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|Street vendor on the corner of 60th and Fifth Avenue. 10:30 PM. Photo: JH.
|September 30, 2010. 2 a.m. Tropical storm Nicole expected in our neighborhood by the morning.
Yesterday in New York was Mayor Bloomberg day from this reporter's point of view. Although I should add that everyday is probably the mayor's day because he's at the center of it all.
It started down at the Metropolitan Club where there was a luncheon for the Henry A. Grunwald Award For Public Service and benefiting Lighthouse International. This year's recipient was The Honorable Michael R. Bloomberg, 108th Mayor of New York.
His experience with the Lighthouse inspired him and his wife Louise to "do something" to help the cause. They succeeded with this reporter and no doubt thousands of others. We became aware of sight impairment and how it affects all of us, or can affect all of us, and the great work the Lighthouse does to assist the millions and millions of us who do, including those of us who have little to no sight. Henry wrote a book about it as the issue began to threaten to dominate his life. It was called "Losing Sight, Gaining Insight," and it's a bit of wisdom that is helpful to any of us anytime.
I only knew the man, and then again very briefly, at the end of his life. His wife Louise is one of the most talented hostesses in New York. Her guest list, her menu, the conversation and pleasure of everyone's company are impeccable. And rare. Simply put, the guest has a good time, is well fed, and well-amused.
Henry, being the thinking man, the writer, the editor, the ambassador, the "opinion-maker" attracted interesting people to his table, a table where everyone got to have something to say. Louise composed those evenings for him. I mention this aspect of their relationship because yesterday's luncheon, like all those that came in the years before, reflected Louise's influence. In her husband's honor.
|Liz Smith speaking to the luncheon guests introducing Mayor Bloomberg at the Metropolitan Club. 1:05 pm.
|The Henry A. Grunwald Award For Public Service has become one of those "important" luncheons on the charity circuit. Co-chairs were Alice and Tom Tisch, and Candace and Jonathan Wainwright. Vice chairs included Mary and David Boies, John Daley, Joan Ganz Cooney and Pete Peterson, David Geffen, Arthur Loeb, Steve Rattner and Maureen White, Ambassador Felix and Elizabeth Rohatyn. Prominent donors including Louise Grunwald, the Tom Tisches, the Pete Petersons, Katherine and Jerry Speyer, Debra and Leon Blackm, Marie-Josee and Henry Kravis, Tom Lee and Ann Tenenbaum, the Bill Acquavellas, Arlene and Alan Alda, Mica Ertegun, Marlene Hess and James Zirin.
That's just a few of a very long list of New Yorkers who support this luncheon benefit and Lighthouse. The names are the ultimate network for fund-raising and building, and they reflect the Grunwalds' ongoing contribution to the cause.
Liz Smith introduced the Mayor who told us he first became aware of the Lighthouse back in his "first career" (running Bloomberg when his offices were across the street and he'd look out his window and wonder what it was all about). One day he paid a visit and became familiar with the work of the Lighthouse and became a contributor. He told us how the city is developing ways to be more helpful to the needs and safety of those of us who are seriously sight impaired.
|Kathy Steinberg, Sarah Rosenthal and Gayfryd Steinberg share a laugh before lunch.
|I was seated with several members of the family including Louise's sister Audrey Matson, her daughter Claire, Lisa Grunwald and her daughter Kate Nintzel as well as Helen Sonnenberg Tucker, a friend. Among the guests: Graydon Carter, Doug Cramer and Hugh Bush, Charles and Clo Cohen and his parents Gloria and Sherman Cohen, Nora Ephron and Nick Pileggi, her son Jake Bernstein, Terre Blair Hamlisch, Cynthia Boardman, Wendy and Henry Breck, Margo Catsimatidis, Somers Farkas, Harry Evans, Tom Fallon, Amy Fine Collins, Beth DeWoody, Kate Gubelman, Sharon Handler, Warren and Olivia Hoge, Carol Sutton Lewis, Sharon King Hoge, Linda Janklow, Lynn Nesbit, Donald and Catie Marron, Peter Melhado, Enid Nemy Lorry Newhouse, Hannah Pakula, Sydney and Stan Shuman, John Dobkin, Joy Ingham, Kathy Lacy, Fran Lebowitz, Elaine Wynn, Elizabeth van Merkensteijn, and that's just for starters.
Another aspect of this event that helps maintain its popularity is it gets started about noon, guests are seated about 12:30. By quarter to two speeches and awards are completed, as well as the main course of lunch and dessert is being served. Many are already leaving to get on with their day.
|Audrey Matson.
|Henry Grunwald's daughter, Lisa.
|Ben Brantley, drama critic for the New York Times, and Liz Smith.
|Claire Matson and Kate Nintzel.
|Roger Goldman, Margo Catsimatidis, and Somers Farkas.
|Sherman and Gloria Cohen with their son Charles.
|Last night some of the same cast of characters moved up to East 73rd Street between Lexington and Third for the annual Fete de Swifty, which is a big, friendly, fund-raising block party under a tent. The recipient is the Mayor's Fund.
This is a fun party with lots of food of many varieties right down to the popcorn, pretzels, hot dogs and hamburgers, as well as the hors d'oeuvres, and the seafood and buffet tables; the DJ, the amusements and most of all, the people. It's the ideal after work cocktail party.
|Liz Smith, who is New York's Ex-Officio ambassador of Glamour, Glitz, Gossip, Good Will and Good Works (yes, all of that and then some), introduced the mayor. The Mayor's speech was short and meant only to thank the guests for their contribution and to praise the cause. After that, it was back to the business of being at an enormous cocktail/buffet/drinks party with several hundred guests. Even the mayor stayed on with his significant other, Diana Taylor, gnoshing and chatting with everyone.
The Fete de Swifty is a recipe for success for New Yorkers after one of our hectic weekdays, and it was a success: they raised more than $500,000 for the Mayor's Fund and its work assisting underserved families in New York City. Ann Watt, the photographer and I took a lot of photos. Here are a few. We'll have a lot more on Friday's NYSD.
|The Mayor arrives ...
|Peter Rogers, Liz Smith, and Iris Love.
|George Gurley.
|Emma, Michel Witmer, Barbara Regna, and friend.
|Dr. Pat Allen, DPC, and Gillian Miniter.
|Michael and Eleanora Kennedy.
|Jon and Lizzie Tisch.
|Peter Rogers, Liz Smith, and Iris Love.
|Ethan Hawke.
|Cece Black.
|Denise Rich and Bill Rudin.
|Diana Taylor, Liz Smith, Mayor Bloomberg, Robert Caravaggi, Gillian Miniter, Stephen Attoe, and Blaine Caravaggi.
|Mayor Bloomberg with Junior Leader Chairs Mia Morgan, Keri Ingvarsson, and Mike Muse.
|Barbara and Kevin McLaughlin.
|Donald and Susan Newhouse.
|Irene Aitken and Mimi Stafford.
|Polly Onet, Mark Gilbertson, and Diana Oswald.
|Anna and Michael Safir.
|Blaine and Robert Caravaggi.
|Iris Love and Mimi Strong.
|Cynthia Olsen, Liz Smith, and Lionel Larner.
|The crowd.
|Cece Cord with Peter and Jamee Gregory.
|Stephanie Krieger, Brian Stewart, and Margo Langenberg.
|Nancy and Joe MIssett with Mayor Bloomberg.
|Parker Ladd, Jackie Weld, and Arnold Scaasi.
|Support the Mayor's Fund to Advance New York City by bidding on incredible items and travel packages by visiting Charitybuzz.com.
|Photographs by ANN WATT (Fete).


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For Immediate Release
David Card 202-785-5980; email@example.com
Real Unemployment Rate at 16.8%
ADA Calls for Unemployment Benefits Extension
WASHINGTON - Americans for Democratic Action's National Director, Michael J. Wilson, made the following statement about today's unemployment numbers from the Bureau of Labor Statistics:
"The real unemployment rate released today by the Bureau of Labor Statistics is 16.8%, 7 points higher than the officially reported rate.
"President Obama's economic recovery plan is working but the real rate of unemployment underscores an urgent need to spur more hiring.
"A jobless recovery is not a recovery.
"When Congress returns in September they must extend unemployment benefits to address the millions of American workers still struggling to find work," Wilson said.
"Americans want to work but until the private sector begins hiring, the Federal government has an obligation to ensure those who cannot find a job are not left out on the street.
"Further, Congress needs to tackle a serious, comprehensive jobs and job training package for those whose jobs are not coming back.
"The real rate includes marginally attached workers which the BLS reports "are neither working nor looking for work but indicate that they want and are available for a job and have looked for work sometime in the recent past. Discouraged workers, a subset of the marginally attached, have given a job-market related reason for not looking currently for a job. Persons employed part time for economic reasons are those who want and are available for full-time work but have had to settle for a part-time schedule."
ADA is America's most experienced independent liberal lobbying organization. In the spirit of the New Deal and ADA founders Eleanor Roosevelt, renowned economist John Kenneth Galbraith, and former Senator and Vice President Hubert Humphrey we lobby through coalition partnerships, through direct advocacy, and through the media.

subset: commoncrawl


text:
|12 Sep 2011
Activation License within Easy Trsansfer file?
After a hard drive failure i purchased a new drive. (SSD 120Gb)
I have a genuine upgrade version of Windows 7 ultimate X64. I reinstalled the OS without putting my older version of XP on the drive first and it failed activation. An oversight on my part.
the drive did not instantly fail but over a period of weeks with failed to spin up when cold so i expected it to fail.
I created an easy transfer file. Within this file would it transfer the activation license so as to save me having to format install XP and then install 7 again?
|My System Specs
|12 Sep 2011
win7 ultimate / virtual box
An easier way to upgrade components in a windows 7 install is use the sysprep function
|My System Specs
|12 Sep 2011
Thank you for the swift response. I did not know of the sysprep function but will investigate it for future use.
