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Keep in touch and collaborate with your teams with the help of your own private, professional social network in Convo. The app lets you share items and strike up conversations with a select group of people in order to leverage social networking ideas to increase productivity. We've also got some games for you to take […]
Keep in touch and collaborate with your teams with the help of your own private, professional social network in Convo. The app lets you share items and strike up conversations with a select group of people in order to leverage social networking ideas to increase productivity. We've also got some games for you to take into the weekend. LEGO Batman: DC Super Heroes has Batman teaming up with a huge number of DC characters to fight DC villains. AVP: Evolution pits the alien of Aliens against the Predator, and it was updated with a new character and new levels.
Best Educational Apps, Handpicked By Experts
Appolicious is pleased to introduce appoLearning.com, where parents, teachers and students find great education apps. Check out our introduction video here!
Convo update (Free)
What's it about? Collaboration app Convo helps you stay in touch with your work team when you're away from your desk, giving you the capability to communicate with one another and share things between you.
What's cool? Convo is basically a private, professional social network just for you and the people you're working with. It's specifically designed for things like collaboration and quick communication, so adding the team with which you work to Convo gives you chat functionality and the ability to share images, documents, and more over the social network, eliminating the need for lengthy email threads and other confusion. You can respond to specific posts within Convo to start conversations, and the app's latest update improves lots of different elements to make it faster and more useful.
Who's it for? Professionals and small groups who want a social network all to themselves should try Convo.
What's it like? Social networking app Avocado is a bit like Convo, but for just couples, and Path keeps your network small on purpose to make sure you're sharing with only the people who really matter to you.
LEGO Batman: DC Super Heroes ($4.99)
What's it about? Legendary heroes Batman and Robin take on villains such as The Joker and Lex Luthor with the help of a whole mess of other superheroes in the latest foray into the LEGO games.
What's cool? First, LEGO Batman's original story brings together a whole host of notbale characters from the DC Universe. In fact, there are more than 80 characters players can choose to use throughout the course of the game. It's also the first time in any LEGO game that the "minifigs," those blocky LEGO people, actually talk. With fast-moving action-adventure gameplay, lots of cool moves and abilities for Batman and his pals, and a huge number of villains to battle, LEGO Batman has lots to offer DC fans and LEGO junkies.
Who's it for? DC fans should have a particularly good time with LEGO Batman, but the LEGO games are generally good fun for everyone, kids and adults alike.
What's it like? Check out the LEGO Harry Potter games – Years 1-4 and 5-7 – for more LEGO-based fantasy fun.
AVP: Evolution update ($2.99)
What's it about? Take on the role of either the iconic and lethal Alien or the deadly, vicious Predator as the two creatures duke it out in a mobile version of their lengthy, series-long battle.
What's cool? Video game fans are likely aware of the several great Alien vs. Predator games out there, and AVP: Evolution moves the fight to mobile platforms. A third-person action game that mixes elements of stealth, melee combat, sick weapons and eating bad guys' heads, it features two full campaigns. One from played as an alien, the other as the predator. Each creature has its own unique set of abilities and fighting styles, and the game's latest update adds new weapons for the predator, new missions and a new alien character to try out.
Who's it for? Fans of both franchises should check out AVP: Evolution, but it's a bit gory and probably not great for kids.
What's it like? Grab Predators to spend a little more time with the hunting alien, and Dungeon Hunter 4 for something a little bit similar.
Also on Appolicious
Instead of celebrating Earth Day once a year, adopt an eco-friendly consciousness. Zinio 's digital newsstand saves 104 thousand trees per month, and here's how you can get involved.


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Understanding the Elusive Mechanism of Action of TCF7L2 in Metabolism
Common intronic variation within the gene encoding transcription factor 7-like 2 (TCF7L2) is now considered to be definitively associated with type 2 diabetes (T2D). Since our first report of this association in 2006 (1), independent investigators have readily replicated this finding in all the main ethnic groups; in addition, from the first genome-wide association study (GWAS) of T2D in Caucasians (2) onwards, the strongest association has been consistently with the TCF7L2 locus. Indeed, a meta-analysis of published studies worldwide as early as 2007 estimated a pooled odds ratio of 1.46 (with an impressive P = 5.4 × 10−140) (3), making it one of the most statistically significant genetic findings in T2D to date.
Despite knowing that this association has been beyond doubt for over 6 years, the mechanism through which TCF7L2 exerts its effect on T2D is still very unclear, thus making the work by Kaminska et al. (4) in this current issue of Diabetes so timely.
TCF7L2 is a high-mobility group box-containing transcription factor and operates at the last key stage of the canonical Wnt signaling transduction cascade, regulating the expression of a set of target genes. Moreover, tissue-specific isoforms have been reported (5,6), with the transcript being heavily alternatively spliced at the 3′ terminus, with the 5′ end being the most stable region among isoforms.
Following the discovery of this genetic association, it was initially speculated that TCF7L2 operated in tandem with insulin to influence blood glucose homeostasis through the alteration of levels of glucagon-like peptide 1 in the gut (1). However, other studies have shown that the TCF7L2 genetic variation is associated with increased TCF7L2 expression and decreased insulin secretion, possibly implicating the pancreatic β-cell (7,8), although an indirect effect on insulin secretion by TCF7L2 action in another tissue cannot be ruled out. Indeed, from one of our previous studies of alternative splicing of TCF7L2 in metabolically relevant tissues and cell lines, we suggested that variants in TCF7L2 correlate with an insulin-suppressed isoform retaining exon 13 and 13a in subcutaneous adipose (5).
Following on from this latter observation, Kaminska et al. elected to investigate the mRNA expression pattern of alternative splicing in the context of weight loss following Roux-en-Y gastric bypass surgery. Interestingly, they observed that expression levels of a specific spliced isoform, which they termed a "short mRNA variant" i.e., lacking exons 12, 13, and 13a, was reduced both in subcutaneous fat and in liver following surgery. In addition, this short isoform was more common among T2D cases than in normal glucose obese subjects or in the general population. Moreover, there was a positive correlation with this isoform and fasting glucose levels in nondiabetic subjects, which is in line with individuals with both impaired glucose tolerance and harboring the at-risk TCF7L2 variant being at a greater risk of T2D (7); in addition there was also association with high levels of free fatty acids in serum during hyperinsulinemia. This final point is in agreement with our observation (5) in that the short form in suppressed by insulin, suggesting impaired insulin action at this site.
What is most intriguing is that TCF7L2 genotype status is not correlated with these isoform observations. This is not entirely surprising, as it is clear that genetic variation at this locus is not associated with obesity. After all there have been many GWASs of BMI and obesity in both adults and children, and they have never detected an association with this locus. That said, the fact that more than one study shows there is an isoform correlation with various metrics of metabolic activity in adipose suggests that this is a key gene for insulin action within this tissue, but its mechanism of action appears not to be dictated to any great degree by genetic variants harbored within the gene. Thus, it is conceivable that the TCF7L2 locus exerts its effect on both insulin production (based on genetic association studies of T2D) and on insulin action (based on isoform studies in key tissues).
Although many genetic associations have been robustly uncovered with GWAS for various complex traits over recent years using proxy single nucleotide polymorphisms, only in a handful of instances has the actual underlying causal variant been determined. This is where the T2D TCF7L2 association has an advantage, as the causal variant is widely thought to be identified i.e., the work with multiple ethnicities has distilled down the association to a single variant, rs7903146, in intron 3. It is still far from clear if rs7903146 impacts alternative splicing directly, with existing studies—including the current one—being underpowered statistically to elucidate this possible connection. What is also sorely lacking is a comparable study in pancreatic islets, but of course obtaining sufficient sample size in this context is highly challenging. Therefore, as it is still far from clear where the primary sites of action are with respect to the observed genetic association, the ideal scenario would be to conduct relatively large-scale parallel studies of isoform distributions in at least adipose tissue, the gut, and pancreatic islets obtained from individuals of both known TCF7L2 genotype and known disease status.
The case for a TCF7L2 role in metabolism only continues to strengthen, with our own chromatin immunoprecipitation sequencing work suggesting the genes bound by TCF7L2 are strongly enriched in pathway categories related to metabolism (9). The case is further strengthened by an emerging metabolic role in cancer; for instance, the key 8q24 locus associated with a number of cancers likely exerts its effect through mutation of an upstream TCF7L2-binding element driving the transcription of the MYC gene (10,11).
Although many more studies are required beyond that of Kaminska et al., TCF7L2 remains a key and intriguing factor in the arena of metabolic traits. Given the important need for effective translational research in T2D to enable potentially more specific and individualized treatments to be used for the disease, it is clear that there is great promise in understanding the mechanism of action of this key gene product.
No potential conflicts of interest relevant to this article were reported.
See accompanying original article, p. 2807.
- © 2012 by the American Diabetes Association.
Readers may use this article as long as the work is properly cited, the use is educational and not for profit, and the work is not altered. See http://creativecommons.org/licenses/by-nc-nd/3.0/ for details.

subset: commoncrawl


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2 killed when small plane crashes near I-93 in Hooksett
Husband and wife from R.I. killed
A husband and wife from Block Island, Rhode Island were killed when a single-engine plane crashed alongside Interstate 93 in Hooksett in the area of exit 10 on Thursday.
SLIDESHOW: Photos from the scene
Herman and Doris Hassinger, both 83, died in the crash. He was thrown from the plane, officials said. She was trapped in the wreck.
There was no word on what caused the crash. Debris that appeared to be parts of highway street lights was on the ground near the site of the crash.
A Preliminary investigation indicates the plane was flying in a southerly direction when it struck a light pole adjacent to the highway, causing the plane to nose dive, New Hampshire state police reported.
The front end of the plane was heavily damaged from crashing into a guardrail. No cars were hit in the crash.
FAA records show the plane, which bears tail number N4325W, has had 3 previous reportable incidents.
The most recent was a difficulty with landing gear in Nashua in August of 2010. In July of 1993, a hard landing which caused the nose of the plane to be torn off was reported. And in 1979 the plane was blown off a Beaumont, Texas runway when it was behind a prop jet.
Witness Donna Derocher said she saw the plane flying very close to trees before it crashed.
"It just started to come too close to the tree line," she said. "It was teetering, rocking too much back and forth. There was definitely something wrong."
The FAA told WCVB the plane is a single engine Beech Bonanza. The plane had taken off from Nashua and was headed toward Laconia, the FAA said.


