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Gordon Lynch Defines Popular Culture Essay
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List of Figures and Tables.
1 What is "Popular Culture"?.
2 Why Should Theologians and Scholars of Religion Study Popular Culture?.
3 Machines, TVs, and Shopping: The Shape of Everyday Life in Contemporary Western Society.
4 Can Popular Culture Be Bad For Your Health?.
5 Developing a Theological Approach to the Study of Popular Culture.
6 An Author-Focused Approach to Studying Popular Culture: Eminem and the Redemption Of Violence.
7 Text-Based Approaches To Studying Popular Culture: "Homer The Heretic" and Civil Religion.
8 An Ethnographic Approach to Studying Popular Culture: The Religious Significance of Club Culture.
9 Taking Steps Towards A Theological Aesthetics of Popular Culture.
Notes.
"This presumes some level of bricolage, but I think it is safe to say this seems normal in the modern West. As Lynch argues, in so far as theology is concerned with "issues of truth, goodness, evil, suffering, redemption, and beauty" ( 37) then it becomes clear that popular culture, as it is engaged with similar themes, is an important field of investigation for theologians, and thus for anyone interested in the study of religions." (International Journal for the Study of New Religions, 2012)
"It offers an engaging and well-informed synthesis of contemporary theological reflection in the context of today's popular culture … An excellent volume that will serve the discussion of theology and popular culture well."
Jeff Keuss, Northwest Graduate School
"Lynch has written an excellent introduction for dialogue between theology and popular culture. . . This book is useful in undergraduate or graduate courses in religion and popular culture, media studies or individuals interest in critical reflection on theology and popular culture."
Religious Studies Review
"What is 'popular' about popular culture? What is the relationship between religion and popular culture? Why would a theologian, or anyone involved in the study of religion, give attention to popular culture? The work of theologians and others related to popular culture often begs such questions. Lynch's book is important in that it puts such questions in perspective. This book clarifies the exchange between religion and popular culture and what scholars have made of the interconnections. Understanding Theology and Popular Culture is an intriguing and insightful study. I highly recommend it."
Anthony B. Pinn, Rice University
"This is an excellent introduction to the field of cultural studies as a whole, as well as providing a clear map of the ways in which theology and religious studies have sought to engage with popular culture."
Third Way
"Lynch's discussion of the definitions of popular culture provides an excellent introduction to the topic, and his rationale for theology joining other academic disciplines in the serious study of popular is convincing… Informed throughout by a wide reading in the literature of popular culture, this book deserves careful consideration for any course focusing on the understanding of theology and popular culture."
"Those of us who have plunged deeply (and boldly, if somewhat unpreparedly) into the murky interdisciplinary waters of studying theology and popular culture will no doubt be grateful to have Gordon Lynch as a lifeguard, throwing us a lifeline of method and theory for which we were desparately searching."
Gaye Williams Ortiz, Augusta State University, Journal of Contemporary Religion
"Understanding Theology and Popular Culture is a well-structured volume which competently deals with the work of a wide range of theologians, philosophers and cultural researchers. This will, therefore, be an extremely valuable book for students and other readers."
Crucible, July-Sept 2006
Offers an overview of the key issues and methods in the study of theology and popular culture
Provides a detailed introduction to key theories and debates in popular cultural studies
Presents a reasoned argument about the distinctive contribution that theology can make to the study of popular culture
Illustrated through a range of original case studies, from Eminem to The Simpsons
Suitable for both beginning students and more advanced researchers.
The author has created the Theology and Popular Culture Gateway which is one of the first academic Internet gateways for the study of theology and contemporary culture.
Fall 2010 · Vol. 39 No. 2 · pp. 282–288
Faith and Popular Culture: A Bibliographic Essay
Vic Froese
Interest in popular culture1 has increased significantly among ministry workers and Christian academics in the last thirty-five years. It is not difficult to understand why. With the near-universal Christian acceptance of radio and television—and now the Internet and much popular entertainment—images, sounds, and ideas of questionable and tested provenance alike have unparalleled access to Christian hearts and minds. And if it is true, as Terry Eagleton suggests, that "in the modern age [culture] comes to substitute itself for a fading sense of divinity and transcendence,"2 then the challenge of distinguishing between harmful and beneficial spiritual influences in popular culture has never been greater.
It was H. Richard Niebuhr who, in his best-selling Christ and Culture (1951), defined five basic postures available to Christians in their relationship with "culture": they could be against it, of it, above it, in a paradoxical relationship to it, or seek its transformation. The book received mostly glowing reviews but was brilliantly critiqued by John Howard Yoder in an essay originally written in 1958 but only recently published.3 Among Yoder's criticisms is that Niebuhr insists on a monolithic conception of culture that can only fail to do justice to its many dimensions, some of which Christians might affirm and adopt; some, condemn; some, seek to transform. Yoder contended that a proper deportment towards "culture"—certainly, I would add, towards popular culture—requires that Christians exercise discernment.4
Such discernment, of course, demands careful study of the subject, and recent years have seen many works that represent extensive study of some aspect or other of North American popular culture—radio, television, film, music, entertainment, sports, leisure, literature, art, or the Internet. This essay will survey some of general and a few specialized works that will give readers an entry into this burgeoning field. Many of the resources referred to here assume a Christian perspective, but also included are works and critical appraisals not written from an explicitly Christian point of view but whose insights are instructive nevertheless.5
REFERENCE WORKS AND GUIDES
While no guide or encyclopedia of popular culture can remain comprehensive for long, the five-volume St. James Encyclopedia of Popular Culture (Detroit: St. James Press, 2000)—containing more than 2,700 entries by scholars in the field—makes a valiant effort and should remain a reliable guide to late twentieth-century North American pop culture. Ray Browne and Pat Browne's Guide to United States Popular Culture (Bowling Green, OH: Bowling Green State University Popular Press, 2001), with more than 1,600 articles on a wide array of personalities and topics, complements the St. James. Wikipedia, granting the reliability issues of this volunteer driven online encyclopedia, can still be a wonderful resource for researching the many and various expressions of popular culture.
Students of theology will appreciate Kelton Cobb's The Blackwell Guide to Theology and Popular Culture (Malden, MA: Blackwell, 2005) for its accessible discussion of theories of popular culture and its suggestive, if not completely compelling, proposal for a theology of popular culture. Those looking to conduct their own research would do well to consult Gordon Lynch's Between Sacred and Profane: Researching Religion and Popular Culture (London; New York: I.B. Tauris, 2007), which provides a fine overview of key issues and debates in this field. It builds on his earlier Understanding Theology and Popular Culture (Malden, MA: Blackwell, 2005) in which he attempts to define the concept of popular culture and outline a theological approach to its study.
An intriguing resource is Bruce Demarest and Keith Matthews' recently published Dictionary of Everyday Theology and Culture (Colorado Springs, CO: NavPress, 2009), which attempts to bring theological concepts "down to earth" by connecting them to elements of popular culture. In a similar vein is The Complete Book of Everyday Christianity: An A-to-Z Guide to Following Christ in Every Aspect of Life (Downers Grove, IL: InterVarsity Press, 1997). Though obviously dated, it is still useful as a register of late twentieth-century concerns, intelligently addressing such subjects as entertainment, shopping, movies, computer games, mass media, pleasure, and the Internet (the latter under "Information Superhighway").
HISTORY OF POPULAR CULTURE
Among fine works on the history of North American popular culture is LeRoy Ashby's With Amusement for All: A History of American Popular Culture since 1830 (Lexington, KY: University Press of Kentucky, 2006), a weighty tome that traces the development of entertainment and amusement in America from before the Civil War to the present. Along the way, he takes time to examine Puritan resistance to that emerging culture, a resistance rooted in the belief that it diverted attention of the masses from the pursuit of virtue. Raymond F. Betts's less ambitious book, A History of Popular Culture: More of Everything, Faster, and Brighter (New York: Routledge, 2004), only begins its history from the end of World War II. Concentrating on the dramatic changes in transportation, communication, and entertainment since 1945, Betts offers not merely a chronicle but an interpretation of the cultural ascendancy of the popular. William Romanowski's Pop Culture Wars: Religion and the Role of Entertainment in American Life (Downers Grove, IL: InterVarsity, 1996) provides a Christian perspective on the history of popular culture and its relation to American Christianity.
POPULAR CULTURE AS RELIGIOUS
Popular culture as the bearer of religious values is a frequent theme of critical studies. Malcolm Boyd's Crisis in Communication: A Christian Examination of the Mass Media (New York: Doubleday, 1957) is one of the earliest. In Your God is Alive and Well and Appearing in Popular Culture (Philadelphia: Westminster, 1976), another earlier work, John Wiley Nelson argues that it is in American popular culture that the true American religion is revealed. In a somewhat different manner, Craig Detweiler and Barry Taylor's A Matrix of Meanings: Finding God in Pop Culture (Grand Rapids, MI: Baker Academic, 2003) and David Dark's Everyday Apocalypse: The Sacred Revealed in Radiohead, the Simpsons, and Other Pop Culture Icons (Grand Rapids, MI: Brazos, 2005) look for divine disclosures in popular entertainment. William Romanowski's Eyes Wide Open: Looking for God in Popular Culture (Grand Rapids, MI: Brazos, 2007 [rev. and expanded ed.]) does something similar. Religion and Popular Culture in America (Berkeley, CA: University of California Press, 2005 [rev. ed.]), edited by Bruce David Forbes and Jeffrey H. Mahan, brings together over a dozen essays that likewise look critically at the religious dimensions of such pop phenomena as gangsta rap, Star Trek, Madonna, cyber-culture, and The Da Vinci Code. In a more negative key, Thomas Hibbs makes a compelling argument in Shows About Nothing: Nihilism in Popular Culture from the Exorcist to Seinfeld (Dallas: Spence, 1999) that North American pop culture is premised on nihilism.6