Thank you.
|My System Specs
|12 Sep 2011
Windows 7 x64 pro/ Windows 7 x86 Pro/ XP SP3 x86
You can clean install on a blank hard drive with an upgrade disk, no need to install XP.
Clean Install with a Upgrade Windows 7 Version
|My System Specs
|12 Sep 2011
I have tried to activate Windows 7 by using my original XP full license and the new upgrade license. neither are accepted. Will call them next
Calling them failed; automated system with no options other than to put in codes. My XP license appears to be not valid either even though i have the license and original CD. any other suggestions please?
|My System Specs
|16 Sep 2011
As an after thought to bumping. If i can get the old disk to spin up is it possible to transfer the license file to the new hdd? if so where is it located?
|My System Specs
|16 Sep 2011
Try this method, Option Four is probably your best bet.
Clean Install with a Upgrade Windows 7 Version
|My System Specs
|16 Sep 2011
Ok Tried everything and decided to go for a clean install on a formatted hdd i have. XP went on fine and activation was sucesful. Win 7 has installed cleanly ontop. and activated.
I have a clean install of Windows 7 on a hdd. I am finding the sysprep tutorial confusing. there are 3 methods.
I am going to create a complete system image using the backup/restore facility on my storage drive. Do i still need to do a sysprep?
Should I use the generalise setting with the OOTB setting or Audit?
sorry for so many questions
|My System Specs
|16 Sep 2011
Got sysprep to work. Created system image. failed on puting image onto new SDD.
Complete reinstall of XP, Activation, install of Win 7. activation successful. job complete.
|My System Specs
|16 Sep 2011
Excellent news.
Thanks for the update.
|My System Specs
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My Genuine activation issue although I have a genuine license
Diagnostic Report (1.9.0027.0): ----------------------------------------- Windows Validation Data--> Validation Code: 50 Cached Online Validation Code: N/A, hr = 0xc004f012 Windows Product Key: *****-*****-PPKRR-8J7T4-TJHTH Windows Product Key Hash: 2Xg0gGJgLddefMxQtBCLuEuvT3c= Windows...
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When i installed SB X-Fi Series Support Pack 2.0 (05/15/2009) - Creative Labs trying to fix my sound on w7 64 bits i got DDL and DTS connect license activation with the package. How important is this file and is it critical to install it in order to get sound which i don't have and no one seems to...
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Henrik Severin Moen
Found 10 Records, 10 Photos and 68,760 Family Trees
Born on 1 Sep 1890 to Hans Christien Moen and Lorentse Hansdtr Skaret.
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Simply start with yourself and we'll do the searching for you.
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Dutch: from a short form of the personal name Simo(e)n


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ACParadise Network: American Cosplay Paradise American Cosplay Experience American Cosplay Snapshots
Hey all!! I used to live in Puerto Rico and cosplay at small college cons but now that i live in MA I've been taking it more seriously :). On the side I work as promotions manager for Tainted Reality (http://www.taintedreality.net} and do a little art as well. Please check out my deviantart page!
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Lest We Forget The Heroes Who Came Home
My grandfather, Angus McSwain, fought at Gallipoli and in the mud, the blood and the guts of the Western Front. But he was not one of the fallen. He did not die in battle. His name is not on a stone memorial in a foreign land or at home. He was one of the 90,000 wounded and disabled who came home.


text: I'm a bassist in the Cedar Valley (IA) area. I played for a couple years in high school before going to college to focus more seriously on tuba and composition. Now I'm currently balancing all three - yay! I love playing any type of gig and interacting with people. I also play keys (badly) and sing (even more badly).


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1 Response to "Sirenic Quotidian"
There are definitely plenty of particulars like that to take into consideration. That is a great level to bring up. I offer the thoughts above as normal inspiration but clearly there are questions like the one you deliver up where a very powerful thing can be working in trustworthy good faith. I don?t know if best practices have emerged around issues like that, however I'm positive that your job is clearly recognized as a fair game. Both boys and girls really feel the impression of only a second's pleasure, for the remainder of their lives.


text:
Monday, Oct. 18, 2010 | 4:17 p.m.
Sun Coverage
When Congress reconvenes after the election, lawmakers will vote on a measure to give an extra $250 to Social Security recipients, Senate Majority Leader Harry Reid promised Monday.
Democrats are billing the measure as a necessary helping hand for seniors in a year when they won't be seeing any incremental increase in their benefit checks, as usually happens from year to year.
Since 1975, those annual increases have been tied to inflation – but according to the Labor Department, there hasn't been much of that this year.
The trustees who oversee the Social Security program decided last week there would be no annual cost-of-living adjustment – or COLA – for 2011, based on the Labor Department's Consumer Price Index measure of inflation. According to that calculation, September prices were 1.1 percent higher than they were in the same month last year, and 0.3 percent higher than they were six months ago.
Reid's announcement comes on the tail of a similar announcement last week, by Rep. Dina Titus, that the House would be taking up standalone legislation (H.R. 5987) to provide Social Security recipients a $250 check.
"The overall cost of living may not have increased, but it is clear that costs that disproportionately affect seniors, including health care, have continued to rise," Titus said in a statement. "At a time when every dollar counts, this critical legislation will provide seniors with much-needed assistance."
Many lawmakers who support the $250 extension say the Consumer Price Index, as a general measure of consumption, doesn't reflect the inflationary pressures being specifically felt by seniors, who consume more of certain products and services – like health care – than those who aren't yet eligible for Social Security.
Plus, they say, it's good for the economy, because seniors are likely to spend whatever extra benefits they receive on essential goods and services.
"This money will go right back into the economy, and stimulate the economy," Reid said Monday.
But the question of COLA payments isn't just a measure unto itself. It also speaks to what has become one of the most divisive issues surrounding Reid's Senate campaign.
The fate of Social Security has emerged as a flashpoint in the race between Reid and his challenger, Republican Sharron Angle.
Angle wants to privatize the program in a manner much like that which then-President George W. Bush pressed for in 2005 – a proposal that failed to advance in a Republican-controlled Senate under pressure not to dismantle the program.
But since then, Social Security has remained a fund that is in financial straits. According to Treasury Secretary Tim Geithner, the Social Security Adminsitration will pay out more than it takes in from payroll taxes for the first time this year – six years earlier than was predicted.
About 53 million Americans get Social Security checks, and if the fund isn't somehow replenished, it is expected to run out of money by 2037.
Angle hit Reid with those figures at last week's debate, arguing for privatizating the program with her now-infamous line: "Man up, Harry Reid, you need to understand that we have a problem with Social Security."
Reid holds that bleak, doomsday-scenario thinking is premature, and that whatever the outlook, dismantling the program is not a solution.
"Social Security will pay out 100 percent of its benefits for the next 35 to 40 years. That's important. And also understand, that even after that, there would be a shortfall of 15 to 20 percent," he said. "Don't frighten people about Social Security."
Reid said he will bring up the one-time, $250 COLA supplement as a standalone measure during Congress' lame duck period, and expects to get the full backing of the Democratic caucus.


text:
Multiple-choice questions are a gold-standard tool in medical school for assessment of knowledge and are the mainstay of licensing examinations. However, multiple-choice questions items can be criticized for lacking the ability to test higher-order learning or integrative thinking across multiple disciplines. Our objective was to develop a novel assessment that would address understanding of pathophysiology and pharmacology, evaluate learning at the levels of application, evaluation and synthesis, and allow students to demonstrate clinical reasoning. The rubric assesses student writeups of clinical case problems. The method is based on the physician's traditional postencounter Subjective, Objective, Assessment and Plan note. Students were required to correctly identify subjective and objective findings in authentic clinical case problems, to ascribe pathophysiological as well as pharmacological mechanisms to these findings, and to justify a list of differential diagnoses. A utility analysis was undertaken to evaluate the new assessment tool by appraising its reliability, validity, feasibility, cost effectiveness, acceptability, and educational impact using a mixed-method approach. The Subjective, Objective, Assessment and Plan assessment tool scored highly in terms of validity and educational impact and had acceptable levels of statistical reliability but was limited in terms of acceptance, feasibility, and cost effectiveness due to high time demands on expert graders and workload concerns from students. We conclude by making suggestions for improving the tool and recommend deployment of the instrument for low-stakes summative assessment or formative assessment.
- Bloom's taxonomy
- assessment
- evaluation
- multiple-choice questions
- curriculum integration
- physiology education
- medical education
medical education in the United States is in a period of dynamic change that is likely to profoundly impact both the positioning of physiology in the curriculum as well as the methods by which it is taught and assessed. For example, one aspect of the Carnegie Foundation report Educating Physicians: a Call for Reform of Medical School and Residency is the recommendation that the learning of formal basic science knowledge should be integrated with clinical experiences (9). Most medical schools are currently either engaged in curriculum reform or are planning to be in the foreseeable future (2). Harvard Medical School's new curriculum Pathways, beginning in fall 2015, is illustrative of newer thinking in which more emphasis will be placed on professional identity formation, population and social sciences, ethics and professionalism, clinical competency, and critical inquiry; basic sciences will be reduced from the traditional 2 yr to 1 yr of instruction (15).
At the same time as the learning of medical physiology is being compressed and integrated among many other disciplines, methods of teaching are shifting toward more active and independent formats. We are seeing the widespread adoption of progressive pedagogies such as "flipped classrooms" (23) and team-based learning (TBL) (22, 24) as well as increased use of technology to scaffold independent learning by students outside of the classroom (18). While this period of disruptive change will bring about real advances in the way students are educated, it brings with it a number of challenges for faculty members and students. Khalil and Kibble (17) recently discussed the myriad of challenges faculty members face when implementing a new medical curriculum. Among these is the fact that development of new methods of assessment is lagging behind in the thrust for education reform.
