Technical recommendations on the way.
The Federal Government and its e-health transition authority will soon issue a draft position paper outlining technical standards for those looking to participate in its new telehealth rebates scheme.
The Government introduced the $620 million scheme on 1 July in a bid to improve Australians' access to medical specialists from rural, regional and outer metropolitan areas.
Medical professionals lodged more than 140 claims in the scheme's first month, despite having no official clinical standards and limited technical guidance so far.
The Department of Health and Ageing planned to issue a draft position paper around technical standards to the IT industry and healthcare provider associations in "coming weeks".
"Telehealth is millions and millions of different things," the department's chief information and knowledge officer Paul Madden told the Health Informatics Conference last week.
"We kicked off some work a couple of weeks ago to develop a position paper to describe the standards we would use and identify any gaps [in existing standards].
When launched, the Department's new document would complement recommendations on its MBS Online website, which called for the use of standards from United Nations ICT agency ITU.
Penny Shakespeare, assistant secretary of the Department of Health's Medicare Benefits Branch, said the Government aimed to "remain agnostic in regards to technology", but promoted a standards-based approach to ensure interoperability.
While some industry members have expressed concern that medical professionals could receive $6000 grants for doing little more than making a Skype call, Shakespeare said the grants were not about defraying IT costs.
"None of the benefits of the telehealth service accrues to the doctors," she explained, noting that Australians living outside of metropolitan areas had most to gain.
"We have to convince doctors who have very busy practices 'what's in it for me'," she said.
For healthcare providers, the Government's technical guidance (Madden shied from using the term 'guidelines') was only one consideration among many.
Madden said although the Government was wary of being seen to support proprietary objectives, there may be a need for more detailed technical requirements should telehealth become more complex.
"My position is that if there are standards that exist, let's adopt them and condone them, as opposed to creating additional ones which are artificially generated," he told the conference.
"If industry can sort this out, let's let them do that."
Standards Australia planned to define a set of telehealth standards and benchmarks for clinicians in this financial year (pdf).
Separately, the Royal Australian College of General Practitioners (RACGP) last week launched an implementation guide to "the most appropriate technical solutions" for video consultations in general practices through its recently established technology enterprise, RACGP Oxygen.
The college, along with the Australian College of Rural and Remote Medicine (ACRRM), also had Government funding to develop clinical standards that defined duty and standards of care for telehealth.
The RACGP's e-health spokesman Nathan Pinskier said RACGP Oxygen's work was separate from the college's clinical standards project, with the former focused on "operational aspects of video consultations" and the latter on clinical safety and quality.
Shakespeare said the clinical standards development efforts were funded from the $35 million the Government had set aside for telehealth training and support programs.
Regulation of clinical standards would remain in the remit of professional organisations, in accordance with professional standards legislation in various states.
IT industry sources have complained of being excluded from the RACGP's industry consultations, an exclusive group that included Microsoft, IBM, AIIA, Optus, Telstra, Medtel, Polycom, Attend Anywhere, Medibank Health Solutions, NEHTA and others.
One source said participants of the first meeting discussed forming a company that would regulate aspects of the telehealth program and certify practitioners.
Minutes of the meeting were not publicly available. An RACGP spokesman said it would "provide members and other stakeholders with further information in regards to the standards development as the project progresses".
RACGP's clinical standards for telehealth would be launched in October as an addendum to its existing 'Standards for general practices', which pertained to qualifications, rights and needs of patients, and practice management.
The college sought comments from its members on a draft of the addendum until 5pm today.