CHRISTIAN POPULAR CULTURE
Rapture Ready! Adventures in the Parallel Universe of Christian Pop Culture (New York: Scribner, 2008) is Daniel Radosh's humorous but not unsympathetic look at the sometimes strange world of Christian popular culture. It is akin in some ways to A. J. Jacobs's The Year of Living Biblically (New York: Simon & Schuster, 2007), which chronicles the author's year-long attempt to take the Bible as literally as possible. Jacobs does ridicule fundamentalists (Jewish as well as Christian), but his affection for the literalists he interviews and sometimes befriends manifests itself in a remarkably sensitive presentation of their views.
A more abrasively satirical treatment will be found in The Messiah Formerly Known as Jesus: Dispatches from the Intersection of Christianity and Pop Culture (Waco, TX: Baylor University Press, 2008) by Tom Breen. In Christotainment: Selling Jesus Through Popular Culture (Boulder, CO: Westview, 2009), Shirley Steinberg and Joe Kincheloe assemble essays that critically examine the adoption by popular evangelicalism of media like movies, television, music, and video games which were once disdained. Richard Santana and Gregory Erickson likewise explore the impact of popular culture on popular Christianity in Religion and Popular Culture: Rescripting the Sacred (Jefferson, N.C.: McFarland, 2008).
CHRISTIAN CRITICISM OF CHRISTIAN POPULAR CULTURE
An analysis from a Christian point of view of the effect of popular culture on the North American church will be found in Shane Hipps's Flickering Pixels: How Technology Shapes Your Faith (Grand Rapids, MI: Zondervan, 2009), where he considers how technology has changed the way Christians think about Scripture, community, and worship. He also offer his thoughts as a pastor on how Christians might remain rooted firmly in their spiritual traditions while exploiting the possibilities offered by new communications technologies. An earlier book with a similar slant is Tex Sample's The Spectacle of Worship in a Wired World: Electronic Culture and the Gathered People of God (Nashville: Abingdon, 1998).
Quentin Schultze and Robert Woods, Jr.'s Understanding Evangelical Media: The Changing Face of Christian Communication (Downers Grove, IL: IVP Academic, 2008) is a collection of ten essays that carefully assess evangelical uses of radio, popular music, worship music and media, television, film, books, Internet, gaming, and other new media. The new Prophetically Incorrect: A Christian Introduction to Media Criticism by Robert Woods and Paul Patton (Grand Rapids, MI: Brazos, 2010), follows suit by offering guidelines for creating, critiquing, and using popular media that are deeply implicated in consumerism.
The recognition of the tightly knit relationship between popular culture and consumerism takes center stage in Consuming Religion: Christian Faith and Practice in a Consumer Culture by Vincent Miller (New York: Continuum, 2005). His book bemoans the negative ways in which religious belief and practice—theological method, doctrine, belief, community—have been transformed by our ravenous consumer culture and proposes strategies for resisting that transformation.
YOUTH AND POPULAR CULTURE
Most books on youth ministry cannot avoid reference, at least in passing, to the challenges of ministering to youth immersed in popular culture in one or another of its many manifestations. Three that explicitly name the challenge in their titles are Dancing in the Dark: Youth, Popular Culture, and the Electronic Media (Grand Rapids, MI: Eerdmans, 1991), ed. by Quentin J. Schultze, in which various writers analyze the tight relationship between the popular entertainment industry and youth; Tim Gossett's Keepin' It Real: Christian Life in a Pop Culture World (Nashville: Abingdon Press, 2005), a seven-session study series that aims to help youth maintain their Christian identity in a pop culture world; and Engaging the Soul of Youth Culture: Bridging Teen Worldviews and Christian Truth (Downers Grove, IL: InterVarsity Press, 2006), in which Walt Mueller (founder and president of the Center for Parent/Youth Understanding) writes to Boomer parents, youth workers, and Christian educators on how to connect with the tumultuous world of popular teen culture and then address it with the claims of the gospel.
EMBRACING POPULAR CULTURE
Rejecting a defensive posture toward popular culture, Dick Staub, in The Culturally Savvy Christian: A Manifesto for Deepening Faith and Enriching Popular Culture in an Age of Christianity-Lite (San Francisco, CA: Jossey-Bass, 2007), argues that Christians should take the offensive and aggressively and confidently work to enrich popular culture both artistically and intellectually. C.S. Lewis is his model of creative engagement.
Mark Roncace and Patrick Gray, in their book, Teaching the Bible Through Popular Culture and the Arts (Atlanta: Society of Biblical Literature, 2007), briefly survey hundreds of examples of art, film, literature, music, and other media and suggest how they might be used to engage students in the study of the Bible. Though intended for college and university classes, the book could be useful in non-academic settings like youth meetings and adult Sunday school as well.
In his contentious study of the spirituality of "Generation X" (Virtual Faith: The Irreverent Spiritual Quest of Generation X [San Francisco, CA: Jossey-Bass, 1998]), lay preacher Tom Beaudoin argues that the impieties of "Generation X"—nurtured in the bosom of popular culture—are evidence of authentic spiritual longing. Striking a concordant note, Barry Taylor exults in the democratization of spirit and the global conversation about God that digital popular culture enables in his Entertainment Theology: New-Edge Spirituality in a Digital Democracy (Grand Rapids, MI: Baker Academic, 2008). He goes on to call for "an end to the present form of Christianity" in favor of "Christian spiritualities," which fit so much better with the digital age and its supposed affinity for pluralism. Of course, this is a controversial appeal, and readers will find his wide-ranging discussion, though sprinkled with keen insights, either frustrating or exhilarating—or perhaps both.
The scope of literature on the subject of "faith and popular culture" is much wider than this brief essay indicates. I have focused attention on a select few reference works, monographs, and essay collections, most published in the last ten years or so, and not at all on online resources. (I am prepared to argue that detailed and extended discussion and argument still requires a book, or a longer essay at least.) Moreover, works in such specialty areas as faith and television, film,7 literature, music, art, leisure, sport, and—an area of which no parent will be ignorant—video gaming8 have been ignored only to keep the size of this essay down; their inclusion would have greatly increased the number of its pages. But interested readers should note that such works are many and for the most part easy to find.9
What should be clear in any case is that critical reflection—discernment—continues apace with no signs of abating. Constant changes and new developments in popular culture will guarantee that new data requiring interpretation and evaluation will not soon be in short supply. And assuming that conflicting interpretations will arise, Christian readers will not be spared the critical task themselves of discerning the relative merits of rival explanations of the same phenomena.
Of course, this can all be very discouraging for anyone who just wants enough clarity and wisdom to respond with a confident "Yes" or "No" to some aspect of the perpetually changing pop culture scene. This is especially so for those charged with responsibility for souls that might be harmed by it. Perhaps some of the works cited in this essay will help stimulate a conversation among pastors, youth workers, and others and thus make the determination of what is true, noble, right, pure, lovely, and admirable a less lonely and overwhelming task.
I will leave the term "popular culture" undefined since I don't have confidence that I can succeed where serious scholars of culture have failed, viz., in defining the term to everyone's satisfaction. Wikipedia's definition at http://en.wikipedia.org/wiki/Popular_culture is as useful as any I have seen. A simpler one is Gordon Lynch's definition: "the shared environment, practices, and resources of everyday life in a given society," in his Understanding Theology and Popular Culture (Malden, MA: Blackwell, 2005), 14.
Terry Eagleton, The Idea of Culture (Malden, MA: Blackwell), 2.
The review was published for the first time in Stassen, Yeager, and Yoder's Authentic Transformation (Nashville: Abingdon, 1996) as "How H. Richard Niebuhr Reasoned: A Critique of Christ and Culture," (pp. 31–89).
Warnings against popular amusements or habits have been around since the Bible. The writer of the letter to the Ephesians warns his readers against the popular culture of the Gentiles (4:17–20). Later, Tertullian and Augustine, among others, denounced popular Roman entertainments and discouraged Christian participation. And Puritans were less than restrained in expressing their antipathy toward the popular pastimes of their day.
I have listed none of the advanced theoretical works that underpin much scholarly research into popular culture. Those interested in an introduction to those would do well to begin with Kelton Cobb's discussions of the Frankfurt School and the Cultural Studies approach connected with the Centre for Contemporary Cultural Studies (University of Birmingham, Britain) in The Blackwell Guide to Theology and Popular Culture (Malden, MA: Blackwell, 2005), 29–71.
Hibbs has followed up this argument with a book on redemption in the American noir film genre—Arts of Darkness: American Noir and the Quest for Redemption (Dallas: Spence, 2008).
Gordon Matties' "Film, Faith And Popular Culture: A Selected List of Library and Information Resources" is a useful bibliography in this area. It can be accessed at http://www.cmu.ca/faculty/gmatties/Religion%20and%20Film%20Bibliography.htm.
An interesting new collection of essays on this topic is Halos and Avatars: Playing Video Games with God, ed. Craig Detweiler (Louisville, KY: Westminster John Knox, 2010).
Amazon, the online bookstore, is a wonderful resource for locating new and out-of-print books. Almost all North American academic and seminary libraries have catalogs searchable via the Internet. Google Books can also be very useful for finding older, nearly-forgotten books, and often makes the full-text of books whose copyright has run out available for viewing.
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Q: Using sockets outside their dedicated 'connection' scope I'm making a node.js app with sockets.io.
The logic of my app needs to communicate to client through their respective sockets, but the problem with sockets is they're in their own "domain" of code.
var io = require('socket.io').listen(80);
io.sockets.on('connection', function (socket) {
  // socket object is only available here
  socket.emit('news', { hello: 'world' });
  socket.on('my other event', function (data) {
    console.log(data);
  });
});

