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Difference between revisions of "Category:Attack"
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*Directory Indexing
*Directory Indexing
*File Path Abuse
*File Path Abuse
*File location guessing (see [[Guessed or visible temporary file]]
*File location guessing (see [[Guessed or visible temporary file]]
*URL Redirection
*URL Redirection
* ... make sure the attack is listed for each [[:Category:Vulnerability|vulnerability]]
* ... make sure the attack is listed for each [[:Category:Vulnerability|vulnerability]]
Revision as of 16:58, 15 December 2006
This category is for tagging common types of application security attacks.
What is an attack?
Attacks are the techniques that attackers use to exploit the vulnerabilities in applications. Attacks are often confused with vulnerabilities, so please try to be sure that the attack you are describing is something that an attacker would do, rather than a weakness in an application.
How to add a new Attack article
You can follow the instructions to make a new Attack article. Please use the appropriate structure and follow the Tutorial. Be sure to paste the following at the end of your article to make it show up in the Attack category:
An attack article should include:
- a description of exactly how the attack works
- tools and techniques for performing the attack
- links to related threats, vulnerabilities, and countermeasures
Work to be done here includes
We're in the process of creating, organizing, and completing the attack articles. If you'd like to help, find some stub articles in this category and fill in the details.
Creating articles for the following topics:
- Credential/Session Prediction
- Unauthorized Access Attempts
- Cross-Site Scripting
- Format String Attack
- Directory Indexing
- File Path Abuse
- File location guessing (see Guessed or visible temporary file)
- URL Redirection
- ... make sure the attack is listed for each vulnerability
Note: many of the items marked vulnerabilities from CLASP and other places are really attacks. Some of the more obvious are:
- Command injection
- Log injection
- Resource exhaustion
- SQL injection
- Reflection injection
- Reflection attack in an auth protocol
This category has the following 12 subcategories, out of 12 total.
Pages in category "Attack"
The following 66 pages are in this category, out of 66 total.


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Active Duty Servicewomen by Branch of Service 2006 and 2010
As of September 30, 2010, women in the military (not including the Coast Guard) made up almost 15% of the total active force. The Air Force has the highest percentage of women and the Marine Corps the lowest. The Army has the highest percentage of African-American women; the Marine Corps has the highest percentage of women of Hispanic origin.
1. Officers include warrant officers.
2. Defense Department (DOD) forces do not include Coast Guard.
Source: U.S. Department of Defense, Defense Manpower Data Center, unpublished data, September 30, 2006 and DOD Demographics 2010: Profile of the Military Community.

subset: commoncrawl


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- Product Details
- Fabric Estimator
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This is a French jacquard ribbon with a classical Greek wave pattern. Looks like a mosaic. Would look nice with home furnishings.
Color: Burgundy Combo
Width: 1.5"
Content: 100% POLYESTER
Country: FRANCE
H Repeat: 1.50
Learn about fabric careHOW TO CARE FOR POLYESTER FABRICS:Machine wash warm or cold, tumble-dry low. If ironing is needed, iron on a low temperature.Mood strongly recommends test-laundering a swatch, if you plan to wash your garment or home furnishings yourself.
PLEASE NOTE: The above numbers are estimations only. Please take into account garment size, lining and fabric width.


