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Online Learning Community with Open Dialogue Interaction: Strategies and Application
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1 ISSN Journal of Language Teaching and Research, Vol. 4, No. 3, pp , May 2013 Manufactured in Finland. doi: /jltr Online Learning Community with Open Dialogue Interaction: Strategies and Application Li Wei Liaoning Police Academy, Dalian, China Abstract Online learning community has become the prevalent unit to achieve the goal of emotional support and academic improvement. In terms of social communication, online community can not only support interpersonal communication, but also promote the creation of positive learning environment and community culture. The article mainly adopts the method of theoretical analysis and practical reflection, introducing some concrete strategies for establishing and operating online learning communities with open dialogue according to the author s real practice on three learning platforms. The article follows the principle of real learning starting from dialogue teaching. As a result, the design and guidance strategy, the organization and feedback strategy are proposed to create the framework of online dialogue teaching, to inspire the participation of every community member, and to enhance the quality of multi-sided dialogue interaction. These strategies applied into online teaching activities have actually achieved something and online dialogue teaching is going on enthusiastically and skilfully. All these above teaching practices turn out that dialogue teaching can be regarded as the principal online teaching method, and it is of great value to explore this pioneering method unceasingly. Index Terms group collaborative learning, online community, dialogue teaching, strategy I. INTRODUCTION The Group Collaborative Learning is a unit of students who maximize their learning products under some encouragement mechanism with the common learning goals, which includes all the relative activities in the process of collaborative learning. (Huang, 2001) At present, with the rising-up of network technology and the innovation of teaching concept, Web-based Collaborative Learning has increasingly attracted universal attention, and more and more teachers have attempted to put it into their teaching practice. Under this new situation, the combination of network technology with the Group Collaborative Learning will turn into the main trend; the building of multimedia learning platform with the characters of active interaction, open dialogue, and common sharing will dominate online learning space. VPIE (Virtual Policing in English) Network Training Platform, Cross-cultural communication and English professional and practical training platform, Growing-up English QQ Group, as three online learning communities for English learning and cultural nurturing in Liaoning Police Academy, have been established, undergoing smooth operation and obtaining fruitful results. These online learning co mmunit ies revolutionized the tradit ional teachercentred pattern, introducing collaborative and interactive online teaching and learning model. This innovative strategy mainly follows the principles of cooperation, equality, and encouragement, which strongly advocates open dialogue interaction among community members regardless of their status or attainment. In the process of online learning, however, we met with a series of problems, such as how to nurture the students cultural values under network environment, how to fulfil equal and open dialogue among all the group members, and how to set adjustable and appropriate strategies to ensure the quality and continuity of online dialogue teaching. The article aims to explore the answers and solutions for these problems in order to construct effective and rewardin g online learning communities benefiting every community member emotionally and academically. II. THEORETICAL UNDERPINNING OF ONLINE LEARNING COMMUNITY WITH OPEN DIALOGUE A. The Teaching Concept Innovation: From Knowledge Transmission to Knowledge Construction The information society prompts transformation of living environment and life styles; the speed of knowledge renewal is increasing so fast that the knowledge structure system has to be modified accordingly; the information technology, especially the rapid covering of information network, are changing the ways of cultural transmission. All these external alterations constitute the impetus to transform the traditional teaching concept and thus implement the principles of Constructivism. The newly-emerged learning theory of Constructivism is mainly reflected in learning goals to realize the transformation from teacher s knowledge transmission to students active construction. From the perspective of Constructivism, the purpose of learning is to construct the individual meanings rather than the repetition of others meanings in order to find the correct answers through individual exploration and effort. Meanwhile, this theory underlines the learner s function as the learning subject. This conceptual change enables the students to enhance their learning motivation and momentum, gradually developing their subjective awareness in learning.
2 JOURNAL OF LANGUAGE TEACHING AND RESEARCH 619 B. Online Community: Definition and Function Online Community refers to a new living space in which a group of people with similar interests and demands take advantage of the peculiarity of network to accomplish mutual communication and interaction, thereby forming the close and identified relationship. (Gan, 2005) Apart from some common features of ordinary community, for instance, a certain number of people, communication space, similar interests and ideals, Online Community owns its kernel elements including similarity, interaction, trust, and culture. It is a learning and communication space filled with cultural and reliant atmosphere; the community members can seek the sense of belonging and obtain the emotional support and academic improvement through online interactive activities. In this special Community, every member equally takes part in different activities and shares abundant resources; everyone can express his unique opinions and discuss with other divergence. This mechanism of free expression and equal discussion will promote mutual understanding and common improvement, building up friendship simultaneously. Online Community helps the learners construct their individual identities, overcoming anxiety and isolation resulted from online learning process. This interpersonal communication and emotional interaction can make one s learning experience accepted, encouraged, and supported by other community members. Therefore, the sense of belonging, identification, and the community cohesion are greatly reinforced, which, in turn, propels all the community members to play active role in its routine interactions. In terms of social communication, Online Community can not only support interpersonal communication, but also facilitate the creation of positive learning environment and diverse community culture. After all, online social interaction in the learning community is the vital means to fulfil emotional communication and form the sense of social belonging and identification. (Ma, 2009) C. The Network Cultural Educaiton: An Indispensable Part of Education According to Stoddard, culture is composed of three parts: artifacts, mentifacts and sociofacts. (Stoddard, 1986) Artifacts refer to the physical matters, such as tools, houses, and production. Mentifacts refer to the ideological mark of culture, such as belief, world views, values. Sociofacts refer to various structures to maintain interpersonal relations, such as political, legal, educational, and religious organizations or institutions. Culture can penetrate into every segment of social network, and Internet culture is one of its parts. Internet culture is the product of the Internet, and the extension of the previous culture. It normally refers to the culture of virtual community formed through media of information and communication technology (ICT). In the virtual community, people apply special software, or utilize the mass network platform to communicate with each other limitlessly on the information highway. The fast development of ICT is changing the people s language styles, cognition, aesthetics, values, cultural identification, and identity distinction. The main feature of Internet culture is globalization. (Palaiologou, 2007) From the perspective of social biology, culture is similar to language, for both of them have the creatural attributes. (Laponce, 1993) D. Teaching and Learning with Dialogue: Significance and Values Whether the online dialogue among the community members is conducted effectively is the prominent symbol of beginning the genuine online learning. Why is it so important for online learning? According to the modern concept and longstanding practice, education is not monologue, but dialogue; education isn t the teacher s monodrama, but a living drama played by all the participants in the classroom; the real education is the dialogue education. Dialogue, as a normal living phenomenon, and its functions and effects in interpersonal communication, information trans mission, ideas exchange, contradiction and conflict resolution, and harmony of cooperation, are raising the public concern and attention. It has been regarded as a new philosophy of life, the life criteria, and the value pursuit. The QQ group software and campus network platform on the basis of the information and network technology create unprecedented platforms, conditions and convenience to accomplish dialogue instruction. However, the main participant of educational activities must establish the educational concept to trust, respect, and control dialogue. In a broad sense, the dialogue teaching under the network environment by means of multidimensional interactions reflec ts four characteristics including the adjustment to the relative separation of time and space between teacher and student, the best use of distance online means, the emphasis on teacher-to-student dialogue interaction, and the student s self-study guided by the teacher. The students learning online can not only acquire the rich knowledge, the updated information and the learning skills to broaden their horizon and catch up with the pace of development, but also reflect on, appreciate and criticize the new inputs to improve their creative and critical thinking. III. STRATEGIES AND APPLICATION IN ONLINE DIALOGUE TEACHING A. The Design and Guidance Strategy: The First Step to Build Dialogue Platform and Plan Dialogue Activities The design strategies of main learning points: (1) The author designed three preparatory courses to introduce dialogue teaching. Before having online dialogue teaching, the instructor should have the first course titled dialogue navigation class introducing the nature, the goals, the framework of this course, as well as the dialogue arrangement. The second one is three-point tutorial class requiring the teacher to determine the key points, the difficult points and hot points of the course as the main body of dialogue tutorial. The third one is homework instruction and hints review focusing on homework requirement, direction, and analysis. As to each type of course, its concrete course is composed
