text:
Haren, Zimmerman, Nats top Mets for 5th win in row
Recommended Video:
NEW YORK (AP) -- Dan Haren pitched one-hit ball for six innings, Ryan Zimmerman homered and the Washington Nationals won their fifth straight game, beating the New York Mets 3-0 on Wednesday in a night full of 9/11 tributes.
Mets manager Terry Collins wore an NYPD hat during batting practice, and there were several remembrances on the field, on the scoreboard and over the public-address system of those affected by the terror attacks 12 years ago.
The Nationals improved to 22-9 in their late charge toward a playoff spot. They remained six games behind Cincinnati for the final NL wild-card spot with only 17 to play.
Denard Span extended his hitting streak to a career-high 22 games and Anthony Rendon added a two-run double that broke it open in the eighth inning. Jayson Werth delivered another extra-base hit and Bryce Harper beat out an infield hit after missing four games because of a sore left hip.
Haren (9-13) and the Washington bullpen held an overmatched New York lineup to three singles. The Mets started five rookies and lost for the eighth time in 10 games -- on Monday night, they were shut out on one hit by Nationals lefty Gio Gonzalez.
Battered by the Mets and Marlins in his previous two starts, Haren dominated. He gave up a single to Juan Lagares in the fourth, struck out eight and walked one.
Xavier Cedeno, Drew Storen, Tyler Clippard and Rafael Soriano combined for three scoreless innings of relief. Soriano closed for his 41st save, giving up a bunt single to Lagares.
Zack Wheeler (7-5) gave up one run and eight hits in seven innings, striking out six and walking one. He wound up with his third loss in four starts.
Zimmerman opened the sixth by homering beyond the leap of left fielder Eric Young Jr. His 22nd home run came on an 0-2 pitch and was the first long ball permitted by Wheeler in 36 innings -- he was tagged for nine homers in his first 57 innings this year as a major leaguer.
The Reds' 6-0 win over the Chicago Cubs was already posted when the Nationals took the field. They got off to a fast start when Span led off the game with a single and Werth lined a one-out double. Wheeler escaped by striking out Harper and Ian Desmond.
Werth has gone 11 for 23 during Washington's winning streak with two homers and six doubles.
Before the game, the dugouts were filled with applauding players, managers and coaches as representatives of first responders from Sept. 11 marched into the middle of the diamond. The Mets and Nationals then lined up along the baselines for a moment of silence, followed by the national anthem. A member of the New York Fire Department performed "God Bless America" during the seventh-inning stretch.
NOTES: Zimmerman was 0 for 8 against Wheeler before homering off him. ... Lagares ended an 0-for-12 rut with his single ... Mets INF Justin Turner will be "down for a few days" with a strain in his right hamstring. He hurt himself running the bases Tuesday night. ... Mets 3B David Wright (strained right hamstring) ran the bases before the game and will increase his workouts this weekend. He's been out since Aug. 2 and there's no target date for his return. ... Nationals LHP Ross Detwiler, sidelined since early July because of a back strain, threw his second bullpen session. ... Before the game, retiring Nationals manager Davey Johnson admitted his preseason boast of "World Series or bust" had come too soon. "We had some injuries. We didn't have a lot of depth in pitching," he said. "I wouldn't have been as cocky coming out and saying we're going to dominate and win the World Series if all those things I knew weren't set in place."


text:
The question asks to create a program that will read a first and last name from the
keyboard and create a string that consists of the first letter of the first name, followed by
the first four characters of the last name followed by a random two-digit integer (10-99).
You can assume that the last name will have at least four characters in it.
Here's my code:
public static void main(String[] args) {
String name1,name2;
Scanner scan = new Scanner (System.in);
Random rand = new Random ();
int num1;
num1 = rand.nextInt(89) + 10;
System.out.print ("Enter your first name: ");
name1 = scan.nextLine();
System.out.print ("Enter your last name: ");
name2 = scan.nextLine();
System.out.println (name1.charAt (0) + name2.charAt(0) + name2.charAt(1) + name2.charAt(2) + name2.charAt(3) +num1);
It runs w/o errors, asks for the first and last names, but the result has been a 3 digit number everytime! The last three times ran it gave me 589, 514, 509, and 496. When I remove all references to the name2.charAt(#), it DOES give the first character of name1.
What have I done wrong? I've looked through my textbook and didn't see any examples that are helpful...
Any input would be appreciated...

subset: commoncrawl


text:
NASA spacewalker Mike Hopkins steadies a replacement coolant pump module at the end of the International Space Station's robotic arm on Tuesday.
Not even Santa Claus and his reindeer could match the view that NASA astronaut Mike Hopkins had on Christmas Eve as he took a ride on the International Space Station's robotic arm, 260 miles above South America.
Tuesday's "sleigh ride" was part of a spacewalk to install a new refrigerator-sized pump module for the space station's cooling system. In this shot, Hopkins is bringing the pump module from its storage space to its new location. It may be a bit hard to make out — but yes, that's really him at the end of the robotic arm, with his back to the camera and the boxy apparatus in his arms.
Space station operations had to be curtailed two weeks ago when one of the system's two cooling loops failed. Thanks to the efforts of Hopkins, fellow spacewalker Rick Mastracchio and the rest of NASA's team, things should be back to normal in orbit within days.
This commanding video capture from NASA TV serves as the penultimate entry in the Cosmic Log Space Advent Calendar, which has been offering daily views of Earth from space during the month of December. The final calendar entry comes on Christmas morning.
For more Advent calendar goodies, check out The Atlantic's Hubble Advent Calendar, Zooniverse's Advent calendar and the Galileo's Pendulum Science Advent Calendar.
Previously on the Space Advent Calendar:
- Day 23: 'Earthrise' updated, 45 years later
- Day 22: Alien-looking clouds swirl on Earth
- Day 21: A scientific slant on winter's start
- Day 20: Christmas tree? No, it's Iceland
- Day 19: Japan's baby island is here to stay
- Day 18: Red and green lights glow in space
- Day 17: A child's face, visible from space
- Day 16: Where the Middle East's snow shows
- Day 15: Snaky Colorado river tricks the eye
- Day 14: A space farewell to Nelson Mandela
- Day 13: Happy St. Lucy's Day from space
- Day 12: Island of Love needs healing
- Day 11: A fractal puzzle, seen from space
- Day 10: London and Paris light the night
- Day 9: 'Starry Night' at sea
- Day 8: Mount Etna makes its mark
- Day 7: Staring down into Mount Vesuvius
- Day 6: Grand Canyon, seen and unseen
- Day 5: NASA salutes Nelson Mandela
- Day 4: Twin volcanoes act up in the Pacific
- Day 3: Syria's medieval marvel marred
- Day 2: Where the rain in Spain goes
- Day 1: Farewell, Earth ... Hello, Mars!
Alan Boyle is NBCNews.com's science editor. Connect with the Cosmic Log community by "liking" the NBC News Science Facebook page, following @b0yle on Twitter and adding the Cosmic Log page to your Google+ circles. You can also check out "The Case for Pluto," my book about the controversial dwarf planet and the search for new worlds.


text:
Saturday, January 10, 2009
King of the Wild Frontier
As the boys came in, Sam gave them each a coonskin cap that I found online, thank goodness. For lunch, we served ribs, baked beans, homemade biscuits and corn-on-the-cob, all on mess kit plates and out of mess kit dishes with Sarsaparilla on a muslin tablecloth. The Sarsaparilla was a hit...the boys kept toasting "to Davy Crockett" and knocking their bottles.
After lunch, we used a slingshot and marshmallows to shoot stuffed animals down the ledge in the living room and played stick-pull. The boys also managed to scour the basement for every conceivable weapon...we had toy shotguns, sidearms, pirate machetes, and light sabers all dukin' it out.
Then we opened presents and had ice cream and cake. The one great oversight of the day came when I went to get the candles out for the cake and all I had were hot pink candles... Thankfully Liz saved the day with some much more boy-appropriate colors! Then, as they left, each guest got their own Davy Crockett book. I didn't include a picture of the invitation, but it was essentially the same as the little tag...burned parchment on brown card stock.
It was a great day, and a successful party!!
17 comments:
- Tonia said...
you always do a FABULOUS job Amber! The party looked like a blast! Glad you had a Happy Birthday Sam!
- January 10, 2009 at 9:23 PM
- Kristi said...
It looks like it went very well- not that I had any doubt! I love the shooting the animals down from the ledge! What a super cool Mom you are!!
- January 10, 2009 at 9:38 PM
- Amy said...
What a clever idea!!! Happy Birthday to Sam!
- January 10, 2009 at 11:15 PM
- Jeni said...
How fun and unique! I know my little guy would have loved that party. What a fun menu!
- January 11, 2009 at 3:32 PM
- Jenn said...
Terrific party - I'm glad it went so well. You are THE guru of everything!
- January 11, 2009 at 4:38 PM
- Ice Cream said...
Wow. I so want to copy you. Where did you buy the mess kit plates and the coonskin hats and the sasparilla? I love that they went home with a book instead of bag full of things that would end up in the garbage.
- January 11, 2009 at 6:50 PM
- Amber M. said...
Lizzy-I borrowed mess kits from lots of friends in our ward...our ward Scout leader had the big pots and little saucepans. I bought the Sassparilla at my local grocery store (Hy-Vee) but they might have them even at Wal-Mart.
Here is the link to the coonskin caps we bought...they were buy one get one free.
- January 11, 2009 at 7:56 PM
- Laurel @ Ducks in a Row said...
My son would love to use marshmallows - what a fun idea!
- January 11, 2009 at 10:38 PM
- Scribbit said...
What a clever idea--anything involving fur sounds too cool for words :)
- January 12, 2009 at 12:23 AM
- Rosanne said...
You amaze me!
Happy Birthday, Sam!
- January 12, 2009 at 9:36 AM
- Montay said...
Wow what a fun party I love that you are so creative we have three Bdays comming up and I am at a loss HELP!! Give me some ideas
- January 12, 2009 at 2:31 PM
- Jessica Jane said...
Wow! Nice work Amber. I would have totally flunked that request. A+ for you!
- January 12, 2009 at 10:47 PM
- zakkalife said...
Looks like a great party and I like how you gave out books for favors. A very smart idea.
- January 13, 2009 at 8:42 AM
- embeins said...
That it such a great idea for a party. You are always so creative.
- January 13, 2009 at 11:09 AM
- Shawna B. said...
What a party! I think the Davey Crockett theme is so much fun! My boys only think of sports - I like Sam's creativity! Kudos for giving away a book as a party favor. And those cupcakes you took to the school looked fabulous! You made his birthday extra special, I'm sure.
- January 13, 2009 at 10:22 PM
- Eloise said...
I have no doubt that you are the QUEEN of school dress-up days! Your son makes an adorable Daniel Boone (though I'm sure that's not the look he and Daniel were going for!).
- January 16, 2009 at 10:04 PM
- Nykreim said...
That is so creative! I love it!
- January 21, 2009 at 3:19 PM