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Google PageRank: Just a Number
Google PageRank: What is it Good For?
There's been talk recently that Google has updated the PageRank for sites across the web: some are losing PageRank while some have seen significant increases. When it's all said an done, it doesn't mean a thing.
Sure, I look at it too. And, yes, sometimes as an SEO I obsess a little about it. It's nice to know that a fairly arbitrary measure, the little green gas tank of trust, is getting full. More importantly, for savvier clients who have some measuring tools, and have enabled the PageRank function of the Google toolbar, is comforting for them to see their website get higher and higher in PageRank. Heck, I like to see it too; it gives me the feeling that Google is actually paying attention to my site(s) and rewarding/commending the work I've done for the website(s).
The PageRank toolbar gives SEOs important tips as to what Google thinks is important:
Cached Screenshot of your site.
Choose the "Text" only version of the cache to see what Google sees when they index your site. This is how you'll know if you are being indexed and relevantly ranked for the keywords you're targeting.
Backlinks to the page in question.
We all know that high quality, relevant backlinks with keyword targeted anchor text pointing back to you is essential.
But, in the end, your site's PageRank doesn't mean anything at all when thinking about organic search rankings. It's pretty, it's comforting, and above all, a high PageRank cultivates trust among visitors. That is, PageRank says to users that the information you have on your site is trustworthy, relevant, and could be valuable for the user. And, that, folks is what PageRank really does.
That's what is so special about PageRank; users feel like the information they're getting from your site is trustworthy and solid. I agree with Barry, focus on your site's content and links. Because, after all, it's about getting found through queries, making conversions, and getting your clients a nice ROI. If you focus on PageRank, it's more than likely, everything else suffers. PageRank will come with better content and more high quality, relevant links to you.


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has branded the conduct of banks in the years running up to the crash as "unethical", saying that in many cases staff at major lenders did not understand the products they were selling or that they might harm their customers....
Britain has been left with a "big problem" as a result of what he described as the "back book legacy" of the banks actions in the boom years.
"I think the banks suspended normal ethical standards and were selling products that were profitable for the investment banks, not well understood by the banking staff that were introducing them, and not at all understood by the customers who were buying them," he said.
Last week, the FSA announced a settlement with Barclays, HSBC, Lloyds Banking Group and Royal Bank of Scotland over the mis-selling of interest rate hedging products to small business customers. Compensation could reach as much as £6bn, according to one law firm.....
Mr Wheatley, who takes charge of one of the FSA's two successor organisations next year, also admitted that the FSA had "conflicting objectives" when dealing with banks.It is refreshing to hear a regulator confess that they have 'conflicting objectives' when dealing with banks.
Regular readers know that it is the existence of these 'conflicting objectives' that makes it mandatory that banks be required to provide ultra transparency and disclose on an on-going basis their current asset, liability and off-balance sheet exposure details.
With this disclosure, at least one major source of conflicting objectives is removed from the bank supervision process.
With this disclosure, sunlight can be used as the best disinfectant for unethical behavior.


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Make assessments simple and fast with automatic scoring.
Assess anyone's skills, knowledge, competency, and more! SurveyMonkey Quizzes makes it simple for you to create and analyze assessments for employees, customers, students, and more.
Make your quizzes really pop. Enhance your quizzes with a paid plan. Add your branding, display customized feedback for each answered question, automatically email quiz results to your respondents, and much more. See pricing details
If you've been using paper tests or quizzes, it's time to switch. With automatic scoring, you only need to mark each answer choice once as either right or wrong, or you can also weight multiple answer options.
With our online quiz maker, you'll also get tracking to see who completed your survey. You can easily see rankings and segment your data too.
Need to share your findings? You can easily create and download reports with a paid plan.
Send out a quiz now to get a baseline assessment of your employees, students, or others. Easily add or change questions as needed to keep your quiz up to date, or create a quiz to re-use multiple times to track how your quiz taker's rankings change over time.
Make sure your employees understand your organization's policies, procedures, and standards along with making clear their obligations and responsibilities. Use corporate training quizzes for onboarding new hires, benefits training, security training, or performance management. You can also use them to assess your employee's understanding of your company and its values on a large scale, easily and effectively. See corporate training quiz example
Sending a quiz out to employees makes it easy to assess if they require more training, or have the fundamentals of corporate compliance down pat. Quarterly quizzes, for legal regulations such as for harassment training, can help you keep your staff updated about any new or amended rules. Corporate training quizzes can also give you insights into each employee's grasp of your code of conduct, workplace safety measures, policies for global export or trade, antitrust policies, and more. See corporate compliance quiz example
Free yourself from grading paper quizzes! Our free online test maker for teachers means you only input your answer choices once, and enjoy automatic scoring for every student who takes the quiz. You can easily hide scores from students if needed, or show them which specific questions they got wrong. See educational quiz example
Easily re-engage customers online by posting a fun quiz in your social media channels. Or use quizzes to make workday tasks more enjoyable—from gathering fun facts about your coworkers' likes or dislikes or finding out which pastries would be most popular at your next morning meeting. Create a quiz now


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You can see more of my favorite British images on my Rule Britannia Pinterest Board.
Enjoy the festivities, that is if you enjoy that sort of thing. I'll be setting my dvr (not enough of a die-hard to sacrifice my precious sleep.) When I lived in London, we lived very close to Kensington Palace and we could hear Diana's helicopter over head sometimes, but I never actually saw her. I did see Charles and the boys (they were young lads then) at a Royal Shakespeare performance in Stratford. (We had a great view from the balcony of Charles' bald spot). Never saw much of the Royals in Liverpool. But they have their own British royalty. (I did visit Penny Lane and see George Harrison's home.)
And speaking of the UK, anyone watch Upstairs, Downstairs? Thoughts, opinions? Comparisons to Downton?
Have a festive weekend. Cheers my dears.


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Atambua 39° Celsius
Joao is a young man separated from his mother and sisters since the age of seven, when his father Ronaldo took him to live in Atambua following the referendum. He passes time in the dusty marketplace where dogs lie prone in the heat against an ambient thrum of skinny-wheeled motorcycles and incessant tooting. Ronaldo, a bus driver, is drunk more often than not and Joao alternates cleaning up after his father's binges with listening to a secret stash of audio-taped letters from his mom. One day a young woman, Nikia, catches Joao's eye as she glides along the street, her red veil wafting out behind her. She has come to Atambua from Kupang to complete the ritual mourning of her grandfather, and the sorrow of marginalization and loneliness unites the two teens. The local actors, speaking in their native Tetum language, acquit themselves well, with Beyleto particularly strong toward the end as the bitterly angry Ronaldo works to make peace with the pas
Director: Riri Riza
Actors: Gudino Soares, Petrus Beyleto, Putri Moruk
Country: Indonesia
Duration: 90 min
Quality: WEB-DL
Release: 2012
IMDb: 5.9


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Acupuncture CEUs / PDAs Online
Since 2005, HealthCMi has been a trusted authority for acupuncture continuing education online. We have helped thousands of acupuncturists worldwide complete their required CEU and PDA credits required to keep a valid license.
Our "anytime courses" can be taken 24 hours a day, 7 days a week and are quick to complete. Simply download the course materials, complete the online quiz, and receive a certificate of completion. There is no extra charge to retake quizzes if needed.
Our "live webinars" count towards in-person CEU credit and feature live video and audio directly to your computer, tablet or smartphone.


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Hi everyone
I have a k series tv
I have a questions
What the "Factory reset" means in service menu. Does it mean that the tv will reset to the settings and configs that the factory has done before sending it to shops, or it means that the tv will reset to an initial configuration and needs to be set up by an expert.
thanks in advance
Service menu factory reset
Here for general support for J series TVs, request and problem solve area.
Post Reply
3 posts • Page 1 of 1
- Posts: 1
- Joined: Sat Dec 31, 2016 11:09 am
Re: Service menu factory reset
As far as i can recall, when you have 'Factory reset' displayed and you continue to press 'ok' on the r/c, the tv will reset to the factory settings, i.e. as if the tv was brand new out of the box, so clearly you would have to go through all the normal customer setting up procedures.
Re: Service menu factory reset
Does it also format the internal storage and all the junk the installed apps leave behind? If not, is there a way to do that?
Post Reply
3 posts • Page 1 of 1


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|Infernal Restraints
Click here to visit site
|Short review: Some words that youll never use to describe Infernal Restraints? Cookie-cutter. Boring. Vanilla. This internet site is the exact opposite of all that. Whenever I find a BDSM internet-site that makes me squirm in my seat, I know its good. This internet-site will push your buttons as if youre the one being shackled in these devious devices.


