text:
Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia
Jeroen B. van der Net, Jorie Versmissen, Daniëlla M. Oosterveer, Joep C. Defesche, Mojgan Yazdanpanah, Bradley E. Aouizerat, Ewout W. Steyerberg, Mary J. Malloy, Clive R. Pullinger, John P. Kane, John J P Kastelein, Eric J G Sijbrands
Objectives: To investigate the arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene as a potential modifier gene for coronary heart disease (CHD) in patients with familial hypercholesterolemia (FH). Background: The ALOX5AP gene is required for the synthesis of leukotrienes, a protein family involved in inflammatory responses. Recently, genetic variation in this gene was shown to be associated with myocardial infarction in an Icelandic and British population. Since FH is characterized by severely increased levels of plasma low-density lipoprotein (LDL) cholesterol levels, chronic inflammation of the arterial wall, and subsequent premature CHD, the ALOX5AP gene could be an important modifier gene for CHD in FH. Methods: In a cohort of 1817 FH patients, we reconstructed two four-marker haplotypes, previously defined in Icelandic (HapA) and British (HapB) individuals. The haplotypes were inferred with PHASE and the associations between the haplotypes and CHD were analyzed with a Cox proportional hazards model, adjusted for year of birth, sex, and smoking. Results: HapB had a frequency of 6.9% and 8.2% in the group without and with CHD, respectively, conferring a hazard ratio of 1.48 (95% CI 1.17-1.89, p = 0.001). This association was predominantly found in patients with LDL cholesterol levels above the median (HR 1.82, 95% CI 1.20-2.76, p = 0.005). HapA was not associated with CHD. Conclusion: We conclude that genetic variation in the ALOX5AP gene contributes to CHD risk in patients with FH. Our findings emphasize the important role of inflammation in the pathogenesis of early CHD in this disorder, particularly in patients with more severely raised LDL cholesterol levels.
https://doi.org/10.1016/j.atherosclerosis.2008.07.025
5-Lipoxygenase-Activating Proteins
Modifier Genes
Haplotypes
Leukotrienes
ALOX5AP
Familial hypercholesterolemia
Lipoxygenase
van der Net, J. B., Versmissen, J., Oosterveer, D. M., Defesche, J. C., Yazdanpanah, M., Aouizerat, B. E., ... Sijbrands, E. J. G. (2009). Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia. Atherosclerosis, 203(2), 472-478. https://doi.org/10.1016/j.atherosclerosis.2008.07.025
Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia. / van der Net, Jeroen B.; Versmissen, Jorie; Oosterveer, Daniëlla M.; Defesche, Joep C.; Yazdanpanah, Mojgan; Aouizerat, Bradley E.; Steyerberg, Ewout W.; Malloy, Mary J.; Pullinger, Clive R.; Kane, John P.; Kastelein, John J P; Sijbrands, Eric J G.
In: Atherosclerosis, Vol. 203, No. 2, 04.2009, p. 472-478.
van der Net, JB, Versmissen, J, Oosterveer, DM, Defesche, JC, Yazdanpanah, M, Aouizerat, BE, Steyerberg, EW, Malloy, MJ, Pullinger, CR, Kane, JP, Kastelein, JJP & Sijbrands, EJG 2009, 'Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia', Atherosclerosis, vol. 203, no. 2, pp. 472-478. https://doi.org/10.1016/j.atherosclerosis.2008.07.025
van der Net JB, Versmissen J, Oosterveer DM, Defesche JC, Yazdanpanah M, Aouizerat BE et al. Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia. Atherosclerosis. 2009 Apr;203(2):472-478. https://doi.org/10.1016/j.atherosclerosis.2008.07.025
van der Net, Jeroen B. ; Versmissen, Jorie ; Oosterveer, Daniëlla M. ; Defesche, Joep C. ; Yazdanpanah, Mojgan ; Aouizerat, Bradley E. ; Steyerberg, Ewout W. ; Malloy, Mary J. ; Pullinger, Clive R. ; Kane, John P. ; Kastelein, John J P ; Sijbrands, Eric J G. / Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia. In: Atherosclerosis. 2009 ; Vol. 203, No. 2. pp. 472-478.
@article{d6eb9c05e0ee42598ee252c0930cc55f,
title = "Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia",
abstract = "Objectives: To investigate the arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene as a potential modifier gene for coronary heart disease (CHD) in patients with familial hypercholesterolemia (FH). Background: The ALOX5AP gene is required for the synthesis of leukotrienes, a protein family involved in inflammatory responses. Recently, genetic variation in this gene was shown to be associated with myocardial infarction in an Icelandic and British population. Since FH is characterized by severely increased levels of plasma low-density lipoprotein (LDL) cholesterol levels, chronic inflammation of the arterial wall, and subsequent premature CHD, the ALOX5AP gene could be an important modifier gene for CHD in FH. Methods: In a cohort of 1817 FH patients, we reconstructed two four-marker haplotypes, previously defined in Icelandic (HapA) and British (HapB) individuals. The haplotypes were inferred with PHASE and the associations between the haplotypes and CHD were analyzed with a Cox proportional hazards model, adjusted for year of birth, sex, and smoking. Results: HapB had a frequency of 6.9{\%} and 8.2{\%} in the group without and with CHD, respectively, conferring a hazard ratio of 1.48 (95{\%} CI 1.17-1.89, p = 0.001). This association was predominantly found in patients with LDL cholesterol levels above the median (HR 1.82, 95{\%} CI 1.20-2.76, p = 0.005). HapA was not associated with CHD. Conclusion: We conclude that genetic variation in the ALOX5AP gene contributes to CHD risk in patients with FH. Our findings emphasize the important role of inflammation in the pathogenesis of early CHD in this disorder, particularly in patients with more severely raised LDL cholesterol levels.",
keywords = "ALOX5AP, Coronary heart disease, Familial hypercholesterolemia, FLAP, Genetics, Lipoxygenase",
author = "{van der Net}, {Jeroen B.} and Jorie Versmissen and Oosterveer, {Dani{\"e}lla M.} and Defesche, {Joep C.} and Mojgan Yazdanpanah and Aouizerat, {Bradley E.} and Steyerberg, {Ewout W.} and Malloy, {Mary J.} and Pullinger, {Clive R.} and Kane, {John P.} and Kastelein, {John J P} and Sijbrands, {Eric J G}",
doi = "10.1016/j.atherosclerosis.2008.07.025",
journal = "Atherosclerosis",
T1 - Arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene and coronary heart disease risk in familial hypercholesterolemia
AU - van der Net, Jeroen B.
AU - Versmissen, Jorie
AU - Oosterveer, Daniëlla M.
AU - Defesche, Joep C.
AU - Yazdanpanah, Mojgan
AU - Aouizerat, Bradley E.
AU - Steyerberg, Ewout W.
AU - Malloy, Mary J.
AU - Pullinger, Clive R.
AU - Kane, John P.
AU - Kastelein, John J P
AU - Sijbrands, Eric J G
N2 - Objectives: To investigate the arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene as a potential modifier gene for coronary heart disease (CHD) in patients with familial hypercholesterolemia (FH). Background: The ALOX5AP gene is required for the synthesis of leukotrienes, a protein family involved in inflammatory responses. Recently, genetic variation in this gene was shown to be associated with myocardial infarction in an Icelandic and British population. Since FH is characterized by severely increased levels of plasma low-density lipoprotein (LDL) cholesterol levels, chronic inflammation of the arterial wall, and subsequent premature CHD, the ALOX5AP gene could be an important modifier gene for CHD in FH. Methods: In a cohort of 1817 FH patients, we reconstructed two four-marker haplotypes, previously defined in Icelandic (HapA) and British (HapB) individuals. The haplotypes were inferred with PHASE and the associations between the haplotypes and CHD were analyzed with a Cox proportional hazards model, adjusted for year of birth, sex, and smoking. Results: HapB had a frequency of 6.9% and 8.2% in the group without and with CHD, respectively, conferring a hazard ratio of 1.48 (95% CI 1.17-1.89, p = 0.001). This association was predominantly found in patients with LDL cholesterol levels above the median (HR 1.82, 95% CI 1.20-2.76, p = 0.005). HapA was not associated with CHD. Conclusion: We conclude that genetic variation in the ALOX5AP gene contributes to CHD risk in patients with FH. Our findings emphasize the important role of inflammation in the pathogenesis of early CHD in this disorder, particularly in patients with more severely raised LDL cholesterol levels.
AB - Objectives: To investigate the arachidonate 5-lipoxygenase-activating protein (ALOX5AP) gene as a potential modifier gene for coronary heart disease (CHD) in patients with familial hypercholesterolemia (FH). Background: The ALOX5AP gene is required for the synthesis of leukotrienes, a protein family involved in inflammatory responses. Recently, genetic variation in this gene was shown to be associated with myocardial infarction in an Icelandic and British population. Since FH is characterized by severely increased levels of plasma low-density lipoprotein (LDL) cholesterol levels, chronic inflammation of the arterial wall, and subsequent premature CHD, the ALOX5AP gene could be an important modifier gene for CHD in FH. Methods: In a cohort of 1817 FH patients, we reconstructed two four-marker haplotypes, previously defined in Icelandic (HapA) and British (HapB) individuals. The haplotypes were inferred with PHASE and the associations between the haplotypes and CHD were analyzed with a Cox proportional hazards model, adjusted for year of birth, sex, and smoking. Results: HapB had a frequency of 6.9% and 8.2% in the group without and with CHD, respectively, conferring a hazard ratio of 1.48 (95% CI 1.17-1.89, p = 0.001). This association was predominantly found in patients with LDL cholesterol levels above the median (HR 1.82, 95% CI 1.20-2.76, p = 0.005). HapA was not associated with CHD. Conclusion: We conclude that genetic variation in the ALOX5AP gene contributes to CHD risk in patients with FH. Our findings emphasize the important role of inflammation in the pathogenesis of early CHD in this disorder, particularly in patients with more severely raised LDL cholesterol levels.
KW - ALOX5AP
KW - Coronary heart disease
KW - Familial hypercholesterolemia
KW - FLAP
KW - Lipoxygenase
U2 - 10.1016/j.atherosclerosis.2008.07.025
DO - 10.1016/j.atherosclerosis.2008.07.025
JO - Atherosclerosis
JF - Atherosclerosis
10.1016/j.atherosclerosis.2008.07.025


We want to thank Walter Nowosad for his in-depth presentation! Walter, your content is very - far out - and it has proven to capture an audience. I think that is one of the lessons. Are you sharing content that will find an audience? Building community engagement and using online learning resources were both pointed out as lessons to be learned. There are many YouTube features, benefits, rewards and opportunities. Walter also pulled back the curtain to show viewership and dollars earned. Besides earning through YouTube, you can use a crowdfunding campaign or Patreon to bring in one-time or ongoing contributions and/or donations.
In addition to covering YouTube, we showed off our "Pro Level" streaming system. There are many ways to manage your feed and good audio is always important even if you are using your phone to stream. The most popular places to stream to are YouTube Live, Facebook Live, and Twitch. Remember when planning a stream that YouTube and Facebook posts are best set up in advance, sometimes as much as 24 hours earlier.
Thank you to our host for this event is Jessie Aguayo of Krystal Productions.
Krystal Productions are in The Vault, which is a huge event meeting space just off Miramar Road. They have two stages: a fully lit green two cyc corners stage and a wide open single cyc corner white stage.