See?
I tried to export this socket object out
var Sockets = []
io.sockets.on('connection', function (socket) {
  Sockets[socket.handshake.user.id] = socket;
});

Now it's available outside
function myLogic(userid) {
  Sockets[userid].emit('free!')
}

But I'm facing weird bugs because it's probably not supposed to be used this way... like new connections make new socket objects but previous ones still exist somewhere in memory and they still react when their .on('..' gets fired...
What is the correct way to use sockets outside of their respective io.sockets.on('connection', function(socket){} scope?

A: Answering your question: if you want to use sockets outside of their respective "io.sockets.on('connection', function(socket){} scope", you have to access them through the io object --> io.sockets.socket(socketId), where socketId is stored somewhere.

A: Make a setup function for your module and pass it the initialized socket thing. Ie. something like this from main.js:
var server = require('http').createServer(app);
  var io = require('socket.io').listen(server);
  var myModule = require('./myModule').setup(io);
Then in your myModule.js save a reference to the io object:
var localIo;
  exports.setup = function(io) {
    localIo = io;
  };
  // Then after in your other code....
  function myLocalFunction(myData) {
    localIo.sockets.volatile.emit('myevent', {data: myData});
  };

redpajama_set_name: RedPajamaStackExchange


> > ensure that I was not unsubscribed from it by mistake.
> when you got a passive one.
their role as acting project leaders.
voting right, who wants to exercise his voting right in a wise way.
and its display device is grievously short of pixels.  Can anyone help?


Dr. Cheuk Mang Lung (upper right first) and Dr. Caroline Law (lower right first) led 8 student volunteers from BA (Hons) Horticulture and Landscape Management to conduct the survey.
Students were learning how to operate different field equipment.
Students were using the laser range finder to measure the relative distance between reference point and target tree.
BAHLM was pleased to collaborate with Flora Conservation Department of Kadoorie Farm and Botanic Gardens (KFBG), to hold a Forest Enhancement Baseline Survey at an 800m2 plantation slope since 3rd January 2019. The survey aims to develop a GIS database with tree locations, species information, and tree growth status. The site is planned to replace the exotic trees with a diverse mix of native tree species, in order to enhance forest ecological value and biodiversity.
Total 8 student volunteers from Year 2 and 3 were trained by Dr. Cheuk Mang Lung, the GIS specialist from KFBG. They learned to use FieldMap software, GPS, laser range finder, ArcGIS online to map the existing trees and use the caliper to measure DBH of trees and seedlings. In the next 4 weeks, students could utilize their semester break to learn the practical steps of forest enhancement research and also in data-processing.


Most teenagers live in a world apart from the actual world. But to the writer Jim Heynen, who grew up in a Dutch Calvinist enclave in northwestern Iowa, the rest of the world may well have been another planet.
This tension between here and out there, and us and them forms the uncomfortable backdrop for Heynen's moving and sensitively written first novel, "The Fall of Alice K.," which is set in northwestern Iowa in 1999. His heroine, Alice, lives in a simple farming community fraught with enormously complex challenges. She must navigate unusual religious tensions, pre-Y2K paranoia, and the arrival of immigrants in the area, which all impact her approach to the more typical teen issues of school, farm chores, love and uncertain futures. Most poignantly, Heynen describes the death of the family farm. This may be an old topic in regional literature, but it's still very much a reality in rural communities.
Heynen himself was one of those kids once. It was assumed that he would come back from college and become a minister or teacher at Western Christian High School. Instead, he became a writer and a teacher, teaching writing and literature around the country and at St. Olaf, the University of Iowa, Hamline and the U of M. He lives in St. Paul, and has written more than 20 books, including short stories, poetry, young adult novels, a noted collection of portraits of centenarians, and a book of Michael Harker's photographs of barns. He is married to Sarah T. Williams, former books editor at the Star Tribune (and a MinnPost contributor). Like Heynen, Alice K. is a lover of the written word, and her travails are tempered by her reading list and a witty friendship with another bookish young woman. But it is her relationship with the new kid in town, a Hmong teen who becomes her boyfriend, that turns her life upside down.
"I always tell my students to pay attention to what's in your peripheral vision. And a long time ago, before I had so many Hmong friends, I heard about a Hmong family who moved into northwest Iowa. They only stayed awhile, and I don't know the reasons they got out of there, but I could speculate, and that formed the beginning of this story in my head," said Heynen, who consulted with Hmong people in his circle to shape the Hmong characters and household in his book. He also consulted with women — dozens of them.
Book Launch Party, Sept. 19, 7 p.m. Dayton Avenue Presbyterian Church, St. Paul.
Jim Heynen and Molly Beth Griffin, Sept. 20, 7 p.m. Loft Literary Center, Minneapolis.


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Travel newsDrone footage captures Hungary's traditional…
Maeve Heslin
Drone footage captures Hungary's traditional way of life
Hungarian videographer Peter Kallo recently sent his drone over Hortobágy, a national park in the east of the country. On the World Heritage List since 1999, this unique area is rich in cultural history and folklore, with the central village of Hortobágy hosting a staged recreation of the region's gypsy folk history. The park's distinctive plains are home to a host of wildlife too, as Peter discovered while making this beautiful short. He tells Lonely Planet how the project came about.
The distinctive flat plains of Hortobágy Image by Peter Kallo
"The famous Hungarian poet, Sándor Petőfi, loved this flat, seemingly boring landscape", he begins. "I was thinking a lot about what he would say if he saw it from a height. That was the main reason I created this short movie; it was the first time that anyone had filmed this area from above. Hortobágy lives in the Hungarian people's national consciousness. Some see it as a boring straight plain, and don't think about its hidden excitements."
Peter explored the area's 'hidden excitements' Image by Peter Kallo
"It's a very special place in itself", he continues, "but its wildlife and living traditions make the landscape totally unique. Extraordinary wild and farm animals live there, like Hungarian grey cattle and mangalica pig. There are also wild horses unique to Hortobágy, while thousands of migratory birds, like crane, come in the fall."
The park is full of roaming wildlife.
A well-known dish originated here too, says Peter. "The famous goulash soup came from the area's local shepherds and their food – it's traditionally made from grey cattle. The racka or Wallachian Sheep is known for its unusual spiral-shaped horns. The shepherds still keep them in the old traditions, sleeping with them in the wilderness. And this is not just a simple tourist attraction, but a real way of living today. The national park monitors the animals and shepherds, ensuring the continuity of this way of life."
HungaryPhotography
Mission Impossible 6 location shoots taking place on Norway's Preikestolen…
An urban explorer is documenting abandoned Soviet military bases