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The nasty battle between two incumbent Congressmen -- Howard Berman and Brad Sherman -- over one new San Fernando Valley seat is good fun, certainly for political spectactor.
But will it much matter?
After all, whoever wins, the district is likely to be by similar politicians, as many journalists have observed: by a Jewish Democrat who voted for the war in Iraq.
U.S. & World
But the race is also a very interesting test of a major political reform that's been touted as a balm for what ails California: the top-two (don't call it "open") primary.
This election -- and other California elections this year -- will work like this: the top two finishers in the primary, regardless of party, will advance to the general election.
So the question is: will the Berman-Sherman war exist just in the primary?
If these two are the top two finishers, they'll both advance to the general election and repeat the battle all over again.
The other possibility is that only one of the two will advance. With the two splitting the votes of Democrats and independent Democrats, a Republican candidate could advance as well.
Advocates of top two primary like the idea of both Democrats advancing.
They argue that this will make the winner more inclined to compromise and moderate views -- because in the general election, Berman and Sherman would have to compete for the votes of independents and Republicans.
The trouble with top two primary is that very few elections in California will produce two general election candidates of the same party. Even districts dominated by one party usually have enough voters of the other party to send someone into the top two.
My best guess is that this is what will happen in this district -- and that Berman-Sherman will go one round.
Either way, the Berman-Sherman race shows the limits of this top-two primary reform. If the general election pits a Republican against the Berman-Sherman winner, it will be a big victory for the Democrat --rendering the reform meaningless.
If both Berman-Sherman advance, we'll get two rounds of this nasty fight, between two politicians who aren't all that different.
Let us know what you think. Comment below, send us your thoughts via Twitter @PropZero or add your comment to our Facebook page.


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Tk_ClearSelection − Deselect a selection
#include <tk.h>
Tk_ClearSelection(tkwin, selection)
The selection will be cleared from the display containing this window. The name of selection to be cleared.
Tk_ClearSelection cancels the selection specified by the atom selection for the display containing tkwin. The selection need not be in tkwin itself or even in tkwin's application. If there is a window anywhere on tkwin's display that owns selection, the window will be notified and the selection will be cleared. If there is no owner for selection on the display, then the procedure has no effect.
clear, selection


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Dance Movement Psychotherapy
What is Dance Movement Psychotherapy?
Dance Movement Psychotherapy (DMP) recognises body movement as an implicit and expressive instrument of communication and expression. DMP is a relational process in which client/s and therapist engage creatively using body movement and dance to assist integration of emotional, cognitive, physical, social and spiritual aspects of self. The philosophical orientation of DMP is based on the intrinsic belief in the inter-relationship between psyche, soma and spirit as evidenced in the potential held in creative processes.
The focus on the moving body and non verbal phenomena means that DMP can be beneficial for relational and developmental issues arising from early infancy to the elderly. Dance movement, when used in a therapeutic context, offers both as a way of assessment and of treatment for a range of neurological, psychological, relationship and social problems. It also provides opportunities for people who wish to develop their own creative potential.
DMP's work in a range of settings within the public, private and voluntary sectors including health, education and social services. DMP can benefit individuals, couples, families, groups and organisational teams. DMP may be recommended as a primary service or as a complement to other forms of on-going treatment, rehabilitation or education. The therapy can be short term or long term. Enquiries can be made directly to a practitioner or referrals may be made through an individual or organisation. Clients do not require dance skills or training. The focus is upon the therapeutic process. The profession is continually informed by research and projects that open up and extend the field of DMP practice.


text: Amilcar de Castro established a towering reputation with his large-scale sculptures made from thick sheets of iron. Compared by critics to "steel cutouts of an imaginary alphabet" or "giant abstractions of paper airplanes," de Castro's works are simple in form and yet meant to create delicate plays of light and shadow. He designed his iron sculptures for outdoor installation to encourage interaction with the elements, delighting in the forms and patterns rust would make on their vast surfaces.


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Support Skift's Independent JournalismMake a Contribution Now
Skift's editors and reporters produce over 150 exclusive stories every month. We are the leading source of news for the global travel industry.Support Skift Now
The organization created to boost Chicago tourism is getting an additional $5 million to promote access to the city through O'Hare and Midway international airports.
Choose Chicago was formed during Mayor Rahm Emanuel's first year in office. It created the city's first coordinated national, international and local tourism campaign.
Emanuel announced Thursday the Chicago Department of Aviation will provide the additional funds.
In a statement, Emanuel says the campaign will help Chicago reach its goal of having 50 million visitors each year and further establish Chicago as an international hub.
Chicago currently has about 43.6 million visitors annually.
Emanuel says increasing tourism and business travel is a central piece of his economic strategy. He says the travel industry is responsible for $725 million in tax revenue each year.


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Latest News
Western Arms M84F Released (2001-02-21)
A belated report but news nonetheless: WA has released the Wilson Combat CQB. WA has also released a silver version of the popular Beretta M84FS. This gun is extremely compact and has a refined finishing. Footprint is small like the Glock 19 and power is ample considering how small this gun is. Highly realistic and perfect for the Bond girl!
On the old front, KSC's heavy weight MK23 is now back in stock! From now on, credit payment is free through Tradenable! Just simply choose "Seller Pays" in the order and we'll pay the fees!


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Florida Atlantic University has reinstated an instructor who had students stomp on pieces of paper with "Jesus" written on them as part of a lesson.
The school announced Friday that 32-year-old Deandre Poole would return to teach summer classes, as well as the next academic year. The Palm Beach Post reports that he will only teach online through the rest of 2013 because of safety concerns. Officials said in March that he would be placed on paid administrative leave for safety reasons and to prevent disruption of the university's activities.
News of the lesson earlier this year provoked a strong reaction, including a request by Gov. Rick Scott that university officials investigate.
Poole has previously explained that the point of the lesson was to show the power of words, not denigrate Christianity.
More South Florida Stories:


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MOVIE REVIEW- In training: 'Darjeeling' not everyone's cup of tea
The Whitman brothers, who haven't spoken in the year since their father's funeral, meet in India to try to reconnect in The Darjeeling Limited.
Francis (Owen Wilson), the control freak who organized the trip, tells his siblings, Peter (Adrien Brody) and Jack (Jason Schwartzman, looking like the young Sonny Bono), his three goals: "to become brothers again like we used to be," "make this a spiritual journey," and "be open to everything and say yes to everything."
Both the love they have for each other and the ways they drive each other crazy are obvious at once. Details of their lives are parceled out more sparingly, usually as secrets told by one brother to another, to be kept from the third. Brothers and Sisters fans know how long that lasts.
Francis' head is bandaged as the result of a recent motorcycle crash. Peter isn't ready to be a father, but he's going to be in about six weeks. Jack, ever the romantic, tries to get over his ex-girlfriend by joining the Yard High Club with Rita (Amara Karan), the train attendant.
Peter has been helping himself to their father's things because he was dad's favorite, and Francis resents it, as he resents everything he can't control. Jack and Peter resent the way Francis takes charge of everything, yet defer to him when he doesn't. As they kneel in one of the many temples they visit, Jack asks him, "What should we pray for now?"
The last meeting between Jack and his girlfriend (Natalie Portman) is seen in Hotel Chevalier, a.k.a. "Part I of 'The Darjeeling Limited,'" a short that was only available online (perhaps so they wouldn't have to pay Portman extra royalties?) until soft openings induced Fox Searchlight to add it to theatrical prints of the feature. It plays like a music video for Peter Sarstedt's "Where Do You Go To, My Lovely?" a '70s ode to jet-set namedropping.
Various misbehaviors get the Whitmen ejected from the train, and they continue their journey by other means of transportation, weighted down by literal as well as emotional baggage. Thus we get to see India's railroads and back roads instead of the usual cities and the Taj Mahal.
This is cult favorite Wes Anderson's (Rushmore, Bottle Rocket) best film since The Royal Tenenbaums, which he followed with The Life Aquatic with Steve Zissou, a total washout.
Anderson likes to recycle his actors, so Bill Murray appears as a businessman who misses the train, and Anjelica Huston plays the brothers' mother, now a nun in a convent in the Himalayan foothills. You'll see that one of her sons takes after her. Barbet Schroeder cameos as a mechanic in a flashback to the year before.
The Darjeeling Limited is about peacock feathers, matching luggage, savory snacks, a poisonous snake, and a man-eating tiger, among other things. You can never take it entirely seriously, even if you're not sure what's funny about it. On the other hand, you can't laugh full-out at it because it just might be serious.
Some filmmakers show life as it is, some show life as it should be; Anderson shows life as it would be if it were like Wes Anderson movies. You may not always get what he's going for, but the fact that you can tell there's something to get sets The Darjeeling Limited above most of the competition.


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Thanks Rika!! (again)
I will try again when I get the usb port working on my Simpad as my daughter has stood on my serial cable....
Any chance of talking me through creating a new screen eg for home movies with the same kind of format as Movies, so I could have screenshots instead of movie covers to identify my ever growing collection of home movies of my 2 little girls?
can you instruct xlobby to use a particular program eg VLC to play a single particular movie
Users browsing this forum: No registered users and 2 guests


text:
Your vehicle selection has been removed.
Your shopping pages will now display all available products, regardless of whether or not they fit your vehicle.
If you notice that your shopping pages are still showing only the products that fit your vehicle, simply hit your browser's "Reload" or "Refresh" button.
You may re-select your vehicle or select another vehicle at any time.