The single-best answer multiple-choice question (MCQ) is the current gold standard for knowledge testing in medical schools. MCQ exams have many advantages in terms of reliably testing broad swathes of knowledge in a manner that is time efficient and cost effective (1). However, it is too frequently the case that internally developed MCQ exams test at low cognitive levels (20, 33), are poorly constructed (14), and only test knowledge in one discipline area at a time (17). Therefore, we feel that assessing students with MCQs alone is misaligned with the goals of curriculum integration and higher-order active learning. This leaves a gap in which our assessments do not inform students about their achievement of higher-order learning tasks nor do they adequately inform faculty members about their success in deploying progressive pedagogies. To this end, the present study describes the development of a novel assessment instrument, based on the traditional doctor's Subjective, Objective, Assessment and Plan (SOAP) note (30). SOAP notes are used to provide a consistent and systematic framework for producing medical records, facilitating malady-specific diagnosis, and providing a consistent format for communication between physicians (31). Here, we describe a modification for second-year medical students in which the "P" simultaneously stands for Physiology/Pathophysiology/Pathology/Pharmacology to reflect that our second-year medical students are not formulating a treatment plan for their patient but are learning basic sciences through clinical case problems. We evaluated a rubric to assess how well students can solve clinical case problems to successfully identify subjective and objective findings, how well they can invoke physiological mechanisms to explain the patient's problems, derive a differential diagnosis, and explain relevant pharmacological mechanisms in the case.
Van der Vleuten's notion of assessment "utility" was used as the conceptual framework to evaluate our innovation (29). The components of a test's utility are reliability, validity, feasibility, cost effectiveness, acceptability, and educational impact. Our goal was to characterize the modified SOAP note as an authentic assessment of higher-order learning in the context of an integrated curriculum. A further goal of this study was to demonstrate the importance of applying an objective analysis to make decisions about the quality of assessments.
Participants and educational context.
The University of Central Florida College of Medicine offers an integrated 4-yr MD program. During the first year, foundational basic sciences are taught in Human Body modules that leverage traditional synergies between disciplines (e.g., physiology is taught together with anatomy, microbiology is taught with immunology, etc). In the second year, we use a body systems-based approach (S modules), which focuses on the study of disease process and culminates in students completing United States Medical Licensing Examination Step 1. The last phase of the curriculum is translation of knowledge and skills into practice and is represented by clerkship and elective rotations in the third and fourth academic years. The cardiopulmonary module in the second year (Fig. 1) was the focus of this study. This 6-wk module includes ∼3 wk of instruction on the cardiovascular system, 2 wk of instruction on the pulmonary system, and 1 wk to prepare for the final examination. The course is highly integrated with the concurrent Practice of Medicine course such that students are learning the cardiothoracic examination at the same time as the basic sciences. Pedagogy includes a wide variety of session types such as lectures, web-based self-learning modules, case-based learning, TBL, high-fidelity simulations, ultrasound sessions, and use of standardized patients. Participants for this study were a single cohort of second-year medical students. The college has a holistic admissions policy resulting in a class that is diverse for prior education, race, ethnicity, age, sex, etc. The class consisted of 80 second-year medical students (40 female students and 40 male students) with an average age at matriculation of 24.8 yr; the age range of the participants was between 22 and 36 yr. The study was reviewed and exempted by the Institutional Review Board of the University of Central Florida; faculty members and students gave informed consent for interviews and focus groups.
The modified SOAP note assessment tool.
The SOAP assessment tool was used with case-based learning sessions. The case topics were as follows: 1) hypertension, 2) heart failure, and 3) chronic obstructive pulmonary disease. Each case had a lead faculty author (A. Asmar, B. Gros, and T. Howard, respectively) who presented the draft case and answer key to the whole course faculty team for editing and final approval. The format of the case-based learning discussion as well as the details of the SOAP assessment rubric (see below) were described verbally in class and documented in writing via the online learning management system. Students were given an opportunity to ask questions in class as well as via online discussion boards to ensure faculty expectations were clear. Students were first exposed to the cases in their small groups of six to eight students using an online delivery system (LabTutor, AD Instruments); the same small groups were used for every case. Cases followed a consistent presentation that included the patient's chief complaint, history of present illness, past medical history, allergies, medication, review of systems, physical exam, and laboratory and imaging studies. After a group discussion of the case, each student was then expected to complete their own SOAP note assessment at home and post their individual answers to an online dropbox.
The SOAP note template was a simple table provided in Microsoft Word (Table 1) that directed students to identify and organize subjective and objective findings in each case. Students completed the second column with concise physiological explanations of each finding and provided a narrative about the mechanism of action of each drug mentioned as well as whether adverse effects were part of the presentation. The form culminated in students providing a differential diagnosis requiring both positive and negative findings to support each potential diagnosis.
Before submission, students were provided with the rubric faculty used for grading (Table 2). The rubric was arbitrarily scored out of 30 points. The distribution of points per section varied slightly by case, according to what the relative emphasis on pathophysiology or pharmacology was in the particular case. Each student's individual SOAP note was double marked by faculty members in a blinded fashion. SOAP notes were deployed to the students on a Friday and had to be submitted over the weekend. Students were directed to work alone and reminded that any plagiarism would be regarded as a professionalism violation. During the week after submission, the faculty members provided a 15- to 30-min debrief in the classroom where they discussed the case to provide feedback on the expected answers. Each note was worth 5% of the final grade (the remaining grade was made up of 3% from TBL exercises and 82% from a final written exam that consisted of 140 MCQ questions).
Assessment of test reliability and interrater reliability.
Reliability is the degree to which an assessment tool produces stable and consistent results (i.e., would a retest produce the same answer?). The most commonly used statistic for reliability is the Cronbach α (10). In this study, we used an extension of this approach known as generalizability theory (6). Generalizability theory allows for the calculation of an overall reliability coefficient measured on a scale of −1 to +1. The gold-standard reliability (e.g., national licensing exams) exceeds a value of 0.9; acceptable reliability for classroom tests is often regarded as >0.7 (13). Generalizability theory allows for sources of variance to be explored further in what is called the followup D-study. This method was used to explore the effects of increasing the number of cases on test reliability. Generalizability theory may also be applied to assess interrater reliability when there is a crossed design such as a group of faculty raters who each provide a score for every student. The faculty members in this course decided to distribute the grading workload among 8 faculty members such that 6 unique rater pairs were used and each pair was assigned a set of 40 student SOAP writeups. This approach prevented the use of generalizability theory to estimate interrater effects. As an alternative, an intraclass correlation coefficient was reported for each rater pair to give an assessment of how different faculty members were able to consistently apply the grading rubric (21).
Assessment of validity.
Overall construct validity is the extent to which a test measures what it is purported to measure. There is no single measurement for validity; rather, a judgment requires several lines of validity evidence. Predictive validity describes the extent to which assessment scores can be used as a guide to future performance, and concurrent validity describes whether a test produces similar results to other tests students are taking at the same time. To explore these aspects, SOAP scores were correlated with scores from the final summative exam, which used multiple-choice items. Content validity is perhaps the most fundamental aspect of construct validity and refers to how well the measure represents all the intended facets. To assess content validity of SOAP notes, qualitative interviews were conducted with faculty members involved in the conception and evaluation of the completed SOAP notes and focus groups were conducted with students (see below).
Assessment of feasibility, cost effectiveness, acceptability, and educational impact.
The feasibility of the assessment tool questions whether or not SOAP notes were capable of being produced by the faculty members, completed by the students, and effectively graded. Cost effectiveness considers if the faculty member's time and effort allocated to the creation and grading of the SOAP notes are worth the benefits gained by the students. Cost effectiveness from the student perspective examines the ratio of educational benefits versus costs in time and effort. Acceptability assesses whether the students and faculty members approve or feel that the creation and completion of SOAP notes are an adequate form of assessment in relation to the effort required and are perceived to be fair. The educational impact investigates how SOAP notes play a role in the progression of medical student learning to gain knowledge and understanding of the material and to develop their clinical reasoning abilities.
These aspects are all subjective and require qualitative data to inform judgments about them. Given the small group of eight faculty authors/graders who created the SOAP notes, we decided to conduct one-on-one interviews. The student investigator (N. Cramer) contacted the faculty members by e-mail to set up an appointment. The faculty interview questions are shown in Table 3. The interview sessions were recorded and transcribed verbatim for data analysis (12).
It was expected that the SOAP note intervention would create some short-term discomfort for students, which was confirmed through informal feedback at the time. To better assess educational impact, we wanted to gauge student reflections later in their development after some experience of their clinical M3 year, ∼6 mo later. To accommodate the student's busy clinical schedules, we elected to run two focus groups (4) rather than conduct individual student interviews. While this introduced a methodological difference in gathering student and faculty perceptions, we faced the practical constraint of recruiting students who are distributed across many hospital sites and who only return to the medical school every 6 wk for a single day at the end of each clinical rotation. The student investigator (N. Cramer) recruited students to focus groups by making class announcements and sending an e-mail explaining the goals of the project, remuneration ($20), and focus group process. The focus group questions are shown in Table 3. Discussions were recorded and transcribed verbatim for data analysis.
Quantitative data analysis.