text:
Looking for a way to make a significant gift to CFCA while maintaining a source of lifetime income? Consider establishing a charitable gift annuity through CFCA.
A charitable gift annuity is a simple contract between you and CFCA. In exchange for donated assets, such as cash or marketable securities, you receive a tax deduction and annual income payments for your lifetime and/or that of a spouse or designated beneficiary.
A portion of each income payment made to you by CFCA is considered a partial return of your gift and is non-taxable.
What other sponsors say:
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ó John and Christine, charitable gift annuity donors
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- Jim and Judy, ages 77 and 75, transfer $20,000 to CFCA to fund a charitable gift annuity contract.
- Jim and Judy receive a charitable deduction of $7,256 applicable to the tax year they make their gift.
- CFCA pays Jim and Judy $1,020 annually for as long as either of them are living. Of their annual payments, $812 is tax-free and $208 is ordinary income for their life expectancy.
- When Jim and Judy both die, 100 percent of the unused portion of their gift is designated for use by CFCA.
Charitable gift annuities provide significant lifetime income and tax savings. However, once the gift has been received by CFCA, it is irrevocable and cannot be returned.
It is recommended that the decision to fund a charitable gift annuity contract be discussed in advance with a financial adviser or attorney.
To explore charitable gift annuity options available to you, visit our website, email firstname.lastname@example.com or contact Michael Calabria at (800) 875-6564.


text:
Bulletin of Reports
Table of Contents
Bulletin of Reports
Bulletin of Reports — SA.2019
Bulletin of Reports — SA.2018
WV-WMD Synod 32nd Annual Assembly
WV-WMD Synod Office Information
Assembly Venue Information
Grace Lutheran Floor Plan
The Highlands Floor Plan
Assembly Organization
Assembly Program & Agenda
Special Rules of Order for the Assembly
Parliamentary Procedure – Common Motions
Assembly Committees and Staff
Keynote Speaker/Churchwide Representative
Reports of Officers
Report of the Secretary
Synod Council & Executive Committee Actions
Synod Council Recommendations
Report of the Bishop
Nuts & Bolts (Bishop's Report, Part 1)
Framing the Conversation (Bishop's Report, Part 2)
Report of the Vice President
Report of the Treasurer
FY2020 Proposed Budget
Understanding the Synod Budget
White Paper on the Synod's Financial Position
Mission Support Statistics 1987-2017
Reports of Standing Committees
Report of the Nominating Committee (Part 1)
Nominees (Report of Nominating Committee, Part 2)
Floor Nominations
Report of Reference and Counsel
Resolution – To Memorialize on the Definition of Voting Members
Resolution – Regarding the Affordability of Synod Assembly
Resolution – To Memorialize on Engagement in the Holy Land
Resolution – To Memorialize on Amendment of the Constitution for Synods To Allow for Federated Judicatories
Reports of Special Committees
Ad Hoc Committee on Bylaws
Ad Hoc Committee on ULS
Reports from Auxiliaries
West Virginia-Western Maryland Women of the ELCA
Reports from the ELCA
Message from Bishop Eaton
ELCA Annnual Report 2018
ELCA Foundation Regional Gift Planning Partnership
Candidacy and Leadership Manager for ELCA Regions 7 and 8
Reports from Affiliates
Camp Luther
Camp Luther Report
Camp Luther Financial Statement
Caroline Furnace
Centurion Connection
Lutheran Campus Foundation WVU
Mission Investment Fund
Partners In Care
United Lutheran Seminary (Gettysburg and Phildelphia)
Wartburg College
Voting Members
Congregation Anniversaries
Rostered Leader Anniversaries
Officers and Staff of the Synod
Synod Council
Synod Council Officers and Members
Synod Council Committees (Appointed)
Synod Committees (Elected)
Synod Operational Committees (Appointed)
Other Teams and Committees
Boards of Directors/Trustees
Rostered Leaders
Supply Preaching and Presiding
Bishop's Lay Worship Leaders
Ordained Clergy Available for Supply
Conferences & Deans
Shared Ministries
Region 8 Information
West Virginia-Western Maryland Women of the ELCA
Affiliated Agencies
Camp Luther
Caroline Furnace Lutheran Camp & Retreat Center
Campus Ministries
Lutheran Campus Foundation at WVU
Social Ministry Organizations
Community Lutheran Partners Incorporated (CLP)
WV-WMD Statistical Reports
Errata & Additions
Governing Documents & Guidelines
Guide to Assembly Committees
Committee on Elections
Committee on Minutes
Committee on Reference & Counsel
Committee on Resolutions
Take Our Survey!
Download as PDF
Mission Investment Fund
Lutheran Campus Foundation WVU
Partners In Care
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text:
Election Day couldn't come sooner for "Daily Show" host Jon Stewart.
The late-night host kicked off Wednesday's episode by lamenting the ongoing campaign stops leading up to the presidential elections, pointing to GOP vice presidential running mate Paul Ryan's recent soup kitchen run-in as a case in point.
"Do you know how hard it is to make volunteering at a homeless shelter look like a negative thing?" Stewart asked rhetorically.
U.S. & World
News from around the country and around the globe
Ryan was campaigning in Youngstown, Ohio over the weekend and decided to volunteer at a soup kitchen, where he was photographed washing pots.
Only, the head of the charity made headlines for saying those pots had already been cleaned. Brian J. Antal, president of the Mahoning County St. Vincent De Paul Society, later revised his original statement, which he said was based on secondhand information. Antal said Ryan did wash some dirty dishes, but only after his team "ramrodded their way" into the building.
"You broke into a homeless shelter to take a picture of you maybe or maybe not washing already clean dishes!" Stewart ranted.
Stewart proceeded to chide Ryan for trying to "manipulate people's emotions through pre-fabricated scenarios," and even encouraged him to "put some oomph" into his staged events.
Check out the clip below, courtesy of Comedy Central:


text:
Mother and Daughter Volunteer Together at a Care Project in Kenya
Lotte Pedersen, a day-care manager in her home town of Skive in Denmark, traveled to Kenya with her 6-year-old daughter Olivia to volunteer at the Care project. Both Lotte and her daughter Olivia were placed at Hope Children's Ministry, where the family's presence has been a great addition to the center.
Lotte and Olivia effortlessly slotted into the daily activities, because of Lotte's previous experience working with children and Olivia's charming exuberance. Despite not being able to speak English, Olivia was still enthusiastic about learning Swahili games and songs. The 6-year-old also provided a helping hand to her mum in the classroom where she taught her Kenyan friends Danish folk songs.
Like her daughter, Lotte has also brought some change at Hope Children's Ministry. Lotte helped set up an extra class for the students that have already completed all the levels provided at the Ministry and the new structure will provide more motivation for the students to graduate. The set up includes all the necessary structures to ensure that future volunteers and the local teachers are able to easily run the class.
This mother-daughter team has not only been an inspiration to the children and staff of Hope Children's Ministry, but also to future volunteers who would like to volunteer as a family.
Read more about Projects for Families


text:
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We will explain what is happening with your system, discuss a solution and the associated costs, then let you make the decision. We believe in upfront customer service, leaving you with no surprises in the end. We have worked hard to build a strong reputation in Denver and surrounding areas through quality workmanship and excellent customer service–and that is a reputation we strive to maintain and strengthen with every customer.
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text: Paul Simon is one of the most successful and respected songwriters of the second half of the 20th century. Rising to fame in the mid-'60s, Simon's songs were mature and literate, but also melodically engaging, and spoke to the concerns and uncertainties of a generation. As the 1960s gave way to the '70s and '80s, Simon's work tended to focus on the personal rather than the larger world, but he also expanded his musical palette, and helped introduce many rock and pop fans to world music.