3 620 JOURNAL OF LANGUAGE TEACHING AND RESEARCH of learning hints, three-point core, extending materials, deep thinking and online points for discussion. (2) Three types of dialogue teaching activities with multiple involvements are arranged by the author. To explain and discuss the key points, to question and discriminate the difficult points, and to rethink and explore the hot points constitute the basic framework of dialogue interactions. Figure 1 clearly presents us the design of three preparatory courses for beginning dialogue teaching and three learning activities in it. These three types of teaching activity through online dialogue class are collectively conducted by teacher, students and texts. These all-round dialogues occur effectively in the following forms of interaction according to the concept of student-centered education: student-to-teacher, student-to-student, student-to-text, and student-to-himself. Figure 1: The design of three main courses and three learning activities in dialogue teaching. The guiding strategies to take part in dialogue teaching: (1) To build the cultural awareness of dialogue teachin g. The teacher should firstly develop a cultural habit of dialogue teaching in which the teacher functions as the interactive guide and plays the pivotal role of guide. As a result, the teacher has to be proactive to comprehend, to feel and to implement the cultural concept of dialogue teaching, leading the students to take part in, experience and practice the dialogue teaching process. (2) To carry out dialogue teaching in a lively style. The teacher should adopt various methods to guide the students to develop the tendency to dialogue teaching. To have the wonderful first class to stress the significance of dialogue interaction, to put forward the problem, to relate the story, to state the case, and to release the news, all these appealing lead-in can be put to use to start the dialogue teaching. It is just because these creative activities are relevant to deep thinking and unique dialogue design that the students are filled with curiosity and interests to enter into dialogue with other participant in this learning community. According to a previous research results in Maine, among seven teaching methods to learn the new materials, the methods of Discussing Group, Practical Exercise, and Teaching Others or Apply Now can help students improve the rate of learned material retention from 50 percent, 70 percent to 90 percent. However, other traditional methods, such as Expository method, Reading method, Audio -visual method, Demonstration method, can only make students keep the rate of retention no higher than 30 percent. (Han, 2012) Table 1 shows the detailed retention rate for these methods in a comparative way. Through comparative study and clear data, we ll be confirmed that discussion, timely practical use of the knowledge after learning, mutual teaching are advantageous means to understand and memorize the learned materials, especially the foreign language. In view of this research results, the author mainly adopts dialogue teaching method in her English class to make her students memorize the vocabulary and sentence structures as many as possible after teaching. And most of dialogue teaching occurs online through three learning platforms. TABLE 1: THE COMPARATIVE STUDY OF RETENTION RATE FOR SEVEN TEACHING METHODS Teaching Methods Rate of Learned Material Retention Expository method 5 percent Reading method 10 percent Audio-visual method 20 percent Demonstration method 30 percent Discussing Group method 50 percent Practical Exercise method 70 percent Teaching Others or Apply Now method 90 percent Obviously, if the teacher mainly uses the following teaching techniques in his class: question lead -in, cooperative discussion, dialogue interaction, and mental practice, he will correspond to the principles of those three teaching methods with higher retention rates, and thus the students dominant role in learning can be confirmed; their learning initiative can be brought into full play. B. The Organization and Feedback Strategies: The Concrete Steps to Achieve Dialogue Teaching Organization strategy: The teacher can adopt the following strategies to practice and control online dialogue teaching. (1) To regard the students as the principal element in dialogue teaching, and to improve teaching by learning from students and prompting teacher-to-student dialogue interaction. At present, it is the information and network era, and diverse cultures interact with each other. Online learning community advocates the concept of Person who knows the first serves as the teacher; The teacher isn t the authority; The teacher learn together with students and grow up together;
4 JOURNAL OF LANGUAGE TEACHING AND RESEARCH 621 Dialogue teaching benefits teachers as well as students. In Growing-up English Group, there are 7 learning assistants, and one of them is a student whose net name is Criterion. He is a music and movie fun, so he uploads abundant entertaining resources as shown in Fig. 2 and the detailed introduction of Life of Pie. The combination with the student in dialogue teaching is the strong proof of respecting the student and learning from them and growing up wit h them together. Figure 2: The Angel s material uploaded by learning assistant Criterion in Growing-up QQ Group. Criterion assistant( ) 20:06:57 Ang Lee's "Life of Pi" is a miraculous achievement of storytelling and a landmark of visual mastery. Inspired by a wo rldwide bestseller that many readers must have assumed was unfilmable, it is a triumph over its difficulties. It is also a moving spiritual achievement, a movie whose title could have been shortened to "life." The story involves the 227 days that its teenage hero spends drifting across the Pacific in a lifeboat with a Bengal tig er. They find themselves in the same boat after an amusing and colorful prologue, which in itself could have been enlar ged into an exciting family film. The story begins in a small family zoo in Pondichery, India, where the boy christened Piscine is raised. Piscine transl ates from French to English as "swimming pool," but in an India where many more speak English than French, his play mates of course nickname him "pee." Determined to put an end to this, he adopts the name "Pi," demonstrating an unca nny ability to write down that mathematical constant that begins with 3.14 and never ends. If Pi is a limitless number, th at is the perfect name for a boy who seems to accept no limitations. Criterion assistant( ) 20:07:57 The heart of the film focuses on the sea journey, during which the human demonstrates that he can think with great in genuity and the tiger shows that it can learn. I won't spoil for you how those things happen. The possibilities are surprising. Criterion assistant( ) 20:08:58 The writer W.G. Sebold once wrote, "Men and animals regard each other across a gulf of mutual incomprehension." This is the case here, but during the course of 227 days, they come to a form of recognition. The tiger, in particular, becomes aware that he sees the boy not merely as victim or prey, or even as master, but as another being. The movie quietly combines various religious traditions to enfold its story in the wonder of life. How remarkable that these two mammals, and the fish beneath them and birds above them, are all here. And when they come to a floating is land populated by countless meerkats, what an incredible sequence Lee creates there. (2) To adopt such approaches as problem discussion, story explanation, case analysis, current affair debate to carry on dialogue interaction. Online learning community is an open and democratic space in which every participant expresses his particular opinions, shares his individual learning experiences, and explores the genuine knowledge. All of these approaches are conducive to the improvement of online dialogue teaching quality, especially to the development of students creative and divergent thinking capability. (3) To broaden learning space and optimize online learning platform; to extend online discussion and promote dialogue interaction. The author and her colleague have built three platforms to fulfill online dialogue teaching interaction in Liaoning Police Academy, they are VPIE (Virtual Policing in English) Network Training Platform (The VPIE network platform fully applies the modern combined technology of computer & network in order to achieve the VPIE goal of multifunctional interaction, timely updates, and international police integration and cooperation), Cross-cultural communication and English professional and practical training platform, and Growing-up English QQ Group (WEI, 2012a). Fig. 3, Fig. 4 and Fig. 5 present the readers with two homepages of online learning platforms and the dialogue record in English QQ Group. The teaching assistants on these three platforms made specialized multimedia courseware of the Elite Policing English, The Multicultural Education and Cross-cultural Communication, College English Tutorial Course. Many linguistic problems, cultural issues, and current affairs are discussed and learned together by teachers and students. These platforms have played positive roles in carrying on higher-leveled teacher-to-student and student-to-student dialogues. Most of the participants take active part in learning interactions after face -to-face classroom teaching, fulfilling online learning tasks for one and half an hours every day on average. (4) To encourage and require the students to have dialo gue with the texts (the learning courseware, the extended learning resources, and so on); to guide them to have self-reflection and introspection after a short period of dialogue teaching. The network era tends to be mistakenly considered that the computer can
