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Applied Clinical Psychology - MSc
University of Central Lancashire
School of Psychology
The MSc in Applied Clinical Psychology has been specifically designed to develop your knowledge, understanding and skills in core theoretical, methodological, and empirical areas of clinical psychology.
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The MSc in Applied Clinical Psychology has been specifically designed to develop your knowledge, understanding and skills in core theoretical, methodological, and empirical areas of clinical psychology. This programme is aimed at graduates who wish to strengthen their academic credentials in preparation for a career in clinical psychology and is taught by academics/research experts in their field, HCPC Registered Psychologists, clinicians across a wide range of specialities, and service users and/or carers. You will also have the opportunity to undertake and be assisted in finding a clinically relevant placement.
With one day of teaching (Tuesdays), delivery is designed to support those with full-time jobs or family commitments, and full-time (one year) and part-time (two years) study options are available.
This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.
Clinical and other HCPC Registered Psychologists alongside a broad range of clinicians will contribute to the delivery of this course; many of these work or have worked within the NHS, but we also have links with clinicians in private practice. This unique mix of professionals is reflected in the content of the course, where you will learn about the similarities and differences of working clinically within the NHS vs. private practice.
We aim to provide the best possible facilities for our students. The School is based in the multi-million pound purpose-built Darwin Building, which includes an extensive range of state-of-the-art laboratories and equipment, including: a Brain Imaging Laboratory, Observational Suite equipped with one-way mirrors and video cameras; established Health Psychology Suite; and eye tracking equipment. The School has a thriving community of PhD and MSc students and has links with regional universities, NHS hospital trusts, schools and community groups.
The core theoretical basis of clinical psychology will be presented via lectures and supported seminars. Seminars or workshops are used to explore key issues from the curriculum, both to facilitate understanding and develop skills; you are encouraged to prepare material in advance of the sessions, to exchange information as part of a peer network, and to reflect upon their understanding. Independent study will also be incorporated, as well as research supervision to support the production of a high-quality research project that will contribute to the field of clinical psychology.
The course is assessed through a mixture of exams, coursework, statistical assignments, and an advanced research dissertation.
The taught component of the course will take place on a Tuesday to support students with full-time jobs or family commitments, and it may be completed over 1 year (full-time) or 2 or more years (part-time).
The MSc in Applied Clinical Psychology is intended for graduates who wish to strengthen their knowledge base, academic credentials and applied skills in core areas of clinical psychology. The course aims to develop your knowledge and understanding of:
-The theory and evidence that underpins the application of psychology to psychological distress/conditions across the lifespan
-Core applied skills of the clinical psychologist, including communication, assessment, formulation and treatment
-Professional issues and practice in clinical psychology
-Key research methods and statistics used by clinical psychologists and their application to clinically relevant topics and settings
-The application of clinical psychology in health and forensic settings, or in specialist areas such as clinical neuropsychology
Advanced research skills and competencies are developed further through a project supported by an experienced researcher within the programme team, where you will be given the opportunity to apply your skills to a relevant topic in clinical psychology.
The applied focus of the course places a key emphasis on supporting placement opportunities for our students; with staff assisting you in finding a suitable placement, and ensuring you work on a project that is relevant to clinical psychology (e.g., service evaluation)*. The course also targets your development of applied skills through embedding your core knowledge directly into clinical contexts within role play and case study review. A critical area in your skill development will be working on developing your competence in reflection and clinical communication, learning how to adapt your style for different client groups. You will also be encouraged to explore applied approaches in specialized areas such as neuropsychological assessment.
From the very beginning our course has embedded service user/carer perspectives from course development, through to delivery and assessment. This is supported by UCLan's service user/carer team (Comensus), made up of individuals who use their own personal narratives from a wide range of psychological and neurological difficulties. They will support you in exploring your involvement in a range of services, and they will share their experiences with you in a safe, supportive environment.
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Applied Public Health - MSc
University of Central Lancashire
School of Community Health and Midwifery
The Postgraduate Diploma/Certificate in Applied Public Health is an innovative course which provides a relevant and engaging learning experience for anyone whose work includes some responsibility for the determinants of health.
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The Postgraduate Diploma/Certificate in Applied Public Health is an innovative course which provides a relevant and engaging learning experience for anyone whose work includes some responsibility for the determinants of health. The course has been designed to meet the needs of a wide range of professionals working to achieve improvements in health. It aims to provide participants with the opportunity to develop the skills required to meet existing and emerging challenges in public health.
This postgraduate course emphasises the application of theory to practice and the associated development of relevant skills. You will consider planning, strategies and public health in action. This includes consideration of key themes such as diet/nutrition, child and young person, healthy settings and the media.
Teaching and learning will utilise a number of innovative approaches. Students will utilise case studies to consider real world approaches to the subject. The course also uses problem solving approaches and action learning, encouraging students to engage with each other and with the subject as well as offering the more traditional teaching formats such as workshops, lectures and seminars. Tutorial support and guidance is also available to students via module and personal tutors.
The course is assessed by assignments and presentation. Wherever possible assignments have 'real world' relevance. Assessments have been structured to be relevant to the workplace and to assess the key skills required for public health work. There is a wide range of support on offer to students at the university to assist them in improving their study skills and preparing for assessment including the WISER student centred learning centre and use of eLearn.
A postgraduate qualification in applied public health would enhance career prospects in a range of professions engaged in working towards achievements in health, including health community work, medicine, sport and leisure, environment, and education. Opportunities exist in management, strategic and educational as well as practitioner posts.
Studying Applied Public Health you will also address contemporary issues in health protection together with the skills needed for hazard surveillance and risk management. You will also study research methods, epidemiology and informatics to inform evidence based approaches to public health.
The learning outcomes of the core modules are mapped against the Royal Institute of Public Health National Standards for Specialist Public Health Practice as well as the NHS Knowledge and Skills Competency Framework.
Teaching methods include: lectures, seminars, workshops, self-directed learning, blended learning, problem based learning, action learning. Assessments are designed to have real world relevance and include: briefing papers, presentations, poster presentations, press releases, project management, etc.
Students successfully completing the Postgraduate Diploma Applied Public Health may progress onto the MSc Applied Public Health.
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Building Conservation and Adaptation - MSc/PGDip/PGCert
University of Central Lancashire
School of Art, Design and Fashion
This course focuses on the conservation of heritage buildings and sites and the proactive management of change in the historic built environment.
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This course focuses on the conservation of heritage buildings and sites and the proactive management of change in the historic built environment. It is designed to help forge and develop the career prospects of individuals wishing to work in this fascinating and rewarding field of industry. The course examines the re-use of existing buildings and heritage assets and explores the role historic buildings play in the sustainable revitalisation of our towns and cities. Techniques of conservative repair, adaptation, retro-fitting and extension are scrutinised, and the legislative context of heritage planning is analysed in depth. The professional standards and quality of the course have been recognised through its accreditation with the Royal Institution of Chartered Surveyors (RICS) and the Institute of Historic Building Conservation (IBHC).
-History of Buildings & Towns
-Building Conservation
-Adaptive Re-Use
-Building Recording & Analysis
-Conservative Repair
-Urban Regeneration
-Dissertation (triple module)
The course has numerous industry links who help provide case study material, workshop visits and occasional student work experience. These include:
-English Heritage
-The Heritage Lottery Fund
-The Methodist Church in Britain
-The Dovenest Group
-Preston City Council
-Chorley Borough Council
-Blackpool Borough Council
-Wyre Borough Council
-Rossendale Borough Council
-DWA Architects Ltd
-Frank Whittle Partnership
-Clitheroe Civic Society
-Jubb & Jubb Ltd
The course is accredited by the Royal Institution of Chartered Surveyors (RICS). The course is also formally 'recognised' by the Institute of Historic Building Conservation (IHBC).
This course has a two decade track-record of facilitating graduates with the skills and attributes necessary to forge successful careers working within the heritage sector and the historic built environment. Our alumni include conservation officers, planning consultants, architects and technologists, surveyors, project managers, heritage officers and other multidisciplinary professionals. Their feedback has ensured that the course provides students with the perfect blend of theory and practise, supplemented by by-weekly on-site workshop sessions. Our industry connections also guarantee that all students wishing to obtain relevant work experience can do so through liaison with the course team.
Modules area assessed in various ways, including written assignment work, group presentations and examinations.
Modules are class taught and supplemented by regular workshops which include site visits and on campus guest lectures.