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GDB 41: Sterility 101
January 11 2009 03:00PM
After watching a mind numbing Eagles and Giants game all morning we finally figured out something that has been bothering us about this mind numbingly mediocre season thus far,
It's way too sterile.
Sterile as hell. Absolutely nothing interesting is going on as game after game of warm crud is served to the Citizens of the Oilersnation. A losing team can be entertaining to watch as it self destructs. Ask the fans of the Detroit Lions who still show up to scream the same seven suggestions on TV, Radio and websites all over the place. But these Oilers?
Where is the drama? This is a team of highly skilled veterans and punk ass rookies. There should be some serious swagger in the Oilers dressing room. They went into this season thinking they were going to contend for the Northwest division for heavens sakes. Now look at them. Trembling before the lowly St. Louis Blues as they roll into town. Where is the fire? Where is the fight in practice as Steve Staios shows Robert Nilsson what it means to be an Oiler? Where is an inappropriate comment thrown out by an angry Ethan Moreau who looks Terry Jones directly in the eye and say "I am going to bust some heads in here. Everyone out now."
Where are the trade rumors? Where are the vague comments being issued from Oilers brass about "looking at options" or "having conversations with other teams right now?" Where is any sort of bone being thrown to the masses of Oilers fans who are currently pissed with the team - but may be bordering on bored and might even become (gasp) disinterested if this sterility both on and off the ice keeps up?
Shit. we watched a Giants game today and we were able to stay interested. Now we are watching Corner Gas. That can't be good can it?
If you want to read something out of the ordinary go read Robin Brownlee's Marc Crawford story. It's a comment on this weeks Righteous Sack Beating. THAT has some fire.
Oh yeah.
Go Oilers
January 11 2009, 08:27PM
Good work getting it out of your own zone Reddox. GIVE HIM MORE ICE TIME!!!
January 11 2009, 08:27PM
What song are they playing now? Gimmie a break
January 11 2009, 08:27PM
Come on Oil keep that love locked down.
January 11 2009, 08:28PM
Just barely. BUT WE DID ITTTT!!!!!!!
January 11 2009, 08:28PM
MacT called it. One well eeked win.
January 11 2009, 08:28PM
Listen to RX1 roar.
Best fans in the league hands down.
January 11 2009, 08:29PM
Gagner throws the change up for the winner. Who knew?
January 11 2009, 08:29PM
I declare JL post game show is on!
So who is hotter really. Pouliot or Brule?
January 11 2009, 08:29PM
You don't brag to you good looking friends...
January 11 2009, 08:30PM
@ Hockey Gods:
Too many Sunday night rums?
@ Wanye Gretz: LOL
Good work Oilers
January 11 2009, 08:30PM
Chris wrote:
January 11 2009, 08:31PM
I declare that the Oilers are the best team in the NHL at making bad teams look great.
January 11 2009, 08:31PM
@ RBK: Yup I don't even pour them in the kitchen any more, just leave the bottle on the coffee table.
Man it sucks even when the winds don't feel good
ha i mean wins
January 11 2009, 08:31PM
Imagine how much better football would be if all the players were the size of defensive line men!
January 11 2009, 08:33PM
r59 wrote:
Man it sucks even when the winds don't feel good
That is very true.
January 11 2009, 08:33PM
Archie Manning went out back this afternoon and shot the family dog.
January 11 2009, 08:34PM
@ jeanshorts:
Gotta shoot something...
January 11 2009, 08:35PM
jeanshorts wrote:
Archie Manning went out back this afternoon and shot the family dog.
Is Jessica OK?
January 11 2009, 08:35PM
Haha Jay Onrait should do every sportscenter.
January 11 2009, 08:35PM
piece out JL. see at the next one where the Oil try and eek out a win....
January 11 2009, 08:36PM
One guy over the age of 24 had a point tonight - Cole. Unfortunately, that's not going to get us too far.
January 11 2009, 08:37PM
Wanye Gretz wrote:
jeanshorts wrote: Archie Manning went out back this afternoon and shot the family dog. Is Jessica OK?
I believe you are thinking of the Romo family dog
January 11 2009, 08:39PM
@ Fiveandagame:
Who are you kidding. They are playing the Capitals. In Washington. If we lose by less than 3 goals I'll consider it a good effort.
41 games played people. The season is half finished. I figure we need at least 52 points in 41 games to make the playoffs.
January 11 2009, 10:34PM
So we need to go minimum 26-15. Doesn't seem that tough. I mean, c'mon.
Yeah. We're screwed.
January 12 2009, 10:02AM
@ David S:
But don't worry. We'll go on a tear with 20 games left and miss the playoffs by 3 points and the sheep will all be happy.
May the off season excuses begin.
January 12 2009, 10:03AM
Chris wrote:
41 games played people. The season is half finished. I figure we need at least 52 points in 41 games to make the playoffs.
The Ducks and Canucks are both on pace for 91 points and they currently tied for 5th and 6th. You won't need 95 to get in this year. If the Oilers get 90 points that should be enough. Granted they have to play much better, but if Hemsky's head clears up soon they have a decent shot. Of course. they will be battling for their usual 7th or 8th...IF they get 90 points they will finish 7th I suspect. If they go 22-16-3 in the last half they will make it.
@ Jason Gregor:
So let's discuss the first 41 games in relation to the last 41 games coming up....
What are the signs that make us believe that the Oilers will finish better in the 2nd half then they did in the first?
- Gagner is playing better - Cole is playing better
Uh oh! That's all I got....
C'mon people - there has to be some more positives.....right?
January 12 2009, 10:58AM
Jason Gregor wrote:
IF they get 90 points they will finish 7th I suspect. If they go 22-16-3 in the last half they will make it.
Oh dear god, I think a monkey is trying to fly out of my ass