You said it's free to download the tool, so where can I exactly get it safely?
Why should I have to burn a CD or USB? Why can't I just copy the program into my USB flash drive?
I am not quite sure I could manage to set the BIOS settings since I was totally a computer novice.
Sir, you see, it's quite urgent for me to get access to my Windows 7 computer again, hope you understand me. And I will be very appreciated if I could receive your early reply. Thanks.
Answer 1: Smartkey Windows Password Recovery Professional is a professional tool designed by Smartkey Website, a trusted name in Windows Password Recovery software providing. So everyone can feel comfortable to free download it. It's totally safe, clean and no bug.
Answer 2: Yes, to burn a CD or USB is an indispensable step to recover a forgotten password like Windows 7 administrator password. And this burned CD or USB can be used again and again in the future if you forget your computer password. However, when burning such as disc, you cannot just copy the program to the CD or USB simply. You should follow the step-by-step here.
http://www.recoverlostpassword.com/products/how_to_use_windowspr_biossetting_usb.html for USB, and you will find it easy to make it.
I sincerely this post could be helpful for Anne and for people who need reset administrator password on windows 7.
This entry was posted in Windows 7 password reset and tagged reset administrator password on windows 7, reset windows 7 administrator password on July 16, 2012 by James.


text:
F1 Azerbaijan Grand Prix: Ferrari Wanted More in Baku
28 April, 2019 | Media | Last Updated 2 years ago
Mattia Binotto Team Principal
Scuderia Ferrari Mission Winnow leaves Azerbaijan having taken its third podium finish of the season, but with a sense of regret at not getting a better result. Sebastian Vettel finished third for the second consecutive race, while Charles Leclerc, starting back in eighth because of his qualifying mistake, worked his way up to fifth and, at one point even led the race for 19 laps. He also took the point for setting the race fastest lap.
Sebastian maintained his third place off the grid, while Charles, on the Medium tyres dropped from eighth to tenth but, from the second lap began a great climb up the order. He picked off his rivals at the rate of one per lap, despatching them in the order Daniel Ricciardo, Daniil Kvyat, Carlos Sainz, Lando Norris, Sergio Perez and Max Verstappen, to move to third place, by the time Vettel pitted on lap 11. Shortly afterwards, Valtteri Bottas and Lewis Hamilton pitted to go from Softs to Mediums and that saw Charles in the lead.
At this point, the team opted to lengthen Leclerc's stint as much as possible, in case a Safety Car period would mean the Monegasque driver could pit losing less time and could thus set off in attacking mode for the final stint. The opportunity never arose and Charles came in on lap 34, rejoining sixth behind Pierre Gasly, whom he took one lap to pass.
In the closing stages, Sebastian managed his lead over Max Verstappen, to finish third behind Bottas and Hamilton. Charles was running unchallenged in fifth and therefore on lap 47, he pitted for fresh tyres to go for the fastest lap of the race. He did it, setting a new track record of 1'43"009. It was Ferrari's 250th fastest lap in Formula 1. The next round takes place in two weeks' time in Spain.
"That was fun driving today, although not so much in the first stint when I couldn't get the tyres to work and I didn't have as much grip as I'd expected. We were not quick and the performance was uneven because I damaged the tyres trying to get them up to temperature and then, once they were there, they didn't give the performance I'd expected because, they were damaged. After the pit stop I really got a good pace and I had fun because I felt the car was fully under control and I felt free to push, even if it wasn't enough to put our rivals under pressure. At the restart following the Virtual Safety Car, I set my fastest lap and I managed to get the gap to Verstappen to a second. I think that by then he realised he couldn't attack me and so I was able to drop the pace a bit in the closing laps. Our pace was alright today, but not good enough. The whole team is working to the maximum and so I feel confident. I believe in this team and I know we can improve. We have a good car, but we're not using it in the way to get the results we should be getting. It's like a Rubik's cube where you have to have everything in the right order. We have a lot of clever people in the team who could solve that puzzle in less than two minutes, but in this case the cube is a bit bigger."
"We extracted the most we could have done out of today's race. After the setback in qualifying, I started from P8 on medium tyres. It was a bit tricky in the beginning, because everyone around me was starting on the soft compound while I struggled a little bit to get up to speed. Once I got the tyres up to temperature, I had good grip and the situation improved. We had a strong first stint and were able to gain some positions there. After the pit-stop it became clear that we would not be able to move further up the order, so we decided to stop pushing to save the tyres, pitted for a new set and so I was able to bring home the point for the fastest lap at the end. Overall, it hasn't been the best weekend but our potential was clearly there and I hope that we will have a much better performance at the next GP in Spain again."
"Our performance did not live up to our expectations today. Qualifying had not gone the way we would have wanted and, on this track, grid positions make a big difference, as starting further back makes everything more difficult. In the race, there were no Safety Car periods to take advantage of, which might have played into our hands against our rivals. Sebastian produced a solid performance, always close to the two leaders and he fully deserved to finish on the podium. Charles ran a great race, moving up the order, after losing a few places at the start, because it was harder for him to get his Medium tyres up to temperature than it was for those on the Softs. Today, our pace was not good enough and our rivals were faster. We have to go home, identify the areas where we are weak and push in our way of working, to make more aggressive choices to get back to where we deserve to be."
GRID TALK PODCAST – GET IT FIRST!
Top Formula 1 Articles
The Beginners Guide To Formula 1
How a Formula 1 Internal Combustion Engine Works
How Does A Formula 1 Steering Wheel Work?
The Suspension Of A Formula 1 Car
Formula 1 Brake Systems
How A Formula 1 Race Is Televised
The Logistics Of A Grand Prix
How The Undercut Works In Formula 1
How Long Do Formula 1 Engines Last?
What Fuel Do Formula 1 Cars Use?
How Much Does A Formula 1 Car Cost?
© 2021 F1 Chronicle. All Rights Reserved | Privacy Policy | Sitemap | Podcast | Contact Us | About Us |
Website by Singapore WordPress Developer
Be the first to hear the
Grid Talk Podcast

redpajama_set_name: RedPajamaCommonCrawl


Is there something I've missed? Is there a special long weekend coming up?
The amount of requests we have received this weekend is incredible! Our request page is full of overnights and cat visits and they continue to roll in. I love to see how many people want to use our services, and that they want us to care for their furry family members while gone. It makes my heart warm up. There will be quite a bit of work today for us to make sure everyone's requests are accommodated and that they get their preferred sitter.
As per what is going on with our staff.. Ella's knee is still hurting.. I'm not sure yet how that will affect her schedule next week but I'll probably know today so that we can get her walks covered again. I still need to hear from Michelle in regards to her concussion, I hope she is feeling better!
Elisha & Maddy, the two new young woman on the team started with their first few dog walks and cat visits this week and they are doing great! They both also had the chance to experience their first meet&greet as well!! Yay!


In case of an emergency, you need to be able to get help. This survival tool offers all you can get without a cell phone. It includes a mirror, a whistle, signal mirror, lanyard, and a waterproof storage compartment for matches, so that you can stay warm in an emergency. Keep it in your car, backpack, or purse, because it is better to be safe than sorry.


SITTING down over cappuccino one afternoon, three members of the Winnipeg Library Foundation came up with an ingenious idea to raise money for its millennium expansion plan.
Throw a party in Toronto, they said, invite former Winnipeggers and business leaders who have connections with the city, and appeal to their loyalty to help fund the $25-million library project.
And so was born "Gerry's Party" – an after-hours shmooz-fest hosted Saturday by two ex-Winnipeggers, Gerry Schwartz of Onex Corp., who couldn't make it to the soiree in the end, and Charlie Coffey, an executive vice-president with the Royal Bank.
Inviting the guests to attend a performance of Larry's Party, a musical based on a novel by former Winnipeg writer Carol Shields, was a natural fit, said Todd Pennell, executive director of the library foundation, who was one of those brainstorming in the cafeteria that day with city businessmen Joe Bova and Bruce Robinson.
They found sponsors to pay for the tickets and the post-play reception. The only cost to the foundation was Pennell's airline tickets and expenses.
And the foundation needs all the money it can get in its efforts to bring Winnipeg's library system into the 21st century.
Compared to other Canadian cities – many of which have already built new libraries or expanded the ones they have – Winnipeg is trailing woefully behind, said Pennell.
The library, built in 1972, doesn't have nearly enough materials nor computer workstations for a city of this size.
As an example, the main library in Bridgewater, N.S., a town about 7,300 people, has 125 computers with Internet access. Winnipeg's main branch has a paltry 20.
"One out of every two people going into the library today cannot find the book that they want or must order it from another branch," said Pennell, and that's placing a tremendous burden on already stressed library branches.
In 1999, 143,015 pieces of material – books, videos, audio tapes, etc. – were sent to the branches from the main library. In return, the branches sent 279,804 items to the main library.
"The usage is increasing at Centennial and it's sucking the books out of the branches," said Pennell. And that's not all.
On a per capita basis, Winnipeg's library ranks 31st in a list of 50 Canadian cities in terms of overall spending, a dismal 46th in terms of hours of operation, 37th in visits per capita and 34th in circulation.
Libraries in Regina and Saskatoon – cities about one-third the size of Winnipeg – also outrank Winnipeg's library system.
The foundation hopes to add 250,000 books, 100 computer work stations, and an expansion of the children's collection.
Launched in October 1999, the fund-raising campaign has so far raised $9.6-million -- $5-million from the city and the rest from private donors.
As soon as they have the whole $25 million in the bank, said Pennell, they'll start the ball rolling, hopefully as early as this year.
For Pennell, it can't come soon enough.