The course team comprises practitioners and academics with extensive experience working within the heritage and construction sectors.
Through liaison with the course team, students are offered the opportunity to secure voluntary work experience with one of industry partners. This commonly involves working within the conservation department of local planning authorities. These working arrangements are made between the student and the industry partner: UCLan acts only as a facilitator.
Regular workshops and site visits offer the students opportunities to network with industry professionals. These commonly include former students of the course.
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Building Services (with Optional Placement) - MSc/PGDip/PGCert
University of Central Lancashire
School of Engineering
Our dual accredited and well respected MSc Building Services course emphasises the application of modern, sustainable and energy efficient engineering systems in the context of the built environment.
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Our dual accredited and well respected MSc Building Services course emphasises the application of modern, sustainable and energy efficient engineering systems in the context of the built environment. The programme is characterised by parallel themes of design and management of project work, complemented throughout by the drive towards sustainability and energy efficiency of engineering solutions.
This MSc course is designed to encourage you to approach your academic and professional career as a creative, innovative manager and engineer. On graduation you will have the potential to contribute to significant advances in engineering and technological and social issues associated with the building engineering services industries.
This MSc is accredited by both the Chartered Institution of Building Services Engineers (CIBSE) and the Energy Institute (EI), fulfilling the academic requirement for Chartered Engineer (CEng) status.
The application of sustainable Building Services Engineering is multi-disciplinary so you will carry out project work, which will facilitate dialogue between the Engineer and other members of the design and management team. It is the development of novel technological and engineering solutions within the often contradictory constraints of sustainability, safety, economy and energy efficiency, and the law which pose the challenge in the course.
In a time of rapid technological advances, when the international community is aware of and sensitive to a range of environmental issues, you will gain sufficient understanding of current developments and their underpinning technology to analyse and offer solutions to the problems faced by today's engineers in the fields of Building Services and associated engineering disciplines.
This MSc course is designed to encourage students to approach their academic and professional careers as creative and innovative managers and engineers and to ensure that the successful graduates will have potential to contribute to significant advances in engineering and technological and social issues associated with the building engineering services industries.
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Business Management - MSc
University of Central Lancashire
School of Management
MSc Business Management is designed to prepare you for a wide range of careers in business and management and is particularly suited to those with little or no work experience since graduation.
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MSc Business Management is designed to prepare you for a wide range of careers in business and management and is particularly suited to those with little or no work experience since graduation.
This course aims to provide a rigorous postgraduate business and management education, which will help you become an effective professional or manager, giving you a thorough understanding of management techniques, marketing, accounting and finance, human resource management, strategic management, the business environment and cultural and ethical issues.
As part of MSc Business and Management you will also undertake your own postgraduate research work on a business and management topic, relevant to your interests or future career plans.
The programme reflects the University's commitment to active education and involves you in a challenging and participative range of learning processes right from day one.
Whilst each module has its own particular flavour and approach, all modules within the programme operate within a number of general principles - each will use an approach designed to support and sustain the acquisition, analysis and consideration of Business Management concepts and theories through lectures and seminars; the application of such concepts and theories to personal and organisational settings through case studies and projects; the analysis of live issues and problems using up-to-date materials from the media and research studies, and finally, to learn from the experiences of the students on the Programme itself, who will undoubtedly come from a wide range of countries and cultures.
Within each module the assessment methods are designed to contribute to your continuing development - giving feedback on a regular basis, identifying opportunities for improvement, and providing periodic evaluations of progress.
This is a full-time Master's degree that prepares you for a very wide range of careers in business and management.
This intensive 12 month programme offers you a range of key benefits, each of which will contribute to your development into an effective professional or manager working in a business management context:
-Apply the latest thinking on business management to the analysis of the key problems being experienced by the world's major businesses
-Possess a thorough understanding of management, marketing, accounting and finance, human resource. management, strategic management, business environment, change management, cross-cultural management and business and management ethics
-Sharpen your team-working and leadership skills
-Develop the research skills necessary to tackle management problems, issues and learning
-Undertake your own postgraduate research work into a topic within the field of business management that has interest and relevance to your future career
Finally, during Semesters 2 and 3 you have the opportunity to complete a Masters dissertation which will involve you in planning and implementing a research study on an approved topic within the area of business management. This provides an ideal opportunity to personalise your study programme reflecting your own interests and career aspirations.
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Cancer Biology and Therapy - MSc
University of Central Lancashire
School of Pharmacy and Biomedical Sciences
The School is equipped with a range of state-of-the-art equipment, which would help provide relevant practical experience for the students.
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The School is equipped with a range of state-of-the-art equipment, which would help provide relevant practical experience for the students. Therefore the course aims to help students develop the necessary knowledge and practical skills to work in various areas within the pharmaceutical industry, including formulation, regulatory, and analytical services. Students will have a holistic view on the drug development process and be able to solve common pharmaceutical problems by critically evaluating and discussing the scientific literature.
The course is offered on a one year full-time basis, taught over three terms. It includes six taught modules in the first two terms in which all lecture material will be provided on our VLE to enable access.
GSK, Quay Pharma, Rosemont Pharmaceuticals Ltd. and MHRA etc.
The MSc programme is delivered not only via the conventional means of face-to-face lectures, workshops, tutorials and seminars, but the use of online technologies such as videos and discussion forum would also help integrate students' learning into their normal daily activities.
Practical classes, problem-based-learning exercises related to industrial challenges and reflective activities throughout the course would also help develop students' ability to solve pharmaceutical problems practically and provide students an opportunity to apply their knowledge into practice, particularly in relation to the need for appropriate formulation design and development, and how these factors affect clinical outcomes in practice.
A variety of assessment methods will be used for this MSc course, including essays, oral presentations, posters, written examinations and laboratory reports.
Students on the course have opportunities to visit our industrial collaborators who specialise in liquid and solid dosage forms, which aim to provide an insight to students about the pharmaceutical industry and the various roles available in industry. Guest lectures and workshops provided at UCLan from the pharmaceutical industry and regulatory bodies also supplement the various modules studied in the course.
Graduate careers include: formulation scientist, PhD research student, and quality control technician.
Graduates may apply for further PhD study at UCLan or other institutions following completion of the MSc Programme. Alternatively, graduates aim to find jobs in the pharmaceutical industry as a formulation scientist, regulatory affairs officer and other roles in industry.
Eligible students may also be able to conduct their MSc research project in collaboration with an industrial partner in semester 3 as part of their MSc studies. This could be in the UK or overseas, subject to availability and agreement with the industrial organisation.
The specifically designed Pharmaceutical Sciences laboratories have excellent facilities to carry out teaching and research in pharmaceutical sciences. For example, a single-punch tablet press and powder encapsulation equipment help provide practical experience of small scale solid dosage form manufacturing. Other specialist equipment such as coating and spray drying instrument also help enhance students' learning experience at the University. The characterisation of various dosage forms in accordance to the BP or USP methods can also be carried out using dissolution, disintegration, friability testers etc.
Various advanced drug delivery devices for pulmonary, oral and transdermal applications are also available for both teaching and research at the School. Students would also be able to use the superb analytical instrument available at the University for their practical classes and research project.
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Clinical Research - MSc
University of Central Lancashire
School of Health Sciences
Our MSc Clinical Research course is the only MClinRes available in the UK North West Coast and the only campus-based programme in the North West of England.
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Our MSc Clinical Research course is the only MClinRes available in the UK North West Coast and the only campus-based programme in the North West of England. Designed to equip health and social care practitioners with the skills to design and lead high quality clinical research, you'll be taught by a team of internationally renowned researchers with over 15 years' experience of successful delivery of Masters in Research programmes. Join a vibrant community of clinicians at different stages on the NIHR funded clinical academic pathway - interns, doctoral and postdoctoral students and career development fellows. Including clinical research experience, you'll experience supported development and implementation of a strategy for developing an application for an NIHR Doctoral Training Fellowship.
Throughout this course you will be working with vulnerable groups of individuals including children. In order to ensure that the Faculty of Health and Wellbeing offers places on their programmes to the most suitable candidates you will all be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB). The Faculty of Health and Wellbeing will be able to guide you through this process once you have been successfully offered a conditional place at the University. It is important to note that any unsatisfactory Enhanced DBS clearance may result in the offer of your place being withdrawn even if you have already started your course.
Modes of assessment have been carefully designed to facilitate transferable skills including those identified in Vitae (
) and the Researcher Development Framework (RDF), for example academic literacy and numeracy.