Student SOAP notes and final examination scores are reported as percentages and expressed as means ± SD. ANOVA was used to compare percent SOAP scores and the final examination score; Student's t-tests with a Bonferroni correction were used as the post hoc test for pairwise comparison between groups. As indicated above, SOAP test reliability was determined using generalizability theory, which is based on ANOVA. Interrater reliability for each faculty rater pairing was determined by calculating an intraclass correlation coefficient. Predictive validity was determined by calculating a Pearson product-moment correlation coefficient for the relationship between SOAP scores and final exam scores. Significance was determined at the 5% level. Statistical analyses were conducted using SPSS 21.0 (IBM, Chicago, IL) except for generalizability theory calculations, which used the program G-String (6).
Coding of qualitative data.
Qualitative analysis of interviews allows an indepth study to understand the views of participants. A coding analysis (32) was applied in which the transcripts were read and reread and the data were first disassembled by assigning codes. The primary coding of each transcript was performed by N. Cramer, who then assembled all the coded faculty interviews together to extract broader categories. J. D. Kibble also read the transcripts, checked samples of primary coding, and met with N. Cramer to reach a consensus that the categories shown in Table 4 represented the major themes that emerged from the texts.
Eighty second-year students were each assigned the same SOAP cases; the first case was on hypertension, the second on heart failure, and third was on chronic obstructive pulmonary disease. The SOAP scores were as follows: SOAP 1, 91.6 ± 8.2% (n = 80 students); SOAP 2, 86.4 ± 7.1% (n = 79 students); and SOAP 3, 86.1 ± 7.1% (n = 72 students). Note that in SOAP 2 and SOAP 3 a few students did not hand in a SOAP note; these students were given permission by the course director to hand in an alternative SOAP assignment later in the course. The final exam score was 86.7 ± 7.6% (n = 80 students). ANOVA revealed significant differences between group scores [F(3,307) = 8.4, P < 0.05]. Followup pairwise comparisons indicated that the SOAP 1 score was significantly different from all other scores but there were no other significant differences between SOAP 2, SOAP 3, and the final exam. Thus, as a benchmark, the overall level of difficulty of the SOAP note exercises closely reflected the relative standards set by the final examination.
From the standpoint of using SOAP scores as a summative measure of student performance, the overall reliability coefficient of the pilot sample of three cases was 0.39. To project the number of cases necessary to produce a reliable measure, a followup D-study was applied. The D-study projected that 10 cases would be necessary to produce a reliability coefficient of 0.68 and that 20 cases would provide a reliability coefficient of 0.81. For comparison, reliability of around 0.80–0.85 is typical for a high-quality internally developed summative MCQ exam in our medical school (16).
Considering reliability from the perspective of whether different graders can consistently apply the grading rubric, an intraclass correlation coefficient was calculated for each of six unique rater pairs. There were only eight individual faculty members available for grading; the six unique pairs were assigned by the course coordinator as follows: faculty members 1 and 2, faculty members 3 and 4, faculty members 1 and 6, faculty members 2 and 8, faculty members 3 and 7, and faculty members 4 and 5. The intraclass correlation coefficients ranged from 0.29 to 0.74 and were significantly different from zero in every case. Using the 95% confidence interval for each intraclass correlation coefficient and applying Student unpaired t-tests, no significant differences were observed between intraclass correlation coefficients when comparing any of the rater pairs.
The predictive validity of the SOAP tool was examined by assessing the correlation between each student's mean SOAP score and their grade on the final exam. Note that 9 of 240 student SOAP scores in this analysis were derived from different cases since a few students did not submit a SOAP note for SOAP 2 and SOAP 3 but were allowed an option to submit alternate SOAP assignments later in the course. These exercises behaved similarly to SOAPs 1–3, and these nine data points were included in the analysis of predictive validity. There was a modest but significant correlation between mean SOAP score and final exam score (r = 0.41, n = 80, P < 0.05).
Faculty interviews.
Six faculty members provided indepth individual interviews based on the questions shown in Table 3. A summary of themes emerging from a detailed reading of the interview transcripts is shown in Table 4. All six of the faculty members interviewed felt that the SOAP assessment cases involved high-yield topics for student learning and that the elements in the grading rubric were valid. Four of six faculty members acknowledged the importance of faculty coordination in establishing the cases and expected answers. Faculty members were enthusiastic and unanimous that the SOAP assessment rehearsed authentic knowledge and skills needed to solve clinical cases, and five of six faculty members noted that they felt the student narratives provided good insights into the level of student understanding. Half or more of the faculty members pointed to the rehearsal of clinical reasoning skills and need for students to understand pathophysiology. While these areas related to educational impact and achievement of the faculty's original goal in creating SOAP note assessment cases, faculty members were equally critical of aspects related to feasibility and acceptability. In particular, all faculty members commented on the excessive amount of time required for initial creation of cases and for the subsequent grading of the SOAP notes.
Student focus groups.
A total of 17 students contributed to 2 focus groups. The script shown in Table 3 was used to structure the conversation with participants who were encouraged to amplify and explain their responses. A summary of the findings is shown in Table 4 alongside findings from the faculty interviews. The majority of students agreed that the SOAP cases had focused on high-yield topics, confirming the content validity of the exercises. Most students agreed in hindsight that SOAP notes were a valuable exercise to develop differential diagnosis and clinical reasoning. However, students were critical of the rubric on the basis that faculty members did not provide enough information about the expected depth of answers and, as a result, had invested "entire weekends" constructing answers. Given the high-stakes nature of the SOAP exercises (5% course grade per note), many students could not budget time for other studies and judged the cost:benefit ratio to be unacceptable.
The interviews and focus groups both provided comments about how to improve the prototype SOAP note exercise to preserve positive learning effects while lowering the amount of time commitment needed. These are discussed below.
Before discussing study findings it is appropriate to acknowledge the limitations of our study design. This study was a pilot study undertaken in a single institution. Sample sizes were limited by the course context and could include only 8 faculty members deploying 3 SOAP cases to a cohort of 80 students. Another limitation of our study design was the use of different qualitative data collection methods for faculty members (interviews) and students (focus groups). There is a risk that a single dominant student influences a whole group, and attribution of group consensus is dependent on the interpretation of the researchers. To mitigate these limitations, all recordings were checked by two researchers, and the findings agreed. The reader will appreciate a balanced presentation of positive and negative views from participants.
The idea of modified SOAP notes was originally described by Kibble et al. (19) as an organizing tool to help students prepare for a small-group case discussion. The modified SOAP note was found to enhance the quality of in-class discussion and was also used as a basis to discuss aspects of professionalism such as being well prepared as a team member. In this previous study, a rudimentary rubric was used to score student SOAP notes on a 6-point scale. SOAP scores were found to correlate with the final MCQ exam, suggesting the potential for SOAP notes to be developed as a novel method of assessment. The goal of the faculty members in the present study was to explore how to better assess student performance in case-based learning activities using the modified SOAP note. Case-based sessions are included in the curriculum to provide a more authentic form of contextual learning for medical students. The purpose is to challenge students at a higher cognitive level and to require application, evaluation, and synthesis of information to arrive at a solution to a real clinical problem. In the long run, our hope is to promote better diagnostic decision-making skills and thereby improve patient care. It is worth noting that use of authentic cases allows for transdisciplinary integration of topics and could also allow the incorporation of other competencies such as patient safety, ethics, cultural competency, and others. Recognizing that student learning is often driven by assessment (8), the faculty members wanted an assessment tool not only capable of assessing these higher order attributes but also an assessment tool that made explicit our high expectations of learning during case-based sessions.
The consideration of validity and educational impact in the utility analysis indicated that the faculty members were largely successful in achieving their educational goals. It was clear from the data that both faculty members and students felt the substance of the SOAP cases was "high yield." The activity was also associated with helping students to develop clinical reasoning skills, application of pathophysiology, and formulation of differential diagnoses. It is generally accepted that good alignment between course goals and the level of assessment leads to better student outcomes (11, 25). The SOAP tool is a good example where the rubric makes explicit the high cognitive levels expected (students must explain, differentiate, give rationale, etc) and they are accountable for performing at this level through the linkage to summative assessment.
The utility analysis provided insights into other strengths and weaknesses of the SOAP tool. Considering the question of whether SOAP notes could be a major tool to determine summative grades, the first requirement is high reliability. Without good test-retest reliability, grade measurements are not defensible because the signal-to-noise ratio in the measurement is too low to be confident about a student's true score. With a pilot sample of only three assessments it was to be expected that reliability would be low (0.39), since the number of test items is a major determinant of reliability (13). By undertaking a generalizability study, we were able to project that 10–20 SOAP cases would provide reasonable reliability for a high stakes assessment. It is conceivable that 10–20 SOAP cases could be presented to students over the course of a whole academic year, perhaps gathered in a learning portfolio, with displacement of other assessments to provide students more time. Our data indicate that decisions based on such a score would be reliable. However, for reasons discussed below, this seems an unlikely scenario given concerns for the time commitment needed from faculty members and students.
The newly developed rubric (Table 2) displayed excellent interrater reliability with all rater pairs exhibiting significant correlation. The faculty raters included clinicians and basic scientists with varying levels of teaching experience, so it would seem that the rubric is quite robust as a scoring tool. As shown in Table 2, the scores for meet/exceed expectation were clustered at the top of the score range. This was a constraint of our ABCF grading system in which 70–79% is a grade C, 80–89% is a grade B, and 90–100% is a grade A, although it could also be argued this is appropriate for a highly selected student population who almost always perform in the good to excellent range. The scores produced by the rubric were found to closely match standards set by the final examination. One disadvantage of clustered scores is that the rubric does not discriminate well between shades of excellence; clustered scores also predispose to lower correlations with other metrics. Despite this caveat, individual student SOAP scores were found to correlate moderately but significantly (r = 0.41, n = 80) with the final examination. This level of predictive validity is comparable with other validity studies, such as how well the Medical College Admissions Test predicts medical school performance (7).