redpajama_set_name: RedPajamaCommonCrawl


text:
Maryland League Slashes Fees for Small Credit Unions
COLUMBIA, Md. - Moving to ease the financial plight of small credit unions, the Maryland Credit Union League is slashing by more than 50% - and in some cases 90% - fees paid to attend education sessions by CUs under $20 million. It also is reducing fees -by nearly the...
By Jim Rubenstein | May 17, 2005 at 08:00 PM | The original version of this story was published on Credit Union Times Magazine
COLUMBIA, Md. – Moving to ease the financial plight of small credit unions, the Maryland Credit Union League is slashing by more than 50% – and in some cases 90% – fees paid to attend education sessions by CUs under $20 million. It also is reducing fees -by nearly the same amount – for its annual conference, all part of a stepped up program to bring travel and meeting costs down, often a barrier among small CUs to participating in League activities. "MDCUL is making a commitment to small credit unions: We will be the provider of quality educational opportunities and price will not be a barrier," explained Rick Stoll, chairman, MDCUL and CEO of Anne Arundel County Employees FCU, Millersville The League said it can offset the loss of seminar income from smaller CUs by greater participation of their larger peers and through its linkup last July with CUNA's Center for Professional Development in Madison. It said the CUNA center has been providing higher quality speakers and programming making it more attractive to attendees, particularly from larger CUs. The Maryland League is one of three -joining Alabama and New Jersey-in a CPD program in which CUNA handles the recruitment of speakers and sets the curriculum. MDCUL noted that it signed up with the Center "to provide local education sessions with agendas and speakers provided by CPD." The sessions were developed by the MDCUL Education Committee, chaired by Vice Chairman Wes Bone, who also is chairman, First Financial FCU. Input was also received from interested CUs through Education Committee members. As a result of the improvement in quality, said Michael Beall, League president/CEO, "now we are able to share these sessions with smaller credit unions at a fantastic price." Yet small CUs "must now step to the plate and find the time and commitment to send folks to these sessions to get the education they want and need." Under the existing fee schedule, a full day's education session-on topics ranging from compliance to lending-typically costs $259 per attendees and a half day session at $159. But small CUs under $20 million can now pay $129 for a full day session or $79 for half day, a 50% discount. Those under $2 million can now pay $25 for the full day and $15 for a half day, a 90% cut. The annual meeting also is reduced for under $20 million CUs from $225 to $129, a 42% discount with sharper cuts below that threshold. Todd Spiczenski, vice president of learning events at CUNA in Madison, said he was gratified to learn of the price discounts afforded in Maryland but he was unfamiliar with any similar price-cutting in Alabama, which was one of the early pilot Leagues for the CPD servicing arrangement or in New Jersey. Education officials from those two Leagues were not immediately available for comment. Spiczenski said the CPD program frees up League staff on education and academic duties allowing them more time "to do more promoting and consulting" services. -


The Bureau of Reclamation put out a bid in June for 41,600 rounds of hollow-point ammunition and 10,400 rounds of shotgun ammunition.
The ammo is paid for by revenue from utility companies that buy electricity from Hoover Dam, but the bureau won't say how it will be used or offer details on its law enforcement plan at the popular tourist destinations. A 2008 review of federal law enforcement indicated 21 officers patrolled Hoover Dam, the Las Vegas Sun reported (http://bit.ly/1HiEhZp ).
"We want to limit the amount of information any bad guys might have about our protection capabilities," Bureau of Reclamation spokeswoman Rose Davis told the newspaper.
In addition to the bureau, which operates in Nevada out of its Boulder City office, the Department of Homeland Security and the Las Vegas police department are also called upon to handle Hoover Dam security.
The lawmaker was among a group of GOP congressmen who tried, unsuccessfully, to prohibit some federal authorities from using or buying weapons after a high-profile standoff in Nevada turned tense. In April 2014, Nevada rancher Cliven Bundy and his supporters faced off with the Bureau of Land Management after a federal judge authorized that agency to remove his cattle from public land. No shots fired although both sides were armed.