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University of Central Lancashire
School of Computing, Engineering & Physical Sciences
The MSc Computing will help you to develop your computing skills in the theory and practice of designing and developing computer systems.
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The MSc Computing will help you to develop your computing skills in the theory and practice of designing and developing computer systems. On this course you will build on your existing skills and develop new skills in order to prepare yourself for employment in the computing industry. This requires an understanding of programming, systems design and evaluation, project management, creative problem-solving and a range of technical skills. You will also have the opportunity to work on a substantial project of your own choice.
You'll investigate the current trends and research activities in the computing community, and plan, undertake and evaluate a substantial computing project in which you will put into practice and develop your self-management, communication, critical evaluation and technical skills.
There is a mix of compulsory and optional modules. Compulsory modules include Critical Evaluation (20 credits), OO Software Development (20 credits), User-Centred System Design & Evaluation (20 credits), IT Project Management (20 credits), Master's Project (60 credits). These core modules give you a solid basis in core computing skills and current research. The optional modules build on these and allow deeper understanding in specific topics such as web development, security and design.
To enhance your work experience you will have an opportunity to undertake an industrial placement as part your MSc. This will extend your study time by six to twelve months depending on the length of the placement. Alternatively there are opportunities to choose an industry-based project.
We expect our students to seek employment within a computing environment. This course will provide a framework within which you can take advantage of the opportunities of developing and improving technology to meet business and user needs.
There are opportunities to continue with your studies to MPhil or PhD.
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Computing - MSc
University of Central Lancashire
School of Physical Sciences & Computing
The MSc Computing will help you to develop your computing skills in the theory and practice of designing and developing computer systems.
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The MSc Computing will help you to develop your computing skills in the theory and practice of designing and developing computer systems. On this course you will build on your existing skills and develop new skills in order to prepare yourself for employment in the computing industry. This requires an understanding of programming, systems design and evaluation, project management, creative problem-solving and a range of technical skills. You will also have the opportunity to work on a substantial project of your own choice.
You'll investigate the current trends and research activities in the computing community, and plan, undertake and evaluate a substantial computing project in which you will put into practice and develop your self-management, communication, critical evaluation and technical skills.
UCLan provides an 'electronic learning' environment to facilitate flexible learning. This environment combines traditional face-to-face lecture/tutorial and practical sessions with additional, resource-rich, online materials allowing you to continue independent learning through a variety of approaches.
Assessment methods will include individual and group assignments, presentation, seminars and examinations.
To enhance your work experience you will have an opportunity to undertake an industrial placement as part your MSc. This will extend your study time by six to twelve months depending on the length of the placement. Alternatively there are opportunities to choose an industry-based project.
We expect our students to seek employment within a computing environment. This course will provide a framework within which you can take advantage of the opportunities of developing and improving technology to meet business and user needs.
There are opportunities to continue with your studies to MPhil or PhD.
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Construction Law and Dispute Resolution - MSc/PGDip/PGCert
University of Central Lancashire
School of Engineering
UCLan's Construction Law programme is designed to meet the international demand for engineers, architects and project managers, and other construction professionals to be skilled in preventing and resolving disputes in the construction industry.
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UCLan's Construction Law programme is designed to meet the international demand for engineers, architects and project managers, and other construction professionals to be skilled in preventing and resolving disputes in the construction industry. It combines contact with the course team through electronic distance learning technology, including webinars, to provide flexibility of learning to suit individual needs.
The programme places considerable emphasis on the application of the law in problem-solving and problem-avoidance situations within the context of a global construction industry. Widespread use is made of case study material and real-life scenarios, which will further develop your ability to formulate, propose and defend an argument.
The degree award has RICS accreditation and therefore membership of the RICS is available via the APC route, following
successful completion. The University has been reaccredited as a Recognised Course Provider under the CIArb Pathways Scheme - adjudication pathway with domestic arbitration.
Successful students may apply to the Chartered Institute of Arbitrators for the use of the designated letters 'MCIArb'. Successful students' may be exempted from CIArb Introduction and Modules 1 and 2, and are eligible for membership with the Chartered Institute.
Course content
MSc Construction Law and Dispute Resolution is a course designed to meet the international demand for engineers, architects and project managers, and other construction professionals to be skilled in understanding their rights and obligations under contracts, and
to prevent and resolve disputes in the construction industry.
The course content considers the impact of current issues on contracts and the workplace, such as an increasingly technological and global industry and sustainable construction, which aims to minimise environmental impact and maximise both economic viability and
the social benefits.
Modules include:
• Legal Skills
• Contractual Issues
• Tortious and Statutory Issues
• Dispute Resolution
• Environmental Law
(with Planning Law)
• Dissertation
• International Arbitration Practice
and Procedure
• Arbitration Award Writing
The course also delivers webinars throughout the year, holding a three day residential concerning assessment and networking in the UK. In 2017, the residential will be held at Trinity Hall, the University of Cambridge.
This programme is offered as a distance learning (blended method) using available online materials and extensive electronic databases and journals from the university's own resources, as well as online tutor support. We have specialist construction and law librarians,
available for online support and the supply of online materials. The course is also supported by prominent legal professionals.
Sustainable domestic and global construction contracts, BIM and design issues regarding coastal engineering are themes within the course's research. Given the ever-increasing importance of environmental and sustainability agendas, this research theme involves
active engagement with industry, key consortia/research bodies, and the wider outreach communities. The findings of this research inform the course to ensure it is changes to meet the latest industry needs.
The level of education provided by the programme is appropriate to those who hold or aim to eventually hold senior positions with consultants or contractors engaged in the construction Industry, or with technical departments of government and semi-government
institutions. Throughout the programme emphasis will be placed on self-motivation, critical thinking and developing analytical depth.
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Construction Project Management - MSc
University of Central Lancashire
School of Engineering
Globally recognised for its quality and expert delivery, our MSc Construction Project Management is an extremely popular course which is well respected in industry.
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Globally recognised for its quality and expert delivery, our MSc Construction Project Management is an extremely popular course which is well respected in industry. The themes of sustainability, enterprise, employability and internationalisation are central to the programme of study and by focusing on these specialised areas, you'll become fully equipped with the skills and knowledge necessary for forging rewarding and successful careers. The development of leadership and team building skills is a cornerstone of the course: you'll attend a bespoke residential workshop hosted by an internationally renowned management development company situated in the heart of the Lake District National Park.
We have excellent links within the building, construction and project management industries.
Throughout the course you will develop your knowledge and understanding through a series of lectures, seminars and practical workshops. These contiguous teaching methods are supported through directed study of text books, research papers/journal articles, case study materials, workshops, and assignments or project work.
Subject specific skills are developed through opportunities to practise such activities in an appropriate learning context (e.g. seminars, tutorials and workshops). Web-based materials and practical manuals are used where appropriate to support structured learning. Other skills are developed through naturally arising opportunities in the curriculum.
Knowledge and understanding is assessed through written assignments, the research dissertation and oral presentations. The assessments are all designed for you to demonstrate your knowledge and understanding and meet the various module learning outcomes. Within each module the assessment methods are designed to contribute to your continuing development. Feedback is provided on a regular basis, identifying opportunities for improvement and providing periodic evaluations of progress.
The course seeks to develop the skills of postgraduate managers and engineers in the following areas:
-Enable graduates in management and engineering disciplines to develop their project management skills.
-Focus upon project planning and control methods within the construction project management process.
-Extend knowledge of innovative tools, techniques and methodologies in the resolution of complex problems.
-Develop personal, interpersonal and project-personnel skills.
-Provide the opportunity for students to complete a range of modules that are relevant to their working environment and general interest in the context of international project management.
-Develop the student's research methods and applications.
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Counter Terrorism - MSc/PGDip/PGCert
University of Central Lancashire
School of Forensic & Applied Sciences
This programme is designed using a practice-informed perspective and delivered by expert practitioners with extensive experience.
Read more
This programme is designed using a practice-informed perspective and delivered by expert practitioners with extensive experience. You'll develop an in-depth understanding of legislation, policy and the latest methods used to deal with the changing face of violent extremism in the UK and internationally, enabling you to enhance your career prospects. You'll be taught using a combination of lectures, interactive seminars and self-directed study to develop theoretical knowledge and practical application of the key aspects of counter terrorism. This course is available in full-time, part-time and distance learning modes of study.
The entire course delivery team are serving or former practitioners in the various fields of counter terrorism. The course team maintain strong links with counter terrorism agencies and the police service, especially within the North West of England. The programme is designed to improve career prospects and employability.