text:
MusicVidFest 2015 Round-Up 3: Post Production Masterclass, "Let's Make Lots Of Money!" and 'Question Time'
Luke Bather - 30th Nov 2015
The final part of our round-up of MusicVidFest, the all-day music video conference held at BFI Southbank earlier this month, starts with the session that focussed on the importance of music videos and YouTube in how people consume music, and offered intriguing information about viewing trends, and indeed, the whole purpose of the music video.
There was also a inspirational mastercalss on post production in music videos, and with a view to the future of music videos, influential people from each sector of the industry - including artist and now director Roisin Murphy (above right, talking with panel moderator Eliza Williams) - took part in Question Time, the final session of the day.
It had all started with Dougal Wilson and treatment-writing, followed by Mike O'Keefe's keynote speech, a cinematography masterclass and a look at future tech and videos. Find out more about those sessions here and here. Photos by Ben Meadows
Session 6: "Let's Make Lots of Money! The Power of Music Video"
Tim Mulligan - MIDiA
Panellists:
Matt Dicks - AEI Media/UKF
Matt Riley - AWAL - Kobals Label Services
Caroline Bottomley - Radar Music Videos
Tim Mulligan of MIDiA presented his company's research findings in terms of audience engagement with some cold, hard and sometimes surprising statistics.
Starting with something that seems to go without saying in the current climate - YouTube, Vevo and music videos are almost inseparable, and fans want to engage with music videos on those platforms. The majority of billion-view videos on YouTube are music videos, making music videos 44% more popular than streaming services.
44% of music video consumption is done by people under the age of 35 - and using these numbers we've got to really rethink the role of the music video. No longer can it simply be seen as a promotional tool for encouraging people to buy the single - for more and more people now music videos are the best way for them to consume music, making the video a commodity in its own right.
Discussions centred around ways to use peripheral content (such as behind the scenes features) as extra levels of engagement and monetisation. Understanding of content and marketing is now "imperative" for directors who want to make a living from their art.
When the floor was opened up to questions, thinsg got lively as the subject of revenue-sharing was raised. On that issue, the panellists agreed that there's no clear solution in sight. But it's good to know we're all thinking about it.
Session 7: Post Production Visual Effects Session
Christopher Watson-Wood - Ruffian Post
Kai Van Beers - MPC
Ninian Doff - Director
Vania Heymann - Director
Thom Trigger - Rushes
In a showcase of incredible talent from directors, VFX artists and post production houses there was a big standout piece that stunned both the crowd and the panel. Vania Heymann's video for Roy Kafri's song Mayokero was a self-shot DIY video done almost entirely by the director himself. Vania even brought along an accompanying VFX Breakdown video that showed some of the methodology behind the video (which combines practical effects and digital effects). This, in turn, had moderator Thom Trigger a little lost for words, as prior to this he was ready to make a point about VFX being an essential team effort.
For the most part that's still completely true - not every director happens to be a magician in post production too, and there's some true VFX artistry on display here from the likes of Ruffian Post, who worked tirelessly using a video game engine to create a world in which Darwin Deez could be the world's worst boyfriend.
There was also a lot of discussion around a director's process when working with VFX in mind - which is something that a lot of new directors with limited post production experience would find invaluable.
Session 8: The Future of Music Video: Question Time
Dan Curwin - Atlantic Records
James Hackett - Virgin EMI
Jamie Clark - My Accomplice
Róisín Murphy - Artist & Director
Sing J. Lee - Director
Eliza Williams - Creative Review
For the final panel of the day, the room took a look into the future and opened up questions to the audience.
The idea of artists directing their own videos was something that was discussed in depth. Róisín Murphy is one of many artists now venturing into directing their own videos, and she delivered plenty of insight into how she felt frustrated with ideas that were coming her way from other directors, who didn't quite understand her work.
Representation of artists was a topic again discussed at length - on the one hand people argued that female artist/directors like Róisín Murphy and FKA Twigs now had more power over how they were represented in the medium, which is only ever a good thing – as evidenced by the video output from both artists. But on the other hand the audience asked whether responsibility for such representation should fall on the artist, or whether it should fall on the directors, producers and commissioners.
After much back and forth and no clear answers, the discussion moved onto the next bone of contention: money. That very familiar ghost that is revenue-share came back under discussion for a second time, and Virgin commissioner James Hackett pointed out that could lead to a conundrum of knowing who 'earned' the money. If a music video hits 10 million views on YouTube, is that because of the song or the video?
It's the promo equivalent of "if a tree falls in the woods and there's nobody around to hear it, does it make a sound?" All was looking a little bleak as we were rounding off the day, until one question from the crowd that came from a university lecturer who brought along his students. He asked should they just stop what they're doing now, because it all seemed a little hopeless and suddenly the panel was alive with a resounding chorus of "No! Don't stop!" and every single person reiterated that the industry is full of amazing, creative people and that's something that absolutely needs to carry on.
All in all, MusicVidFest was a resounding success. In a series of talks, the attendees (from all levels inside and outside the industry) were given inspiration, they questioned all manner of subjects, looked upon the world in which they work from a brand new perspective and learned so much. Truly an indispensable event that can only grow stronger as people appreciate the insight it provides.
MusicVidFest 2015 Round-Up 2: Cinematography Masterclass, VR Technology and Mike O'Keefe's Keynote
UKMVA winner Sarah Tognazzi joins BOLD
Duñe X Crayon ft. Ichon 'Pointless' by Alice Kong
Alice Kong explores a man's surreal addiction in her video for Pointless. In the world of this visual, Kong sublimates the rose flower into an addictive and dangerous new currency - …
Rob Ulitski - 8 hours ago
Ashnikko 'Working Bitch' by Jocelyn Anquetil
Jocelyn Anquetil creates an alien-cowgirl fantasy for Ashnikko's uncensored female empowerment anthem Working Bitch.
Devon Gilfillian 'Unchained' by Clara Aranovich
Clara Aranovich's video for Devon Gilfillian's Unchained stars Devon's younger brother, Ryan, who was rendered paralyzed from the waist down after a car accident at age 17.
Promonews - 4 hours ago
Future ft. Drake 'Life Is Good' by Director X
Director X turns rap superstars Drake and Future into co-workers of more humble persuasions in the video for Life Is Good.
Director X turns rap superstars Drake and Future into co-workers of more humble persuasions in the …
Clara Aranovich's video for Devon Gilfillian's Unchained stars Devon's younger brother, Ryan, …
Jocelyn Anquetil creates an alien-cowgirl fantasy for Ashnikko's uncensored female …
Alice Kong explores a man's surreal addiction in her video for Pointless. In the world …
Lauren Auder 'June 14th' by Will Reid
Lauren Auder dazzles in Will Reid's video for June 14th, performing a dramatised internal …
Rob Ulitski - 1 day ago
Twin Atlantic 'Barcelona' by Klaas Diersmann
Klaas Diersmann tells a supernatural-edged love story set in spectacular Irish landscapes for …
Promonews - 1 day ago


This week I had a very close call. I did a wing suit flight with my friend Mirko and after break off I went to deploy my parachute. After nothing happened I reached back and deployed the main parachute by hand. I waited a few seconds more and still nothing. I had a pilot chute in tow, which I converted into a bag lock by pulling the pin and bag off my back. After nothing happened I went through my emergency procedures. When I pulled my cut away handle I stuck my right wing out, which put me on my back. I deployed my reserve almost simultaneously. I feel I made the correct decision to pull my pin and release my main parachute. However, if this happens to anyone or me again, I will do two things differently. One, I will cut away toward my crotch so my wing doesn't inflate and put me on my back. Two, I will wait for the main canopy to clear its self before I deploy my reserve. On my next wing suit flight I will go through a practice sequence which simulates this malfunction. All of the things we have learned in skydiving have come from mistakes that sometimes resulted in much worse circumstances. I got very lucky. Its best to learn from other peoples mistakes then try to learn everything on your own. A informative community gives you the best chance of survival in this vertical adventure.


