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Disney Vacation Club – Home
What's the hottest thing Disney has going? It's the Disney Vacation Club! That's right, the Disney Vacation Club (DVC) is hottest thing Disney has going right now. So this month we are going to take a deep dive into the hot, hot hot Disney Vacation Club.
Our features section this month talks about the Disney Vacation Club, how it works, what it costs, the history of the DVC and takes a look at all the DVC properties World Wide. It's jam packed with great information.
This month's Helping Hands section may be the best one ever (and that's saying a lot.) Dave kicks it off with a great look at whether the DVC makes sense for your family. Kimberly talks about having peanut allergies at WDW, then Carl takes on whether it makes sense to buy, rent or avoid DVC points. Finally our Photography Team talks about taking great Star Wars pictures.
The Best of WDW
This month in the Best of WDW, we look at the Caribbean Beach Resort, Mickey's Philharmagic, Sunshine Seasons food court in the Land at Epcot, and World Traveller gift shop in the International Gateway. That's a pretty cool list.
Section k!
Section k! is just Kewl! And it keeps getting better each month. This month Wally goes flying around WDW in Nuts 4 Disney, Courtney sets up an elegant Frozen party spread that will knock your socks off. Our downloadable games include a Word Search, Cross Word puzzle, and a cool coloring page. Cindy talks about Family Fun Time in line and Emily and her little brother Ethan share their love of Christmas at WDW.
The FanZone kicks off with the answers to our questions of the month. Guess which DVC Resort was your favorite? Karyn talks about her love of a Mouse named Mickey and James shares a love at first sight moment at WDW. Our Meet The Team segment introduces our artist, Maria and our Pinterest expert Linda. Star Wars Vinylmations and how to catch Tsum Tsum fever are next followed by a recipe for Boma's Carrot Ginger Soup. Yummy.
This month we thought it would be appropriate to talk to one of the leading experts on the Disney Vacation Club. So we went out and interviewed David Mullet of David's Vacation Rentals. For the last 10 years, David has been at the forefront of trading DVC points. Lots of good insights here.
Special Report – Star Wars at WDW
Star Wars is everywhere. Right? So we thought it would be fun to have a special insert featuring Star Wars: The Force Awakens and it's impact on Walt Disney World. Check out the pictures and information about the new Star Wars attractions and a an interview with Judd who went to the big premier in Disney Springs.
We're not done yet. In Around the World, we see the latest Walt Disney World news and history, we take a look at Disney's Magical Express, some fun facts about the DVC Resorts, and a wild and rocking showdown between Rock 'n' Roller Coaster and California Screamin'.
There are 170 pages of FUN again this month. What are you waiting for?

redpajama_set_name: RedPajamaCommonCrawl


We invite you to participate in the Industry Workshop presentations at the upcoming 70th AACC Annual Scientific Meeting & Clinical Lab Expo. The workshop format provides you with an exceptional opportunity to educate prospective customers and end users about important new technologies and solutions that will help them to practice more effectively and efficiently. There are two types of workshops available the Industry Workshop Exhibit Hall Theater (see previous subtab) and the Hotel Industry Workshop.
We continue to offer the traditional Hotel Industry Workshop presentations that will be held prior to and after the official programming offered at the meeting. These will take place on Tuesday and Wednesday at 7:00 am and 6:00 pm.
Fee for Hotel Industry Workshop: $3,500 -- Rate includes complimentary copy of the advanced registration mailing list and promotion (website, mobile app, Exhibit Guide, Clinical Laboratory News Daily and signage). Rate does not include any AV.
To participate, please complete and return the Hotel Industry Workshop Application.
Companies supporting a Hotel Industry Workshop at the 70th AACC Annual Scientific Meeting & Clinical Lab Expo, now have the opportunity to extend the life of their program beyond the live event. AACC and Freeman will work with your company to videotape the workshop, and provide an edited, picture in picture video of the slides and speaker(s) within 10-20 days of the live program. AACC will host the video online for 9 months, and will promote the video via a dedicated broadcast email to a targeted list or to our entire database (60,000+). The supporter is also welcome to promote the video. Price: $5,000.
Please note that all applications must be reviewed and approved and payment must be submitted prior to confirmation and assignment of your time slot.