Students were more critical of the rubric. On one hand, they recognized the authenticity and high-yield nature of the task but despite in-class orientation, they were frustrated by the lack of guidance on the depth of answers that would translate into maximum points. Faculty instruction to limit the whole exercise to two pages was almost universally ignored as students produced some remarkably detailed accounts. The scoring scheme appeared to have the effect of driving students to do more work than faculty members intended, which did not add value in most cases but led to excessive time being spent on the exercise. Certainly the students indicated that better orientation to the expectations was needed. The rubric could perhaps be altered to make it slightly easier to achieve a maximum score or the grade per SOAP note could be reduced to attempt and alleviate the tendency of students to overwork.
Students were also frustrated about the quality of feedback. Our approach was to provide limited comments on the student individual submissions but to spend time going over the case in a lecture to highlight all the important points. Faculty members were reluctant to circulate model written answers for a summative assessments that may be reused later, and time prevented them in most cases from giving detailed feedback narratives on individual student submissions. While it is universally accepted that feedback is an essential part of the learning process (3, 5), it is less clear what type of feedback will lead to increased performance (26). What seems clear in our case is that students did not value the feedback provided and felt a significant degree of discomfort. As faculty members, we need to tread a fine line between presenting the desirable difficulty of high levels of challenge and accountability as a source of external motivation with the need to provide adequate support; there is a need to be responsive to student concerns without being overly reactive. The primary problem here seems to stem from the high-stakes nature of the assessment and student fixation on not losing any valuable course points. Interestingly, the outcomes showed that students performed just as well on the SOAP assessment as other assessments in the course, and it may be that a broader expectation of "soft points" from continuous assessment in other courses contributed to the anxiety provoked by SOAP notes.
The greatest concern shared by faculty members and students was the amount of time both parties invested in the SOAP notes, leading to a poor rating for acceptance in the utility analysis. From the student side, we have already discussed that they were significantly overworking in relation to faculty expectations, so this problem may be fixed with better orientation and feedback as well as some adjustments to the rubric. For the faculty members, our context is that of a new medical school with minimal faculty members, many of whom are busy clinicians coming to teach a focused part of the curriculum. In other learning environments, it is probably more normal for faculty members to spend time grading papers or to have teaching assistants available to help with grading. It should be noted that any attempt to assess students at these higher levels is likely to more time intensive, demand deeper reflection by faculty graders, require time spent in direct observation of students, and more detailed feedback. Another option offering significant potential to help with SOAP notes in the near future is automated computer grading (27). Stakeholders made several suggestions for changes to increase the acceptability of SOAP notes. For example, students and faculty members agreed that the exercise could be done within a scheduled class session and that SOAP would lend itself to a collaborative group assessment. This is an attractive idea in that it would leverage social aspects of learning and may have the effect of allowing stronger students to improve the lower performing students in a group (22). In this setting, verbal faculty feedback about the case could be deployed at the end of the session and may be better appreciated for its immediacy.
Conclusions and recommendations.
Application of a formal utility analysis was found to be a powerful means to properly evaluate our novel assessment instrument. The SOAP note tool had a mixture of strengths and weaknesses that give it a moderate overall utility in its first iteration. The SOAP tool scores well with regard to the educational impact of making explicit to students the high levels of learning and integration expected and, at the same time, provided faculty members with insights that learners were attaining these goals. The tool showed high levels of construct validity and reasonable predictive and concurrent validity. Test reliability was also reasonable, and generalizability analysis showed the SOAP tool could be used more expansively in a curriculum to give defensible measurement of student performance for high-stakes decisions. However, the feasibility, cost effectiveness, and acceptance ratings were low, primarily due to the time investment needed on all sides. At present, we recommend that the SOAP tool be incorporated as a low-stakes assessment instrument as a means to promote higher-order learning but that adopters focus on making expectations clear and on providing the best feedback local resources will allow.
No conflicts of interest, financial or otherwise, are declared by the author(s).
N.C., A.A., L.G., B.G., D.M.H., M.H., and J.D.K. conception and design of research; N.C. performed experiments; N.C. and J.D.K. analyzed data; N.C., A.A., L.G., B.G., D.M.H., T.H., M.H., S.A.S., and J.D.K. interpreted results of experiments; N.C. and J.D.K. prepared figures; N.C. and J.D.K. drafted manuscript; N.C., D.M.H., and J.D.K. edited and revised manuscript; N.C., A.A., L.G., B.G., D.M.H., T.H., M.H., S.A.S., and J.D.K. approved final version of manuscript.
The authors thank Philip Bellew, academic coordinator, and Mary Beth Soborowicz, assistant director of assessment, for collating and deidentifying data.
- Copyright © 2016 The American Physiological Society


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|June 18, 2011, 02:39 PM
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Join Date: October 14, 2009
Location: Sunshine and Keystone States
Posts: 4,448
Pushed the Bullseye bar higher today with my Model 17
My iron-sighted K-22 was working well today and I scored 784 (previous best 762). Slow fire continues to improve slowly (avg. of 78 per round). I found that the timed (90.3) and rapid fire (93.0) segments (which I shoot all DA) were even better with a reduced power Wolff main spring, and I had no ignition problems even with the cheap Federal Value Pack ammo that I used for TF and RF.
This gun (pictured below my K-38 below), in addition to the newly added Wolff main spring, also has a 13-lb trigger rebound spring and is silky smooth all the way through the DA pull with no stacking at the end. It's extremely easy to hold the sights right on the bullseye through the cycle.
By the end of September I will have been shooting Bullseye for a year. My goal is to hit 800 by that time, and also to shoot a perfect 100 round (my highest so far is 96 today in RF).
Last edited by spacecoast; June 18, 2011 at 02:51 PM.
|June 18, 2011, 02:55 PM
Join Date: February 12, 2001
Location: DFW Area
Posts: 21,024
That's good shooting, especially with a revolver, bargain ammo and only a few months in the sport.
Did you know that there is a TEXAS State Rifle Association?
|June 18, 2011, 03:12 PM
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Join Date: October 14, 2009
Location: Sunshine and Keystone States
Posts: 4,448
Thanks John, I use the higher-end subsonic Wolf target match for SF (as advised here a few months ago), but find that the brass is almost impossible to extract from the tight chambers in the gun even though it goes in easily. I did some fairly crude 25 yard testing off a rest and didn't see any difference in grouping between the cheap stuff and other types of ammo, and it extracts a lot easier (not to mention it's more economical), so that's what I've been using for TF and RF. I know I still have a lot of room to improve technique-wise, maybe the ammo will be more of an issue once (and if) I can get over 800.
I'm a pretty committed traditionalist, and I hate alibi rounds, hence the appeal of the iron-sighted revolvers to me. Sometime I'd like to get a nice 1911 to get started with .45 bullseye shooting, but even then I doubt that I'll go to a red dot scope until I just can't see the sights any more.
Last edited by spacecoast; June 18, 2011 at 07:35 PM.
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Warehouse & Logistics Controller
Emirates Airlines - United Arab Emirates
Job Purpose
Plan and manage warehouse and logistics activities and functions to ensure efficient and effective tools and material support to agreed stakeholders within the agreed service level agreements.
Job Outline:
- Maintain and monitor efficient and effective processes to ensure supply of materials and tools to various stakeholder departments while minimizing internal processing times.
- Plan, monitor and control sufficient availability of resources to facilitate tasks, while staying within the defined staff overtime limits.
- Setup reporting framework (such as Key Performance Indicators, analytical reports) to monitor and effectively control processes, and any bottlenecks thereof in time to meet EK fleet maintenance plans as well as despatch reliability. Prepare and continuously review Standard Operating Procedures (SOPs) and process control documents e.g. Warehouse Operating Instructions, etc.
- Co-ordinate with stakeholder departments in relation to execution / completion of specific job accountabilities as per agreed standards.
- Contribute to yearly budget preparations / calculations through accurate recording of transactional and non-transactional activities in relation to specific job accountabilities.
- Plan, prepare and monitor training and performance development of staff in line with agreed training procedures / standards of airworthiness control and safety requirements.
- Contribute to implementation and continuous improvement of warehouse processes and optimum utilization of various IT system frameworks to ensure increased efficiencies.
Goods Inwards
- Plan and manage all activities of engineering goods receipt process to ensure smooth flow during the inspection and release of the incoming spares, tools and raw materials including reverse logistics of materials from maintenance.
- Organize efficient discrepancy management processes to ensure visibility, accountability and expeditious processing of all discrepant received materials.
- Coordinate and oversee material inspection functions ensuring compliance with Airworthiness requirement and EK Engineering Quality Assurance procedures.
- Plan, coordinate and oversee the binning and storage of materials & tools as per storage type classifications and stocking strategies to ensure optimal usage of warehouse storage space and control material shelf life timelines.
- Coordinate and ensure efficient in-house receipt processes of operational materials from overhaul shops. Identify and promptly highlight discrepancies in receipts promptly to agreed stakeholder departments.
- Monitor and control binning processes to minimize inventory discrepancies caused by errors in binning and in-house receipt.