5 622 JOURNAL OF LANGUAGE TEACHING AND RESEARCH substitute for the human s brain, and the mass information can replace human s meticulous analysis. Given this phenomenon, the teachers are undoubtedly responsible for transforming this misconception, helping students to establish correct and rational network values, and to comprehend the logical relationship between network (or computer) and learning. In the process of dialogue teaching, the teachers should make great endeavors to steer students to reflect on their learning behaviors, to make inquiries into their souls, and to examine their life styles continuously and repeatedly. As a consequence, the students are capable of combining five capabilities (learning, questioning, thinking, arguing, and acting) together, realizing the mutual promotion of overt and covert dialogue. For this reason, we can realize the ultimate goal of our education. Figure 3: The homepage of VPIE (Virtual Policing in English) Network Training Platform. (WEI, 2012b) Figure 4: The homepage of Cross-cultural communication and English professional and practical training platform. (WEI, 2012c) Figure 5: The dialogue teaching in Growing-up English QQ Group between teacher and students. Feedback strategy: The cooperative dialogue teaching with a wide range of teachers and s tudents participating into activities is not a temporary teaching aimed at solving one problem, but a whole process throughout online teaching and learning. The comprehensive design of dialogue teaching, its organization and practice, the students initiat ive and leaning activity, all of these details will exert decisive influence on an integrated dialogue teaching process. In the concrete course of dialogue teaching, feedback plays such irreplaceable functions as control, encouragement, reflection, improvement, and innovation. (1) To incorporate the students dialogue activities into formative evaluation system. The activities frequency and record qualities in each online interaction constitute important components of students formative performance. The teacher determines dialogue tasks and their proportion in the formative score, which urges students to participate in dialogue proactively. Only by means of taking active part in dialogue, engaging in learning activities, and studying English in order to apply it in real situation can the students realize the goal of real learning. This timely feedback evaluation system (including the record of logging times, discussing times, posts numbers, dialogue quality and originality, assessment frequency and content, and so on) can enhance the influence of dialogue teaching, inspire many-sided interactions, and improve dialogue levels and qualities ultimately. (2) To offer feedback to the students in dialogue teaching interaction as quickly as possible. The dialogue teaching follows the principle of openness, freedom, tolerance, and error-free, and the learning assistants encourage and reply to the students who take part in dialogue interaction on a regular basis. For those posts with innovative ideas and original spir its, it s necessary for the teacher to give prompt and positive evaluation and encouragement, for these reactions are driving forces and facilitators to make the students maintain continuous zest for supporting dialogue teaching interaction. (3) To frequen tly examine and control dialogue teaching process. The teacher should investigate and improve dialogue teaching quality via reviewing and surveying the performance of three -point tutorial, the design of case study, and the arrangement of discussing problems. Once the teacher found any problems in existence, he would make suitable adjustment to
6 JOURNAL OF LANGUAGE TEACHING AND RESEARCH 623 accommodate different dialogue teaching types. (4) To guide the students to reflect and improve their learning process consciously. Online open education is a kind o f self-study by teacher s teaching and guiding in part, and students selfdirected learning primarily. Therefore, it must include students self-feedback control with teacher s guidance in this special learning process, which covers reviewing, inspecting, and reflecting the frequently-used learning approach or regular learning activity. Meanwhile, the students have to learn To question, that is, to question teacher, students, learning resources, practice, and, of course, themselves. Only harboring the con cept of To question and To ask questions whenever and wherever possible can the students master the basic skill of dialogue teaching, and hence commence their journey of learning in the real sense. IV. CONCLUSIONS Online learning community, as a newly-booming community, has prompted wide attention from teachers and learners. The teachers aim to establish a learning space without time and space limitation to realize seamless and ubiquitous teaching and learning interaction; the learners aim to broaden their horizon of knowledge and master adequate information and professional skills through online equal dialogue teaching and self-exploration activity. Interaction and dialogue are two core factors in online learning community. These two factors can also be exchanged, or combined together. In fact, the concept and goal of Teaching Others or Apply Now teaching method correspond to those of Dialogue teaching, which hold that the real learning starts from dialogue teaching. As a new tendency o f teaching and learning, the strategies and application of online dialogue teaching is in need of in -depth discussion. Once community members establish the cultural view of dialogue teaching, participating into online teaching interactions actively and effectively, online learning community has played its due role. The design and guidance strategy, the organization and feedback strategy proposed by the author can provide online teachers and learners some suggestions on how to maintain the vitality of online dialogue teaching, how to develop the campus and network culture, and how to realize the goal of real learning. ACKNOWLEDGMENT The author wishes to thank the experts and judges of the Education Department of Liaoning Province for their support of The Twelfth Five-year Plan for Educational Science project of Liaoning Province (2012) No. JG12EB082J: Construction of Seamless Foreign Language Learning and Interactive Cyberspace via Tencent Software. REFERENCES [1] Gan Yongcheng. (2005). The knowledge construction and development of collective intelligence: from the perspective of the combination of knowledge management and E-learning. Beijing: Chinese Social Sciences Press. [2] Han Lifu. (2012). To promote transformation of Classroom Teaching with new perspective. China Education Daily. April 21 st, (8). [3] Huang Ronghuai. (2001). On the Configuration Structure Model of Collaborative Learning, Proc. Global Chinese Conf. on Computer Educational Application. [4] Laponce, J. A. (1993). Does Language behave like animals? International Journal of Sociology of Language: (3): [5] Ma Hongliang. (2009). Interaction in the virtual learning community. Beijing: Chinese Social Sciences Press. [6] Palaiologou, N. (2007). Intercultural Dimensions in the Information Society: Reflections on Designing and Developing Culturally-Oriented Learning. Hershey: Information Science Publishing. [7] Stoddard, R., B. Blouet and D. Wishart. (1986). Human Geography. Englewood Cliffs: Prentice-Hall. [8] WEI Li. (2012a). Theory and Practice of Online Learning Community s Creation and Application by Means of QQ Group Software. International Journal of Emerging Technology and Advanced Engineering. Vol. 2, Issue. 10, October, [9] WEI Li. (2012b). Integration of ESP into EGP: The Multidimensional and Hybrid English Training Model in Liaoning Police Academy. Theory and Practice in Language Studies. September, Vol. 2, Number 9: [10] WEI Li. (2012c). The Ecological Study on the 3 Plus 1 Foreign Language Interactive Teaching Model in Police Academy. International Journal of Emerging Technology and Advanced Engineering. Vol. 2, Issue 11, November, 48. Li Wei: Born in Feb in Liaoyang, China. BA of English, Liaoning Normal University, 1993, Master of English, Liaoning Normal University, She is an associate professor in Liaoning Police Academy, the author of one EI indexed paper and one book. She has published more than 40 papers in Chinese academic journals including World Ethno-national Studies, Shandong Social Sciences, Social Sciences in Xinjiang, Academy, and 12 English papers published in international journals and international conference proceedings. Her concentration centers around the Multicultural education, the Canadian Studies and network assisted Foreign Language Teaching. Professor Wei is a candidate for the Police Liaison Officers of the Public Security Ministry of China.
