text:
Q: React native section list not re-rendering when item changes I have a sectionList in my react native project. it does not re-render if item changes.
My code:
test.js
class Test extends React.Component {
started = false;
causeData=[];
showLess=false;
items = [];

_start = () => {
    const { ws } = this.props;

    this.showLess = false;
    if (ws.causes.length) {
  this.causeData = {
    title: Language.causes,
    key: "cause",
    data: []
  };

  ws.causes.forEach(cause => {
    let causeDetails = {
      key: "cause_" + cause.id,
      name: "",
      value: cause.name,
      sortIndex: cause.sortIndex,
      progress: cause.progress
    };
    this.causeData.data.push(causeDetails);

    if (this.causeData.data.length > 4) {
      this.causeData.data = this.causeData.data.slice(0, 4);
    }
  });
  this.items.push(this.causeData);
  console.log("causeData", this.causeData);
  }
  }
  }

 _renderItem = ({ item }) => {
     return (
          <View>
          <Text key={item.key} style={styles.text}>{`${item.name}  ${
            item.value
          }`}</Text>
        </View>
  );
 };

_renderSectionHeader = ({ section }) => {
   const { ws } = this.props;
   const showMore = ws.causes.length > 0 && !this.showLess;

  return (
    <View style={styles.sectionHeader}>
      <Text key={section.key} style={styles.header}>
        {section.title}
      </Text>
      {showMore && (
        <Button
          onPress={this._afterCauseAnswered}
          title={Language.showMore}
          data={this.items}
          accessibilityLabel={Language.causeDoneAccessibility}
        />
      )}
      </View>
    );
    };

   _keyExtractor = (item, index) => item.key;

  _afterCauseAnswered = () => {

    const { stepDone, ws } = this.props;
    this.causeData.data = { ...ws.causes };

    stepDone("showMoreAnswered");
    this.showLess = true;
  };

  render = () => {
  if (!this.started) {
  this.started = true;
  this._start();
  }
  return (
  <View style={styles.container}>
    <SectionList
      sections={this.items}
      extraData={this.items}
      renderItem={this._renderItem}
      renderSectionHeader={this._renderSectionHeader}
      keyExtractor={this._keyExtractor}
    />
  </View>
);
};
}

in my section list section header contain a button called showMore. At initial rendering it will only show 5 items, while clicking showMore it should display all List. This is my functionality. but while clicking showMore button it will not show entire list only shows 5 items that means the sectionList does not getting re-render. How to resolve this? i am new to react native. Any idea what am I missing ? Any help would be greatly appreciated!

A: Keep items and showLess in a state and after pressing Button call setState with the new values. It will rerender the SectionList. Also, if you want to display multiple items with a displayed list, you need to move showLess to the item element so each item knows how to display it.

A: You just need to rerender your screen using state and it's done
this.setState({})

A: Your SectionList should always read from state ... as it should be your single source of truth
and here's how:
class YourComponent extends React.Component {
  state = {
    items: [],
  };

  // This will be called after your action is executed,
  // and your component is about to receive a new set of causes...
  componentWillReceiveProps(nextProps) {
    const {
      ws: { causes: nextCauses },
    } = nextProps;
    if (newCauses) {
      // let items = ...
      // update yout items here
      this.setState({ items });
    }
  }
}


text:
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Data Engineering (9) Data Visualization (8) Excel (7) Business Intelligence (BI) (6) Data Collection (6) Data Modeling (6) Python (6) Research (6) Tableau (6) Information Systems (IS) (5)
PEN America New York, NY, USA
PEN America, a growing nonprofit that stands at the intersection of literature and human rights, seeks a database manager to support the data needs of our expanding organization. This new position will work across PEN America to maximize our use of data for fundraising, communications, membership, programming, advocacy, and other initiatives. The database manager will develop and monitor policies and procedures, advance our processes, deliver reports and analyses drawn from our data, and support colleagues in their understanding and use of our database. This is a full-time position based at PEN America's New York City headquarters and reports to the chief operating officer. PEN America has recently transitioned to Blackbaud's Raiser's Edge NXT, and the database manager will move this process forward. The position will also involve integrating other data-related systems in use, including Join It, DonorBox, and Mailchimp. The role will be responsible for ensuring...
U.S. News & World Report is a multifaceted digital media company dedicated to helping citizens, consumers, business leaders and policy officials make important decisions in their lives. We publish independent reporting, rankings, data journalism and advice that has earned the trust of our readers and users for nearly 90 years. Our platforms on usnews.com include Education, Health, Money, Travel, Cars, News and 360 Reviews. We reach more than 40 million people monthly during moments when they are most in need of expert advice and motivated to act on that advice directly on our platforms. Our signature franchises include our "Best" series of consumer guides on colleges, graduate schools, hospitals, diets, cars, financial services and more. These guides provide an easy-to-digest list for consumers to better understand and compare when making their decisions. We continue to publish annual guides of the...
Data Engineer - Remote
City of Eugene Remote (Eventually will return to office/hybrid work environment)
THE CITY OF EUGENE'S INFORMATION SERVICES DIVISION (ISD) IS CURRENTLY ACCEPTING APPLICATIONS FOR: Data Engineer Are you a positive, productive, and collaborative individual with excellent customer service skills and a passion for highly detailed work? Are you committed to helping implement programs that help our community make data-driven decisions? If so, we invite you to apply for this rewarding job opportunity. Our work environment is flexible and relies on strong ties and collaboration with other work groups, agencies, and community members. As part of our dynamic team, you will play an integral role in delivering data to City Council so they can make data-driven decisions. THIS POSITION IS OPEN UNTIL FILLED The next review of applications will take place: Weekly until filled For your application to be considered, please apply online. You must attach a resume and cover letter to your online application. The Information Services...
Clinical Data Manager
NuVasive San Diego, CA, USA
We are a Medical Device/Biotech company headquartered out of San Diego, CA. Our focus is developing minimally invasive surgical products for the spine, as well as orthopedics. We have also branched out into the neuromonitoring space in the past few years. Since our inception in 1999, we continue to outperform the market as the largest, spine focused company in the world. With more than $1 billion in revenues, NuVasive has approximately 2,800 employees and operates in more than 50 countries serving surgeons, hospitals and patients. Our employees directly influence our growth and innovation, significantly contribute to the success of the company, and actively support our vision. With a focus on building meaningful career experiences for our employees, our investment in diversity and inclusion, our commitment to supporting under-resourced communities around the globe with the NuVasive Spine Foundation, and our support of patients with The Better Way Back, we are passionate about...
Business Development Information Management Coordinator
Arnold & Porter Washington D.C., DC, USA
The Marketing Department of Arnold & Porter has an opening for a Business Development Information Management Coordinator in the Washington, DC office. This is a new position created to have an important role in the continued success of the firm's experience/knowledge management software platform (Foundation Software). It is crucial for the Marketing team to have complete, up-to-date and accurate data in Foundation. The Coordinator will support members of the Business Development team and others in Marketing to ensure that firm experience data and other data are efficiently and accurately entered into the software. The Coordinator also is responsible for engaging with BD team members on their data needs and providing feedback for improvements to the data entry process. Responsibilities include, but are not limited to: Assisting the Director of Business Development and Marketing Experience Information Analyst with data entry into an...

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Cancelling NSJSONSerialization - Search as you type, requests overlapping Similar to the iPhone Facebook app search function, I am implementing search as you type functionality into my application although I have a problem when decoding the data into JSON format.
Basically what happens is because some searches take longer than others, they return at different intervals and this causes some small visual issues when the data is presenting on the screen.
I have set an NSLOG after each decode using NSJSONSerialization for the keyword 'industry'
2013-04-09 23:38:18.941 Project Name [42836:1d03] http://fooWebAddress/json/?method=search&limit=10&q=indus
2013-04-09 23:38:19.776 Project Name [42836:3e07] http://fooWebAddress/json/?method=search&limit=10&q=indu
2013-04-09 23:38:20.352 Project Name [42836:8803] http://fooWebAddress/json/?method=search&limit=10&q=indust
2013-04-09 23:38:21.814 Project Name [42836:4e03] http://fooWebAddress/json/?method=search&limit=10&q=industr
2013-04-09 23:38:23.434 Project Name [42836:8803] http://fooWebAddress/json/?method=search&limit=10&q=ind
2013-04-09 23:38:24.070 Project Name [42836:7503] http://fooWebAddress/json/?method=search&limit=10&q=industry

As you can see it is all out of order.
Does anyone have any way of stopping NSJSONSerialization for the previous connection.
Or possibly any other way to go about this problem?

Steps up to NSJSONSerialization...

*

*NSURLRequest (initwithURL)

*NSOperationQueue

*NSURLConnection (asynchronous)

*NSJSONSerialization

Thanks in advance.

A: When the user starts typing more text, you could cancel your previous connections and ignore any further delegate callbacks you receive from them. Then make the new request for the current text.
You can do this by maintaining some sort of lastRequest or lastOperation reference. When the user starts typing, call [self.lastRequestOrOperation cancel] and ignore any further notifications from that request with a check like if (request != self.lastRequest) { return; } in whatever callbacks you have.
However this has the problem that if the user keeps typing for a while you are constantly cancelling requests and they may not see any results until they have stopped typing.
A better solution would be to add sequencing so that each request is associated with an increasing sequence ID. You then only parse the result and update the UI  when the sequence of the response is higher than the last one you received. If you receive any out-of-band responses from earlier, you just ignore them.