Issue Counter
- Organize and continuously review picking, internal movement and issue of tools & materials as per requests form stakeholder departments
- Monitor and Control picking / issue processes to minimize inventory discrepancies
- Monitor and review Aircraft on Ground (AOG) processes and AOG handling response time (end-to-end AOG situation management) for tools & materials to minimize AOG time
Tool Stores
- Organize, plan and manage tools support for stakeholder departments through effective tools stores operations, planning tools inventory as per reviewed stakeholders requirements and tools usage data, and replenishing and procuring tools
- Review support documents required for part basic creations by referencing to aircraft technical publications like TEM, CMM and AMM
- Review / approve DRs raised for Tools & Equipment
Spares Delivery Group (SDG)
- Plan and monitor delivery activities to facilitate timely availability of aircraft material at customers? agreed delivery locations
- Review and ensure interaction with stakeholder departments to dynamically review (add and/or delete) customer locations to facilitate maintenance capacity expansion
- Manage and control efficient logistics processes to Dubai World Central (DWC) for just-in-time replenishment, reverse logistics and AOG support
- Review and Certify outbound shipping invoices and process for approval from senior management
- Plan and organize outbound and domestic transport logistics in an accurate and error free manner
- Contribute to evaluation and selection of suitable partnership logistics provider to ensure maximum delivery performance
Line Maintenance Stores
- Plan, organize and monitor warehouse processes and initiate steps & follow ups to ensure efficient storage and flow of materials with optimum utilization of warehouse space. Continuously monitor reasons for stock discrepancies and initiate steps to minimize specific causes (including training / debriefing of staff)
- Plan and organize customer support functions to maximize support to stakeholder departments
- Organize and Maintain control of all Fly Away Kit (FAK) related activities
Aircraft On Ground (AOG) Desk
- Organize, source, follow up, monitor and continuously co-ordinate Aircraft on Ground (AOG) and critical material demands from EK and Other Airlines (OAL) stakeholders to ensure timely availability of critical / AOG tools and materials and to minimize aircraft grounding time. Ensure that prompt response to OAL materials queries are made, in keeping with Emirates Group interests.
- Monitor and review AOG processes and handling response time (end-to-end AOG condition management) for tools & materials
- Monitor, control and timely clear all pending invoices in co-ordination with concerned stakeholders
Qualifications & Experience
12 years of schooling (A Level) or equivalent with 8 years experience or
Higher National Diploma or equivalent in Business Administration, Supply Chain Management or Logistics is preferred, with 6 years experience or
Degree in Business Administration, Supply Chain Management or Logistics is preferred, with 5 years experience.
Warehouse and logistics experience in a large Aviation/MRO environment is required, in addition to a minimum of 4 years managing people, performance and the daily operation. Proven experience in warehouse & logistics process flow mapping and analysis in preferred.
Knowledge/skills: Competent using all Microsoft applications and the ability to generate system reports is preferred. Working knowledge of Ultra main / ERP systems and process would be an advantage. Competency in warehouse & logistics process flow and value stream mapping is preferred.


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CREATE DATABASE permission denied in database 'master'
I'm using Visual Studio 2005 Pro and SQLExpress that comes with it.
I have my program running fine in XP Pro OS using a window user "Glen" (Computer administrator) with Administrator rights. This means that I installed VS 2005 using this window user "Glen"
I created another windows user "TestUser" (Limited account) in the same physical PC.
I tried to run the program and on the part that I need to access SQL table, I got the error [CREATE DATABASE permission denied in database 'master']
At the same time while using "TestUser" and running sqlcmd (to check if I can connect to SQL), I also got error HResult 0x2, Level 16, State 1.
I read alot on MSDN discussions and related links but it seems that I can't get the solution that I need.
1. Am I allowed to run my program using user "TestUser" since SQL is installed using "Glen" windows user?
2. Do I need to add access rights to "TestUser" to allow the user to have CREATE rights? (Note : for security reason, I can add other access rights except Administrator)
Thanks in advance for all you help.
That's right. You can also set that in the Services applet of the Control Panel.
The application database is the only one that needs a user account, in addition to a server login. If you check that site on InformIT, you'll see a reference to those.
All replies
It seems there are few things going on here. Let's take a moment and break each one down.
First, the account used to install SQL Server is normally a System Administrator. What's more important are the accounts used to start the services for SQL Server. You have a few choices there, but most often it's best to use a regular account, rather than LocalSystem or NetworkingSystem. You can find out more about that in Books Online searching for "Services" . When you install SQL Server, by default the local Windows Administrator's group is placed in the SQL Server sysadmin Role, which allows all rights for everything. Other users don't have access at all (yet).
Security inside SQL Server is independent of the installation or the startup accounts. Since the "Glen" account is a local administrator, he can do anything he wants in SQL Server. If you created a "TestUser" server login, they can connect, but they can't do anything else. You'll need to assign them a database, create a user in the database tied to the "TestUser" login, and grant rights there.
There are server-level rights, and database-level rights. The CREATE DATABASE statement is a server-level right, and most users don't need that.
Books Online has a great set of topics on SQL Server Security that will help you sort all this out. You can also see my articles on Security starting here:
Buck Woody
- Proposed as answer by JohnLazo Tuesday, January 15, 2013 3:56 PM
Thanks for a quick reply Buck.
I have another question related to your answer. You mentioned about "LocalSystem" or "NetworkingSystem".
Are you pertaining to the Log On tab section "Log on as:" found in the SQL Server (SQLEXPRESS) Properties in the SQL Server Configuration Manager? Are you advising me to select "This account:" and create a user from there?
I will read more on the Online Books at the same time. This is to know the database that I need to assign to "TestUser". I am guessing here if you are talking about the application database or the database originally in the SQLEXPRESS like the master, model, etc.
Thanks again.
That's right. You can also set that in the Services applet of the Control Panel.
The application database is the only one that needs a user account, in addition to a server login. If you check that site on InformIT, you'll see a reference to those.
Hi guys I felt I should drop a line on this issue since I just finished fighting it with some seed from the replies Buck gave.
I had created an SMO app for attaching my database. That failed on running it on Vista Home Premium Edition, but works fine on XP.
Then I peeped into the Event viewer on Vista and got confirmation it was a permission issue.
I then wrote a little bat file with the following:
osql -S "(local)\sqlinstance" -E -i "\update\isql.txt" -o "\update\osql.txt"
given that "isql.txt" exists in the executing
isql.txt contains:
EXEC sp_attach_db @dbname = N'MyDatabase',
@filename1 = N'C:\Data\db.mdf',
@filename2 = N'C:\Data\db_log.ldf' ;
After running this bat, I got the error:
"create database permission denied in database master"
I then tried turning off User Account Control in Vista by going to Control Panel->User Accounts->Turn User Account Control on or off.
This means that Vista would allow my account(an admininstrator) to behave like an administrator, at least as far as common file operations are concerned!
Then Vista requires that you restart the machine.
After that I could now attach my database.
I think that the moral of the story is that Vista failed to allow SQL Express 2005 to attach my database. I didn't need to install SQL Express 2005 SP2.
There may well be a security risk here but Vista should not affect SQL operation in the way it did.
Irvinhoe wrote:
I then tried turning off User Account Control in Vista by going to Control Panel->User Accounts->Turn User Account Control on or off.
This means that Vista would allow my account(an admininstrator) to behave like an administrator, at least as far as common file operations are concerned!
Thanks, that did the trick for me.
Create DATABASE PERMISSION DENIED IN DATABASE 'master" ?
This error is specifically related to the permission for that user within sql server. If you do have permissions with that user account to create a database then you may want to check the UAC within Vista (only vista). Try disabling that. Here are instructions on how to do this: Launch MSconfig (run > msconfig), at the msconfig- system configuration tool select the tools tab. Within the tools tab there is a DISABLE UAC, highlight and click the launch button. A command prompt window will appear indicating the operation was created successfully. Note: disabling this feature requires a reboot or your box. When you reboot the box try to create a database.
Does this help?
Update: Nov 20th, 00:01 AM
- 1 of 3 issues resolved.
Q1. Error code 29506 on install of SSMSE resolved,
see answer inserted at Q1(below)
Update: Nov 20th, 06:28 AM
- 1 of 3 issues resolved.
- now a different error in Database connection(Conn.Open) statement...
Able to manage users in database, have added the NETWORK SERVICE Account to database... per Jeff's instructions, and here we go the usual cascade of next errors to deal with:
...Failed to generate a user instance of SQL Server due to failure in retrieving the user's local application data path. Please make sure the user has a local user profile on the computer. The connection will be closed...
<add name="MyWebsite.My.MySettings.ConnString" connectionString="Data Source=MyDevMachine\SQLExpress;AttachDbFilename="C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDB.mdf";Integrated Security=True;User Instance=True;" />
Error: Failed to generate a user instance of SQL Server due to a failure in starting the process for the user instance. The connection will be closed.
<add name="MyWebsite.My.MySettings.ConnString" connectionString="Data Source=MyDevMachine\SQLExpress;AttachDbFilename="C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDB.mdf";User ID=sa;Password=pwpwpwpw;"/>
Error: Login failed for user 'sa'. The user is not associated with a trusted SQL Server connection.
Update: Nov 21st, 09:45 AM
<add name="MyWebsite.My.MySettings.ConnString" connectionString="Data Source=.\SQLEXPRESS;AttachDbFilename="C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDB.mdf";Integrated Security=True;User Instance=True" providerName="System.Data.SqlClient" />
Error: Failed to generate a user instance of SQL Server due to a failure in starting the process for the user instance. The connection will be closed.
ORIGINAL POST Starts HERE
Pardon my inexperience.
Some background and the associated frustration:
I have battled about every possible tripping obstacle one can get trying to get:
- my old XP Pro, Visual Studio Pro 2008, SQLServer 2005 Express, IE 8 project
- to work on my new WINDOWS 7 Pro, Visual Studio Pro 2008, SQLServer 2005 Express, IE 8
I have read 100s of posts, and was able to resolve a slew of issues.
If I had attempted to do everything that is suggested on line, I would more than likely have to reinstall. I was careful to read and read until I found what I thought would take me a step farther. In view of the above, please try to provide the direct solution to my problem as described rather than launching me into the best practices that entail having to know a system well to be able to manage it. I intend to get versed at a later time, now I need a solution to keep moving and resume at the level I was on my original system.
Everyone knows how to turn on features under 'Programs and Features' in Vista or WIN 7.
But hardly anyone can tell me if it is IIS 7 or 7.5. I believe they are one and the same.