text:
IMPORTANT: This page has been archived. Please see CVE Editorial Policies for the most current information.
The process begins with the discovery of a potential security vulnerability. The information is assigned a CVE Identifier (also called a "CVE ID", "CVE Entry", "CVE Name" or a "CVE") by a CVE Numbering Authority (CNA), and then posted for the public on the CVE Web site by the CVE Editor. As part of its management of CVE, MITRE functions as CVE Editor and Primary CNA.
For the CVE Content Team, the process of building the CVE List is divided into three stages: the processing stage, the assignment stage, and the publication stage. The CVE Editorial Board oversees this process.
NOTE: See CVE Numbering Authorities for a description of how CVE ID reservation and CNAs help build the CVE List, and for instructions on obtaining a CVE ID.
For the CVE project, MITRE has a CVE Content Team whose primary task is to analyze, research, and process incoming vulnerability submissions from CVE's data sources, transforming the submissions into CVE Entries. The team is led by the CVE Editor, who is ultimately responsible for all CVE content.
During the processing stage, MITRE's CVE Content Team, which consists of MITRE security analysts and researchers, collects raw information from various sources, e.g., independent researchers, software vendors, the various Board members who have provided MITRE with their databases, or publishers of weekly vulnerability summaries, etc. Each separate item in the data source (typically a record of a single vulnerability) is then converted into a standardized format that facilitates processing by automated programs. Each issue includes the unique identifier that is used by the original data source.
After this conversion phase, each target issue is automatically matched against all other issues and published CVE Identifiers using information retrieval techniques. The matching is based primarily on keywords that are extracted from the target issue's description, references, and short title. The keywords are weighted according to how frequently they appear, which generally gives preference to infrequently seen terms such as product and vendor names and specific vulnerability details. Keyword matching is not completely accurate, as there may be variations in spelling of important terms such as product names, or an anomalous term may be given a larger weight than a human would use. The closest matches for the target submission (typically 10) are then presented to a content team member, who identifies which submissions are describing the same issue (or the same set of closely related issues) as the target submission.
Once matching is complete, all related submissions are combined into submission groups, which may include any entries that were found during matching. Each group identifies a single vulnerability or a group of closely related vulnerabilities. These groups are then processed in the next phase, called "refinement."
Typically, a content team member is assigned a batch of 20 or more submission groups, which usually includes both duplicate submissions and new issues.
During refinement, the team member analyzes a submission group and determines whether one or more of the submissions identify an existing CVE item. If so, then the analyst notes any additional references that are in the new submission, but not the existing CVE item, so that the existing CVE item's references can be extended.
If there are submissions from the group that do not describe an existing CVE item, then a team member makes the following assessment:
For each CVE Identifier to be created, the analyst does the following:
In some cases, an analyst may choose to delay analysis of a submission group (or a portion of the group) when an issue is unusually complex or if other individuals need to be consulted.
Submission refinement is a bottleneck because deep analysis is sometimes required to understand the reported problem, apply the content decisions, find vendor acknowledgement, research the references, and write the descriptions. Refinement is especially difficult for new analysts because there is a large amount of detail and background knowledge that is required before the analyst can be comfortable and productive in doing refinement.
For each action that the content team member undertakes — whether identifying a duplicate, rejecting a submission, or suggesting the creation of a new CVE Identifier — a "refinement group" is produced. One or more refinement groups are produced from the original submission group, depending on how many separate issues were in the original submission group.
After refinement, the CVE Editor reviews the work of the analysts, occasionally making modifications to follow CVE style, ensure that CVE content decisions are being followed, or to do advanced research. Occasionally, submissions may be added or removed from the refinement groups. The Editor provides feedback to the analyst for the purposes of training or to raise certain issues. Since the submission matching may not always find all related submissions, typically due to spelling inconsistencies across submissions, the Editor may merge multiple refinement groups that were produced by different analysts.
The Editor then processes the resulting refinement groups. New CVE Identifiers are assigned to the groups that identify new issues (Stage 2: Assignment, below).
After CVE Identifier assignment, each data source is provided with a backmap from their submission to the associated CVE items (whether newly created or existing entries). The backmap can reduce the amount of effort that the data source needs to perform to maintain a mapping to CVE. After the backmaps for the CVE Identifiers are generated, the associated submissions are removed from the submission pool. In addition to backmaps, a "gapmap" is also provided to the information source. The gapmap identifies the newly created CVE Identifiers that were not found when processing the data source's original set of submissions, which may make the source aware of additional security problems that they had not seen previously.
In some cases, the processing stage may be entirely bypassed. This usually happens when an individual or organization reserves a CVE Identifier in order to include it in the initial public announcement of a vulnerability. See CVE Numbering Authorities for a description of this aspect of building the CVE List.
CVE Identifiers are normally created in one of three ways: (1) they are refined by the content team using issues submitted by CVE's data sources; (2) they are reserved by an organization or individual who uses it when first announcing a new issue; or (3) they are created "out-of-band" by the CVE Editor, typically to quickly create a CVE Identifier for a new, critical issue that is being widely reported.
Once the CVE Identifier is officially assigned and the new CVE Entry is created, the new entry is published for the public on the CVE Web site in Stage 3: Publication.
The new entry is then added to the added to the CVE List and published on the public CVE Web site.
The entry may need to be modified in simple ways, e.g., to clarify the description or add more references.
Most CVE Identifiers are modified by adding more references (such as additional vendor advisories), or through small changes to descriptions (such as fixing typos and clarifying the issue). For CVE users who want to track modification in the CVE List, CERIAS/Purdue University offers a change monitoring report called "CVE Change Logs" that allows you to obtain daily or monthly changes to CVE Identifiers. In addition, The U.S. National Institute of Standards and Technology's (NIST) National Vulnerability Database (NVD) provides (1) an RSS feed of all recently assigned CVE Identifiers, and (2) an RSS feed of all fully analyzed CVE Identifiers, which includes the names of the vulnerable products in the headers.
Some modifications may be substantial. For example, a CVE Identifier may need to be split into multiple items, or multiple CVE Identifiers may need to be merged into a single item (i.e., "recast"). This will happen if a content decision was not applied properly when the CVE Identifier was first created, or if new information forces such a change. The procedure for recasting CVE Identifiers has not been completely defined, because most of these changes are due to content decisions that have not been finalized yet. However, it is certain that the procedure will cover including forward pointers from any recast item to the correct items.
In other cases, a description and/or the set of references may be vague enough that the item could appear to describe more than one different vulnerability. This happened more frequently in the early days of CVE when the utility of references in deconflicting similar issues, and the importance of having necessary details in the descriptions, was not fully understood. Vague descriptions and missing references can lead to mapping errors in CVE-Compatible Products and Services. Vendor security advisories with vague information present a special challenge; the issue is likely to be real (otherwise the vendor would not have reported it), but the issue could already be identified in a different CVE item. Consultation with the vendor may clear up any ambiguity, but it is not always possible or feasible.
There may be several reasons why a CVE Identifier should be "Deleted" from its associated list:
Since any number of CVE-Compatible Products and Services could be using older CVE identifiers, it is important to keep a record of what happens to each item that must be "deleted." A CVE Identifier is deleted by deprecating it. The process includes the following:
The references and descriptions are removed so that (1) it is clear to everyone that the item is no longer identifying the original vulnerability, and (2) the item is not returned as a result of keyword searches.


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Rosie the Riveter Puzzle
Hello propaganda! Rosie the Riveter is an American cultural icon, and stands for all the American women who worked in factories during World War II. She represents especially those women who helped produce munitions and war supplies, those who supported the war effort with their bare hands and their sweat. The first famous picture of Rosie the Riveter is authored by J. Howard Miller, an artist from Pittsburgh who cleverly used the slogan, "We can do it," in order to gather support for the war. As iconic as it became, the poster should not be praised too much if you like peace and hate useless violence. World War II, despite the propaganda made in each and every one of the countries involved, was still a war, and a very devastating one. No matter what posters like these say, it wasn't a just war, and we can hardly even associate those two terms. There was a Rosie the Riveter in most of the countries involved in the war, and she should be remembered, indeed. But not as an exemplary individual who loves her country. She should be kept in mind as a reminder of the greatest war there ever was and probably also as a useful learning tool for those studying propaganda and political communication. Such an event shouldn't happen again and it is a disaster that we, unlike Rosie, can prevent. You can find a Rosie the Riveter puzzle at Puzzle Warehouse, featuring 1000 pieces and a finished size of 26.5 x 19.25 inches. Let the slogan motivate you in your effort to assemble the jigsaw puzzle: If Rosie could, you can do it as well.


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The school slogan and logo for Begbie View Elementary was unveiled to the public at an official opening ceremony on Thursday afternoon.
The slogan and logo, "Growing together . . . and being our best" were revealed by students Julianna Carter and Brayden Holden at a ceremony at the school.
About 75 people were on hand to listen to various stakeholders give thanks to the partners in the new school project – the ministry, school board, city and others – and talked about the benefits the school
They then gathered for the unveiling of the logo, followed by the official ribbon cutting ceremonies for the acrobats gymnasium and early learning centre. The school was then opened up for the public to explore.
Check out the slideshow above for photos from the ceremony. You can watch a slideshow of the school and view a video by clicking here.