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Near-perfect attendance as PH volleyball team buildup for SEA Games shifts to high gear
FOR the first time in over a week, practice for the Philippine women's volleyball team bound for the Southeast Asian Games enjoyed near-perfect attendance at the Blue eagle Gym inside the Ateneo campus.
"Andito 'yan silang lahat kanina," said national coach Roger Gorayeb, who had all but one of the 13 players in his pool showing up for the training he supervises with assistant coach Tai Bundit.
"Umalis lang ng maaga 'yung iba kasi may practice din daw sila sa mga club teams nila," he added.
Present were Alyssa Valdez, Jaja Santiago, Gretcel Soltones, Dindin Santiago-Manabat, Rachel Anne Daquis, Aby Maraño, Jovelyn Gonzaga, Rhea Dimaculangan, Maika Ortiz, Jia Morado, Bea de Leon and libero Denden Lazaro were present.
The lone player missing was Aiza Maizo-Pontillas, who posted on her Twitter account on Friday night that she was cut from the Singapore-bound team.
However, Gorayeb said no one has yet to be cut from the team, explaining that Maizo-Pontillas failed to show up for practice due to her commitment with V-league club team Cagayan Valley.
"Si Aiza lang ang wala kasi may practice daw sa Cagayan," said Gorayeb


text:
Posts Tagged 'Google code'
Build Google Guava on Mac OS X
Yo if you are a Java programmer and you haven't heard of Google Guava, then read up!!!
Guava provides numerous classes that make up for various Java standard library deficiencies encountered by people in the RIA space. Generally I'm not a great fan of using third party libraries because of the support and dependency issues, but when it's the main Java utility library that Google maintains to support its own app developers, I make an exception!) So if you regularly implement things like event listener sinks, don't reinvent the wheel, just use Guava HashMultiMap (although a ConcurrentWeakHashMultiMap would be nice, but let's not look a gift horse in the mouth). On a lesser level, this library also comes with things like character processing utilities that make tasks like username validation much simpler.
However on Mac OS X you might have problems building the source – at least with Guava 1.5 – and a jar file isn't included.
Solution, once inside the guava folder:
1. At your command prompt do:
you$ export JAVA5_HOME=/System/Library/Frameworks/JavaVM.framework/Versions/1.5
2. Using your favorite editor, add the following target to build.xml
<target name="jar" depends="compile"> <jar destfile="google-guava.jar" basedir="build/classes" /> </target>
3. Using your favorite editor, update the java5bootclasspath property
<property name="java5bootclasspath" value="${env.JAVA5_HOME}/Classes/classes.jar"/>
should get yourself a nice google-guava.jar file now.


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Accessible accommodation
Do you require a little assistance while you're away? Whether you like the reassurance that there are just one or two steps to get to your bedroom, or if you require parking close to the entrance to your accommodation or you may have special dietary requirements, we can assure you that these hotels and cottages have completed self assessment questionnaires that will help you decide where to stay.
The Visit England National Accessible Scheme (NAS) is the only scheme that rates the accessibility of visitor accommodation throughout England. Properties are assessed for their facilities for mobility, hearing impairment facilities and sight impairments.
Properties that have been NAS assessed:
Facilities for those with impaired sight
Accommodation can also complete a self-assessment questionnaire that states information that visitors may wish to know about parking facilities, the number steps at an establishment and large print menus.
Properties that have completed a self assessed questionnaire
Open Britain
The Open Britain website aims to inspire visitors to Britain's wonderful towns, cities, countryside and coast to find those memorable experiences which enhance our lives.
Open Britain brings together information from a variety of sources in order to provide as much choice and coverage as possible. VisitEngland and DisabledGo are key partners in this, both of whom undertake access inspections.
Leicestershire Promotions does not assess the quality of the accommodation on this website. You are strongly advised to thoroughly check the standard of the property before you book your short break.
Hotel with 95 rooms, £109 prpnb, Hinckley, 01455 251133
A hotel with a perfect blend of historical character and contemporary design.
Hotel with 362 rooms, £185 prpnb, Hinckley, 01455 631122
Family friendly hotel with a great choice for dining of Piazza Lounge, Triumph Bar and Marco Pierre White Steakhouse and Grill.
Self-catering with 5 units, £385-£3235 pupw sleeps 2-26, Ashby-de-la-Zouch, 01827 880448
Beautifully converted, multi award winning cottages set around adjoining courtyards near Ashby-de-la-Zouch. En suite facilities throughout, wireless internet connection.
Farmhouse with 3 rooms, £69-£90 prpn, Market Harborough, 07713076970
Farmhouse Bed & Breakfast or Room Only.A beautiful country stay in rural Leicestershire
Self-catering with 1 unit, £47-£75 pupn sleeps 2, Market Harborough, 0116 259 2332
Lovely period converted cottage, boasting high ceilings, beams and oak floors set on a working sheep farm in the rural idyll of Burton Overy. Weekly rates £330 to £380. Weekend rates £125. Pub in village serves excellent food.
Hotel with 72 rooms, £70-£180 prpnb, Lutterworth, 01455 209023
Great leisure and beauty complex and superb accommodation creating a unique rural retreat environment.


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The Washington Post has a white working class problem. It doesn't know how to analyze its own poll data about them.
The Washington Post, July 16, 2008:
Among white voters, McCain has an advantage [over Obama] of 50 percent to 42 percent ... The candidates are tied among whites who earn less than $50,000 a year, while McCain leads by 10 percentage points among those earning more than that.
The Washington Post, August 4, 2008
Democratic Sen. Barack Obama holds a 2 to 1 edge over Republican Sen. John McCain among the nation's low-wage workers [defined as "workers 18 to 64 years old who put in at least 30 hours a week but earned $27,000 or less last year"]...
Obama's advantage is attributable largely to overwhelming support from two traditional Democratic constituencies: African Americans and Hispanics. But even among white workers ... Obama leads McCain by 10 percentage points, 47 percent to 37 percent, and has the advantage as the more empathetic candidate.
The Washington Post, August 12, 2008
With polls showing Obama dominating among those under 40 and running even among middle-aged voters, Republican John McCain's lead among those 65 and older is the main reason he remains close overall. His margin is largest among older white voters without a college education, accounting for much of Obama's problem with the white working class.
(emphasis added in all the above)
So after running two stories debunking the perception that Obama has a white working class problem, The Washington Post lazily repeats the myth without any basis.
Now, The Post is right in my opinion to observe and explore Obama's apparent weakness among voters over 65 (though that may turn around if there is a renewed focus on McCain's Social Security views) because there is actual polling data finding a generation gap.
But I still wait to see similar stories from The Post and other traditional media outlets about McCain's "problem" with white working-class voters, younger voters, black voters, Latino voters, women voters, and even white male voters.
And when these types of stories get written, maybe, just maybe, a reporter might find these polling differences have less to do with personality traits than with actual policy positions.


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|Asthma - Homo sapiens (human)
|Asthma is a complex syndrome with many clinical phenotypes in both adults and children. Its major characteristics include a variable degree of airflow obstruction, bronchial hyperresponsiveness, and airway inflammation. Inhaled allergens encounter antigen presenting cells (APC) that line the airway. Upon recognition of the antigen and activation by APC, naive T cells differentiate into TH2 cells. Activated TH2 stimulate the formation of IgE by B cells. IgE molecules bind to IgE receptors located on mast cells. The crosslinking of mast-cell-bound IgE by allergens leads to the release of biologically active mediators (histamine, leukotrienes) by means of degranulation and, so, to the immediate symptoms of allergy. Mast cells also release chemotactic factors that contribute to the recruitment of inflammatory cells, particularly eosinophils, whose proliferation and differentiation from bone marrow progenitors is promoted by IL-5. The activation of eosinophils leads to release of toxic granules and oxygen free radicals that lead to tissue damage and promote the development of chronic inflammation.


text: Wednesday, September 11, 2013 Upcoming Events: World Parkinson Congress, Musculoskeletal Summit APTA partners with or cosponsors these upcoming events that physical therapists and physical therapist assistants should consider attending. Visit the websites for registration information. World Parkinson Congress, October 1-4 in Montreal, Quebec, CanadaTerry Ellis, PT, PhD, NCS, a member of the programming committee, will participate in a preconference session, host a roundtable, and lead workshops. US Bone and Joint Initiative Musculoskeletal Summit, November 18-19 in Washington, DC Add your input from a physical therapy perspective to this interdisciplinary meeting. Maura Daly Iverson, PT, DPT, MPH, ScD, will help facilitate the session "How can the patient obtain best practices?"


text:
Greetings and welcome from Mt. Zion Christian School.
Please feel free to look around the site. Ask for more information if you like. Thank you for visiting us today!
Mt. Zion Christian School started as a ministry of Mt. Zion Christian Church in 1986 in Lake Geneva, WI. Though we are a ministry of Mt. Zion, we accept students from families who do not attend Mt. Zion Christian Church. The staff at Mt. Zion has a love for the Lord and wants to impart a Christian Worldview into your children.
We believe the school is not a replacement for parental instruction, but it is a tool for parents to use to come alongside and assist in the training of their children. We have strong academics, Bible-based teaching, Chapel, art, music, and physical education.
Mt. Zion is a member of the Association of Christian Schools International. This allows us to participate in district spelling bees, speech meets, music festivals, math contests, and more. Our teachers attend the yearly conference and have the opportunity to work on their professional development through the year using the tools that ACSI offers.