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How does a non W&L employee sign up for Campus Notices? (link)
Score: 100.0 - Updated: 11/14/2014 11:06:54 AM - Was this helpful?
What are Campus Notices? (link)
A means of communicating with groups of e-mail recipients at Washington and Lee. It allows senders to target those students, faculty, or staff for whom a message is relevant, without bothering others. To minimize e-mail traffic, it consolidates messages for delivery in one e-mail, sent in the early morning each day. It also controls the rate of delivery, in order not to slow down the e-mail server computers.
Score: 100.0 - Updated: 7/19/2012 9:55:38 AM - Was this helpful?
How do Law School Notices differ from Campus Notices? (link)
Campus Notices is a university-wide resource that can include Law.
Law School Notices is a communications resource for messages that are intended only for Law School faculty, staff and students. Messages that need to go to members of the Law School as well as other university recipients should be posted to Campus Notices.
To post a campus notice, go to http://go.wlu.edu/cch
See http://law.wlu.edu/administration/lawnotices/ for the use of Law School Notices.
What is appropriate for a Campus Notice? (link)
Campus Notices can be posted into one of four categories:
1. Official
2. Club, Organization, and Extracurricular
3. Community Notices
4. Classifieds
Campus Notices can be submitted at http://go.wlu.edu/cch
How do I submit a Campus Notice? (link)
LOGGING INTO THE CAMPUS COMMUNICATIONS HUB CALENDAR
Go to http://go.wlu.edu/CCH, or click on the "Calendar" link at the top any W&L web page and click on the "Events Calendar" link, found in the descriptive text in the center portion of the page, or from the blue navigation on the left.
Once you've entered the Events Calendar section, choose "Login" from the blue navigation on the left.
You will be sent to the Login page, where a large green button will be in the center. Members of the W&L community will click this button, and a dialog box will pop down from the top of your browser. Here you will enter your regular W&L username and password (You do not need to put AD/).
GETTING TO KNOW THE ADMIN VIEW:
Once you have logged in, you will see your left navigation has expanded to give you many more options, including "Submit an Event," as well as various filters to allow you to view all the events in either a daily, weekly or monthly view.
To add a new event, you must first click on "Submit an Event."
At the top of the page, you will see two calendars. Here you can set a start and end date for your event. If the event takes place on only one day, make sure both calendars have the same day. Your selected date(s) will show up in green.
Select a Primary Calendar for your event. Your primary calendar enables your event to feed to your department's homepage, as well as determines which calendar managers have edit rights to this event. Therefore, if you a contributor to the Web Communications calendar and selected Web Communications, the event would show up on the Web Communications website and other web team members would be able to edit the event if necessary. Once you have chosen a primary calendar, you will have the option of selection additional calendar associations for your event, including general calendars like Arts and Culture, Holiday Events, Public Events and Student Organizations. Note: All events will display on the default (master) calendar view. Multiple calendars can be selected, based on your personal access and the appropriateness of the event.
Next, select a Primary Type. The primary event you choose for your event will appear in parentheses after your event title in the daily or weekly calendar view. For instance, if you have a speaker coming to campus and choose Speaker as your primary event type, your event will appear as "Name: Title of Talk" (Speaker) and your event will turn up in a search for speakers on the online calendar.
If you have a special event type that you have been used to using, such as the Registrar and "Adjusted Class Schedule," these event types require a 2-step process to access. First, you have to be sure that you choose the correct Primary Calendar, which will likely be the main calendar you most often post to. Then, you must choose the closest match from the list of general Primay Types. Once a Primary Type is select, the field will expand to display checkboxes of all the general and special event types available. Therefore, if you wish to add "Adjusted Class Schedule" as a special event type, you would have to first select "Academic" as your primary schedule, then something like "Special Event" for your Primary Type, and finally "Adjusted Class Schedule" as an additional type.
Fill in a Title for your event. Try to make it short, but descriptive enough that people will know what it is and wnat to come! In the case of speakers, we recommend formatting them as follows: Speaker Name: "Talk Title"
Fill in an event description. HTML is not allowed, and while this may make some superusers a little disappointed, it makes our system much more stable. The only formatting available is line breaks, separating your paragraphs into logical blocks of information.
Select a Start Time (and End Time if applicable) from the drop down box provided.
Select the audience(s) for your event. This will allow your event to display on the audience dashboard pages for the audience you select (Current Students, Faculty/Staff, Alumni, Prospective Students, Parents and Visitors). We don't guarantee placement on these pages, but by selecting them, they become eligible for display and more importantly, are filterable on the larger calendar view.
If the event is a closed event that requires tickets, permission or advanced registration, check the box (but be sure to explain how/where one might go to gain access in the description).
Select a Campus Venue location for your event from the drop-down list, or indicate an alternate venue by selecting "Other Venue" from the drop down, then filling in the box that appears underneath.
For Contact Information, you can either leave the default selection (yourself), or choose from the entire list of employees or students, as well as a field marked other. Simply select your choice, and choose from the drop-down menu with the appropriate person.
If your event has a unique URL, such as http://mockconvention.com, you can enter it in the field provided. Be sure to add the http:// before your URL.
When you check the box to nominate your event as featured, it is forwarded to the news office for special placement on the appropriate audience dashboard as well as the W&L homepage. We don't guarantee placement on these pages, and give preference to those events with the broadest appeal (generally multiple audiences.) Note that these events must appeal to a broad audience and are generally open to the entire University community and/or the public at large.
When you create an event in the new CCH, you have the option to create a corresponding campus notice at the same time. If you don't wish to do so, click "save to calendar only." If you do wish to create a notice, keep in mind that your event will automatically appear in the Upcoming and Today sections (right sidebar) of Campus Notices beginning a week prior to the event date. Events that are classified with a primary type of "Deadline" will begin to appear in the Upcoming Deadlines listing 30 days prior to the deadline.
If you choose "Save to Calendar and Create Campus Notices," you will be directed to a page where you can choose your audicence for the Campus Notice. Select the appropriate audience and proceed.
You can then edit the subject & body copy of your notice, as well as select the first and second days that your notice will run. The selected days will be highlighted in green.
Click "Post this Notice" and you are done!
Will anyone review my Campus Notice? (link)
No, not at this time. Users should judge the appropriateness of their own messages.
Can I reply to a Campus Notice? (link)
The Campus Notice message of the day will come as e-mail from postmaster@wlu.edu. Replies to individual notices should be sent to the email address identified in the campus notice and not the postmaster address.
What are examples of inappropriate Campus Notice? (link)
Opinions, political campaigning except for student elections as regulated by the Executive Committee, excessive repeats of the same notice.
When submitting a Campus Notice, where do I say who is sending the notice? (link)
The Campus Notice system will supply that information based upon your network login information. You will be identified by your name and e-mail address. Anonymous messages are not permitted.
Where is the W&L Directory? (link)
The Directory for all W&L students, staff and faculty is located at: http://managementtools.wlu.edu/Directory/
You can also type any last name in the search box for this knowledgebase and it will search against the W&L Directory and provide you with matching names and information.
I'm visiting W&L as a guest. How do I use W&L's wireless network? (link)
What is the L-Drive? (link)
The L-Drive is a network file storage space for course work. It is intended for instructional use by instructors and students. The fileserver space can be used for student websites, collaborative assignments and many other kinds of work. The L drive can be accessed in any application, such as Word, Excel or PowerPoint, or with a file management tool such as Windows Explorer. To learn more about the L-Drive or how to connect to it from your personal computer, you can visit the following link:
http://www.wlu.edu/x16590.xml
Does W&L have any information on sustainability? (link)
W&L has a web page on sustainability. Please click this link to learn more.
What is the URL for Datatel on campus? (link)
The URL is now go.wlu.edu/Colleague or go.wlu.edu/TestColleague
Is there training for Box at W&L available? (link)
Yes, there is training on the Atomic learning site under My Campus Training/Box at W&L - click this link
There is also training on the Box site - click this link
What do I do to access my files from off campus? (link)
How do I login to a laptop from the ITS laptop pool while off-campus (off the W&L network)? (link)
3) Password is W&Lpassword
(entries are case sensitive)
How do I log into SharePoint from off-campus? (link)
Navigate your browser to https://sharepoint.wlu.edu. The "https" is required and provides secure access to the site.
Log in with your network username. You may need to use the "AD\" prefix, for example, AD\doej
Use your network password.
How do I connect to W&L's wireless network? (link)
If you're a W&L faculty member, staff or student, use any available Internet connection, on-campus or off-campus, and use a Web browser to access this page:
http://wireless.wlu.edu
Follow the steps, entering your W&L username and password when prompted. After you complete this step, you'll connect to W&L's wireless network automatically whenever you're in range.
If you're not a member of the W&L community, find the wireless network named "wlu," connect, and open a Web browser. Enter your e-mail address, or, if you're a sponsored guest and have been provided with credentials for temporary access to W&L's wireless network, enter the user name and password that was provided to you.
Please note that wireless is a limited resource, and minor disruptions are common; see Statement on Wireless Service at W&L
Where is a map of the Washington and Lee Campus? (link)
The Campus Map is located at: http://newsoffice.wlu.edu/PrintmapNew.pdf
How do I connect to Datatel from home or off campus? (link)
The only method for accessing Datatel from off campus is through TheStable.
What are the on campus cable channels? (link)
Washington and Lee University Cable TV Channel Lineup (Coax - as of 8/2015, subject to change)
CHANNEL # CHANNEL NAME
3 HSN-HD
4 WBRA-15 (PBS)-HD Roanoke
5 WFXR-27 (CW) Roanoke
6 WDBJ-7 (CBS)-HD Lynchburg
7 Local Origination
8 WFXR-21-HD (FOX) Roanoke
9 WSLS-10-HD (NBC) Roanoke
10 WVPT-51-HD (PBS) Staunton
11 WPXR-36 (ION) Roanoke
12 WSET-13 (ABC) Lynchburg
13 QVC
14 Local Origination (WDRL)
15 C-SPAN-HD
16 Jewelry TV
17 WGN America
18 Gov't Access
19 WDBJ-19 (MyNetwork) Lynchburg
20 VH1-HD
21 ABC Family-HD
22 FX-HD
23 CNN-HD
24 Headline News-HD
25 Comedy Central-HD
26 Spike-HD
27 TBS-HD
28 ESPN-HD
29 ESPN2-HD
30 Lifetime-HD
31 Syfy-HD
32 AMC-HD
33 CNBC-HD
34 TNT-HD
35 BET-HD
36 FXX-HD
37 Hallmark-HD
38 MASN-HD
39 MASN2
40 USA-HD
41 The Weather Channel-HD
42 TCM-HD
43 Comcast SportsNet Mid-Atlantic-HD
44 MSNBC-HD
45 Bravo-HD
46 A&E-HD
47 TLC-HD
48 Discovery Channel-HD
49 History Channel-HD
50 E!-HD
51 Disney Channel-HD
52 Animal Planet-HD
53 HGTV-HD
54 Fox News-HD
55 Food Network-HD
56 TV Land-HD
57 Nickelodeon-HD
58 Hallmark Movie Channel-HD
59 The Comcast Network
60 CMT-HD
61 FYI-HD
62 Golf Channel-HD
63 style.-HD-ESQUIRE
64 NBC Sports-HD
65 Lifetime Movie Network-HD
66 Cartoon Network-HD
67 Oxygen-HD
68 EWTN-HD
69 truTV-HD
70 MTV-HD
71 INSP
72 PBS Kids Sprout-HD
73 TBN
75 C-SPAN3
76 C-SPAN2-HD
77 Travel Channel-HD
78 BBC America-HD
79 Big Ten Network-HD
80 Fox Business Network-HD
81 H2-HD
82 Investigation Discovery-HD
83 National Geographic-HD
84 Velocity-HD
85 Universal-HD
86 GSN-HD
87 Bloomberg TV-HD
88 WE-HD
89 TV Guide Network-POP
90 ShopNBC-ENVINE
91 WBRA-World
92 WSET Retro
93 WSET Weather
94 WVPT Create
100 WVPT V-me
101 WWCW-21
Applies To: Staff, Students
What are the entrance/admission requirements for W&L? (link)
You can find information about entrance requirements by going to the Admissions website: http://admissions.wlu.edu
Information about entrance requirements can also be found at this location:
http://catalog.wlu.edu/content.php?catoid=3&navoid=208#Requirements
Does W&L Offer a Listserv Service? (link)
Yes. ITS runs a Majordomo listserv that is available to any department, group or organization on campus. To request a listserv, contact the HelpDesk and request one, including the following information:
The name of the listserv
The email address of the owner of the listserv (must be an active W&L account)
optionally, a list of email addresses to populate the list with
Can I send a fax with RightFax from off campus? (link)
Yes, You can send a fax with RightFax when you are off campus. Log into thestable.wlu.edu and then log into RightFax.
What is the address to access Box at W&L? (link)
http://box.wlu.edu
http://wlu.box.com
Score: 7.5 - Updated: 11/21/2014 8:06:03 AM - Was this helpful?
Will emeriti faculty and staff continue to have access to their W&L box.com (Box at W&L) accounts? (link)
No, emeriti faculty and staff will not retain access to these resources.
What is the Information Security Program (ISP) at W&L? (link)
The ISP and the ISP Committee were organized at the direction of the Provost in 2003 to comply with the Gramm-Leach-Bliley Act (GLBA) and to implement the "Safeguards Rule" issued by the Federal Trade Commission. The ISP Committee is chaired by the ISP Coordinator and the Committee has responsibility, in advising the Provost, for the ISP. The original program scope was intentionally broader than necessary for simple legal compliance, and requires all departments to have written procedures documenting the safeguards used to protect the University's information assets.
