, Israel jerseys and Israel tank-tops will offer a complete range of Israel clothing styles that will be popular with everyone in the family – no matter what their age.
Our unique products from Israel can also be a great way to remember and celebrate the Holy Land and we feature plenty of designs that do just that! Our Israel T-shirts come in a full selection of artistic designs commemorating the IDF, the Mossad, Krav Maga, Jewish holidays, the State of Israel, Jerusalem, Tel-Aviv, Eilat and much, much more.
If you are looking for an Israel t-shirt in English or would prefer an original Hebrew T-shirt, we have a wide variety of styles in stock that will be just right for you – or for your family or friends who also want to show their love for Israel.
Many of our most popular Israeli-T designs feature funny Jewish sayings with humorous slogans or eye-catching images that will be sure to generate lots of comments from others who respect Israel or simply appreciate your Jewish sense of humor.
Whether you are looking for a pro-Israel T-shirt to support Israel or just want a cheerful Israel T that will clearly express your current mood, we have a complete selection of designs - all available in a wide array of fashionable styles and vibrant colors that will provide you with the perfect Israel T-shirt for every occasion.


There are some leggings that just do not need much explanation and our Vintage USA Flag Leggings are one of those. It is a beautiful vertical USA flag design that has the charm of a vintage style giving it its own distinct look and style. Every woman needs a fantastic USA flag in her wardrobe and our Vintage USA Flag Leggings are going to be ideal. They are made from a super soft fabric that oozes comfort. Once you get them in your hands and feel them you will know exactly what we are talking about.


The Irene School of Garden Design is an educational institution that offers a variety of courses that encompass the needs of every prospective student.
Irene School of Garden Design believes that aspiring landscapers should design gardens for life. Gardens that are designed for life are an extension of our everyday lives. Not only do gardens add value to our properties; but they also enrich us as individuals, they enhance and maintain ecosystems, and they provide spatial qualities where human life and nature merge.
We design gardens, and gardens define us.
Landscaping and garden design today, are one of the world's most popular professions and hobbies. Even though landscape design is steeped in age old traditions and history, the art of gardening today is much more than combining plants with elements, it has a modern sensitivity to ecological needs and spatial layout and design.
We, at Irene School of Garden Design, strive to inspire our students through design, theory and practical application to channel their passion and creativity as an expression of life in landscapes.
The superior choice in landscape design education.
Irene School of Garden Design has been actively presenting landscape design courses and upholding industry standards since 2001. We are based in Centurion, Gauteng and we present short courses countrywide. Courses have been presented internationally, including the Lusaka Garden Club in Zambia.
We offer a variety of courses ranging from short introduction courses to extensive one year courses in the various fields of garden design.
Irene School of Garden Design has over 10 years of experience in offering an outstanding quality of education which is of a highly sought after standard in the landscaping industry.
"The Irene School of Garden Design curriculum comprises both full-time and part-time courses dealing with all aspects of garden design. The theoretical modules are comprehensive and detailed, and are underpinned by opportunities for practical experience, also on a full-time or a part-time basis.
The Principal and owner of Irene School of Garden Design, Lee Burger, is qualified in both the art as well as the science of garden design and landscape architecture. Lee offers students unique opportunities for personalised tuition and practical training for their chosen careers.
Lee Burger is the principal of Irene School of Garden Design and is the principal lecturer for the professional courses. Lee is a conferring lecturer and assessor for leading educational institutions and universities, and does consulting work for leading architectural and Landscape architectural firms. Lee Burger has been an active lecturer at the Irene School of Garden Design since 2006 and has completed numerous projects in the industry, including landscape design and urban planning for Anglo Platinum, Bell and various significant residential developments.
Lee's vision for the expansion and progression of the landscaping industry through education and design is unique and extraordinary. "Diversity and individual expression amongst students is the holistic vision of the world we inhabit; through design we translate our surrounding landscapes."
Helen, who presents Irene School of Garden Design's introductory course, has been interested in gardening from a very young age. "I struggled for years to make sense of the various gardens that my husband and I owned, but it was only after my youngest child finished school that I enrolled in a garden design college in Johannesburg S.A. Within two lectures, covering design principals and plant design, the pieces of the puzzle had fallen into place. I finally understood where I had been going wrong. In addition learning to draw to scale and planning garden designs on paper was a real eye-opener."
Helen has also co-authored the book, "Making Sense of Garden Design", which is a set book in the curriculum of the courses offered by the school.
To view a full list of all courses presented by Irene School of Garden Design click below.


I did it! The hubbs finally admitted my pizza crust was better than Trader Joe's. I think it was the bubbles that got him (he loves when there are bubbles in a pizza crust when it bakes).
Either that or the fact that this crust can stand up to some serious pizza toppings.
I'm not quite sure why I fell off the pizza dough bandwagon. At one point, when I was blogging more previously, I was pretty good about keeping some dough on hand. The great thing about pizza dough is that you can prep it, allow it to rise for the first time, and freeze it until you're ready to use it.
This recipe makes 2 crusts, although they end up more of a hand-tossed style on thickness, so you might be able to stretch it into 3 pizzas if you really like a cracker thin crust. There's a couple things we really like about this recipe. The first is that it is 100% whole wheat. The whole wheat version from Trader Joe's definitely has its place in our house, but by the list of ingredients, it seems it's probably about 50:50 whole wheat-white flour. The second is that it is so easy to work with when prepping the pizza. This is actually probably the winning factor for the hubbs since he's the pizza baking guru in the house.
In the bowl of a stand mixer, combine the water and sugar. Sprinkle the yeast over the top of the water and let sit for 3-5 minutes.
Add the remaining ingredients to the bowl of the mixer. Using the dough hook, mix on low until the ingredients are well combined and the dough has been allowed to kneed, about 3-5 minutes.
Remove the dough, form into a ball, and place in a covered bowl in a warm, draft-free place. If I am baking anything in the oven, I usually cover the mixer bowl with a towel and set it on the stove top. Allow to rise for 60-90 minutes or until the dough begins to "flatten" on top.
Form into two equal balls of dough. At this point, the dough can be rolled out to be used immediately for a pizza or frozen. If freezing, wrap in plastic wrap and then place in a freezer ziploc bag. Remove from the freezer and allow to thaw at room temperature for 3-4 hours (or overnight in the refrigerator) when ready to use.


text:
Walrus Audio Melee Giveaway
Taylor Expands Its American Dream Series With New Sunburst Trio
Gibson's Robi Johns: "Designing guitars is the most joyous part of my work."
First Look: PRS SE McCarty 594
Blackstar Introduces the Dept. 10 AMPED 2
Birth of the Archtop: An Ode to Orville Gibson
Maegen Wells
A 1921 A2 Gibson mandolin is reunited with a 1921 L2 Gibson guitar after an entire century.
For archtop lovers, there are few subjects more fascinating than the legacy of Orville Gibson.
One of my greatest inspirations as a guitar maker comes from my hope that the guitars I build will roam the planet long after I'm gone. Sometimes, when I'm on my some-hundredth hour of working on a guitar—sanding lacquer and chasing a flawless mirror finish—a vision of the instrument one hundred years from now will flash before my eyes. It's a powerful reminder that along with a century of battle scars and music comes a certain beauty that only time will bring. With all the hustle and bustle of building brand-new guitars, sometimes I forget: I want to build guitars now, so that someday they will be old.
You see, old archtops are my favorite. Even if they're not that great, I still find them beautiful. Every time I hold one in my hands, I think about how, once upon a time, it too was incomplete and being obsessed over by someone. Maybe by a factory worker whose name we'll never know, or perhaps by one of the greatest luthiers of the early 20th century. Each of those luthiers plays a role in the history of archtops, which just so happens to hold some of my favorite stories. It's a surprisingly not-super-long timeline that begins with a tale of innovation, tradition, mental illness, and mandolins. We only have to go back to the late 1800s to find the man responsible for planting the archtop seed, and I bet it's a name you already know: Mr. Orville Gibson.
In the 1890s, Gibson was building guitars and mandolins with arched tops and backs, and as far as we know, he was the first to do so. Violins and cellos had been made that way for hundreds of years, but Gibson's builds were where that construction style began for guitars and mandolins. In 1898, he achieved a patent for a number of his ideas on the construction of those instruments, including the concept of carving the top and back out of solid wood. He sold the patent (and his name), and in 1902, founded the Gibson Mandolin-Guitar Manufacturing Co. in Kalamazoo, Michigan. His relationship with the company from thereon is unclear. Then, in 1907, he was admitted to a hospital for psychiatric treatment, an occurrence that would take place a number of times before his death in 1918.
Violins and cellos had been made that way for hundreds of years, but Gibson's builds were where that construction style began for guitars and mandolins.
Yes, believe it or not—the world of music was forever changed by the work this man did inside of one decade, and it may or may not have cost him his sanity. With Gibson's innovative creations as a blueprint, the company went on to produce archtops that unified the mandolin and guitar family as one. It was 1919 when the company hired a physics-obsessed musician who unlocked the acoustic potential of these instruments: Lloyd Loar. Through applying concepts used in violin building, such as f-holes and tap tuning, Loar elevated the world of archtops to a new level in 1922 with his design and creation of the L-5 guitar and F-5 mandolin. Loar left Gibson two years later to "pursue other interests."
So, here's the crazy part: During these first painfully short chapters, Gibson and Loar were responsible for the making of some of the most beautiful and magical-sounding instruments on the planet. I came upon a cluster of Gibson mandolins from the early 1900s at a music store, and I felt the magic before I knew what they were; I just looked at them and they started singing like angels. Trying to describe the experience would be like trying to cover the impact of Gibson and Loar in one column, but let's just say I left that music store a different person than I arrived, along with a higher understanding of the word "otherworldly." These are the kinds of instruments that make you a better builder or player just by being around them. They have souls.
The story of Gibson's role in the archtop evolution certainly goes on from there, but it's these first chapters and the unprecedented instruments that come with it that laid the wood-shaving-covered foundation today's archtops are made on. From there, the daisy chain of inspiration continued as the archtop guitar developed in the hands and shops of more brilliant luthiers to come, such as John D'Angelico, Charles and Elmer Stromberg, Jimmy D'Aquisto, and Linda Manzer; but those are stories for another day. These are the heroes of the archtop world, and one of my many reasons for loving old archtops is because it reminds me of them. I want nothing more than to leave behind guitars that inspire others, the way many beautiful guitars left behind by my heroes have inspired me—battle scars and all.
5 Classic Rock Riffs for Beginners
Carl Baldassarre
Riffs are the building blocks of classic rock. They are the earworms that stick with you and make the songs memorable. In this video, you will learn how to play five of the most popular riffs from bands such as Deep Purple, AC/DC, Black Sabbath, The Rolling Stones, and Led Zeppelin.
Click Here to Get Your Free Guitar Handbook
from Berklee Online!
Does It Doom?'s Steve Reis on Black Sabbath's "Black Sabbath"
The envoy of evil honors Tony Iommi's ominous opening odyssey that is a foreboding fight between light and dark that ultimately sparked several subgenres of metal.
Top 10 Hooked Videos of 2021
Paul Gilbert on Zep, Samantha Fish on Tom Petty, Marty Friedman on Sabbath, and more players share stories of how and when the guitar rocked their worlds.