All modules are assessed by coursework. Each assignment is based upon work covered on the course.
To ensure there is not an excessive amount of assessment at any one time, coursework is spread throughout the course.
The course is delivered by Jim Bonworth, the course leader and retired Chief Inspector in Greater Manchester Police, who has worked in the Prevent strand of the UK Government counter terrorism Contest strategy. Additional material is delivered by a team of subject-matter experts.
Typically, graduates continue in their specialist posts, with enhanced career prospects. Some students move into consultancy, or move careers into CT-related roles within the police or security services.
Progression to PhD is available within the School.
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Criminal Investigation - MSc
University of Central Lancashire
School of Forensic & Applied Sciences
The MSc has been designed to provide an in-depth study of Criminal Investigation, and develop critical and analytical skills involving the principles, practices and techniques of Criminal Investigation.
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The MSc has been designed to provide an in-depth study of Criminal Investigation, and develop critical and analytical skills involving the principles, practices and techniques of Criminal Investigation.
The aims of the programmes are to; equip students with the knowledge and practical skills to operate as a crime investigator and manager in serious and complex cases, develop critical and analytical skills involving the principles, practices and techniques of crime investigation in serious and complex cases, develop competence in research methods and the presentation of information, develop skills in solving problems both independently and as a team member commensurate with Level 7.
This course is available in full-time, part-time and distance learning modes. Computing Facilities are available in the general computing suites found within the building and throughout campus. Extensive Resources are available to support your studies, you are advised to take advantage of the free training sessions provided by the library & training team designed to enable you to gain all the skills you need for your research and study.
The library provides access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.
Course and module materials are not provided in 'hard copy' format, however, wherever practicable, lecture notes and/or presentations, seminar materials, assignment briefs and materials and other relevant information and resources are made available in electronic form via eLearn. This is the brand name for the online Virtual Learning Environment (VLE) that the University uses to support and enhance teaching and learning.
All students can access the eLearn spaces for the course and modules that they are registered for. Once logged into your eLearn area you can access material from the course and all of the modules you are studying.
The course is offered in weekly six-hour blocks which enables professionals in the field to take the degree more easily. It is aimed that students will have access to, and use, case management software supplied by Xanalys©, which is used by police forces internationally to administer complex investigations. Students will also be exposed to learning opportunities in our "HYDRA" immersive learning suite, used by many emergency services to prepare their senior officers to handle major incidents.
The course is assessed entirely by a variety of coursework assignments such as essays, reports and presentations. Every effort is made to spread the assessments in the interests of students; but, inevitably, assessments do tend to have deadlines at the end of semesters, so students are advised to plan and make early starts on assessed work so as to avoid problems in this context.
Semester 1 of the course is designed to ensure that you have the basic skills needed to obtain an MSc. It is important that you develop a range of skills that will be of benefit when you gain employment after the course. The main skills that you are developing will be in the areas of presentations, report writing, and problem solving.
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Cybercrime Investigation - MSc
University of Central Lancashire
School of Forensic & Applied Sciences
Cybercrime is a relatively new and growing area for both civil and criminal investigation.
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Cybercrime is a relatively new and growing area for both civil and criminal investigation. This course has been developed by law enforcement practitioners to enhance knowledge and practical skills in the areas of behavioural psychology, criminal investigation and the technical aspects of obtaining computer-based evidence.
Aimed at personal professional development for current investigators in the criminal and private sector and as a natural progression for graduates in Computer Forensics, Psychology or Policing.
Modules include Research Skills, Behavioural Dynamics of Cybercrime, Digital Forensic Technology, Open Source Internet Investigation, Policing of cybercrime and a research project for your dissertation.
The course is taught as a combination of lectures, practicals and self-directed study to understand criminal behaviour in the area of cybercrime, including the use of computers, mobile devices, networks and open source internet intelligence in a cybercrime investigation. Module assessments are undertaken by means of coursework, workshops, examination and dissertation.
The course is delivered and taught by experienced academics and former law enforcement investigators with specialist knowledge in computing, psychology and criminal investigation.
-Computer Forensic Laboratory
-Well-developed plans for a Hydra Suite
A range of potential careers are available to those studying MSc Cybercrime including working in the fields of Policing,Civil investigation, the military, and National Crime Agency.
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Delivering Quality Cancer Services - MSc/PGDip/PGCert
University of Central Lancashire
School of Health Sciences
This multidisciplinary programme provides the opportunity to study with internationally and nationally renowned leaders in the field of cancer research and service provision.
Read more
This multidisciplinary programme provides the opportunity to study with internationally and nationally renowned leaders in the field of cancer research and service provision. It is aimed at those involved in providing cancer services, or whose role involves supporting patients with cancer, across health, social care and the third sectors. Students are likely to include professionals in NHS Trusts, Networks, commissioning groups, social care, independent services and third sector groups who wish to continue advanced education and training to deliver flexible and effective services, and to continue to develop the evidence base for practice.
Previous speakers include Professor Tom Hack from the University of Manitoba, Canada, Professor Mei Krishnasamy from the Peter MacCallum Cancer Centre and University of Melbourne, Australia and Professor Glynn Owens from the University of Auckland, New Zealand.
A range of assessment methods are used in the course, including essays, portfolio development, short answer questions, presentations, and dissertation or project report. All assessment methods will enable you to demonstrate your ability to analyse and reflect upon current issues in the organisation and provision of cancer services.
Students on the course have developed their careers, achieving specialist posts within their clinical areas and continuing their role development.
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text:
On Wed, 2011-06-29 at 11:37 -0400, Jonathan S. Katz wrote: > Which means it *should* work, but first I would need to clean up the data and find the duplicates. I was hoping this might work: > > SELECT geocode, count(*) > FROM a > GROUP BY a.geocode > HAVING count(*) > 1; Maybe you could use a self-join as a workaround for now, just to clean up the data? SELECT geocode, other_columns from a a1, a a2 where a1.other_columns <> a2.other_columns and a1.geocode ~= a2.geocode; Regards, Jeff Davis
Next: From: Grace Batumbya Date: 2011-06-29 16:14:00 Subject: Windows x64 : How do I get OSSP-UUID.sql contrib for postgresql x64 Previous: From: David Johnston Date: 2011-06-29 15:50:32 Subject: Re: Real type with zero

subset: commoncrawl


text:
Asked by:
Secure Connection
All replies
What exact error are you getting from Outlook, and what version of Outlook? Are you connecting with an "Exchange server" type of account, or POP/IMAP? Also, does the certificate have a subject that is the same name as you are connecting as, from Outlook?
i am getting a something like "a secure connection with the server cannot be verified....."
the server has a certificate with the exact server fqdn name
and the Ca is trusted by the workstation
also when i click view detailts on the certificate its listed ok so thats not the problem for sure
outlook connects when i click YES
http/rpc(outlook anywhere) works too if i enable it so its not a certificate issue.
and yes
i am connecting with outlook as exchange type account
latest version odf exchange 2007 beta 2
and outlook 2007 beta 2
ca is trusted
http/rpc works if i enable it
outlook is using exchange server account
certificate i installed on the server has the fqdn of the server and looks fine
clicking YES on the warning enables me to login
warning is: "a secure connection to the server cannot be verified...." or something like that
Try again following :
At firtst, you can remove Web Server Cert, and then create Web Server Certification (Identity Common Name of web server cert on Rpc proxy server is Common name of Root CA.).
And, at an outlook client, download or reinstall CA Chain.
Thank you.
as i said
it doesnt look as ca thing
because ca is trusted on client
and the certificate itself looks fine(trusted from top down)
fqdn is ok too
simple domain
one dc that is exchange server also
and one client
thats it
owa https works without any prompts


text:
By Harold Sell
In 1866, Mrs Harris-Roberts arrived in
During July 1879, we received a visit from that distinguished personality Mrs Emma Hardinge Britten, Inspirational speaker of great erudition, highly developed medium and authoress. Mrs Britten had just spent the best part of a year touring
The subject of Mrs Britten's first lecture was "Spiritualism Vindicated and Clerical Slanders Refuted" which consisted firstly of an address on psychic phenomena and Spiritualist philosophy followed by the simple presentation of some 70 to 80 quotations from the Bible concerning mainly the character, the lack of morality and humanity, of the Biblical god Jehovah. On the whole she was well received but she did encounter the same conflicts with Christian opponents as she had met with in
On New Year's day 1897, Dr J. M. Peebles, M.A., M.D., PhD., learned American exponent of the Movement, arrived in
Although Spiritualist gatherings were being held in many parts of the country by 1875, it was not till around 1900 that these really began to emerge as organised meetings and Church services in
During the early part of this century we were receiving regular visits from overseas mediums and speakers. These, together with our local speakers and demonstrators gradually spread the tenets of our Movement and demonstrated survival after physical death. In 1907, most of our established Spiritualist Churches federated into a National Association of Spiritualist Churches which was the forerunner of the present The Spiritualist Church of New Zealand.