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Thursday, June 3, 2010
9th inning nervous breakdowns
Oh, how we wish the fates truly intervened in such things.
A great take-out slide from Ben Zobrist, a ballsy suicide squeeze, some more relief pitcher nibbling and Carl Motherfucking Crawford, and suddenly a series win turns precisely into the aforementioned late inning shitshow. By the end of it, we were sure that someone had laced our sweet and sour sauce with something goofy, because nothing seemed to compute any more.
And the rest of the night turned into a full blown peyote vision or fever dream or something. Junior Griffey retires? Armando Galarraga throws a perfect game? Except that he doesn't. because the grumpy dad from that American Chopper show miss the easy call by a full stride at first base? The sports channels lead off with three baseball stories, on the night of a Stanley Cup Finals game? My god! Someone, strap me down! I hear the Sirens singing!
By the time I had sweated out the rest of my booze and grease at about 3 am, we were sure that we'd imagined most of the evenings events. But if we hadn't, the one thing that we could rationalize about them was this: The Rays are a really good team. The sort of really good team that is going to make you work for all 27 outs, and that can make you fill out the full column on your scorecard at any given time. That's why they're in first.
And that's why we shouldn't completely take this series to mean that the Jays aren't good. They took the Rays to the limit in all three games, and with some sturdier bullpen work and bullpen management, they could have taken all three games.
Hopefully, we're not drifting to far into cliché here - we're not sure that the booze is totally out of our system, so this might be an "I love you guys, man!" moment - but we're optimistic that the Jays could walk away from the series and use is as a learning moment. Maybe all of that character-building hokum is real, and the team is going to walk away with the notion that they should have won, and they could have won, and most importantly, they are going to win next time.
And then they can take their frustrations out on the Yankees. Who deserve it.
14 comments:
- Leaker19 said...
I think it is unconscionable to leave an obviously tiring Marcum in there to absorb the loss.
What is this team's goal? Is it development or contention? I'm not sure which it is and I cannot tell by the way Cito is running things. If this is a what the hell year anyway, throw Purcey out there in the 9th. See how the Rays like a hard-throwing lefty after 8 innings of finesse righty.
Ol' Cito needs a little more flexibility in his thinking. Look at Maddon, he's forfeiting the DH and telling guys not to switch hit against Marcum. Does he gain anedge in these measures? Who knows, but at least it shows he's thinking. Downs is a gamer, no doubt, but Crawford owns him. Still that's who Cito went with. Even though he had two other lefty arms out there. C'mon Cito, get with it! Think!
- June 3, 2010 at 11:55 AM
- Patrick W. said...
if you'd have gotten barbeque sauce they'd have won
- June 3, 2010 at 12:04 PM
Happy Birthday, Tao. I definitely feel your pain with the getting older thing. Sports stars used to seem so much older, but most of the players my age have already retired.
- June 3, 2010 at 12:06 PM
- The Ack said...
yeah, really. Sweet & sour? C'mon, man..
- June 3, 2010 at 12:06 PM
- Tao of Stieb said...
I didn't really want to go into my McNugget preferences, because that's a whole post to itself...but here goes:
I actually get barbecue AND sweet and sour, and on every dip, I dip in both sauces. It creates a whole new flavour sensation with each nugget.
Do I start with the BBQ, then go the S&S? The other way around? Do I go big on one and light on the other? Do I drown the nugget for all I'm worth?
Believe me, I've thought about this a lot.
- June 3, 2010 at 12:11 PM
- Patrick W. said...
i just shed a slow, rolling tear
- June 3, 2010 at 12:14 PM
Tao at what point do we start comparing this bullpen with the Jays of the pre-Henke days? I'm not sure if any of these starters will break out a Steib stare of death from the bench when he's watching his 9 1/3 complete game go up in smoke.
McDonald's BBQ versus Wendys?
- June 3, 2010 at 12:41 PM
BTW, Tao, props on the clever Stones-inspired title. Have you been following the AVClub cover songs thing? A band called The Wedding Present covered it this week.
Wendy's BBQ is similar to Bullseye. I prefer a lighter BBQ sauce on chicken or ribs, so I will go with McD's -- not that anyone asked.
- June 3, 2010 at 1:25 PM
- Ian Hunter said...
Just like you guys, I think I'm spent after going through these ninth inning blowups. Need a day to recover so we can feast on A.J. Burnett.
This might make me sound like a six year old, but it's honey or nothing for me.
- June 3, 2010 at 1:47 PM
Watching the ninth last night all I could think from the start is WTF is Marcum still doing in there? C'mon Cito et off your fat ass and pull him! And that thought got louder and louder as the Rays beat up on him. What a painful night all around
I'll take any dipping sauce that isn't chipolte - that shit is awful
- June 3, 2010 at 2:36 PM
- Joanna said...
I prefer honey.
Happy Birthday. These games really sucked hard.
- June 3, 2010 at 8:41 PM
"the grumpy dad from that American Chopper show"...
That gold Jerry!
- June 3, 2010 at 9:35 PM
As if watching Jays killer Carl Crawford continue his serial killing and seeing the Rays jinx go on isn't bad enough... it also happens on the same day of the (possibly) shittest call in all of baseball history.
I don't even like the Tigers and I feel really bad for Galarraga - he got robbed of a perfect game with one out away?! I don't know what that ump was calling, but he's now branded for life. I don't think he should ever go back to Detroit (the crowd's applause is not for him, it's for Galarrag's classy act)
- June 3, 2010 at 10:47 PM
- William J. Tasker said...
Both losses are pinned solely on Cito Gaston's ears. Awful managing. Simply awful.
- June 4, 2010 at 7:06 AM