redpajama_set_name: RedPajamaCommonCrawl


Fuchsias are one of the most popular plants grown with their striking and unmistakable nodding, and often bicoloured, flowers. There are approximately 100 species, mostly from temperate areas, and more than 15,000 hybrids and varieties. They vary from small trees to shrubs and cascading ground covering plants.
Fuchsias are widely cultivated garden plants across much of the developed world. Their popularity seems to be cyclical, going through periods of greater and lesser popularity, as new generations of gardeners discover their attributes.
Whilst they seemed to lose some popularity towards the end of the twentieth century, these 19th century favourites are once again charming gardeners with their elegant two-tone flowers that can brighten up any garden.
For the fuchsia enthusiast, this ebook may help to develop a better perspective and fill in some elusive gaps in their understanding of the genus. For the amateur or beginner, it will provide a foundation upon which to build knowledge and understanding as they explore the possibilities of growing fuchsias in their own gardens.
The Growing and Knowing ebook has 124 pages and so many wonderful colour pictures of the many varieties of fuchsias.
Love fuchsias? Why not study our fuchsias course. Click here for more information.


SAN DIEGO—According to results of a study presented at IDWeek 2017, an increase in body weight is common in HIV patients who are switched from efavirenz/tenofovir disoproxil fumarate/emtricitabine (EFV/TDF/FTC) to an integrase strand transfer inhibitor (INSTI)-based antiretroviral therapy (ART).
Jamison Norwood, MD, of the Vanderbilt University Medical Center, in Nashville, TN, explained, "We analyzed data from adult patients on EFV/TDF/FTC for ≥2 years with consistent plasma HIV-1 RNA <1000 copies/mL prior to date of switch (or date of sham switch for those who remained on EFV/TDF/FTC)." He noted that HIV-1 RNA levels of <1000 copies/mL were maintained in all patients for at least 18 months after switching therapies.
Dr. Norwood added, "We assessed weight change over 18 months in patients switched to an INSTI-containing regimen or a protease inhibitor (PI)-containing regimen versus those remaining on EFV/TDF/FTC over the same period." Additionally, the study authors performed a subgroup analysis assessing weight gain seen in patients who switched to dolutegravir/abacavir/lamivudine (DTG/ABC/3TC) compared to patients who switched to regimens containing raltegravir or elvitegravir.
Subgroup analysis showed that, of the INSTI-containing regimens, DTG/ABC/3TC was associated with the most amount of weight gain (5.3kg) at 18 months when compared to regimens containing raltegravir or elvitegravir (P=0.19). Additionally, patients who switched to DTG/ABC/3TC gained significantly more weight than those who continued taking EFV/TDF/FTC (P=0.001).
An increase in HbA1c was also seen in patients switched to an INSTI-containing regimen (from 6.4% to 6.9%; P=0.30) but was not significant. The authors further noted that changes in lipid profile were also not significant.
Dr. Norwood concluded, "Switching from daily, fixed-dose EFV/TDF/FTC to an INSTI-containing regimen among patients with virologic control was associated with weight gain at 18 months." The authors called for larger studies to assess changes in cardiometabolic risk factors after switching to an INSTI-containing regimen.
Norwood J, Turner M, Bofill C, et al. Weight Gain After Switch From Efavirenz-Based to Integrase Inhibitor-Based Regimens. Poster presented at IDWeek; October 4–8, 2017; San Diego, CA. http://www.idweek.org.


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Q: for each in C++ fails to update the vector I for_each an vector and changed the vector inside the for-loop.  However, when I ran the program, after the program left the for-loop the vector was still unchanged.  What caused the problem?  If I still want to use for_each loop, how can I fix it?
Here is the code (my solution for leetcode 78):
class Solution {
public:

    void print(vector<int> t){
        for(int a:t){
            cout<<a<<" ";
        }
        cout<<endl;
    }
    vector<vector<int>> subsets(vector<int>& nums) {
        vector<vector<int>> res;
        res.push_back(vector<int>{});
        int m=nums.size();
        for(int a:nums){
            cout<<"processing "<<a<<endl;

            for(auto t:res){
                vector<int> temp{a};
                temp.insert(temp.end(),t.begin(), t.end());
                res.push_back(temp);
                cout<<"temp is ";
                print(temp);
                res.reserve();
            }

            // int s=res.size();
            // for(int i=0;i<s;i++){
            //     vector<int> temp{a};
            //     temp.insert(temp.end(), res[i].begin(), res[i].end());
            //     res.push_back(temp);
            // }

        }
        return res;
    }
};

If I used the placed I commented out to replace the for_each loop, it gave the correct solution.

A: The shown code exhibits undefined behavior.
Inside the for-loop:
    res.push_back(temp);

Adding new elements to a std::vector invalidates all existing iterators to the vector (there are several edge cases, on this topic, but they are not relevant here). However, this is inside the for-loop itself:
for(auto t:res){

The for-loop iterates over the vector. Range iteration, internally, uses iterators to iterate over the container. As soon as the first push_back here adds a value to the vector, the next iteration of this for-loop is undefined behavior. Game over.

A: The problem here is that you are looping over the subsets created so far and then add more subsets in the same loop, appending them. There are two problems with this.

*

*First (as pointed out by Sam), vector::push_back() may invalidate iterators which control the loop, thus breaking the code.

*Second, even when using a container (such deque or list), where push_back() would not invalidate any pointers, your loop would run indefinitely, as you keep adding new elements.

The correct way is to only loop the subsets created before the loop starts, but then add new subsets, i.e. doubling the number of subsets. The easiest way to achieve this is to use good old index-based loops and allocate/reserve enough subsets (2^n) at the onset.
vector<vector<int>> subsets(vector<int> const& nums)
{
    const auto n=nums.size();
    vector<vector<int>> subset(1<<n);    // there are 2^n distinct subsets
    for(size_t i=0,j=1; i!=n; ++i)       // loop distinct nums
        for(size_t k=j,s=0; s!=k; ++s) { //  loop all subsets so far s=0..j-1
            auto sset = subset[s];       //   extract copy of subset
            sset.push_back(nums[i]);     //   extend it by nums[i]
            subset.at(j++) = move(sset); //   store it at j
        }
    return subset;
}

redpajama_set_name: RedPajamaStackExchange


text:
Q: accessing object that is creating from a form submission I am in the process of learning angular. I've created a simple HTML form and want that submission to create an object that I can access in other tables.
Code from 1 row of the HTML table/form

                Q1
                <input type="number" ng-model="stateAid.WADM_Q1" placeholder="0">
                <input type="text" ng-model="stateAid.Foundation_Aid_Q1" placeholder="$0.00" class="currency">
                <input type="text" ng-model="stateAid.Salary_Q1" class="currency" placeholder="$0.00">
                <input type="text" ng-model="stateAid.Transport_Q1" class="currency" placeholder="$0.00">
                 {{ final_total_Q1 | currency }}

Angular Code:
app.controller('StateAidTable',function($scope) {

$scope.master={};

$scope.update =function(stateaid){

    $scope.master = angular.copy(stateaid);
    $scope.WADM_q1 = stateaid.WADM_Q1;

};

since the stateaid object has been copied to the $scope.master, does that mean that the master is now the object that I use to access the object's properties in the template. Thanks for the help!