Well, we're looking at the first sample problem set solution.
And in this one, the student's answer is wrong because the statement is false.
The problem is that this answer clearly assumes that zero is a natural number.
that's historically correct as well so this is actually a false assumption.
So I'm not going to give full max logical correctness.
the natural numbers so I'm not going to be too strong in the penalization here.
mathematics takes place in the community when we're writing proofs.
We do so, using the norms and practices of that community.
We design our proofs to match the audience that they're intended for.
proofs I write for students.
When I write proofs for graduate students, I do it different.
depending on the community we're in and the people we're writing for.
wrong always it's a matter of which one we communicate to.
So what i'm going to do is I'm going to put two for logical correctness.
saying well if you do assume 0's a natural number then this is the solution.
But in fact we're in a community and we brought some accepted practices now.
in fact that is the standard convention within mathematics.
So I think I've been pretty generous here in giving two, but I think that's fair.
It's clear, it's absolutely clear.
just doing it, it's so short and simple, so I'll have to give four for that.
Conclusion is stated, reasons are given, in so far as there are reasons to give.
Overall, I think I would have to give a zero.
this is just not good.
It really doesn't answer the question within the framework that we're working.
I think that's a pretty good result.
a sort of fundamental mistake within the context of this course.
Let's move on to question two.
the proof is completely wrong, there is a fundamental misunderstanding here.
that there are five consecutive integers whose sum is divisible by 5.
In fact this is a universal quantifier.
quantification, so we're going to have to give zero for everything here.
there's nothing we can give any credit for, we have to give a zero.
we can't possibly give partial credit or anything like that.
the student has no understanding of what we're trying to do.
Pity, but there we are.
it's obvious that this person believes it's true, which it is.
they just missed out saying it.
going to prove it by induction.
following this through this is all okay.
actually use the induction hypothesis.
Which means it's not an induction, it's not an induction for everyone.
this is good, we'll come back to talk about that in a minute.
Now that's good, so that's even.
it's not by induction because there was no use of the induction, that was never used.
induction only works with the positive integers.
we haven't done it yet in this course but you can do that.
that it's a little bit different for the positive and the negative integers.
So as we've said, things are induction, and this is really standard.
positive and negative is an extensions of it that's not what we're talking about.
standard mathematical induction doesn't prove things for all integers.
the positive integers and more over it hasn't done it by using induction.
So there's certainly problems with this.
there is I'll come back to this one there's something good going on here okay.
it's clear but as a demonstration of of the truth of n, it's not clear.
This is just out of clarity to knowing why this thing is true.
of begins fine it's just that it's not relevant.
it's not really addressing the issue, so I'm going to give two for that one.
Reasons, boy this is not an easy one.
reasons were given but they just weren't always the right reasons.
the real key to proving this is to take that guy.
And factor it as n times (n + 1) + 1.
And then observe that one of these is even, and the other one is odd.
Hence their product is even.
So when you add 1, it's odd.
+1 and observing that that product is even, and then when you add 1, it's odd.
Now the person has spotted that here.
And that was why I was generous here.
I did it because the student had had the key idea.
This was it, this was the key to the result.
And I wanted to give credit for that.
But everything else was just off the wall, almost off the wall, okay.
I'm going to have to give 0 because this simply doesn't get at the issue.
The student has sort of seen it, but wasn't aware that he or she had seen it.
So I can't give more than that.
Okay, so I've got a total of what?
4, 6, all right, let's say, 11.
Okay, just somewhat less than half marks.
Okay, I'd alter it, but I think that's about right.
I mean, I couldn't even get 50% for this one.
from many solutions I've seen over the years giving this course.
And I've sort of simplified them so they fit neatly onto a single slide.
And that means we can use them as examples to look at.
because questions one and two were answered very badly, I mean really badly.
And then suddenly a student comes up with a key idea.
copied something that been done done wrongly by the other student.
strange given what we've seen in questions one and two.
And as I said, this is not an exam solution from a single student.
but in reality if I was grading a paper, I'd be suspicious.
I would still give the grades the same way.
You grade what's in front of you, but your suspicions are often aroused.
double checking if the student really knows what they're doing.
I think the student shouldn't have any grounds to complain.
They've actually got as good a grade as they're likely to get for this one.
namely that 4n + 1 is odd, and 4n + 3 is odd.
4n is even, so you add 1, it's odd.
You add 3 it's odd.
in which case they've missed the fact that it's obvious.
So, what am I going to give for this?
All I can give is 0 for this.