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Difference between revisions of "Lesson activity"
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Another handy Lesson setting [[Adding/editing_a_lesson#Pop-up_to_file_or_web_page|Pop-Up]], will create a window the student can view while in the lesson.
Another handy Lesson setting [[Adding/editing_a_lesson#Pop-up_to_file_or_web_page|Pop-Up]], will create a window the student can view while in the lesson.
More advanced Moodlers can figure out how to place HTML links on a lesson page. Thus it is possible to create a link to another lesson/activity, a lesson/activity in another course, or even to a specific page in a lesson. While this method can be useful, the student may not be able to find their way back to the page with the link. In general, the links can be created by copying the location of the desired link from the browser's address bar, then pasting it as a link.
More advanced Moodlers can figure out how to place HTML links on a lesson page. Thus it is possible to create a link to another lesson/activity, a lesson/activity in another course, or even to a specific page in a lesson. While this method can be useful, the student may not be able to find their way back to the page with the link. In general, the links can be created by copying the location of the desired link from the browser's address bar, then pasting it as a link.
[[#top|Table of Contents]]
[[#top|Table of Contents]]
Revision as of 00:37, 19 June 2009
The lesson module presents a series of HTML pages to the student, who is usually asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. In a Lesson page's simplest form, the student can select a continue button at the bottom of the page, which will send them to the next page in the Lesson.
There are 2 basic Lesson page types that the student will see: question pages and branch table pages. There are also several advanced navigational pages which can meet more specialized needs of the Teacher. The Lesson module was designed to be adaptive and to use a student's choices to create a self directed lesson.
- The significant difference between a Lesson and other activity tools available in Moodle comes from its adaptive ability. With this tool, each answer to a question may send the student to a different series of pages in the lesson. The teacher's response and the next page the student will see has already been thought out by the teacher. Thus Lesson can deliver content in interesting and flexible ways to each student, with no direct or time sensitive action required by the teacher once the lesson has been created.
- 1 General information about the lesson and its methodology
- 2 Presentation Lesson
- 3 Types of questions available within a lesson
- 4 Branches and branch tables
- 5 The Flash card lesson
- 6 Lesson dependencies and linking
- 7 See also
General information about the lesson and its methodology
For a student, a lesson is a series of interactive pages that require a choice on their part before the next page appears.
The choice determines the way the lesson appears to the student. The lesson can be a series of pages presented in a linear fashion, like a slide show, or presented in a non-linear, branching manner, or a combination of the two. The teacher can use the Lesson settings to create a different student experience for each lesson. There are also special navigation pages that the teacher may use to change the way parts of the lesson are viewed by students.
The student choice generally drives the lesson, which has been thought out by the teacher. For example, a particular answer might send the student back in the lesson for a review, while another answer will advance the student to a new page. Sometimes the student will only be given the choice to "continue". The lesson can be scored with the use of questions for a grade, or used simply as a resource of non-graded pages or a combination of both.
There are two basic modes: presentation and flash card. Most of the descriptions of a lesson in this document are about the presentation mode and the use of questions and branch pages. The Flash Card section describes how to make lesson pages appear randomly.
Presentation Lesson
The Lesson activity uses the standard Moodle HTML editor tool to make any page's content interesting. This tool can assist the teacher with pictures, links, fonts, tables and other graphics to engage the student's attention. Lesson also can keep students from straying from the lesson plan with various settings including, password protection, various time limits and dependency on a previous lesson's activity.
Navigation pages are only seen by the teacher but will effect the order of the pages the student views. For example, a cluster is a series of pages bracketed by a navigational pages called a "start cluster" and a "end of cluster" page. Navigation pages are an advanced feature and are best added after the teacher has laid out their lesson with the pages that will be seen by the student.
Pages, questions, answers and responses
A lesson is made up of pages. For the teacher there are two basic types of Lesson pages: choice and navigation. The student sees choice pages called "Branch Tables" or Question pages. Branch tables deliver content and can provide links to one or more other pages in the lesson. Each question page can do the same but also can give an individual response and an individual score for each choice (the student's answer). The teacher decides upon the page type and how to best use its flexibility to achieve the educational goals of the specific Lesson or course.
- For example, the default lesson question is a multiple choice page. The teacher might place content on the page and ask a question about it. The teacher can provide 1 to 20 answers. In a simple use of the multiple choice question, the teacher might decided to send the student back to the question again after a student selects a wrong answer, but move a correct answer to the next page. On some answers, the teacher may decide to provide some explanation before sending the student along. Unlike a piece of paper, the answers are going to re arrange themselves every time the student enters the question page.
- Of course the teacher can decide a more complex approach in constructing Lesson or a page. Using our multiple choice example,the teacher may give each answer a different score. And/or depending upon the answer, send the student to a different page for an appropriate review. The teacher may decide that a specific Lesson is a series of pages filled with information and only one choice (the continue button) that always sends the student to the next page, perhaps saving the question pages for the end.
The order of the pages of a lesson is usually determined by the material or the personal style of the teacher. A page feature called jumps determines what a student sees next. Once a lesson contains two or more pages the teacher can move existing pages around and add different kinds of pages to any position within the lesson.
The teacher sees the pages in what is called the edit order when they edit a lesson. The students see the lesson pages in the navigation order, which can also be seen by the teacher in preview mode. Most of the time we will be talking about the edit order from the teacher's perspective, rather than navigation order of the student.
Jumps are the primary tool the teacher will use to determine a students navigation. For example, each different answer to a question, might send the student to a different page. There are two types of jumps, relative and absolute. The default jumps used by most pages are the relative jumps "Next Page" and "This Page". For example, the destination of the Next Page jump is always the next page in the edit order of the lesson. An absolute jump sends the student to a specific page (identified by the page title). A pull down list of possible jumps assist the teacher in being creative. Thus jumps allow the teacher to design a lesson for the students with "branches", loops and a non-linear structure.
The teacher can see how a lesson's navigation "works" by using several preview tools. For example there is a Preview tab for the teacher when they open a lesson and there is also a preview icon associated with each page. It is possible for the Teacher to switch their role in the course to that of a student.
Typically each question within a lesson will have one correct answer and several wrong answers. For example, in a multiple choice question, each answer can receive an individual response from the teacher before sending the student (with a jump setting) to view the same or another page.
As will be seen later, there are two ways to score an answer. In one method, the direction students are sent in the edit order of pages determines if the answer was correct or wrong for scoring purposes. Usually a correct answer advances the student in the edit order and wrong answers send the students back to the question page or back in the edit order. The other method uses custom scoring and an answer is given a score to calculate the grade.
When a question page is added, the jumps have a default setting. The jump for the first answer is the Next Page and it is a good practice to keep this as a right answer. The jumps for the subsequent answers are set to Same Page. The score for the first answer is 1 and for the rest 0. These settings can be changed by editing the question. Remember the order of the answers is going to be random each time a student enters the question page.
When Custom Scoring is turned On in the Lesson settings, then each answer has a point value associated with it. Usually a correct answer receives a score of 1 and a wrong answer receive a score 0. It is possible to give a negative score or partial credit (say 3 for the best answer and 1 for a marginal answer) in some question types.
A students answers to questions can be graded. The lesson scores and grades can be viewed on the "Reports" tab in edit mode and become part of the gradebook. A relatively simple formula is used to score the lesson. It is the number of correct answers divided by the number of question pages seen. This number score can be use by the grade scale.
When Custom Scoring is selected in the Lesson settings, then the grading method changes. With this option, the grade is based on earned points by the user, which is divided by the total points possible. When this option is turned on, the teacher can assign a score for each answer, this can be a negative or 0 (zero) or a positive number. Usually the score is 0 for a wrong answer and 1 for a correct answer. The point values associated with each of the user's answers are added up. That is then divided by the total of the maximum points that the user could have earned for each page answered. This number is then scaled by the grade parameter of the lesson.
The overall score is computed when the Lesson is completed by the student. A completed lesson usually means the student has viewed every page, or answered every question or is directed by a jump to the "end of lesson".
- TIP: Grading can be continued when student leaves the lesson for some reason before completing it. The student does not have to go through all of the lesson in one "sitting". For example, if a student goes through some pages and then breaks off, the next time they view the lesson they are asked whether they want to start at the beginning of the lesson or at the point where they left off. The latter point is actually the page they reached with their last correct answer. The previous "attempts" are recorded and the grade for "broken" sessions will include pages seen and questions answered in the previous viewings.
- The main focus of a lesson should be the transfer of knowledge in a reasonably interesting way. Giving a grade may well turn the lesson into a kind of quiz where giving the correct answer is the sole goal instead of exploring different ways of thinking about an idea. On the other hand, students like to get a perfect "score" and giving grades may well be the carrot needed to get the student to repeat the lesson until they get the magic 100%.
- Some instructors use Lessons as Formative Assignments where the grades, although some measure of activity, are not generally counted in the final mark for the course. If lessons are used in a formal way then it is probably best to use their grades in thresholds.
- Many instructors use lessons to get across chunks of knowledge. The grading options enable instructors to utilize the "Practice Principle" of eLearning, in which immediate practice in answering questions about content leads to improved retention and understanding of the material.
With that in mind, a lesson has a Retake option.
Teacher review of students answers
The teacher has several options to review students answers in a lesson. The report tab provides both an overview of each student's attempt of a lesson, and a detailed summary of the class's answers to each question. It is also possible to see the same report via gradebook in the course administration block.
Student Review
Enabling student review will override custom feedback for questions. Forum discussion
Allowing a student to re take a lesson is the default lesson setting under grade options. Each attempt at a lesson is normally recorded and the student can see a record of their performance by viewing their activity page. The teacher when creating a lesson has the option of showing the "final" grade as either the mean of all the attempts or the best (maximum score) of their attempts. This "final" grade is the one shown on the Grades page and the "Lessons" page. By default the mean of the grades is used.
In some learning environments, the teacher may not wish the students to have more than one attempt at a lesson. A particular lesson may be being used in an exam-like situation. Here the Lesson parameter for re-take is set to "No. Once completed the lesson will then not allow students to re-take the lesson. If, however, the lesson is not completed in one "sitting", students are still allowed to restart the lesson at the beginning or at the point where they left off.
- As mentioned earlier a lesson can be used as a formative assignment, imparting some knowledge while at the same time making some demands on the students. It seems natural that students should be allowed to re-visit lessons and because they are given a grade many will want to achieve a good grade. This promotes re-takes.
- Remember that even if a student has achieved the maximum possible grade in a lesson, allowing them to revisit the lesson to explore the various "wrong" paths in the lesson, may provide the student, you and your class additional insights.
Building lessons
When creating a lesson the teacher must put some content using the HTML editor tool into the first page. Once the first page is in place the teacher has the option of adding more pages in front or after that page. Once a question or branch page have been created, the pages can be edited by the teacher at any time. When the lesson contains more than one page the teacher also has the option of moving pages, that is, changing the order of the pages.
- A lesson will normally cover a limited amount of material. A topic or week might contain many lessons. Lessons are shown to the student in the home page for the course within "weeks" or "topics", and/or in the activity block when it is part of the course home page.
- As with any lesson, it is a good idea to have a plan before starting the presentation. Simple lessons that basically go from the start to the end in a straight line path, one page after the other, can be created from an outline. More complicated lessons require more planning. The good news is that a teacher can create a simple lesson and then based upon feedback and performance, can add refinements or complexity.
Adding_a_question_page- more help on adding question pages
Adding_a_branch_table - more help on adding branch pages
Types of questions available within a lesson
Multiple choice
In a multiple choice question, the student is given a question and a list of answers. In a Lesson, the answer list will be shuffled every time the question is view by a student. In a multiple choice question, the student selects one answer.
Questions can use pictures. Indeed, pictures can be used as answers when the HTML editor is turned on and the page reloaded. Each answer in a multichoice question can be scored separately. It is possible to give a negative score for an answer, or partial credit for a wrong answer. The teacher can give a response based upon the answer selected by the student.
With multianswer box checked
A check in the multianswer box allows the teacher to determine that more than 1 answer is required for the student to receive credit for the question. There is no partial credit and the student must select just correct answers from a list.
An example of a multianswer question is:
- Which of the following are animals?
- - A dog
- - A cow
- - A rock
- - A rose
To ensure the multianswer feature works, all correct answers should be in first lines of the answer list, receive the same score (let say 1), response and jump to the same page. Then wrong answers should hve the same score (usually 0), response and all jump to the same page. In other words you should have two groups of answers (correct answers first and then incorrect ones) with the identical scores, responses and jumps for each group.
A student who does not select all the correct answers, or includes any wrong answer will receive the "wrong answer" score, response and jump.
See also Multiple_Choice_question_type which is a quiz question and works differently.
Short answer
In a short answer question the student is expected to answer with one word or a few words. Short-Answer question type gives more information about this kind of question Template:Moodle 1.6 Starting with Moodle 1.6, there are two different student answer analysis systems available for the Short Answer type of question in the Lesson Module: the simple system and the new regular expressions system. The simple system is the default and is the same used by the Quiz Module. There is a "Use Regular Expressions" option box on the Edit Question Page screen in the Lesson Module.
We suggest first reading about the Short answer question page with the examples of the "simple analysis", and then read the Short answer analysis page that gives more information about "Regular Expression analysis".
True / false
The True/False question type is a special case of the multiple choice question. The student is prompted to choose which is the correct option. See multiple choice question above for details.
Matching questions
Matching questions consist of a list of names or statements, or pictures which must be correctly matched against another list. For example "Match the letter with its position in the alphabet. One list would have A, B, C, D, Z and the other in a pull down menu next to each item would have 2, 4, 3, 1, 26 .
Unlike the Multichoice question where the choices are shown in a random order, the first list of items in a Matching question is not shuffled but shown in the same order as entered. The second list is scrambled.
In 1.9 there is one score, one response and one jump associated with the right answers (where all matches are correct) and one score, one response and one jump associated with a wrong match (where one or more are not matched correctly).
See Matching question type for more information.
Numerical Question
This type of question requires a number as the answer. In it's simplest form it requires just one answer to be specified. For example "What is 2 plus 2?", where 4 is the correct answer. A numerical question will also accept a number in a range as being correct. The answers are similar to short answer, where the order that the teacher lists the answers is important.
See Numerical question type for more information.
The lesson numerical question differs from the numerical quiz question and the numerical embedded question (Cloze), in a couple of ways when it evaluates answers. For example there is no wild card.
Essay Questions
Short essay questions were introduced in Moodle version 1.5. These are meant for short, paragraph or two type of essays one often finds on exams. Thus we did not use the html editor, preferring a simple text field. For longer essays, the assignment module is a better choice.
The student simply enters their essay in the box provided. The teacher sees ungraded essay questions when opening the lesson. After grading, the teacher can email their responses to the student.
Essay question type page has more information.
Branches and branch tables
If your lesson delivers quite a lot of information, you can divide it into sections that are called branches in Moodle. One way of moving between these branches is by adding a Branch Table page.
Branch tables are simply pages which have a set of links/jumps to other pages in the lesson. The student sees labeled buttons under the page content to provide their choices. Branch tables are similar to a multiple choice question format. They have a title, content section, student choices (called descriptions) and jumps. There is no score for a student's choice, so branch tables are grade neutral. Branch tables also can be put to special uses by a teacher. To help understand these concepts we are going to call one use a "ordered branch" and the other a "classic branch".
Ordered branchesA table of contents is an example of a use of ordered branches. Typically a lesson may start with a branch table with the title "Table of Contents". The student selects a Description button and jumps to a page in the edit order that starts a series of pages about that subject. At the end of an ordered branch, the student is given several options by a question or branch page, such as: "Go to the next page", "Start of the series again", "End the lesson", or "Return to the Table of Contents.
Classic branches
The classic branch is an advanced navigational feature. It introduces random movement within a series of pages that the teacher determines. A classic branch needs a Branch Table at the start of the series and a special navigation page called "End of Branch" at the end of the series.
The default jump in an "End of Branch" page is the preceding branch table page as an absolute jump. After a classic branch has been created, the teacher will see 3 new relative jump options: "Unseen question within a branch", "Random question within a branch" and "Random branch page". The classic branch with its "end of branch" navigation page is similar to a cluster.
- Tip: As with any advanced navigational feature, it is best to add it after the basic question and branch tables pages have been created. Checking the Lesson's behavior in a student role is another best practice with highly adaptive lesson formats.
Tips when using branches
- The number of links shown when setting up or editing a branch table or a question is set by the lesson setting "Number of Answers/Branches". This parameter can be changed on the fly by simply clicking on the "Update this Lesson" button at the top of the teacher's page and changing the value.
- When a lesson includes one or more ordered or classic branches, teachers need to decide if their students must visit every branch. By adding a question or two in each branch, the teacher can set the "Minimum number of Questions" parameter to some reasonable number of questions that must be answered. Without this parameter a student might visit a single branch in the lesson, answer all its questions correctly and leave the lesson with the maximum grade based upon their attempts, not the total number of available questions.
- Remember that using branches may encourage a student to revisit a question page more than once. This can impact scoring. Since scores can not be displayed for a teacher, it is a good practice for a new Moodling Teacher to log in as a student to check how the score is kept in their Lesson.
- Choice pages gives detailed help about editing a branch . Adding a branch table reviews process.
The Flash card lesson
The Lesson module can be used as a type of Flash Card assignment by changing the lesson settings. In this kind of lesson, the student is shown pages (cards) in random order. Usually these are question pages. There is no set beginning and no set end. Just a series of cards shown one after another in no particular order.
There are two very similar variants of Flash Card behavior. A Flow Control option, "After a correct answer" set to "Show an unseen page" never shows the same page twice (even if the student did not answer the question associated with the Card/Page correctly). The other option is "Show an unanswered page" which shows the student pages that may have appeared before but only if they answered the associated question wrongly.
When using either of these Flash Card lessons the teacher can decide to use either all the Cards/Pages in the lesson or just a (random) sub-set. This is done through the "Number of Pages (Cards) to show" parameter also found in the Flow Control settings. Make sure the number is less than the total number of available pages.
When using the Flash Card mode of presentation, setting the jumps is important. A correct answer jump should point to the Next Page, a wrong answer should stay on the same page.
The Lesson Flash Card mode is very similar to a random ordered Quiz, the difference is that the questions are shown one page at a time. And, extra text can be included with each question in the Flash Card.
There is also a Flashcard_module that can be added to a Moodle site. It is also possible to create lesson segment that is a mini flashcard lesson with the use of special jumps and navigational pages called Clusters.
Lesson dependencies and linking
A dependency setting allows the current lesson to be dependent upon a student's performance in one specific lesson that is in the same course. If the conditions(s) is not met, then the student will not be able to access this lesson.
These dependent conditions include: time spent, completed or receive a better than grade one specific lesson. Any combination of the conditions can be used. Please note, a Lessson must include one question for the dependent "completed" condition to be met.
- A typical use of this feature is to "daisy chain" a series of Lessons to make sure the students take the lessons in order. This might be useful in a training type of course which has no open or close dates because it can be started and finished at any time.
Links to other places
Using the link to activity in the Lesson settings, will offer the student a direct link button to another activity in the course when they complete the lesson.
Another handy Lesson setting Pop-Up, will create a window the student can view while in the lesson.
- More advanced Moodlers can figure out how to place HTML links on a lesson page. Thus it is possible to create a link to another lesson/activity, a lesson/activity in another course, or even to a specific page in a lesson. While this method can be useful, the student may not be able to find their way back to the page with the link. In general, the links can be created by copying the location of the desired link from the browser's address bar, then pasting it as a link.
See also
- Lesson samples down loadable and on line demonstrations of the Lesson module.
- Using Moodle book Chapter 9: Lessons
- Grades See how individuals and the class answered the questions (must not be a practice lesson)
- Creating a Decision-Making exercise (role play) using a Lesson
- Creating a Lesson video tutorial
- moodle.tokem.fi Go to teacher's manual and select lesson. For versions 1.5.4 and 1.6.4, a good supplement or alternative to MoodleDocs. Very hands on for specific type of teacher.