A: This is a much more complex issue than just being able to cancel the NSJSONSerialization. My suggestion is to use NSFetchedResultsController to populate your table view that shows the search results. Use the search term as one of the predicate variable in the NSFetchRequest attached to NSFetchedResultsController. And then, when you parse the results using NSJSONSerialization, store the results with the search term associated with that request. As soon as the search term changed (which you can detect when the user types more characters), re-create the NSFetchedResultsController and reload your table view. In addition, you can also try to cancel the call to parse the previous results if you launched it using performSelector:withObject:afterDelay. Beware that this cannot be always relied upon as the call may have been initiated by the time you are trying to cancel.

A: Kinda basic, but you could always maintain an nsdictionary of sub-classed NSURLRequests (sub-classed to provide a tag).
Start request - add request to dicationary with tag = array.count - 1, with key matching tag
Connection returns - is the request the most recent request, if so, parse json
Parse JSON - is the request the most recent request, if so, show results, if not, only display if there are no previous results displayed
Request handling - remove key from dictionary
most recent request = does the dictionary contain an object with a higher key value

A: Currently what you are doing is, you type each character and calling web-service. Why to call web-service for each letter you type. If user is type continuously, then it will increase the load, so call the web-service only when user stops for a particular interval of time. and then pass that string to call web-service or what ever method you are calling.
[NSObject cancelPerformSelectorsWithTarget:self]; // This will cancel your all req which is going to make when user typing without stopping
[self performSelector:@selector(sendSearchRequest) withObject:searchText afterDelay:0.1f]; // This will pass the string to call a web-service method, on which user hold for some time.

redpajama_set_name: RedPajamaStackExchange


We have a National Client who is looking for a couple of people to become team members for their local branch here in Invercargill. The positions are Customer Service based. We need cheerful, enthusiastic people who will go the extra mile. Our client is in the building / construction industry - a knowledge in this area would be great, but not essential.
There are 2 positions (1 part time approx 27hrs, 1 full time 40hrs) Mon-Fri plus rostered weekends. The work itself would involve helping the customers with their requirements, assisting to load goods into vehicles, processing inward goods, replenishing stock and general housekeeping in the warehouse and drive-thru areas.
We are looking for the following attributes in applicants: cheerful, honest, reliable, good communication skills, H&S conscious, industry knowledge, good with numbers, computer literate, Forklift license (if possible) and can do attitude.


text:
Last Update May 17, 2017
Sergio still buzzing over his Masters title ahead of Players
Sergio Garcia, of Spain, reacts as he putts on the 12th green during a practice round for The Players Championship golf tournament Wednesday, May 10, 2017, in Ponte Vedra Beach, Fla. (AP Photo/Chris O'Meara) (The Associated Press)
Sergio Garcia, of Spain watches his tee shot on the 10th hole during a practice round for The Players Championship golf tournament, Wednesday, May 10, 2017, in Ponte Vedra Beach, Fla. (AP Photo/Chris O'Meara) (The Associated Press)
Sergio Garcia, of Spain, takes a divot as he hits from the 10th fairway during a practice round for The Players Championship golf tournament, Wednesday, May 10, 2017, in Ponte Vedra Beach, Fla. (AP Photo/Chris O'Meara) (The Associated Press)
PONTE VEDRA BEACH, Fla. – Sergio Garcia, finally a major champion, already wants to change his equipment.
It's a tiny change, and a most appropriate one.
Standing on the 15th green Wednesday at The Players Championship, the Masters champion turned to TaylorMade tour manager Keith Sbarbaro and said, "What's the ETA on the golf ball?" It will be the same ball with the same number — 49, to honor the year his mother was born.
Garcia just wants the number to be green, the color of the jacket he won last month at Augusta National, the one he has taken everywhere.
The 37-year-old Spaniard had played 71 majors in his professional career without winning one, and to see the emotion burst out of him when he made the final birdie putt to win the Masters in a playoff over Justin Rose made it clear how much it meant to him.
The four weeks that followed showed Garcia how much it meant to everyone else.
"I cried," Rory McIlroy said. "The first time I saw him was when he got into our wedding on Friday night. I gave him the biggest bear hug. Just to see what he's been through, and his struggles, and for it to be there."
McIlroy paused and started rubbing his right arm.
"I'm getting goosebumps even talking about it," McIlroy said.
The highlight for Garcia was Santiago Bernabeu, the stadium for his beloved Real Madrid where Garcia was invited to do the ceremonial opening kickoff for El Clasico against Barcelona.
Garcia has been playing the Ryder Cup since 1999, three of them on European soil. He knows loud. After he won the Masters, he was serenaded with the constant chants of "Ser-gee-oh!"
"But to walk on what I think is the best stadium in the world ... and to have 90,000 people chanting your name, that was extremely special," he said. "And I was nervous. Yeah, and I was only kicking the ball 15 yards. That was very unique and something that — with many things that happened at Augusta — that I will never forget."
Garcia is not sure why his victory was so popular, especially after having so many tough losses in the majors where he made excuses. The texts, the hugs, the comments he has heard were validation to him that he always had their respect for his game and for being honest, even if it got him into trouble at times.
One of the fences he mended was with Padraig Harrington, who tripped over his words in referring to Garcia as a sore loser during their battles a decade earlier. Harrington said they ran into each other at McIlroy's wedding and it was important for them to clear the air. "Sergio made it very easy," he said.
How easy?
McIlroy was asked about it and without answering, he reached into his pocket for his phone and began scrolling through the pictures to show one of Harrington with a broad smile as Garcia is leaning into him, chin up and lips puckered as he feigns planting a kiss on Harrington's cheek.
"It was great," McIlroy said. "I saw them chatting and I said to Padraig, 'He's a really sore loser.' We all started to laugh. And it was all good."
Life has never been more grand for Garcia. He is assured his best season ever no matter what happens the rest of the year. He is getting married in July — McIlroy will be one of his groomsmen. He is a major champion.
"He's got to walk around with a smile on his face for the next couple years," Jordan Spieth said.
And now it's time to get back to work.
Garcia returns to a tournament where he won in 2008 and was runner-up on two other occasions, including a playoff loss two years ago. There are three more majors ahead of them, with plenty more to accomplish. Even though it took him nearly two decades to get his first major, he doesn't intend on that being his last.
The first step is Thursday, where players typically are introduced by name and what tournament they have won this year.
Masters champion. How does that sound?
"I'm excited about it. I'm not going to lie to you," Garcia said with a smile. "I'm sure a lot of things will go through my mind about that week, but it's a great thing to have."


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A story based on true facts during a battle which has lasted over 27 years and continues up until this day.
These are not from memories 27 years later, the events were contemporaneously scripted at the time and have been stored for reference.
All names have been changed to protect the identity of the persons involved.
My mother had always instilled into all of us the importance of always telling the truth, having empathy for others and to have integrity at all times.
She was kind and generous and took me and the children on holiday when I had no money, and made sure Christmas was full of the usual presents and food.
Whilst Kram and I were still married Kram was stupid enough to get sacked from his position at work for stealing, he was convinced at the time that his father was to blame as his father worked at the same place! Never quite sure what that was all about.
As usual Mum came to the rescue and bailed him out lending him a substantial amount of money in those days. A few months later we were due to move house, Edan was only two and May just couple of months old. On the day of exchange Kram had made a huge miscalculation in our finances (he was not the brightest button in the box) and we had a shortfall of two thousand pounds.The bank did not want to know and neither did his parents so back to mum again.
Mum had no hesitation in lending us the money so we could go ahead with the transaction, good old mum was always there to help us out financially.
Kram had a short memory, or maybe just a selective memory as he used every opportunity to talk about mum in a derogatory way and continuously tell me "your mother does not love you" that statement would be used over and over again and then came back to haunt me later when my son Edan wrote the very same statement on the bedroom wall.
The saddest thing of all is my mother recently passed away, that is one of the reasons it has taken me so long to write this book. I sent a card and private message to both Edan and May to let them know their grandmother had passed, I could see from the private message that the message was seen within five minutes of sending.
I waited and waited for a card, text or email from either of them showing their sympathy, sadly it never came!!!!!


The Hard Rock Cafe and Bonhams hosts The Antiques Rockshow in Paris, on Friday 9th March 2012 11am – 4pm.
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Brought to you by two giants of Rock 'n' Roll memorabilia, Hard Rock Cafe and Bonhams auction house, the Antiques Rockshow will take place at the Paris cafe on Friday 9th March.
Two Bonhams specialists in the world of memorabilia, Stephanie Connell and Stephen Maycock, will be present at Hard Rock Cafe (14, boulevard Montmartre, 75009 Paris) between 11am and 4pm and will give a valuation to any genuine piece of music history (Maximum 3 items per person). If you like the price and are wishing to sell, then you will be able to add your item to the Entertainment Memorabilia Auction taking place at the Bonhams auction house in Knightsbridge, London on 3rd July 2012.
Bonhams have previously sold some of the most important rock 'n' roll memorabilia to appear on the market, including the Eric Clapton guitar and amp collection in March 2011 for $2.1 million. Other past items include the original artwork for the Clash album London Calling (£72,000), Obi-Wan Kenobi's cape from Star Wars (£60,000), an autographed copy of the Beatles Sergeant Pepper album (£16,500) and a Beatles autographed Liverpool Airport sign (£19,800).
Many iconic names in rock and pop have played in Paris venues. Were you there? Did you manage to meet the stars and get posters or autographs? If so they could be worth more than you think, so why not come to the Antiques Rockshow and discover their value. Bonhams have previously sold Beatles autographs on paper from a hotel in Paris, a French poster for From Russia with Love, and much, much more.