A: Working absolutely fine link for the solution i have performed it for Q1, you can do it similarly for rest of them: http://plnkr.co/edit/Aabu35evC5GVhfuVLOHA?p=preview
 $scope.update = function(stateaid) {

            debugger
            console.log($scope.stateAid.Foundation_Aid_Q1);

     $scope.final_total_Q1=parseInt($scope.stateAid.Foundation_Aid_Q1+$scope.stateAid.Salary_Q1+$scope.stateAid.Transprot_Q1);
     console.log($scope.final_total_Q1)
        $scope.master = angular.copy(stateaid);
        return $scope.master;
      };


72 cientific to rage 2'10 ON VALUATION Our bonded messengers call any- where within the City limits, on notification by mail or telephone. Out-of-town patrons may express their furs at our expense. Repairs and remodeling of furs, at this time, assure their readiness for Fall delivery. A.JAECKEL & CO. fJurriers 0xclusiVely Fifth Ave. Bet. 35-36 Sts., New York WISCONSIN 3626 TO THE THEATRE IN ROLLS-ROYCE SPECIAL RATES Of interest to out-of-town dwellers-groups of people may rent Rolls-Royce cars, at special rates, to motor into town to the theatre. Uniformed chauffeurs will call for and return each person to his home. The regular rate is $7 an hour. Write for booklet N-21. Telephone Stillwell 7100 for rates. ROLLS-ROYCE RENTING CO. 5TH AVENUE & 56TH STREET NEW YORK MÄY 11, 1917 MUSICAL High Jinks at the Roxy- vertising-An Airfull-Fo :;:-- ' _ M AY is a month of b e n e fi t :/ := concerts; scratch op- '> -' _ I eratic performances ._ '.- and unnecessary . ..__ _--. 3 piano recitals, but I; : : this particular May has been distinguished by the appear- ance of Mischa Levitzki as soloist at the Roxy Theatre. There has been murmuring about the apparition of an eminent pianist on a program likely to include at least one celluloId flash of a young woman walking home from an automobile ride with her virtue, if not her footgear, intact. This seems to us to be a strangely snobbish slant. We are not yet prepared to abandon the use of bait to attract audiences for music, and it is immaterial wheth- er that bait be a string of parterre box- es loaded with the elect or "The Love Thrill." Gather the crowd as you wish, if the artist has a full house and gives it pleasure, something worth- while has been accomplished. Especial- ly if the listeners enjoy the experience as thoroughly as Mr. Levitzki's did.- Both Mr. Levitzki and Roxy are to be congratulated on the two weeks in which the new theatre challenged our more sedate institutions. The hugely gifted Mischa was no prima donna. He played his thirty shows a week as though he were one of the original members of the gang, and he played the piano like Mischa Levitzki. When he stepped on the stage, he drew only the polite applause which cinema patrons turn loose indiscriminately on all soloists; but his concerti stopped the show, and his encores might have precipitated recitals had there not been a quick black-out. In his first week, Mr. Levitzki pre- sented a tabloid version of the Saint- Saëns G minor Concerto, consisting of a few measures from the introduction and most of the last movement. In the second week, he introduced to the Roxy following a truncated edition of the Liszt E' flat Concerto. Oddly enough, the Sa'int-Saëns work seemed the more effective of the two, al- though the Liszt is about three times as grateful in a concert hall. Saint- Saëns' superficial tidbit was the better for the condensation, while the closely kn'it Liszt bravura became a trifle jerky after the boiling-out process.


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HomeMilitary AviationF-35Italy's F-35 stealth fighter purchase review signals more cuts ahead.
Italy's F-35 stealth fighter purchase review signals more cuts ahead.
June 27, 2013 David Cenciotti F-35 2
Even if the Italian Air Force considers it "essential" for the future of the service in the next 20 years, the F-35 program will be reviewed for 6 months, as a consequence of the lower-house motion supported by the Letta cabinet presented on Jun. 26, 2013.
Based on the new motion, Italy's participation in the program will not be cancelled, but parliament will have to approve any further stage of the 5th generation multi-role fighter jet purchase.
The new motion, passed 381 to 149 votes, calls on the government to push for more European Union defense projects integration to reduce military spending and defeated an opposition motion in favor of quitting the program.
On Feb. 15, 2012 former Italian Minister of Defense announced Italy's plan to purchase 90 F-35s out of the original 131.
41 aircraft were be scrapped leaving the Italian Air Force and Navy with less than F-35 in the A and B version to replace about 300 current aircraft, including the Air Force's Tornado and AMX, and the Navy's AV-8B+ Harrier II on board the Cavour aircraft carrier, both involved in the Air War in Libya.
Italy plans to spend about 12 billion Euro on the aircraft over 45 years, starting in 2015. Considered the mounting pressure around the program, both within the coalition party and the opposition, and the need for the government to address the huge public debt and limit the budget deficit, a further reduction in the amount of planes that will be eventually procured seems to be not only likely but inevitable.
Image credit: Lockheed Martin
Delays and cost overruns have raised the projected unit price from 75 million to 133 million USD, even if, in February 2012, Italian head of the agency that is responsible for the procurement of new armaments said that the unit price will be around 70 million each (Lockheed Martin estimated 65M USD for the F-35A and about 73M USD for the F-35B), less than the 79 million USD currently paid for the Eurofighter Typhoon and much less of the 121 million USD per aircraft anticipated in 2011.
Unit price depends also on the foreign sales. U.S. have commitments from allies to buy as many as 500 jets. Last year, The Economist warned that the program is in danger of slipping into the "death spiral" where increasing unit costs would lead to cuts in number of ordered plane, leading to further costs that would boost order cuts.
Italian AMX fighter bomber fleet reaches 200,000 flying hours
Forget the F-22 and F-35, this is a real Super Maneuverable Fighter plane: the Russian Su-35 Flanker-E
Italy's Typhoon fighter jets secure airspace of Iceland
To be honest, this F-35 fighter jet High-AOA testing video has nothing to be impressed of
Postcards from the Middle East: Jordanian, U.S. Air Force F-16s and U.S. Marine Corps F-18s train together
Russia seeking for Antonov An-26 replacement
Italy to provide Israeli Air Force with the M-346, an advanced training plane that "already looks on to the F-35".
February 16, 2012 David Cenciotti Military Aviation 4
On Feb. 16, Israel's Ministry of Defense has announced the selection of the Italian M-346 Master as replacement of the aging Air Force's fleet of A-4 Skyhawks, used as advanced trainers for combat pilots designated […]
Libyan Uprising
Operation Unified Protector (was Odyssey Dawn) explained (Day 105 – 137)
August 3, 2011 David Cenciotti Libyan Uprising, Military Aviation, Operation Odyssey Dawn, Operation Unified Protector 4
Previous debriefings: Archive Latest update: on Aug. 3, at 10.40LT, a missile exploded 2 km from the Italian frigate Bersagliere, that was patrolling the sea some 15 miles off Libya. According to the Italian MoD, […]
The F-35A has started tailhook testing at Edwards AFB
May 20, 2016 David Cenciotti Aviation Safety / Air Crashes, F-35, Military Aviation 2
Even the conventional variant of the Joint Strike Fighter must be prepared to use the tailhook to face directional control issues or braking failures. Tailhook landings by land-based aircraft are used in emergency situations to […]


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La participación de Argentina en los Juegos Olímpicos de París de 1900 fue la primera actuación de un deportista argentino en los Juegos Olímpicos. Se trató del esgrimista Francisco Camet, quien compitió en la prueba de espada, finalizando en quinto lugar, obteniendo dos puntos. Con esa actuación, Argentina obtuvo el sexto lugar en la clasificación general por puntaje en esgrima. Asimismo, en la tabla general por puntaje de los Juegos, con esa sola actuación, Argentina quedó en la 23.ª posición sobre 28 países participantes.

Diploma en esgrima

Argentina fue uno de los doce países -el único iberoamericano- que fundaron el Comité Olímpico Internacional (COI) en 1894, estando representada en el primer Consejo Ejecutivo por José Benjamín Zubiaur, quien se desempeñó en ese cargo hasta 1907. La primera presencia olímpica de un deportista argentino se produjo ya en los segundos Juegos Olímpicos de París 1900 a través de la participación solitaria del esgrimista Francisco Camet.

La esgrima fue una de las disciplinas fundadoras del olimpismo moderno. En los Juegos de París se realizaron siete pruebas, una de ellas la de espada, en la que se inscribió Francisco Camet, junto a otros 103 competidores pertenecientes a los 28 países en competencia. Los esgrimistas fueron distribuidos en 17 series, clasificando los dos primeros de cada una. Camet se clasificó segundo luego de vencer a dos franceses, un español y un peruano, siendo derrotado a su vez por el francés Léon Sée.