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The supply profession continues to change, expand, grow and evolve at an accelerating rate. Today's dynamic times provide opportunities for new and better strategies, tools and practices which in turn, cultivate more complex supply professionals and companies. The ongoing development and sophistication of this field of supply management requires a periodic look at the dimensions of supply to understand how it is being practiced and influenced, and how supply impacts results and performance across the enterprise and the supply chain.
ISM leadership carefully crafted and periodically updates the future-oriented definition of supply management. Today it reads: "The identification, acquisition, access, positioning, management of resources and related capabilities the organization needs or potentially needs in the attainment of its strategic objectives." The remainder of this paper discusses each of the dimensions of supply. Appendix 1 defines each supply management component.
Identification: Supply professionals' interactions are broader than ever before, from consumer and customer and across the company's stakeholders and top management and through the supply base—all with the goal to identify opportunities and needs. Identification continues with understanding risks, effects, performance requirements and paradigm shifts across products, services, processes and geographies.
Acquisition and Access: Acquisition is a broad concept capturing the concept of the many ways an organization can acquire and use products and services. Access reflects the use of the assets of others. For example, outsourcing is a way of accessing the use of others' assets. Other forms of access include creating close relationships that utilize innovation resources and energies from outsiders.
Positioning: Positioning is the posturing of the overall organization to acquire and access the best possible goods, services, assets and energies from suppliers. It means becoming the best customer to a supplier in order to attain superior services, attract first innovation, and assure quality and supply flow. Positioning entails having the ability to influence and affect suppliers' actions, behaviors and investments for the organization's own benefit.
Management of Resources: Management of resources spans both the internal and external spectrums. Internally, the supply professional leads and manages how the organization produces goods and services for its customers and constituents. Externally, the supply professional collaborates with suppliers and influences product manufacturing, delivery of services, logistics performance and delivering value through effective process management. Supply professionals manage resources to ensure lowest overall cost, increase efficiency and transparency in processes, and shrink the asset base. Leading companies share their engineering, IT, logistics and other experts to help suppliers innovate and enhance processes, thus improving and lowering costs' levels and prices.
Related Capabilities: This final dimension, related capabilities, addresses approaches, personal strengths and organizational abilities that best combine tasks, skills, competencies and systems to meet any challenge or to identify and gain benefit from any first advantage. Classic examples include (a) strategic sourcing, (b) total costs, including total cost of ownership, (c) life-cycle costs, (d) scenario planning, and more recently (e) category and risk management and leadership. Broad capabilities reflect how effective supply professionals detect and flex approaches to tight, loose and shifting markets. They also reflect the ability to know and understand when it is best to apply primary buying power strength or gain advantage through collaboration. A capable supply professional is financially savvy and seeks performance results through a variety of mechanisms including lower price, total cost, working capital, speeded cash-to-cash cycles and reduced asset bases, among others.
Building Supply Management for the Organization
Creating an expanded future for supply management requires two things: a vision and a roadmap. Characteristics of an effective supply organization include:
In these dynamic times, the global environment can bring more change and demands in a month than were experienced previously over a few years. The supply field and profession will continue to expand and grow in complexity and challenges. Supply professionals today must understand strategic elements of the business first and then competitively manage the business as an effective supply professional and leader.
Joseph L. Cavinato, Ph.D., C.P.M.
ISM™ Professor of Supply Chain Management
Thunderbird School of Global Management
and Director, A.T. Kearney Center for Strategic Supply Leadership at ISM™
Appendix 1
ISM field research reveals that the scope of supply management is an integration across fourteen components:
Supply Management Components Definitions
Source: ISM Glossary of Key Supply Management Terms, fifth edition, 2009
Disposition/Investment Recovery
Disposition is the act of moving goods out of one's internal organization to another organization due to loss of value, obsolescence, excess inventory or product change. Investment recovery refers to a systematic, centralized organizational effort to manage the surplus/obsolete equipment/material and scrap recovery/marketing/disposition activities in a manner that recovers as much of the original capital investment as possible.
Distribution refers to: (1) Businesses established for the purpose of buying goods from manufacturers and reselling them to a general customer base. Distributors sell in smaller quantities than manufacturers, often with immediate delivery, and provide services that manufacturers are not willing to do. (2) Process by which commodities move to final customers, including return of goods. Activities include storing, transacting, packaging and shipping. (3) Relative arrangement of the elements of a statistical population based on distinctive characteristics.
Inventory Control
Inventory control is the management of inventories, including: decisions about which items to stock at each location; how much stock to keep on hand at various levels of operation; when to buy; how much to buy; controlling pilferage and damage; and managing shortages and back orders.
Logistics is the process of planning, implementing and controlling the efficient, cost-effective flow and storage of raw materials, in-process inventory, finished goods and related information from point of origin to point of consumption for the purpose of conforming to customer requirements.
Manufacturing Supervision
Manufacturing is defined as planning, managing and performing the processing of materials into intermediate or final products, usually in large quantities.
Materials Management
Materials management is a managerial and organizational approach used to integrate the supply management functions in an organization. It involves the planning, acquisition, flow and distribution of production materials from the raw material state to the finished product state. Activities include procurement, inventory management, receiving, stores and warehousing, in-plant materials handling, production planning and control, traffic, and surplus and salvage. In spite of a slight difference in meaning, this term is often used interchangeably with supply management.
Packaging is the container, wrapper or shipping box of a product. Packaging serves a number of functions, including containment, protection, apportionment, unitization, convenience and communication.
Procurement and Purchasing
Procurement is an organizational function that includes specifications development, value analysis, supplier market research, negotiation, buying activities, contract administration, inventory control, traffic, receiving and stores. Purchasing refers to the major function of an organization that is responsible for acquisition of required materials, services and equipment.
Product and Service Development
Product and service development is a series of integrated processes in new product development chronicling steps from idea conception to commercialization.
Quality has been defined in a number of ways, including: synonymous with "innate excellence"; a precise and measurable variable that is inherently present in the characteristics of the product/service, defined by the user and therefore products and services have to have clusters of attributes which groups' of people (users) want; "right the first time"; conformance and efficiency; design and measured conformance with no waste, meaning lower costs; performance at an acceptable price; or conformance at an acceptable cost or conformance to specifications, satisfying or surpassing customer needs throughout the life of the product.
Receiving is the business function that is responsible for verifying that the goods received are the goods that the organization ordered. This involves inspecting and accepting incoming shipments.
Strategic Sourcing
Strategic sourcing is the selection and management of suppliers with a focus on achieving the long term goals of a business.
Transportation, traffic and shipping are terms describing the movement of goods and passengers over distances. Traffic is a materials management activity that controls buying, scheduling, auditing and billing of common and contract carriers.
Warehousing or physical distribution refers to a range of materials management activities that involves taking care of shipping, receiving, internal movement, and storage of raw materials and finished goods.