The super hit song Heal The World is from Michael Jackson's album called Dangerous which was released in 1991. No doubt that the song holds its own special qualities, Michael Jackson's attire choice in the video enthralls the viewers. He is seen wearing a satiny silver jacket, which makes him look stylish and masculine. All Michael Jackson fans who have been dying to get their hands on the amazing Michael Jackson Heal The World white leather jacket-to revive the look of their beloved star do not have to wait any longer as BuyMovieJackets.com brings you the replica of this jacket at an affordable price.
This Michael Jackson Heal The World white leather jacket is a style statement itself, with its shirt collar style, open front closure and full sleeves with zipper cuffs, this jacket provides the wearer with abundant charm and unique style. Moreover, as we have made sure only Genuine & Faux Leather is used to manufacture the outer shell of the jacket while the inner is lined with viscose, this jacket provides comfort and durability. Wear it with a casual outfit or semi-formal attire and you will definitely look dapper attired in this elegant jacket!


Choose personal finance software based on your goals and needs. Consider factors like cost and the ability to sync your accounts.
Personal finance tools can help you take control of your financial life, but they don't all serve the same purpose.
Some focus on one financial function — budgeting, expense tracking, saving, banking, investing, or taxes — while others handle multiple financial needs.
Here's how to choose the best personal finance software to reach your financial health goals, along with some of our favorite tools.
There's a wide assortment of personal finance tools. Here we'll focus on the software that covers most needs.
Budgeting: Budget software helps you track and categorize your spending. In most cases, you sync your financial accounts — checking, savings, credit cards, loans and investments — and the software automatically categorizes your spending. You can typically set spending limits by category to set up your budget.
Savings: Want to build up your emergency fund or save for a new car? Software makes it easy to reserve money each month. Some services automatically transfer money into your savings account or a special account to help you save without thinking.
Investment: Investing puts your money to work toward long-term goals such as retirement, but it can be overwhelming for beginners and pros alike. Investment software and apps help you build a portfolio and make trades with confidence.
Taxes: Tax software makes it easy to prepare and file your taxes. Most services simplify complicated tax code by asking you straightforward questions and guiding you through deductions.
Bills: Truebill and similar services are useful for managing, negotiating or canceling your subscriptions and utilities, such as cable.
Consider your goals, what you need your software to do and how sophisticated you'd like it to be when choosing a personal finance tool.
If you want a hands-off app, look for a program that syncs with your accounts.
If you want a hands-off app that tracks your expenses and income, for example, look for a budgeting program that syncs with your bank and credit card accounts.
Cost: Personal finance tools often have a free version and a premium version that includes extra features for a fee. Consider upgrading if your financial situation is complex — you're a small-business owner, for example — or if you want the peace of mind the added features bring.
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Spending reports: Are you a visual learner? Look for a tool that breaks down your spending (by category or amount) using charts and graphs. Bonus points if you can customize the reports to fit your financial goals.
Human support: Sometimes you need more than a standard user guide or FAQ page. Look for apps and software that offer additional support — say, one that lets you speak to a human or offers a robo-advisor.
Free credit score: Some tools help you stay on top of your credit score with weekly and monthly score updates, and simulators that show how certain financial decisions could impact your credit.


text:
const { check } = require('express-validator/check');

const firstName = check('household.name_first').exists();
const lastName = check('household.name_last').exists();
const dob = check('household.dob').exists();
const race = check('household.race').exists();
const gender = check('household.gender').exists();
// const email = check('household.email').exists();
const last4ssn = check('household.last4ssn').exists();
const preferredContact = check('household.preferred_contact_method').exists();

const addressLine1 = check('address.street').exists();
const city = check('address.city').exists();
const state = check('address.state').exists();
const zip = check('address.zip').exists();
// const division = check('address.cmpd_division').exists();
// const responseArea = check('address.cmpd_response_area').exists();
const deliveryAddressType = check('address.type').exists();

const number = check('phoneNumbers.*.number').exists();
const type = check('phoneNumbers.*.type').exists();

const nominationFirsName = check('nominations.*.name_first').exists();
const nominationLastName = check('nominations.*.name_last').exists();
const nominationDob = check('nominations.*.dob').exists();
const nominationEthnicity = check('nominations.*.race').exists();
const nominationGender = check('nominations.*.gender').exists();
const nominationSchool = check('nominations.*.school_id').exists();
const nominationSsn = check('nominations.*.last4ssn').exists();
const nominationHasLunch = check('nominations.*.free_or_reduced_lunch').exists();
const clothes_size_pants = check('nominations.*.clothes_size_pants').optional();
const clothes_size_shirt = check('nominations.*.clothes_size_shirt').optional();
const clothes_size_coat = check('nominations.*.clothes_size_coat').optional();
const shoe_size = check('nominations.*.shoe_size').optional();
const clothes_want = check('nominations.*.clothes_want').optional();
const favourite_colour = check('nominations.*.favourite_colour').optional();
const additional_ideas = check('nominations.*.additional_ideas').optional();
const bike_size = check('nominations.*.bike_size').optional();
const bike_want = check('nominations.*.bike_want').optional();
const bike_style = check('nominations.*.bike_style').optional();
const reason_for_nomination = check('nominations.*.reason_for_nomination').optional();
const interests = check('nominations.*.interests').optional();

module.exports = [
  firstName,
  lastName,
  dob,
  race,
  gender,
  last4ssn,
  preferredContact,
  addressLine1,
  city,
  state,
  zip,
  deliveryAddressType,
  number,
  type,
  clothes_size_coat,
  clothes_size_pants,
  clothes_size_shirt,
  clothes_want,
  favourite_colour,
  additional_ideas,
  bike_size,
  bike_style,
  bike_want,
  reason_for_nomination,
  interests,
  nominationDob,
  nominationFirsName,
  nominationLastName,
  nominationEthnicity,
  nominationGender,
  nominationSchool,
  nominationSsn,
  nominationHasLunch,
  clothes_size_pants,
  shoe_size
];

redpajama_set_name: RedPajamaGithub


text:
Current: Bramalea Station
Bramalea GO Station Improvements
We're Transforming Your Station!
Major improvements are coming to Bramalea GO Station. We're adding parking, updating amenities, enhancing accessibility and creating more connections.
What's Changing
We're making several changes to your station so we can continue to make improvements and keep you safe.
Parking Changes
Starting November 2, we will start construction on your new station building. This means the relocation of 42 reserved parking spaces farther north in the main parking lot.
Bramalea GO construction map
Parking spots are available at the Canadian Tire parking lot across Bramalea Road. Please use the temporary lot until we finish improving your station.
Here's how you can access it:
Traveling northbound on Bramalea Rd: turn right into the lot, just south of Steeles Ave. (opposite the Bramalea entrance to the station)
Traveling southbound on Bramalea Rd: turn left into the lot just south of Steeles Ave. (opposite the Bramalea entrance to the station)
Traveling eastbound on Steeles Ave: turn right into the Canadian Tire Gas Bar, just east of Bramalea Rd., then drive south into the temporary lot
Traveling westbound on Steeles Ave: turn left onto Bramalea Rd., then left into the temporary lot (opposite the Bramalea entrance to the station)
Follow the orange GO Transit signage to the protected walkway that will lead you to the station. It will take you under Bramalea Rd. to the east end of the bus loop.
Important information about accessible service at Bramalea GO station
A temporary platform on the south side of the station is used for certain trips throughout the day. This platform does not have elevator access to the north side of the station.
Six trips during the day open on the temporary platform. If you need an elevator, do not take the following trips.
Eastbound train departures: 7:55 a.m., 8:27 a.m., 6:14 p.m. and 7:14 pm. Westbound train arrivals: 4:32 p.m. and 6:21 p.m.
Only certain coaches, including the accessible coach, will open on this platform. Please listen to announcements on your train. If you're unsure if you're in the right place, you can speak to your customer service ambassador.
All other trains will depart from and arrive on the regular platform, which has elevator access to the station building, north parking lot and bus loop.
Travelling here
You have options to get to the GO. Learn about your walking, transit, cycling or carpooling options during construction.
Zoom in, find your home "zone" and click the number to find out more. Click the right arrow to expand the pop-up dialog box.
We've received the concrete blocks needed to build the new parking structure. In the next few months, you'll start to see it take shape.
In the winter, we're going to start installing three new elevators to make the south parking lot more accessible.
As of now, we've made the following progress:
A new temporary platform has opened on the south platform, just west of the current one. By moving this platform we can keep working on building the permanent south platform.
All of the underground utilities needed for the new parking garage and station building are now within the station property and are ready to be connected once the structures are complete.
We've poured most of the foundation of your parking garage.
We've excavated the west tunnel and installed staircases. We are now installing infrastructure to support three new elevators and build the access building.
We've built the frames for new platform canopies at the east end of the island and south platforms and installed electrical systems for upgraded safety and security amenities.
How You Will Benefit
This transformation will make it easier to access your station and bring you more service. Here's what we have planned:
A new station building linked to a parking garage, adding close to 1,300 spaces
A new passenger pick-up and drop-off area (Kiss & Ride)
Improved bus platforms for GO Transit and Brampton Transit, with a dedicated Züm bus loop
Bike storage room
New retail spaces
Improved access to Bramalea Road
New accessible pedestrian tunnel at the west end of the station
Enhanced safety features including new emergency call systems and upgraded lighting
Platform improvements with a snow-melting system, canopies and capacity for 12-car trains
We expect that new station amenities will open in 2021.
These improvements support GO expansion plans for more frequent, reliable service on the Kitchener line. Learn more about plans for Kitchener GO expansion.
We'll keep you informed throughout this project. To get updates sent directly to your inbox or phone, sign up for Bramalea On the GO alerts at onthegoalerts.gotransit.com. You can also follow the Kitchener line on Twitter @GOtransitKT.
Updated November 25, 2019 | Rendering subject to change
Sign up for On the GO Alerts and follow us on Twitter to stay in the know about service delays and cancellations, construction, new services and improvements, special offers and more.