What statistical software packages do we offer on campus? (link)
Stata and SPSS are statistical packages that can be found on computers in labs across the W&L campus. Stata is available in the Williams School and in Leyburn Library. SPSS is also in the library and on machines in the Science Center.
As an employee how do I access the GPS system for my account? (link)
How can I get the W&L wireless network to work on my Blackberry? (link)
First turn on Wi-Fi (wireless) on the device:
1. At the Home screen, press the Menu key.
2. Scroll to the Manage Connections icon and press the trackball.
3. Scroll to Wi-Fi (not all Blackberry phones have this option; if you don't see it, it's not available for your model). Press the trackball to place a check mark in the box to turn on Wi-Fi.
Then scan and connect to available networks
To scan for and connect to available networks, perform the following steps:
2. Scroll to Set Up Wi-Fi Network and press the trackball.
3. Scroll to Next and press the trackball.
4. Select Scan for Networks. The handheld scans and displays available networks.
SELECT WLUsec
5. Press the trackball to connect. Enter your W&L network user name and password
What software does W&L license for faculty and staff? (link)
The University provides site licensing for these products on University-owned equipment:
Microsoft Windows Upgrades
Microsoft Office Professional and Enterprise
Symantec Anti-Virus, Corporate Edition
In addition, these products are licensed for all student-owned computers.
Faculty and staff may install Microsoft Office on their personally-owned computers if its use is primarily for work-related purposes. Employees may purchase installation media at the University Store provided they sign a Work-at-Home Agreement at the Store.
Please contact your ITS Client Services Support Specialist for licensing information on other software products. ITS can often provide licensed installations at no charge to the department or provide significant volume discounts for certain products.
Is it possible to remote to my desktop (RDP) from off campus (myVi)? (link)
Can I join the W&L AD domain (network)? (link)
Faculty and staff computers will be joined to the domain by ITS personnel. Personally-owned student computers cannot be joined to the domain.
If you need to access a computer that is in the domain, you can go to http://THESTABLE.wlu.edu and access a virtual image that is in the domain. (Access requires authorization; you'll have to log in with your network username and password.)
How do I activate the 3g service on my W&L iPad? (link)
My Outlook (OWA for employee) doesn't look right what can I do? (link)
Is there an Outlook plugin for Box.com (Box at W&L)? (link)
Yes. The Outlook plugin for Box is compatible with Microsoft Outlook versions 2013, 2010 and 2007. There is no Outlook plug-in available for Macs.
More information about the Outlook plugin for Box is available here: https://wlu.app.box.com/services/browse/49/box_for_outlook
(There is a download link to the latest version available at that web address.)
Where can I find the map of W&L's wireless network coverage? (link)
The map of wireless network coverage is located here.
Where can I find a list of classroom spaces at W&L? (link)
The Registrar's office maintains a list of classroom spaces here: https://managementtools3.wlu.edu/CourseOfferings/pages/Page6.aspx
If I am a student on campus do I have Cable (Xfinity) TV? (link)
On campus in all the dorms, Woods Creek Apartments and Sororities you can stream live TV, movies, sports and more on any device (you have to be connected to the wireless on campus) - and it's all included with your campus housing.
Go to xfinityoncampus.com and select Washington and Lee University. Log in with your full email address and password.
What devices are supported on W&L's secure wireless network? (link)
The wireless network for W&L faculty, staff and students uses a technology called 802.1x, which provides security by encrypting all network traffic.
Some older computers do not support this technology. However, most modern, up-to-date wireless devices will run on the secure wireless network:
Windows computers with security features enabled, including auto-updates, firewall and up-to-date operating system
Macintosh computers with security features enabled, include firewall and up-to-date operating system
Apple iPad and iPod Touch
Most Smart Phones with wireless capability, including iPhone, Blackberry, and Android-type phones
Game devices such as the Xbox 360 and Wii and other special-purpose network devices such as the Roku do not function on the secure wireless network. For such devices, use a wired connection, or register them for use on the wireless network.
Please note that wireless is a limited resource, and that minor disruptions are common; see Statement on Wireless Service at W&L
What are the configuration settings for W&L's secure wireless network? (link)
Whenever possible, use the tool at http://wireless.wlu.edu to configure your device for use on W&L's wireless network.
You may need to manually configure some devices. The settings are:
SSIDD: WLUsec
Wireless Encryption: WPA2 Enterprise
Authentication Protocol: MS-CHAPv2/PEAP
Outside tunnel authentication: This should be left blank
Inside tunnel authentication: WLU Username and Password
Security certificate verification: Equifax Secure Certificate Authority
Where are the public printers for student usage on campus? (link)
What third party apps are able to save directly to my Box at W&L account? (link)
iAnnotate PDF
What browsers does Box at W&L officially support? (link)
Please read the updated FAQ here: https://support.box.com/hc/en-us/articles/200519838-What-Browsers-does-Box-officially-support-
When off campus, why can't I log into a W&L application web site (like SharePoint) using Internet Explorer? (link)
If one takes a W&L laptop that is in the W&L AD domain off campus and then attaches to a site that is in the IE 'Local Intranet' security zone, the laptop attempts to do pass-through integrated windows login. However, this requires that the computer has direct access to an AD domain controller, which is blocked in the firewall. Unfortunately, IE does not gracefully fall back to a username and password prompt in this case.
To configure IE to always prompt for a username and password:
1. Open Internet Explorer
2. Select "Tools"
3. Select "Internet Options"
5. Select "Local intranet"
6. Select "Custom level…"
7. Scroll all the way to the last option and select "Prompt for user name and password"
8. Select "OK" to exit both dialog windows
To re-configure IE once you are back on campus, follow the same procedure, but in step 7, select "Automatic logon only in Intranet zone"
Where are the Smart Boards and Sympodiums located on campus? (link)
du Pont 104 (Sympodium)
Leyburn M47 (Sympodium)
Leyburn Smart Zone (Smart Board) (Contact the Information Desk at 4357 to reserve)
Newcomb 116 (Wide-Screen Sympodium)
Parmly 313 (Smart Board, Biology Department Lab)
Payne 201 (Wide-Screen Sympodium)
Red House (Smart Board)
Science Addition G14 (Sympodium)
Science Addition 114 (Sympodium)
Tucker 402 (Smart Board)
How do I connect to W&L wireless network with a Mac? (link)
If you're a W&L faculty members, staff or student, use the Safari or Firefox browser (NOT Chrome) and use any available connection to access this Web address, from on campus or off campus:
Follow the instructions, and enter your W&L username and password. When you've completed these steps, you'll automatically connect to W&L's secure wireless network whenever you're in range.
How do I add W&L staff, faculty or students to a SharePoint site? (link)
One of the site owners needs to log into the SharePoint site (Members and Visitors cannot do this.)
Site Actions > Site Permissions
Select the name of the group to which you want to add the person.
Click New in the light gray bar above the list of current group members.
Type in or browse the address book for the username.
By default, the box is checked for the added person to receive an email with a link to the site. You can also add a personal message if you'd like.
How can I use General Alerts (formerly e2Campus) to be notified in case of a campus emergency? (link)
W&L has contracted with General Alerts (formerly e2Campus) to provide text message alerts in the event of a major emergency. This important service is available free of charge to all students, faculty and staff. Please register a text-capable cell phone number so you will get these messages. You may also register an additional text-capable cell phone number and e-mail addresses so that family members may receive text alerts.
All users of the General Alerts system will receive campus emergency alerts.
Is the EOP username and password the same as my W&L network username and password? (link)
Yes, your username is your full email address with your AD password. To change your password you would go to password.wlu.edu which will change your password for all W&L resources.
Why can't I log on to a W&L authenticated web application? (link)
Here are some of the most common symptoms and solutions to authentication failure to W&L web applications:
You are repeatedly presented with a login prompt, which never is successful. You are using a personal computer, or are off campus. Try entering your user name with the prefix "AD\" . E.g. AD\MyAccountName . W&L's Active Directory domain is named "AD". This prefix tells the web server which domain to authenticate against.
The previous step does not work, but in the popup, you see an option similar to "Use Another Account". Select that option, and use the AD\ prefix. In this case, your browser is using your computer's name as the authentication domain, and is ignoring the AD\ prefix.
Has your W&L password expired? Has it been more that one year since you changed it? You may do so at http://password.wlu.edu.
You are using FireFox version 30.0 on a Mac or Linux workstation. Release 30 breaks Windows authentication. See the following for a fix: http://managementtools.wlu.edu/Help/Resources/1/271.pdf
You are using FireFox version 40, and accessing an unauthenticated page with authenticated content embedded in it. This version of FireFox intentionally disables this if the page and content are in different domains. You can configure Firefox to allow this, or use a different browser.
You are using Safari, and receiving the error "request body stream exhausted". This is a bug with Safari authentication. Use a different browser.
You are on an iOS device, recently updated to version 7. This update breaks windows authentication for some iOS devices like iPhones or iPads. Use another device.
You are never presented with a login prompt. You are using Internet Explorer on a W&L computer, from off campus. Integrated Windows login is failing because the browser can not communicate with a W&L AD Domain Controller from off campus. Use another browser or temporarily disable Integrated Windows authentication: https://managementtools.wlu.edu/Help/Default.aspx?col=1&q=unable+log+login
If none of these solutions work, try going to http://MyVI.wlu.edu and opening a web browser from the APPS screen. Then, you will effectively be using a W&L computer, and on campus. This will bypass many issues associated with using personally owned computers.
Where do I download Box (Box at W&L) for Office 2013? (link)
The download is available on the Box.com website in the article here: https://support.box.com/hc/en-us/articles/203053636#bfo_fi
How do I connect to the W&L wireless network from my iPhone, iPod Touch or iPad? (link)
Go to the Settings app
Select Wi-Fi
Make sure Wi-Fi is on and choose the "WLUsec" network
Enter your W&L network username (without the @mail.wlu.edu or @wlu.edu part) and password and tap Join
When prompted to accept the network certificate, tap the Accept button
Enter your device's passcode if prompted
A checkbox next to the WLUsec network and the Wi-Fi signal icon in the status bar at the top should indicate that you are now connected to the network
I'm not getting cable channels above 13 on my campus cable TV, what do I do? (link)
Having trouble with your Cable TV? Here are some problem solving tips:
If you have a VCR hooked up with your TV, unhook it and work directly with the TV until you resolve the problem.
Check the wire that connects your TV to the wall jack. (You must provide this wire -- available at the Bookstore, Wal Mart, etc.). Make sure this cable is connected properly to both the TV and the wall jack and that the ends of the thin wire inside this cable are not bent over.
Next try programming your TV:
Activate the MENU settings of your TV set
Scroll through menu selections until you find a TV/ANTENNA/CABLE setting (or something similar)
Change this setting to CABLE or CATV.
After setting to CATV, use the AUTO PROGRAM feature to automatically find the channels.
If you have tried trouble shooting your TV and it still doesn't work please send a work order request with the help desk.
Where are high definition displays with HDMI located on campus (LifeSize)? (link)
Display devices with HDMI inputs are limited on campus at this time. ITS will be deploying more of these high definition flat panel monitors and projectors over time. As of October, 2010, locations with HDMI include Leyburn M40, M41, M42, 102 and the SmartZone on Main Level. HDMI inputs are also available in the Newcomb Hall classrooms. Devices such as the LifeSize Passport video conferencing system require an HDMI capable display device to operate.
How do I (ITS staff) use Teamviewer to provide remote support at W&L? (link)
How do I access a folder that's on the network (H Drive, L Drive, I Drive) with my Macintosh? (link)
Where do authorized parents or guardians sign into the Generals Payment System (GPS)? (link)
I added a NON-W&L person to my Sakai site and that person logs in but doesn't see the site. What is the cause? (link)
There are two possible causes:
1. Make sure that you have published the site. (Site Info > Manage Access > Publish Site)
2. Add the participant to the site as a NON-OFFICIAL site participant. In the course site, go to Site Info > Add Participants and add the user's full e-mail address in the SECOND box for NON-OFFICIAL participants.
How do I configure Firefox not to require my username and password for every W&L site I access after I've already entered it one time? (link)
How can a professor re-gain access to a previous term's course folder structure on the "L: drive" (mfsacad1/acadshared)? (link)
The app I'm using on my [iPhone, iPad, Android] won't let me save to my Box at W&L account. It says the app is disabled. How do I request that it be enabled? (link)
Send an email to help@wlu.edu providing the details--the name of the app and how you'd like to use it in your workflow. We'll review the app to see if it meets security requirements and get back to you.