text:
Q: src/greenlet/greenlet.h:42:5: error: unknown type name 'CFrame' What does this mean? How do I fix it?
            gcc -pthread -Wsign-compare -DNDEBUG -g -fwrapv -O3 -Wall -fPIC -I/home/jm/pycharm_projects/circus/venv_3_11_dev/include -I/home/jm/.pyenv/versions/3.11-dev/include/python3.11 -c src/greenlet/greenlet.c -o build/temp.linux-x86_64-3.11/src/greenlet/greenlet.o
            In file included from src/greenlet/greenlet.c:11:
            src/greenlet/greenlet.h:42:5: error: unknown type name 'CFrame'
               42 |     CFrame* cframe;
                  |     ^~~~~~
            src/greenlet/greenlet.c: In function 'green_clear_exc':
            src/greenlet/greenlet.c:173:17: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
              173 |     g->exc_state.exc_type = NULL;
                  |                 ^
            src/greenlet/greenlet.c:175:17: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
              175 |     g->exc_state.exc_traceback = NULL;
                  |                 ^
            src/greenlet/greenlet.c: In function 'g_switchstack':
            src/greenlet/greenlet.c:528:44: error: 'PyThreadState' {aka 'struct _ts'} has no member named 'recursion_depth'; did you mean 'recursion_limit'?
              528 |         current->recursion_depth = tstate->recursion_depth;
                  |                                            ^~~~~~~~~~~~~~~
                  |                                            recursion_limit
            src/greenlet/greenlet.c:529:38: error: 'PyThreadState' {aka 'struct _ts'} has no member named 'frame'; did you mean 'cframe'?
              529 |         current->top_frame = tstate->frame;
                  |                                      ^~~~~
                  |                                      cframe
            src/greenlet/greenlet.c:552:25: warning: assignment to 'int *' from incompatible pointer type '_PyCFrame *' {aka 'struct _PyCFrame *'} [-Wincompatible-pointer-types]
              552 |         current->cframe = tstate->cframe;
                  |                         ^
            src/greenlet/greenlet.c:577:17: error: 'PyThreadState' {aka 'struct _ts'} has no member named 'recursion_depth'; did you mean 'recursion_limit'?
              577 |         tstate->recursion_depth = target->recursion_depth;
                  |                 ^~~~~~~~~~~~~~~
                  |                 recursion_limit
            src/greenlet/greenlet.c:578:17: error: 'PyThreadState' {aka 'struct _ts'} has no member named 'frame'; did you mean 'cframe'?
              578 |         tstate->frame = target->top_frame;
                  |                 ^~~~~
                  |                 cframe
            src/greenlet/greenlet.c:601:24: warning: assignment to '_PyCFrame *' {aka 'struct _PyCFrame *'} from incompatible pointer type 'int *' [-Wincompatible-pointer-types]
              601 |         tstate->cframe = target->cframe;
                  |                        ^
            src/greenlet/greenlet.c: In function 'g_initialstub':
            src/greenlet/greenlet.c:813:5: error: unknown type name 'CFrame'
              813 |     CFrame trace_info;
                  |     ^~~~~~
            src/greenlet/greenlet.c:857:18: error: incompatible types when assigning to type 'int' from type '_PyCFrame' {aka 'struct _PyCFrame'}
              857 |     trace_info = *PyThreadState_GET()->cframe;
                  |                  ^
            src/greenlet/greenlet.c:864:17: error: request for member 'previous' in something not a structure or union
              864 |     self->cframe->previous = &PyThreadState_GET()->root_cframe;
                  |                 ^~
            src/greenlet/greenlet.c:878:50: error: 'PyThreadState' {aka 'struct _ts'} has no member named 'recursion_depth'; did you mean 'recursion_limit'?
              878 |     self->recursion_depth = PyThreadState_GET()->recursion_depth;
                  |                                                  ^~~~~~~~~~~~~~~
                  |                                                  recursion_limit
            src/greenlet/greenlet.c: In function 'green_new':
            src/greenlet/greenlet.c:1018:34: warning: assignment to 'int *' from incompatible pointer type '_PyCFrame *' {aka 'struct _PyCFrame *'} [-Wincompatible-pointer-types]
             1018 |         ((PyGreenlet*)o)->cframe = &PyThreadState_GET()->root_cframe;
                  |                                  ^
            In file included from /home/jm/.pyenv/versions/3.11-dev/include/python3.11/Python.h:45,
                             from src/greenlet/greenlet.h:8,
                             from src/greenlet/greenlet.c:11:
            src/greenlet/greenlet.c: In function 'green_traverse':
            src/greenlet/greenlet.c:1124:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1124 |     Py_VISIT(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/objimpl.h:199:13: note: in definition of macro 'Py_VISIT'
              199 |         if (op) {                                                       \
                  |             ^~
            In file included from /home/jm/.pyenv/versions/3.11-dev/include/python3.11/Python.h:44,
                             from src/greenlet/greenlet.h:8,
                             from src/greenlet/greenlet.c:11:
            src/greenlet/greenlet.c:1124:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1124 |     Py_VISIT(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1124:5: note: in expansion of macro 'Py_VISIT'
             1124 |     Py_VISIT(self->exc_state.exc_type);
                  |     ^~~~~~~~
            In file included from /home/jm/.pyenv/versions/3.11-dev/include/python3.11/Python.h:45,
                             from src/greenlet/greenlet.h:8,
                             from src/greenlet/greenlet.c:11:
            src/greenlet/greenlet.c:1126:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1126 |     Py_VISIT(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/objimpl.h:199:13: note: in definition of macro 'Py_VISIT'
              199 |         if (op) {                                                       \
                  |             ^~
            In file included from /home/jm/.pyenv/versions/3.11-dev/include/python3.11/Python.h:44,
                             from src/greenlet/greenlet.h:8,
                             from src/greenlet/greenlet.c:11:
            src/greenlet/greenlet.c:1126:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1126 |     Py_VISIT(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1126:5: note: in expansion of macro 'Py_VISIT'
             1126 |     Py_VISIT(self->exc_state.exc_traceback);
                  |     ^~~~~~~~
            src/greenlet/greenlet.c: In function 'green_clear':
            src/greenlet/greenlet.c:1162:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1162 |     Py_CLEAR(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1162:5: note: in expansion of macro 'Py_CLEAR'
             1162 |     Py_CLEAR(self->exc_state.exc_type);
                  |     ^~~~~~~~
            src/greenlet/greenlet.c:1162:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1162 |     Py_CLEAR(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:561:14: note: in definition of macro 'Py_CLEAR'
              561 |             (op) = NULL;                        \
                  |              ^~
            src/greenlet/greenlet.c:1164:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1164 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1164:5: note: in expansion of macro 'Py_CLEAR'
             1164 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |     ^~~~~~~~
            src/greenlet/greenlet.c:1164:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1164 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:561:14: note: in definition of macro 'Py_CLEAR'
              561 |             (op) = NULL;                        \
                  |              ^~
            src/greenlet/greenlet.c: In function 'green_dealloc':
            src/greenlet/greenlet.c:1256:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1256 |     Py_CLEAR(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1256:5: note: in expansion of macro 'Py_CLEAR'
             1256 |     Py_CLEAR(self->exc_state.exc_type);
                  |     ^~~~~~~~
            src/greenlet/greenlet.c:1256:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_type'
             1256 |     Py_CLEAR(self->exc_state.exc_type);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:561:14: note: in definition of macro 'Py_CLEAR'
              561 |             (op) = NULL;                        \
                  |              ^~
            src/greenlet/greenlet.c:1258:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1258 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:107:41: note: in definition of macro '_PyObject_CAST'
              107 | #define _PyObject_CAST(op) ((PyObject*)(op))
                  |                                         ^~
            src/greenlet/greenlet.c:1258:5: note: in expansion of macro 'Py_CLEAR'
             1258 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |     ^~~~~~~~
            src/greenlet/greenlet.c:1258:29: error: '_PyErr_StackItem' {aka 'struct _err_stackitem'} has no member named 'exc_traceback'
             1258 |     Py_CLEAR(self->exc_state.exc_traceback);
                  |                             ^
            /home/jm/.pyenv/versions/3.11-dev/include/python3.11/object.h:561:14: note: in definition of macro 'Py_CLEAR'
              561 |             (op) = NULL;                        \
                  |              ^~
            src/greenlet/greenlet.c: In function 'PyGreenlet_New':
            src/greenlet/greenlet.c:1777:15: warning: assignment to 'int *' from incompatible pointer type '_PyCFrame *' {aka 'struct _PyCFrame *'} [-Wincompatible-pointer-types]
             1777 |     g->cframe = &PyThreadState_GET()->root_cframe;
                  |               ^
            error: command '/usr/bin/gcc' failed with exit code 1
            [end of output]

Version info:

*

*ubuntu 20.04

*python 3.11-dev

Looks related:

*

*https://developer.roblox.com/en-us/api-reference/datatype/CFrame

A: To make @jmunsch answer more clear. Check that your pip version is the latest possible. After that, to install a py3.11-compatible greenlet, use:
$ pip3.11 install greenlet==2.0.0a2

Do note this is an alpha version.
I personally ran into this problem while trying to pip install sqlalchemy. The solution for me was to run the above command to install greenlet first before installing sqlalchemy. (pip install sqlalchemy resolves to install the incompatible versions of greenlet).

A: Looks like there was an issue between versions:

*

*https://github.com/python-greenlet/greenlet/issues/295#issuecomment-1078891696

Versions of greenlet prior to 2.0a2 (released yesterday) do not work with Python 3.11a6.

However it also appears that 2.0.a2 of greenlet was released the day after surfacing the issue.
Thanks @jamadden