It's just off the wall.
There's nothing I can really give credit for.
The student is trying to do something that's not asked for.
then it has to be of one of these two forms.
You're not showing that any number of one of these forms is odd.
So the student is not even answering the question.
They're answering the complete converse of the question which is, in fact, trivial.
So, no way I can give any credit for that one, okay.
Let's just check and see if this is a valid argument.
If it was induction, let's just see.
That's okay if it's true for n.
I'm not going to even look for giving partial credit for that.
if this had something to do with what was being asked for, but it's not.
This is just completely irrelevant to what's been asked for.
you can give partial credit so long as it's relevant to the question.
partial credit, and that's what's going on here.
Where number 5, I have no idea what the student's trying to do here.
and then throwing down expressions that seemed relevant at that time.
templates tend not to work for this kind of material.
You've got to think of the actual question.
that you've got in your notes.
this has nothing to do with the actual question here.
These might seem like relevant statements, but they're not.
This simply doesn't really address it at all.
as in the previous question.
partial credit when what's written bears no real relationship to what's required.
but not in a situation like this.
Well, this is very much like the last one.
though they might be relevant on the hope that they'll get some partial credit.
But it really just doesn't address the, wait a minute.
There's something I kind of like about this.
Suppose p, q is a, Let's look at this first bit.
This is the opening part.
I'm not going to deduct any marks for punctuation, but let's put a period in.
This actually shows some mathematical sophistication.
There's something clever going on here.
This makes sense as an attempt to start to prove something.
show that you can't extend them.
prove something, this actually is kind of impressive.
Surprisingly so I've given the The other answers we've seen from this students.
And remember this is actually a compilation, it's not a single paper.
by saying this actually indicates some mathematical ability.
I would work with him or her in order to try and improve their overall performance.
Because this actually shows some ingenuity.
In fact, what I'm going to do is I'm going to give marks.
I'm going to give full marks for the opening because this is impressive.
I will give credit for a very good opening as a way of starting.
Now, it turns out that the student's done nothing with this.
And so it's not logically correct.
It's not clear at all what's going on.
stating the conclusion because it's not addressing the question.
I can't give credit for that either.
And I'm certain not going to give credit for that.
good mathematical sense, some ingenuity, and I want to give credit for that.
But it's got nothing to do with what's being done.
Okay so, you know, it sounds as though I'm contradicting what I;ve said earlier.
because this is not totally irrelevant to proving this kind of thing.
It's the kind of thing you might want to do.
it doesn't convert into anything sensible.
So it's not an irrelevant thing to say.
I'm just giving the credit as an opening.
Because it's possible that that would have been an opening of a correct answer.
it doesn't tell us that fact.
So we're going to be deducting marks for a variety of things here..
Let's just see if it is a correct induction.
It begins with n equals one.
Assume it hold for n.
Adding, now this is nice, explaining what's going on.
So I'm certainly going to be giving partial credit for this one.
[INAUDIBLE] 2n+1 brings them together, simplifies that way.
Okay, so there's some really nice stuff here.
On the other hand there's some glaring holes in what's supposed to be a proof.
It's absolutely logically correct, no problems there.
it tells what's going on here, it observes that's the identity frame plus one.
So it was absolutely clear.
No statement of the further, this was a method of induction and that's a big deal.
So the opening simply isn't there.
That's why part of the opening and last part of the opening is just a.
We're going to prove this by mathematical induction and that's completely missing.
Okay, this assumption here is part of the actual mechanics of the induction, okay.
by the principle of mathematical induction by induction the result follows.
which is proved on the assumption of the identity at n.
That it completes the proof.
That part of itself doesn't complete the proof.
That completes the proof that if it's true for n, then it's true for n+1.
It doesn't complete the proof of this guy at all.
That requires a principle of mathematical induction added to what you'd just done.
So this is just not a good conclusion.
I can't give credit for the conclusion to the overall proof.
I mean, on the other hand I've been generous elsewhere.
So I'm okay with that one.
I'm simply going to give two max, because locally reasons were given.
and that's a big reason that's involved in the argument.
But within here, reasons were nicely given, so I'm going to give two for that.
And that means overall I'm going to give two.
this one and I think that's pretty good actually.
Half marks for something like this.
draw upon a very important principle.
And you really have to state that you're using induction.
And you have to mention when you're using it.
of where the induction proof used the induction hypothesis.
you're seeing what you're doing with it.
the hypothesis sort of doesn't make sense in this type of argument.