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So, the good news is, I got a new job! The bad news is, I definitely will not have as much time to blog anymore. But never fear, I am still committed to posting and I'm especially hoping I'll be able to continue Beauty in the Movies on a pretty regular basis.
Moving on to more fun things, last week I picked up one of the new polishes from OPI's Pirates of the Caribbean collaboration, plus I also got my hands on a bottle of the new Silver Shatter polish.
This color is called "Planks A Lot" and it's a lovely purple creme that appears slightly bluer on the nails than it does in the bottle, almost periwinkle in certain light.
Here it is with the Silver Shatter polish on top. The cosmetics world is acting like shatter polish is a new thing, but way back in the 90s it was called "crackle" polish released by Cover Girl and it was all the rage for a few months. The silver is pretty, and I think it would look even better with a darker shade underneath.
Here is a beautiful black iris that just blossomed in my front yard, isn't the color gorgeous? I'd like a nail polish that looked like this.
So, I threw caution to the wind and my sister and I battled our way through the Rebecca Minkoff sample sale a couple of weeks ago. It was worth the scary crowds and the long line because I came away with this baby. The style is called the "Dear Tote" and this one is in a taupe glazed leather.
I will be paying it off for a while, but it's a perfect work bag (great for starting a new job!) and it can fit a lot. This bag also has a whole bunch of pockets, can be worn across the body, and the color is really versatile. Money well spent I think!
Also, I started this blog one year ago today! Time really flies. I really hope I can keep this thing going, and thank you so much to all of you who've been reading, you're the best!!
Ok, that's it for now, but don't forget to check back tomorrow for Beauty in the Movies!


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"Yeah!! I won a $50 gift card to Sun & Ski Sports through Active.com Advantage and I was so excited because my fiancee and I just started hiking and I needed a pair of hiking shoes. I used my gift card, plus the Advantage member Sun & Ski discount, to get this pair of shoes and I love them!! Here's a pic of me hiking in my new shoes thanks to Active.com Advantage!"
"I took a look at Active.com Advantage and simple math won me over. I've already made back the cost of joining in the savings on the events I register for, plus the discounts on shoes and the other gear I need. The most unbelievable part was that I won a Focus Cayo bike valued at over $3,000 by entering the monthly giveaway!"
"As a runner/bicyclist, I really enjoy the Active.com Advantage program. In addition to the discounts on local events, the discounts for a wide variety of brands have been terrific in helping me get running gear to keep myself going. Plus, the new Native Eyewear Endo's that I won in the monthly giveaway will be a wonderful addition to my running gear. I love the way they wrap around my eyes and are thick on the sides to keep the sun out of my eyes so I don't squint!"


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First Person: Travels with Humanitarian Engineering
I traveled to Rwanda in the summer of 2013 with five other members of Dartmouth Humanitarian Engineering (DHE)—Joey Anthony '12 Th'13, Max Sloan '13 Th'13, June Shangguan '13 Th'13, Alison Polton-Simon '14, and Sophie Sheeline '16—to update two DHE pico hydropower sites.
As a freshman, I had yet to take any electrical engineering classes and only had my experiences training with DHE to rely on. But before the trip, our group had spent two weeks working with Professor Charles Sullivan, a power electronics expert and one of DHE's advisors, to hone our knowledge of the Banda hydro system and basic electrical engineering. During those two weeks, I went from an embarrassing lack of knowledge about charge and diversion control to being able to justify every component of our system before a Thayer review board.
The hydro sites in Banda function as a business. Customers own large batteries, typically car batteries, that they charge at the sites for a price and carry home to use to power electric lights and appliances. Revenue from this system pays the site's employees. The business had been operating smoothly for the past few years, but our surveys revealed instances of corruption by some local employees. We also found technical problems.
We reached out to Ben Koons '08 for help. In 2007, the year he helped start the DHE hydro project, he had met a former forest guide and self-taught electrician named Rick Masumbuko. Rick helped Ben with site assessment. The following fall, DHE sponsored a project in ENGS 89/90. Ben and other Thayer B.E. students designed and tested a small-scale hydropower system that could be entirely locally sourced in Rwanda, and in the summer of 2008, returned to Banda to build systems at Kigogo and Nyiragasigo.
I met Rick near the end of our time in Rwanda. He had been looking for us. He told us that Ben had asked him to help us.
When I explained what we were doing with the electrical system, Rick pulled out a multimeter, which we later learned Ben had given to him, and started taking data. We traveled together to look for electrical components to replace those that had been fried during an earlier round of testing.
Rick was skilled and resourceful, finding replacement parts by going around Banda and asking people for their broken radios. He even showed us the 12V DC light that he had designed by studying electrical engineering textbooks that foreigners had left with him. The battery used the head of a fluorescent bulb (originally designed to run off of the 220 AC that runs through the electric grid in Rwanda) and other inexpensive parts, most of which can be found in old radios. "He is very serious," the village doctor told us over and over again—"serious" being Rwandan English for a good, smart, honest man. When we left, we hired Rick to oversee the management and operation of the sites. We knew he would take care of both the technical and business aspects of the projects.
Upon our return to Dartmouth, we got some bad news from Rick: One site's electrical system, which we had just replaced, had broken. Our team was upset, both because the community would have less access to electrical power and because we couldn't believe that something we had spent so long carefully designing and implementing could fail so quickly. When we approached Professor Sullivan with the news, he suggested that perhaps the team could move away from our dependence on commercially produced products, which were both expensive and difficult to fully understand. Then he tasked the students in his ENGS 125: Power Electronics and Electromechanical Energy Conversion course with a new final project: to design their own version of DHE's electrical system.
In the ensuing months we learned that the issues with the hydro sites were due to operator mistakes rather than inherent flaws in the system. However, the projects that came out of ENGS 125 look promising and are a great opportunity for students to better understand the confusing black box systems that electrical systems can be.
As a student organization doing aid in a foreign country, DHE faces a lot of challenges, but they aren't ones that can't be overcome. The steadfast support from Thayer faculty and the commitment of Thayer alums is integral to our work. I am so thankful to have had the chance to discover these resources.
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Home | Comics | wishlist | Impressum | Datenschutzerklärung | 188.8.131.52
© by Ralf Hildebrandt
This document contains links to external information sources that I do neither monitor nor control. I explicitly disclaim any liabilities in respect to external references.
You are getting this document without any guarantees. Any methods shown above are meant as demonstration and may be wrong in some place. You may damage your system if you try to follow my hints and instructions. You do this at your own risk!
This file was last modified 14. Jun 2008 by root


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ORLANDO, Fla. – Customers in Orange County are upset that they say a sign at a gas station is tricking them into thinking the prices at the pump appear to be cheaper than they really are.
As of Wednesday, the Mobil station at the corner of Clarke Road and Silver Star in Ocoee has two signs out front that say the price of a regular gallon of gasoline is $3.45. Across the street, the gas station lists the price at almost 20 cents higher.
Upon closer inspection, Local 6 found the sign includes the words "with car wash" in small print next to the $3.45 price of regular gas per gallon. Right below it the price of without the car wash is listed as $3.65. Customers say that the sign is misleading.
"It fooled me because I would have went across the street," said customer Aretha Tobe. "They got me! I'm just going to say they got me. Because that really fooled me."
Local 6 attempted to talk to the gas station manager, but she locked the door and asked Local 6 to leave.
The store owner told Local 6 by phone that the car wash price is a good deal because you can get your car washed for as little as $6 and still save 20-cents per gallon.
The owner told Local 6 both prices - with car wash and without car wash - are on the sign and that he's not hiding anything. When asked about making the words bigger, the owner told Local 6 that people will still complain and that people should read the sign more closely and get glasses.
Customers say that gas station should be honest.
"Be honest," said customer Fanny Mactavish. "Don't put it in fine little print!"
The owner says the sign and the promotion will not be changed, as the promotion has increased business by 20 percent.
There is no law against the promotion or the signs posted at the gas station.