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1- Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3- Department of Psychology, School of Humanities, Tarbiat Modares University, Tehran, Iran.
he early and accurate diagnosis of "specific learning disorders" is one of the major concerns in the field of children psychology. Learning difficulties often lead to lack of motivation, low self-esteem, persistent feeling of failure and poor relationships with peers. Furthermore, these disorders increase the risk of Attention Deficit Hyperactivity Disorder (ADHD), depression, communication and conduct disorders . Prevalence of specific learning disorders in different languages and cultures is 5 to 15% among school-aged children .
In recent years, researchers have shown that the majority of students with specific learning disabilities have problems in reading as one of the main learning pre-requisites . Dyslexia or "reading disorder" affects 15% of children worldwide . Dyslexia is related to a deficiency in precise and explicit decoding and weak spelling of words . American national institute of health has defined dyslexia mainly as word recognition problem, particularly in the areas of spelling, perception and reading comprehension.
With early diagnosis and intervention, dyslexia could be conquered; otherwise, it would become a life-long problem . In addition, reading proficiently is a prerequisite to fit in the modern civilized societies, and therefore, a dyslexic person may encounter social, educational, emotional as well as psychological problems. For instance, dyslexic children's failures in school might influence their learning motivation, educational opportunities and quality of life  that would lead to lower school achievements as compared to other classmates, failure, dropout , frustration , and losing opportunities . The sense of frustration may increase gradually and eventually lead to poor self-esteem causing inappropriate behavior in school. It is shown that the dropout rate is higher in dyslexics as compared to the other learning disabilities .
All of the above mentioned problems are preventable with an early diagnosis and intervention. Unfortunately, no unique symptom assists in the early and accurate diagnosis of dyslexia. The comparison of children's expected and actual school achievement by standardized tests is the common diagnostic approach that most experts follow . Consequently, dyslexia is commonly discovered during elementary school, where the reading ability is essential for success in other subjects . Moreover, the diagnosis with comprehensive assessment method needs trained professionals  who are not accessible for many children, and even if present, no consensus exists among them in many instances .
Therefore, in this research, we have designed a computer based screening program that can be used as a prediction method in schools in the absence of trained professionals. We have focused on neuro-cognitive impairments of dyslexic individuals, instead of reading ability, since it is believed that dyslexia is the result of some neural circuits dysfunctions and alterations , such as Fronto-striatal circuits , left arcuate fasciculus , and corpus callosum . Visual and auditory working memories are among the most highlighted affected cognitive skills due to these alterations . A significant reduction in working memory function and capacity has also been ascribed to dyslexia [18-20].
We have designed a screening tool for dyslexia based on feeding a knowledge base of impaired executive functions in dyslexia to a neuro-cognitive computer program with a game frontend. This includes visual and auditory working memories as two important components of assessment. Furthermore, the task for rapid naming measurement was included in order to customize the program for dyslexia  and separate it from other learning disabilities.
This is a longitudinal descriptive research in terms of its method of data collection and Research and Development (R&D) study, in terms of its goal. The designed program is in a game format to motivate subjects. C language was used for this purpose because of its overall performance. The design is focused on neuro-cognitive impairments due to mentioned neural circuits' dysfunctions and alterations in dyslexia; therefore, this program is able to screen or predict dyslexia regardless of reading skills; separate tasks were designed to evaluate visual and auditory working memory.
After hearing the name of a set of objects, subjects were observing a set of related pictures on a monitor. Children were then asked to point to the objects in the monitor in the same order, which they had heard earlier. The score was calculated by success in remembering pictures in the correct order at any stage.
Test subject should remember the places and directions of a set of objects that appeared for a short time on the monitor, and subsequently test subjects were asked to point the place of one of them. In both of these tasks, the number of items that were heard and seen initially started with two objects and increased further according to the success in each stage. The process was continued until two sequential failures happened. Children's cognitive performance was calculated based on the number of correct clicks and reaction times, which were saved in a spreadsheet.
A full page of different well-known fruits (such as apple, grape, cherry, orange and banana) was displayed for each subject. Before starting this task, the pictures were identified for each individual to ensure that they are on the same page in this respect. The duration of this task was 30 seconds and students were asked to name the fruits at maximum speed, as soon as the test started. There were 20 fruits in each line and at the end of the task, the number of correct-mentioned fruits was recorded automatically. Finally, the speed of subjects in naming the pictures was compared.
The validity of the designed neuro-cognitive program was investigated with the calculation of "content validity" and "discriminative validity", which are defined as follows.
For this purpose first a table of each section's desired components was provided in the form of a questionnaire. Then the program was run part by part for four specialists with at least fifteen years of experience in the field of diagnosis of learning disabilities. The experts were asked to fill a questionnaire in which the compliance of that section of the program with the desired components was ranked from 1 (no compliance) to 10 (high compliance). Finally, the correlation between the scores given by each expert was measured by multivariate correlation coefficient, SPSS (IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp) was used for all statistical calculations.
The neuro-cognitive program's ability in distinguishing disorders with similar symptoms with dyslexia such as ADHD was calculated. For this purpose, 15 children with a definitive diagnosis of dyslexia, 13 with ADHD and 15 normal readers were tested by the program, and then the results were compared. The score differences in working memory task were evaluated with Chi-square homogeneity test, and in rapid naming task, with one way ANOVA. SPSS program was used for this purpose.
The reliability estimation was done with "test re-test method." For this purpose, 30 normal subjects were tested twice by the program in a month interval, with the maximum similarity in implementation. The correlation between the scores in these two steps was measured and Chi-square test (for working memories) and t-test (for rapid naming) were applied to investigate the significance of the correlation coefficient of concordance.
For the present study, pre-schoolers, before learning reading skill, from both sexes were selected from nineteenth districts of Tehran province. Subjects were selected based on cluster random sampling method; firstly, some regions were selected randomly from the list of those nineteenth provinces and then some schools were selected randomly in selected regions, then all the pre-schoolers in those schools were included in the study. It is worth to mention that all of these subjects were assessed in terms of Intellectual Ability (IQ), in authentic special assessment centers. According to specialists opinion, those subjects falling under the normal range of IQ, less than 80, were excluded from the study.
A meeting was organized in each of the selected schools to explain the study objectives to parents. At least one of the guardians should be present in that meeting. Moreover, detailed information about demographic and developmental stages of children who attended the meeting was gathered. At the end of the meeting, the designed computer-based neuro-cognitive program was introduced to the guardians and the consent about willingness to participate in the study was granted. Then all the subjects were tested by the designed computerized neuro-cognitive program.
The task performance data and scores were stored in spreadsheets for two years, until a definite diagnosis, i.e., whether dyslexic or normal reader was made for each child. The academic situation of the children was followed every six months during those two years, through their teachers and school staffs to investigate their academic achievements. After two years, at the end of the second grade of elementary school, subjects were evaluated, in terms of accuracy, speed and comprehension of reading by means of different reading diagnostic tests .
At the end of the second grade of elementary school, each subject received one code, which indicated their diagnosis or output (0 for normal readers and 1 for dyslexics). According to the definite diagnosis of each child as the output, the initial or unskilled data, used to automate or train the neuro-cognitive program. The data that belonged to preschools were saved for two years and were free from the influence of interventions and school training. For this purpose, the unskilled data of each pre-schooler and the output of that subject, which was observed at the end of the second grade of elementary school, were entered and identified to the program.
After training phase, in order to estimate the prediction accuracy or test the program, half of the preschoolers' data or unskilled data (107 of them) were randomly selected for 100 times. These unskilled data was entered into the program and the output of the automated computerized neuro-cognitive program, 0 or 1, was compared to the real diagnosis, which appeared in the second grade of elementary school. The average of the correct number of predictions was considered as the prediction accuracy. The training and testing phases were implemented with artificial neural networks methods from artificial intelligence algorithms through MATLAB software.
Out of 256 pre-schoolers that initially entered the study, 237 remained in the study after two years of follow-up, and of the 237, 167 were normal readers, 47 dyslexics, and 23 had another disorder such as ADHD, or Oppositional Defiant Disorder (ODD), and therefore, their data were excluded.
In order to evaluate content validity, multivariate correlation was calculated between the compliance score of each section with the desired component, which was given by four experts. Strong correlation existed between these experts' opinions on the compliance of that section. The designed neuro-cognitive program had significant content validity (Table 1). The rate of correlation obtained was 0.68 (CR=0.68), which was statistically significant (P=0.015).
For assessing the discriminative validity, the neuro-cognitive program was performed by subjects with a definite diagnosis of dyslexia, ADHD and normal readers. The program compared the visual and auditory working memories and rapid naming of these groups. Chi-square homogeneity test was applied in order to investigate the ability of the program in discrimination of these three groups and it showed that the tasks related to auditory working memory have more ability in distinguishing dyslexia from other similar groups; the amount of χ2obs for auditory working memory was 46.19 in comparison with visual working memory, which was 19.584. The amounts of χ2 were significant for both auditory and visual working memories; P-values were 0.009 and 0.033, respectively (Table 2).
In order to investigate the ability of the program in differentiating these groups, according to rapid naming, one-way ANOVA was applied. This task had the strong ability in distinguishing these groups (F=81.60) and the result was significant (P=0.001) (Table 3).
Test, re-test with one-month intervals were used to investigate the reliability of the designed neuro-cognitive program and the correlation was measured between the scores of these two stages. The correlations obtained was 0.78 and 0.68 for auditory and visual working memories, respectively and 0.88 for rapid naming. The significance of the correlations was investigated by the correlation coefficient of concordance and they were found to be significant in all of these components (P=0.001) (Table 4).
appeared at the end of the second grade of elementary school, were entered and identified to the program. After training phase, in order to estimate the prediction accuracy or test the program, half of the preschoolers' data or unskilled data (107 of them) were randomly selected for 100 times. These unskilled data entered into the program and the output of the automated computerized neuro-cognitive program, 0 or 1, was compared to the real diagnosis, which appeared in the second grade of elementary school. The average of the correct number of predictions was considered as the prediction accuracy.
In order to automate the designed neuro-cognitive program after estimating the validity and reliability of the preschool unskilled data and the definite diagnosis of the second grade of elementary school were considered. In order to calculate the accuracy of the prediction of the automated designed neuro-cognitive program, half of the preschool data and the related diagnostic code (0 for normal readers and 1 for dyslexics) were selected. In this way, the unskilled data of 107 subjects, 30 dyslexics and 77 normal readers, which belonged to preschoolers and were saved until the definite diagnosis was made, were entered into the designed program and the output of the automated program was compared to the real diagnosis. This entering and comparing process was repeated 100 times and the proportion of correct prediction, which was considered as the prediction accuracy, reached to 90.65% with an average of 10 errors. An average of 3 errors in predicting children at risk for dyslexia decreases the prediction sensitivity of the neuro-cognitive program to 91.08%.
Diagnostic tests and psychological assessment tools are designed to reveal disorders, disabilities and specific behaviors. Early screening and diagnosis lead to effective and in time intervention. Each of the diagnostic and screening tools has their own shortcomings. For instance, most of them need the reading [21-24] and they lead to experience many defeats during the years to reveal , lack of willingness to accomplish the test because a lot of time is required to complete it, is another disadvantage[25, 26]. Most of the time, the test and the tasks are not attractive because they are just computer-based of the paper-pencil test  and therefore cannot motivate subjects to use their maximum potential ability and moreover, although some of the tasks are designed in game format but their validity and reliability are not apparent [1, 28].
The aim of this study was to design a computerized neuro-cognitive program for the prediction of dyslexia in children at risk. To achieve the objective, the visual and auditory working memories were measured. According to various scientific studies and research, these two important cognitive components are among the most important affected cognitive components in dyslexia [14, 20]. Furthermore, the information processing theory is considered as one of the most authentic theories in this field . Moreover, rapid naming task, was included to customize the program for dyslexia, which separates it from the other neuro-developmental disorders, especially from other learning disabilities .
To obtain more accuracy, the maximum potential of visual and auditory working memories and rapid naming were needed and since the subjects were pre-schoolers the program was designed in game format. This is one of the most advantages of this program in comparison with the other screening and predictive tests and tools. Previously, several tests and tools have been introduced to screen and assess dyslexia. Some of them are either pencil-paper tests or computer-based .
In these test and screening programs, some cognitive abilities of children with neuro-developmental disorders such as dyslexia are measured and estimated, in addition, some tasks are included for assessing reading besides cognitive abilities [21, 24]. The target samples are elementary students, and in most of these studies, the subjects are 8 to 11 (or more) years old . These tests are designed for screening dyslexia, with a combination of paper-pencil and computer based program. In these studies, the process of investigation takes a long time [25, 26], and it is apparent that completing these test lead to fatigue in children and if they perform for more than one session, these tests will be prone to some errors.
Another advantage of the current designed neuro-cognitive program is that in previous studies, the tests needed reading ability to fulfill, so the subjects were experiencing many defeats during years to reveal . However, our program assesses some of the important cognitive abilities required for reading ability, besides its suitable format and accuracy (the value of 46.19 and 19.58 for auditory and visual working memories), which were both significant in distinguishing and the amount of 0.55 in differentiation in according to rapid naming task. Stanford-Binet Intelligence scale is another instance which was applied in learning disabilities prediction , besides estimating IQ. The previously mentioned hints are consistent in this example too.
A neuro-cognitive program considering significant differences in working memory and rapid naming tasks [16, 21, 32] was designed in order to screen or somehow predict subjects at risk for dyslexia and the program was further investigated for validity and reliability. The results showed that the program has high content validity, according to the experts' opinion, and discriminative validity in distinguishing ADHD, Dyslexia and normal readers. Considering the tasks for separate assessment of visual and auditory working memories is one of the most important advantages of this program, which is not considered in most of the previous studies and other known common diagnostic and screening tools and programs. Furthermore, when it comes to children, the time required for accomplishing and completing the predictive or screening program plays a pivotal role.
A good program is better to be in a game format, so that it will be attractive and encourage active participation, cooperation and tolerance; therefore, the subjects would accomplish the task with the greatest potential abilities. Another important element that was considered in this study, according to the importance of reading ability and many social, educational and psychological side effects of defeats in this field, was screening or somehow prediction of children at risk for dyslexia as soon as possible, even before elementary school. In this way, the high-risk subjects are able to be identified, by which more accurate assessments and the early intervention will be done, so that the mentioned side effects will be prevented. Finally, this designed computer-based neuro-cognitive program is recommended to be applied in kindergartens and pre-schools as a valid and reliable screening or predictive program in order to early diagnosis and interventions of dyslexia and for preventing many side effects.
This research was extracted from Delavarian PhD thesis (2016) in the Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
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The Eclipse rimless toilet suite has a sleek and modern style. If you aren't familiar with how a rimless toilet differs from the old style "wash-down" toilet suites then we're here to help. Wash-down toilets are also known as gravity fed toilets. They work by opening a valve in the cistern (tank) and releasing the water around the little holes under the lip of the toilet. All the water falls at the same time and you get an even flush. The problem with this style of toilet is that you use more water per flush to achieve the same result.
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Irish start-up CF Pharma recently secured €200,000 from the EU's SmartAgriFood accelerator programme, with entrepreneur Clare Hughes' pitch coming out on top of a pool of 200 applicants across the continent.
A Kilkenny woman, and serial entrepreneur at this stage, Clare Hughes' company aims to assess the parasitic load of cattle herds via its product Telenostics, which was enough to see her through two phases of funding tests, ranking top of the pile and netting €200,000 in the process.
"The market is global and estimated to be worth $4.5bn in 2018," said Hughes, who had to develop smart applications and services for agriculture in order to gain the funding.
"With further intensification of farms with the drop of quotas and the restriction of antibiotics going into the food chain, there is a need for targeted treatment and accurate diagnosis.
"Currently, there is nothing available that compares with best practice as the solution is complex," she added.
Hughes' work has also been supported by the South East BIC.
The whole SmartAgri funding programme that's underway in the EU at the moment is actually backed to the tune of €4m.
CF Pharma's funding is already coming through, with Hughes using some of it to focus on commercialisation activities for now.
The bulk of it is going on clinical trials and testing because, while Telenostics is not a medical device, it needs significant laboratory and in-field testing.