En la segunda ronda, Camet, volvió a clasificar segundo, eliminando a tres franceses y un belga y, para quedar escolta de otro francés, Edmond Wallace. En la tercera ronda, Camet finalizó tercero en su serie clasificando para la final, a la que clasificaron también siete franceses y un cubano, Ramón Fonst Segundo. La medalla de oro la obtuvo precisamente el cubano, mientras que Camet terminó en quinto lugar, alcanzando una posición premiada con dos puntos. Delante de Camet quedó con medalla de bronce Léon Sée, quien lo había vencido en la serie inicial, y detrás quedó Edmond Wallace, en sexto lugar, quien en la segunda ronda había obtenido la serie de Camet.

Con esa actuación, Argentina obtuvo el sexto lugar en la clasificación general por puntaje en esgrima. El primer lugar lo obtuvo Francia ganando cinco de las siete medallas de oro en juego, y 15 de las 21 medallas totales. Asimismo, en la tabla general por puntaje de los Juegos, con esa sola actuación, Argentina quedó en la 23.ª posición sobre 28 países participantes, empatada con Rusia y superando a Haití, Irán, Perú y Rumania.

Véase también

 Argentina en los Juegos Olímpicos
 Deporte en Argentina
 Juegos Olímpicos de verano
 Juegos Olímpicos de París 1900

Referencias

1900
Países en los Juegos Olímpicos de París 1900
Olimpicos

redpajama_set_name: RedPajamaWikipedia


Stunt pilot Vicky Benzing (B.S., chemistry, '80), an accomplished aerobatic performer and air racer, was recently featured in a Tacoma News Tribune story about her flying career. Benzing performed aerial stunts for the Tacoma Freedom Fair and flew over a Fourth of July parade in Steilacoom, Washington, during the 2017 holiday weekend. She currently holds the record for fastest woman ever at the prestigious Reno Air Races.


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Home» News » MotorStorm RC Update Adds New Features
MotorStorm RC Update Adds New Features
A new update for MotorStorm RC on the PS Vita and PS3 is now available to download. The update fixes a number of bugs with game as well as make the campaign mode a little easier. The playable demo has also been updated to let you play different tracks.
One of the most important fixes in the game was recovering lost medals earned by gamers due to a previous bug. As mentioned, the difficulty of the game has been updated to make it easier on earlier levels.
You will be prompted to install the update from the LiveArea when you start the game.
MotorStorm RC, Patch, PlayStation Vita