redpajama_set_name: RedPajamaStackExchange


I have a dream… that one day schools will deliver meaningful, global, vocational education and training experiences. I have a dream that one day governments and businesses internationally will collaborate with schools to allow our young people to educationally and professionally advance their contribution to world-wide economic growth. Regardless of the country, organisations and governing bodies encounter a conundrum: increasing levels of youth unemployment and young job seekers with inadequate job skills. How can governments and businesses worldwide successfully transition the younger generation from education to employment? This is not global breaking news and unfortunately, there is not a quick fix solution. Many young people around the world, especially the disadvantaged, are leaving school without the skills they need to thrive in society and to find employment. As well as thwarting young people's hopes, these education failures are jeopardizing equitable economic growth and social cohesion, and preventing many countries from reaping the potential human capital that lies latent in our youth. Technical and vocational education and training (TVET) seeks to provide an opportunity for our youth to obtain knowledge through the study of technologies, linked disciplines and the acquisition of practical skills, attitudes, work-related understanding and knowledge in different areas of economic contribution. TVET includes technical education, vocational education, vocational training, on-the-job training, traineeship and apprenticeship training as well as a combination of the mentioned. Today, I will briefly look at the background and methodology of this sector. I will then discuss why systemic changes are required in TVET education in schools and share my dream. This dream will transform schools into meaningful, global, vocational education and training experiences where governments and businesses internationally collaborate to allow our young people to professionally advance through making a significant and meaningful contribution to world-wide economic growth.
The Council of Australian Governments (COAG) has established collective strategic frameworks that guide government action on schooling and vocational education and training (VET) across Australia. Raising productivity is the key outcome for COAG (2012). COAG (2012) recognises that developing an effective and efficient workforce in these sectors is crucial to accomplishing the desired outcome. Students' VET expectations and perceptions are largely influenced by the knowledge and skills of their teachers and trainers, their peers, the equipment used and the students' exposure to the applicability of the learning to the wider community. Therefore, it is imperative that VET students are given the opportunity and experience to learn in an environment that is rich in diversity to equip them to effectively contribute in the workplace in a diverse world. This is the great challenge facing VET in the school context.
The methodology that I have adopted is the application of an understanding of the literature to my experience. This synthesis has enabled me to develop an innovative approach to VET within the school environment that is linked with the global world. The literature on learning is extensive and covers a vast array of viewpoints. Depending upon the ideological position of the researcher or educational commentator, differing elements are emphasised. The range of elements, by no means exhaustive, include knowledge or skills acquisition (Bloom, 1956) cognition (Gagné, 1985), adult learning (Brookfield, 1986; Candy, 1991; Merriam, 2001; Mezirow, 1994), learning for intrinsic reasons (Fauré; 1972), learning as an individual of a community (Wenger, 1998) and learning and re-learning for personal identity (Falk & Kilpatrick, 2000). It is possible to integrate this wide range of learning perspectives within the VET programme.
Sondergaard and Murthi, 2012). Within Australia, research by the Australian Bureau of Statistics (2011) found that male Aboriginal and Torres Strait Islander students who had been involved in VET in schools were more likely to complete Year 12. Students involved in VET programmes were more engaged and had improved vocational outcomes than those not involved in VET programmes (Australian Bureau of Statistics, 2011). This suggests that an effective VET programme can have a significant impact on improving the social wellbeing of the student (Balatti and Falk, 2002).
In the context of the role that meaningful work plays in the shaping of one's personal identity as an individual and within a wider social context, there are seven key influences from the individual's viewpoint that contribute to the successful outcomes of any VET programme. These are: (1) the individual's condition; (2) the individual's emotional status; (3) the individual's employment attitudes; (4) the individual's work-ready skills; (5) the individual's qualifications, education and training; (6) the individual's work related experience; and (7) the individual's attitude to their career. These elements need to be understood in order to achieve the intrinsic and extrinsic outcomes that can arise from involvement in a VET programme (Copps and Plimmer, 2013).
VET programmes are more than just the creation of human capital. They can develop social capital (Coleman, 1988 Falk and Kilpatrick, 2000). Effective VET programmes foster participation and engagement (Billett, 2002). They are about providing vocational progression through self-awareness and achievement grounded in meaningful work (Hartung, 2013; Hodgson and Spours, 2010). Shortterm VET experiences that are not grounded in the life span of the individual are limited in their effectiveness (Kammermann and Hättich, 2011; Newhouse and Suryadarma, 2011). Long-term VET programmes can be highly effective in the positive development of the individual (Klotz, Billett and Winther, 2014).
The implementation of VET programmes can be demanding. The importance of commitment and the challenge of gaining this commitment from employers to a VET programme can be highly demanding (Dustman and Schonberg, 2012). Current VET programmes and approaches are often highly restrictive due to contextual and resource limits (Thompson, 2010). They are often developed as an add-on to the school curriculum without any real integration.
There is little doubt that education needs a transformation if learning is to remain relevant for a large number of our young people. A report by UNESCO advances the need for a globalised orientation of education founded in international co-operation and assistance (Faure, 1972; United Nations Educational, Scientific and Cultural Organization, 2012). Innovative VET programmes must be a part of this transformation (Rauner and Smith, 2010; Turner and Lapan, 2013).
Why are changes required in the education system? Firstly, in our fast pace of life, there seems to be an educational shift to shorten the duration of vocational education and degrees and this is actually devaluing education rather than promoting it. A reputable Australian Institution advertises daily that people can complete three fully accredited Post-Graduate Business Qualifications (including an MBA) in 12 months while working! In my way of thinking, this devalues education and makes a mockery of higher education. This is not part of my dream for education; it is becoming a nightmare. Why are people and governments attracted to a fast and furious way of learning? While it might be advantageous to list these "qualifications" on your resume, I question the validity of them and the true usefulness of them in a practical world. In fact, if I was interviewing a person who had completed three fully accredited Post-Graduate Business Qualifications (including an MBA) in 12 months while working, I would be highly suspicious and question other aspects of their resume. To me, this is a deterrent. I certainly understand that the sooner a person completes their studies, the sooner they can earn money and contribute to the economy of the country. However, I cannot understand how some VET and higher educational providers can continually shorten the duration of their courses and still claim to deliver quality and meaningful education to students who are expected to implement their learning in the real world.
Secondly, not all people want to embark on a particular path of study but feel pressure to do so; pressure can come from parents, family, schools, teachers, peers, society and perhaps cultural obligation. Perhaps the student does not possess the capability to complete this course of study and resort to employing someone to assist with the assignments. All too often schools and colleges are requiring students to complete VET courses for the educational institution's reputation rather than for the student's career pathway. This method of educating devalues vocational education itself and can detract from the appeal of learning. Furthermore completing VET course for the sake of it, creates an academic-vocational divide with the view that vocational education is a quick fix to gainful employment rather than a meaningful learning experience that will take the student to a career path of their choice. Educational institutions that participate in this practice are doing themselves a dis-service as well as potentially steering the student in the wrong career direction.
School-based VET students usually commence VET studies in Year 11. By this stage of schooling, some students are disengaged with school and seek alternative options that do not usually involve completion of a course that will lead them to a stable career and income. Students' engagement in securing gainful employment and job-related learning are essential for developing their capability and employment pathways. People who are in full-time employment, full-time study, or a combination of part-time work and part-time study are considered fully engaged (Australian Bureau of Statistics, 2014). In my practice, young people who are fully engaged are at less risk of an insecure employment future and seem less likely to personally suffer from general anxiety. Furthermore according to the Australian Bureau of Statistics (2014), 'students who did not go on to higher education and participated in VET in Schools were more likely to be employed full time five years after doing Year 11'. Also reported in this group was the 'level of full-time employment for males five years after Year 11 had increased from 63% to 66% for the sub-population that did VET in Schools while females had increased from 46% to 49%' (Australian Bureau of Statistics, 2014). There is no doubt in my mind that these figures from the ABS could be increased if the VET system in schools was changed to encompass and incorporate VET that is truly targeted to the student and embedded in the secondary education curriculum. Therefore, it is important for students' engagement that they are encouraged to participate in VET early in their secondary schooling for the development of their capabilities and lasting employment pathways.
Transforming VET in schools will be no easy feat but I believe vast changes need to be implemented in order for my dream for education to come to fruition. My vision for meaningful, global, vocational education and training experiences consists firstly of having a 4 year embedded VET studies to commence in Year 9 and to be completed in Year 12; secondly schools to become entrepreneurial with their students; and thirdly schools to collaborate internationally for Year 12 VET students to learn VET with an international focus. This three-point model considers the seven sets of influences that are contributed to successful job outcomes. To move forward from its conception, several considerations are crucial for this dream to become a reality. There would need to be an overall change of mindset and change of pedagogy.