All righty let's go on and look at number eight now.
it doesn't have the right structure of proof.
epsilon be greater than 0, be given, that's just not there.
And I'm really going to ding that.
In fact I'll put this down, now.
Okay. What about logical correctness.
We can find an n so it's at that, by the assumption, by the given assumption.
Then whenever that scales, that all follows.
something like, by the definition of limits.
so forth, I think this really would need to be there.
they know what's going on.
So in any case for logical correctness I'm going to give a four.
Clarity, I'm going to have to give 2, I think.
it needs a little bit more explanation.
At this level one would expect more explanation, a few reasons, a few hints.
fill in the missing blanks and know what's going on.
by way of an opener to the thing and there's no reasons given.
I'm going to be gentle, the conclusion is stated.
I'll worry about that when I talk about giving marks for reasons I think.
But absolutely the conclusion is stated.
Arguably this is part of the conclusion.
in particular, it's not explained why it shows it.
how come it shows up, why does it show up, what's going on?
of a limit that's been applied here.
So overall, [SOUND] I'm going to go with three.
I could've gone two, but I'm going three, because this is actually correct.
This is very slick, it's written very briefly and simply.
this is actually pretty slick.
I'd really suspect that that student had had help or had copied the material.
In doing so, they'd missed bits out, and they hadn't fully understood it.
I'd want to sort of chat with the student and try and find out what he or she knew.
quite intensively, actually, to try and bring out their mathematical ability.
So, what have I got now?
I've got a total of 15 for this one, okay?
Let's go and look at number nine.
Well, the first thing I want to do here is get a picture of the student's answer.
So let's see, A1 is going to be 1 over 2 to 1.
A2 is going to be a third, to a half.
A3 is going to be a quarter to a third, etc.
So let me get a picture here.
And let me draw the unit interval from 0 to 1.
this guy here is A1, okay.
A2 is a third to a half, so let's put a third in.
A3 is a quarter to a third, so let's put a quarter in.
Well, the scale is off here, but nevermind.
because it doesn't satisfy the condition that An+1 is a subset of An.
In fact, these are completely disjoined.
So, the example is plain wrong.
Okay, so it's going to have to be 0 here.
It doesn't satisfy the requirements.
Well, remember, we are trying to be helpful to a student.
relevant work that is appropriate.
I'll see if I can give credit.
the kind of argument that would be required to prove this result.
that quite significantly, they've got a 0 for that, the example's incorrect.
you could give, if the example was correct.
then this is the kind of argument that you would need to do.
if they'd been different definitions, this is the kind of argument you'd want to do..
but in terms of what's done, this is actually clear.
but I can give 2 marks, I think, for that one.
It's clear in of itself, it's just not clear within an example, it works.
consists of defining the An and then of carrying out some little arguments.
So, again, I'm going to give 2 for that.
The conclusion is absolutely stated.
Again, this doesn't work for this example.
So I'm just going to give 2.
Overall, all I can give is 0 because the example is plain wrong.
The example does not satisfy the requirements.
So I'm giving 8, which 33%.
It's a shame, given that the student has done some decent stuff here.
if your example doesn't satisfy the requirements, then it doesn't show it.
given what we're asked to do.
Where this answer to number 10 is perfectly correct.
A to the n plus 1 is a subset of An for all n.
But the argument itself is absolutely logical.
I certainly wouldn't penalize for doing that.
grading, even when you've got a rubric, grading is pretty subjective.
the grades they give, not exactly, but they're pretty close.
So, there is this, it's a mixture of art and science going on here.
But this is absolutely correct.
I'm going to give, I'll put the marks down, first of all.
I'm going to give 4 for everything.
want to talk to that student.
defies credibility as being a legitimate piece of work by one student.
But let's just look at what this thing does.
For any n, so we observe that 0 is in all of these sets.
So 0 is in the intersection.
Also, observe that anything other than 0 is eventually going to get missed out.
the intersection consists purely of 0.
correct as it is possible to be.
So grading what's in front of me, for me, it's straight 4s all the way through.
I would be forgiving for having missed that.
Yeah, that should be in.
which is an introductory class, so you should really observe things like that.
But this is straight across the board, correct.
Okay, well, that's the first sample exam solution done.
What have we given for this one?
the whole sheet we've done, we gave 18, we gave a 0.
a 12, a 15, and 8, and a 24.
we've given 92 out of a possible 240.
So overall, for this paper, we have given 38%.
Slightly more than one-third, okay?
are to being able to produce at the level of a professional.
to produce the kind of results that a professional does.
anything over the sort of 30, 35% mark is actually acceptable.
a student to score sort of 70 or 80% if they were really genuinely a beginner.
You do find students like that.
You sometimes find students who score 90 and 100% at the beginning.
They tend to end up becoming professors of mathematics.
Okay, that's the first problem set solution done with.