text:
Q: Baixar dados do banco no formato csv Estou tentando baixar os dados do banco em formato csv mas fica indicando que a syntax do SQL está errada.
public void exportarBaseRespostaPI() {
    String banco = "b2wentregascorreios";
    String tabela = "baserespmanifest";
    String caminho = "C:\\Users\\wesley.costa\\Desktop\\wesley.costa\\backup-correios\\base_resposta_pi\\base_resposta_pi.csv";
    new File(caminho).delete();
    try (Connection conn = connBD.Conectar(banco); Statement stmt = conn.createStatement()) {
        try {
            stmt.execute("SELECT `codCorreio`, `codPI`, `respostaMsg`, `dataResp`\r\n" + " FROM " + tabela
                    + "INTO OUTFILE '" + caminho + "' \n"
                    + "FIELDS TERMINATED BY ';' ENCLOSED BY '\"' \n" + "LINES TERMINATED BY '\r\n';");

        } catch (SQLException e) {
            System.out.println(e.getMessage());
        }
    } catch (ClassNotFoundException | SQLException e) {
        System.out.println(e.getMessage());
    }
  }

Essa é a exception:

(conn=127002095) You have an error in your SQL syntax; check the
  manual that corresponds to your MySQL server version for the right
  syntax to use near 'OUTFILE
  'C:\Users\wesley.costa\Desktop\wesley.costa\backup-correios\base_respost'
  at line 2 SELECT codCorreio, codPI, respostaMsg, dataResp FROM
  baserespmanifest INTO OUTFILE
  'C:\Users\wesley.costa\Desktop\wesley.costa\backup-correios\base_resposta_pi\base_resposta_pi.csv'
  FIELDS TERMINATED BY ';' ENCLOSED BY '"' LINES TERMINATED BY ' ';

redpajama_set_name: RedPajamaStackExchange


text:
Prince George's birthday plan; Diana's brother invited?
An undated handout picture issued by the Duke and Duchess of Cambridge on December 13, 2014 and taken in late November, one of three official Christmas images, shows Britain's Prince George of Cambridge sitting in a courtyard at Kensington Palace in London. (AFP)
Published Tuesday, July 21, 2015
Britain's Prince George will turn two on July 22. Last year he had a party at Kensington Palace with his great-grandmother the Queen as guest of honour and a rendition of Happy Birthday played by the Irish Guards.
But this is George will have a low-key celebration at his parents' country retreat.
Buckingham Palace released a new photo to celebrate his second birthday
Prince William, and Kate Duchess of Cambridge as they hold their children, Prince George, 2nd right, and Princess Charlotte in the grounds of Sandingham House in England after the christening of the princess. (AP)
He will still be treated to all the usual trimmings – a cake and a visit from doting grandparents Michael and Carole Middleton, as well as a host of little friends and god-parents.
Kate has apparently done most of the organising herself, despite having a housekeeper and nanny on hand at Anmer Hall on the Sandringham Estate in Norfolk to help out.
(Bang)
It is not clear if Prince William will be able to attend the family get-together, as he started work last week as an East Anglian Air Ambulance helicopter pilot and could be working a shift.
Diana's brother invited?
The British royal family have reportedly ended their feud with Diana, Princess of Wales' brother.
The Earl Spencer has been estranged from the rest of the family following an unexpected comment made in the late royal's eulogy at her funeral, where he said he would protect his "blood family", Princes William and Harry.
An insider said: "The plan is there will be a family birthday or gathering with the Queen and Duke present, and Spencer will be invited.
"Palace aides are working on a rapprochement. William and Harry kept their distance on their father's guidance - Charles and the Queen were furious that Spencer said he would guide the boys.
"In their opinion, he didn't and none of what he vowed at the funeral actually happened."
And the idea for the family to set aside their differences is believed to have come from Diana's son, the Duke of Cambridge, who has two-month-old daughter Princess Charlotte and 23-month-old son Prince George with his wife, the Duchess of Cambridge.
The insider added to the Daily Mail newspaper: "Spencer got put in the deep freeze but now they are ready to let him out.
"Things have changed, William's grown up. He made it clear how much he misses his mother by making one of Charlotte's middle names Diana.
"He feels so deeply about his mother's memory he can't leave her brother out. He also wants the family to make up before it's too late - while the Queen is still alive."


UiPath Training With Certification in India & USA @ FREE DEMO!!!
Tekslate is regarded as one of the best and leading UiPath training institutes online. We offer advanced UiPath Course materials from industry-led instructors at economical prices. We are using the start of the art facilities to provide you with the best UiPath training online. Keeping our student's specific interests in mind, we offer you the opportunity of choosing online sessions to deliver our teachings.
What are the UiPath course objectives?
Why should you learn UiPath?
UiPath is one of the leading Robotic Process Automation tools that is a complete software solution to help the organisation in reducing human stress and save time. UiPath certification makes as an aspirant to work quickly using an easy process using flowcharts and diagrams in the UiPath studio. The average salary of a certified UiPath professional is $114,625/year.
Who should attend UiPath training?
UiPath training online is aimed at Targeted Audience with a thorough introduction to the whole of UiPath platform via an interactive medium.
What are the prerequisites for learning UiPath?
What projects are included in this UiPath training course?
The certification adds significant value in getting you the jobs better in the long run. The projects which are painful are the real task that prepares you in for the actual business world. UiPath Certification will be valid across the globe. Therefore, one should not worry about that. The future difficulties will be extreme in the course that will benefit you later.


A Spot For Afternoon Reading.
Round 4 is closed (I will post the poll shortly), Round 5 is open now.
Round Five is officially closed. Round Six is already open.
Note: Please try to keep your entries as different as possible (different dresses, different accessories).
Entry 1: Waiting On Him.
Entry 2: Off To Work.
Round 6 is closed, I will post the poll soon.
Round 7 is now open. Have fun.
@Swanpride and mhs1025: Please change your first entries.You're entries are beautiful but you're bending the rules on what we agreed on.
This is what we agreed on: "Cinderella, Rapunzel, Mulan or Elsa. But if you pick Elsa, you have to combine her with one or two (edit: two) of the official princesses."
Round 7 is closed and Round 8 is now open.
In case it isn't clear, the theme is to create a Pixie version of a princess and her prince (but you can naturally add additional characters.
The Poll for Round 7 will be up soon.