The first point of my vision is to introduce a 4-year embedded VET studies to secondary students who would commence in Year 9 and would be completed at the end of Year 12. In the education vision I am proposing, the decision of matching a course to a Year 9 student would not be taken lightly. It is envisaged that students would be screened through interviews and assessments to ascertain the particular VET sector or sectors to which they are most suited. Opportunities arise at schools where students are offered VET course at school because there is a vacancy in that course not because the student is suited to the course or indeed has an interest or a desire to work in that particular VET sector. Once again, this method of VET selection and student/course fit devalues VET studies and can create a wider gap between the student, student learning and the career path pertaining to that VET sector. Additionally, the students would have VET studies counselling by wellinformed professionals to avoid students from completing unrelated certificates that would result in a confused direction for their career path. Rather than the current trend to streamline courses that condenses them so much that underpinning knowledge and scaffolding of information is often omitted, the inclusion of broader and more in-depth content of the VET course would truly add value to VET studies in schools. A consultation process between government bodies, industry authorities and professional people in the VET sectors would be conducted to determine how VET studies in schools can be enriched to include some of the much needed information, content and practice that has been omitted in some of the condensed versions of VET courses that are being currently delivered to VET students. With the inclusion of broader as well as more in-depth content in VET courses, students are more likely to have a deeper understanding of knowledge in their chosen field. Therefore the students would be more likely to transfer that knowledge into the workplace to experience successful job outcomes. A 4-year embedded VET studies to secondary students who would commence in Year 9 and would be completed in Year 12 would increase the individual's emotional status, the individual's employment attitudes, the individual's work-ready skills, the individual's qualifications, education and training and the individual's attitude to their career.
My second point is that schools need to become more entrepreneurial with their students. Schools have the capacity to provide many opportunities for students to participate in VET studies and work in the selected VET areas of study within the school community. It is unique as secondary schools are one of the few areas where students could be exposed to the majority of VET study sectors without necessarily leaving the school environment thus providing a safe learning and working environment. It takes a total change of mindset by government and industry bodies, all school staff, parent and guardians, the students and the school community. Students would be more likely to take ownership of their VET learning if they perceived it as an ongoing daily valuable and practical contribution to the workplace. Schools are businesses and by using innovative business savvy, VET studies can be embedded into the business management of the school. Think about the VET sectors that apply to a school. The VET students could: assist in the school's business administration; install, program and maintain the school's technology; build and maintain the school's website; the cater for the school's tuckshop/canteen; cater for school functions and events; manage the school's tuckshop; supply sustainable produce to the school's catering ventures; landscape the school's gardens; maintain the school grounds; maintain and complete construction projects which would include plumbing, carpentry, painting and bricklaying. Each of these areas would be discrete, profit centres to teach business acumen to VET students. This list is only the beginning of the innovative and entrepreneurial ways that secondary schools can incorporate VET students' studies to transform schools into meaningful, vocational education and training experiences to allow our young people to professionally advance through their contribution to economic growth of the school community. This entrepreneurial approach to VET studies would transfer to successful job outcomes through the student's conditions; the student's emotional status; the student's employment attitudes; the student's work-ready skills; the student's qualifications, education and training; the student's work related experience; and the students' attitude to their career.
My last point of my vision is for schools to internationally collaborate for Year 12 VET students to learn VET with an international focus. Under my vision, Year 12 students would have already completed three years of the four-year VET course so would meet the challenge of learning from and communicating with international VET students, international VET staff and international business people. People with degrees have more of an opportunity to work internationally than vocationally trained people. We need to break down the barrier to the academic-vocational divide by transforming schools into international vocational education bodies rather than only a local community focus to allow the international stage to recognize and embrace the value of VET students in the same manner as people with degrees. In this technological age of Skype and the like, virtual classrooms, webinars, video conferencing, attending video conferences and the many other technologies unlisted and undiscovered, teaching VET with an international focus is both feasible and viable. This international approach to VET studies would contribute to successful job outcomes through the conditions; emotional status; employment attitudes; international work-ready skills; the student's qualifications, education and training that would be accepted internationally; the student's work related experience; and the students' attitude to their career that could be potentially international.
I am not naïve in that I am fully aware that this vision will not happen overnight and will be met with road-blocks along the journey. There is much to be done as I have mentioned. For my vision to become a reality, strategic thinking and planning among a collaboration of educational institutions (secondary, tertiary), governments, industry bodies, organisations/businesses with an international focus and professional experts needs to take place. Systemic changes are required in TVET education in schools due to our fast pace of life where there seems to be an educational shift to shorten the duration of vocational education which is actually devaluing education rather than promoting it. Essentially students would commence their VET studies in Year 9 at the age of 14 rather than the current system where most schools commence VET students' VET studies when they are in Year 11. The students would be thoroughly guided and counseled prior to programme commencement to ensure a correct fit to match the student and to the VET programme. In the four years until they complete Year 12, the students would be trained with a local entrepreneurial focus in the safe environment of the school as well as an international focus in their chosen area of study while they are in their fourth year of the VET programme. This three-point model considers the seven sets of influences that are contributed to successful job outcomes. The seven key influences from an individual's viewpoint that contribute to the successful outcomes of any VET programme are met using my vision. These elements will achieve the intrinsic and extrinsic outcomes from the involvement in this proposed VET programme.
To move forward from its conception, several considerations are crucial for this dream to become a reality. There would need to be an overall change of mindset and change of pedagogy. Furthermore, government, industry and corporation collaboration for student sponsorship would provide the muchneeded resources to change the future of VET studies in schools. My dream is that one day schools will deliver meaningful, global, vocational education and training experiences and governments and businesses internationally will collaborate to allow our young people to educationally and professionally advance their contribution to world-wide economic growth. My dream is also that I live long enough to witness this meaningful VET experience.
Anlezark, A., Karmel, T. & Ong, K. (2006). Have school vocational education and training programs been successful? Adelaide: National Centre for Vocational Education Research.Retrieved from www.ncver.edu.au.
Australian Bureau of Statistics (ABS). (2014). Outcomes from Vocational Education and Training in Schools, experimental estimates, Australia, 2006-2011. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4260.0?OpenDocument.
Balatti, J. & Falk, I. (2002). Socioeconomic Contributions of Adult Learning to Community: A social capital perspective. Adult Education Quarterly, 52(4), 281-298.
Billett, S. (2002). Workplace pedagogic practices: Co-participation and learning. British Journal of Educational Studies, 50(4), 457-481.
Bloom, B. (1956). Taxonomy of Educational Objectives, Book 1, Cognitive Domain. UK: Longman.
Candy, P. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. California: Jossey-Bass.
Copps, J. & Plimmer, D. (2013). Inspiring impact : the journey to employment. A guide to understanding and measuring what matters for young people. London: New Philanthropy Capital (NPC). Retrieved from http://www.thinknpc.org/publications/the-journey-to employment/inspiring-employability- final-for-web/?post-parent=7805.
Council of Australian Governments. (2012). Education in Australia 2012: Five years of performance, Chapter 4 – Leaving school. Canberra: COAG Reform Council. Retrieved from www.coag.gov.au.
Dustmann, C. & Schönberg, U. 2012. What Makes Firm-Based Vocational Training Schemes Successful? The Role of Commitment. American Economic Journal: Applied Economics, 4(2), 36-61.
Falk, I. & Kilpatrick, S. (2000). What is social capital? A study of rural communities". Sociologia Ruralis 40(1), 87-110.
Fauré, E. (1972). Learning to be: The world of education today and tomorrow, Paris: UNESCO.
Gagné, E. (1985). The cognitive psychology of school learning. Canada: Little Brown & Co.
Hall, D., Raffo, C. (2004). Re-engaging 14-16-year-olds with their schooling through work-related learning, Journal of Vocational Education and Training, 56 (1), 69–80.
Hodgson, A. & Spours, K. (2010). Vocational qualifications and progression to higher education: the case of the 14–19 diplomas in the English system. Journal of Education and Work, 23(2), 95–110.
Jones, T. (2013). Through the lens of home-educated children: engagement in education. Educational Psychology in Practice: theory, research and practice in educational psychology, 29 (2), 107–121.
Kammermann, M. & Hättich, A. (2011). Two-year apprenticeships – a successful model of training? Journal of Vocational Education and Training,63(3),377-396.
Merriam, S. (2001). The new update on adult learning theory. New Directions for Adult and Continuing Education, San Francisco: Jossey-Bass.
Rauner, F. & Smith, E. (2010). Rediscovering Apprenticeship. Research Findings of the International Network on Innovative Apprenticeship (INAP). London: Springer.
Sondergaard, L. & Murthi, M. (2012). Skills, Not Just Diplomas- Managing Education for Results in Eastern Europe and Central Asia. Washington: World Bank.
United Nations Educational, Scientific and Cultural Organization. (2012). Youth and skills: Putting education to work. Education for All Global Monitoring Report 2012. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0021/002180/218003e.pdf.