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This Just In ...
Kevin Fischer is a veteran broadcaster, the recipient of over 150 major journalism awards from the Milwaukee Press Club, the Wisconsin Associated Press, the Northwest Broadcast News Association, the Wisconsin Bar Association, and others. He has been seen and heard on Milwaukee TV and radio stations for over three decades. A longtime aide to state Senate Republicans in the Wisconsin Legislature, Kevin can be seen offering his views on the news on the public affairs program, "InterCHANGE," on Milwaukee Public Television Channel 10, and heard filling in on Newstalk 1130 WISN. He lives with his wife, Jennifer, and their lovely young daughter, Kyla Audrey, in Franklin.
Week-ends (02/09/13)
A look back at the people and events that made news the past week. Week-ends is a regular weekly feature of This Just In...
Chris Kyle
Louise Howard
Coach in Detroit
Clint Romesha
Narayanan Krishnan
4 military chaplains
Jason LeBlanc
Gayle Trotter
Pizza 4 Patriots
Once again, Michael Garcia
Donald Driver
Ron Paul
Florida cops
The University of Illinois
Again, the fumblin', stumblin', bumblin' TSA
Nicolas Olson
Chicago Bears fan(s)
"We don't think that people are going to be that inconvenienced."
NY Mayor Michael Bloomberg referring to Friday's blizzard.
"This official White House photograph is being made available only for publication by news organizations and/or for personal use printing by the subject(s) of the photograph. The photograph may not be manipulated in any way and may not be used in commercial or political materials, advertisements, emails, products, promotions that in any way suggests approval or endorsement of the President, the First Family, or the White House."
A White House memo referring to a photo of President Obama with a rifle.
"It's almost like they don't give a damn. If they don't give a damn, why did they expect anybody else to?"
Hollywood legend Clint Eastwood told CNBC that Washington gridlock is sending the nation racing towards another contentious debt deadline.
"We will not cease from our effort to assure that healthcare for all does not mean freedom for few."
Cardinal Timothy Dolan, head of the U.S. Conference of Catholic Bishops in a statement indicating its rejection of the latest HHS mandate proposal by the Obama administration. The new HHS proposal provides a narrow definition of a "religious employer" and does not permit for individual for-profit businesses that claim a conscientious objection to the mandate. In short, the mandate continues to undermine the First Amendment right to religious freedom.
"America is one big pothole right now. At one time... we were the leader in infrastructure. We built the interstate system. It's the best road system in the world, and we're proud of it. But we're falling way behind other countries, because we have not made the investments."
Transportation Secretary Ray LaHood, who is leaving his post, is confessing that the roads of America are crumbling because there simply isn't enough money in the government's coffers to fix them.
"I don't want to linger on this, but last night's Super Bowl half-time show was ridiculous — and gratuitously so. Watching Twitter, it was really no surprise that men made comments about stripper poles and putting dollar bills through their TV sets, was it? Why can't we have a national entertainment moment that does not include a mother gyrating in a black teddy?"
Columnist Kathryn Jean Lopez
"Fat butt Michelle Obama. Look at her. She looks like she weighs 185 or 190. She's overweight."
Bob Grisham, a high school football coach who was surreptitiously recorded by one of his students. Grisham was suspended Monday.
US government, led by Obama, makes case for killing American civilians.
Sandy Hook father: my child is safer at home where I am armed.
Beyonce's half-time show at the Super Bowl was the most incredible, phenomenal, stupendous, fantastic, tremendous, outstanding, death defying, greatest exhibit of talent anyone in the history of mankind has ever displayed.
You just don't get this at our Franklin library.
That's it for Week-ends.
We close with the latest from NewsBusted.
This site uses Facebook comments to make it easier for you to contribute. If you see a comment you would like to flag for spam or abuse, click the "x" in the upper right of it. By posting, you agree to our Terms of Use.


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Organize your favourite listings
Sign up to keep track of your favourite spaces and revisit them later.
Contact Jaclyn for more information about this suite.
Easy access into and egress from Calgary's West End Business District. C-Train located one block south. Numerous Calgary Transit routes available on 6th Avenue SW.