2016 was a really rough year.
And at this point, it looks like things could get worse before they get better.
Things aren't going to get better on their own. We're going to have to make them better.
We don't have a plan for how to do that yet. That's a problem.
I mean, for sure we have a lot of different ideas and theories floating around. A lot of stories we tell ourselves about how things will somehow work out, if we just do the right thing and keep working hard at it.
But for the most part these so-called solutions are riddled with a bunch of oversimplified analyses, wishful thinking, and stubborn finger-pointing.
What we need is a clear, concrete, accessible, realistic, practical, collective, unifying, commonsense plan for how to get from where we are now to the much better future where we want to be. That's what I want to take a crack at.
I'm a sociologist. Professionally trained, with a doctorate. I've spent the past ten years studying and thinking about this stuff.
I don't have a magic formula or a completely foolproof method. But I do think it's clear, based on what social scientists like myself know about how things work, that if we want to find our way out of this tumultuous, harmful, divisive mess we're in, there are certain things that simply have to happen. And there are certain things that have to happen in a certain way. And in a certain order.
So I've tried to identify and compile those things. And I've organized them into ten steps, which I'll start introducing in the coming videos.
I hope this'll start a conversation that's more productive than many of the ones we've been having. And I hope putting something concrete out there that we can build off of will help move us in the right direction, help us feel not so lost and powerless, and help us get to the point where we start to feel like we can really do this—we can really rise to this challenge, and make a difference.
This is the 1st in a series of over 150 videos about how to create real, lasting social change. Click here for a list of all titles, videos, and transcripts.


text:
Q: javax.servlet.ServletException: Error instantiating servlet class org.springframework.web.servlet.DispatcherServlet

I am learning Spring MVC and I am following a tutorial on Youtube:https://www.youtube.com/watch?v=g2b-NbR48Jo&ab_channel=Telusko.I wanted to display a page that can multiply 2 numbers and return the result. Before that, I just want to print something to see whether these is an error.  I have done exactly same as the tutorial but I still got the errors. I have been searching for the solution for many hours yet I can't find a way to solve my problem.
I am using Eclipse IDE ,apache tomcat 8.0
Here the web.xml
 <!DOCTYPE web-app PUBLIC
 "-//Sun Microsystems, Inc.//DTD Web Application 2.3//EN"
 "http://java.sun.com/dtd/web-app_2_3.dtd" >

<web-app>
  <display-name>Archetype Created Web Application</display-name>

  <servlet>

      <servlet-name>viktor</servlet-name>
      <servlet-class>org.springframework.web.servlet.DispatcherServlet</servlet-class>

  </servlet>

  <servlet-mapping>

    <servlet-name>viktor</servlet-name>
    <url-pattern>/</url-pattern>

  </servlet-mapping>

</web-app>

index.jsp

<form action="multiply">
   <input type="text" name="n1">

   <input type="text" name="n2">

   <input type="submit">
</form>

viktor-servlet.xml
<?xml version="1.0" encoding="UTF-8"?>

<beans xmlns="http://www.springframework.org/schema/beans"
xmlns:ctx="http://www.springframework.org/schema/context"
xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"
xmlns:mvc="http://www.springframework.org/schema/mvc"
xsi:schemaLocation="http://www.springframework.org/schema/beans
http://www.springframework.org/schema/beans/spring-beans-2.5.xsd
http://www.springframework.org/schema/mvc
http://www.springframework.org/schema/mvc/spring-mvc-3.0.xsd
http://www.springframework.org/schema/context
http://www.springframework.org/schema/context/spring-context-2.5.xsd
">

<ctx:annotation-config></ctx:annotation-config>
<ctx:component-scan base-package="com.viktor"></ctx:component-scan>
</beans>

pom.xml
<project xmlns="http://maven.apache.org/POM/4.0.0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"
  xsi:schemaLocation="http://maven.apache.org/POM/4.0.0 http://maven.apache.org/maven-v4_0_0.xsd">
  <modelVersion>4.0.0</modelVersion>
  <groupId>com.viktor</groupId>
  <artifactId>DemoMVC</artifactId>
  <packaging>war</packaging>
  <version>0.0.1-SNAPSHOT</version>
  <name>DemoMVC Maven Webapp</name>
  <url>http://maven.apache.org</url>
  <dependencies>
    <dependency>
      <groupId>junit</groupId>
      <artifactId>junit</artifactId>
      <version>3.8.1</version>
      <scope>test</scope>
    </dependency>

<dependency>
<groupId>org.springframework</groupId>
<artifactId>spring-context</artifactId>
<version>4.1.8.RELEASE</version>
</dependency>

<dependency>
<groupId>org.springframework</groupId>
<artifactId>spring-webmvc</artifactId>
<version>4.1.8.RELEASE</version>
</dependency>

<dependency>
<groupId>mysql</groupId>
<artifactId>mysql-connector-java</artifactId>
<version>5.1.36</version>
</dependency>

<dependency>
<groupId>javax.servlet</groupId>
<artifactId>jstl</artifactId>
<version>1.2</version>
</dependency>

  </dependencies>
  <build>
    <finalName>DemoMVC</finalName>
  </build>
</project>

MultiplyController.java
package com.viktor;

import org.springframework.stereotype.Controller
import org.springframework.web.bind.annotation.RequestMapping

@Controller
public class MultiplyController {

    @RequestMapping("/multiply")
    public String cnm() {

        //System.out.println("adsasd");
        return "display.jsp";
    }

}

display.jsp
<%@ page language="java" contentType="text/html; charset=ISO-8859-1"
    pageEncoding="ISO-8859-1"%>
<!DOCTYPE html>

<meta charset="ISO-8859-1">
<title>Insert title here</title>

  im here

A: Add this dependency in pom.xml
<dependency>
     <groupId>org.slf4j</groupId>
     <artifactId>jcl-over-slf4j</artifactId>
</dependency>

After adding slf4j if the problem is not resolved, then add Maven Dependency in Deployment Assembly.


Enterprise Information Architecture for a New Age: Big Data and The Internet of Things, provides guidance in designing an information architecture to accommodate increasingly large amounts of data, massively large amounts of data, not only from traditional sources, but also from novel sources such everyday objects that are fast becoming wired into global Internet. No business can afford to be caught out by missing the value to be mined from the increasingly large amounts of available data generated by everyday devices.
The text provides background as to how analytical solutions and enterprise architecture methodologies and concepts have evolved (including the roles of data warehouses, business intelligence tools, predictive analytics, data discovery, Big Data, and the impact of the Internet of Things). Then you're taken through a series of steps by which to define a future state architecture and create a plan for how to reach that future state.
Enterprise Information Architecture for a New Age: Big Data and The Internet of Things combines practical advice with technical considerations. Author Robert Stackowiak and his team are recognized worldwide for their expertise in large data solutions, including analytics. Don't miss your chance to read this book and gain the benefit of their advice as you look forward in thinking through your own choices and designing your own architecture to accommodate the burgeoning explosion in data that can be analyzed and converted into valuable information to drive your business forward toward success.


text:
Unable to interpret : Arrest rates plummeting in Faisalabad
Routine criminal cases being registered under ATA
By Ajmal Malik
Representational photo. PHOTO: FILE
FAISALABAD: It appears a weak understanding of laws has resulted in Faisalabad police force letting criminals off the hook. A significant number of suspects booked under the Anti-Terrorism Act end up being released due to lack of proper legal basis for their detention.
According to the details available with The Express Tribune, the police force was only able to detain 15% of the total suspects in the cases registered under the Anti-Terrorism Act (ATA) this year.
"Cases under the anti-terrorism act are registered in haste due to which most cases are not maintainable in the court," said Advocate High Court Rana Shahid.
Three suspected al Qaeda terrorists gunned down in Karachi
"Most cases are registered under the Anti-Terrorism Act without taking the opinion of legal experts," he added.
Full of ambiguities, a large number of criminal cases are routinely lodged under the ATA which usually results in low conviction levels. In 2019 alone, a total of 29 cases were registered under ATA against 381 suspects in Faisalabad. The police force was unable to arrest most of these individuals.
Interestingly, a record number of cases related to murders over personal animosity, routine shootings, and even acid attacks have been registered under the ATA.
Other cases include cases of violence against women including domestic violence, killing and burning to death.
Two cases were also registered under the ATA against lawyers for physical assaulting a judge with a chair and opening fire on the court premises.
"Incidents in which the state's authority has been challenged or when someone tries to spread fear, the application of the anti-terrorism act is obligatory," said SSP Operations Faisalabad Syed Ali Raza.
Experts believe the police force in Faisalabad is unable to interpret what constitutes terrorism and consequently, what cases should be registered under the ATA.
Forces stave off Mumbai-style terrorist attack on Gwadar hotel
In another episode that highlights plummeting arrests, a total of 381 suspects were booked under the ATA in 29 cases.
However, the police were only able to make 41 arrests. The majority of the accused obtained bail in the cases before the police could detain them. Enacted to address acts of terrorism and provide speedy trials, the ATA has mostly been misinterpreted due to the wide definition of terrorism in the law, which in most cases allows the inclusion of crimes bearing little or no connection to terrorism.
Earlier this year, during a hearing, Chief Justice Asif Saeed Khosa, remarked that the ATA was full of ambiguities and regretted that routine criminal cases are tried under the law. "Every grave crime is not an act of terrorism," Justice Khosa remarked.
Published in The Express Tribune, July 29th, 2019.
Read more: criminals , Latest , News
Police arrest 759 drug peddlers
Anti-Terrorism Court sends fish poisoning suspects on judicial remand
Pakistan to soon invite Afghan Taliban
Move has backing of the US, which is relying heavily on Islamabad to break stalemate on some contentious issues
Taliban reject direct talks with Afghan government
Statement from Taliban Qatar office contradicts Afghan minister's claim of direct meeting "in coming two weeks"
Seven injured in transformer blast