In the morning on June 28th, Trade Union of Education and Training Sector of Cần Thơ city open meeting with typical families and organize a contest on "nutritional knowledge in school" in 2016.
At the meeting, the organizing board offered certificate of merit of Cần Thơ city Education and Training sector Trade Union to 16 typical families for best achievements in office, school, bringing up children well.
Regarding the contest "nutritional knowledge in school" the organizers give 38 awards to all teams take part in.
At the meeting, all families have condition to exchange, get experiences to one another on methods bringing up and educating children, building happy family in order to raise their awareness in solidly protecting their family, children before social evils and school violence.


Carl H. and Evelyn M. Ernst have completely revised their landmark reference Venomous Reptiles of North America to present the most comprehensive review of these animals in years.
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Mark Rein, vice president of Epic Games, has posted on the official Unreal forums updating the community on the status of the incoming PC demo of Unreal Tournament 3. The demo is being called a "beta demo," as Epic will be looking to test the game on various system setups and receive feedback from the community. Rein said that the development team thinks the demo could possibly make it out this week, but if not, it'll definitely be out within two weeks.
Just wanted to give you a heads' up that we're getting pretty close to releasing the Unreal Tournament 3 Beta Demo for Windows. The Beta Demo will allow instant action play against bots as well as online multiplayer. The purpose of the Beta Demo is to test the game on a large variety of hardware configurations and get gameplay feedback from the community. The development team feels they're pretty close to being ready to release this so it could come out this week but for safety sake I'd say it should be out within two weeks.
We have a few fan sites in tomorrow to play the full game and I'm sure they'll be sharing their comments pretty soon afterward.
The PlayStation 3 version of UT3 was recently delayed, but the PC version should still be in stores by November 20.


Our university is fully accredited by SACS (Southern Association of Colleges and Schools).
What are the minimum requirements for admission to the program?
A minimum cumulative undergraduate grade point average of 3.0 plus 15 undergraduate credit hours in French or Spanish at the 3000-level or above. The French or Spanish coursework must also carry a minimum GPA of 3.0.
How do I apply to the program? Is there an application fee?
Please go to the following link, create an account with a username and password, and fill out the application. The application fee is $40 (US).
When are the upcoming deadlines?
For Summer term, please apply by April 1. For Fall semester, please apply by June 15. For Spring semester, please apply by October 15.
Do I need to take the GRE, or submit letters of recommendation, a resumé, or a Statement of Purpose?
We do not require letters of recommendation, a resume, or the GRE for either option of the M.A. in Romance Languages – French or Spanish. But we do require a one to two-page double-spaced Statement of Purpose in the target language (French or Spanish, depending on your option). Please upload the Statement of Purpose directly into the application form.
What documents do I have to send besides the application form?
How many courses and hours are required for the M.A.?
- 11 courses or 33 hours for students of the non-thesis option.
- 10 courses or 30 hours for students of the thesis option.
At the end of your coursework, at least six (6) of your courses must be at the 6000-level.
Are there a set number of classes I must take every semester?
- Full-time enrollment (9 credit hours or 3 courses) is required for Graduate Assistantships and Scholarships.
- If you receive financial aid in the form of federal loans, you must be enrolled in at least 6 credit hours (6 hours or 2 courses).
- If you do not receive financial aid, you are free to take as many or as few classes as you wish. Most students take a maximum of three classes per semester and one class in the summer.
- If you have completed part of the program, but have not taken classes for a period of a year or more, you will have to re-apply for admission.
Do you transfer courses from another institution?
Yes. We can transfer up to three courses (9 hours) provided 1) they are at the graduate level and 2) we have equivalent courses in the program.
Do I need to be fluent in the target language?
Pretty much. Most of the graduate classes with the prefix FREN or SPAN are taught entirely in the target language. ROML classes, because they are cross-listed, are usually taught in English.
Can I mix on-line and on-site classes?
Absolutely. Your coursework may be entirely on-line, entirely on-site or a combination of both.
How are the on-line courses taught?
Through a system called Moodle. It is similar to Blackboard and is relatively user-friendly and intuitive. You do not have to be particularly skilled in technology to use it. In addition, we are currently working on a new idea of broadcasting our on-campus courses via the Internet.
How do I take the MA Comprehensive Exam online?
Our MA students who live outside the state of Louisiana may opt to come to campus to take the MA Comprehensive Examination or they may opt to use UNO's partner in online testing. To assist faculty in verifying student identity in online courses, the University of New Orleans partners with Proctor U, a nationally-recognized leader in online exam proctoring services. Proctor U provides a convenient, affordable, and secure way for students to complete exams from any location using a computer, webcam, and reliable internet connection.
How do I take the MA Comprehensive Oral Exam online?
Our MA students who live outside the state of Louisiana may opt to come to campus to take the MA Comprehensive Examination or they may opt to set up a Skype appointment in order to do the oral exam. See page 6 in the M.A. Program in Romance Languages Handbook.
What is the cost of the M.A.?
IMPORTANT NOTE: As an added bonus of being an on-line student with us, you will pay in-state tuition without having to pay out-of-state tuition (even if you live out-of-state) as long as you take up to six hours of on-line only courses. In other words, there is a non-resident fee exemption for students who are enrolled in six credit hours of online only courses.
Are there Teaching Assistantships available?
Yes. We offer a limited number in French and Spanish on a competitive basis. Our T.A.-ships include a tuition waiver for fall and spring semesters only (not for summer session) and carry a stipend of $2700 per semester. They entail teaching on-campus courses only, not on-line courses. Hence, they are granted to local students only. T.A.s teach one or two courses of first or second-semester (1001 or 1002) French or Spanish. Below are some helpful links. To obtain an application form, request one from the Coordinator of Programs, Dr. Juliana Starr, at jstarr1@uno.edu. You will also need to send her two letters of recommendation.
Is there a special waiver for CODOFIL (Council for the Development of French in Louisiana) teachers who want to become students in our program?
Yes. CODOFIL teachers receive a tuition waiver, but are still responsible for fees. In order to receive your tuition waiver, the bursar's office will need a copy of your appointment letter. Please scan it and send it to them at: bursarinfo@uno.edu.
CODOFIL exemptions for tuition and nonresident feesare available to those students who are certified as eligible by the Director of the CODOFIL program inaccordance with the UL System guidelines.
Is there an exemption of tuition and registration and fee waivers for Foreign Associate Teachers of Spanish in Louisiana?
Yes. Foreign Associate Teachers of Spanish receive an exemption of tuition and registration fees for graduate programs authorized by the Louisiana Board of Elementary and Secondary Education and administered by the Louisiana Department of Education. In order to receive your tuition waiver, the bursar's office will need a copy of your appointment letter from the Louisiana Department of Education. Please scan it and send it to them at: bursarinfo@uno.edu.
Is there a special waiver for Lifelong Learner students?
Yes. The same applies to them as to CODOFIL students (see above), but they also get a waiver for their application fee. McNair Scholars (mcnairscholars.com) also obtain a waiver for their application fee.
This program is designed for students aged 65 and older to attend courses at UNO tuition-free. To be eligible for this program, students must complete the application and enrollment process by the posted deadlines published on the Important Dates Calendar maintained on the University Registrar's website. The tuition is waived automatically through the Office of the Bursar. The cost of textbooks and standard university fees are not included in the tuition exemption.
Is financial aid other than T.A.-ships available?
I've been admitted! Now what?
I've been admitted to the program. What do I do next?
How do I choose what courses to take?
On our web page, we post the document "Advanced Course Offerings" (in October for spring, in March for summer and fall) at the following link. Here, you should read the descriptions of all the graduate courses (5000-level and 6000-level courses) that are offered in your option.
I am trying to register but there is a block on my registration. Why?
You did not provide proof of immunization or petition for a waiver.
You did not provide your official transcripts.
You have outstanding debts from a previous semester at UNO.
What does the M.A. comprehensive exam consist of?
How do I meet the language proficiency requirement in the second language?
There are several different ways. See page 3 of the Graduate Student Handbook at the link below. If you choose to fulfill the requirement by taking undergraduate language courses, you will need the Associate Chair for Foreign Languages, Dr. Juliana Starr, to remove the block for you so that you may enroll in an undergraduate course. Please e-mail her at jstarr1@uno.edu with your student number and the desired course and section number so that she may remove the block.
Is there life after graduation?
As a matter of fact, there is. Our program has graduated many excellent alumni who currently occupy teaching, administrative, and leadership positions in institutions of learning such as Dillard, Loyola, Tulane, Xavier, Delgado Community College, The International School of Louisiana, and many other high schools and middle schools. In addition, many of our alumni have pursued or are currently pursuing their PhD at prestigious universities such as UT Austin, UT Knoxville, Emory, UC Davis, NYU, Brown, University of Iowa, Indiana University, UG Athens, Tulane, LSU, and ULL. Most of them were offered assistantships and/or scholarships.