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text:
2007-06-06 at 2:02:00 pm #18276
ECB raises eurozone rates to 4%
The European Central Bank (ECB) has raised interest rates for the eurozone to 4% from 3.75%.
increase takes rates in the area to their highest level for six years
and means they have doubled in 18 months.The rise had been expected
following a series of inflationary warnings from ECB members in recent
weeks.At his news conference, ECB president Jean-Claude Trichet used a
form of words to suggest there may be more rate rises this year, but
not next month.
Confidence high
The eurozone economies, especially Germany, have been growing strongly in 2007.
in the eurozone is at its lowest level since the launch of the euro
while confidence is high and business activity is expanding.The ECB has
revised upwards its forecast for inflation in the eurozone this year to
2% from 1.8% but it has not changed its forecast of 2% for next year.Mr
Trichet said that eurozone monetary policy is "still on the
accommodative side", which analysts interpreted to mean that he was
prepared to allow this growth to continue.
'Monitor closely'
Mr Trichet had dropped the word "accommodative" from the statement, it
would have suggested that rates were approaching their peak.And the ECB
president did not use the term "strong vigilance", which he used in May
as a signal that rates would rise this month.He said that the ECB's
governing council would "monitor closely all developments".In the past,
saying that he was watching inflation "very closely" meant that a rise
was a few months away."Trichet is in close monitoring mode, liquidity
is ample and more importantly he says monetary conditions remain
accommodative – that confirms that there are more rate hikes in the
pipeline," said Audrey Childe-Freeman, an economist at CIBC World
Markets.Marc Stocker from BusinessEurope, which represents 20 million
European companies, said: "We don't have any strong reservations with
today's decision, which was justified by prevailing economic
conditions."The ECB's benchmark rate – the rate that has been raised
from 3.75% to 4% – is the minimum bid rate for its regular refinancing
operations.Its two other key rates have gone up by the same amount. The
deposit rate is now 3% and the marginal lending rate is 5%.

subset: commoncrawl


text:
- Washingtonian
- I. adjective see Washington II II. adjective or noun see Washington III
New Collegiate Dictionary. 2001.
New Collegiate Dictionary. 2001.
Washingtonian — is used to refer to people from the state of Washington or Washington, D.C., in the United States.Washingtonian may also refer to:* Washingtonian (magazine), a cultural magazine in Washington, D.C. *Washingtonian movement, a temperance movement… … Wikipedia
Washingtonian — Wash ing*to ni*an, a. 1. Pertaining to, or characteristic of, George Washington; as, a Washingtonian policy. Lowell. [1913 Webster] 2. Designating, or pertaining to, a temperance society and movement started in Baltimore in 1840 on the principle… … The Collaborative International Dictionary of English
Washingtonian — [wôsh΄iŋtō′nē ən] adj. 1. of or characteristic of George Washington 2. of the state of Washington 3. of the city of Washington n. 1. a person born or living in the state of Washington 2. a person born or living in the city of Washington … English World dictionary
Washingtonian — 1. adjective a) Of, or pertaining to, the state of Washington or its culture. By appearing in uniform, Jackson was able to convey his strong character through these images. Jackson had seized on one element of the Washingtonian myth and clung to… … Wiktionary
Washingtonian — I noun 1. a native or resident of the city of Washington • Hypernyms: ↑American 2. a native or resident of the state of Washington • Hypernyms: ↑American II adjective 1. of or relating to or in the manner of George Washington … Useful english dictionary
Washingtonian — /wosh ing toh nee euhn, waw shing /, adj. 1. living in or coming from Washington, D.C., or the state of Washington. n. 2. a native or inhabitant of Washington, D.C., or the state of Washington. [1780 90, Amer.; WASHINGTON + IAN] * * * … Universalium
washingtonian — n. resident of the northwestern state of Washington (USA); resident of Washington D.C. adj. of or related to the United States capital Washington D.C.; of or related to the northwestern state of Washington (USA) … English contemporary dictionary
Washingtonian — noun a native or inhabitant of the US state or city of Washington. adjective relating to Washington … English new terms dictionary
washingtonian — wash·ing·to·ni·an … English syllables
Washingtonian — Wash•ing•to•ni•an [[t]ˌwɒʃ ɪŋˈtoʊ ni ən, ˌwɔ ʃɪŋ [/t]] n. 1) peo a native or resident of Washington, D.C., or the state of Washington 2) geg peo of or pertaining to Washington, D.C., or the state of Washington • Etymology: 1780–90, amer … From formal English to slang


text:
This review contains spoilers from episode 1. Avoid reading further if you don't want to spoil the entertaining fantastical adventure Reilly's young protagonist Raf undertakes in the first instalment.
You can read my review of TROLL MOUNTAIN ep.1 HERE.
Raf and his unorthodox band of followers edge closer to obtaining the valuable elixir, made and controlled by the inhabitants of the dreaded Troll Mountain.