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redpajama_set_name: RedPajamaGithub


text:
CAAN Aboriginal STATS
HIV/AIDS EPI UPDATES
2012 positive test results for HIV
Northwest Territories/Nunavut/Yukon Territory
National Aboriginal Strategies
Aboriginal Strategy on HIV/AIDS II (ASHAC II)
Environments of Nurturing Safety
National Aboriginal Youth Strategy on HIV/AIDS in Canada (NAYSHAC)
International Indigenous Strategy for HIV/AIDS
Programs/ Projects
Assessing Community Readiness
Assessing Community Readiness – Manual
Assessing Community Readiness – Workbook
Community Readiness Poster
Walk With Me Manual
Leadership Project
Leadership Youth
National Indigenous Youth Council on HIV/AIDS
Leadership Women
International Indigenous Working Group on HIV & AIDS
Trans-National Project
Promising Practices Films
Promising Practices in Indigenous Communities in Saskatchewan
Promising Practices in Timaskaming First Nation
Promising Practices in Eskasoni First Nation
National HIV, HEP C, STBBIS Indigenous Toolkits
Indigenous HIV Toolkit
Section One: Strategies
I. Aboriginal Strategies Poster
II. Summary of Strategies
III. Strategies CD
Section Two: Leadership
I. Young Eagles Challenge
II. CAAN Youth Poster
III. Youth Posters – CATIE and Health Canada
IV. Aboriginal Women and HIV – Poster
V. Aboriginal Women and HIV – Fact Sheets
VI. EONS – Brochure
Section Three: CAAN Documents
I. CAAN Membership Brochure
II. HIV and AIDS Basic Facts
III. Regional Fact Sheets
IV. Evaluation Handbook a Guide for Aboriginal Organizations
V. Medical Marijuana
VI. Information Sheet on Non-discrimination
Section Four: Community Readiness
I. Community Readiness Poster
II. Assessing Community Readiness & Implementing Risk Reduction – train the trainer manual
III. Assessing Community Readiness – Powerpoint Presentation
IV. Assessing Community Readiness – Workbook
V. Harm Reduction Implementation Guide
VI. Harm Reduction Service Delivery Model
Section Five: Testing
I. Pre and Post Test Counseling Guide
II. Testing Poster
III. Pre HIV Test Counseling Guidelines – Brochure
Section Six: Prisons
I. Circle of Knowledge Keepers – Manual
II. Circle of Knowledge Keepers – Agenda (PowerPoint)
III. Aboriginal People and Incarceration – Summary
IV. Aboriginal People and Incarceration – Research Project
Section Seven: Research
Indigenous Hep C Toolkit
Aboriginal Hepatitis C Toolkit
Indigenous STBBIS Toolkit
Other CAAN Resources
APHAS, YOUTH, WOMEN
APHAS
National Indigenous Youth Council on Sexual Health and HIV/AIDS
Young Eagles Challenge – Know It!
Young Eagles Challenge – Do It!
Indigenous Youth Leading Community-Based Research Statement
EONS Brochure
Women's Fact Sheet
CAAN Resources
AHA CENTRE
General Research / Resources
Current Research and Resources
Harm Reduction Services for Indigenous People Who Use Drugs: Questions and Answers
Indigenous Communities and HIV and HCV in Federal Prisons: Questions and Answers
Indigenous Communities and HIV Disclosure to Sexual Partners: Questions and Answers
Indigenous communities: HIV, privacy and confidentiality
Indigenous Communities: Summary of Legal Needs Assessment
Capturing Indigenous Health and Research Data – Suggestions for Escaping the Cycle of Mistrust
Alcohol Use by APHAs and Access to Care and Treatment
21st Century Moccasin Telegraph Research Project
APHA Leadership Project
Decolonizing Indigenous and "Southern" Methodologies: A scoping review
Family Matters: Informing a family-based model of care
Policy Guidelines for Aboriginal-Centered & Decolonizing Health Research
Stable Homes Strong Families: Housing and Health for Aboriginal Peoples
CJACBR Volume 5 (2013)
CJACBR Supplement (2008)
Organizational Overview
History of CAAN
Events/Workshops
Skills building and AGM
Aboriginal AIDS Awareness Week 2017 (AAAW)
Upcoming events other
Indigenous Voices on HIV
Addreses
Employment / Emploi
Relational Care
Relational Care – 2008
Research Report Summary
"RELATIONAL CARE": A Guide to Health Care and Support for Aboriginal People Living with HIV/AIDS (2008)
This study began as an investigation into the need for culturally competent care for Aboriginal People Living with HIV/AIDS (APHAs) in Canada. It resulted in an understanding of the need for what we term "relational care." The root of relational care is connection, the link between all living things that in some Aboriginal philosophies is captured in the phrase "all my relations." Relational care is an interactive, caring, respectful path for culturally competent services leading to the well-being of the whole person. Imagine if a Doctor or nurse took time to acknowledge that the person they are treating came across their path for a reason, some deeper purpose, such as to teach or learn from one another? As with the messenger on the preceding page, it is a tremendous responsibility and perhaps gift, to be a part of someone's passing into the spirit world. And until they pass, being of service to assist in finding a healthier way to live also carries that same responsibility.
While most cultural concepts of care (e.g., cultural competence, cultural safety) call attention to relationships of trust, relational care embraces the entire relationship between caregiver and care recipient. Relational care encompasses the physical, social, emotional and spiritual dimensions of human connection. Healthy care relationships are critical because unhealthy relationships often result in Aboriginal people discontinuing care.
The concept of relational care is rooted in values and teachings of Inuit, Métis and First Nations cultures. These values and teachings provide pathways for our analysis of the experiences of APHAs in accessing care, treatment and support, and frame our analysis of relational care service provision. In this report we outline Seven Sacred Teachings which are found in many Prepared by the Canadian Aboriginal AIDS Network, 2011 First Nations to elicit care relationships that foster positive health outcomes for APHAs. We acknowledge that the Inuit and Métis also have their own belief systems which may be similar to these.
This was a three-year qualitative research study (2005–2008) involving five target regions in Canada: Atlantic, Quebec, Ontario, Manitoba, and Saskatchewan. The study set out to meet three research objectives:
To explore the perceptions of cultural concepts of care among APHAs and HIV/AIDS health care providers;
To document the lived experiences of APHAs regarding culturally competent or incompetent health care; and
To design a wise practices guide for HIV/AIDS health care providers who work with APHAs.
Data collection was conducted in two phases.
Phase 1 consisted of interviews with APHAs. In Phase 2 we returned to each region where APHA participants accessed services, and conducted focus group and interview sessions with primary and community-based HIV/AIDS professionals:
Thirty-five APHAs participated in semi-structured interviews. Within this group, 22 identified as First Nations, such as Mik'maq, Maliseet, Innu, Cree, Ojibway and Oji-Cree cultures represented. There were eight Métis participants, most of whom lived in western Canada. The remaining five persons living with HIV/AIDS (PHA) participants were Inuit, each of whom left Nunavut or Nunavik who had moved to southern urban centres, mainly in central Canada.
Fifty-two HIV/AIDS service providers, representing 25 organizations, participated in focus groups and interviews. The service provider sample included both primary (medical) and community-based (support) health professionals who work at various types of agencies such as AIDS Service Organizations (ASOs, both mainstream and Aboriginal-specific), HIV clinics, community health centres, Native Friendship Centres, addiction treatment centres, youth agencies and HIV housing agencies.
Taken as a whole, the knowledge of both APHAs and health care providers in this study represent a broad range of individual and organizational experiences in both accessing and providing care, treatment and support for HIV/AIDS. Their knowledge of Aboriginal cultural issues and health care systems in various regions across Canada provides a rich source of information toward building a meaningful and competent approach to care for Aboriginal people living with HIV/AIDS.
The APHA experience: Being Aboriginal, Being Positive Living with HIV/AIDS is often described by APHAs as an emotionally difficult journey that begins immediately after testing positive for HIV. Many APHAs described HIV discovery as a Prepared by the Canadian Aboriginal AIDS Network, 2011 devastating experience and a sudden loss of hope for the future. For some APHAs, the crisis of HIV was a wake-up call to change their lifestyles. Whatever the initial reaction to discovering their positive HIV status, participants described how pathways to healing can be facilitated by health care and support that nurtures not only physical health but also emotional and mental stability — and for some, cultural and spiritual renewal.
Service providers generally recognized that APHAs express healing in more holistic terms, where physical, spiritual, emotional and mental wellness intersect. Many medical and support professionals made it clear that living with HIV/AIDS is a lifelong journey, and that many PHAs struggle to deal with a complexity of lifestyle and health issues that led to their HIV infection in the first place. While the journey itself is not Aboriginal-specific, service providers generally agreed that there are cultural components to how APHAs balance positive and negative experiences and how they respond to diagnosis, adhere to treatment, access support, overcome obstacles and learn to live with HIV/AIDS.
Relational care begins with a common understanding of past relationships between Aboriginal peoples and European colonizers. Those engaged in relational care acknowledge the historic trauma of past colonial relationships on the health of Aboriginal peoples in Canada and work with clients to minimize further harm:
"Historic trauma" associated with centuries of colonization of Indigenous peoples of the Americas is commonly cited as a main factor in the health disparities experienced by Aboriginal peoples in Canada. Researchers commonly consider rapidly increasing rates of HIV and hepatitis C virus (HCV) infection among Aboriginal youth as a reflection of the complex effects of addiction, social dislocation, discrimination, human rights violation and poverty.
Approximately half of the APHA participants shared their sense of disconnection from Aboriginal culture for various reasons. For some, this sense of disconnection was due to adoption or fostering by non-Aboriginal families. Several APHAs traced their disconnection to attendance at residential schools or to recent reinstatement of their First Nations status through Bill C-31. For others, traumatic experiences involving HIV stigma, homophobia, ostracism or abusive relationships have caused rifts between them and their families or home communities. Several APHAs left their home communities because of its isolation or lack of services and other opportunities. Many APHAs concluded that returning home to their communities of origin was no longer an option.
An HIV diagnosis can shatter the meaning people hold about life and their place in the world. Often APHAs described how testing positive for HIV resulted in overwhelming fear that illness would quickly lead to crippling illness and/or sudden death. For some of these individuals, coping meant withdrawing from social and family supports. Frequently, APHAs' lives entered a period of intensified negative coping based on past street involvement and substance abuse, often reflecting high-risk behaviours that led to the diagnosis.
For most people diagnosed with HIV/AIDS, the shame and failure associated with experiences of stigma and homophobia further complicate HIV discovery. These factors also represent Prepared by the Canadian Aboriginal AIDS Network, 2011 recognized barriers to disclosure and to accessing treatment and support services. Service providers say that HIV stigma and racial prejudice tend to limit APHAs' access to medical and support services, both inside and outside Aboriginal communities:
From within home communities, HIV stigma and homophobic attitudes limit access to services by APHAs who are concerned about privacy and confidentiality. From a medical services point of view, HIV stigma in Aboriginal communities discourages HIV testing and threatens to isolate APHAs from important family support networks. Service providers frequently commented on the burden being placed on APHAs' sense of Aboriginal identity due to homophobic attitudes and associated fears about HIV/AIDS. This is a serious concern for APHAs, who have been judged by and are now unwelcome in their home communities.