In 1919, between 900 and 1000 persons attended a meeting in the
In 1920, that great British crusader Sir Arthur Conan Doyle, paid us a visit which aroused great interest. His visits to a number of centres on lecture tours gave further stimulus and direction.
In June 1922, English medium, lecturer and author Mr Horace Leaf arrived in
From the 18th April to
During this same decade we witnessed the amazing and varied mediumship of Pearl Judd, a
At this Conference, represented by delegates from
If one browses through Spiritualist journals of the Victorian days, one is appalled by the virulence of the assaults made on our Movement and on individual Spiritualists by Christian clerics and their devotees. Whilst our early Spiritualists in


text:
How did you evolve from an intern to a red carpet expert?
I have always loved everything about pop culture. I began my career over 10 years ago as an unpaid intern behind the scenes at The Tonight Show With Jay Leno. When the producers saw my passion, they didn't waste any time putting me on the red carpet to interview the stars. What has happened since then is what Hollywood dreams are made of.
Is there a secret to your success or advice you would give based on your own experiences?
My advice to others is to always be yourself, have a unique point of view and bring something to the red carpet that no one else has. And most importantly, don't be afraid to make a fool of yourself in front of celebs. That's how they remember you!
Who are you most looking forward to seeing on the red carpet Oscar night?
When I was at the most recent Golden Globes Awards, Brad and Angie arrived and it was an OMG, take-your-breath-away kind of moment. So, I am totally looking forward to seeing them again at the Oscars.
Do you have a prediction of who will nab the title of best dressed?
I wouldn't be surprised if they nabbed the title of 'Best Dressed'. I love them, although I do wish they would start coordinating their red carpet attire like my friends and I used to when we went to prom. You know, with his tie matching her corsage. Now that's class!
Is there a certain celebrity who is constantly surprising you during red carpet appearances? Or, someone who is always consistently on point when it comes to red carpet choices?
One of my favorite celebrity fashionistas would have to be Michelle Williams. She is always lady-like with a twist of high fashion. Edgy or old-fashioned, she always turns it up in a special kind of way and I'm always excited to see what she brings to the carpet.
But back to Brad and Angie…They are always pitch perfect, and I don't even care. They are Hollywood royalty, which must be intimidating for them because they always have to deliver. But, wow are they are always on point! So if you are reading this, Brad and Angie – thank you (and let's do lunch sometime!).
What ladies do you think have the best red carpet bodies?
You know who I just saw at the Grammy's and couldn't believe how AMAZING she looked? Rihanna! Head to toe – she was absolutely unbelievable and perfect in every way. I have not seen someone look that sexual on the red carpet in a long time. It was really working on all cylinders.
What allows you to bring your "A" game to each red carpet? Do you have a pre-carpet ritual?
At the end of the day, I'm just a dorked-out super fan who is simply thrilled to be allowed on the red carpet. I research by reading every magazine, every blog, watching every movie, and using Bing Entertainment. I am seriously obsessed with Bing Entertainment. If the powers that be really knew how much time I spent thinking about and researching celebrities, they probably wouldn't let me anywhere near the red carpet. But, please promise not to tell them. I'm harmless, I swear.
How do you prepare for long days on camera? Is there a snack or meal that fuels you up and keeps you going throughout the day?
There are two industry secrets to surviving a long day on camera on the red carpet:
First, no drinking the night before–ever. You can celebrate after with some bubbly. Second is make sure to use shoe insoles. I don't care if you are a guy or a girl, dress shoes are painful. Worth it, but painful.
What are some of your Oscar predictions?
This year is really fun. Some categories are totally locked in, while others are completely up in the air. For best picture and director, hands down, The Artist will win. Hollywood just loves that film.
The Supporting categories are also already pretty much sewn up – Octavia Spencer (The Help) and Christopher Plummer (Beginners) should continue their winning streaks (they've both won most awards so far this year).
Best Actor and Actress are totally up in the air, so I'm especially looking forward to these awards. George Clooney seemed to have the Best Actor contest wrapped up for his performance in The Descendants, but then The Artist's Jean Dujardin won the SAG and the BAFTA, so he may have some major momentum.
For Best Actress, Meryl Streep had heat early on, but Viola Davis is coming on super-strong. Both performances were amazing, but some seem to think that Viola's chances are better because, unlike Meryl's film The Iron Lady, The Help is also nominated for Best Picture.
Do you have a favorite movie or movie moment of all time?
I can't pick just one. That's unfair, so I'll pick two: My favorite films are Waiting For Guffman tied with Fargo.
My favorite moment would definitely be when Julia Roberts goes shopping on Rodeo Drive in Pretty Woman. "You work on commission, right? Big mistake. Big. Huge!" Either that, or when Julia Roberts has low blood sugar in Steel Magnolias ("Don't talk about me like I'm not here!") or when Julia Roberts is standing in front of a boy asking him to love her in Notting Hill.
So, um, basically any moment of any movie that Julia Roberts is in.
Catch Ross Mathews live from the Oscar red carpet this Sunday for E! News
–Alyssa Longobucco
More from SELF:
Get a Red Carpet Worth Body–Fast!
Throw an Oscar Worthy Awards Show Party with These Yummy Meals
Get Cameron's Legs, Gwyneth's Abs and More Celeb-Fave Moves
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text:
I recently attended the IBM Business Analytics Summit in Chicago. My IBM "Analytics" experience at this point in my career is limited. Consequently, the purpose of attending this summit was to gain a better understanding of the IBM product offerings, gain some contacts in the industry, and to understand some "real-life" examples of what is being done. As such, I would like to provide a summary and some interesting points that were presented at the summit in this blog. I was not able to attend all of the presentations due to some client meetings during the presentations, but the sessions that I did attend were excellent!
Presentation: Weaving Analytics into the Fabric of Your Business
This presentation was delivered by Jason Verlen (Director, Product Strategy & Product Management, and Predictive Analytics at IBM). Jason's focus was on the technology disruptions – "Social, Big Data, Mobile, Cloud" – and the challenges that are introduced through these disruptions. One or two analytical capabilities will not render success anymore. He emphasized that there is not a magic potion (combination of capabilities) that is necessary to create success. Jason likened analytical decision making to an "Analytics Journey" which requires going from "Passive Viewing – Slowing changing, Scheduled, Historical metrics, Knowledge, Separate but equal, Management views, Absolute measures, On premises, Inside out thinking" to "Active Discovery – Rapidly adapting, Interactive/real time, Dynamic predictive models, Next best action, Completely integrated, Operational models, Risk-adjusted performance, Private/public cloud, Outside in thinking" and delivering a richer set of analytic capabilities. The key takeaway was, "Not about having capabilities, but about integrating those capabilities into your business."
This presentation also included a demo of some of the IBM Analytical software capabilities. In this demo a retail bank, MBI Banking, was used to demonstrate the progression of completing analysis using enterprise data versus integrating the use of social media to increase loyalty and increase customer share of wallet. I do not want to go into the details of the demo, but the synopsis was demonstrating how a "Passive" analysis of the enterprise data revealed that adjusting interest rates would help increase profitability of the credit card product. This was done by looking at a series of performance reports across their different product lines which identified that credit cards had the lowest profitability. After completing "what-if" analysis it was determined that lowering credit card rates would increase the profitability of the product. However, after completing "Active" analysis by looking at external social media data, it was discovered that reward points are more important than interest rates. This was done by Social Media Analytics which completed analysis of "Snippets of text" and "Hot words" to determine that, according to social media sites, reward points were the most talked about.