Episode 1 saw Raf, outlander Ko, and the endearing yet simplistic exiled troll Dum forge an unlikely friendship on an adventure which led them to the entrance of the feared hobgoblins' abandon kingdom on route to Troll Moutain. Here, author Matthew Reilly steps up the atmosphere and brings the accustomed action he's renowned for (Jack West Jr. Novels spring to mind) as the threesome traverse the hostile kingdom that isn't as abandoned as first thought. I only wish more page time had been given to this dark and menacing place-setting but given TROLL MOUNTAIN is YA, I can see why he didn't go over the top with explicit depiction of the surroundings and the danger lurking in its shadows.
From there, Raf catches a glimpse of what awaits him and the path he must undertake to obtain the elixir which will save his ailing sister and fellow tribesmen. Complete with maps (stock standard Reilly fiction), tension, action, and a more evolved cast of characters, this latest instalment brings readers to the edge of what seems to be a pivotal moment in Raf's journey.
Much like episode 1, the second instalment of TROLL MOUNTAIN ends in a cliff hanger of sorts that has me eagerly awaiting the final portion of the story.


text:
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Premium Subscribers & members of my network may view my contact information.
Competence and high skills
- Stefano Prati (8/16/08)
Piero is one of the more competent, professional and dedicated coworkers I have had the pleasure to work with. He is worthy of my highest recommendation.
- Nina Snow (2/8/08)
Piero is one of the most competent sales engineers I have worked with. He is able to leverage this competence in discussions, presentations and debates very effectively. Therefore he is well respected by customers and collegues.
Piero has shown excellent relationships with key people at the customer, which has lead into new business with these customers
- Hermann Schulte-Kellinghaus (1/25/08)
Great technical competency and industry experience in a very amicable attitude: this is Pieroamato to me.
- Paolo Viglianisi (1/24/08)
Pieramato is a competent professional capable of building non banal solutions.
- Dr. Gianpaolo Scalone (1/23/08)
Piero is a knowledgable and respected colleague
- Alfons de Jong (1/23/08)
Best technical guy I have ever worked with in the Italian market place. He gets it done with any technical level within a mobile or internet operator.
- Glen Murray (1/18/08)
Ciao Pierone, fatti sentire
- Dr. Maurizio Irlando (1/16/08)
Piero is one of the most intelligent, committed, dedicated and enjoyable people I have ever worked with. He has always been a pleasure to work with, and I look forward to working with him again someday.
- Neil Cook (1/15/08)
Very trustfull and capable individual. I enjoyed working with Piero in the past and would certainly consider that again in the future.
- Jos de Kruijf (1/15/08)
Ciao caro, come stai? Ma cos'è questo nuovo ennesimo social network?? C'è una vera inflazione di cerchie circoli club... chissà cosa ne verrà fuori, sto a vedere con molto interesse. Ti abbraccio, mandami notizie di te. >S<
- Stefano Diana (1/15/08)
Worked with Piero at Openwave for several years, and he was a good and trusted colleague.
- Mr. Simon Conway-Smith (1/15/08)
Bentrovato Pieramato !
- Gianluca Vailati (1/15/08)
Honest and I willing to keep working with him.
- Paolo De Paola (1/15/08)
Peer Assessment:94
Social Influence:?
pieramato gramenzi
© 2006-16 Viable Ventures, LLC. All rights reserved.


text:
Affiliative Leadership
Team Bobcat
Nasir Ahmadi, Daniel Carpena, Semi Hastain & Kristine Manns
Day-to-Day Behaviors Performed by Leaders
(Colquitt et al., 2013).
Affiliative Leadership
Pros & Cons
(Money-zine.com, 2006).
Which Leadership Theory From Our Text Book Does Our Chosen Theory Most Resemble?
(Colquitt, LePine & Wesson, 2013).
The Time-Driven
Model of Leadership
(Colquitt et al., 2013).
What Do Leaders Do On A Day-to-Day Basis?
Initiating structure
Leaders who are high on initiating structure play a more active role in directing group activities and prioritize planning, scheduling, and trying out new ideas.
Initiating structure and consideration were independent concepts, meaning that leaders could be high on both, low on both, or high on one and low on the other.
Affiliative Leadership: The Key to Success
Thank you!
Banincasa, R. (2012, June). 6 Leadership Styles, And When You
Should Use Them. Retrieved April 14, 2014, from http://www.fastcompany.com/1838481/6-leadership-styles-and- when-you-should-use-them
Brown, B. (2014). Organizational Behavior, LDRV 305. Class Lecture.
University of Arizona.
Colquitt, J., LePine, J. A., & Wesson, M. J. (2013). Organizational
behavior: Improving performance and commitment in the workplace. New York: McGraw-Hill/Irwin.
Goleman, D. (2000). Leadership that gets results. Harvard business
review, 78(2), 78-93.
Judge, T. A., Piccolo, R. F., & Ilies, R. (2004). The forgotten ones? The
validity of consideration and initiating structure in leadership research. Journal of applied psychology, 89(1), 36.
Money-zine.com (2006). Affiliative Leaders. Retrieved April 14, 2014,
from http://www.money-zine.com/career-development/leadership- skill/affiliative-leaders/
Judge, T. A., Piccolo, R. F., & Ilies, R. (2004).
This style of leadership
has: high leader control
Masters at building
and maintaining relationships
Mending negative feelings
within groups
(Goleman, 2000).
Could it be considered effective from
a motivational standpoint, why?
Affiliative Leadership is effective from a motivational stand point because the leader has gained the trust and loyalty of his team members.
Providing team members with positive feedback allows them to feel good about their accomplishments which is an excellent motivator for greater achievement.
Would you recommend trying to develop this as a leadership style to your classmates?
This is a great leadership style for a team
that is in need of a morale booster.
This is also a good leadership style to follow if
you are trying to build trust among teammates.
All in all an excellent leadership style to
help develop positive relationship among team members.
Would you recommend trying to develop this as a leadership style to your classmates?
This is a great leadership style for a team that is in need of a morale booster.
This is also a good leadership style to follow if you are trying to build trust among teammates.
All in all an excellent leadership style to help develop positive relationship among team members.
Affiliative Leadership
Is this style of leadership high follower or leader control?
You may respond at http://www.polleverywhere.com/multiple_choice_polls/4bcjXKJh95SdRr9/web
Or Text a CODE to 22333
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Raising Kids With Highly Charged Love (4 of 8) by Rick Ferguson
This content is part of a series.RAISING KIDS WITH HIGHLY CHARGED LOVE (4 of 8)
(An exposition and application of 1 Corinthians 13)
Dr. Rick E. Ferguson
1st Corinthians 13
INTRODUCTION: If I were to ask you the question
today, "Do you love your children?" You would probably
feel insulted and be offended.
You would probably respond with an indignant tone of
voice, "Of course I love my child!"
And you know, I would probably believe you. Only a
person who is emotionally traumatized and sick would
not have a natural love for their own children.
MAYBE I SHOULD ASK A MORE PENETRATING QUESTION, "Does
your son and/or daughter KNOW that you love them?"
- This is the X-ray question.
- This is the question that really gets to the heart
of the matter.
- This is the diagnostic question that may help
explain some of your child's actions and behaviors.