Last week I was working with some eighth grade teachers who were getting ready to launch a new reading unit, and to learn a bit more about their students, I asked them how well they thought their kids were able to interpret. They paused for a moment, not sure what to say, until one teacher said that they'd mainly focused on analyzing texts, not on interpreting them.
Given the emphasis that the Common Core standards have placed on analysis, I wasn't surprised to hear this. As I researched for Dynamic Teaching for Deeper Reading, the words interpret and interpretation only appear 15 times in the ELA Standards, while the words analyze and analysis show up over 150 times.
What's interesting, too, is that if you look at where those 15 words appear, you'll find that while students are asked to interpret words, phrases, figurative language, figures of speech and visuals (such as charts and graphs), they're not asked to interpret whole texts. They are, however expected to analyze other writers', artists', and filmmakers' interpretations of texts and real-life events, which means the authors of the standards recognize that readers can interpret more than words and phrases.
So why is there so little mention of interpretation in the standards and many classrooms?
The skeptic in me has wondered if it's because the powers that be don't really want students to think for themselves. But I also suspect there's a feeling out there that interpretation isn't rigorous. That is, it's seen as a loosey-goosey, touchy-feely way of reading, where readers are allowed to think whatever they want, based on their own experiences and feelings. This, however, is not at all what Louise Rosenblatt, the originator of the Reader-Response theory of reading, intended. She did believe that readers needed to bring their thoughts, emotions and experience with them in order to transact with a text. But she saw that transaction as part of "an active, self-ordering and self-correcting process, characterized by subtle adjustments and refinements of meaning in an effort to achieve a coherent interpretation," which took into account all of a text, not just whatever parts might have spoken personally to a reader.
That process can be seen in the journey a third-grade class I wrote about in Dynamic Teaching for Deeper Reading took. They were reading Cynthia Rylant's picture book The Old Woman Who Named Things, which tells the story of an old woman who's outlived all of her friends and is so afraid of losing anyone else that she shies away from forming attachments. Instead, she names inanimate objects that she thinks will outlive her, like her house and car, and considers them as friends. At first, this arrangement seems to work, but things get complicated when a puppy keeps appearing at the old woman's gate. And those complications only gets worse when one day the puppy doesn't come, and that ultimately forces the old woman to reconsider the decisions she's made in her life.
I launched the class on that process by inviting them to begin the book using a text-based Know/Wonder chart, which helped them develop a basic understanding of the who, what, when and where (though, you'll see that not everyone knew what outlive meant.) And highlighted at the bottom, you'll also see that questioning, they raised a question, which I knew could lead them right to the heart of the story.
To continue that process, I reframed that question as a line of inquiry to explore and invited the class to draft what Dorothy Barnhouse and I first called "maybe statements" in What Readers Really Do. As you can see below, there's quite a range in these maybe statements, with some students clearly drawing on more of the text than others were (though everyone cited a piece of evidence).
At this point in the story, I paused to ask the students another question that would engage them in that "active, self-ordering and self-correcting process": Why did the author make the dog stop coming to the gate? What might she want the old woman—or us—to see?
I'll have more to say about interpretation and how I see it connected to analysis in an upcoming post. But in the meantime, how do you think about interpretation—and how do you invite students to do it?
This past year I've had several opportunities to present or run workshops on bringing more inquiry work into ELA classrooms, and one of the first thing I've found I need to do is ask people what comes to mind when they think of the word inquiry. Most envision some sort of project that involves investigating an issue, topic, phenomena or question. These kinds of inquiries almost inevitably involve some reading and writing, as students read to research topics and write to convey their findings. And sometimes the inquiry question or topic comes from a reading a text. For instance, a class might read Linda Sue Park's A Long Walk to Water then decide to delve into an inquiry to learn more about what's been happening in Sudan and why.
In this vision of inquiry, reading and writing are tools for the inquiry, not the explicit focus, and whatever teaching accompanies that reading and writing is frequently delivered through explicit instruction of strategies and skills. What I've been talking about in my work, however, are inquiries into the actual texts that students are reading and writing. It's the kind of inquiry that Katie Wood Ray writes about in her wonderful book Study Driven, where she shares what a class of first-graders discovered during an inquiry into punctuation and how one of those first graders incorporated that learning into her writing.
But here are two example of the genre, one by a contemporary practitioner and the other by the 17th century Japanese master Basho. What do you notice about them?
To explore and investigate this question, take a look at the following samples. Do you notice anything similar between them, such as how they're structured or how they effect you? Do you see any patterns, again in structure, effect, features or word choice?
On the other hand, if you'd like to compare your ideas with those of an award-winning poet and professor—or learn more about how the 5-7-5 rule came into effect and why it misses the real point of haiku—here's a link to Michael Dylan Walsh's "The Discipline of Haiku." Also please consider sharing what you think you learned about haiku and how the experience felt—as well as any haikus you may have written—by leaving a comment here, on twitter (#tomakeaprairie) or the Dynamic Teaching for Deeper Reading group's Facebook page.
But now go eat a cookie before there's only a lone red hot on the plate!
Like many literacy educators, last year I found myself reading Visible Learning for Literacy, by Doug Fisher, Nancy Frey and John Hattie. The book breaks down the process of teaching and learning into three phases: teaching for surface learning, deeper learning and ultimately for transfer. And for each phase, it recommends specific teaching practices based on their effect size, i.e., "the impact a given a approach has" on accelerating student learning.
Being someone who tends to want to get to the deep stuff right away, I was curious about what the authors had to say about surface learning, along with what practices pack the greatest punch. They believe that surface learning is the foundation on which deeper learning is built, and among the recommended practices for that phase, I saw direct instruction, which comes with an effect size of 0.59.
That led me to watch one of the videos that can be found on Corwin's resource page for the book. If you go to the link, you'll see a teacher providing direct instruction on how to punctuate dialogue to her 9th grade class. Clearly, she adheres to the features of direct instruction as stated in the book, but I couldn't help thinking that something was wrong here. These were 9th graders who, I'd be willing to bet, had been taught to punctuate dialogue ever since third or second grade.
This seemed to be another case of students having been taught something they didn't fully learn, which can happen for a number of reasons. They might not have had enough time to practice for the learning to take hold. They might not have found "correctness" important. Or, as I suggested last week, there might have been something in the top-down teaching practice that didn't fully engage them because it didn't positioning them to be protagonists in their own learning.
But what would that look like when it comes to something like punctuating dialogue?
It just so happens that I wrestled with that very question last year, as I worked with several schools whose upper grade teachers wanted to teach writing and punctuating dialogue in their narrative units. In each case, the teachers had noticed that their students didn't know how to punctuate dialogue, despite it having been taught the year before.
So here's what we did: I asked the teachers to gather up the mentor texts they'd used to help their students develop a vision of narrative writing. And among them was Maribeth Boelt's popular book Those Shoes, about a boy who longs for the expensive sneakers that all the popular kids were wearing. Immediately we noticed that Boelt constructed her dialogue, using a variety of sentence structures— as in, it wasn't always "___________," I or a character said. That variety, which we recognized as a craft move, helped give the book its voice, and we also recognized that it presented the potential for an inquiry into how writers write dialogue.
To implement that, we decided to invite everyone to the rug to look at the following four samples from the book, which we projected on the SMART Board. I read each of the sentences out loud, then invited the kids to turn and talk, using the basic thinking routine I shared in another post, What do you notice and what do you make of what you noticed?
In a sense, you could call this a rich task, as it offered multiple points of entry for students to engage in their thinking. Of course, some students at first only noticed what seemed the most obvious to them: that what was being said made the sentences different. In those cases, I acknowledged that was true, but then asked them to take another look at just the first two sentences to consider if there was anything else different between them. That led students to notice that the writer didn't say who was talking in the first one (though they knew it was the narrator), while in the second the writer clearly told us. Noticing that, I then invited them to compare those two with the last two.
The first thing most of the students noticed was that, like the second sentence, the writer said who was speaking, but many also noticed that where the writer named the speaker was different in each sentence. That made them think that in addition to writers not always telling you exactly who was talking, they could also decide to name the speaker before, in the middle or at the end of the dialogue. And noticing that, they also noticed that the writer shared additional information in the last two sentences. In the first, she gave us more information about who the speaker was (as in their job), while the last shared where the person was when they spoke.
And we invited them to sort and categorize the sentences to see if there were even more ways that writers set up dialogue.
With these new understandings added to the chart, we then invited the students to make some decisions about how they might revise the dialogue in their own drafts to reflect what they'd learn—and everyone was eager to do that. Many, for instance, wanted to add boldface to underscore a line of dialogue's importance, while many others wanted to try placing the dialogue tag in the middle of the sentence because they thought that was cool.
Feeling empowered by being the protagonists in their own learning, no one blinked an eye when we added a final direction: Once they made those revisions, they needed to go back and find a sentence that was similar to one in Those Shoes, and then punctuate theirs the same way Maribeth Boelt had done. And as the students got to work, the teachers decided to start the next day by revisiting all those sentences to co-construct another chart about how dialogue was punctuated.
To be sure, this lesson took much longer than the one from Visible Learning for Literacy. But here's the thing: If you go to the book's appendix, you'll find a list of practices arranged according to their effect size, from the most impactful to the least. And there you'll see that Number 2 is Piaget's approach. Hattie describes those as focusing "on the thinking processes rather than the outcomes and do not impose the adult thinking process on to children," which is precisely what happened here. And Piagetian practices come with an effect size of 1.28, which means they have more than twice the impact on student learning as direct instruction does. And if you believe the words of Piaget I shared last week, you have to also think that these students will understand and retain far more by discovering how dialogue works on their own.
I'll surely have more to say about this approach in future posts. But if you want more bang for your instructional buck, consider letting your students be the protagonists of their own learning by letting them discover and explore.
How Powerful Is Content Knowledge?
Here, Rebekah highlighted a passage from Dynamic Teaching for Deeper Reading that I imagined might provoke the kind of spirited discourse and cognitive dissonance that Ellin Keene wrote about in her foreword. That's because, in addition to the still ongoing battles between phonics and whole language and Common Core-style close reading and balanced literacy, there's another war still underway between knowledge-based and more inquiry and problem-based approaches to reading.
The knowledge-based approach is rooted in a body of research that shows a connection between students' prior knowledge and their reading comprehension. Based on that, knowledge advocates, like Doug Lemov, Daniel Willingham, E. D. Hirsch and the authors of the Common Core, argue that if prior knowledge helps students comprehend more, then teachers should focus on building up students' store of knowledge.
On the one hand, there is some logic to this, but it raises lots of questions. First and foremost is who gets to choose what knowledge should be taught to whom and when. The Core Knowledge Foundation, for instance, offers a knowledge-based Language Arts Curriculum for grades Pre-K though five that many students schools across the country use—and to my mind at least, many of their choices seem strange.
Among other things, for example, first graders learn about Early World Civilizations, including Mesopotamia and Egypt, which, in New York State, is covered in 6th grade social studies. And during the unit they also learn about the world's three monotheistic religions, Judaism, Christianity and Islam—along with a slew of vocabulary words I doubt a first grader will have much use for in their daily lives.
Just this week, though, Education Week put out a special report called Schools and the Future of Work: What Will Our Students Need to Know? And in articles with titles like "The Future of Work Is Uncertain, Schools Should Worry Now," "Stop Teaching Students What to Think. Teach Them How to Think," and "Learning How to Learn Could Be a Student's Most Valuable Skill," the report definitely seems to the constructivist/inquiry/problem-based side of the debate.
Consider, for a moment, the fifth graders I wrote about in my last post who had no idea of what a refugee was or a settlement camp before they read Katherine Applegate's Home of the Brave. Rather than being taught those words and told about the crisis in Sudan, they figured those things out, and along the way learned many things, not only about the plight of refugees and the tragedy that occurred (and is still occurring) in Sudan. They learned how to see their own country through the eyes of someone quite different; how to discover our shared humanity with others whose lives are nothing like ours; how reading closely and attentively empowered them as readers and thinkers; and how verb tense and punctuation actually matter. And they also learned the deep satisfaction and pleasure that comes from "the curiosity to ask big questions [and] the drive to understand those questions deeply," which one of the contributors to EdWeek's report says are traits that are urgently needed in our every changing world.
So why focus so much on content knowledge, when students can gain so much more?
One of the most common text features found in professional books are subtitles, and having taken a look the last two weeks at dynamic teaching and deeper reading, I want here to explore and explain what's behind this book's subtitle: Shifting to a Problem-Based Approach.
Many of you already know something about problem-based teaching and learning (a.k.a. PBL). In fact, PBL may already be in your teaching repertoire. But here's a little background: Problem-based teaching and learning became established as a specific teaching practice when medical school professors in the 1960's shifted from teaching their students through lectures and textbooks to setting them up to solve the kind of complex diagnostic problems they'd experience in the field. And in today's world, PBL is joined by a plethora of what the Buck Institute for Education dubs "X-based learning" practices, such as project-based learning, game-based learning, design-based learning, brain-based learning—and even zombie-based learning!
If Google and educational websites are any indication, it seems as if PBL has taken hold in many math, science and STEM classrooms, but it hasn't gotten much traction in reading, where we tend to think that problem solving is only needed at the word level. But think back to (or catch up on) the students I wrote about last week, who worked their way through "Louisa's Liberation." They did, indeed, have to figure out what a word meant, but to do that they had to first figure out what point was being made about the fact that Louisa was playing doctor, not house or even nurse, as Katie and Emily thought. And figuring that out then allowed them to figure out what the author, Jean Little, might be trying to show them about people and life through the story.
All this figuring out was needed because the writer conveyed this information indirectly. And in Dynamic Teaching for Deeper Reading, I propose that we see every instance in which a writer conveys something implicitly, versus explicitly, as a problem that text poses for readers. This can be something as deep and meaningful as what a writer wants us to consider about the human condition to something as seemingly simple as what or who a pronoun refers to. And part of the trick of a problem-based approach is becoming more aware of where, precisely, those problems are in a text.
If you're like the teachers who shared this text with me, your jaw might have dropped at what seems like the unnecessary confusion of this passage. Mostly it's because the characters are referred to in different ways, which the writer doesn't explicitly clarify. And just imagine how much your confusion would be compounded if you were a fifth grader who also didn't know what the words dispute, Zen, monastery and monk meant.
If we see these, though, as problems to solve and give students a chance to collaboratively wrestle with them, many are able to do what a small group of sixth grade students did. They had no idea what a Zen master was, or a monastery, but they reasoned that the Zen master must be some sort of teacher because he had a student, and that, whatever a monastery was, it was where the Zen master lived. They also recognized that a conversation was going on, and using what they knew about dialogue, they were able to figure out that the Zen master and the old monk were one and the same, as was the wandering and the visiting monk. And while there were questions about whether there was one or two one-eyed characters (one a student and the other a monk), one of the group made a case for them being one and the same, too, because he thought that if the one-eyed monk was a new character, he'd have been introduced with an a not the.
A few weeks ago I invited teachers to construct an understanding of the deeper purposes of realistic fiction and then shared their ideas in a follow-up post. And last week I shared a lesson that helped fourth graders construct a deeper understanding of how scenes and details work. In both cases I, in the role of teacher, created opportunities for learners to invent new knowledge, and pedagogically that's quite different than the kind of direct instruction with modeling associated with writing workshop mini-lessons.
As a teaching practice, creating learning opportunities goes by many names. In his great book Mentor Author, Mentor Texts, Ralph Fletcher borrows a term from the world of computer programming and calls it an "open source" approach to teaching craft. Instead of teaching a specific craft move through a mentor text—which, as Ralph notes, "runs the risk of reducing a complex and layered text to one craft element"—an open source approach invites students to "look at these texts and enter them on their own terms," which "gives students more control, more ownership." While Katie Wood Ray describes this practice in her wonderful book Study Driven as an "inquiry approach" to teaching and learning, where students are similarly invited to notice and discover what writers do then try on the moves they'd like to emulate.
While there are times I do teach through direct instruction and modeling, I increasingly use constructivist practices with both students and teachers. For students, for instance, who need additional time to wrestle with the concept of scenes versus summaries, I like to share the following two pieces by Lois Lowry about the same event and invite them to consider how they're different in order to construct a deeper understanding of the purpose and craft of scenes.
I was nine years old. It was a man's woolen hunting shirt. I had seen it in a store window, it's rainbow colors so appealing that I went again and again to stand looking through the large window pane. The war had recently ended, and my father, home on leave before he had to return to occupied Japan, probably saw the purchase as a way of endearing himself to a daughter who was a virtual stranger to him. If so, it worked. I remember still the overwhelming surge of love I felt for my father when he took me by the hand, entered Kronenburg's Men's Story, and watched smiling while I tried the shirt on.
As you can see from the chart, students engaged solely in discovery learning—who constructed their own understandings of content through grappling and practice—demonstrated consistent growth in learning over time. The combination of students receiving both direct instruction and discovery learning ultimately reached the same level of learning, despite a somewhat precipitous drop along the way. But those who only received direct instruction were able to transfer less.
For the record, this study involved fourth graders presented with a science problem, not a literacy one. But as I wrote in an earlier post, I think the process of constructing an understanding by developing hypotheses about what you notice that you then test out, refine and revise into theories, can be the same across the disciplines. It's also worth noting that, whether we call this an open source, inquiry, constructivist or problem-based approach, there's still lots of teaching to do.
As you can see with my Ruby the Copycat example, I nudged students to deeper thinking by raising probing questions and inviting them to be more specific and precise about what they'd noticed. And from that, I named what they'd noticed in more generalized language so students could apply and transfer it to their own work. And you can see the masterful Kate Roberts do the exact same thing in a video of her working with middle school students studying a mentor argument text.
You could say that both Kate and I set students up to notice things we might ordinarily teach through direct instruction, which, as Katie Wood Ray says in Study Driven, allowed them to uncover content versus receive it, which can deepen understanding. And finally there's another reason to add this powerful practice to your teaching repertoire. According to Jerome Bruner, "Being able to 'go beyond the information' given to 'figure things out' is one of the few untarnishable joys of life." So if you want to bring more joy to your classroom, consider creating opportunities for students to construct their own understanding, versus always teaching them directly.