by mistake sent my previous post too early :(. so fixing it.
through to 0.10.11 and in gstreamer-plugins version of 0.8.5.."
in gstreamer-plugins version of 0.6.0 ..."
There is also missing check if "sample" is still lower than "nsamples"
http://developer.apple.com/DOCUMENTATION/QuickTime/QTFF/qtff.pdf (part Sample Table Atoms on page# 74).
Could you please allocate the 3 CVE ids for the above three cases?
Let me know, if I could be of any other help.


Choice of Air Control Kits available with tanks, compressor and auto-levelling options.
To make sure you order the right suspension package and to find out how to incorporate it into your chassis please Contact Us. DIY can provide technical drawings, look at the options for you, answer your questions and make sure we specify the best kit to suit YOU!


Born on March 7, 1968 in ASHEVILLE, North Carolina, United States.
Passed away on June 10, 2011 in ASHEVILLE, North Carolina, United States.
This memorial website was created in memory of our loved one, JEFFERY GAULT 43 years old , born on March 7, 1968 and passed away on June 10, 2011. We will remember him forever.


text:
It's all about listening to young people
West Coast Youth and Community Support's Jo Clark (right) and Angela Perin are convinced that the key to good services is listening and acting on what young people say.
For CEO of West Coast Youth and Community Support (WCYCS), Jo Clark, the key to working with young people is listening to what they have to say and then acting on it.
'By ignoring what young people say we risk undermining their confidence and their willingness to make decisions, making them more passive and more dependent.
'Our Youth Advisory Committee sits at the centre of all of the programs and services we provide for young people. From a pool of about 25, we get 8 or 10 young people to weekly meetings where we discuss progress on the projects they are interested in and new ideas and issues they want to raise.
'When we were setting up our new Youth Hub, over 200 young people responded to a survey asking what they wanted. Some things, like free Wi-Fi, were expected but others, like a homework study space and tutoring, were also popular and they will be a part of the planning in 2018.'
'I believe that the rights in the Charter of Rights are important for all of the young people we work for, not just those in state care, and I particularly like the importance the Charter places on hearing the voices of young people – that is its real strength.'
Next to the Youth Hub is Youthoria, the town's only cinema, providing valuable work experience otherwise unavailable to vulnerable young people. WCYCS's Youth Programs Manager Angela Perin explains how, driven by the vision of a passionate group of young people, WCYCS acquired the cinema when it closed.
'We have run it with young people for the last ten years, and for the last seven at break even or better. But the real profit is in the training and employment opportunities for Port Lincoln's young people and its benefits for the community and local community groups.'
Jo Clark explains that, with over 25 per cent youth unemployment and a very few Aboriginal people being employed in local businesses and government offices, she fears that Port Lincoln is storing up some serious social problems for the future.+
'The local community and services have been able to put together some great collaborative work and Rotary have been fantastic but we have serious issues in homelessness, crime and unemployment and we really need major investment from the other levels of government.'
Watching the golden children laughing and leaping off the Town Jetty into the Bay in the warm evening sun, you hope that investment is forthcoming.
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redpajama_set_name: RedPajamaCommonCrawl


In this March 29, 2000, file photo, a house on the west side of Fort Worth, Texas, sits undamaged while homes across the street were severely damaged by a tornado that hit the area. It's been nearly 20 years since the tornado lumbered through downtown Fort Worth and experts say the deadly storm left behind more than just destruction. The Fort Worth Star-Telegram reports that experts say the twister in 2000, which caused an estimated $400 million in damage, triggered a valuable opportunity for business redevelopment and more housing. Insurance Council of Texas records show the tornado that killed two people in Fort Worth was the 21st costliest storm in state history.
It's been nearly 20 years since a tornado lumbered through downtown Fort Worth, and experts say the deadly storm left behind more than just destruction.
Experts say the March 28, 2000, twister, which caused an estimated $400 million in damage, triggered a valuable opportunity for business redevelopment and more housing, the Fort Worth Star-Telegram reports.
Insurance Council of Texas records show the tornado that killed two people in Fort Worth was the 21st costliest storm in state history.
"I think by the next morning we pretty much understood the scale of the damage that had occurred," said former Fort Worth Mayor Kenneth Barr.
Initially 20 to 25 blocks of downtown were closed as concerns about falling glass from downtown skyscrapers continued.
Phillip Poole, a Fort Worth architect and urban planner, said the storm provided an opportunity to redevelop along the West Seventh corridor.
"I think it gave us an opportunity we probably wouldn't have had," said Poole, who heads TownSite, a real estate development firm that has done projects on the west side and Near Southside of Fort Worth.
Tarrant Appraisal District records show that from 2000 to 2018, the value of the storm-damaged areas of downtown and the Cultural District increased 359 percent from $1.63 billion to $7.48 billion.
"Nobody wants to experience a tornado but the destruction of that tornado forced people to think differently about redevelopment," said Fernando Costa, assistant city manager.
Though it wasn't hit by the tornado, plans to tear down the old Ripley-Arnold public housing project and build a new Radio Shack corporate campus -- now Tarrant County College's Trinity River campus -- also helped persuade investors that downtown was ripe for residential housing, Barr said.
"I think it probably would have happened without the tornado but maybe not as rapidly as it did," he said. "There are parts of it I like and parts that I don't but that's always the case."