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Has the popularization of streaming anime changed the anime industry?
Has the increasing availability of streaming anime on the web from providers like YouTube, CrunchyRoll, and NicoNico Douga affected how big label anime studios and publishers, both domestic and foreign, market and distribute content (e.g., how publishers can gauge which series to pick up or renew, find new original content, test the waters)?
I'd be curious to know about both the impacts from both official and unofficial streaming sources.
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I think you should clarify in your description whether you mean legal or illegal streaming (or both even). It's a great question either way, but I think I came to this page expecting something else. – atlantiza Mar 20 '13 at 14:58
There's a really interesting article on Anime News Network that's part of a 3 part feature about the anime economy written in March 2012. There's some interesting notes about streaming in it.
There was a drop-off in DVD/BD sales because in most places outside of Japan, buying the physical media is the only way to watch something for the first time, since the majority of these shows don't air on TV like they do in Japan. Most people who buy physical media usually don't re-watch shows, so once on-demand options started popping up (in the U.S. ADV's Anime Network, which still runs as "The Anime Network"). Fewer people were buying physical media, even in Japan:
The people buying anime DVDs are now mostly the ones looking to buy a specific show. Now that the logjam of liquidated stuff from 2007 has cleared and several shows from the past have gone out of print, fans are reminded that there's value in having a permanent copy of your own. Publishers are finding ways to boost this collector's value, with books and nice packaging, and ever so slightly bump their prices up. Most people watch the show for free, but the few thousand people who love it enough to collect make the whole venture profitable.
So the trend is leaning away from DVDs and BDs. It's something that's helped by services which provide streaming and on-demand access to anime. As far as the industry changes to make this happen:
When it came to the actual logistics of delivering the final product, things worked pretty much the same way in 2006 as it did in 1986: the lab assembled the final show onto a broadcast quality videotape. That went to the TV network, and then the lab cut out all the commercial breaks and sent it the duplication plant for home video. And then, when all that was done, the licensor made up some presentation materials and a crappy looking VHS screener copy for overseas publishers to peruse. If they wanted it, the licensor negotiated a deal with them, signed a contract, and then called up the lab again. The lab made a copy of the masters and FedEx-ed them to the publisher. The end.
This system was reliable, but extremely expensive and slow -- two things that online streaming, with its razor thin margins and gotta-have-it-now delivery schedule, make completely unacceptable. With episodes sometimes being finished only hours before they air, the only way to do a simulcast is to send the finished video to the streaming service digitally, as a file. But adjusting to a new, all-digital way of doing things has been a steep learning curve for licensors... and an expensive one.
So these shows are being licensed and streamed with ads. The ad money wasn't enough for the licensors so they demaneded a "minimum guarantee"
And so, licensors have asked those companies to put their money where their mouth is. Now, each anime costs a licensing fee (or "Minimum Guarantee") of $1-2,000 per episode for simulcast internet streaming rights. Which is still not much, but at least it's enough to ensure that the whole endeavor will contribute SOMETHING to the show's profitability.
Some licensors are still not convinced simulcasting is worth it. Some don't want to split up ownership of rights -- they don't want to have to deal with Crunchyroll AND Section23 AND Hulu, they want a single company to act as custodian for every line of business for a show, and if that means they miss their chance to simulcast, well, it's clearly not that big of a loss. Other licensors just aren't prepared for the mountain of approvals and other work that suddenly has to be done WHILE the show airs.
In comes subscriptions:
The $6 or $7 per month that sites like Crunchyroll charge each user every month is way, way more than any viewer can earn for the site by sitting through ads. TV Tokyo recently announced that Crunchyroll had nearly 70,000 paid subscribers. If that number is accurate, that means, at $6.95 per user, that comes to $486,500 in revenue a month -- more than enough to keep the lights on and pay for the less popular shows. Clearly they're not getting rich on that kind of revenue, but if that's truly the sort of numbers they're doing (they wouldn't confirm for us), they're doing OK.
Crunchyroll isn't alone in going this route. Hulu is trying to push more of their user base towards their $7-per-month Hulu Plus service, which adds access to shows on game consoles, networked Blu-ray players and smartphones. In Europe, France's Kaze Anime has slowly been developing their subscription service.
As far as how publishers gauge which shows to pick up, it's a little different than before:
There are a few big problems yet to be sorted out. The first is with discovery: how do you get the non-obsessive fans, the ones who aren't up on each new anime season, to watch these shows? With a dedicated anime-only site like Crunchyroll or Funimation.com, it's pretty hard. The only people going to those sites are the ones who already know what anime is, and are actively seeking it out. Hulu and Netflix are great storefronts to entice new fans, but they're still not ideal marketing tools.
Actually, it's almost impossible to do any sort of marketing for a simulcast at all. Since the agreements to simulcast a show aren't hammered out until the week the show starts -- or later -- how does a company start to generate hype for their new product? Unless an anime fan is REALLY engaged -- the sort of fan that reads ANN every day and stays on top of every new release -- a show can slip by completely undetected.
The old way of licensing, there's a time to see how well a show does in Japan, the ratings, some demographic information, and even more recently, a publisher can look at hype within its market about a show that's currently airing in Japan. But when it comes to simulcasting and streaming, you don't have that luxury, so it's a lot harder to pick properties to attempt to license. Different U.S. publishers treat this differently, between Crunchyroll, Sentai, Funimation, etc.
Crunchyroll doesn't have means to distribute and produce physical media like Funimation does, while Funimation often relies on other streaming services to handle it's licenses for streaming. The major change here is that it's harder to gauge which shows to license because it's done before the show even airs in Japan. The upside is that the Japanese property holders don't have the ratings to hold over the heads of potential licenses.
The other thing that article notes is that this is all a work in progress and it's still a very new paradigm for the Japanese studios and rights holders.
Jon LinJon Lin
I won't pretend to quote statistics or claim I'm anything other than a viewer of anime... but I will say this:
For all forms of media (books, software, music, movies, etc.) you can historically see (and again, it's anecdotal) an upward trend of popularity as things shift from fringe-trend to main-trend.
If you need evidence, look at music. Every hipster will tell you that as soon as mainstream gets a hold of that hidden gem band, it's as though it grew a tumor and they want nothing to do with it anymore. However, the masses will consume it as quick as they can get it - why? Because it's the 'now thing'.
Growing up, (now about to enter my 30's /sigh/) getting anime was hard! I had a handful of amazing 'modern animes' that I cycled through (Akira, Ronin Warriors, a few Studio Ghibli, , Ghost in the Shell, and Ninja Scroll - my mom didn't know what she got me until it was too late ha!). Growing up in the 80's it was hard to find anime as a kid! Ronin Warriors was only on in the EARLY mornings (like 5-6AM) and the other stuff I had to get on gold ol' VHS. As soon as stations started to realize that the drawing styles of our Eastern friends was popular among youth (1990's) we saw an EXPLOSION of anime in the US (and since Western media has a pretty decent influence in the World, we can also say we witnessed global change). With shows like Pokemon (yes, that's an anime by MOST standards, not all!), and Digimon, and DragonballZ, etc. stations like Cartoon Network started to beam this once hidden cartoon style into the heads of children around the world.
To go even further with this... as an owner and operator of a website you generally don't want to build and maintain something that people don't want to visit/watch. As such, someone mentioned "do you mean legal or illegal?" Hell! They go hand-in-hand... Sure there was always an illicit 'underground' to the anime world - buying bootleg will always be there. But the sheer growth of websites (both illegal and legal) that stream content is directly positively correlated to the fan-base growth we've seen over the last 20 or so years.
As ANY market grows, so do the players, and the resources available to those players. If no one want's bananas, then banana farmers go away. If no one wants to watch anime, you'll see a decline in illegal and legal websites go down. Since anime is on the rise, everyone wants to be part of the "gold rush". Don't believe me? Do a quick review of the number of animes produced each decade here. Look at the 1960's, vs 70's, 80's, 90's, 2000's, and 2010's... it's crazy! The turnover rate is insane. It seems labels pick up manga randomly off the shelf, make a season of it, then if they don't become billionaires they drop it and move on to the next one.
So, yes. You change how the masses get their anime and the studios would be crazy not to change their approaches to meet the demands of their market.
affected how big label anime studios and publishers, both domestic and foreign, market and distribute content
They may be losing money from the networks that would have picked them up (or the US studios, like Disney, that might have picked them up [talking about Disney/Studio Ghibli relationship here, certainly not VampireHunderD and Disney! ha!]). But what they lose to the bootleg/underground they gain in merchandise/royalty sales. My best guess is that the idea is to get people into the series, collect royalties off reruns/networks/merchandise and just rinse and repeat this process. Otherwise, you end up a slave to your fan base like Dragonball, Naruto, or Bleach where they have "Fantom" screenings of movies where they don't make a lot of money. For those anime's, the fan base isn't growing proportionally to the cost of development/deployment (I'm assuming here!!). Whereas, those series with 12 episodes have a fan base that's probably significantly smaller, but still buy merchandise for years to come. It's turned into a factory ~ spoken like a true hipster, right?
Q.E.D.
Justin CarrollJustin Carroll
Has Japan stopped producing anime based on western stories?
Are anime streaming sites legal?
For anime series without source material, can the plot be changed while airing?
Why is it expensive to create realistic faces in the anime industry?
How does online anime streaming work within Japan?
By number of series, how much of the animation industry is made up by anime?
How do anime streaming sites decide whether to acquire licenses from studios to show their anime?
What is the process of acquiring a streaming license?
Can fans convince a streaming site to show a certain anime?
Censorship in Japan