From outside, attitudinal obstacles in the paths of APHAs' healing journeys include perceptions of discriminatory practices by social assistance agencies, pharmacists, clinicians and other mainstream service agencies. Racist attitudes toward Aboriginal peoples from within health care and support environments add another layer of stress to an already difficult situation. APHAs' perceptions of prejudice were often woven into and associated with stories of racism, HIV stigma and/or homophobia.
APHAs who related experiences of perceived racism did so almost exclusively within the context of primary medical services. In particular, there was a perception that health care professionals associated Aboriginal identity with addictive behaviour. Racist attitudes were also perceived in terms of dominance of the western biomedical model of health care over alternative, complementary or traditional wellness practices.
APHAs with overlapping identities — being Aboriginal, being HIV-positive, being gay, being an addict, being a sex worker — described pulling away from familial and medical relationships in an effort to protect against painful experiences of stigma, racism or homophobia.
For some APHAs, testing positive was a turning point in their lives, leading to a "good journey" or "better path." More than one-third of the APHAs interviewed talked about reconnecting with their Aboriginal heritage since testing as HIV-positive. Culture was seen as a path toward new meaning in life, learning to take pride in being Aboriginal and generally improving self-esteem. Other APHAs did not seek cultural or traditional avenues but nevertheless viewed HIV as an opportunity to grow. In this sense, HIV was seen as a "gift" that triggered reflection, introspection and re-evaluation of life and health priorities.
Following an HIV-positive or AIDS diagnosis, human connectedness and a sense of belonging have proven to be crucial elements in learning to cope and live with HIV/AIDS. APHAs often described this human connectedness as "second family." Strategies included volunteering at HIV drop-ins and Native Friendship Centres; joining support groups such as talking circles; becoming active members of local, regional, and national Aboriginal AIDS organizations; learning speaking skills in order to inform Aboriginal students about the risks of HIV/AIDS; and accepting help from others, especially family and friends.Prepared by the Canadian Aboriginal AIDS Network, 2011
Among those APHAs who were seeking to reconnect with their cultural heritage, exploring traditional Aboriginal approaches to wellness was an important pathway. Health care and support professionals generally agreed that traditional wellness approaches promoted positive health outcomes. Relational care in this instance required that the health care provider be willing to have a conversation with their Aboriginal patient about how to integrate western medical treatments and traditional wellness practices.
Relational Care: Promoting Healing
APHAs described relational care as involving two main themes — connecting and relationships:
Connecting refers to APHAs' perception that a safe environment is one in which they felt comfortable, important and cared for as a person, not a disease.
Relationships were conceptualized as the ways in which service providers interacted with APHAs, and how they negotiated the care, treatment and support appropriate to each situation. Good care relationships reflected the Seven Sacred Teachings: love, respect, courage, honesty, wisdom, humility and truth.
Service providers emphasized that competency had many more components than just provision of culturally relevant skills and knowledge. Core elements of relational care include trust; rapport; respect for individuality; regard for Aboriginal and holistic approaches to wellbeing; flexibility and openness toward alternative, complementary and integrated care strategies; and willingness to relinquish expert status and learn about how better to meet the needs of Aboriginal PHAs.
In connecting with health care and support, APHAs revealed ways in which they could relate to physical, social, emotional and spiritual environments. Similarly, service providers shared their observations and experiences about how, when and why they were able to connect with their Aboriginal clients:
Physical connection was described as a sense of space and place where APHAs felt welcomed, comfortable, relaxed and safe. In their descriptions of "ideal care," many APHAs described physical spaces that felt "like home" and that acknowledged the local Aboriginal culture in its art or architecture. Trust in the level of confidentiality within this environment was imperative.
Social connection was recognized as a familiar face, a shared experience, a friend who was not an authority, and knowledge that an APHA is not alone. An Aboriginal presence (e.g., staff) was seen as more welcoming and had the potential to enhance the responsiveness of some clients to the environment, resulting in improved access to care. In other cases, service providers who were themselves HIV-positive were viewed as the foundation upon which some APHAs felt they could best relate.
Listening, sharing and sense of family were described as ingredients of emotional connection. Inasmuch as an Aboriginal presence within care environments was viewed as Prepared by the Canadian Aboriginal AIDS Network, 2011 favourable by almost all APHA participants, creating and providing a safe emotional
Space was equally important. A common theme in APHAs' stories about the drop-ins, community health centres, or Native Friendship Centres they frequented was the strong emotional connection they had with HIV-positive peers who were like "family."
Spiritual connection embraced notions of acceptance, open-mindedness and human competence. It celebrated diversity of race, gender, sexuality and HIV status. This meant acknowledging the diversity of the APHA population in terms of cultural background, personal experience and sexual orientation. APHAs objected to being stereotyped, and advocated equal treatment for all, regardless of culture. Fundamental to making a spiritual connection were service providers characterized as understanding, open-minded and dynamic.
Personable relationships were critical to APHA participants' perceptions of culturally competent and safe care. In particular, having a one-on-one and dependable relationship with service providers, whether they were Aboriginal or non-Aboriginal, was often reported as the most important component of care. APHAs talked about how meaningful interactions and affirmative social encounters shaped their experience with health care facilities and service organizations.
For virtually all of the APHAs we spoke with, being able to trust a service provider was the dividing line between good and bad care. There was overwhelming agreement among service provider participants that building rapport with Aboriginal clients takes longer than with non-Aboriginal clients. There was an initial mistrust by APHAs of health and social service organizations, and apprehension about being judged by those in authority. Trust was defined by both APHAs and service providers to include non-judgmental attitudes and behaviours; knowledge and capacity to understand issues around HIV/AIDS; sexual orientation, or addictions; and comprehension of confidentiality and anonymity concerns.
A number of APHAs were explicit about the importance of a holistic approach. They sought it out and were critical of care providers who were closed to approaches that go beyond physical or medical care. Service providers who acknowledge and help APHAs address emotional, mental, social and physical needs, and engage in relational care by encouraging APHAs to access a range of care and support for their whole well-being.
Relational care reflects a willingness on the part of service providers to regard individual differences by offering care options to APHAs, and the courage to respect APHAs priorities and support their decisions. At the same time, relational care providers seek to balance sometimes contradictory needs, and to administer wisdom in helping APHAs to integrate types of care, such as Aboriginal traditional with western medical practices, or HIV and addiction treatments.
Relational care suggests that service providers are not always the experts. It demands a willingness and desire to learn about the contexts within which APHAs seek support or care.
Relational care providers make it their business to understand Aboriginal clients' histories of trauma, social, economic and logistical matters that affect how and where appropriate care can be found, as well as resources to fulfil information and referral service requests:Prepared by the Canadian Aboriginal AIDS Network, 2011 Service providers recommended both immediate and long-term cultural resources. Immediate resources include information and clarification about access to services by off/on-reserve and Status/Non-Status Aboriginal clients; centralized access to Aboriginal resources; and HIV/AIDS resources that are culturally appropriate at a local/regional level. Long-term recommendations include community partnerships with Aboriginal organizations such as Aboriginal ASOs and Native Friendship Centres, outreach and mobilized services, and integrated addiction and infectious disease services.
Wise Practices for Providing Relational Care
A legacy — Acknowledge that many Aboriginal people wear the legacy of colonialism, including historical trauma impacts to varying degrees. Observe those who may more noticeably experience multiple challenges as a result of this legacy.
Cultural connection and disconnection — Approach Aboriginal families as a unit. Increasingly, several generations within a single extended family are infected with HIV. In Aboriginal communities — urban or rural — it is not enough to provide education and information at an individual level; make the information available to everyone.
Living with HIV/AIDS in Aboriginal communities — Health practitioners, chiefs, mayors, council members, elected and non-elected leaders, Elders and community members who want to create a safe environment and provide relational care should deliver a deliberate and sustained message normalizing HIV/AIDS to Aboriginal families and communities. Don't wait for HIV to infect a community, or ostracize someone with HIV or AIDS to solve the problem.
Racism and perceived racism — Be acutely aware that many Aboriginal people have experienced racism and discrimination and do not presume that substance abuse is a factor in their lives. Make every effort to reduce the perception that because they are Aboriginal, substance abuse or social assistance is presumed to be part of their life. Recognize that each Aboriginal client comes from a unique background, and treat each client as an individual who has the capacity and right to make their own informed health choices.
Overcoming barriers — Treat the person and not the disease. Be willing to find ways to help APHAs overcome lifestyle and health barriers (e.g., integrate addiction treatment and HIV care). Encourage patients' participation in decision-making and honour APHAs' health choices.
The catalyst and culture — Maintain a close working knowledge of Aboriginal-specific services in order to help APHAs who consider their HIV-positive diagnosis as a catalyst toward seeking a better path in life and health, particularly through reconnecting with their Aboriginal identity and culture. For referrals, contact knowledgeable Elders and Aboriginal organizations that provide discreet interaction and protect confidentiality.
Second family — Create a safe space for APHAs to connect and support one another, one where they are assured of confidentiality and a non-judgmental atmosphere. Show understanding, and help APHAs who cannot be with their families of origin to find a "second family" that they can belong to who will walk with them on their healing journey. Prepared by the Canadian Aboriginal AIDS Network, 2011.
Making care connections — Take practical steps in care provision (e.g., allow a space within a facility where traditional Aboriginal wellness practices and ceremonies can take place). Work with Aboriginal agencies that have Elder services so that support can be obtained when needed.
Acknowledge that many Aboriginal facilities are situated in poorer neighbourhoods yet fill an important role in the social fabric of the community.
Negotiating care relationship — Express a genuine respect and trust for Aboriginal clients in providing care. Respect for the resilient nature of individuals, even when it's not obvious, is vital and the foundation of relational care.
Cultural resources — Aboriginal ASOs require long-term funding to provide mainstream service agencies and HIV clinics with cultural resources appropriate to their regions. Organizations should fund and accommodate access to Aboriginal, HIV/AIDS and educational resources. Staff should be flexible, develop new programs, and get to know their clients, communities,
Fall Winter 2016 Newsletter
Aboriginal Youth
Fall 2013 Newsletter
HIV and AIDS Research
Canadian Aboriginal AIDS Network
Vancouver, BC V6N 2C7