The question is, "DOES YOUR SON OR DAUGHTER FEEL LOVED
I have to wonder if this question does not get at the
heart and guts of the escalating and alarming violence
we are witnessing in our culture.
EX. You have to wonder if the Columbine massacre
would have happened if two very troubled young men had
felt a strong, secure sense of familial love and
Would you not agree that kids who somehow grow up
without feeling the security of love and acceptance by
their Moms and Dads are going to be troubled kids? And
they predictably, will grow up to be very troubled
That is why I thought we might take the things we have
been learning about HIGH-VOLTAGE LOVE from 1st
Corinthians 13 and see if we can't find ways to apply
these truths and principles to our role as parents.
Can I tell you that when our first child, Brett was
born I felt like something was missing?
- I was in the delivery room with Kathy during labor
and I was there when Brett was born.
- An attending nurse took a few minutes to clean our
little boy up, weigh him, take a footprin ...
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Collectible Pipes (Collectibles)
Pipes have been around nearly as long as human civilization itself. But it isn't only smokers who enjoy them! Just consider the tremendous diversity of shapes, sizes and color-- not to mention the variety of materials used to make them, from clay to boxwood to porcelain, including corncob, briar, and meerschaum. Pipes are created all over the world. Some are such amazing works of sculpture that you might even forget their original function. So whether you are interested in antique or brand-new pipes, whether you prefer models that come from molds or those that have been carved, and especially if you're curious about the topic, this book is the perfect resource.
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Regularly syncing your Nike+ device to your computer's USB port ensures that your workout data does not fill your device's memory.
The devices that require syncing data to your Nike+ account via Nike+ Connect include the Nike+ FuelBand SE, first generation FuelBand, Nike+ SportWatch GPS, Nike+ SportBand, Nike+ Basketball and Nike+ Training Sport Sensors, and Nike + iPod Running Sensors.
Although your device can store 1-3 months of activity data, Nike recommends syncing three times per day for best results. If your device's memory is full, you will not be able to record workout data until you sync your device to your computer.
Plugging your device into your computer's USB port also charges your device. Avoid recharging your device with car or wall chargers. These types of chargers lack a clock or calendar setting and, in some cases, can lead to date errors on your workout data.


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The vehicle in your driveway symbolizes the best in class compared to all the other cars, trucks, and SUVs in today's marketplace. Chevrolet car, truck, or SUV drivers have become used to a certain level of reliability when driving their Trailblazer around town. You purchased your Trailblazer because its dependability and long-lasting quality struck a chord inside you; so why would you be okay with anything but the best when it comes to great quality auto parts? Anyone who operates a Chevrolet knows that when it comes to maintaining their vehicle only the highest quality replacement parts will do.
Fortunately for you, your vehicle contains a part that cleans the hot and/or cold air from your climate control system prior to entering your car's interior. Before the 1990s, the cabin air filter was used mostly in luxury vehicles' but now your Chevrolet Trailblazer has one. Based on the same style and construction as the intake air filter, the cabin air filter removes both particulates and odors. The best location for the cabin air filter in your vehicle is behind the glove compartment, as your heater blower motor sits right there on the firewall. Chevrolet Trailblazer cabin air filters are inexpensive, and replacing yours should only take a few minutes of your time.
Given all the trouble that can be involved with installing a part to fix your car or truck, let www.carpartsdiscount.com be the first place you go to make buying it easy. Don't let a Cabin Air Filters repair spell the end of your car, truck, or SUV, and don't risk lowering its resale value by buying anything but the highest quality repair parts. Buy all the car parts you will ever need from carpartsdiscount.com and realize incredible savings on all your upcoming repairs. If your car or truck was built in 2009, 2006, 2005, 2004, 2003, 2002, then you will find the correct Chevrolet Trailblazer Cabin Air Filters parts right here.


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The EE-17 Sucuri is an armored vehicle fighting developed by Engesa at Brazil.
Its primary function was to hunt tanks or antitank vehicle. It was developed during the period of great development has gone through the Brazilian military industry during the 80s, several projects were presented by Brazilian companies, among which stood out clearly ENGESA S. José dos Campos (SP).
A company produced the EE-9 Cascavel armored vehicles personnel carriers and armored reconnaissance Cascavel, equipped with 90mm cannon in slow speed.With emerging markets in mind, but also with the possibility of orders from the Brazilian army to a more powerful vehicle than the Cascavel but with great mobility, ENGESA drew a national battle tank and an armored vehicle but relatively unprotected well armed, capable of engaging the most powerful vehicles of surprise and use his speed to escape from being destroyed, the Sucuri.
Initially the Sucuri should be equipped with a tilting tower FL-12 that used the vehicle AMX-13 Panhard EBR, with a 105mm cannon.
Later, because the French tower was considered complex, expensive, and because of the difficulty faced by Engesa to sell the vehicle, it was decided by ENGESA to build a tower of his own, which also led to an exchange of cannon on the other, of Italian origin and based on L-7 cannon 105mm. With this new cannon, the Sucuri-II now had chance to shoot the arrow piercing ammunition, which was most effective against armored vehicles, even heavy armored vehicles.
The new tower was eventually result in a complete redesign of Sucuri transforming it into a vehicle far superior to its predecessor. With a new lower profile and better ballistic profile front. The new tower was also the result of studies Engesa for the vehicle he was studying at the moment, the medium tank EE-T1 Osorio. For a vehicle designed in the mid 80s, the Sucuri was very well equipped with periscopes for commander and gunner and a laser rangefinder, spinstabilized cannon, which can make searching for targets when the vehicle is in motion.
The new engine, along with the new tower, reduced weight of Sucuri-II to 18 tonnes or 500 kg. Unless the 18500 kg the initial model of Sucuri.
The Sucuri-II could be assisted very easily and its engine was easy to remove.
He was but a landmark in the Brazilian military industry, because while with the other vehicles to Brazil merely copy concepts and ideas from other countries, with Sucuri-II - a light tank on a 6x6 platform - there was an attempt to innovate that was not completely novel, was at least the idea that this type of vehicle might be successful in the future, at least for the conditions of Latin America as a replacement of the vehicle of the EE-9 Cascavel.
Weapons and ArmourEditEE-18 was equipped with a cannon fully giroestabilizado L7 105mm made under license by Otomelara, which can fire ammunition standard NATO can penetrate 150 mm armor to 5000 meters range. The secondary armament consists of a machine gun and 12.7 mm caliber and one 7.62 mm coaxial machine gun. The vehicle is equipped with a modern system of firefighting. It's armor hull and turret are welded composite armor. Shielding protects against frontal shots of 20-25mm and against small arms fire and shrapnel from artillery just around the whole vehicle. NBC protection system was not offered as standard. The crew is composed of four people entering and leaving through a back door which also serves to load the ammunition.