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text:
Mayor David Gordon: Tackling Unemployment Issues
Mayor David Gordon: Tackling Unemployment Issues | KCET
KCET 50th Anniversary
As we celebrate KCET's 50th anniversary, we are visiting your community to ask you, what makes you love California and how we can envision a better future for all. The following was recorded at the Burbank Ice Rink, December 2014. For more and to participate in our next 50 years, join us at kcet.org/50.
"I'm Dr. David Gordon, Mayor of the City of Burbank. I've been mayor since May 1st of this year and I've also been an optometrist in town since 1982. I am currently serving on council after 8 years, when I was first elected in 2006 and I am very pleased to be here this evening.
"I first came to California way back in 1965 kind of like the Beverly Hillbillies, my family put us all in a car and we drove across from New York to California. Not initially to Burbank but to nearby North Hollywood and eventually wound up in the west San Fernando Valley, where I attended El Camino Real High School, when it was a new school and there after I went on to UCLA and UC Berkeley, became an optometrist and by fluke of events I wound up back in Burbank fell in love with it and it's been my home since 1983.
"Originally when I came to Burbank I had no idea where city hall was. It wasn't until there were issues about parking and traffic near my office where I located city hall and got involved and that started a whole series of events, where I eventually served on the planning board and in various committees and then was elected to the city council where I have been since 2006.
"I think the most rewarding part of being mayor in the City of Burbank is positive recognition of the community. When people come up to me spontaneously at the market or in the bank and say "Thanks for helping us out" or "Thanks for doing this" or "Thanks for speaking out for us on this item," and that really is what it's about for me. It's not about any big financial gain, it's more about serving the community and having them recognize that you're in touch with their needs and desires and you're supporting them and they're the people we are elected to serve.
"The City of Burbank has always been a beautiful city. It remains a beautiful city and one of the strongest tasks I have in front of me is to preserve it as a beautiful city. It's geared towards our families; it's geared towards our nice neighborhoods. The quality of life here is unsurpassed, we have tremendous parks, we have tremendous schools.
"The State of California, I think one of the biggest problems we face is unemployment issues and persistence. As mayor I have initiated what we call a Work Force Training Initiative. We're trying to make sure that our students finishing school are both college prepared and career ready. So they don't come out of high school and they can't find a job. They don't go to college and have a college debt and they can't pay it back because they're unemployable."
"It's not a government program. It's not just an investment of a company. It's a community based program we're partnering with our local school board, our Chamber of Commerce, community colleges, local investment boards, various non-profit organizations to bring the community together and also to give ownership to the community so people feel like they're part of the process because this is an ongoing need. Otherwise we're going to see our jobs leaving for overseas or we're going to be importing people to do these jobs. We have the talent, we have the skills, we have the resources and we need to prepare the training infrastructure so that we have the best trained and skilled workforce in the world. And if we do that we'll be number one in any economic contest and that's good for our city, it's good for the state, it's good for our country."
How do you envision a better California?
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Responsible for the development of teams & players at the assigned age group.
Expected to attend competitions as needed.
Expected to attend and administrate all competitions and practices for the assigned team.
Assists one or more coaches at practices and/or competitions.
USA Rugby Coaching Certification desired, but not required.