text:
Home | Leadership | Mathematics In A-level Assessments
Mathematics In A-level Assessments
This is a report by the Nuffield Foundation on the mathematical content of A level assessments in Business Studies, Computing, Economics, Geography, Psychology and Sociology. The report considers whether the type of mathematics in examinations are suitable for progression within the subject's field (type), the proportion of the examination that depended on mathematical knowledge (extent), and the complexity of the mathematical questions (difficulty). Leadership Briefing issue 6.11(71)
string(50) "Mathematics with A-level Science 2010 Examinations"
string(64) "https://www.teachingtimes.com/maths-a-level-science-2010_210512/"
string(369) "There has been growing concern across the science community about the use of mathematical assessments in science qualifications. This report by SCORE investigates the maths found in the summer 2010 science assessments for the biology, chemistry and physics A-levels across the unitary awarding organisations in England, Wales and Northern ..."
string(383) "... and employment.In addition, the findings show a disparity in the way mathematics is assessed across the different awarding organisations. SCORE recommends that there is a review of the mathematical requirements for each of the sciences at A-level and that a framework is developed to regulate the way mathematics ..."
string(11) "mathematics"
string(1) "a"
string(5) "level"
string(559) "There has been growing concern across the science community about the use of mathematical assessments in science qualifications. This report by SCORE investigates the maths found in the summer 2010 science assessments for the biology, chemistry and physics A-levels across the unitary awarding organisations in England, Wales and Northern Ireland. The objective was to find the type, extent and difficulty of maths in science A-levels and to establish if it met mathematical requirements.
Leadership Briefing issue 6.11(71)"
string(11) "assessments"
string(3857) "ResourceMATHEMATICS WITH A-LEVEL SCIENCE 2010 EXAMINATIONSOriginal DocumentMathematics with A-level Science 2010 Examinations. There has been growing concern across the science community about the use of mathematical assessments in science qualifications. This report by SCORE investigates the maths found in the summer 2010 science assessments for the biology, chemistry and physics A-levels across the unitary awarding organisations in England, Wales and Northern Ireland. The objective was to find the type, extent and difficulty of maths in science A-levels and to establish if it met mathematical requirements.KeywordsA-levels, maths, science, requirements, biology, chemistry,  physics, assessment, students, STEMSummaryThere has been growing concern across the science community about the use of mathematical assessments in science qualifications. This report by SCORE investigates the maths found in the summer 2010 science assessments for the biology, chemistry and physics A-levels across the unitary awarding organisations in England, Wales and Northern Ireland. The objective was to find the type, extent and difficulty of maths in science A-levels and to establish if it met mathematical requirements.The findings show that a large number of mathematical requirements listed in the biology, chemistry and physics specifications are assessed in a limited way or not at all within these papers.The mathematical requirements that are assessed are covered repeatedly and often at a lower level of difficulty than required. This is likely to have an impact on the way that the subjects are taught and therefore on students' ability to progress effectively to STEM higher education and employment.In addition, the findings show a disparity in the way mathematics is assessed across the different awarding organisations. SCORE recommends that there is a review of the mathematical requirements for each of the sciences at A-level and that a framework is developed to regulate the way mathematics is assessed within the sciences to ensure parity across all awarding organisations.Key Findings:· A large number of the mathematical requirements listed in the 2010 Biology, Chemistry and Physics AS and A2 specifications are assessed in a limited way or not at all within the examination papers.· There is a measurable variation between awarding organisations in terms of the amount and difficulty of the mathematics that is assessed in Biology, Chemistry and Physics AS and A2 examination papers. Participants in our survey felt that in many cases the amount of mathematics assessed in A-level science examinations is too low.· The examination questions that did require mathematics are felt to be of insufficient difficulty; too many involve only single step questions, require only simple recall, and are set only in familiar contexts. For example in Biology A-level, across all five awarding organisations, only 0-2% of the A-level contained mathematical questions requiring more than simple recall.· Some mathematical concepts – for example, orders of magnitude and using the slope of a tangent to a curve as a measure of the rate of change of a quantity – included in the science examinations do not follow on logically from mathematics GCSE; the last examination which science teachers can be assured all of their students undertook.ActionNotesAuthorR ChimaDate CreatedMay 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
string(4) "full"
Mathematics with A-level Science 2010 Examinations
string(27) "Mathematics Made to Measure"
string(59) "https://www.teachingtimes.com/maths-made-to-measure_280512/"
string(345) "Too many schools are entering pupils for maths GCSE early, according to this new Ofsted report, which is preventing too many able pupils from fulfilling their potential. The report draws attention to serious inequalities in pupils' experiences and achievements in mathematics. It includes examples of best practice that help avoid ..."
string(360) "... Teacher assessments at the end of Key Stage 1, however, indicate that attainment has plateaued and the downward trend in the proportion reaching the higher Level 3 shows no sign of being reversed.· Schools have implemented a wide variety of strategies to improve performance in mathematics. The most common strategy ..."
string(448) "Too many schools are entering pupils for maths GCSE early, according to this new Ofsted report, which is preventing too many able pupils from fulfilling their potential. The report draws attention to serious inequalities in pupils' experiences and achievements in mathematics. It includes examples of best practice that help avoid or overcome the inequalities and weaker practice that exacerbates them.
string(5939) "ResourceMATHEMATICS MADE TO MEASUREOriginal DocumentMathematics Made to Measure. Too many schools are entering pupils for maths GCSE early, according to this new Ofsted report, which is preventing too many able pupils from fulfilling their potential. The report draws attention to serious inequalities in pupils' experiences and achievements in mathematics. It includes examples of best practice that help avoid or overcome the inequalities and weaker practice that exacerbates them.KeywordsMathematics, best practice, inequalities, achievement, pupils, education, teaching, potentialSummaryToo many schools are entering pupils for maths GCSE early, according to this new Ofsted report, which is preventing too many able pupils from fulfilling their potential. The report draws attention to serious inequalities in pupils' experiences and achievements in mathematics. It includes examples of best practice that help avoid or overcome the inequalities and weaker practice that exacerbates them.The report emphasises the importance for every pupil to have the best possible mathematics education and highlights a dramatic increase in the take-up of A-level and further mathematics. It shows that the youngest children are doing better. GCSE and A level results continue to rise as a result of the sustained efforts of teachers and students.But the report finds three key areas in primary and secondary mathematics in schools in England which need to be improved.· Firstly, not enough is being done to help pupils catch up who fall behind early. The 10% who do not reach the expected standard at age 7 doubles to 20% by age 11, and nearly doubles again by age 16.· Secondly, inspection evidence shows that pupils in lower ability sets and younger pupils received the weakest teaching. Inspectors regularly saw outstanding and satisfactory teaching, and sometimes inadequate too, within an individual school.· Thirdly, lots of the brightest pupils do not fulfil their potential when they get to secondary school. 37,000 of the highest attaining primary school pupils got no better than a grade C at GCSE in mathematics last year. Schools which routinely enter students early for GCSE mathematics are hindering their ability to reach the highest grades.Key Findings:· Children's varying pre-school experiences of mathematics mean they start school with different levels of knowledge of number and shape. For too many pupils, this gap is never overcome: their attainment at 16 years can largely be predicted by their attainment at age 11, and this can be tracked back to the knowledge and skills they have acquired by age 7. Low attainment too often becomes a self-fulfilling prophecy. Pupils known to be eligible for free school meals fare particularly badly.· The best schools tackled mathematical disadvantage with expert insight and ambitious determination, with policies and approaches understood and implemented consistently by all staff to the benefit of all pupils. Developing such expertise should be the goal for all schools.· Despite the wide variation in outcomes, too many able pupils across the 3–16 age range are underachieving. Many more pupils could gain the highest grades at GCSE and be better prepared to continue to A level. Without this, the future supply of mathematicians and the national challenge of meeting the diverse mathematical needs of our technologically advanced world and our economic well-being are threatened.· Attainment in GCSE and AS/A-level examinations in mathematics has risen. At the same time, however, successive changes in GCSE and A-level specifications and structure have reduced the demand of the examinations for many pupils. Those pupils attaining the highest grades at GCSE are increasingly opting to study AS and/or A-level mathematics, leading to a rapid growth in uptake.· Attainment in national Key Stage 2 mathematics tests has shown incremental rises in the proportions of pupils attaining the expected Level 4 and the higher Level 5. Improvements have also been made in children's knowledge and skills in the Early Years Foundation Stage. Teacher assessments at the end of Key Stage 1, however, indicate that attainment has plateaued and the downward trend in the proportion reaching the higher Level 3 shows no sign of being reversed.· Schools have implemented a wide variety of strategies to improve performance in mathematics. The most common strategy has been better monitoring of pupils' attainment and progress coupled with greater use of intervention programmes. In most primary schools, intervention has become more focused and timely in helping pupils overcome difficulties and close gaps. It remained centred on examination performance in the majority of secondary schools, linked to widespread use of early GCSE entry and repeated sitting of units. This has encouraged short-termism in teaching and learning and has led to underachievement at GCSE, particularly for able pupils, as well as a lack of attention to the attainment of the least able. In the better schools, high- attaining pupils' needs are met through depth of GCSE study and additional qualifications.· Despite these strategies, the percentage of pupils not reaching the expected level or grade for their age increases as pupils progress through their mathematical education, and is more marked for some groups than others. This suggests, strongly, that attaining a key threshold does not represent adequate mastery of skills and sufficient depth of conceptual understanding to prepare pupils for the next stage of mathematics education.· The"