Q and A - How Do I Get Rid of Pimples and Pimple Scars?
How Do I Get Rid Of Pimples & Pimple Scars?
I have a lot of pimples especially in my cheeks. I am using Clearasil acne clearing scrub. I think it is working but some pimples are red. What do I do to get rid of the red pimples? I also have this big reddish brownish scar on my nose! I want to make it lighter or maybe take it off. What do I use or should I use to get rid of it?
I was about to order Proactive solution. Should I order it? Does it really work? What does it have? I don't have a dermatologist.
Leave your pimples alone. Do not pop a pimple or scratch it, this will cause the scars. Instead, leave them alone, and you will reduce scarring to your face.
Keep your face clean. Wash your face with a face wash twice a day and apply moisturizer.
At night, with warm water, wash your face with a face wash or scrub, then splash with cold water to close your pores.
Apply the tissue oil to your face, applying it equally to each part of your face. Massage it in for 5 minutes, and then leave it until you go to bed.
Before getting into bed, take a tissue, and dab your face to remove the oil.
Why Don't You Try Exposed?
If you are applying tissue oil on your face, use a headband to prevent oil from getting into your hair.
It is best to apply tissue oil every night, for about two weeks. If your scars are not fading, then apply it until you see a change.
Tissue oil is not the only thing that removes scars; other creams and moisturisers are available. Use what suits you.
If you have oily skin with pimples present, it is recommended that you do not use tissue oil as this will increase the oil composition in your skin, and this could make your pimples worse.
Do not use tissue oil during the day. If you have oil on your face, and go out in the sun, the oil will heat up on your face and possibly cause more scarring.


On Saturday, August 13th, IN MEDIAS ARTS will host a unique Singer/Composer Collaborative workshop with Chicago-based composer Ross Crean at First Congregational Church in Granby, Connecticut.
Free for both singers and composers, this all-day event begins in the morning with a discussion about composing for the voice, lead by guest clinician Ross Crean. Then, singers and composers will be paired together and spend the daytime working with one another to create a new composition. Composers may be paired with a solo singer, two singers, or an SATB ensemble (dependent upon participation) allowing for a wide variety of art song or choral compositional options. Teams may leave the church to work off campus if they wish, or they may remain on campus where Ross will be available to answer questions and help guide teams through the collaborative process.
That evening, all teams will reconvene for an optional dinner at a nearby restaurant, followed by a performance of each piece, where the composers will have a chance to hear constructive feedback from the other participants on their piece. Composers are encouraged to bring any sketch books or texts they have that they may be interested in setting to music.
This event is for singers and composers to get a chance to work together, learn from one another, and listen to and perform some experimental compositions that were composed literally that day. Participation is free.
To RSVP, please fill out the information form below. If you have any more questions, please contact us at inmediasarts@gmail.com or view the event's itinerary below.
Composing and creating music with a focus on the evocative and lyrical, Ross Crean began his professional music career as an operatic Bass-Baritone, specializing in avant-garde and Contemporary Classical music, many of which were his own works. A prolific collaborator, he has received commissions from and worked with numerous artists including internationally renowned mezzo-soprano Heidi Skok (formerly with the Metropolitan Opera), Oberlin College, Opera on Tap Chicago, and Loyola University Museum of Art.
A graduate of Illinois State University in Music Theory/Composition, he has studied with Stephen Taylor, David Feurzeig, and Nancy Van de Vate. He began training in several vocal styles in his teens, including rock, opera, sean-nós (traditional Gaelic singing), and Indian and Middle Eastern vocal ornamentation.
His emotionally-violent monodramas "Missa Dementia", "The Mysteries of Uncle Archibald", and "Xenophysius Obscura (The Stranger's Nature in Darkness)" brought the composer/performer much critical acclaim throughout Europe. In 2005, Crean founded his own record label, Knight & Thorne Music, and has performed worldwide as a solo artist. His musical work has been featured on Skope TV, Much Music, Fuse TV, and Comcast OnDemand. Ross was most recently signed to Navona Records/Naxos America to record his opera "The Great God Pan", due out in Summer 2017. He is currently Resident Composer and Creative Director for Nebula Creatives, based in Chicago.


text:
Dee-Ann Durbin
Published: May 5, 2021, 3:16 PM
Updated: May 5, 2021, 5:42 PM
Tags: Business, Technology
Uber demand jumps as delivery grows, ride-hailing recovers
Published: May 5, 2021, 3:16 PM Updated: May 5, 2021, 5:42 PM
FILE - In this Nov. 13, 2020 file photo, a traveler rides in the back of an Uber vehicle at Los Angeles International Airport in Los Angeles. Uber saw record demand in the first quarter, Wednesday May 5, 2021, as its food delivery business remained strong ease even as lockdowns ended and more customers hailed rides(AP Photo/Damian Dovarganes, File) (Damian Dovarganes, Copyright 2020 The Associated Press. All rights reserved)
Uber saw record demand in the first quarter as its food delivery business grew and ride-hailing began to see some recovery.
The San Francisco-based company said Wednesday that its bookings jumped 24% to $19.5 billion __ an all-time high __ in the January-March period. That was far ahead of the $18 billion Wall Street was anticipating, according to analysts polled by FactSet.
Uber said its delivery bookings rose 166% from the same period last year. Mobility __ or ride-hailing __ bookings were down 38%, and flat compared to the fourth quarter. But ride-hailing demand improved throughout the quarter, and by March ride-hailing demand had reached its highest level in a year, the company said.
Uber said ride-hailing demand improved further in April as the pace of vaccinations increased in the U.S. and lockdowns ended in the United Kingdom. In some markets, including Miami and Hong Kong, ride-hailing demand was higher than 2019 levels.
Uber said demand is increasing faster than its supply of drivers. Last month, the company said it planned to spend $250 million on sign-up bonuses and other incentives to lure drivers.
Rival Lyft also showed signs of post-pandemic recovery in its first-quarter earnings report Tuesday, saying demand outstripped its expectations.
"We're finally seeing the light at the end of the tunnel," Uber CEO Dara Khosrowshahi said in a conference call with investors.
One big question for Uber has been whether food-delivery orders will slow down once restaurants fully reopen. So far, that hasn't happened in markets like Sydney, which fully reopened dining in February. Nelson Chai, Uber's chief financial officer, said delivery customers do keep ordering, although some less often.
But Chai said it remains difficult to predict exactly what will happen to delivery demand as markets continue to reopen and customers adjust their post-pandemic routines.
In the meantime, Khosrowshahi said Uber Eats continues to add restaurant partners, reaching 700,000 globally during the first quarter. He said the company's pricing also remains competitive. Last week, rival DoorDash said it would begin offering lower-cost plans to counter criticism from restaurants that delivery fees are too high.
Uber's first quarter revenue fell 11% to $2.9 billion, partly due to a $600 million charge for back payment of workers in the United Kingdom. After losing a court battle in March, Uber must classify its 70,000 U.K. drivers as its own workers and pay them minimum wages, among other benefits.
Without that charge, Uber reported $3.5 billion in revenue, topping Wall Street's estimate of $3.27 billion.
The company reported a net loss of $108 million for the period, or 6 cents per share. Analysts had forecast a 56-cent loss.
Uber's shares fell about 4% in after-hours trading.