Uh oh, it's time for a compliance audit! You know the drill, keep the auditor on the East-side of the building, make sure you only answer the questions that are asked, and remember, this only happens twice a year.
Everyone wants to move faster and ship updates with higher velocity. Regulatory burdens and compliance can add extra drag on the system. Controls that live in notebooks, spreadsheets, and PDF files are difficult to verify. Scanning the production systems for compliance means you find violations when it's too late and when they're most expensive to fix. Compliance must be managed as code and must be part of your everyday development process if you'd like to improve compliance and increase velocity. In this talk, we'll look at one way you can move compliance controls directly into your development process. We'll explore InSpec, an open-source testing framework for infrastructure with a human- and machine-readable language for specifying compliance, security and policy requirements.
This talk is the story of being audited, how many of us approach these audits incorrectly, and some ideas that we can all use to improve. I will start with describing the problem space and then introduce an open-source, developer-friendly framework called InSpec that can be used to help make compliance a delightful experience for everyone involved.
The talk will be fun, provocative, and, hopefully, will help everyone thing about managing the security and compliance requirements of their systems in a new way.


We have a unique breadth and quality of products. To support these products(cost of coffee grinding machines for business), we have created twin marketing hubs, in Singapore and The Hague. These hubs ensure innovative customer solutions and superior customer service.
Want to know how much different types of coffee machines cost? Expert Market's Coffee Maker Guide will give you all the keys for you to make the right decision.


G. W. Hellyer Elementary is located in San Jose, California. The school belongs to Franklin-McKinley Elementary District, and its zip code is 95111. The contact phone number of G. W. Hellyer Elementary is (408) 363-5750.
G. W. Hellyer Elementary is located at 725 Hellyer Ave., San Jose, CA, 95111.


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University Council Committed to Improvement
In its very recent meeting, the University Council has affirmed its commitment and that of the management in improving the University in line with its vision and mission
Speaking during the weekly Holy mass at CUEA on Thursday, May 23 Nakuru Catholic Diocese Bishop Rt. Rev Maurice Muhatia Makumba, the CUEA council chairman indicated that they are working to improve the University's status.
The Bishop encouraged CUEA fraternity to love one another in the spirit of the love that Christ shows to his believers, just as he is loved by his Father. He spoke these words as he delivered the day's sermon.
In his brief remarks after the Mass, Bishop Muhatia said we looked towards a greater future for CUEA and and assured that with the effort of everyone involved the University would indeed succeed where it may not have in the past.


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using UnityEngine;
using System.Collections;
using System;

public class TowerMenu : MonoBehaviour {

	[SerializableAttribute]
	public class Action
	{
		public GameObject tower;
		public String name;
	}

	// Use this for initialization
	void Start () {

	}

	// Update is called once per frame
	void Update ()
	{

	}
}

redpajama_set_name: RedPajamaGithub


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Q: Swift - Secp256k1 compute common secret I'm after a way to generate a common secret using the secp256k1 EC. I tried with https://github.com/soyersoyer/SwCrypt/ but doesn't support the secp256k1 curve.
I would need to do something like this:
let pairOne = generateKeyPair()
let pairTwo = generateKeyPair()

let sharedOne = computeSharedSecret(privateKey: pairOne.privateKey, publicKey: pairTwo.publicKey)
let sharedTwo = computeSharedSecret(privateKey: pairTwo.privateKey, publicKey: pairOne.publicKey)

XCTAssertEqual(sharedOne, sharedTwo)

Do you know any library to do it?


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Q: How do I set up a reverse lookup zone in OSX Snow Leopard Server I am trying to set up Address Book server in Mac OSX Snow Leopard server. To do this, a requirement is that I have a FQDN set up with reverse lookup. I created a DNS entry on the godaddy DNS server to link to my static public IP address. How do I set up reverse lookup on my private DNS server so that it talks to the Internet DNS servers for reverse lookup?
When I use the Network Utility on the server, the FQDN I have set up resolves correctly to my static public IP address, but I cannot figure out how to get the reverse lookup to resolve correctly.
I am somewhat new to managing DNS, so this may be a simple fix, but I just can't figure out what to do.

A: The reverse DNS records should generally be handled by your ISP (they "own" the IP number, so the reverse DNS for it gets delegated to them).  Contact your ISP's support to find out how to have them set it up.
If your server is behind an NAT (network address translation, i.e. it has a private internal address as well as its public address), you'll also need to set up internal DNS (both forward and reverse) with the internal numbers instead of the public numbers.  You can do this in OS X's DNS service by creating a forward zone and machine record for your server, and it'll create the reverse info automatically.
Suppose your server's full DNS name is server.example.com, and its internal IP address is 192.168.1.5.  You'd create a zone named "server.example.com." (be sure to include the trailing period), and add an entry to its Nameservers list with both the Zone and Nameserver Hostname set to "server.example.com.".  Then, add a Machine (A) record to that zone, with the Machine name "server.example.com." (again, the trailing period is very important), and the IP address 192.168.1.5.
Once that's set, start the DNS service, and configure your server's network preferences to use 192.168.1.5 as its DNS server.  If you have other computers on the network with manual IP setups, change them similarly.  If you have a DHCP server running, set it to hand out 192.168.1.5 as the DNS server.  That should do the trick.


Nobody ever got rich trying to predict which way appeals court judges rule. Though last time around, most folks, including this page, had a pretty good idea the FCC was going to get its network neutrality rules sent back for more work. It may happen again.
Two weeks ago the same court, presided over by the same judge who wrote the opinion in the first case, heard challenges to the FCC's revised rules, notably its decision to reclassify ISPs as common carriers under Title II. It is a little tougher to tell this time around, but there were signs that the judges still had concerns about the FCC's approach.
If you view the rules as the FCC compelling speech—the FCC says no, some ISPs and others say yes—then the agency needs to look for the least restrictive means of regulating that speech.
Two of the three judges focused in on the issue of "less restrictive" means to the commission's end of an open Internet, which everybody seems to agree, on both sides, is a good thing.
If the oral argument in the case is any indication, the FCC may have to revisit at least some of its second Open Internet order due to those issues.
If so, the legal process could drag on.
That's why the better option is for Congress to get off its duff and come up with a bipartisan compromise clarifying that the FCC has authority to preserve an open Internet, but without having to impose telephone-style legacy regs.