text:
module.exports = {
    '@tags': ['login', 'kitchen'],

  'Demo test ' : function (browser) {
    browser
      .url('http://localhost:10000')
      .pause(5000)
      .waitForElementVisible('body', 1000)
      .click('div[id=login]')
      .setValue('input[id=email]', 'TestKitchen' )
      .setValue('input[id=pass]', 'test123')
      .click('button[id=loginBut]')
      .waitForElementVisible('body', 500)
      browser.expect.element('#OrderandCooked').to.be.visible;
      browser.end();
  }

};

redpajama_set_name: RedPajamaGithub


text:
Aizu
Aizu Bukeyashiki
Large, reconstructed samurai mansion
•••Recommended
#2 of 10 most visited in Aizu
Add to list Want to goBeen there
Gate of the Samurai Residence
The Aizu samurai residence (会津武家屋敷, Aizu Bukeyashiki) served as the quarters of the region's most important and highest ranked samurai, as well as his family, employees, and servants. The original complex was burnt down during the Boshin War in 1868, but has since been reconstructed and furnished to replicate its appearance in the Edo Period.
Because of the prestige of the samurai and the size of his retinue, the samurai residence is quite expansive. There are dozens of different rooms and sections, including gardens, guest rooms, a tea house, an archery range and a rice mill. Inside many of the rooms there are mannequins of the former inhabitants portraying either typical scenes of daily life or dramatic historical events.
Getting there and around
The Aizu Loop Bus stops at "Aizu Bukeyashiki-mae" bus stop (35 minutes from Aizu-Wakamatsu Station) just outside the samurai mansion's entrance gate.
How to get to and around Aizu
Hours and Fees
8:30 to 17:00 (April to November)
9:00 to 16:30 (December to March)
Thursdays and Fridays from December through February
Hotels around Aizu
Top rated in Aizu powered by
Tagoto
Tagoto features a hot public bath, Japanese-style and Western rooms and Japanese cuisine, a 5-minute drive from Aizu Wakamatsu Station. It offers free Wi-Fi throughout the propert and free parking is on-site. Japanese-style rooms have a tatami (woven-straw) floor and traditional futon bedding, while Western rooms come with beds and an en suite bathroom. All rooms are air-conditioned and fitted with an LCD TV and a fridge. The restaurant offers local specialities, including the region's signature meppameshi rice dish and an Aizu Kaiseki multi-course dinner. Tagoto is a 7-minute drive from Tsuruga Castle and a 10-minute drive from Mount Iimori. The Noguchi Hideyo Memorial Museum is a 30-minute drive.
Kutsurogijuku Chiyotaki
Boasting hot spring baths with mountain views, Kutsurogijyuku Chiyotaki is a 15-minute bus ride from JR Aizuwakamatsu Station. Guests can enjoy the on-site restaurant and unwind in a private hot spring bath with views that was open in July 2017. Free WiFi is available in all rooms. All guest rooms have a flat-screen TV and an electric kettle. Slippers and a hairdryer are provided for guest's comfort. An on-site restaurant offers Japanese local cuisine and sake. There is a Japanese sake bar available on site from the evenings. You will find a shared lounge fitted with various books and complimentary tee and coffee. Guests can unwind in an open-air hot spring baths with mountain views on the top floor, and they can enjoy free access to hot spring baths at the sister property in the vicinity. Aizu Higashiyama Onsen is 100 metres from Kutsurogijyuku Chiyotaki, while Mount Iimori is 2.8 km from the property.
Kutsurogijyuku Shintaki
Featuring 4 hot spring baths with free flowing spring water, Kutsurogijyuku Shintaki offers accommodation located a 15-minute bus ride from JR Aizuwakamatsu Station. Free WiFi and a restaurant are featured on site. Each room is equipped with a flat-screen TV and an electric kettle. Slippers and a hairdryer are provided in guest rooms. All guest rooms are non-smoking, while there is a designated smoking area on each guest floor. There is room service at the property. Local cuisine and various local rice wine can be sampled at the on-site restaurant. A shared lounge has books and complimentary tea and coffee for guests' comfort. You can play table tennis at the ryokan free of charge. Guests have an free access to a hot spring bath of a sister property nearby. Aizu Higashiyama Onsen is 100 metres from Kutsurogijyuku Shintaki, while Mount Iimori is 3 km from the property.
Onyado Toho
Set in Aizuwakamatsu, 500 metres from Aizu Higashiyama Onsen, Onyado Toho features free WiFi access and free private parking. Free shuttle service is available from Aizuwakamatsu Station to the hotel on a first-come, first-served basis. You will find a kettle in the room. All rooms are equipped with a private bathroom. For your comfort, you will find slippers, free toiletries and a hairdryer. You will find shops at the property. Mount Iimori is 2.4 km from Onyado Toho, while Aizuwakamatsu Castle is 2.6 km away.
Shosuke-no-Yado Takinoyu
Set in Aizuwakamatsu and with Mount Iimori reachable within 3.4 km, Shosuke-no-Yado Takinoyu offers concierge services, non-smoking rooms, free bikes, free WiFi and a garden. Each accommodation at the 4-star ryokan has mountain views, and guests can enjoy access to a children's playground. The property features a hot spring bath, evening entertainment and a 24-hour front desk. The ryokan will provide guests with air-conditioned rooms with a desk, a kettle, a fridge, a minibar, a safety deposit box, a flat-screen TV and a private bathroom with a bidet. A seating area is included in the units, while certain rooms will provide you with a DVD player. At Shosuke-no-Yado Takinoyu every room includes bed linen and towels. The accommodation offers a buffet or Asian breakfast. At Shosuke-no-Yado Takinoyu you will find a restaurant serving Japanese and local cuisine. A vegetarian option can also be requested. Aizuwakamatsu Station is 4.6 km from the ryokan, while Kitakata Station is 25 km away. The nearest airport is Fukushima Airport, 73 km from Shosuke-no-Yado Takinoyu.
Hotel Route-Inn Aizuwakamatsu
Only a 5-minute drive from JR Aizuwakamatsu Train Station, Hotel Route-Inn Aizuwakamatsu features simple modern accommodations and a free-breakfast for all guests. Free wired internet is available in all rooms and you can refresh in the spacious public baths. Contemporary rooms are furnished with amenities from a flat-screen TV and a fridge, to nightwear and toiletries. An air humidifier and an extra pillow are available on request. Laptops can be rented at the front desk and a coin-operated launderette is on-site. Guests can relax in the massage chairs and use the free-use computers. The free breakfast buffet is available from 06:45-09:00 at the dining area. Hana-Hana-Tei serves Japanese favourites and sake from 18:00-22:00 (last order at 21:30, closed Sundays). Aizuwakamatsu Route-Inn Hotel is a 10-minute drive from Tsururga Castle and a 30-minute drive from Lake Inawashiro. Sazaedo is a 5-minute drive away.
Aizuwakamatsu Washington Hotel
A 5-minute walk from JR Aizuwakamatsu Train Station, Aizuwakamatsu Washington Hotel offers accommodations with free Wi-Fi. Massages can be requested for an extra cost and guests can enjoy refreshments at the hotel's cafe. The air-conditioned rooms feature a flat-screen satellite TV, a fridge and an electric kettle with green tea bags. Japanese Yukata robes and toothbrush sets are provided for all guests. The en suite bathroom comes with a hairdryer. Luggage storage is provided at the front desk. Free parking is available and photocopying services are provided for an extra cost. Washington Hotel Aizuwakamatsu is a 10-minute drive from Tsuruga Castle and a 5-minute drive from Sazaedo Shrine. The foot of Mount Iimori is a 25-minute walk away.
Higashiyama Park Hotel Shinfugetsu
Situated in Aizuwakamatsu, within 3.5 km of Mount Iimori and 4.7 km of Aizuwakamatsu Station, Higashiyama Park Hotel Shinfugetsu features accommodation with a shared lounge and free WiFi as well as free private parking for guests who drive. This 3-star ryokan offers luggage storage space. The accommodation offers a sauna, karaoke and a 24-hour front desk. The rooms will provide guests with air conditioning, a safety deposit box and a TV. A buffet breakfast is available each morning at the ryokan. Higashiyama Park Hotel Shinfugetsu offers 3-star accommodation with a hot spring bath. You can play table tennis at this 3-star ryokan. Kitakata Station is 25 km from the accommodation, while Ouchi-juku is 32 km from the property. The nearest airport is Fukushima Airport, 73 km from Higashiyama Park Hotel Shinfugetsu.
Niko Ryokan
Featuring 2-star accommodation, Niko Ryokan is located in Aizuwakamatsu, 3.8 km from Mount Iimori and 5 km from Aizuwakamatsu Station. With a shared lounge, the 2-star ryokan has air-conditioned rooms with free WiFi, each with a shared bathroom. The ryokan features a hot spring bath and a 24-hour front desk. At the ryokan each room has a desk and a TV. An Asian breakfast is available daily at Niko Ryokan. Kitakata Station is 26 km from the accommodation, while Ouchi-juku is 32 km away. The nearest airport is Fukushima Airport, 74 km from Niko Ryokan.
Toyoko Inn Aizuwakamatsu Ekimae
Featuring 3-star accommodation, Toyoko Inn Aizuwakamatsu Ekimae is located in Aizuwakamatsu, 200 metres from Aizuwakamatsu Station and 2.7 km from Mount Iimori. The 3-star hotel has air-conditioned rooms with a private bathroom and free WiFi. Private parking is available on site. At the hotel, each room comes with a desk. Guest rooms in Toyoko Inn Aizuwakamatsu Ekimae are equipped with a flat-screen TV and free toiletries. Buffet and Asian breakfast options are available daily at the accommodation. The reception at Toyoko Inn Aizuwakamatsu Ekimae can provide tips on the area. Kitakata Station is 21 km from the hotel, while Mount Bandai is 30 km away. The nearest airport is Fukushima Airport, 76 km from Toyoko Inn Aizuwakamatsu Ekimae.
TokyoFukuokaHakoneHiroshimaHokkaidoSendaiKamakuraKanazawaKansai AirportKobeKyotoMount FujiNagasakiNagoyaNarita AirportNikkoNiigataOkinawaOsakaSapporoTakayamaTokyoYokohamaAizu
Best of Fukushima
Picturesque and romantic Tadami Line
ExploreAizu
Ouchijuku
Tsuruga Castle
Higashiyama Onsen
Iimoriyama
Fukushima Museum
Suehiro Sake Brewery
Oyakuen Garden
Noguchi Memorial Hall
Enzoji Temple
Forum Questions about Aizu
Is Aizu-Wakamatsu ideal to go in New Year?
Bus to Ouchijuku from Yunokami Onsen Station
Travel between Aizu-Wakamatsu and Nikko
How to book minshuku at Ouchi Juku
Best way to Yanaizu from Tokyo


Since the CAD model had no mechanical problems, we started changing shape to make the toy more squirrel like. We also made minor changes to make the system lighter, added cushion on the bottom so the system wil have less weight to carry and receive less damage when it falls. The CAD model originally had a plastic squirrel head. However, to decrease weight, we decided to use a stuffed fabric head.
Through numerous experiments and testing with the prototype, the parachute is finally perfected and added to the squirrel.
Shown below is the top view of the final CAD squirrel model with the curved parachute frame around it. The left side is the head and the long end is the tail.
Isometric view of the CAD final squirrel.
Shown below is the final model of Luke the Flying Squirrel from The Skywalkers.


Some immigration attorneys say a well-intentioned federal statute may be luring non-citizens to unknowingly break the law. Katie Kim reports.
Some immigration attorneys say a well-intentioned federal statute may be luring non-citizens to unknowingly break the law.
The National Voter Registration Act of 1993 known as the "motor voter" law, was created to allow for easy voter registration in an effort to be inclusive, but according to Chicago immigration attorney Richard Hanus, the law solicits ineligible people to also participate.
"A person could be wearing a T-shirt that says, 'I am not a U.S. citizen on it,' and they will still be asked, 'would you like to register to vote?'" said Hanus.
The result, according to Hanus, is non-citizens unfamiliar with U.S. laws and processes are unlawfully registering to vote, and in some cases, illegally voting in elections.
"If you make a false claim to U.S. citizenship or you vote, the penalty is as if you are a convicted drug dealer or murderer," Hanus said.
Margarita Fitzpatrick, a registered nurse and mother of three adult children, is facing immediate deportation after she says she was misled to register to vote, then mistakenly voted in two U.S. elections.
Her saga began in 2005 when she visited an Illinois Department of Motor Vehicles office to get a driver's license. Fitzpatrick said she displayed her Peruvian passport and green card, and although she was obviously not a U.S. citizen, the clerk still asked if she'd like to register to vote.
"I was confused. I ask him, 'Am I supposed to?' and he said, 'Well, it's up to you,'" Fitzpatrick said.
Under the motor voter law, government employees cannot discourage applicants from registering to vote.
A federal judge reviewing Fitzpatrick's case raised a similar point, asking prosecutors why she was asked about registering to vote even though she was clearly not an American citizen.
However, the courts ultimately ruled that Fitzpatrick broke the law and must be deported. Hanus has filed a stay before the U.S. Supreme Court.
"We feel the decision to deport (Fitzpatrick) was very harsh. We wish (the courts) had come up with something a little less stringent," said Dave Druker, spokesman for the Illinois Secretary of State's Office.
Druker said the policy was clarified in 2009.
Druker said Fitzpatrick's case, while unfortunate, is uncommon.
"We've estimated we've asked that question 50 million times, and we have as far as I know, a couple of cases," Druker said.
Daniele Santos-Looney of Chicago appears to be another one of those cases.
Despite the 2009 policy clarification, Santos-Looney, a Brazilian native, said she also mistakenly registered to vote in 2012.
"My English was really poor, and I couldn't understand when I went to get my ID," Santos-Looney said.
Soon after she received her voter registration card in the mail, Santos-Looney said she noticed she made a mistake and canceled her voter registration. She never voted.
Santos-Looney said she only realized how serious the mistake was when she was undergoing an interview for a green card earlier this year.
"For this to come up at sort of the last juncture of our process was very alarming and unsettling," said Jim Looney, Daniele's husband. The two married in Chicago in September 2016.
What followed, according to the Looneys, was a complicated series of steps to prove Daniele Santos-Looney indeed canceled her registration and never voted.
The Looneys said they recently received confirmation that Daniele's case has been approved for a 2-year preliminary period where she has temporary residence. At the end of the two-year period, she will have to resubmit documentation and undergo the interview process once again. Jim Looney said he worries this mistake might put her chance at citizenship in jeopardy.
"Having to go through the extra hassle of retaining an attorney and then certainly the unknown portion of it…I think it's a systemic problem of our immigration system as a whole," said Looney.
The U.S. Citizenship and Immigration Services Office said it has seen instances where individuals unlawfully registered to vote and subsequently unlawfully voted but "cannot speculate if this is a widespread problem or not." USCIS has specific policy guidance for handling cases of individuals who illegally voted.
"USCIS adjudicating officers will evaluate mitigating factors relating to unlawful conduct as those factors relate to good moral character – a requirement for naturalization. They must evaluate whether the 'act' of illegally voting was a 'knowing and intentional' act – then the 'totality' of the individual's background is considered," according to a USCIS spokeswoman.


text:
Il sottogruppo alpino è una suddivisione della catena delle Alpi.