Download the-complete-maus or read the-complete-maus online books in PDF, EPUB and Mobi Format. Click Download or Read Online button to get the-complete-maus book now. This site is like a library, Use search box in the widget to get ebook that you want.... Everything you ever wanted to know about the quotes talking about Family in Maus: A Survivor's Tale, written by experts just for you.
The Complete Maus 4 AUTHOR NOTES Art Spiegelman was born in Stockholm, Sweden in 1948, but grew up in New York. Spiegelman started his career as an … willpower rediscovering the greatest human strength free pdf 15/09/2015 · Download Savvy English Text Guides today in iTunes. With Voice Recognition essays. Savvy English Text Guides is the most comprehensive English study guide (o... With Voice Recognition essays.
Maus tells alternating stories, both of Art Spiegalman's father Vladek during WWII and the story of the contemporary relationship between Art and his father.
Part I, "My Father Bleeds History," appeared in 1986, followed by Part II, "And Here My Troubles Began," in 1991; both parts are now available in a single volume, The Complete Maus: A Survivor's Tale.
Maus i and ii. Use this section of the website to complete all assignments pertaining to the Maus Unit.


Being or occurring in the mind, but without attendant consciousness or conscious perception. subjection n. Unnecessary: He is not unwilling to help. Originally from Latin gerundum, which is the gerund of the Latin verb gerere, to do. gerundive - a verb used in the form of an adjective, with the meaning or sense of '(the verb) is to be done'. This resource is available in Cursive, Precursive, Black and White, Dyslexic and Standard. Doing one activity daily, five days each week, is recommended because short, repetitive exposure of a concept over time is usually more beneficial to young learners than longer lessons less frequently.
Well, unless you're conversant in Latin, you just have to know, that's all. Great Authors - Worksheet that look at the most influential authors of all-time. Students are expected to: (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective. (7) Comprehension of Literary Text/Literary Nonfiction.
More › Getting It Right demonstrates how individual teachers can teach grammar, usage, and correctness more successfully as well as how an entire school or department can work together to improve the teaching of writing. The art of conducting state affairs. static adj. Handbook of Rhetorical Devices - definitions and examples of more than sixty traditional rhetorical devices, all of which can still be useful today to improve the effectiveness, clarity, and enjoyment of your writing.
Verbs are the words that express the action the subject is doing or the state of being the subject is in. Often the term is used euphemistically and ironically, for instance in referring to a person's use of rude, ' non-pc ', or offensive words, for example, "He has an interesting turn of phrase". For numbers up to ten, write the numbers in words. And you won't even have to cram any grammar rules or vocabulary words into your head.
Provided that is, you see how and when to use it. A moving forward or proceeding in course. prohibition n. Euphony and cacophony refer to sound and ease of utterance, not to meaning. Unlike in most other Arabic dialects (but, again, similar to Amazigh), non-emphatic /r/ and emphatic /rˤ/ are two entirely separate phonemes, almost never contrasting in related forms of a word. /lˤ/ is rare in native words; in nearly all cases of native words with vowels indicating the presence of a nearby emphatic consonant, there is a nearby triggering /tˤ/, /dˤ/, /sˤ/, /zˤ/ or /rˤ/.
Sentences have internal organization that can be represented using a tree. I am not claiming to be the best candidate by virtue of my previous highly successful record - please forget this; I am the best candidate because I have proven credentials, the best team, and our plans have the most popular support..." Every language has resources for clear, precise, economical expression. A former daily newspaper editor, Daphne Gray-Grant is a writing and editing coach and the author of 8½ Steps to Writing Faster, Better.
If learners fail to use a correct collocation, even if their utterance is grammatically and contextually correct, their English will still sound unnatural and 'foreign', to the extent that their addressee may not understand them at all. One who makes an investment that involves a risk of loss, but also a chance of profit. sphericity n. To cause to burst in pieces by force from within. explosion n. Maybe if you're writing dialogue for a two-year-old.
Combined abbreviated word forms such as don't, can't, should've, you're, I'm, and ain't, etc., are all contractions. On the other hand, ain't, despite enormous popularity, remains peripheral. Make new words using the "Make a Word" game. This is because the words mean not either one, not one, each one and every one. Subjects and Predicates - We work on identifying these parts of sentences. I feel that it is very useful to teach learners those collocations with a noun as a key word.
For each of the parts of the exam highlighed above, you are given a band score (so you get four scores) and these are then averaged to get your overall score for your writing. Kevin DeYound and Ted Kluck authored Why We Love the Church: In Praise of Institutions and Organized Religion. This approach helps make grammar relevant and alive. Equally, it is easy to compose a new sentence and have speakers agree that it is perfectly good English. The course can be used as a full-year grammar curriculum, or specific worksheets can be used independently to target specific areas.
How to Speak and Write Correctly (text only) by J.Devlin.
HWOT has been a successful program with my other children. Publishers and professors don't want fancy fonts; they want your writing to look as if it had been typed on a manual typewriter, circa 1958. To surrender the custody of. extradition n. Here are some tips to help you remember whether to use lay or lie in a sentence: Every sentence has a subject and a verb. Another example is "When it had to compete against social networking, TV became less dominant.." - here 'it' is the cataphor for TV.


text: Q: Derivation of time dilation formula When we derive the formula of time dilation using light clocks, we always consider the projected light pulse in direction perpendicular to spaceship. What if we take the direction of light pulse in same direction as aircraft ? Can someone derive the time dilation formula using the light pulse direction same as aircraft direction?(when we take direction same as spaceship then time for light pulse to reach the end of clock and return again is same for observer in spaceship but these 2 time intervals are different for observer outside the spaceship, why?)