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Jeers raining down from the stands, fans criticising the Coach, the Coach criticising the players. None of these events are particularly unusual at Lazio. Only...they usually have the good grace to at least wait until the season has started.
This year, with the club's Serie A opener at Atalanta's Stadio Atleti Azzurri d'Italia still 12 days away, new Coach Vladimir Petkovic already has several knives protruding from his back.
Last Saturday's friendly against Getafe was supposed to be a convivial affair, the Eagles' seasonal debut at the Stadio Olimpico, a relaxing evening in which the fans and players could get reacquainted with each other after the summer recess.
Instead what unfolded was a 1-0 defeat followed by a bout of unseemly in-fighting, with the poor players being savaged first by the fans, then by Petkovic. "We are still tired and lacking the right mentality, this really isn't good enough and some players have to give more," the Bosnian raged. "I want players who give their heart and soul. We've got to work harder and anyone who doesn't understand that simply won't play."
To casual observers, the discord may appear peculiar. The idea of any Coach being sacked or put under serious pressure in pre-season might seem absurd, although it's certainly not unheard of in Italy, as Roberto Donadoni and Stefano Pioli can attest. Moreover, Getafe are an established La Liga side, surely a narrow loss to them doesn't warrant such a fuss?
The problem for Lazio is that it wasn't a one off. Their only pre-season victories have been a 14-0 mauling of minnows Auronzo di Cadore and a 3-0 win over fourth tier club and Claudio Lotito side project Salernitana, a match marred by rioting. Any time the Biancocelesti have come up against decent calibre opposition, they have lost - 3-0 to Torino and 1-0 to Siena, Galatasaray and Getafe.
Of equal concern to the results is the chronic lack of goals. Part of the reason Petkovic was hired was his proclivity for attacking football, yet even with Hernanes, Miroslav Klose, new signing Ederson and a rejuvenated Mauro Zarate at his disposal, Lazio remain mysteriously incapable of hitting a barn door.
Appointing the tactician nicknamed 'The Doctor' ahead of Italian candidates such as Gianfranco Zola back in June was certainly an imaginative choice, but also a risky one. Petkovic did excellent work with Young Boys and Sion in Switzerland, but has never played or coached in Serie A, and the Italian top flight has often proved an inhospitable place for foreign tacticians who haven't worked there before.
The most pertinent example, although Lazio fans won't appreciate the comparison, is Luis Enrique, who never really recovered after getting off to a bad start at Roma this time last year. His first competitive games in charge consisted of an embarrassing defeat to Slovan Bratislava in the Europa League qualifiers. Ironically enough Petkovic's first competitive game as Lazio boss is against another East European outfit - Slovenians ND Mura - in the Europa League play-off round next Thursday.
Win that convincingly and those four pre-season losses will be forgotten, the scepticism surrounding him written off as a manifestation of the fraught and over-pressurised atmosphere which provoked three attempted resignations from predecessor Edy Reja during the course of last season. Win it unconvincingly and the scepticism will persist. Lose it, and the consequences could be grave.
One of Petkovic's radical ideas is reportedly to have the players photographed naked, in order to monitor their fitness and body weight. The next few weeks will tell us if, by hiring the man from Sarajevo instead of one of the safer candidates available, Lazio have wrapped themselves in the Emperor's new clothes.
Watch Serie A live in the UK on Premier Sports for just £9.99 per month including live LaLiga, Eredivisie, Scottish Cup Football and more. Visit: https://subscribe.premiersports.tv/


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It's that magic time of year again …Christmas!
To help you whizz through your Christmas list Home and Garden Gifts, have scoured the market to bring you the finest Christmas accessories. You will find everything from candles to glittery Xmas trees, and the important letter your child will want to write to Santa!
We are sourcing new products all the time, so pop back to see what new goodies we have found for you. If you can't find exactly what you're looking for please be in touch, and we will see if we can source something for your Santa's Grotto.


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Book your Train ticket to CagliariItaly
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European experts
Cagliari, the most important city of Sardinia
Cagliari, the most important city of Sardinia
Cagliari is the capital of Sardinia, an Island off the Italian coast and an autonomous region of Italy. The city is the island cultural and economic hub. It is the perfect place for vacations. Its clear sea, delicious cuisine, rich traditions and various landmarks will charm you in no time.
Perhaps the best to start is by visiting the old town of Cagliari, comprised of four quarters. In the centre rises Castello, which is surrounded by Stampace, Marina and Villanova. A few minutes from the town centre, and you will be able to enjoy the long Poetto beach and the Molentargius-Saline nature park. Look out for the pink flamingos. The main sights of the city are the 5th century San Santurninon Basilica, the Eastern walls of Castello and the Basilica of our Lady of Bonaria.
Train Station(s)
While you're there
Travel forum
From our travel community
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The disparity results from Medicare-driven compensation that pays more to doctors who do procedures than to those who diagnose illness and dispense prescriptions. In 2005, for example, Medicare paid $89.64 for a half-hour visit to a primary-care doctor in Chicago, according to a Government Accountability Office report. It paid $422.90 to a gastroenterologist who spent about the same amount of time performing a colonoscopy in a private office. The colonoscopy, specialists point out, requires more equipment, specialized skills and higher malpractice premiums.But, as mentioned previously, we should realize that Congress made attempts to correct this disparity though "fudge factors" to the RVU payment formula before:
In 1993, Congress declared a redistribution of funds from proceduralists to primary care physicians. Initially there were 2 conversion factors—1 for medicine and 1 for surgery. The conversion factor, ie, the multiple of the RVU for payment, had the added advantage of demonstrating where costs were increasing. The 2 conversion factors demonstrated conclusively that surgeons did not increase their utilization when reimbursement decreased (because, for example, patients have only 1 gallbladder, and the indications for its removal remain constant). Other specialties increased their utilization, a process that continues to this day. In a refining effort to shift money to primary care, a third and separate conversion factor was developed in 1995. By 1997, it was clear that separate conversion factors were not controlling utilization of primary care and medicine services, causing these 2 conversion factors to decrease. The 3 separate conversion factors were eliminated in 1998, resulting in a decrease for surgery and an increase for medicine and primary care. In addition, more surgeons' practice expense reimbursements are included under the indirect category, now reimbursed at 35% of cost; internists and primary care physicians have a higher percentage included as direct expenses, which are reimbursed at 66%.But few mention these facts. Further, when payment differentials are cited between primary care and specialists (whom have been conveniently reduced to "proceduralists"), the 90-day global period (the surgery and all care related to the procedure for 90-days afterward) is rarely, if ever, mentioned in the discussion. Follow-up visits, dressing changes, wound checks, and management of complications - all conveniently
Without a clear understanding of all of the issues related to physician compensation and the problems with government's prior attempts at meddling with the system to correct the disparity between primary care physicians and specialists, we should understand that simply cutting specialists' fees in favor of primary care physicians might lead to not only additional primary care shortages, but an even more acute shortage of specialists as well.


text: Claire Dames and her gorgeous 36 double D's got their start in the industry back in 2007 when Claire was 26 years old, and this California cutie has been making dicks hard across the nation ever since. Whether its her infectious smile and energy, her beautiful body, or her insatiable appetite for hard cocks, there's just something hard to pin down that separates Claire Dames from the crowd. For one thing, this busty babe just loves to give head. And with two AVN Award nominations for Best Oral Sex Scene to show for it, it's clear that the lady knows what she's doing! That's not the end of her impressive accolades, though. Claire Dames has racked up a grand total of four AVN Award nominations, including her AVN Award victory for Most Outrageous Sex Scene in 2009! So if you're into busty gals who love to get their lips on a nice fat cock, then look no further!