Interesting Points:
- Key shifts are fueling the urgency for Smarter Analytics
- Emergence of Big Data
- 65% of business are not using Big Data for business advantage
- Increasing Consumer expectations
- 84% of consumers rely on social networks for purchase decisions
- Accelerating pressure to do more with less
- 32% of organizations using advanced analytics enjoy 32% higher return on invested capital
- Emergence of Big Data
- Analytics Journey (% of organizations that identified their organization in the step; n = 5748 organizations; IBM Study of AQ respondents, 2012)
- Step 1: Novice (5%)
- using spreadsheets, no governance, manual intervention and extracts
- Step 2: Builder (64%)
- departmental governance, sharing some standards, silo KPIs and metrics, emerging CoEs
- Step 3: Leader (22%)
- Beginning to work across silos, unified view of data, aligned KPIs and metrics, full self-service, aligned CoEs
- Step 4: Master (9%)
- 360 degree insights, enterprise aligned, highly collaborative, top-down approach to analytics
- Step 1: Novice (5%)
- Big Data: technology outlook
- Innovations and capabilities are the starting point and must be woven into your business to deliver value
- Customer
- Advanced client segmentation
- Leveraging customer sentiment analysis
- Reducing customer churn
- Finance
- Enabling continuous planning and forecasting
- Automating financial and management reporting
- Improving visibility, insight and control
- Risk
- Making risk-aware decisions
- Managing financial and operational risks
- Reducing the cost of compliance
- Operations
- Optimizing the supply chain
- Deploying predictive maintenance capabilities
- Transform threat & fraud identification processes
- Customer
- And applied to address key business challenges, across industries
- Customer
- Banking
- Increase account profitability
- Insurance
- Retain policy holders with better service & marketing
- Retail
- Understand sales patterns
- Telecommunications
- Reduce churn with custom retention offers
- Banking
- Finance
- Government
- Effective budget management
- Retail
- Develop dynamic merchandise plans
- Industrial
- Plan and forecast sales & operations
- Government
- Operations
- Industrial
- Predict maintenance issues before they occur
- Retail
- Improve store performance with P&L reports
- Telecommunications
- Understand & manage network traffic
- Banking
- Measure branch performance
- Insurance
- Streamline claims process
- Government
- Reduce fraud and waste
- Industrial
- Risk
- Banking
- Align risk strategy and financial planning
- Improve compliance & regulatory response
- Insurance
- Improve compliance & regulatory response
- Banking
- Customer
Presentation: Succeeding with Analytics: Six roles that probably aren't in your job description
This presentation was delivered by Bob Morison (Guest Keynote; Intellectual Capital – Marketing Publications – Business Research). He presented his material very well and this topic was very intriguing given that Data Scientists are the "Hot" new role in the world of BI. I was curious to hear if this was going to be all about the role of Data Scientists and how this role is vital to every organization. Gladly, it was not. Bob's focus was on the integration of "Technical Analytics" (Technical Definition: "Analytics means the extensive use of data, statistical and quantitative analysis, and explanatory and predictive models to drive decisions and actions.") and an "Analytical Organization" (Behavioral Definition: "Analytical means being attentive to the information you've got; exploring what it means; recognizing patterns, connections, novelties, and new questions to ask; and deciding and acting accordingly.") to generate "Successful Analytics." A very important point that Bob made was, when deciding where to begin an analytics project an organization should start by looking at their process flows and identify the most important process – this is the starting point where the most impact can occur.
Bob identified "Three Cadres" (top-down knowledge of analytics (triangle image)) of analytical talent that is required by every organization in order to be successful.
1. Professionals
- Not enough trained statisticians, model builders, data scientists
- Need professionals; top-notch folks, but not a ton
2. Semi-Pros: Quantitatively oriented business analysts, problem-solvers, advisors
- Six-sigma/lean teams
- Probably have more than you think
3. Amateurs: Analytically oriented and capable business people
- We want the business to be populated with Amateurs
The six (actually seven, but who is counting) roles that Bob identified for Successful Analytics are below.
- Organizational Success Factors You Can Influence
1. Data Smarts: be a Data Demon
- Attuned to the information you are using and what to do with it
- Common Question:
- Is it complete, accurate, timely, accessible, and secure?
- Demon makes sure
- Proves data is sufficient, combinable, unique, and valuable.
2. Clear Targets: Be an opportunity finder
- Review performance excessively
- Generate and explore data
- Offer new metrics
- "Be wary of benchmarking, because they make you look at the pack; not breakthrough!"
- Questions behind Decisions: good device to start a conversation
- Analyze the past to look at the present to predict the future
- Information
- Past: what happened (reporting)?
- Past provides you alerts on the present
- Present: what is happening now (alerts)?
- Future: what will happen (extrapolation)?
- Insight
- Past: how and why did it happen (modeling, experimental design)?
- Present: What's the next best action? (recommendation)
- Future: What's the best /worst that can happen? (Prediction, Optimization, Simulation)
- Past: what happened (reporting)?
- Information
- Analyze the past to look at the present to predict the future
3. Able Amateurs: be a Personal Trainer
- Aware of data and his/her decision making process
- Self-serve as much as possible à self-service BI
- Understand, trust and use analytics
- To help them be successful
- Incorporate early
- Teach
- Communicate visually
- Include and rotate people in and out
- Some organization also rotate professional folks (modelers) to help them understand the business
4. Analytical Culture: Hallmark Behaviors
- Experiment – test and learn
- Search for the truth
- Value negative results
5. Analytical Culture: Be a Cultural Arbiter
- Culture – Driven by the executive team
- A lot of times their behavior does not trickle down into the organization
- "Push back" when data and rigor are weak
- "Pat on the back" when data and rigor are strong
- Asks tough questions
- To make sure that "analytics" are occurring
- What data supports your conclusion?
- How did you test your plan of action?
- Did you use a control group?
- Plays devil advocate
6. Strong Leadership: Be an Exemplar
- Everyone:
- Be an amateur
- Be an Exemplar of analytical behavior and decision making
- Manager:
- Reward people who are being analytical
- Institute a devil's advocate
- Some organizations openly assign a devil's advocate in meetings in order to spark conversation and incorporate this role into the group
- Appoint someone to be one during meetings
- It's their obligation to speak up
- People start to get used to a free-flow of voicing opinions and questioning "things"
- Executive
- Sponsor analytics projects
- Pay attention to them and review success often
- Not in 6 months
- Pay attention to them and review success often
- Uses analytics in performance management in the enterprise
- Balanced scorecards, dashboards, etc.
- Bob's Devil's advocate questions when looking at scorecards
- How much is predictive?
- Usually rear-view mirror reporting
- How much of this information reports across categories?
- Usually does not happen
- When was the last time it was revised
- Should reverse an area for experimentation/sandbox
- How much is predictive?
- Sponsor analytics projects
7. Ample Talent: Be a Community Organizer (Supply Side Success Factor)
- Bring analytics folks into the organization
- Bring people together inside and outside the organization
- Curiosity is a key personality of analysts
- Clearinghouse type people:
- Always on the lookout for new information
Bob provided the below "Final Blessings" that I would like to share. I thought this summarized his presentation very well. It is not about having all of these skills yourself. Rather it is about understanding and using the skills in your organization. "Indulge your curiosity, Influence our friends, Enable your organization. May your analytics always be good – and your judgment even better. "
Presentation: Drive Actionable Business Insights from Social Media
This presentation was delivered by Scott Goenendal (Program Director – Predictive Analytics Market Management at IBM). This topic is one of more interesting topics for me personally. I find the use of Social Media Analytics very intriguing. The focus of Scott's presentation was on Social Media ROI and the "fluffy" measurement that is used. Admittedly, Scott mentioned that determining the ROI of Social Media Analytics is vague and there is no "magic formula," but that should not deter organizations from using it. It should be used across all business units within an organization, but Marketing should be the heaviest user of it – see below for the growth stats. An interesting example he gave for the use of Social Media Analytics was for a phone company using it to determine early warning signs of an outage. If Social Media Analytics are in place to search for hot words across a geography, then this information could be shared with customer service representatives to alert them about the outage.
Interesting Points:
- Succeeding with Analytics: Where is the growth?
- Top functions applying social approaches (% of functions using analytics in the next 2 years)
- Marketing: 75%
- Public relations: 64%
- Human resources: 62%
- Sales: 60%
- Customer Service (call center): 54%
- Highest growth over the next 2 years – 42% growth
- Top functions applying social approaches (% of functions using analytics in the next 2 years)
- The number of initiatives that connect employees with external parties will rise significantly
- Use of social business: % next 2 years
- Enable customer interaction: 50%
- Enable vendor/partner interaction: 46%
- Leverage external talent (ex: crowdsourcing): 25%
- Use of social business: % next 2 years
- IBM's Framework is Key to: Engagement, Product Development and Partnering
Overall: Excellent summit; worth attending! Did I mention it is FREE?