Mathematics Made to Measure
string(25) "Strategies in mathematics"
string(54) "https://www.teachingtimes.com/strategiesinmathematics/"
string(300) "The teaching of mathematics has been an area of debate for
many years because of the falling numbers of pupils pursuing
the subject into higher education - and of those that do, there
have been concerns over the ability of students to utilise their
knowledge at undergraduate level."
string(380) "... statistics suggest that attainment in GCSE and AS/A-levelexaminations in mathematics has risen.The reality is that whilst attainment in national Key Stage 2 mathematics tests hasshown incremental rises in the proportions of pupils attaining the expected Level 4and the higher Level 5, teacher assessments at the end of ..."
string(5969) "�Vol 4.2School Leadership Todaywww.teachingtimes.comTrendsMathematicsWhen league tables became the yardstick of a school's success, many ablestudents were encouraged to take maths early at GCSE, and this resultedin poor grades and inadequate in-depth understanding for many. Nowwith the future of the economy threatened from having too few youngpeople with a robust, fluent and confident understanding of mathematics, are thesteps being taken by schools and government enough?According to a new Ofsted report, many schools are still entering pupils earlyfor GCSE examinations and, says the report, this tactic of teaching to the exam ispreventing many from fulfilling their full potential because they never gain fullunderstanding of the subject.The result has been serious inequalities in pupils' experiences and achievementsin mathematics, and in some cases, this has turned otherwise gifted pupils off frompursuing the subject into higher education.The chairman of the Advisory Committee on Mathematics Education (ACME),Professor Dame Julia Higgins, recently said: "We are seeing a worrying increase in thenumbers of students being entered early for GCSE mathematics, to the detriment ofalmost all students.The teaching of mathematics has been an area of debate formany years because of the falling numbers of pupils pursuingthe subject into higher education – and of those that do, therehave been concerns over the ability of students to utilise theirknowledge at undergraduate level.Strategies inmathematics�Vol 4.2School Leadership Todaywww.teachingtimes.comTrendsMathematics"It's no longer a case of a careful selection of the brightest students being pushedthrough early – it's whole cohorts now, whether or not it's in their long term interests asindividuals."The pressure on schools to improve their standing in the league tables providesan incentive to act in the school's best interests rather than those of the individualstudents."The government must act now to define more clearly the requirement that allstudents study mathematics to the end of Key Stage 4, irrespective of whether a GCSEhas been achieved earlier."ACME's research report, 'Early and Multiple Entry to GCSE Mathematics', foundthat in around 25 per cent of schools that enter students early, those attaining a gradeC immediately stop studying mathematics, after which mathematical skills may stopimproving, making a return to mathematics at a later stage much more challenging.Students may also not fulfil their potential if they 'settle' for a low grade achievedthrough early entry, when they could achieve a better grade if they had taken theirexamination at the end of Key Stage 4. This can also have an adverse effect on theirhigher education applications.And in terms of lessons, early entry students may not be taught the full programmeof mathematics that they are entitled to, as parts of the curriculum may be skipped inorder to achieve exam success with a C-grade.The new Ofsted report added more fuel to the fire. It found three key areas inprimary and secondary mathematics in schools in England which need to be improved.Firstly, not enough is being done to help pupils catch up if they fall behind early.The 10 per cent who do not reach the expected standardat age seven doubles to 20 per cent by age 11, and nearlydoubles again by age 16.Secondly, inspection evidence shows that pupils inlower ability sets and younger pupils received the weakestteaching.Thirdly, many of the brightest pupils do not fulfiltheir potential when they get to secondary school.37,000 of the highest attaining primary school pupilsgot no better than a grade C at GCSE in mathematics lastyear. Consequently, Ofsted came to the conclusion thatschools which routinely enter students early for GCSEmathematics are hindering their ability to reach thehighest grades.The wrong strategy focusThe problem is that children's varying pre-schoolexperiences of mathematics mean they start school withdifferent levels of knowledge of number and shape. Fortoo many pupils, this gap is never overcome, and it meanstheir attainment at 16 years can largely be predicted bytheir attainment at age 11, and this can be tracked backto the knowledge and skills they have acquired by ageseven.Yet, despite the wide variation in outcomes, manymore pupils could gain the highest grades at GCSE and be better prepared to continueto A level, if not for successive changes in GCSE and A-level specifications and structure,which has meant fewer pupils need to take the subject to examination.And yet the latest statistics suggest that attainment in GCSE and AS/A-levelexaminations in mathematics has risen.The reality is that whilst attainment in national Key Stage 2 mathematics tests hasshown incremental rises in the proportions of pupils attaining the expected Level 4and the higher Level 5, teacher assessments at the end of Key Stage 1, indicate thatattainment has in fact plateaued and the downward trend in the proportion reachingthe higher Level 3 is still continuing.There are a variety of strategies that have come out of the furore surroundingthe teaching of mathematics. For example, the most common strategy has beenbetter monitoring of pupils' attainment and progress, coupled with greater use ofintervention programmes.Ofsted came to theconclusion that schoolswhich routinely enterstudents early forGCSE mathematics arehindering their ability toreach the highest grades.""10Vol 4.2School Leadership Todaywww.teachingtimes.comTrendsMathematics In most primary schools, intervention has"
Strategies in mathematics
string(60) "Pupils Who Make Slow Progress In English, Mathematics And Sc"
string(91) "https://www.teachingtimes.com/pupils-who-make-slow-progress-in-english-mathematics-and-sci/"
string(324) "This DCSF report presents the issues arising from a small-scale investigation focusing on pupils who are at risk of not converting a Level 4 in English, mathematics or science at Key Stage 2 into a Level 5 at the end of Key Stage 3. This briefing outlines the report ..."
string(348) "greater risks associated with specialised equipment and materials (carry out simple risk assessments)· To have opportunities to demonstrate their skills and understanding to their peers To be clear about what they need to do to progress from one level to the next in the planning, observation, analysis and evaluation strands ..."
string(684) "This DCSF report presents the issues arising from a small-scale investigation focusing on pupils who are at risk of not converting a Level 4 in English, mathematics or science at Key Stage 2 into a Level 5 at the end of Key Stage 3. This briefing outlines the report's findings in relation to English, maths and science, and considers the classroom strategies that are identified as good practice. It also looks at the experiences and behaviour of pupils aged between 11 and 14 who ended Key Stage 2 doing well in English, maths and science, but whose progress slowed at Key Stage 3.
Folder: Leadership Briefings Issue 2.09 (21)"
string(4250) "greater risks associated with specialised equipment and materials (carry out simple risk assessments)· To have opportunities to demonstrate their skills and understanding to their peers To be clear about what they need to do to progress from one level to the next in the planning, observation, analysis and evaluation strands of scientific investigations· To appreciate that scientific investigation is central to an overall understanding of scienceWhat do teachers need if they are to address this issue?· Appreciate what pupils achieve and how they work on investigatory activities at primary school and develop strategies to build on this· To help pupils to be aware of the risks associated with specialised equipment and materials (carry out simple risk assessments)· To have a range of strategies that allows pupils to demonstrate what they understand and can do To ensure that pupils know what they need to do to improve their work through the provision of specific curriculum targets to move them to the next national curriculum level· To make clear to pupils the centrality of scientific investigations in scienceWhat support can subject leaders provide?· Clarity about what pupils achieve, and are expected to do, at primary school and identification of ways in which to build on this, e.g. arrange well targeted visits to primary schools· Opportunities for pupils to make their own risk assessments identified in the schemes of work· Opportunities identified in the schemes of work for pupils to demonstrate what they understand and can do in their investigation work· Guidance on specific skill acquisition in part and full investigations included in the schemes of work, with emphasis on the centrality of investigations to science both in school and the wider world· A range of science resources which promote the investigatory aspect of science and are effectively deployedProviding more opportunities for a wider range of writing:Key concerns · These pupils experienced a very limited range of writing styles and much of the work required short answers involving no more than one sentence· These pupils rarely used extended writing and, when they did, it was often descriptive rather than explanatoryWhat do pupils need if they are to address this issue?· Opportunities to discuss their ideas and understanding of science in pairs and small groups· Opportunities to express their ideas and understanding in a variety of different written forms which require justification and explanation· Participation in peer assessment in order to improve the clarity of their writing· Understanding of what they need to do to improve their skills of explanation, analysisWhat do teachers need if they are to address this issue?· Provide frequent opportunities for pupils to discuss their ideas and understanding of science in pairs and small groups· Provide frequent opportunities for pupils to express their ideas and understanding in a variety of different written forms requiring justification and explanation· Encourage pupils to assess the work of their peers· Provide feedback to pupils so that they understand precisely what they need to do to improve their performance and progress towards the next national curriculum level and evaluationWhat support can subject leaders provide?· Opportunities for pupils to discuss their ideas and understanding of science in pairs and small groups are built into schemes of work at appropriate times· Opportunities for pupils to express their ideas and understanding in a variety of different forms are built into schemes of work at appropriate times· Appropriate resources for staff to carry out these actions and provide CPD on the effective use of peer assessment· Guidance and linked CPD for staff on what pupils need to do to improve and move from· one national curriculum level to the next· A departmental focus on the quality of staff feedback on the pupils' writingNotesAuthorRaspal Chima, Questions PublishingDate CreatedSeptember 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
Pupils Who Make Slow Progress In English, Mathematics And Sc