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Miniatures For Sale
Ring homepage
25 sites out of 90
Hart's Desire Minis
Quality collectible handmade and manufactured dollhouse furniture, curtains, pieced quilts, dressed beds, rugs, and accessories in two scales.
Mike Barbour Miniature Character Dolls
Realistic OOAK 1/12 scale art dolls, character figures and accessories for miniature collectors and dollhouse miniatures enthusiasts.
M J Miniatures
Quality laser kits to make miniature furniture, accessories and flowers in all scales. Punches and supplies to make flowers are also available.
Swan House DIY
Offering do-it-yourselfers a wide selection of high-end building, decorating and finishing supplies for dollhouses and miniature room boxes.
Norm's Dollhouse
A full service dollhouse and miniatures shop in Colorado, offering a wide selection of collectible dollhouses and miniatures.
De Cave Design
Creating faux bois finishes on Bespaq and JBM furniture, handmade miniature leather and paper books, miniature crystal chandeliers and roomboxes.
Casa de Bonecas
Store online for sales of miniatures for house of dolls.
McQueenie Miniatures
Makers of 1/12 and 1/24 scale kits and furniture. Gypsy caravan kits.
S & S Furniture Company
Fine quality 1:12 scale handcrafted miniature Rattan furniture and accessories styled after the vintage Rattan furniture of the 1920s thru 1960s. Bunka, rug kits.
Jill Castoral
Artisan miniatures including porcelain and resin dolls, miniature accessories and unusual furniture and dollhouse kits in 1/12th, half, and quarter scales. Vintage style Holiday accessories. Antique miniatures. Classes.
Miniature Gallery
Make your Dollhouse into a Doll's-Home with the finest quality hand-crafted miniatures from artists around the world.
Carolyn McVicker
Mouth-watering, realistic dollhouse foods and beverages are Carolyn McVicker's specialties. Her attention to detail is always evident and she is renowned for her turkeys, hams, wedding cakes, desserts, and cocktails.
Annie's Specialties
Interior design for dollhouses: coordinated wallpaper, flooring, furniture and accessories.
Magpies Miniatures
Mainly devoted to the 12th scale items for your dolls house needs though you will find there is a 24th scale section with some fantastic items to fill the passions of the even smaller scale collectors.
Out of the Ordinary
We stock an excellent selection of dollhouses, dolls house furniture, accessories, dollhouse building components, decorating and electrical supplies for dollhouse miniature customers across Canada and internationally from our shop in Ontario.
Young At Heart - Quarter Scale Miniatures
Offering a complete and varied line of quality 1/4 inch scale house and furniture kits for the quarter scale miniature craftsman.
Dollhouse Linens & More
Dollhouse miniature draperies, bedding, and upholstery. Ready made standard window sizes in all styles. Custom orders, large fabric choices.
Carol's Bloomers
We offer hand-made, miniature flowers for doll houses and room boxes. Garden statues and miniature flower kits also.
Westwinds Miniatures
Artisan miniature hats, dressed mannequins, miniature carnival masks, hand- painted miniature accessories and exquisitely accessorized miniature furniture.
Maggie Melinda
Dollhouse miniature curtains, draperies, bedding, and upholstery. Ready made standard window sizes in all styles. Custom orders, large fabric choices.
Happily Ever After
A family-owned, full service, dollhouse and miniature shop serving the Northern Virginia area and beyond.
Elegant Dollhouse
Shop in Sacramento, California, offering everything needed to build, paint, electrify, decorate, furnish and accessorize a dollhouse. Artisan dolls, furniture and accessories. Kits, assembled houses and room boxes also available.
Dollhouse Kitchen
12th scale dollhouse miniature food
Maupertuus & Pommerijntje
De webwinkel van Maupertuus en pommerijntje poppenhuizen en miniaturen en hobby materialen. Veel artikelen komen uit ons eigen atelier.
Valerie Anne Casson
Handmade traditional and fanciful miniature teapots, plates, tureens and pitchers. Hand painted nursery chairs, vintage toys, furniture and accessories.
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Commitment to Technology
Shaped by the tenets of our conceptual framework, our Technology plan guides the Education Department's efforts to prepare prospective educators "who have the knowledge and skills to make decisions for using technology to most effectively help all students achieve their full potential as persons and as responsible world citizens in a democratic society." Our candidates realize this vision for the technological transformation of education as they work toward six outcomes drawn from the National Educational Technology Standards (NETS) developed by the International Society for Technology in Education (ISTE, 2000). Their progress toward each of these six program outcomes is described through our use of a set of performance standards as outlined in our technology plan.
We intend that the candidates we prepare for licensure as teachers by Minnesota's Board of Teaching will
- Demonstrate a sound understanding of technology operations and concepts.
- Plan and design effective learning environments and experiences supported by technology.
- Implement curriculum plans that include methods and strategies for applying technology to maximize their students' learning.
- Apply technology to facilitate a variety of effective assessment and evaluation strategies.
- Use technology to enhance their productivity and professional practice.
- Understand the social, ethical, legal, and human issues surrounding the use of technology in schools and apply those principles in their teaching practice.
To help our candidates achieve these outcomes we are integrating seven technology goals throughout our curriculum. As new courses and field experiences are created or revised, we will use our human, physical, and fiscal resources to…
- Provide all our pre-service teachers with appropriate opportunities to learn, apply, and be assessed on the National Educational Technology Standards (NETS).
- Annually assess the current state of technology integration in courses completed by pre-service teachers.
- Provide staff development for faculty and staff that will help them continue to implementation "best practices" for using technology in teaching.
- Give high priority to recognizing and encouraging both the effective and the creative users of technology by Education Department faculty and staff.
- Work with our partnering and cooperating schools to help them develop and implement
- their respective plans for effective integration of technology in P-12 teaching.
- Provide Education Department faculty and students ready and appropriate access to the best available instructional and informational technologies and support their use in research, personal productivity, and teaching.
- Establish annual benchmarks and employ a review process for assessing the preparation and readiness of pre-service teachers to teach effectively with technology.
Once fully implemented, this technology plan will have helped us provide candidates with opportunities to acquire and refine a foundation of knowledge, skills, and dispositions that will enable them to determine how to best use available technological resources to help all their students learn.
Commitment to Diversity
The College of Saint Benedict and Saint John's University present us with an ethical imperative to conscientiously and comprehensively address diversity. As liberal arts institutions sharing a common vision and mission, our colleges' exist to help "ensure the preservation of human cultures, to deepen human understanding and interdependence, and to prepare students for fully integrated lives of thought, action and love." As Benedictine institutions, our colleges are further committed to "the cultivation of the love of God, neighbor and self through the art of listening, worship and balanced, humane living." These values support a heritage of recognizing the worth of each individual. Supporting and encouraging each other, liberal arts and Benedictine values are not simply compatible with diversity initiatives; they demand them (Academic Catalog: 2000-2001).
There is also a very practical imperative that propels our colleges to act on their shared commitment to a diverse student body and faculty. The portion of ethnic and racial minorities in the United States is increasing. Demography reveals that about 30% of today's school-age population are not Caucasian. By the year 2020, the non-white school-age population is predicted to increase to over 50% of those enrolled. Moreover, the number of school-aged children living in poverty is expected to increase substantially from the current rate of one it five. All colleges, secondary and elementary schools, as well as all other social institutions, must prepare deliberately for these anticipated changes. Our colleges must work to ensure that their graduates are prepared to live peacefully and productively in an increasingly pluralistic world.
Commitment to diversity is also an integral part of the Education Department's conceptual framework. Our department's philosophy identifies key values that we believe should inform effective teachers' professional decisions. Two of those values are particularly germane to our perspective on diversity. The first is "humane interaction." The second is embedded in our belief that all children, without exception, are capable of experiencing academic success. The Education Department reveals its deep committed to these values, in part, through its diversity plan.
As the Department's conceptual model "Teacher as Decision-Maker" affirms, our aim is to prepare candidates who will make effective and responsible decisions on behalf of their students' learning and development. According to James A. Banks (p. 34), the "key goal of the multicultural curriculum should be to help students develop decision-making...skills." He explains that effective and responsible decision-making requires higher level thinking and knowledge, clarification of related values, and informed action choices. Our conceptual framework confirms that those components form the backbone of the Education Department's vision for its candidates. That model is intended as our guide to ensuring that our candidates have the preparation and the will to ensure that all learners have the opportunity to succeed.
Thus anchored in our colleges' and our own sense of mission to prepare teachers who can help all students learn, we work toward each of six goals. As we do so, we are…
- Developing a strong diversity focus in our early foundations of education courses.
- Increasing our candidates' field and clinical work in classrooms with diverse student populations.
- Increasing the diversity or our faculty and candidates.
- Ensuring more pluralistic thinking among our candidates and faculty.
- Increasing our knowledge about minority groups and their cultures.
- Learning about and use pedagogies that give all learners opportunities to learn.
- Helping candidates learn how to plan, implement, and assess differentiated instruction or adapted pedagogies.
We are now in the first phase of this ambitious plan, focused on revising the first courses in a prospective educator's preparation program. Subsequent phases leading toward full implementation will continue over the next three to five years.
Commitment to Performance Assessment
We believe that the professional decisions educators make are at the heart of their effectiveness in fostering their students' learning. Those decisions are informed by educators' knowledge, their values, and the personal, professional, and licensure standards guiding their practice. Educators' decisions include creative responses to contextual constraints that bound their efforts to help all their students learn. This vision of the professional educator guides our assessment of each candidate's performance. Patterns of performance revealed by aggregating those individual candidate assessments can inform our evaluation of the program of study and practice intended to prepare and sustain their practice. The Department's Assessment System describes our efforts to describe candidate performance in ways that support evaluation leading to program improvement.
Performance Assessment. We draw support from three of the principles of good assessment practice developed by the American Association of Higher Education (1992). The first principle holds that meaningful assessment of our candidates' performance should not be "an end in itself but a vehicle for educational improvement. It's effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve" (p.2). Our conceptual framework offers that vision. It directs the design and execution of performance assessments that mark each phase of candidates' progress through our program. Because we value a liberal education "that provides a core of knowledge and enhances basic skills" of reading, writing, and using mathematics, we provide candidates with opportunities to assess their development of those skills and to correct those found to be deficient (Conceptual Framework, Philosophy) The value we place on acquiring expertise in the discipline or content area to be taught to others encourages our search for that competence when candidates are accepted, when they complete their methods field experiences, and again when they conclude their teaching internship. Our search for evidence of candidates' successful efforts to foster learning in their K-12 students is focused by the high value we ascribe to helping all students learn.
We further agree that meaningful assessment of candidates' learning is more likely to result from an approach that employs "a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning, and therefore firmer bases for improving our students' educational experience" (AAHE, 1992). We thus combine the contributions of in site performance measures such as work samples or performance profiles describing candidates' teaching in methods course field experiences or teaching internships with their work on projects and their success with classroom and standardized examinations. We plan these indicators to provide a sense of candidates' evolution, beginning with their discernment of a call to teaching by helping them confirm the strength of that call and the academic skills upon which they can draw to respond to is demands. Later assessments reveal the development of new knowledge skills, and values which will enable them to teach something to someone in some way and in some place.
We have focused our assessment of candidates' performance on the ten goals guiding the design of our program. These goals are drawn from a body of knowledge anchored in empirical research and the wisdom of practice. They reflect the Standards of Effective Practice for Teachers, the principles upon which licensure of Minnesota's teachers is based. We thus see our efforts to assess our candidates as "a goal oriented process. It entails comparing educational performance with educational purposes and expectations – these derived from the institution's mission, from faculty intentions in program and course design, and from knowledge of students' own goals" (AAHE, 1992).
As we continue to refine our assessment of candidates' performance, we are working to incorporate Wiggins' first postulate for the design of a "thoughtful assessment system" by providing opportunities for "students to justify their understanding and craft, not merely to recite orthodox views or mindlessly explore techniques in a vacuum" (Wiggens, 1993). Our assessments reflect the design of courses and experiences that are intended to help our candidates discover, acquire, and integrate a family of skills, knowledge, and dispositions that will help them prepare for a shift from "learner" to "learner-teacher." Our assessment system needs to be responsive to that process of discovery, describing the efforts of candidates to grow into a role that demands creative, sometimes unorthodox responses to students' needs to foster their learning.
Four broad assessment questions serve to focus our review of candidates' performance as defined by institutional, state, and professional standards. We gather and assess information in response to the first of those four questions early in students' work with us. "Do the candidates we prepare for licensure as teachers possess the basic academic skills that will sustain learning during our program of study and practice?" Our prospective candidates enjoy several opportunities to help us respond to this question as they assess their written, oral, and nonverbal communication skills in a variety of settings as they progress through their program of preparation for licensure. Students who discover deficient academic skills complete a remedial program in each such area prior to their acceptance as Education Department majors or minors preparing for licensure. Those remedial options include further diagnostic testing to confirm the Profile's findings. Classroom, small group, or individual instruction follows for those with confirmed deficiencies. Tests or other assessments following instruction confirm remedial success.
We approach initial dispositions toward teaching through the introduction of ethical behavior as central to an effective educator's practice. Students seeking acceptance as education majors or minors explore the meaning and implications of the "Code of Ethics for Minnesota Teachers" as approved by Minnesota's Board of Teaching. These students are also expected to follow our own "Code of Ethics for Students Applying to or Accepted as Education Majors or Minors" as they progress through their program of study
Our second assessment question requires a different approach. "Do the candidates we prepare possess an integrated body of knowledge, skills, and values drawn from one or more disciplines central to their areas of licensure?" In responding to this question we focus our attention on candidates' success in gathering and organizing the "subject matter" they are preparing to teach. Information responding to this question is often provided by candidates' performance in courses or experiences offering them opportunities to know, apply, and be assessed on licensure standards We collaborate with arts and sciences faculty to develop analyses of how candidates experience standards drawn from institutional, state, and professional groups or learned societies guide this examination. The results are documented in our application to the Board of Teaching for approval of each licensure area included in our teacher preparation program.
Courses or programs may be selected for more intensive review based on patterns of student performance, changes in teacher licensure, and accreditation requirements. Such reviews of candidates' performances provide evidence of the how they respond to opportunities to learn, apply, and be assessed on relevant "subject matter" standards. We use a family of related indicators, some embedded in courses completed by prospective educators and others external to their coursework, to reveal the extent of candidates' integrated understanding of the knowledge, skills, and values that form their discipline or area of practice. Indicators suggesting an integration of subject matter knowledge include performance in a "capstone" course or experience providing candidates with opportunities to meet terminal performance standards in the subject matter for their area of licensure. Such courses usually come near the end of a candidate's work in that discipline. These summative experiences often require the development of papers or projects created through use relevant modes of inquiry and analysis which together reveal one's understanding of "major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught. These experiences often provide public affirmation of candidates' understanding of their fields of study.
A third question guides our assessment of candidates' teaching skills. "Do candidates possess pedagogical knowledge, skills, and values appropriate for their area of licensure?" All courses and field experiences included in our teacher preparation program provide prospective teachers with opportunities to learn, apply and be assessed on their attainment of the 130 enabling and terminal Minnesota Standards of Effective Practice for Teachers. These standards together describe a necessary and sufficient pedagogy for those who would be licensed as elementary, middle, or high school teachers in Minnesota. Candidates reveal the effectiveness of these opportunities through evidence of their attainment of standards embedded in foundation courses, in their field experiences, in their pedagogy courses and related field experiences appropriate for their area of licensure, and in their teaching internships.
One of those indicators is an elemental "work sample" developed by each candidate during the field experience component of their pedagogy or "methods" courses. More comprehensive work samples prepared by candidates during their teaching internships. Such samples include the plan of instruction, (aims, goals, and objectives) for a hypothetical "unit" of several "lessons." Work samples examined for this assessment question provide estimates of candidates' knowledge of what they will teach.
Our fourth assessment question provides a summative focus for our review of candidates' performance. "Can the candidates we prepare teach knowledge and skills to others while modeling values appropriate for their areas of licensure?" Opportunities to perform included in the teaching internship provide a comprehensive estimate of candidates' emerging pedagogical knowledge and skills. This sixteen-week experience also affirms the extent to which candidates have successfully integrated the fund of disciplinary knowledge, skills, and values that will support their work with students during this extended internship. All candidates plan a unit (aims, goals, objectives, plausible learning activities and feasible assessment techniques) for the students and subject matter that falls within their area of licensure. They develop several lessons from that unit, which include estimates of their students' prior learning, a plan of instruction, an estimate of their students' learning at the close of the lesson or set of lessons, and a reflective analysis of their effectiveness as teachers. Assessments by candidates, their cooperating teachers and their college supervisors document the effects of these clinical experiences. Lessons are also videotaped for later review. Summative assessment of candidates' clinical performance is documented in performance profiles prepared by college supervising teachers.
Program Evaluation. Examining our assessment of candidates' performance over time on key indicators will reveal areas of our program in need of review and possible revision. Our evaluation of program elements, driven by the formulation of evaluation questions that reflect discrepancies between observed and intended performance, follows' Stufflebeam's approach to a decision-oriented evaluation process. This goal-based approach to evaluation defines the context in which patterns of assessed performance deviate from the expected performance on one or more goals. The knowledge, skills and dispositions candidates bring to their performance as well as the resources available to help them do so provide a second dimension (input). An examination of the process used to encourage and effect candidate performance helps us understand how those inputs are used. Candidates' performance, the "product" of their and our efforts, offers a fourth component for our analysis of the value of a program element under review (Worthen and Sanders, 1987) A general procedure for pursuing a "CIPP" evaluation model as outlined by Stuffelbeam, included in Worthen and Saunders, provides us with a process for gathering organizing, exploring, and reporting evaluation findings to encourage improvement of candidates' preparation.
Involving Professional Communities. Our success in preparing candidates for practice as educators depends on the collaboration of professionals from several intersecting communities. We are well aware of the "gap" that can all too easily appear when the world of "theory" that some expect to guide a colleges' preparation of teachers comes into conflict with a world of "practice" as experienced by K-12 educators. We try to bridge that gap with the active involvement of faculty from our partnering and cooperating schools in the design of programs and assessments.
- The Department's faculty assess candidates' progress toward our program goals through their work in foundations and methods courses.
- The Department's faculty often invest a portion of their sabbaticals working with K-12 schools to renew their understanding of the context in which our candidates will practice and thus anchor their teaching and assessing in that context.
- We support the efforts of our colleagues in the arts and sciences to provide candidates with opportunities to know, apply, and be assessed on the knowledge and skills included in their area of licensure.
- We invite K-12 faculty to join our faculty as instructors on leave from their schools or as adjunct faculty retaining their elementary or secondary appointments in area schools.
- We formed teams of K-12 educators and college faculty to work together to design and refine our Teaching Internship Performance Profiles. Similar teams will contribute to the refinement of our concept of work samples.
- Practicing K-12 teachers offer short term mentoring to our candidates during field experiences associated with their methods courses, offering formative reviews of their work.
- Practicing K-12 educators also mentor candidates during their longer teaching internships, offering formative assessments of their emerging practice.
- Employers of our candidates contribute their perceptions through annual surveys intended to identify program areas in need of closer review.
- Candidates completing their programs with licensure as well as recent graduates are surveyed to gather their perspectives on our program's strengths and weaknesses.
The Department's Assessment Committee works with Arts and Sciences as well as K-12 faculty to review performance assessment information. That group commissions and conducts evaluation research to explore patterns of assessment data suggesting program elements in need of improvement. Evaluation findings are shared with the Department to encourage further exploration of ways to improve those elements found to be deficient. In this way differences between assessed and expected performance, linked to program goals, professional, and state standards, encourage focused evaluation and, when warranted, program revision.
Academic Catalog 2000-2001. (2000). Saint Joseph, MN: College of Saint Benedict and Saint John's University.
Banks, J. A. (1991). Teaching Strategies for Ethnic Studies. Boston: Allyn and Bacon.
McIntosh, P. (1990). Interactive Phases of Curricular and Personal Re-Vision with Regard to Race. Wellesley, MA: Wellesley College Center for Research on Women.
National technology standards for students. (2000). Washington, D.C.: International Society for Technology In Education (ISTE). (http://www.iste.org/standards/index.html)
Principles of Good Practice for Assessing Student Learning. (1992) Washington, D.C.: American Association of Higher Education.
Smith, G. P. "Who shall have the moral courage to heal racism in America?" Multicultural Education. 1998. Spring. pp.4-10.
Wiggins, G. P. Assessing Student Performance. (1993). San Francisco: Jossey-Bass. p. 47.
Worthen, B. R. and Sanders, J. R. Educational Evaluation: Alternative Approaches and Practical Guidelines. (New York: Longman. 1987. p. 78.