Overall I felt the summit was very informative. The journey from "Passive Viewing" to "Active Discovery" is one that I see many of my clients discussing. However, many of them are timid or unaware on how to begin. IBM Business Analytics solutions appear to deliver a rich and comprehensive set of tools and capabilities to assist clients with this journey. Needless to say, but I am very eager to grow my skillset in this space and assist my clients with this journey.


text:
Community Forums › Forums › Design Tips and Tricks › Agentpress: Problems with taxonomy
Tagged: plugin category order, taxonomy, Taxonomy Order
This topic contains 6 replies, has 3 voices, and was last updated by Lockon 4 years, 6 months ago.
February 19, 2013 at 9:49 am #21346
I am having a problem with my website fitness4fitness.com.
One of the taxonomies is called 'stad', where I have all the cities. The problem I am experiencing is that they are not in alfabetical order. I read some 'solutions' in the old forum, but I decided (because I am not a programmer) to use the plugin: 'category order & taxonomies terms order'.
Now when I activate this plugin, I can change the order of the taxonomy 'stad'. But when I look at the frontpage, some of the taxonomies have disappeared. So in the back, they are visible, but in the front they are not. The taxonomy 'stad' stops at the letter 'O', but there should be cities starting with P,Q,R,S,T..etc...Z. Why are they not appearing?
When I deactivate the plugin, I can see all the taxonomies, they they are not in alfabetical order. Just when I use the plugin. So what I did is contact the plugin developper. And he asks me this:
I don't understand what he means. He says there should not be any limitations.
Can someone give me any pointers so that all cities in taxonomy 'stad' are shown?
Kind regards,
LockonFebruary 23, 2013 at 9:14 am #22400
Really nobody???
Alright, how about this: How do you put the taxonomy in alphabetical order without using a plugin? Can anyone help me with this question then?
Any kind of answer is appreciated.
DaveFebruary 27, 2013 at 4:18 pm #23193
I am having a very similar problem trying to get my terms in order so I would be very interested in the answer to Lockon's question
TomMarch 12, 2013 at 12:41 pm #25685
Anyone? Any kind of message? I am a bit disappointed that there a no responses at all. I understand that responses are not guaranteed, but this is the ONLY question I asked since I bought all the themes for $349,- (and now I see they discounted to$267,-).
I am sure that someone can tell me at least something like: can't be done without a programmer or something. Even @elegantthemes there is some kind of reply if someone asks something in the forum.
Is anybody out there?March 14, 2013 at 3:00 pm #26556
I'm not sure what's happening with the forum but it is being spammed heavily with no moderation. This worries me quite a bit.
This may help with your issue, though I'm not entirely sure what you're asking.March 25, 2013 at 11:50 am #31142
Hi electricbrick,
No, that plugin does not solve my problem. thanks for the suggestion.
The plugin that you suggest is called: agentpress listings taxonomy reorder. Which is good if you want to reorder the taxonomies.
I want to reorder the terms within the taxonomy. (I think it might be called that I want taxonomy terms reordered-> alphabetical)
I am still having issues and my problem is not solved, so any advice that is given will be appreciated, I cannot believe that there has never been a question like this before?March 27, 2013 at 5:37 am #31482
solved, the answer to this question can be found in the support forum of the above mentioned plugin.
You must be logged in to reply to this topic.


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The GCC version (4.4) that ships with IUS 10.2 (GCC 4.1 is also available) has some C++11 support in it. Using -std=gnu++0x option (-std=c++0x fails due to some ieee header files), the normal C++ compiles work fine, but the NCSC compile fails to even parse those constructs. We are passing -COMPILER g++ and -CFLAGS to ncsc (and -MANUAL), but it's not obvious what frontend is parsing these SystemC/C++ files and whether it contains any C++11 support or not. I did notice that ncsc is running the Edison C++ frontend (edgcpfe), but I don´t know if both it and g++ are being run or not.
Is it possible at all to use C++11 constructs in SystemC code with IUS 10.2? Some of the constructs available simplify coding quite a bit, and make for more readable/maintainable code.
[Update: 2012.06.21]
Running some ncsc commands manually and playing with the options, I found that the options pass to g++/cc1plus properly, but it's the following pass of using edgcpfe that fails. edgcpfe accepts arguments to enable C++0x/C++11 constructs. Is there any way to get those arguments to that process that ncsc spawns?
I need to know the answer to this also. I'm dissapointed that it has been over a year since the original question was posted, and nobody from Cadence has answered it yet.
In reply to Mark J:
Guys, sorry that nobody answered on the forum. Please bear in mind that for deeply technical or urgent problems you should file a support case at http://support.cadence.com/ so that an appropriate specialist will take ownership of your case and see it through to completion. By contrast if you post on the public forum and there isn't a suitable C++ expert reading the forum that day, your post may get missed.
I'm not a C++ expert, but I do use -std=c++0x with Incisive's g++ to access a few of the newer features like maps, and it works for me.
One thing I would advise is to use a supported version of Incisive; version 10.2 is no longer supported and has been replaced by versions 12.2 and 13.1 (released this month).


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Is it a management fad, a myth, a mere methodology, concept? Or is it a way of life and a management philosophy?
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Participate in engaging dialogue on topics that matter to you and other members of your group.
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The harder you work, the harder it is to surrender.
? Vince Lombardi
Riley GrahamRed Bluff Lady Spartans Soccer
Red Bluff senior striker Riley Graham has leads the Lady Spartans soccer team with 11 goals on the season so far. The Spartans have jumped to a 7-2-1 start, dropping only one league match.
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Red Bluff junior guard Matthew Fox impressed with 12 points in a routing of Paradise on Friday. The Spartans (8-9) open league play against West Valley on Friday.
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On the 9th December, I took a week long trip to Bethlehem, the small city believed to be the site of Jesus' birth in the West Bank.
The purpose of our trip to Bethlehem was to allow two final year undergraduates from the Creative Therapies course at the University of Wales, Newport to experience working therapeutically with children from a different culture who speak a different langauge. They both use art therapeutically as a means of allowing children to express themselves emotionally and to seek to help them deal with some of the complicated issues many of them face or need to deal with as they grow up. In their practice in Britain they would normally visit once a week for three months, but they needed to work fast and intensively in this environment - so they took on three groups of around six children each, working with them every day. They were accompanied by two members of staff. I was there as the photographer to document the trip.
We flew from Luton to Tel Aviv, then took a taxi. After an hour we arrived quite suddenly at the Bethlehem checkpoint and saw the Security Wall for the first time. An Israeli soldier with her feet on her desk glanced at our stack of British passports before wordlessly nodding us through: into the West Bank. Even though it was dark, as soon we passed through the gate I saw the buildings you recognise from photographs and footage on the news. The contrast between the roads and buildings on the Israeli side and the Arab side are stark. Immediately things look older, poorer and more run down.
I was to stay with a Greek Orthodox Christian family in Beit Jala. We reached their house about 5 minutes after entering the West Bank and I was dropped off with my bags and the others zoomed straight off for bed, up the road in Bethlehem itself. I felt at home there straight away. The family were incredibly welcoming. The streets in Beit Jala aren't lit and can be very dark, but I didn't ever feel unsafe walking home at night.
The family's house was a bungalow, with a small annex at the back. This is where I stayed. It had its own bathroom and I used it during the days as a place to store my equipment and to download all my images to a hard drive at night. The house is next to the local mosque which would wake me at dawn with the Adhan - the Islamic call to prayer. I didn't need all the layers that I had brought with me. The weather was warm - even dusty sometimes.
As well as the mother and father, there are three sisters and two brothers, aged 32 to 21. They are educated professionals. Their house is a mix of new and old. They have Wifi and four computers, and all the children use Facebook. The house was decorated all over with Christian iconography; and because it was Christmas time Santa Claus was everywhere: even hanging on strings from parachutes concealing motors that would lift him up and down to music.
I was fed brilliantly. Every morning we would eat breakfast based around fresh warm pitta breads to either dip or fill; with sauces, jams, hummous, sausages and cream. There was various styles of chicken and rice and the falafel sandwhiches were excellent. The food in Bethlehem was cheap, even in a cafe overlooking one of the busiest squares we had four sandwhiches and four drinks for 20 shekels: about 4 pounds.