text:
Jorge Lobillo (Xalapa, 1943), poeta y traductor del francés y portugués originario de México.

Ha sido becario de la Secretaría de Educación Pública (SEP) y de la Universidad Veracruzana.

Ha sido galardonado con varios premios nacionales por traducción de poesía.

Colaborador en revistas y suplementos literarios tanto mexicanos como extranjeros.

Obras propias
 Provisión en fuga (1971)
 Mutilación del agua (1981)
 Las migajas y los pájaros (1992) prólogo de Lêdo Ivo
 Informe de la casa (1998)
 Alquimeras (2000)

Obras realizadas como coautor
 Cancionero veracruzano
 Historias, cuentos y leyendas de Xalapa
 Malacantoche
 Literatura infantil veracruzana
 Previsión en fuga
 Semana marítima y otros poemas
 Memoria, integridad del sueño
 Cocina Veracruzana de Cuaresma

También contribuyó en las antologías:
 Azoro de voces (1986)
 Veracruz, dos siglos de poesía (XIX y XX) (1991)
 Lira de San Andrés y de los Tuxtlas (1995)

Ha realizado traducciones de autores como Pierre Dhainaut, Lêdo Ivo, Marie Chistine Thomas, Georges Schehadé, Nazim Hikmet, José Agostinho Baptista, Jean Antonini y Ştefan Baciu.

Otro trabajo a destacar como traductor y prologuista es Las gavetas de invierno, obra de Alejandra Pizarnik.

Poetas de México
Traductores de México
Nacidos en Xalapa-Enríquez

redpajama_set_name: RedPajamaWikipedia


More than a half-century of academic research has shown that significant portions of returns from actively managed strategies can be explained by exposure to certain factors, such as value, momentum, and quality. Portfolios based on these quantitative characteristics, known as smart or strategic beta strategies, have historically generated relatively high average returns and represent a new dimension of systematic risk.
In a recent white paper co-authored with Christopher Polk, Professor of Finance at the London School of Economics, we argue that understanding the economic drivers of these new systematic risks brings novel insights about how to time factor bets. In particular, market-timing strategies based on more timely forecasts of aggregate fundamentals can be leveraged through a smart beta lens.
In the paper, we demonstrate how dynamic factor strategies that exploit this insight have delivered a significant, long-term performance benefit over static factor approaches and the benchmark. Read the white paper to learn more about how the business cycle impacts factor returns.


text:
Christina Aguilera Makes Full-Throttle Comeback With 'Accelerate'
Ladies and gentlemen, start your engines — Christina Aguilera's officially back, and she's got her foot firmly pressed to the pedal.
The Lotus singer, whose last album dropped six years ago, has once again stormed the pop arena, and released a brand new single called "Accelerate" featuring Ty Dolla $ign and 2 Chainz Thursday morning (May 3) with an accompanying sexy, glitter- and milk-soaked video.
"I'll be with my ladies you can find me there / Try to play us we gon' start a riot up in here / Accelerate, come on babe pick up your speed / Stamina, fill me up that's what I need," Aguilera bites with the type of defiance she dispensed on "Dirrty." Still, "Accelerate" is more relaxed, and the work of a fully resolved artist who's got nothing left to prove.
Aguilera began teasing new work earlier in the week. On May 1, she uploaded a Twitter preview of forthcoming work with a voiceover that observed "I feel in life when you get to a place where you feel so comfortable, then you know you have to stop and start from scratch."
Aguilera also sent mysterious polaroid images to 14 of her most avowed fans on Twitter, including Rupaul's Drag Race alum Farrah Moan.
Aguilera told Paper as part of the magazine's newest cover story that she's ready for a totally new era.
"I've always been someone that obviously loves to experiment, loves theatrics, loves to create a storyline and play a character in a video or through stage," she said. "I'm a performer, that's who I am by nature. But I'm at the place, even musically, where it's a liberating feeling to be able to strip it all back and appreciate who you are and your raw beauty."
Aguilera has since revealed that her album will be called Liberation and will drop on June 15. Check out the full track list below.
Xtina Through the Years
Source: Christina Aguilera Makes Full-Throttle Comeback With 'Accelerate'
Filed Under: christina aguilera
Categories: Music News, Videos


EMSYRM01 - Maretron NMEA 2000 Yanmar Harness (EMS100 Accessory) EMSYRM01 for only $0.00 !
Click here to see our other Engine Monitoring Systems.
You will need to purchase an EMS100 to use this harness, if you do not already have one.
The EMS100 wire harness (part # - EMSYRM01) connects between the engine and instrument panel. Most modern Yanmar engines use the rectangular Yazaki connector, but you should verify the type of connector prior to considering purchasing the EMS100 or associated wiring harness.
What Yanmar engine models is the EMS100 compatible with? See the FAQ tab above.
What Yanmar engine models is the EMS100 compatible with?
The EMS100 is suitable to work with Yanmar Engines which carry the Yazaki type connector.
- If your engine comes with a Yanmar panel, please note that all panels are not compatible. In recent years Yanmar has introduced a engine panel that utilizes the alternator Voltage for tachometer measurement, this will affect how the EMS100 reads and transmits tachometer readings at various RPM ranges.
- The EMS100 requires calibration and adjustment that can only be made using the DSM250 or the N2KAnalyzer.
Yan\12817091160 Magnetic Pickup sender, Tachometer Sender Needed for newer type engine panels.
Note: The EMS100 wire harness (part # - EMSYRM01) connects between the engine and instrument panel. Most modern Yanmar engines use the rectangular Yazaki connector, but you should verify the type of connector prior to considering purchasing the EMS100 or associated wiring harness.


text:
using System;
using System.Collections.Generic;
using System.Composition.Hosting;
using System.Diagnostics;
using System.IO;
using System.Linq;
using System.Threading;
using System.Threading.Tasks;
using Microsoft.Extensions.Logging;
using Newtonsoft.Json;
using Newtonsoft.Json.Linq;
using OmniSharp.Endpoint;
using OmniSharp.Mef;
using OmniSharp.Models.UpdateBuffer;
using OmniSharp.Plugins;
using OmniSharp.Services;
using OmniSharp.Protocol;
using OmniSharp.Utilities;
using System.Globalization;

namespace OmniSharp.Stdio
{
    internal class Host : IDisposable
    {
        private readonly TextReader _input;
        private readonly ISharedTextWriter _writer;
        private readonly IServiceProvider _serviceProvider;
        private readonly IDictionary<string, Lazy<EndpointHandler>> _endpointHandlers;
        private readonly CompositionHost _compositionHost;
        private readonly ILogger _logger;
        private readonly IOmniSharpEnvironment _environment;
        private readonly CancellationTokenSource _cancellationTokenSource;
        private readonly CachedStringBuilder _cachedStringBuilder;
        private static readonly double TimestampToTicks = TimeSpan.TicksPerSecond / (double)Stopwatch.Frequency;

        public Host(
            TextReader input, ISharedTextWriter writer, IOmniSharpEnvironment environment,
            IServiceProvider serviceProvider, CompositionHostBuilder compositionHostBuilder, ILoggerFactory loggerFactory, CancellationTokenSource cancellationTokenSource)
        {
            _cancellationTokenSource = cancellationTokenSource;
            _input = input;
            _writer = writer;
            _environment = environment;
            _serviceProvider = serviceProvider;
            _logger = loggerFactory.CreateLogger<Host>();

            _logger.LogInformation($"Starting OmniSharp on {Platform.Current}");

            _compositionHost = compositionHostBuilder.Build(_environment.TargetDirectory);
            _cachedStringBuilder = new CachedStringBuilder();

            var handlers = Initialize();
            _endpointHandlers = handlers;
        }

        private IDictionary<string, Lazy<EndpointHandler>> Initialize()
        {
            var workspace = _compositionHost.GetExport<OmniSharpWorkspace>();
            var projectSystems = _compositionHost.GetExports<IProjectSystem>();
            var endpointMetadatas = _compositionHost.GetExports<Lazy<IRequest, OmniSharpEndpointMetadata>>()
                .Select(x => x.Metadata)
                .ToArray();

            var handlers = _compositionHost.GetExports<Lazy<IRequestHandler, OmniSharpRequestHandlerMetadata>>();

            var updateBufferEndpointHandler = new Lazy<EndpointHandler<UpdateBufferRequest, object>>(
                () => (EndpointHandler<UpdateBufferRequest, object>)_endpointHandlers[OmniSharpEndpoints.UpdateBuffer].Value);
            var languagePredicateHandler = new LanguagePredicateHandler(projectSystems);
            var projectSystemPredicateHandler = new StaticLanguagePredicateHandler("Projects");
            var nugetPredicateHandler = new StaticLanguagePredicateHandler("NuGet");
            var endpointHandlers = endpointMetadatas.ToDictionary(
                x => x.EndpointName,
                endpoint => new Lazy<EndpointHandler>(() =>
                {
                    IPredicateHandler handler;