I am very proud to be a member of Heterodox Academy. Heterodox Academy is a politically diverse group of more than 2,000 professors and graduate students who have come together to improve the quality of research and education in universities by increasing viewpoint diversity, mutual understanding, and constructive disagreement. HxA's website is located at https://heterodoxacademy.org.
For a PDF version of the (gated) WSJ article linked below, see http://bit.ly/takeback_academia.


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Photo credit: © Drunell Levinson. All rights reserved.
Accession Number: C.2007.8.57
Dimensions: 87 in X 45 in X 3/8 in
Dimensions (Metric): 220.98 cm X 114.3 cm X 7.62 cm
Source: Drunell Levinson
Credit Line: Gift of Drunell Levinson and of the contributors to the September 11 Quilts Memorial Exhibition
Complicated Sense of Feelings
Quilt titled Complicated Sense of Feelings created by Natasha Muradova and made with fabric, batting, and thread. This quilt is asymmetrical with corners extending beyond its edges. The fabric has a metallic quality when coupled with the shape of the quilt. The piece appears to convey movement, a sense of falling. Vague shapes resemble towers, traffic, and city streets.
Inspired by the AIDS Memorial Quilt, New York City–based arts educator Drunell Levinson conceived a September 11 Quilts Memorial that would bring together the work of artists from around the world. Drawing upon her academic research into mourning customs and her expertise as a quilter and fabric artist, Levinson issued a call for quilts on a website she created for the project. She offered thematic guidelines and requested a uniform size but left the choice of material, style, and subject to each quilter. Within the first year after 9/11, she had received 94 quilts. Over the next two years, the quilts—many using the Twin Towers as a focal point—were displayed throughout the United States and in Japan.
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Set the bar high with this luxurious timepiece from Snyper. Let's just cut right to the chase - the case, bezel, and lugs are covered in sparkling white diamonds. Talk about getting noticed! The white dial and leather strap complement each other to complete this dapper look. And not only is it stunning, but it's a workhorse as well with three multi functioning subdials and day and date windows.


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Q: Scope interceptor in struts2 Is there any sample code where I can see the use of scope interceptor in Struts2? I want to pass a parameter from one action to other action (configured through struts.xml) & want to use scope interceptor.
Since I'm new to Struts 2, can any one provide sample of using scope interceptor?

A: I believe this is very well described in the Struts2 documentation.hers is all you have to do
    <action name="scopea" class="ScopeActionA">
                <result name="success" type="dispatcher">/jsp/test.jsp</result>
                <interceptor-ref name="basicStack"/>
                <interceptor-ref name="scope">
                    <param name="key">funky</param>
                    <param name="session">person</param>
                    <param name="autoCreateSession">true</param>
                </interceptor-ref>
            </action>

<action name="scopeb" class="com.mevipro.test.action.ScopeActionB">
            <result name="success" type="dispatcher">/jsp/test.jsp</result>
            <interceptor-ref name="scope">
                <param name="key">funky</param>
                <param name="session">person</param>
                <param name="autoCreateSession">true</param>
            </interceptor-ref>
            <interceptor-ref name="basicStack"/>
        </action>

All you need to take care is that, you have a getter in ActionA and and a similar setter in actionB. Also, you should use a key parameter to make sure you tell Struts2 which action gets which objects
read this official documentation for detail
Struts2 Scope Interceptor
I will prefer Scope Interceptor only when i have to develop a wizard like functionality as it will handle other things like session-level locking.
If this is not your requirement there are other way to pass parameters like putting object in Session and getting object from session at second action

redpajama_set_name: RedPajamaStackExchange


You are here: Home | Exhibitor search | OAK Eurasia s.r.o.
The OAK FP–400 fin production line provides a reliable, cost effective fin making solution. This 45-ton (400kN), straight side style press and line consistently produces quality fins. From reliable stock feed to damage-free fin collection, design elements lead to quality parts and longer tool life.