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Tim Allen has been tapped to host the "8th Annual TV Land Awards" which are scheduled to tape on April 17 on the Sony Lot in Culver City, Calif. The show premieres on Sunday, April 25 at 9 PM ET.
Allen was previously honored last year, when his award-winning show, "Home Improvement" was given the Fan Favorite Award.
"Tim Allen is a versatile and hilarious performer who fits perfectly into the plans for this year's TV Land Awards," said Larry W. Jones, president, TV Land. "We are thrilled to have him as our host this year."
Allen will next be heard reprising his role as Buzz Lightyear in the Disney/Pixar animated film "Toy Story 3" scheduled for release on June 18. He was last seen on screen in his feature film directorial debut, the independent comedy "Crazy on the Outside" in which he starred opposite Ray Liotta and Sigourney Weaver.
Honorees previously announced include the entire cast of "Everybody Loves Raymond" who will reunite for this year's TV Land Awards for the first time since the death of fellow cast member Peter Boyle to receive the Impact Award.
This year's Future Classic Award will be bestowed upon Fox's runaway hit, "Glee." Previous Future Classic recipients include "Desperate Housewives" and "Arrested Development."
Mel Brooks ("Blazing Saddles") and Carl Reiner ("The Dick Van Dyke Show" and "Ocean's Eleven") — the Renaissance Men of Comedy who started out on "Your Show of Shows" — will each receive the Legend Award. This marks the first time that this award will be given to two recipients.
Stars of the 1970s TV phenomenon "Charlie's Angels" will be on hand to receive the Pop Culture Award and to pay tribute to their cast member Farrah Fawcett, who passed away from cancer in June 2009.
Now in its eighth year, the "TV Land Awards" celebrates classic and contemporary luminaries of television, music and movies. The ninety-minute telecast will feature exhilarating musical performances and will reunite some of the most iconic celebrity TV casts.
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MORE ACCESS ON THESE TOPICS: Tim Allen - Desperate Housewives - Disney - TV - Sigourney Weaver