text:
Cynical critics are saying that Facebook founder Mark Zuckerberg is sharing even more about his life because he's trying to get his users to also share their information with Facebook Home. Facebook Home, a skin for an Android phone that gleans way more information from users than the typical Facebook app, debuted last week and Zuckerberg wants it to succeed.
The Facebook chief has been giving interviews lately where he talks about how he volunteers at a middle school teaching business, his New Year's resolution to meet a new person a day and that that he's working on "exposure."
"It's going well--I've done a bunch of things in the community and just tried to get broader exposure," he told Fortune.
U.S. & World
News from around the country and around the globe
No less than three articles seemed to point out these facts, attributing it to the launch of Facebook Home, which will garner far more information on users for advertisers. But is he sharing so much so that users will follow suit? We think that seems a bit Machiavellian. Zuckerberg is likely just in the news because he's promoting Facebook and its new incarnation for Android phones.


text:
Who Was the Most Searched Actor on IMDB In 2011?
Natalie Portman was the most searched for actor on IMDb this year, edging out her 'Black Swan' co-star Mila Kunis for the top spot. As Natalie says in the movie, "It's my time now!"
Fueling Portman's popularity in 2011 was her high profile. The 30-year-old won a Best Actress Oscar for her role in 'Black Swan,' gave birth to a son and also starred in 'Thor,' 'Your Highness' and 'No Strings Attached.'
Johnny Depp, who had been IMDb's most searched in six out of the last seven years, fell to the third spot, followed by Emma Stone and Chris Hemsworth. Olivia Wilde, Jennifer Lawrence, George Clooney, Ryan Gosling and Christian Bale rounded out the top ten.
You'll get 'em next year, Carrot Top.
[via The Hollywood Reporter]


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Mines and munitions dumped in the oceans during twentieth century wars could still kill you today. Atlantic inter-governmental organisation OSPAR helped put together this map of dumped munitions in coastal Atlantic waters. It's not pretty.
According to OSPAR's Quality Status Report:
Vast amounts of munitions were dumped at designated sites or randomly jettisoned into the sea following the First and Second World Wars. These included conventional munitions such as bombs, grenades, torpedoes and mines, as well as incendiary devices and chemical munitions.
The presence of munitions in the sea is a risk to fishermen and coastal users. As recently as 2005, three fishermen were killed in the southern North Sea when a Second World War bomb exploded on their fishing vessel after having been caught in their nets. There are also concerns over the many chemicals used in the munitions, which may be released as the munitions degrade with the possibility of risks for the marine food chain.
Read the whole report on dumped munitions via OSPAR QSR


text:
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Genuine Yamaha Parts & Accessories
We carry a large selection of Yamaha Boat Accessories for 2010 Boat at Stadium Yamaha. To help us serve you better, please select your vehicle. From your selection, we'll match products that fit.
If you know the part number of the product within Yamaha Boat Accessories that you're looking for, enter it below.
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text: Transactions are a very useful tool when dealing with data mining. It provides a way to mine itemsets or rules on datasets. In R the data must be in transactions form. If the data is only available in a data.frame then to create (or coerce) the data frame to transaction the researcher may use the


text:
VIDEO: Management Update - Expansion Study
Questions include:
Prior to discussing the Expansion Study, can you provide an update on the current quarters activities?
What are the key highlights of the Expansion Study?
The Expansion will take place in two parts. What is the reason for this?
Can you provide further information on the Stage 2A Expansion?
Can you provide further information on the Stage 2B Expansion?
What areas have upside from the current Expansion Study results?
To view the video, please visit:
About Blackham Resources Ltd
Blackham Resources Limited (ASX:BLK) (OTCMKTS:BKHRF) Wiluna-Matilda Gold Operation is located in Australia's largest gold belt which stretches from Norseman through Kalgoorlie to Wiluna. The Operation now includes resources of 96Mt @ 2.2g/t for 6.7Moz Au all within 20kms of the central processing facility. Blackham has consolidated the entire Wiluna Goldfield within a +1,440km2 tenure package which has historically produced in excess of 4.4 million ounces over a 120-year mining history.
About The Sophisticated Investor
The Sophisticated Investor is a new equity investment tool which seeks to assist investors in becoming more informed in their investment decision making. We show and tell investors about a company in a series of short, informative videos. We possess specialist equity analyst skills and are complemented by video professionals. We conduct site visits and interview management, in a way most investors simply aren't able to access. We promote long term value creation for investors by employing detailed financial analysis and intrinsic value calculations.
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Adam Kiley trading as The Sophisticated Investor ('TSI'), (AR No. 458224), is an authorised representative of Intelligent Financial Markets Pty Ltd (AFSL No. 426359). The information contained in this communication is intended as general advice only. Your personal objectives, financial situation and needs have not been taken into consideration. Accordingly, you should consider how appropriate the advice is (or is not) to your objectives, financial situation and needs before acting on the advice. The information in this communication should not be the only trigger for your investment decision. We strongly recommend you seek professional financial advice whenever making financial investment decisions.
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