- Length: 7.75m
- Height: 2.59m
- Width: 2.8m
- Weight: 18.5 tons
- Engine: Saab-Scania DSI-11 diesel
- Engine Power: 380 hp
- Max Speed: 105 km/h
- Main Gun: 1x 105mm gun
- Secondary gun: 1x M2 Browning
See alsoEdit
|This page uses Creative Commons Licensed content from Wikipedia (view authors).


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w2k3/server w/latest updates etc
As usual, some "yesterday it was fine and detected, now it have auth error" devices are needs to be fixed. OK. I have some accounts for different OSes and architectures.
Regular WinXP/sp3 PC. Well-known Administrator's password. "Windows computer with error"
"Manage accounts". Choose proper admin's one. To make myself sure, entering the password manually.
"Testing... Testing... Testing..."
Closing "fix auth" window, try to "manage accounts again". And again. And again.
On another attempt getting "OK! Saving". Thanks God!
But now "trying this account on other unknown devices."
After 24 hours it still tries... 268 unknowns, about 200 of these devices are offline. What did the scanner during all of these hours? Checked 68 devices? Unbelievable!
What may be wrong? Why SW finish its tests normally only after Nth attempt? Why it (seems to be) never will finish to check unknowns?
Why after I canceled "trying this account on other unknown devices", the first device which has passed the test, marked as "with error" again?
Guys, you did a great job, but now I'm too close to madness.
This topic was created during version 5.0.
The latest version is 7.5.00101.
28 Replies
Mar 25, 2011 at 6:51 UTC
Sounds like a corrupt WMI on some windows systems. I have that on several of my systems and have had to exclude them from scans to get anything done.
Here is some info to get you started so you can see if this is your issue.
Or just do like I do and skip corrupt WMI systems.
Mar 27, 2011 at 7:49 UTC
Chad, I knwo about "WMI problems", and my English may not be too perfect to explain the problem I encountered with.
1. "error" device probed with proper credentials
2. getting "test passed, saving..."
3. (but I don't need to check other "errors" automatically!) the auto-probing started on other "error" devices. And this auto-probing lasts forever.
I just need a little checkbox whic will allow me to toggle automatic "apply this account on other error devices". And I will keep that checkbox in OFF state.
May be there's something on settings pages, which can solve this issue?
Mar 28, 2011 at 1:23 UTC
Try to run this script at the affected workstations: Resolving Spiceworks Unknowns Unofficial - Script Center ...
NOTE: this script will disable UAC at Vista/Win7. To keep UAC enabled, delete lines 36-38 in the script and follow this: Getting Scan to work with Vista (and above) Machines - Spiceworks ...
Check then your scan ranges/scan accounts: Adding Devices and Changing Login Accounts
Mar 28, 2011 at 5:45 UTC
Bytesnake, please read my question carefully.
Every single device will pass "unknown fixing", but system stuck on "automatically testing other devices"
I just want to turn off this automatism in order to see, what exactly device caused the hang: SW gives me no any hint about scan progress except for ani-GIF throbblers, and these throbblers will shuffle the squares regardless of SW server state
Mar 29, 2011 at 12:40 UTC
I don`t think you can disable this automatism.
What I meant is, don`t use this feature to "fix" authentification errors. This would add scan ranges to Settings/Network Scan (worst case - one per asset). Some people asked "Why I have so many scan ranges"?
If you know the scan account credentials, add a new scan account, then assign it to the scan range(s).
If you think you have trouble with WMI, run the first script I posted. It will fix several things.
This script is the start of one to help resolve Spiceworks Unknowns.
It will:
1) Rebuild WMI (will give a couple of errors on win7 but will work ok)
2) Setup the firewall
3) Setup DCOM
4) Win7 and Vista disable UAC (requires reboot)"
Mar 29, 2011 at 12:54 UTC
I don`t think you can disable this automatism.
What I meant is, don`t use this feature to "fix" authentification errors. This would add scan ranges to Settings/Network Scan (worst case - one per asset). Some people asked "Why I have so many scan ranges"?
You may laugh on me, but affected device is ALREADY in properly "credented" scan range.
Real example:
Devices's IP (DHCP)
The range is:
The device perfectly fits into range and it have admin credentials equal to range's ones.
The device is online, it is reachable - pingable and NMAPable.
It is even can be fixed (see screenshot). But when I cancelling "trying another devices", the success of test NOT saved for this device and it is "not-fixed" again! FTH? (crying)
Mar 29, 2011 at 1:22 UTC
I suggest to go to Settings/Network Scan and disable all scan ranges you didn`t create by yourself.
The add a scan range 172.21.120-121.0-255 at the top (I choose this syntax so it can coexist with 172.21.120.0/23) and assign the right scan account to it.
Follow at least #1 - #3 of this how-to: Troubleshooting Spiceworks Inventory Inconsistencies - Spiceworks ... (if not done already)
Run the scan for the new scan range.
Mar 29, 2011 at 10:02 UTC
Trying to apply your recommendations.
Anyway. the only thing I asking for is to mark "fixed" device as really fixed (with removal from "unknowns") BEFORE testing account on another unknown devices.
More, I can confirm the following bug.
The credentials for account were entered correctly. But "testing account..." also may be displayed forever on any attempt. But, if I manually re-enter the password before pressing "Test" button, the testing completes in fraction of second.
It looks like something wrong with stored password. I've re-entered it in account settings, but it gave no fruits.
Mar 30, 2011 at 12:23 UTC
After applying the settings (Follow at least #1 - #3 of this how-to: Troubleshooting Spiceworks Inventory Inconsistencies - Spiceworks ... ) all should be good. If there are still "unknowns", what OS does the affected machines have?
How often is the scan running? How many IP addresses are scanned at the run?
Did you think about using remote collector(s) for the scanning job? I use them to scan my net in a shorter time period. Collecting Remote Office Inventory using Multiple Spiceworks ...
Apr 5, 2011 at 4:48 UTC
Nothing helped at all. Either something broken in SW, either the Fukushima's radiation influence detected.
set computer by IP as very first in scan ranges list
created new Windows account (similar to existing one, with guaranteed correct credentials)
set this account exactly for that computer
scan results: "$computer_name classified as Unknown"
The same computer after manual scan from "unknowns" group detected exactly as it should be detected and both admin accounts are accepted. BUT I CAN'T MOVE IT OUT OF UNKNOWNS because "testing account on another devices" stucks!!!
I think it must be "ticketed": succesfully rescanned device must be marked as known BEFORE trying its scan settings on other devices!
Apr 6, 2011 at 12:39 UTC
From your SW machine: What do you get if you enter this at the console?
c:\ wmic /user:username /password:yourpassword /node:remotemachine systemenclosure get serialnumber
You should get some results that look like:
Serial Number 2iduekfj45ufh (the actual serial number from remotemachine)
Apr 6, 2011 at 12:48 UTC
To Be Filled By O.E.M."
That is what I talking about: manual rescan of individual PCs gives results. But does not saves them!
And the automated scan (even for single IP address, even in slow mode w/o incremetals, w/o deltas) gives "unknown" for the same PC!
Apr 6, 2011 at 12:52 UTC
Is it a WinXP Pro or Home (just to be sure)?