Definizione

Il concetto di sottogruppo alpino è stato particolarmente definito dalla Suddivisione Orografica Internazionale Unificata del Sistema Alpino (SOIUSA) del 2005.

Per procedere a una miglior classificazione e suddivisione delle Alpi la SOIUA ha superato la storica tripartizione alpina in Alpi Occidentali, Alpi Centrali e Alpi Orientali definita nel 1926 e ha adottato la bipartizione in Alpi Occidentali e Alpi Orientali.

Inoltre ha introdotto il seguente schema di ulteriore suddivisione:
 5 grandi settori (SR)
 36 sezioni (SZ)
 132 sottosezioni (STS)
 333 supergruppi (SPG)
 870 gruppi (GR)
 1625 sottogruppi (STG)

Codice dei sottogruppi

La SOIUSA classifica i sottogruppi attraverso una particolare codifica. Nello specifico li individua nel gruppo alpino di appartenenza attraverso una lettera progressiva.

Nell'esempio riportato in fianco circa i parametri SOIUSA del Monte Bianco si nota che il sottogruppo è il Monte Bianco ed è individuato dalla lettera b.

Note

Bibliografia

Suddivisioni delle Alpi
SOIUSA

redpajama_set_name: RedPajamaWikipedia


Mr. Somchana Kangwarnjit got an invitation to be the honorary committee member for Asia Package Design Competition 2014 (ASPAC 2014). The winner and the selected work were showed at exhibitions in Japan, South Korea, Indonesia, and Thailand throughout the year 2014-2015. Special Thanks to JPDA Teams, Masayuki Kato, Yukako Ochi, Junichi Tomioka, Takaki Mori for supporting and giving an opportunity to Thai students to show their capability in the world competition.
Mr. Somchana with ASPAC Japanese team.


text:
Support RSS Feed
Other Suggested Searches
Use different words that mean the same thing
How do I play the Starbucks for Life Instant Win game?
Visit and log into your account to access your game plays. Follow the on-screen instructions on the game page. Each game play will result in one Collect & Win game piece or one Instant Win... Date Updated: 08/01/2018
I have recently moved or updated my email address. Can I change my registration information for the Starbucks for Life promotion?
We apologize for any inconvenience, but due to the number of entries we receive, we are unable to change registration information unless you are awarded a prize. If you do win a prize during the... Date Updated: 08/01/2018
What are Starbucks for LIfe Challenges?
Challenges are a way for you to earn more chances to win prizes. For a full list of the Challenges and the number of game plays associated with completing each Challenge go to the Starbucks for Life... Date Updated: 08/01/2018
I won the Starbucks for Life Instant Win game, but never received my Stars. What should I do?
Stars are auto awarded, but it can take up to 24 hours for Stars to show up in your account. If it has been longer than 24 hours, then please visit... Date Updated: 08/01/2018
I think I'm having technical issues playing Starbucks for Life. What should I do?
Sometimes it's a simple thing like updating your browser. Check to be sure that you have a modern version of Chrome, Internet Explorer, Firefox or Safari. Also, you may want to check your browser... Date Updated: 08/01/2018
I had Starbcks for LIfe game plays left over, but the game ended. What happens next?
The game ends January 8, 2018 at 11:59 PM Pacific. All game plays must be used before the program ends. In the event that a potential prize (with an approximate value over $25) winner is disqualified... Date Updated: 08/01/2018
Will the Stars I just won playing Starbucks for Life expire?
Yes, Stars won during this game will expire in 6 months, just like Stars you earn. Date Updated: 08/01/2018
I got a message that I've used all my Starbucks for Life plays, but I haven't. What should I do?
First, make sure you are visiting directly rather than a bookmarked page in your browser. You may also need to clear your Temporary Internet Files. Just select 'Tools' on the menu bar at the top of... Date Updated: 08/01/2018
Why did I receive the same Starbucks for Life game piece more than once?
Collect & Win game pieces are assigned at random and they are limited. It is possible to receive the same piece more than once. Every three duplicate Collect & Win game pieces will get you an... Date Updated: 08/01/2018
How will I know if I'm a Starbucks for Life prize winner?
You will immediately see on the website if you are a winner after playing the game. Additionally, if you are a winner, you will be notified via the contact information associated with your Starbucks... Date Updated: 08/01/2018
What are the prizes for the Starbucks for Life promotion?
See the Starbucks for Life website for complete details. Date Updated: 12/04/2017
How many prizes could I win playing Starbucks for Life?
One of each type of Instant Win game prize per person per day. One of each level of Collect and Win prize per person. Date Updated: 08/01/2018
How will I know if I'm a Starbucks for Life sweepstakes winner?
The Starbucks for Life Sweepstakes Grand Prize drawing will be held on or around January 9, 2018. The winner will be notified via the contact information provided upon registration. Still have a... Date Updated: 08/01/2018
I see some Starbucks for Life Challenges that say 'Extra'. What does that mean?
After completing the first level of these Challenges, a second level will be unlocked offering a harder Challenge worth even more plays. Date Updated: 08/01/2018
How many sweepstakes prizes playing Starbucks for Life could I win?
One sweepstakes prize per person Date Updated: 08/01/2018
Why can't I use my P.O. Box address to register or claim my Starbucks for Life prize?
Your home address allows us to identify your residence for eligibility purposes. Date Updated: 08/01/2018


Away From Home: Nobbled by the -10 ..again....Play up Sky Blues!
This hasn't been written in response to the Orient defeat last night, its been brewing for weeks. Each time I look at the league table I'm gaging the gap to the team in sixth which has gradually increased in recent weeks while keeping an eye on the cluster beneath us. There's no doubt conceding so many goals, and late ones at that, has turned victories into draws but our free-scoring strikers could only bail out the leaks in the rearguard for so long. Imagine where we would be with a watertight defence?
I don't believe there's a City fan out there who expected Callum Wilson to make the impact he has this campaign. Seeing him strike that fine goal against Colchester last season was impressive but there was no way I expected to see him on 15 goals by the start of January. His sidekick, Leon, oh dear. It was all going so well, the second highest number of goals (27) in a calendar year by a City player (after George Hudson - ref Jim Brown) but as Jim also pointed out, Leon has moved club in four January transfer windows. A journeyman he is but there is a certain kudos to the way things are done and he'll leave (if Wolves fans will have him) having singed the relationship with City supporters. There's no doubting his quality but he'll be back in League One by the start of next season.
My concern was if these two were hindered in any way we'd suffer and Callum's injury has proved this. Franck Moussa and Carl Baker have chipped in admirably this season while messrs Thomas and Fleck have yet to trouble the scorers. As we all know their immense contribution has been elsewhere but we can only plug the gaps for so long. Looking back though, we replaced Marlon (eventually) with David McGoldrick then replaced him with Leon. I'm sure Mr Pressley has a gem up his sleeve, he's worked wonders so far with our starlets, whatever happens in the remaining 19 games we have a base to build upon and you can't say that very often about our club.
Without sounding negative (and I'm an eternal optimist where Sky Blue matters are concerned) I have this 'orrible hunch the points deduction will prove a bridge too far...again. It hampered us at the tail end of last season and its looking like we may now struggle to close the gap on the last play-off place.
When I wrote 'January and the Season's Over' many years ago the title was chosen to reflect the fact we would not achieve glory in the season and could write off play-off/promotion chances by the end of the month. Its looking likely this title will come back to haunt me again, I'm hoping I'm wrong but we'll need 12 wins out of the remaining 19 to give us a chance. However, you never know, its been a memorable season at times on the pitch (MK, Rotherham, Barnsley,Franck Moussa at Port Vale, Callum Wilson with nearly every goal he's scored being sublime), has Steven Pressley got any further magic dust to sprinkle upon the City faithful?


text:
KILTR, like LinkedIn but for Scottish people and their mates
by Courtney Boyd Myers — in Apps
KILTR, an online professional networking site for Scottish people and their mates opens publicly today, worldwide.
According to KILTR, there are 40 million people in the Scottish diaspora and 100 million including those who also share an affection for, or a connection to Scotland.
We want to bring you all together, to harness your energy and your skills to create more opportunities for one another. – KILTR
Today, they launch in public beta, and although I am of Scottish descent (check out Clan Boyd), I had no trouble signing up.
"There are roughly seven times as many people of Scottish descent living outside of Scotland as there are living in Scotland," remarked Stewart Fraser, co-founder and CTO. "There are even more people who share an affection for or connection to Scotland. We have created a platform that allows everybody, from tech-savvy professionals to novices, to immediately jump in and begin opening doors to business opportunities."
The idea behind the niche network hatched while KILTR CEO and co-founder Brian Hughes Halferty was visiting the United States. When he began speaking with his Scottish lilt, he noticed how many people claimed a connection with Scotland, whether through direct heritage or their love of the culture.
"Diaspora networks  groups of expatriates devoted to their culture and heritage  are incredibly powerful for fostering business growth across global communities as well as back in the home country," Hughes Halferty says. "With KILTR, we can provide a one-stop resource for the tens of millions of people of Scottish descent around the world," Halferty said. "KILTR gives Scots the basis to form connections and business relationships across borders."
The site offers a clean, uncluttered interface that supports contextual posts, attachments in conversation replies, embedded multimedia and links, and tagging of post types for a specific user, group or organization. KILTR differentiates itself from other social networks based on its built-in search and recommendation engine that pushes relevant opportunities to the users. The site aims to deliver valuable business and networking opportunities to professionals, entrepreneurs, companies, organizations, clubs and societies so they can network with others who have a known shared connection or affinity for Scotland. I swear I told the site nothing about myself other than my username "Courtney Boyd," and it already suggested I get started drinking whisky. This site is obviously going to be a lot more fun than LinkedIn ever was.
Read next: Bing sponsors three new mobile apps, forgets that Windows Phone 7 exists
Share on Facebook (10)