text:
Home Features New Zealand ranks bottom of developed countries on youth mortality rates
New Zealand ranks bottom of developed countries on youth mortality rates
New Zealand has the highest death rate for teenagers and young people among 19 of the world's developed, wealthy countries.
By: Issac Davison
New Zealand has the highest death rate for teenagers and young people among 19 of the world's developed, wealthy countries.
It also ranks poorly in terms of adolescent suicide, pregnancies and deaths related to cancer and respiratory illness.
The international comparisons were made by British healthcare think tank Nuffield Trust, which looked at the UK's record on adolescent health and wellbeing in relation to 18 countries of similar economic and cultural backgrounds.
New Zealand had by far the highest mortality rate for people aged 10 to 24 years – around 35 deaths per 100,000 people.
This was driven by its relatively high youth suicide rate and youth road toll. In these areas, New Zealand ranked near or at the bottom of the rankings at nearly every level – early teens, late teens and over-20s.
Only the United States ranked worse than New Zealand on obesity rates and teen pregnancy rates. And this country placed 18th out of 19 when it came to asthma-related deaths – which were often the result of substandard housing.
"It is quite distressing on the health front," said Associate Professor Joe Boden, who works on the 30-year-old Christchurch Health and Development Study.
The study's broad definition of adolescence – 10 to 24 years – is based on scientific evidence that humans' brains are not fully mature until at least 24.
"This is where you are developing life habits, essentially," said Boden. "Diet, exercise – these things get established during this period.
"So it's really important that you're able to find ways to help kids through this in a healthy manner. And comparing ourselves internationally, we're not doing very well."
The British study creates a different picture of adolescence in New Zealand to various longitudinal studies, which broadly show that young people are thriving.
"The majority of kids do have some problems here and there, but they generally grow up pretty healthy and happy and they're well-educated," said Boden.
"So it doesn't shake my belief that New Zealand is a good place to grow up. But in terms of rare events or severe outcomes, we're not doing particularly well in those areas as you can see from general mortality, years of life lost, and smoking and obesity."
New Zealand fared better in some areas, in particular the number of youth not in employment or training (NEET), and diabetes rates, where it placed in the middle of the pack.
Out of all the indicators in the report, suicide was possibly the most concerning. While most indicators were trending downwards, the youth suicide rate in New Zealand had been steady for 12 years.
The Government hopes to address this through its Mental Health Inquiry, which is specifically looking at the existing work on suicide prevention.
Cancer survivor Jake Bailey, 21, said the relatively high rates of cancer deaths in the study were disappointing. But during his treatment he had witnessed changes which gave him hope, including plans for a separate, specialised adolescent cancer ward in Christchurch Hospital.
Bailey, a public speaker and Herald columnist, also said many of the negative indicators in the study could be traced back to mental health. He believed that a sea change was occurring in this area in New Zealand.
"I genuinely believe that my generation will be the one which changes the discussion around mental health in New Zealand."
A separate study, released today by the Children's Commissioner and Oranga Tamariki, found that most New Zealand children and young people said they were faring well.
The study of 6000 children also found that a third said they were facing challenges in some aspects of their life, and one in 10 faced multiple challenges, including racism, discrimination, bullying, poverty, violence and drugs.
Adolescent Health and Wellbeing – how NZ fared
• Mortality rate, 10-19 year-olds: 19th out of 19 countries
• Birth rate, 15-19 year-olds: 18th
• Not in education or training, 15-19 year-olds: 8th
• Asthma mortality rate, 10-24 year-olds: 18th
• Obesity rate, 15-19 year-olds: 18th
• Diabetes rate, 10-24 year-olds: 11th
• Cancer mortality rate, 10-to-24 year-olds: 7th
• Suicide rate, 10-24 year-olds: 17th
• Road crash deaths, 10-24 year-olds: 17th
The countries: United Kingdom, Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Japan, the Netherlands, New Zealand, Portugal, Spain, Sweden, United States.
(International comparisons of health and wellbeing in adolescence and early childhood, Nuffield Trust)
Source: NZ Herald
adolescent suicide
pregnancies
suicide rate
youth road toll
Previous articleInjuries, disease from bad housing costs New Zealand up to $164m a year
Next articleSchool pays for all pupils to be vaccinated for meningococcal disease
Life and death on the front lines of teen health: Why...
Health Central - October 22, 2017
A comprehensive school health clinic is making all the difference in the lives of kids who otherwise might not get the care they need.


text:
class FinancialTransactionsController < ApplicationController
  def index
    # workaround for unknown Ransack bug
    @q = FinancialTransaction.ransack(transactable_type_eq: params[:q].try(:[], :transactable_type))
    @trans_type = FinancialTransaction.all.pluck(:transactable_type).uniq
    @financial_transactions = @q.result.paginate(page: params[:page], per_page: 10)
  end

  def new
    @financial_transaction = FinancialTransaction.new
    @financial_transaction.rental = Rental.find(params.require(:rental_id))
    @financial_transaction.transactable_type = params[:transactable_type]

    # handles transactable_type payment which will be created with this form
    if @financial_transaction.transactable_type != Payment.name
      @financial_transaction.transactable_id = params[:transactable_id]
    end
  end

  def create
    @financial_transaction = FinancialTransaction.new(financial_transaction_params)
    if @financial_transaction.transactable_type == Payment.name
      payment = Payment.new(payment_params)
      unless payment.save
        flash[:danger] = payment.errors.full_messages
        render :new and return
      end
      @financial_transaction.transactable_id = payment.id
    end

    if @financial_transaction.save
      flash[:success] = 'Financial Transaction successfully created'
      redirect_to rental_invoice_path(@financial_transaction.rental_id)
    else
      flash[:danger] = @financial_transaction.errors.full_messages
      render :new
    end
  end

  private

  def financial_transaction_params
    params.require(:financial_transaction).permit(:amount, :rental_id,
                                                  :transactable_type, :transactable_id)
  end

  def payment_params
    params.permit(:payment_type, :contact_name, :contact_email, :contact_phone, :reference)
  end
end


To submit a notice, email sports@greenbaypressgazette.com.
JAN. 20: Operation Tip-Up ice fishing derby benefiting Wisconsin veterans, 9 a.m.-3 p.m., Shawano Lake. Event headquarters at the Cecil Boat Landing and The Main Event banquet hall in Cecil. Awards banquet begins at 5 p.m. Prizes for top three largest fish in 6 categories, plus raffles and more. Free youth fishing clinic from 1-2 p.m. Jan. 20 and free seminars from 4-9 p.m. Jan. 19 and The Main Event. To register online, volunteer or for more information visit http://hooahinc.org/event/operation-tip-up/. Tammy Mallard, 920-585-5815.
JAN. 20: Candlelight Trail Hike, 5:30-8 p.m., Copper Culture State Park, Oconto. Free, open to the public. Refreshments.
FEB. 10: St. Anthony School 16th annual ice fishing derby, 7 a.m.-3:30 p.m., Eastside beach on Main Street, Oconto Falls. $50 prize for first place in four categories (adult and youth divisions). $5 to register. Food, beverages, raffles, prizes. Shawn 1-920-373-6293.
FEB. 15: Green Bay Trout Unlimited 43rd Conservation Fundraiser Banquet, Stadium View Bar & Grille banquet hall, 1963 Holmgren Way, Ashwaubenon. Doors open 5 p.m. Great prizes, proceeds go to protect and restore trout resources of northeast Wisconsin. For tickets, call 920-362-6997 or http://greenbaytu.
FEB. 27: Delta Waterfowl dinner and banquet, Townline Pub & Grill, Lineville Road, Suamico. Doors open at 4 p.m.; dinner at 7 p.m. $75 per couple, $50 individuals, $25 youth, $500 sponsor table of 8. Tickets include meal, annual membership, magazines, gifts and more. Proceeds go to conservation projects and youth hunter programs in area. 920-676-0621 for tickets.
JULY 26-28: National Trappers Association Convention and Outdoors Show, U.P. State Fairgrounds, Escanaba, Mich. Marty Meierotto of History Channel's "Mountain Men" and his family will be attending the convention. Plus lots of kids events and demos on the hour by some of the best hunters and trappers in the country. www.uptrappers.com.


text:
<!DOCTYPE html>

    <meta charset="utf-8">
    <meta name="viewport" content="initial-scale=1, maximum-scale=1, user-scalable=no, width=device-width">
    <title>Ionic Material Docs</title>

    <link href="https://fonts.googleapis.com/css?family=RobotoDraft:400,500,700,400italic" rel="stylesheet">
    <link href="../bower_components/ionic/release/css/ionic.min.css" rel="stylesheet">
    <link href="../dist/ionic.material.min.css" rel="stylesheet">