I turned on everything in the features as instructed on various postings.
I got an old 6.0 IIS interface until I installed IIS 7 Manager, now I get the new
IIS Manager 7 panes.
XP Pro: I was able to connect and manage the database on XP Pro with either my MSDE Database manager(Vale Software) or the Visual Studio Server Explorer.
Note: the '@' character is substituted for the ANGLE BRACKETS
@!-- add key="MyconnectionString" value="SERVER=ComputerName\SQLServerName;DATABASE=MyDatabase;Password=xxxxxxxx;
User ID=sa"/ --@
C:\Program Files\Microsoft SQL Server\MSSQL$SQLServerName\Data\MyDatabase.mdf and (.ldf)
Under the XP Pro scenario I could backup the database file, under various names, like data1, data2,…
I could also copy back any of the backups and rename it 'MyDatabase', and all functioned without a glitch.
Although the System Admin User (sa) is used in the connection string, I always thought that was setup as a Windows Authentication scenario, hence I assumed the credentials were not used.
My old XP Pro box(32bit computer) gave out, so I got new hardware, Dual Core 64Bit(x86) with WINDOWS 7.
I am able to run the site everything looking tight. I can sign-on(login) via the web site.
Thus it is seeing the database fine.
I can access the database via the Visual Studio Explorer, query the data, make table structure changes, etc.
When I switch from the Visual Studio Development Server to the local IIS Server, the open statement in the code fails:
C:\Program Files\Microsoft SQL Server\MSSQL10.SQLEXPRESS\MSSQL\DATA\MyDatabase
System.Security.Principal.WindowsIdentity.GetCurrent().Name returns: "IIS APPPOOL\DefaultAppPool"
If I use this connection string:
@add name="SiteName.My.MySettings.ConnString" connectionString="Data Source=ComputerName \SQLExpress;AttachDbFilename="C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDatabase.mdf";User ID=sa;Password=xxxxxxxx;"/@
I get this error:
Login failed for user 'sa'. The user is not associated with a trusted SQL Server connection.
If I use this connection string:
<add name="SiteName.My.MySettings.ConnString" connectionString="Data Source= ComputerName \SQLExpress;AttachDbFilename="C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDatabase.mdf";Integrated Security=True;User Instance=False;"/>
I get this error:
CREATE DATABASE permission denied in database 'master'.
An attempt to attach an auto-named database for file C:\Program Files (x86)\Microsoft SQL Server\MSSQL.1\MSSQL\Data\MyDatabase.mdf failed. A database with the same name exists, or specified file cannot be opened, or it is located on UNC share.
Q1. Can someone educate me just enough to get passed this obstacle.
I feel certain there are 3 simple ways to set this up.
I am not concerned about security… this is my personal machine, I just need access so I can resume my work… I will decipher the details later and educate myself to understand clearly what WINDOWS AUTH means, etc.
SOLUTION to Q1: (Q1 as more than 1 solution... here is 1 of them)
- open a command prompt (cmd.exe in accessories)
right-clik it and start it in admin mode.
- Change folder to where your .......msi is:
cd C:\Users\me\Downloads\SSMSE (SQLServer Mngmnt) <enter>
- Execute the installer:
SQLServer2005_SSMSEE_x64.msi <enter>
My added questions would be:
Q2. I hope to stop using the MSDE(Vale Software) product to access and admin the database.
Both locally and on the HOST(on the Internet).
SQLServer Explorer does not provide the options to do that. I cannot manage users, for example. The Vale software allowed me to do that.
Is there not a tool that I can download from the Microsoft site that allows to perform basic admin? It must work both locally and remotely or I will keep the Vale Software.
Q3. I also notice that things I took for granted are no longer so.
Example: when I reinstalled, IE 8 was also re/installed… the Client Side Debugging switch is off by default, thus I struggled to discover why my debugger would not see the javascript, until I read a million pages on the net…
I wonder what else needs to be addressed in IE 8 to avoid a later obstacle. Any hints?
Thank you in advance. No doubt, thank you so very much in advance.
A night ago I know I swept thru a few settings and fell asleep at the keyboard, so I shutdown everything and went to rest, abruptly. I am not sure what I changed.
Today... I decided to make some minor COSMETIC changes to a page that has a datagrid on it, not even thinking the datagrid would fail. ...and the grid came up loaded with data ???
I quickly tested the login page that I was using to resolve this IIS/ASP.NET data access issue, and poof just like that the login page works too!
I shall come back here to post after I have investigated and can prove what change I made did the trick.
...and then onto the next solution... getting the SQLManager Studio to connect to the HOST on the Internet, Can it do that?
The time I lost dealing with this issue has placed me in a bind... I still have not had a chance to review why this is now working.
...but I will, and I will post here... 1 week maybe.
Concurrent logins from Management studio, Web Page(.NET App), or Server Explorer in Visual Studio still require either a disconnect to go to other tool, or a reStart of the SQLEXPRESS Service... ?
...even though the setting for unlimited logins is set to 0.
Thank you, at least I am able to work now, a bit slower but not at a screeeching halt!
UPDATE: Tue, Dec, 15th, 2009 12:45PM
TO AVOID POSTING TOO MANY TIMES, I updated here:
Concurrent logins from my app, and from the SQL Server Studio Management tool are not a problem.
I get a database error that the User(WINDOWS Currently signed ON user[Me, administrator]) fails.
Same user signs on fine from either the web APP or the SQLServer tools as long as no other APP/tool/... are SigneON.
That tells me that the problem is at the Database setup level perhaps! ...could still be in the IIS setup since each scenario has its own IIS server.
There must be a setting in the database that allows multiple SIGNONs for a user.
I am waiting with baited breath - and many sleepless nights trying to solve the CREATE DATABASE permission denied in database 'master'.
on Vista Home Premium, SQLEXPRESS 2008, IIS7.0, SQL Management Studio. I have given my db user all possible rights in every possible place!
If you right click "SQL Server Management Studio" and choose "Run as Administrator" it will allow you to create new databases also.
i'm very very thankfull to u,after a week i'm very use full abt ur answer,so i'm very happy nd proud of ur answer..thank u soo much


text:
Mazda2 Stops at Valencia
Japan's Mazda Motor Corp. said on Friday it would stop making the Mazda2 subcompact at Ford Motor Co.'s factory in Spain when it launches a new B-segment car next year, and instead consolidate production in Japan.
Mazda, held one-third by Ford, built 36,000 units of the Mazda2/Demio car at the Valencia plant in 2005, accounting for 9 percent of the 400,000-unit-a-year factory.
Ford of Europe spokesman Todd Nissen said the auto maker would ramp up production of existing models to make up the difference, adding that Mazda's output had fallen to about 7 percent of the total this year.
Mazda said the relocation to its Ujina plant in Hiroshima was aimed at maximising efficiencies through economies of scale by lumping together production of its B-segment subcompact cars.
The yen's current weakness against the euro would also help boost profits, although analysts say Mazda, which exports most of its cars it sells overseas from Japan, needs to eventually reduce its currency exposure by building more vehicles abroad.
The Ujina plant is now working at 87 percent of its capacity of 504,000 units a year, leaving room for roughly 65,000 units. Last year, the factory built 72,000 Mazda2 cars.
Production of the Mazda2 at the Valencia site, which also makes the Ford Focus, Fiesta and Ka models, began in 2003.
With global sales volume growing rapidly, Mazda is looking for ways to boost output capacity from the current 1.45 million units a year. Mazda has said it would outline such steps as part of a new mid-term business plan to be announced next spring.
By Reuters
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text:
Songstress Mariah Carey and hubby Nick Cannon gathered an intimate group of friends and family at the rooftop Conservatory Grill at the Montage hotel on March 6 to celebrate the arrival of their twin boy and girl, due in late April or early May.
"I'd never been to a baby shower," Mariah tells the new issue of Life & Style, on stands now. "This was my first one — it was so festive!"
Festive indeed! The star-studded event – hosted by her pr and management team and Angel Champagne's Stefano Zagni – was decorated in pink and blue hues. Guests — including celeb pals American Idol judge Randy Jackson, host Piers Morgan, actress turned director Penny Marshall, Sopranos alum Lorraine Bracco, and director Brett Ratner — enjoyed a selection of gourmet pizzas and appetizers and enjoyed Mariah's very own champagne, Angel.
"Nick and I were so grateful to everyone who came to celebrate with us," Mariah tells Life & Style.
For more inside Mariah's baby shower, pick up the new issue of Life & Style, on newsstands now.


text:
Gamecocks back on the baseball field
Fri, 10 Sep 2010 22:21:15 GMT —
COLUMBIA (WACH) -- Less than three months after winning the College World Series in Omaha, it's back to work for the Gamecock Baseball team.
Head Coach Ray Tanner and his team took to the fields at Carolina Stadium for their first practice of the fall.
The guys also shared their thoughts on the upcoming season and the chance of a possible National Championship repeat.
"I'm starting to hear it a little bit more lately, but that's okay," Coach Tanner said. "I'm glad people are still excited about it. We've had a celebration that's lasted for a while and hopefully it will last a long time."
"It's good, you know, it's like coming home to family for us all to get back together, talk and try to get the new players involved in what we do here. It should be great," adds Jackie Bradley Jr.
And there's more exciting news for the Gamecocks on Monday. The team heads to Washington DC to meet with the President.
Coach Tanner says he's looking forward to the trip.


text:
Re: Dueling Gallups
Mark Blumenthal | February 26, 2008
Topics: 2008 , ABC/Washington Post , Barack Obama , CBS/New York Times , Divergent Polls , Gallup , Gary Langer , George Bush , Hillary Clinton , John McCain , National Journal , USA Today , USAToday Gallup
A quick follow-up on my post last night about the conflicting results from Gallup on the Democratic presidential race as measured by two different national surveys: The latest USA Today/Gallup survey and the entirely separate Gallup Daily tracking. I exchanged email with Gallup's Frank Newport and can clarify two issues.