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Posted: Oct 18, 2016
Diamond micro-anvils will produce immense pressures to make new materials
(Nanowerk News) University of Alabama at Birmingham researchers will use pressures greater than those found at the center of the Earth to potentially create as yet unknown new materials. In the natural world, such immense forces deep underground can turn carbon into diamonds, or volcanic ash into slate.
The ability to produce these pressures depends on tiny nanocrystalline-diamond anvils built in a UAB clean room manufacturing facility. Each anvil head is just half the width of an average human hair. The limits of their pressure have not yet been reached as the first 27 prototypes are being tested.
"We have achieved 75 percent of the pressure found at the center of the Earth, or 264 gigapascals, using lab-grown nanocrystalline-diamond micro-anvil," said Yogesh Vohra, Ph.D., a professor and university scholar of physics in the UAB College of Arts and Sciences. "But the goal is one terapascal, which is the pressure close to the center of Saturn. We are one-quarter of the way there."
Yogesh Vohra
One terapascal, a scientific measure of pressure, is equal to 147 million pounds per square inch.
One key to high pressure is to make the point of the anvil, where the pressure is applied, very narrow. This magnifies the pressure applied by a piston above the micro-anvil, much like the difference of being stepped on by a spiked high heel rather than a loafer.
A more difficult task is how to make an anvil that is able to survive this ultra-high pressure. The solution for the Vohra team is to grow a nanocrystalline pillar of diamond — 30 micrometers wide and 15 micrometers tall — on the culet of a gem diamond. The culet is the flat surface at the bottom of a gemstone.
"We didn't know that we could grow nanocrystalline diamonds on a diamond base," Vohra said. "This has never been done before."
In the 264-gigapascal pressure test at Argonne National Laboratory in Lemont, Illinois, the nanocrystalline diamond showed no sign of deformation. Vohra and colleagues recently reported this result in the American Institute of Physics journal AIP Advances ("Nanocrystalline diamond micro-anvil grown on single crystal diamond as a generator of ultra-high pressures").
"The structure did not collapse when we applied pressure," Vohra said. "Nanocrystalline diamond has better mechanical properties than gem diamonds. The very small-sized grain structure makes it really tough."
As more micro-anvils are tested and improved, they will be used to study how transition metals, alloys and rare earth metals behave under extreme conditions. Just as graphitic carbon that is subjected to high pressure and temperature can turn into diamond, some materials squeezed by the micro-anvils may gain novel crystal modifications with enhanced physical and mechanical properties — modifications that are retained when the pressure is released. Such new materials have potential applications in the aerospace, biomedical and nuclear industries.
The micro-anvils are made in a Class 7000 clean room in the UAB Diamond Microfabrication Lab, using maskless lithography and microwave plasma chemical vapor deposition.
Vohra says his research team wants to generate smaller grain sizes in the nanocrystalline diamond, which may make it even stronger; understand how the nanocrystalline diamond is bonded to the gem diamond; and use ion beams to machine the top of the micro-anvil to a hemispherical shape. That shape will mean an even narrower contact point, thus increasing the pressure.
Testing is done at Argonne because it has a very bright synchrotron X-ray source that can probe crystal structure of micron-sized materials under pressure. Vohra and two graduate students travel to Argonne about four times a year.
Source: University of Alabama at Birmingham
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Q: How to remove the header from an XML document I'm not exactly sure if it's called a header, but anyway, I'm using a serializer in C# to generate XML tags,
How do I remove the xml link that's stuck on my first tag, for example currently I have:
<FirstTag xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"> testData

</FirstTag>

And this is the desired output:
<FirstTag> testData </FirstTag>


Everyone has an addiction. This hoodie is for brush addicts!
Slightly more of a fitted hoodie, but still true to size.
RUNS TRUE TO SIZE. Available in sizes S-4XL. If you prefer a baggier fit with longer sleeves, it is recommended to go up a size. Otherwise, choose your shirt size.


Whitney Young Health started off 2018 on a high note with a generous $5,000 donation towards our Campaign for Smiles from MVP Healthcare. Pictured above is Heather Burdo, WYH's Development & Marketing Director and Ellen Sax, MVP's Director of Community Engagement.
This gift will help fund Whitney Young Health's new Albany Dental Clinic at 900 Lark Drive in Albany. The new dental clinic, featuring 12 operatories and new, state of the art equipment, which allows us to serve more patients and provide more dental services to the community.


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2019 Red Racer Across The Nation Collaboration Mix Pack launches next month. Nickel Brook has a Black Forest Berliner Weisse in the pack.
Budweiser Reserve Copper Lager coming to CA in 355/473 ml singles.
Brunswick Bierworks is contract brewing Innis & Gunn Original, Gunnpowder IPA and Lager for ON Market.
Beers in the Beau's Summer Mix Pack 2019 are = Lug Tread, Helles, Full Time IPA, Good Time IPA.
oh well... at least this mix pack is only $13. remember when they were $26?