                    // Projects are a special case, this allows us to select the correct "Projects" language for them
                    if (endpoint.EndpointName == OmniSharpEndpoints.ProjectInformation || endpoint.EndpointName == OmniSharpEndpoints.WorkspaceInformation)
                        handler = projectSystemPredicateHandler;
                    else if (endpoint.EndpointName == OmniSharpEndpoints.PackageSearch || endpoint.EndpointName == OmniSharpEndpoints.PackageSource || endpoint.EndpointName == OmniSharpEndpoints.PackageVersion)
                        handler = nugetPredicateHandler;
                    else
                        handler = languagePredicateHandler;

                    // This lets any endpoint, that contains a Request object, invoke update buffer.
                    // The language will be same language as the caller, this means any language service
                    // must implement update buffer.
                    var updateEndpointHandler = updateBufferEndpointHandler;
                    if (endpoint.EndpointName == OmniSharpEndpoints.UpdateBuffer)
                    {
                        // We don't want to call update buffer on update buffer.
                        updateEndpointHandler = new Lazy<EndpointHandler<UpdateBufferRequest, object>>(() => null);
                    }

                    return EndpointHandler.Factory(handler, _compositionHost, _logger, endpoint, handlers, updateEndpointHandler, Enumerable.Empty<Plugin>());
                }),
                StringComparer.OrdinalIgnoreCase
            );

            // Handled as alternative middleware in http
            endpointHandlers.Add(
                OmniSharpEndpoints.CheckAliveStatus,
                new Lazy<EndpointHandler>(
                    () => new GenericEndpointHandler(x => Task.FromResult<object>(true)))
            );
            endpointHandlers.Add(
                OmniSharpEndpoints.CheckReadyStatus,
                new Lazy<EndpointHandler>(
                    () => new GenericEndpointHandler(x => Task.FromResult<object>(workspace.Initialized)))
            );
            endpointHandlers.Add(
                OmniSharpEndpoints.StopServer,
                new Lazy<EndpointHandler>(
                    () => new GenericEndpointHandler(x =>
                    {
                        _cancellationTokenSource.Cancel();
                        return Task.FromResult<object>(null);
                    }))
            );

            return endpointHandlers;
        }

        public void Dispose()
        {
            _compositionHost?.Dispose();
            _cancellationTokenSource?.Dispose();
        }

        public void Start()
        {
            WorkspaceInitializer.Initialize(_serviceProvider, _compositionHost);

            Task.Factory.StartNew(async () =>
            {
                _writer.WriteLine(new EventPacket()
                {
                    Event = "started"
                });

                while (!_cancellationTokenSource.IsCancellationRequested)
                {
                    var line = await _input.ReadLineAsync();
                    if (line == null)
                    {
                        break;
                    }

                    var ignored = Task.Factory.StartNew(async () =>
                    {
                        try
                        {
                            await HandleRequest(line, _logger);
                        }
                        catch (Exception e)
                        {
                            if (e is AggregateException aggregateEx)
                            {
                                e = aggregateEx.Flatten().InnerException;
                            }

                            _writer.WriteLine(new EventPacket()
                            {
                                Event = "error",
                                Body = JsonConvert.ToString(e.ToString(), '"', StringEscapeHandling.Default)
                            });
                        }
                    });
                }
            });

            _logger.LogInformation($"Omnisharp server running using {nameof(TransportType.Stdio)} at location '{_environment.TargetDirectory}' on host {_environment.HostProcessId}.");

            Console.CancelKeyPress += (sender, e) =>
            {
                _cancellationTokenSource.Cancel();
                e.Cancel = true;
            };

            if (_environment.HostProcessId != -1)
            {
                try
                {
                    var hostProcess = Process.GetProcessById(_environment.HostProcessId);
                    hostProcess.EnableRaisingEvents = true;
                    hostProcess.OnExit(() => _cancellationTokenSource.Cancel());
                }
                catch
                {
                    // If the process dies before we get here then request shutdown
                    // immediately
                    _cancellationTokenSource.Cancel();
                }
            }
        }

        private async Task HandleRequest(string json, ILogger logger)
        {
            var startTimestamp = Stopwatch.GetTimestamp();
            var request = RequestPacket.Parse(json);
            if (logger.IsEnabled(LogLevel.Debug))
            {
                LogRequest(json, logger, LogLevel.Debug);
            }

            var response = request.Reply();

            try
            {
                if (!request.Command.StartsWith("/"))
                {
                    request.Command = $"/{request.Command}";
                }
                // hand off request to next layer
                if (_endpointHandlers.TryGetValue(request.Command, out var handler))
                {
                    var result = await handler.Value.Handle(request);
                    response.Body = result;
                    return;
                }
                throw new NotSupportedException($"Command '{request.Command}' is not supported.");
            }
            catch (Exception e)
            {
                if (e is AggregateException aggregateEx)
                {
                    e = aggregateEx.Flatten().InnerException;
                }

                // updating the response object here so that the ResponseStream
                // prints the latest state when being closed
                response.Success = false;
                response.Message = JsonConvert.ToString(e.ToString(), '"', StringEscapeHandling.Default);
            }
            finally
            {
                // response gets logged when Debug or more detailed log level is enabled
                // or when we have unsuccessful response (exception)
                if (logger.IsEnabled(LogLevel.Debug) || !response.Success)
                {
                    // if logging is at Debug level, request would have already been logged
                    // however not for higher log levels, so we want to explicitly log the request too
                    if (!logger.IsEnabled(LogLevel.Debug))
                    {
                        LogRequest(json, logger, LogLevel.Warning);
                    }

                    var currentTimestamp = Stopwatch.GetTimestamp();
                    var elapsed = new TimeSpan((long)(TimestampToTicks * (currentTimestamp - startTimestamp)));

                    LogResponse(response.ToString(), logger, response.Success, elapsed);
                }

                // actually write it
                _writer.WriteLine(response);
            }
        }

        void LogRequest(string json, ILogger logger, LogLevel logLevel)
        {
            var builder = _cachedStringBuilder.Acquire();
            try
            {
                builder.AppendLine("************ Request ************");
                builder.Append(JToken.Parse(json).ToString(Formatting.Indented));
                logger.Log(logLevel, builder.ToString());
            }
            finally
            {
                _cachedStringBuilder.Release(builder);
            }
        }

        void LogResponse(string json, ILogger logger, bool isSuccess, TimeSpan elapsed)
        {
            var builder = _cachedStringBuilder.Acquire();
            try
            {
                builder.AppendLine($"************  Response ({elapsed.TotalMilliseconds.ToString("0.0000", CultureInfo.InvariantCulture)}ms) ************ ");
                builder.Append(JToken.Parse(json).ToString(Formatting.Indented));

                if (isSuccess)
                {
                    logger.LogDebug(builder.ToString());
                }
                else
                {
                    logger.LogError(builder.ToString());
                }
            }
            finally
            {
                _cachedStringBuilder.Release(builder);
            }
        }
    }
}


text:
Vol. 3, No. 10
News from the Child Welfare Training Resources Online Network: New Training Resources Under Developm
Dec/Jan 2003Vol. 3, No. 10News from the Child Welfare Training Resources Online Network: New Training Resources Under Developm
A 3-year Child Welfare Training project, designed to enhance skills in using State child welfare data to improve outcomes for children, is underway at the University of Southern Maine. Funded by the Children's Bureau in September 2000, the project has developed a module-based curriculum, with trainer's guide, aimed at increasing the ability of child welfare managers and supervisors to understand and implement mandates of the Adoption and Safe Families Act (ASFA). Titled "Bringing Together the Child Welfare Team," the new curriculum addresses ASFA from a variety of perspectives: regulatory, managerial, supervisory, system reform, and improved child welfare practice. It can be adapted easily to meet the needs of different States, and is now available for review and downloading at the ASFA Training Project website at http://www.muskie.usm.maine.edu/asfa/curric2002.htm.
The Institute of Child and Family Policy at the University's Edmund S. Muskie School of Public Service collaborated with the Department of Community Based Services, Kentucky; Department of Children, Youth and Families, New Mexico; Cuyahoga County Children and Family Services, Cleveland, Ohio; and the Division of Children and Family Services and the Training Partnerships, Wisconsin to field test the curriculum and develop the trainer's guide.
The new curriculum is based on an ASFA implementation "promising practices" analysis completed in the first year of the project, which identified competencies on which the core curriculum was designed. In 2002, the analysis was updated by polling representatives from 41 child welfare agencies and 3 court improvement projects to identify the skills that staff need to implement ASFA, as well as how meeting the requirements of ASFA has changed the way the agency does business.
An evaluation was completed on the second year of project operations, which included both in-house processes and activities aimed at evaluating the impact of the training on practice. Lessons learned are summarized in the Year 2 Project Evaluation Report found at the project website at http://www.muskie.usm.maine.edu/asfa. Also available at this site are Results of the 2002 Adoption and Safe Family Act Phone Poll and Bringing Together the Child Welfare Team Trainer's Guide.
For more information on this project, contact:
Susan Kanak, Project Director
University of Southern Maine
Edmund S. Muskie School of Public Service
Institute for Child and Family Policy
Email: skanak@usm.maine.edu
Four additional projects were funded by the Children's Bureau in the FY 2000 priority area: Training for Managers and Supervisors to Enhance Their Capability to Understand and to Implement the Adoption and Safe Families Act of 1997. Summary information on these current training projects is available at the Child Welfare Training Resources Online Network at http://nccanch.acf.hhs.gov/profess/workforce/index.cfm.
Foundation Center/Grantsmanship Center Offer Resources for Funding Information, Training