First, Newport promises further analysis on the difference between the two surveys, perhaps later this afternoon. We will link when available.
Second, the two Gallup surveys differed slightly in the the populations that were asked the primary vote preference question (which means that I assumed wrong in a comment I posted in the previous entry). The USA Today/Gallup poll reports Democratic presidential preference of all adult Democratic identifiers and "leaners" (those that initially identify as Democrats but say on a follow-up question that they "lean" Democratic). It does not screen for registration or vote intent.
As explained by Gallup's Jeff Jones in a post here three weeks ago, the Gallup Daily tracking screens further for adult partisans who also say they have voted or intend to participate in the Democratic primary or caucus in their state. They include:
Republicans or Republican-leaning independents who say they are extremely, very or somewhat likely to vote in their state's primary or caucus when it is held.
Democrats or Democratic-leaning independents who say they are extremely, very or somewhat likely to vote in their state's primary or caucus when it is held.
We [also] make provisions for those residing in states that have already held their primary caucus - those who indicate they have already voted are considered extremely likely to vote, and those who did not vote in their state's primary or caucus would be excluded from the base.
However, Newport adds that the different screen "would not by any means in and of itself account for the differences in the results between the two polls." Presumably, their upcoming analysis will elaborate.
Third, with the help of Gallup releases sent to my National Journal colleagues, I can report on the questions that preceded vote preference on the USA Today/Gallup survey:
First, we have some questions about the election for president, which will be held in November; that is, in November 2008.
1A. How much thought have you given to the upcoming election for president -- quite a lot, or only a little?
2. Do you approve or disapprove of the way George W. Bush is handling his job as president?
3. Next, we'd like to get your overall opinion of some people in the news. As I read each name, please say if you have a favorable or unfavorable opinion of these people -- or if you have never heard of them. How about --
A. Hillary Clinton
B. John McCain
C. Barack Obama
[Note: E-G were omitted from the release]
4. (Asked of Republicans and independents who lean to the Republican Party) Next, I'm going to read a list of people who are running in the Republican primary for president. After I read all the names, please tell me which of those candidates you would be most likely to support for the Republican nomination for president in 2008, or if you would support someone else. [ROTATED: Former Arkansas Governor, Mike Huckabee; Arizona Senator, John McCain; Texas Congressman, Ron Paul; former ambassador, Alan Keyes]
5. (Asked of Republicans and independents who lean to the Republican Party) Which comes closer to your view about Mike Huckabee's campaign for the Republican nomination for president-- [ROTATED: He should drop out of the race, (or) he should continue his campaign]?
6. (Asked of Democrats and independents who lean to the Democratic Party) Next, I'm going to read a list of people are running in the Democratic primary for president. After I read all the names, please tell me which of those candidates you would be most likely to support for the Democratic nomination for president in 2008, or if you would support someone else. [ROTATED: New York Senator, Hillary Clinton; Former Alaska Senator, Mike Gravel; Illinois Senator, Barack Obama].
ABC News polling director Gary Langer blogged on the conflicting national results, and he points out that "question order always is a possible culprit, but it doesn't usually make for differences like these." True, though it would be useful to know what questions precede the vote preference on the Gallup Daily tracker.
Langer also concludes with this bit of advice worth repeating about the four recent national polls (including one from CBS/New York Times showing Obama ahead by 16 points and one by AP/IPSOS showing Obama with a nominal 3 point lead):
For the moment, with the cause of these differing estimates up in the air, when considering the two national polls that show Obama ahead it would be prudent also to keep in mind the two that show the race essentially tied.
By Mark Blumenthal | February 26, 2008 2:13 PM | Permalink | Comments (13)
Interesting, I would luv to know the business/methodological logic of why Gallup used too different screeners for these polls...they must have had an inkling that contradictory results would appear, and now have to scramble to explain the differences.
Instead, for consistency sake, they could have used the more rigorous screener for their USA Today/Gallup poll - unless it was a question of cost, or that USA Today wanted to have a broader sample than the daily tracking poll.
I think they should have seen this coming and have been prepared right away to answer why the differences in results -it was foreseable if the screeners for each poll are so different.
Other than that, the results suggest in this light that the relatively pro-Obama information environment is having the effect of persuading the moderately attentive democrats, rather than die-hard, motivated, high awareness voters...
which is totally consistent with models of public opinion like Zaller's
I think they're too worried about the inconsistency. This seemed like as good of an explanation as you need, to me:
I think Gallup is too worried about their credentials. It's just very volatile right now. This seemed as good an explanation as any:
Today gallup has them tied 46% each, done Feb 23-25. So has Obama lost 16% in the 2 day difference of these polls or was there something very fishy about the screen for the Gallup USA today poll?
And who asks for that screen?
is it possible that maybe he just had an absolutely huge day on the 21 which is included in the Gallup/USA Today but not in the tracking as it was taken out. Does anyone know the numbers from the gallup tracking that included the 21st. Or perhaps is there hight number of undecided did they push the undecided voters harder to make a choice in the USAToday/Gallup then the tracking.
just some thoughts
Newport adds that the different screen "would not by any means in and of itself account for the differences in the results between the two polls."
Perhaps not all the difference, but I could see it accounting for enough difference to make the reaminder not significant. Obama has consistently done better among non-Dems voting in Dem primaries and caucuses than Clinton (53-37 so far), who has outperformed him among self-identified Democrats (50-44 so far). Removing a big chunk of those non-Dems that support Obama would surely change the outcome.
These polls, as well as the outcomes of contests thus far in "open" states just further shows how completely arbitraray and unfair our primary season is. The vast, vast majority of voters are either Repbublican or Democrat. In many states, Republicans can vote in the Democratic primary or caucus. In other states, they can't. Hillary has consistently done better than Obama among registered Democrats, i.e. the people who will actually vote for the Democrat in the national election. Obama's margin of victory has often been because of Republicans (and Independents) who hate Hillary, but will vote for McCain and NOT Obama in the general election. If Huckabee had continued to do better against McCain, those Republicans wouldn't be voting for Obama in the open primaries; they'd be voting for McCain. So what you have is the Democratic candidate preferred by most registered Democrats going down because of what is happening on the Republican side! How is that fair? Last time I checked, the President of the United States was a FEDERAL office. So why is the nominating process for this federal office so completely and arbitrarily different (e.g. primary vs. caucus; "open" vs. "closed"; early states vs. later states; disenfranchised delegates (FL & MI), etc) from state to state???
New SUSA Ohio poll - Clinton up by 6, down 3 from the last SUSA poll. Considering Rasmussen shows a Clinton lead of 5 and PPP shows 4, expect a desperately negative Hillary in tonight's debate. Otherwise, these numbers will continue to drift towards Obama, and a narrow win in Ohio will leave the Clinton campaign limping with litle to look forward to.
Thanks xstyker. Looks like more bad news for Hillary. This is eerily similar to Wisconsin, no?
If anything, this shows the equality in our primary system. Just because your candidate got toasted, doesn't mean the system is unfair. I agree there are some things that should be changed (the super delegate influence for example) but overall, this isn't a name recognition contest. And beleive me, that is the main reason Obama didn't wrap this up on Super Tuesday.
"The vast, vast majority of voters are either Repbublican or Democrat."
They're are a lot of us independents, and we're the one's who are the crucial vote come November. Obama has huge support from independents, where Hillary has very little. Open primaries are the way to go.
I disagree that the two surveys "differed slightly in the the populations that were asked the primary vote preference question."
At this point, more than half the states, representing much more than half the population, have voted. Democrats (and leaners) in those states who did not vote in their primary or caucus must be a sizable group that is included in the USA Today poll but not in the daily tracking poll.
And this group, having no voting history to report, would be much more likely to now prefer the candidate who won their state or whom they perceive to be leading nationally.
The favorability question immediately precedes the candidate-preference question, that that's a big deal because it gets Dems to thinking about McCain. And beating McCain. And Obama wins on that issue, hence Obama's numbers go up.


text:
How To Apply For A QVC QCard?
A type of a credit card offered only to the Q members is known as Qcard. QVC was created by Joseph Segel in 1986. Quality, value and convenience are the three words of which QVC is the abbreviation. The creator of this was committed never to compromise these three promises. In 2011 about 8.3 annually was the sale of this company and about 2.6 billion came from the e-Commerce. At present the company is like the front most video retailer and retailer of commerce throughout the world. In the sense of ranks, conditions, and revenue they are proved as the biggest multimedia shopping organization around the world. Now-a-days it is working on vast variety of products like beauty, electronics, jeweler, home goods, electronics and several accessories.
- You must have a computer which can access internet
- You are required to be satisfied mentally
- You must be adult or older
- The information provided by you should be accurate so there is no problem in contact for the delivery of your card
- Visit: www.qvc.com
- You will be asked the information i.e. email address and pin code; enter the required information in the related fields
- Then verify your pin code there is a button "next", click on it
- You have to select a title from a dropdown menu under the heading "title", select "Ms./Mrs." one of them
- There are fields on the next page enter your first and last name in the related fields
- There is a field next too name under the heading "address", enter your address in the field
- Enter your city name in the required field
- There is a dropdown menu under the heading state and province select your state or province in which you are living
- Then you have to select the country where you want to apply for the card
- Enter your home phone number as well as phone number of your work place
- There is a button "continue", click on it
- This is it now you are done with your applying process and now wait for the response from the company
This service is providing you an easy way of shopping online; you can get your Qcard, a form of credit within minute or hours sitting in your home which saves your time and energy.