On the first morning I walked to the SOS Village to find the group and meet the staff to be shown around. The Village has a main building and twelve houses. Each house is home to seven to ten children, looked after full time by a 'mother' and 'aunt', who are supported by the village staff. The children are all young, and live in the houses until they are 14. They come from a variety of different backgrounds. Some are orphans, some are from families who are unable to look after them. Either way they live full time at the Village - though some do visit their families during holidays.
Due to the circumstances of their background, many of the children face particular challenges with their emotional development. Most of the children in the groups were around 7 or 8 years old. They spoke Arabic but very little English. The intention for the art therapy students was to work closely with small groups of children over the week. Using art therapeutically employs the creative process of making art both as a means and an end product. The very act of creating using materials can be a therapeutic process that allows self expression and can be a powerful aid to personal development. The products of such work, whether they are drawings, paintings, sculptures, or constructions can act as an aid to communication and insight allowing the therapist to work towards healing, recovery or development for the individual. The children in this case were not directed or instructed: they had a table of materials and were able to do anything they liked with them, either by themselves or with others in the group.
The SOS Children's organisation runs both the Village and the SOS School in Bethlehem. Most of the children at the Village also attend the School. There were three groups of children. Two groups took place at the School in the mornings and one at the Village in the afternoons. At the end of the sessions the children left what they had made, and the students made notes about the session and the children's progress through the week. At the end of the week they were able to take everything home with them.
I photographed in and around the sessions. I wasn't inside most of the sessions as the fewer adults are present the better as this makes for better self expression by the children. It's also better for their normal teachers not to be involved in the process, as it's important they don't feel they need to do anything other than what they want to do. Of the work I did see, I found the drawings particularly powerful. Some depicted family scenes. Others rather enigmatic and ambiguous arrangements of figures. Others abstract shapes and lines, or even simply a fully blackened sheet.
The children were friendly and seemed gregarious - at least with us. They would run up and introduce themselves, asking our names and where we were from. Our Arabic improved quickly and by the end I had most of the greetings and basic phrases learnt, though my phrasebook was essential. Because it wasn't dialectic, I would attempt a phrase and people helped me refine it to get it right. Having lunch in one of the houses I had one of my fondest conversations where the mother, aunt and myself had virtually no shared language and we spent time over a cup of tea attempting and failing to talk - so we laughed instead.


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Budget sequester. Continuing resolution. Debt down payment. Headlines about those topics are smokescreens obscuring the real problem, so forgive us if we don't care terribly much about them.
The nation's real fiscal problem is that government can never roll back the $16 trillion debt without reforming entitlement programs such as Medicare, Social Security and Medicaid. So far, Washington has merely tweaked them, not put them on a more sustainable financial path.
The deadly concoction of rising health costs and millions of retiring baby boomers will keep escalating the expenses of Medicare and Medicaid. Those costs will keep the debt on a dangerous upward trajectory, regardless of the automatic spending cuts, a continuing budget resolution or a down payment on the debt through higher taxes, some domestic cuts and less interest on the debt.
These incremental steps are only temporary fixes. Before the sequester went into effect last week, GOP Sen. Rob Portman of Ohio rightly said that we should be talking less about the automatic cuts and more about underlying comprehensive spending and tax reforms.
Yes, tax reform is key to the conversation. That's one way to raise revenues — close loopholes while lowering some tax rates. A tax overhaul could create greater economic certainty and spur growth.
So the debate Washington needs is over tax and entitlement reforms.
Believe it or not, there is some consensus. Senate Finance Committee Chairman Max Baucus, a Democrat, and House Ways and Means Committee Chairman Dave Camp, a Republican, both want to broaden the tax base and lower tax rates. Responsible members in each party know it's impossible to deal with spending issues without adopting such entitlement reforms as increasing the retirement age for future recipients.
The problem is that this discussion is not happening on a large enough scale to make a difference.
Portman told us yesterday that the next necessary step is for the Senate's top leaders, including chairs of the Finance Committee and other relevant panels, to set a time frame for dealing with tax and entitlement reforms. Otherwise, the next thing you know, it will be autumn and the parties will start posturing for the 2014 elections.
This newspaper agrees. The focus on spending reforms, including increasing Medicare premiums for future recipients, should be central because tax increases have already been secured as part of the fiscal cliff package.
We also worry that setting a new timeline will lead to Washington letting another opportunity slip away. This is where every voter comes into play. Like parents of wayward children, Americans need to keep reminding lawmakers to stay on task. Then, and only then, will the country move beyond the smokescreens.
Next steps
Both houses of Congress should pass a continuing resolution to let the government keep operating past March.
Senate and House leaders, especially key committee chairs, need to set a timeline for reforms of entitlement programs and the tax code.
President Barack Obama needs to give cover to his party to vote for serious Medicare reforms.
Voters must keep the pressure on for more than cosmetic spending and tax changes.


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Standard guitar tuning:EADGBENo capoC C C6 C C C6 e|-0--0--0--0--0--0--| B|-1--1--1--1--1--1--| Index G|-0--0--2--0--0--2--| Middle D|-2--2--2--2--2--2--| Ring A|-3--3--3--3--3--3--| Little E|-------------------|DmI guess we'll Chave to move The Fneighbourhood is Amon to Cus DmLet's join the Clittle babe's FThrowin' rocks in Amfront of Cus
Dm C F Am CDmRiding on my Cbicycle FI pass my sister Amon a Cbus DmLet's take the Ccountry road FBefore our parents Amsend for Cus
Dm C F Am CDmTrees keep fallin' Cat my feet I Fguess it's time to Ambuild a Cboat DmMake a raft of Cour bodies FDo you think that Amit'll Cfloat? DmWhat I said was Cnot a joke FBut you just licked the AmenvelCope DmI'm tired of dating Clet's elope But Fyou just licked the AmenveClope
Dm C F Am CDmThree cheers for my Cparents FLonely failed exAmperiCments DmThree cheers for my Cparents FLonely failed exAmperiCments
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Discussion in 'Orlando Hotels and Attractions' started by kimber45, Mar 6, 2001.
We are staying here in May, 1st time to WDW any comments
We stayed there last year and it was very nice. I guess they are a timeshare now, but when we were there it wasn't. The swimming area is really nice and the staff was real friendly.
Separate names with a comma.


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Machu Picchu
8 Dec 2012 at 20:46
FEMA Flat Stanley, flat Chris, and flat Jenny enjoying a beautiful view. Don't blow away FEMA Flat Stanley!
With FEMA Flat Stanley
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Scorching heat and power grid failures in Pakistan's southern region have caused the deaths of more than 600 people, officials say. Continue reading
In one of Karachi's toughest neighborhoods, where the reality of violence and terrorism looms, the Kiran School encourages disadvantaged children to dream big. The goal: prepare them to attend top schools alongside children from the upper class, despite the huge odds stacked against them. Special correspondent Fred de Sam Lazaro reports from Pakistan. Continue reading
After attending college in the U.S., Pakistani-born tech entrepreneur Umair Aziz returned to his home country to start one of Asia's fastest-growing startups. Special correspondent Fred de Sam Lazaro reports from Karachi on how some are hoping to tap the labor potential of the country's young population. Continue reading
Members of the Taliban provoked a dramatic firefight with Pakistani troops at that nation's busiest airport. Judy Woodruff talks to Shuja Nawaz of the Atlantic Council and C. Christine Fair of Georgetown University about the goals of the Pakistan Taliban and recent attempts to reconcile with the militants. Continue reading
In Pakistan, Taliban militants stormed the country's busiest airport in Karachi overnight, attacking a terminal building and sparking a firefight that lasted nearly six hours. At least 29 people were killed. John Sparks of Independent Television News reports. Continue reading
At least five were killed in an attack at Karachi's Jinnah International Airport that began late Sunday night. Continue reading
In other news Wednesday, two fires at factories in Pakistan claimed the lives of more that 300 workers. The buildings, one a garment factory in Karachi and the other a shoe factory in Lahore, had no emergency exits or basic safety equipment, and all but one door were locked. Continue reading
From baking bread to learning the Quran: Various scenes of life in the Jamia Binoria Madrassa in Karachi, Pakistan. Continue reading
KARACHI, Pakistan | There's a bridge in Karachi called "Native Jetty" where people go to jump to their deaths. Others frequent the same spot to toss dough balls into the water for luck. This juxtaposition of hope and despair is just one of the contrasts in Karachi — and in Pakistan as a whole. Continue reading
Life slows down during a strike in Karachi, Pakistan, but revs back up again the following day at the Sunday Bazaar. Continue reading