    <link href="css/style.css" rel="stylesheet">

    <ion-nav-view></ion-nav-view>


text:
Home / Brief / Target lays off 100 more workers amid restructuring
Cutting the administrative assistant positions adds to the thousands of job cuts this year at the retailer's Minneapolis headquarters.
Target lays off 100 more workers amid restructuring
By: Karlee Weinmann	April 30, 2015 12:32 pm
Target Corp. on Thursday laid off 100 administrative assistants, adding to thousands of job cuts this year at the retailer's Minneapolis headquarters.
In addition, the company said it will not fill 40 vacant administrative assistant positions. The latest round of layoffs is part of a wide-reaching plan unveiled in March to streamline administrative operations.
"Target is transforming its business given rapid changes in retail and technology, evolving guest expectations and the competitive landscape," it said in a statement. "We are taking a long-term view, which includes reducing complexity and controlling costs to become more agile and innovative."
Last month, the retailer let go of 1,700 workers and said it would not fill 1,400 open positions, slashing its hometown workforce by about 12.5 percent. Target has said the sprawling restructuring effort will trim costs by roughly $2 billion over the next two years.
Target also bowed out of Canada in a separate cost-cutting effort this year, shuttering its entire 133-store network and shedding around 17,000 workers, according to company figures.
Like other brick-and-mortar stalwarts, Target has struggled to keep pace with fast-rising online competitors like Amazon.com Inc. As consumers increasingly turn to online shopping, traditional retailers are reshuffling their models to compensate.
The Minnesota Department of Employment and Economic Development has so far provided training and job-search help to laid-off staffers. Target has also offered career placement services and access to free and discounted educational programming.
employment jobs layoffs Target Corp. 12:32 pm Thu, April 30, 2015 Finance & Commerce
Karlee Weinmann
About Karlee Weinmann
JC Lenz
Target continues making these huge slashes in workforce. They keep saying it is for the good of the company, but no one is talking about the far reaching effects these cuts are having within the ecomomy as a whole. The Minneapolis area alone has lost printing/graphics, manufacturing and transportation (who knows what else) jobs. I lost a job in printing as a direct result of the Target Canada closing. Everyone I talk to in the Minneapolis area knows someone who is affected by this. Target is killing the middle class population in the Twin Cities, the exact group of people the Target brand seeks as customers. The thing is, this is not a problem in the Minneapolis/St. Paul market only. I know people in Reno, New York, Portland and Toronto who worked for the same company I did who lost jobs. Target is also outsourcing work. Much of their graphic design and IT work is being done outside our borders. Target is taking jobs that were once solid middle class jobs and outsourcing them to places like India where a worker is making six to eight thousand dollars a year to do a job that was a $20 – 25 an hour job here. But, I guess it's more important to keep the stock prices up and the investors happy than it is to protect American jobs.


SiriusXM OutQ's Larry Flick and Keith Price aren't just lucky enough to see all the latest movies — they also get to pick the brains of the talented people in and behind those films! This week, Keith Price gives us a closer look at their latest interviews, which go way beyond your typical recaps and help us answer that age-old question: What should I see this weekend?!
With all of the entertainment options available, everyone needs a little help to decide what to do. If you are a movie lover, there are a few really great choices available. We are so fortunate on OutQ to have some of the amazing people involved in these fun and interesting projects that visit us. There are some fantastic things available.
If you need a summer blockbuster, then Josh Gad and director Chris Columbus from the highly anticipated film, PIXELS, sat down with Larry Flick to talk about it.
If you need a good old fashioned rom-com, then perhaps Amy Schumer/Bill Hader's insane romp, TRAINWRECK, is your flavor. Famed and celebrated director, Judd Apatow, talked to Larry Flick about making the brilliant comedy and working with the comedy's latest "it" person.
If you want something a little more serious, then the new Amy Winehouse documentary, AMY, might be for you. Director Asif Kapadia, along with Amy's friend and first manager, Nick Shymansky, spent some time with Larry Flick to share the many things that he uncovered about the controversial and troubled singer.
And for those of us who long for a movie musical escape, being released in NY/LA and Video On Demand, the independent film, LUCKY STIFF, based on the work by Tony Award winning composer/lyricist duo, Lynn Ahrens and Stephen Flaherty, is brought to life on screen. Christopher Ashley (the film's director), Pamela Shaw (lead actress), and Tony Award winning Nikki M. James (supporting actress), all sat down with OutQ's theater-loving maven, host of the Backstage Skinny and Behind the Curtain, Keith Price (me), to talk about the challenges of making a musical film, as well as, the excitement of the finished product.
All in all, it is a nice crop of films from which to choose. Pick one or two or all of them, and have a great weekend!


This user has created 3400 articles on Wikipedia.
I shall never enough recommend this little tool to Wikipedians: http://edwardbetts.com/find_link. It will enable you to blue links you may have missed when creating new (or older) articles and multiply by 10 or even more the number of blue links on Wikipedia. Just great. Thanks to Michel Bednarek for passing the tip.
Not to boast but out of thankfulness to those who were kind enough to award me these wiki laurels.
Thank you for your tireless work on the French Wikipedia, completing ALL Bach cantatas, constantly improving them and adding related articles, for your diligent corrections here, and for your smiles, - you are an awesome Wikipedian!
For improving Gaston Gallimard, among other things (and, by no means least, for being a Poulenc fan).


From 65 to 98 € the night I book !
In the very heart of Burgundy, near the vineyards of Chalon-sur-Saone and the prestigious towns of Beaune and Cluny, a peaceful watermill set in lovely leafy grounds, through which runs the mill brook. The four elegant guest rooms are located in the beautifully converted millhouse. Breakfast and dinner are served in the lounge with its open fire, or on the terrace in fine weather. Warm welcome with a personal touch..
- golf de Chalon-sur-Saône à 15 km. - Voie Verte à 4 km.
4 rooms with shower and private WC. TV on request. From 73 to 79 euros (2 pers.), 89 euros (3 pers.). Extra bed 20 euros.
A6 sortie Chalon-Sud, dir. Montceau-Le Creusot, RN 80 puis sortie 3 Saint-Désert. Dans Saint-Désert dir. stade et longer RN 80.
The closest station is Chalon-sur-Saône, located at 15 km.
The closest airport is Dijon, to 80 km.


text:
Q: How to create win7 style button using CreateWindowEx
Possible Duplicate:
winapi CreateWindowEx -> create button with user system styles?

Hi,
I am kinda new to WinAPI and C++ and I am using Visual Studio 2010. I want to create some buttons in the main window. So there are two questions:
1) can I use a dialog window created with resource editor as a main window so that I wouldnt have to create all controls "by hand" in the "post-WM_CREATE message" section?
2) (If I cant use resource script made window with buttons as a main window) When I "hand make" button using CreateWindowEx like this:
case WM_CREATE:

    {
    HFONT buttonFont = CreateFont(-11, 0, 0, 0, 400, FALSE, FALSE, FALSE, 1, 400, 0, 0, 0, fontButtonFont);
    HWND bMainOK = CreateWindowEx(
        0,
        WC_BUTTON,
        szOkButton,
        WS_VISIBLE | WS_CHILD | WS_TABSTOP | BS_PUSHBUTTON,
        24, 200, 75, 23,
        hWnd,
        0,
        hInst,
        0);
    SendMessage(bMainOK, WM_SETFONT, (WPARAM)buttonFont, FALSE);
    }

I get very ugly oldstyle button. How do I make it look like Win7/Vista button? Or better how do I make it behave as system style setting says (when using XP get XP style button, when using Vista get Vista style button etc.)?
Thanks

A: You need to link a manifest to your app that specifies v6 common controls. Websearch will do the rest for you.


text:
```php
@package vipnytt\RobotsTxtParser\Client\Directives
```

### Directives:
- [Sitemap](../Directives.md#sitemap)

## Public functions
- [export](#export)

### export
```php
@return string[]
```
Export all sitemaps.


In order to better understand where time can be shaved from the user logon, we will first review the logon process as shown below: Please note that this diagram focuses on internal users accessing either a XenApp or XenDesktop resource. Additional steps are required based on external access via Access Gateway.
And it ends with an example of how to monitor this process using Edgesight.


I am a new member of the ISAAC project and for me it's very exciting to work on such a great experiment. I was very lucky to to be inside this project. Three other friends and I work on the electronics part until Christmas.
We started with studying papers, writing project plan and the risk analysis which were the most important documents that we had to submit to our teacher in the project management course about the ISAAC project. Then defining and clarifying the interfaces of the PCBs were done.
Last week we started to be familiar with Mentor Graphic for printed circuit board (PCB) designing. Nikolay is our supervisor and he showed us how to use the tool. Using this tool is a little tricky. I already worked with Eagle, a free tool for PCB design; you can start with it if you are a beginner like me :). But it seems that Mentor Graphic is more complete than the free tools and already used in this project. Jorge and I are designing the Schematic and layout for the top power PCB at the moment. The schematic is in progress and the layout will be done after finishing the schematic.
You must know many details like voltage and minimum and maximum current about the devices that you produce power for. Information about the devices can be found in the datasheets. But Jorge helps a lot, a helpful and smiley guy that has a lot of experience and information.
This entry was posted in Uncategorized by Babak. Bookmark the permalink.


The Farnsworth is a lightweight, warm, and ultra-comfy synthetic insulated hooded jacket. This jacket is Insulated with Pinneco Core™, which is designed to be more breathable, thermally efficient and sustainably engineered than other insulation options. The fit is relaxed, with a stylish slanted-quilt design which eliminates bulk and allows for layering underneath. All the while providing excellent range of motion whether you're firing up the Jetboil at sunrise or catching magic hour fish on the north fork.
Farnsworth Creek meanders through the bucolic ranchlands west of Steamboat and eventually flows into the Elk River just north of its confluence with the Yampa. Named for Lem Farnsworth and his wife who settled a ranch near the Elk River in 1884.