text: overnightwisdom March 31, 2019 No comments yet Gibson Gallery Author Established in 1984, Michael Gibson Gallery has earned a nation-wide reputation specializing in selling / buying contemporary Canadian, historical and international art. The gallery promotes the artwork of the very best emerging and established regional and national artists. ← Prev Post Share


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Quick background, I'm writing my MA thesis right now on the subject of the Three Kingdoms in the historical aspect. As such, besides sources such as Rafe de Crespigny's works, I had to delve deep into sources written in Chinese, and, of course, Sanguozhi and the annotations by Pei Songzhi. I'm not an expert when it comes to classcal Chinese, but I can read it to some degree and spent a fair amount of time researching the chapters that I wanted to use.
Now here's a problem I faced: My thesis supervisor argues that neither 三国志 nor 三国志注 can be treated as historical sources and that they are highly fictional, which left me flabbergasted. While I do know that modern historians argue over whether or not Chen Shou was biased in his biographies and I know that Pei Songzhi himself disputed some of the stories he annotated, I always considered Sanguozhi as the key historical source to the events that happened during the Three Kingdoms period.
So here's my question: Am I right or is my supervisor right? If I'm right, how to prove it? Are there any reputable sources, especially in Chinese, that I could use to prove I'm right? If I'm wrong, what other sources could I use?
To clarify: I mostly used Sanguozhi and the annotations when writing about Lü Bu, Guan Yu, Zhuge Liang and Sima Yi.
Thank you for your input!


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The East Tennessee History Center has launched a new exhibit on early Knoxville television in conjunction with the Tennessee Archive of Moving Image and Sound. One of the artifacts on display is the original backdrop from Cas Walker's TV show. Doing the history of Knoxville TV without Cas Walker—self-made grocery magnate, broadcaster, populist, politician, and one-man Knoxville institution, referred to by one writer as "equal parts P.T. Barnum and Huey P. Long"—would be like doing the Jacksonian era without Old Hickory.
Born in Sevier County in 1902, Orton Caswell Walker spent his early years working jobs at mills and coal mines in North Carolina and Kentucky before opening his first Knoxville grocery store in 1924 with $850 he had managed to save. In a few decades, he turned this initial investment into a multi-million-dollar chain of establishments in three states.
Walker owed his success to a knack for self-promotion. No advertising gimmick was too outrageous, whether it involved dropping coupons from airplanes, tossing chickens off the roof of his store, or burying a volunteer stuntman alive. His image as an unpolished, uncultivated hick who enjoyed a good raccoon hunt served him well with working-class customers.
Walker leveraged his popularity into a role in local politics, winning a seat on the Knoxville City Council in 1941 and a short term (ending in a recall election) as the city's mayor in 1946. In office and in his self-published newspaper he railed against higher taxes, the consolidation of Knoxville's city and county governments, flouridation of the municipal water supply, and the local elites who considered him a backwards embarrassment. Reveling in his persona as a rough-and-tumble champion of the little guy, he denounced his opponents in what he called the "silk-stocking crowd." A demagogue he may have been, but he endeared himself to the same working-class voters who had patronized his grocery stores.
The highlight of Walker's political career came in 1956, when a dispute with J.S. Cooper during a city council meeting erupted into a full-fledged fistfight. I consider this the most delightful moment in Knoxville's political history since the Sevier-Jackson showdown of 1803, and thankfully a newspaper photographer was on hand to preserve it for the ages. The image appeared in Life magazine, putting Knoxville's contentious local politics in the national consciousness.
The centerpiece of Walker's promotional efforts was his self-hosted TV program, the Cas Walker Farm and Home Hour, which ran for three decades and offered him a platform to plug his stores, showcase regional musicians, and pontificate. From a purely historical standpoint, the show is most notable for giving a young Dolly Parton one of her first breaks in the entertainment business. But for sheer entertainment value, none of the musical acts could top Cas himself, holding forth in his own rambling and occasionally profane style.
Here's Cas discussing the subject of store security (mildly NSFW language):
And in this clip, he shares some advice on professionalism with his musical guests:
You can enjoy more of his televised antics here; his political career is discussed in detail in Dr. William Bruce Wheeler's history of Knoxville.


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Impact of Verizon-Vodafone Deal on Canada, AT&T
Verizon agreed to pay $130 billion for Vodafone's stake in their U.S. joint venture, an enormous deal that gives Verizon full control of its wireless operations after more than a decade of negotiations. Ryan Knutson reports.
This transcript has been automatically generated and may not be 100% accurate.
... what's your deal between Verizon and Vodafone ... on for thirty billion dollars opens up the full basket of questions ... with eighteen T in Canada on the table ... crying Newton is here to talk about this with a ... spoon to his old Caterpillar denying that the don't worry about him the break ... he didn't steal ... your eyes broken by the way your team very impressive stuff on ... pace to break a story that they ... here ... I mean honestly it's the it's been the wire well it's been on sale the Telecom reporter so my predecessors so ... cutting only been here for a month I this is good it did get that out of the way ... there I see really their muddy um I remember ... when AOL time Warner deal was broken ... bridges in only nine we broke out when two ... huge deal ... a lot of crying over billion very excited about breaking the seal is that this is what is winning for us write breaking deals ... bought ... now the questions all-star ... huge deal hundred thirty going on Friday the issue fifty billion baht ... every number about this deal is gigantic ... how big are the questions surrounding it also ... yet why think the big speculation coming out of this now is what will happen to Vodafone said it is going to return us the money to shareholders which ... a lot of people see that as a sign that it's putting itself on the market and eighteen T ... has ... an integrated in the past in the area has interesting in going into Europe and it seems that this can be very desirable part it ... is extremely fast eighteen T the concrete quiet and even ... when they just dun ... allow last month it purchased me porches a small printed wireless carrier for one point two billion ... but since the eighteen T T Mobile deal aam was squashed time a couple years ago ... they haven't really made any big plays so that would certainly be I'm here to point that it was an you would rank among you know one of the biggest on acquisitions so they're in with the rise in the ... deal to disguise for its hood is huge ... he talked about only mention this before as Canada and ... Canada plentiful and ... well there had been a lot of speculation that Verizon had an interest in getting into the Canadian market and in fact when ... news sort of started to circle it that that maybe some of their interested in ... of the major the incumbent telecom players in Canada started ... getting very concerned they were not a public relations campaigns thing to be bad if rising into the market Mr. thing ... but Verizon today on its investors call basically said ... that there's no chance ... of it is that if the idea completely off the table Mr. that in fact ... there is much more speculation about it than they have even considered themselves ... I ... off the table to the oddities in huge deal to digest on their own now ... this is a very very big deal ... how easy is this going to be for them to digest I know they had half the company ... and that is buying out the rest of it but how hard is it still can it be for them to make the payoff will buy the other half the time to pay down a significant amount of debt but Verizon Wireless is the hugely profitable companies are having ... a hundred percent access to the cash flows given it a lot easier for them to pay that money down ... the root of the dome is a losses for the city of typical for years them to do that unless they do ... aam they're going to be an extremely powerful and scary players posted an image and because ... there have more money ... than everybody else Enobia books of Supercross remember that line ... keeping busy feel yes ... I cry excellent things to come to it


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This is the most beautiful look book I've seen in 2011. It is the look book for Wild Fox Couture, which until a few minutes ago, I thought was an Australian brand. It's actually an American brand started by friends Kimberly Gordon of one of my favourite blogs, ilovewildfox.com and Emily Faulstich. Gosh they make dreamy clothing and even dreamier shoots. I'm not a fan of the Western genre of film or literature (if there is such) but this just took my breath away.
Actually, now that I think of it, I used to watch The Quick and the Dead over and over when I was a teen. I has such stars in my eyes for Leonardo di Caprio and Sharon Stone. That was the only ''Western'' movie I liked, well that and Dr Quinn, Medicine Woman (dead). Okay, so I dabbled in Western in my youth. This is the quality of look book Doreen and I will make for Mememe in 2012. I might as well let the cat out of the bag - we will be working on a Mememe Range amongst other things in the new year. I truly cannot wait.
To see the rest of the shoot, go to the wild fox blog highlighted above or you can visit the website www.wildfoxcouture.com