text:
Kimberley Crossman
Kimberley Frances Crossman is a New Zealand actress and presenter who is best known for her role as Sophie McKay on the New Zealand soap opera Shortland Street. She is the co-founder of Joyable.In August 2021, it was announced that she would feature in the 2021 Season of Celebrity Treasure Island 2021.
NCIS LA · S4, E4
Dead Body Politic
To determine whether a murder is an isolated incident or a matter of national security, Kensi goes undercover and enters the world of politics.
BLACK-ISH · S1, E9
Colored Commentary
Dre teaches the family what it means to have each other's back. Zoey and Andre Jr are left to babysit the twins.
YOUNG & HUNGRY · S2, E18
Young and Doppelganger
Gabi and Sofia share similarities with a pair of strangers who want to rent their apartment; Josh suffers from stage fright during an important lecture; Yolanda and Elliot's wild weekend has surprising results.
WHITE FAMOUS · S1, E4
Floyd and Balls need to settle a creative dispute, Stu shares troubling news from the set, and Floyd receives an invitation to a dinner party.
THE GREAT INDOORS · S1, E2
Clark, Emma and Mason try to help Jack create a profile of himself for an online dating app after his first attempt is disastrous.
All Apple Originals


CHILLICOTHE- Special teams plays can get lost in the shuffle. But they have the ability to completely flip a game within seconds.
A kickoff and punt return for a touchdown were the difference as Paint Valley gutted out the 21-6 victory over Huntington on Friday night.
The Bearcats (3-1, 1-0 SVC) struck first on the opening kickoff when Austen Blevins received the ball and sprinted 57 yards up the right sideline for the touchdown. After a successful point after, they led 7-0 with 11:48 to play.
Huntington (2-2, 0-1 SVC) looked to respond after the early gut punch. However, on the third play of their drive, Elijah McCloskey's pass was picked off by Buster Trent, who took the ball back to the Huntsmen 30-yard line with 10:15 left.
But the Bearcats couldn't capitalize on the turnover. Their offensive drive led to them going for it on 4th down and the pass was incomplete, giving the ball back to Huntington.
Huntington went three and out on that drive and punt. Two plays later, Paint Valley fumbled and the Huntsmen recovered. However, McCloskey was picked off by Jay Riley, giving the Bearcats the ball back with 6:20 left.
While Paint Valley ran out the rest of the quarter, it ended up punting back to Huntington. The Huntsmen got a first down on the first play, then went three plays and punted. Cruz McFadden took the punt return, weaving his way through the Huntsmen defense, and found paydirt 73 yards later for the touchdown. After a missed point after, the Bearcats led 13-0 with 10:20 to play.
McFadden was just warming up.
Huntington picked up some momentum and drove down the field. That quickly changed when McFadden hauled in the Bearcats' third interception of the night with 6:30 to play.
Paint Valley ultimately punted the ball back to Huntington with 4:20 left. The Huntsmen chewed some clock, but found no offensive rhythm and didn't convert their fourth down attempt, turning the ball back over to the Bearcats.
On the first play of the ensuing drive, Bryce Newland delivered the knockout blow by finding McFadden streaking down the right sideline 52 yards for the touchdown. Their 2-point try was good as Newland found Alex Walker in the back of the end zone, making the score 21-0 with 52 seconds left in the half.
Penalties killed each team's offensive possessions in the third quarter. Neither team could avoid the dreaded holding penalties, putting themselves in deep holes they couldn't dig out of. No offensive rhythm was found, resulting in no points being scored in the quarter.
Paint Valley fumbled on its drive to start the fourth quarter and Huntington recovered. They stuck to the ground game and got on the scoreboard late when Gavin Snyder punched the ball in from 10 yards out. Their 2-point try was unsuccessful, rounding out the final score with 5:33 left.
Newland led the Bearcats, going 5-of-11 with 90 yards and a touchdown pass. Drake Stanforth had 14 rushes for 40 yards and Trent carried the ball 10 times for 25 yards.
McCloskey was 7-for-23 with 103 yards and three interceptions. Snyder had 25 carries for 148 yards and a touchdown.
Paint Valley returns to the gridiron on Friday at home against Unioto, while Huntington will hit the road to play against Westfall.


text:
Q: Responding to comments from the OP So sometimes I answer a question and the OP responds in comments asking for further clarification. When I update the answer, I'd like to notify the OP that I've changed my answer.
I like to respond in the body of the ANSWER because of the formatting options and it gives users that find the question later the details right away.
But this doesn't seem to notify the author. I find myself posting stubby comments:
@OP: I've updated my answer for you.
Or something to this effect.
Is there a better way to go about this?

A: See this feature request regarding allowing @ notifications to work against the OP when used in answers regardless of the OP's participation.
However, editing your answer automatically notifies the OP in the first place. So you don't need to make an update comment manually. If you want to add yet more words, though, comment replies should work as long as the OP has actually posted a comment on your answer. Doublecheck that you're following the guidelines in the FAQ.
If the OP hasn't commented, I suggest commenting on the question itself with a short "I've updated my answer" followed by the aforementioned 'yet more words'.


Rose Marie once struggled to walk to the mailbox. Medical device technology helps her and others feel healthier and stay out of the hospital.
In a house filled with memories, Rose Marie Wilcher can think of only one she'd like to forget.
Because of it, she refuses to sit in one particular recliner.
For nearly a year, Rose Marie slept sitting up in that chair, because when she laid in bed, she would choke and gag and feel as if she was drowning.
Constantly out of breath and out of energy, even a one-minute walk to the mailbox became a 20 minute ordeal. She could walk a few steps, but then had to stop to rest and catch her breath.
Originally diagnosed as asthma, more tests finally revealed something else.
Cardiologist Marc Silver found an electrical problem with Rose Marie's heart, causing it to beat out of sync and reducing its pumping efficiency to a fraction of what it should be.
"She had EKG findings, in this case 'left bundle branch block' which is one of the major criteria for cardiac resynchronization therapy devices," Dr. Silver said.
Similar in size to a pacemaker, cardiac resynchronization therapy (CRT) devices help get hearts back in sync and pumping efficiently again.
Rose Marie went home the day after receiving her CRT device and started feeling better within a week.
Before her CRT, Rose Marie was among the one million Americans hospitalized every year with heart failure.
A quarter of a million of them require readmission within 30 days of leaving the hospital.
But studies are finding people with heart disease who receive CRT return to the hospital far less often than those without it.
Studies also find that versions of the device which incorporate Medtronic's exclusive new AdaptivCRT™ algorithms reduce readmissions even further.
Yet it's estimated that fewer than half of people eligible for CRT actually get a device, something Dr. Silver would like to see change.
"These devices improve survival. Fewer people die. People feel better. Fewer people get admitted. When they're admitted they're in the hospital for a shorter time," he said.
Shorter stays and fewer readmissions are good news for hospitals, which face financial penalties if too many of their heart failure patients wind up back in the hospital.
According to the Centers for Medicare and Medicaid Services, in the fiscal year beginning October 1, 2015, 2,665 hospitals will lose a combined total of $420 million in penalties due to readmissions for five medical conditions, including heart failure. The total number of penalized hospitals is a record, and accounts for half of all U.S. hospitals.
Dr. Silver says the reduction in readmissions among patients with CRT is noticeable.
"Just this year, I can think of five or six patients who were in the hospital once a month who have not been in the hospital once since the device went in," he said.
Rose Marie and husband Mike credit CRT with giving them a chance to do things together that not long ago seemed out of reach.
"I am so thankful for this. I really think it gave me my life back. I don't think I would be here anymore if it wasn't for that. It just feels so good to feel so much better that you want to do things," she said.
Because even in a house full of memories, there's always room for one more.
A cardiac resynchronization therapy (CRT) implantable cardioverter-defibrillator (ICD) system delivers therapies to treat patients who may benefit from synchronizing the pumping of the heart chambers. A CRT ICD also delivers therapies to treat patients with heart rhythm disorders or who are at significant risk of developing heart rhythm disorders. A CRT ICD is placed inside your body and works automatically.
An implantable CRT pacemaker system relieves symptoms of heart rhythm disturbances. They do this by restoring normal heart rates. A normal heart rate provides your body with the proper amount of blood circulation. The pacemaker system is intended for patients who need rate-adaptive pacing or chronic pacing or for patients who may benefit from synchronizing the pumping of the heart chambers.
Risks associated with these implantable device systems include, but are not limited to, infection at the surgical site and/or sensitivity to the device material, failure to deliver therapy when it is needed, or receiving extra therapy when it is not needed. After receiving CRT ICD system, you will have limitations with magnetic and electromagnetic radiation, electric or gas powered appliances and tools in which you are allowed to be in contact.
Treatment with these implantable device systems is prescribed by your physician. This treatment is not for everyone. Please talk to your doctor to see if it is right for you. Your physician should discuss all potential benefits and risks with you. Although many patients benefit from the use of this treatment, results may vary. For further information, please call the Medtronic toll-free number at 1-800-551-5544 (7:00 a.m. to 6:00 p.m., Monday–Friday, Central Time) or see the Medtronic website at www.medtronic.com.


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