Apr 6, 2011 at 5:10 UTC
Almost all users' PCs under xp/pro. Much lesser w2k/pro & w7.
nmap reports about opened (not filtered) msrpc port 135.
WMIC CLI gives correct results. For example, I can get volume lists, desktop data etc.
More. Just checked netstat's output and found that spiceworks.exe does NOT try to connect to other unknowns. See the output of the Anvir Task Manager in attached picture.
Apr 7, 2011 at 12:33 UTC
I`m running out of ideas. Please feel free to contact firstname.lastname@example.com. Don`t forget to include a link to this topic (http:/
Apr 7, 2011 at 3:02 UTC
I have the same issue.
@ Sergei7996: Please give us feedback if you have fixed this issue.
Thank you in advance.
Apr 10, 2011 at 9:29 UTC
I filed a complaint, as bytesnake suggested, and send them compressed logs, as they requested. Lets see, what the answer will be.
Apr 11, 2011 at 7:43 UTC
SW support answered me and asked for databases of my SW installation. They passed these DBs thru some repair script and send them back to me.
Right now it works for approx 5 minutes. I'll left it for about 1 1/3 hour to work during my dinner break (my ZT=GMT+11=VLAST)
Let us see what will happen...
Apr 12, 2011 at 12:40 UTC
Nope... stalled of "fixing"... :~(
Apr 12, 2011 at 2:33 UTC
ok. Thanks for the information.
I reinstalled spiceworks and the scanning worked.
I just installed spiceworks over the existing installation.
Try this, but do it on your own risk ;-).
Apr 12, 2011 at 4:10 UTC
Hello Sergei, let's continue to work through this I'm suspecting perhaps foreign characters contained within your scanning accounts may be causing the hang when testing. There are a couple of known issues regarding Cyrillic characters when used as a service account but, we have not seen this type of behavior when "fixing the authentication errors". We'll continue to report our findings here after some further troubleshooting.
Apr 12, 2011 at 6:44 UTC
Marcello, see Martin's note above: he's from Germany, and I'm doubt if he uses Cyrillic.
And, as I e-mailed, I had no such troubles in earlier versions of SW. With same Cyrillic in credentials (thanks mr. William Henry Gates III for our "lucky childhood" )
Networks checkers like Wireshark & Co., shows NO network activity from SW service (except for Finder) during "fixing auth". But if Finder does not running, they show no activity at all (see a screenshot at the beginning of this topic).
Apr 13, 2011 at 1:20 UTC
i'm not using cyrillic ;-)
I kept an eye on the scanning now after the installation over the existing one.
Till now everything works fine. But I can not explain what the cause was/is.
Apr 19, 2011 at 4:18 UTC
any update yet?
This discussion has been inactive for over a year.
You may get a better answer to your question by starting a new discussion.


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1. Call to Order/Roll Call/Pledge of Allegiance
2. Approval of the Agenda
3. Good of the Order
4. Council Member Comments
5. Approval of the Minutes:
• June 16, 2014 Regular Council Meeting
6. Public Comment. This is an opportunity for any citizen to come forward and discuss any item that is not listed on the Agenda. (Please make your remarks from the podium and limit your presentation from 2 to 5 minutes.)
7. Approval of the Consent Agenda.
All items listed below are considered routine by the City Council and will be enacted by one motion. There will be no separate discussion of these items unless a Council Member or citizen so requests, in which event the item will be
removed from the Consent Agenda and considered separately.
• Claims & Payroll
• April 2014 Clerk and Investment Report
• May 2014 Clerk and Investment Report
• Approval of 2014 Paving Program pay estimate #1 for $596,031.43 to OMG Midwest, Inc. for 2014 Street Improvement Program
• Approval of new tobacco permit for Maple Vape
8. Keep Windsor Heights Beautiful Most Beautiful Yard Award Presentation
9. Consideration of Ordinance 14-08 (2nd Reading) amending the code of ordinances for the City of Windsor Heights, Iowa by amending sections of chapter 100-regulation of industrial wastewater, commercial wastewater and hauled waste
10. Consideration of Ordinance 14-09 (1st Reading) amending Chapter 156 rental housing code, of the municipal code of the City of Windsor Heights, Iowa by adding new signage requirements to section 156.06.01
11. Consideration of Resolution 14-0730 adopting Polk County Multi-Jurisdictional Local Hazard Mitigation Plan
12. Consideration of Resolution 14-0731 approving City of Windsor Heights Fiscal Year 14 year end transfers
13. Consideration of Resolution 14-0732 fixing the date for a meeting on the proposition to authorize the use of $150,000 portion of the general obligation capital loan notes, series 2014A for the purpose of constructing bike trail improvements, and providing for publication of notice thereof
14. Consideration of Resolution 14-0733 amending the City of Windsor Heights Personnel Policy Manual
15. Consideration of Resolution 14-0734 approving Fiscal Year 15 pay scales for all part-time and paid on call fire personnel
16. Administrator Reports
-New Building Presentation
-City Hall Summer Hours
17. Mayor's Inquiries
-Discussion of rental certificate moratorium
18. Adjourn to 6:00pm on Monday July 21 at Windsor Heights City Hall


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Najah Masudi
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The Redskins welcomed select premium season ticket holders and suite owners to an advanced screening of "Draft Day" on Wednesday night at Brambleton Plaza in Ashburn. The movie, which opens April 11, stars Kevin Costner as Sonny Weaver Jr., the fictional general manager of the Cleveland Browns who trades three first-round picks to Seattle for the No. 1 pick hours before the 2014 NFL Draft and must decide what to do with it.
Without spoiling the ending, I will say there's a scene in the first few minutes that references the deal Washington made to acquire the Rams' No. 2 pick (used to draft Robert Griffin III) in 2012. It drew a lot of laughs.
Kirk Cousins and Ryan Kerrigan were in attendance and reflected on their own draft experiences after posing for photos with fans and signing autographs after the movie.
"When it comes to the draft, you have to expect the unexpected," said Cousins, who was picked three rounds after Griffin in 2012. "I learned that firsthand. Of 32 teams, I really would've picked the Redskins to be the 32nd-most likely to pick me, and sure enough, that was the one that picked me. You have to expect the unexpected, and I think this movie does a good job of demonstrating that."
I asked Kerrigan, the No. 16 pick out of Purdue in 2011, if he still has the suit he wore to the draft.
"I still wear that suit quite frequently," he said. "That's on my two-suit rotation. That's still a pretty prominent figure in my wardrobe."
Here's a look at the suit on the front page of the Post the day after Kerrigan was drafted:
Jay Gruden was there, too, but I didn't have a chance to ask him what he thought of Denis Leary's portrayal of Browns coach Vince Penn.
Hey, look: that's me and Head Coach off the Washington Redskins, Jay Gruden after seeing #DraftDayMovie in AshburnVa pic.twitter.com/Helu3geieW
— Vegas Time (@VegasTimeAssoc) April 3, 2014


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