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Republic critics review dozens of restaurants all over the Valley each year. Check out the most recent reviews or snapshots for restaurants in Mesa.
AA Wholesome Bakery | Anzio Landing Italian Restaurant | Asian Café Express | Bella Pizza and Pasta | BJ's Restaurant | Bogey's Steak & Seafood | Bunna Coffee & Tea Market | Costa Vida | Durger Dog | Famous Dave's | Flancer's | Flor de Michoacan | The Harp Pub & Restaurant | Il Vinaio | Inka Fest | Korean BBQ | Mekong Palace Chinese Restaurant | Micky's Hot Dog | My Arepa | Pete's Fish and Chips | Palee's Crown | Pita Jungle | Rosa's Mexican Grill | R.T. O'Sullivans Sports Grill | Seafood Market Restaurant | Thai House Restaurant | Two Hippies Beach House | Uncle Bear's Bar and Grill | Waldo's B.B.Q. | Wholly Grill
Considered one of the Valley's best Asian bakeries, AA offers small custard tarts, cream horns, croissants, cakes, and artisan breads. A variety of steamed meat buns are best-sellers here, including the savory honey-barbecued-pork bun, made fresh daily. Other fillings include veggies and chicken.
Details: 66 S. Dobson Road, Mesa. 480-733-5539, aawholesome.com.
From the dining room, get a view of small planes landing and taking off at Falcon Field while noshing on such top-sellers as the Italian market salad, made with salami, kalamata olives, artichoke hearts, red peppers, onions, cucumbers and tomatoes served over greens. Another favorite is the lobster salad, made of lobster, marinated tomatoes, smoked bacon, hard-boiled eggs and blue cheese crumbles over greens.
Details: 2613 N. Thunderbird Circle, Mesa. 480-832-1188, anziolanding.webforcepro.com.
Skip the Americanized fare at this bare-bones operation. Focus instead on authentic Chinese dishes like beef gailan hot pot, chile salt chicken wings and preserved pork and vegetable noodle soup. And don't forget to scan the walls for daily specials.
Details: 1911 W. Main St., Mesa. 480-668-5910.
This family neighborhood restaurant serves such classics as baked ziti and traditional meat lasagna made with layers of ground beef, pasta, cheese and tomato sauce.
Details: 2905 S. Ellsworth Road, Mesa. 480-357-2555, bellaspizzapasta.com.
For starters, order the crispy artichokes, house-made miniature Italian meatballs or spinach-stuffed mushrooms. Then try a BJ's Classic burger, an Angus patty topped with pickles, tomato, lettuce and Thousand Island dressing on a grilled bun. Add smoked bacon and Cheddar for $1.50.
Details: 6622 E. Superstition Springs Blvd, Mesa, 480-324-1675. bjsrestaurants.com.
Brunch runs from 10 a.m. to 2 p.m. Among the offerings are three carving stations (honey-baked ham, turkey and prime rib), a chilled-seafood station, a build-your-own omelet station, a kids entree station, a pancake and waffle station, and salad and fresh fruit.
Details: 7555 E. Eagle Crest Drive (Las Sendas Golf Club), Mesa. 480-396-4000, Ext. 206, lassendas.com.
Owner Adolpho Rio recently moved his coffee shop from south Tempe to a newer, larger space along Power Road that seats 54 inside and 16 outside. Rio specializes in serving organic brewed coffee from around the world. Coffee drinkers can choose from 10 certified fair-trade organic coffees such as Cafe Femenino from Peru, or the Green Revolution, a blend of Indonesian and Central American beans. Tea drinkers can choose from 15 teas. Cool off in the afternoon with an iced latte or mocha.
Details: 2235 S. Power Road, Mesa. 480-377-2886, bunnacoffee.com.
Executive chef David Prows offers hand-made tortillas packed with meat, cheese, greens and pico de gallo, served with cilantro-lime rice and black or pinto beans. Meat choices are sweet pork, chicken, shredded beef, raspberry chipotle chicken, steak, shrimp or fish.
Details: 1744 S. Val Vista Drive, Mesa. 480-633-8226, costavida.net.
Try the skinless-beef or Polish wiener and choose from 15 toppings of your choice. Don't want to build your own dog? Specialty varieties are available, including the Western, which is topped with two slices of bacon, house-made sauce and two onion rings. For a sweet treat, add fresh-cut apple fries served with caramel and whipped cream.
Details: 2235 S. Power Road, Mesa. 480-832-0009, durgerdog.com.
Ribs are hand-rubbed with seasonings and pit-smoked for up to four hours. Next, they are covered in a "Rich & Sassy BBQ Sauce" and lightly caramelized. Order the XXL, which is 12 ribs. If you can't handle the big order, you can order four ribs or six ribs.
Details: Mesa Riverview, 1011 N. Dobson Road, Mesa. 480-615-1444, famousdaves.com.
Who wouldn't want to cheer Uncle Sam after enjoying the chile-verde turkey sandwich? It features off-the-bone turkey breast, provolone, lettuce and tomato on homemade bread lined with green-chile mayo. Bacon and avocado add to its charms.
Details: 1902 N. Higley Road, Mesa, 480-396-0077. flancers.com.
Michoacan is to Mexican ice cream what Burgundy is to French wine: It's where artisans turn nature's bounty into magic. You'll taste that magic in the ice cream and paletas, which burst with fresh fruit flavors like mango, strawberry and guava. To launch yourself south of the border, try the chile-peppered pineapple, a simultaneous explosion of sweet and spicy.
Details: 734 E. Main St., Mesa. 480-615-1346.
This Irish-themed pub serves United Kingdom favorites, including bangers and mash (mashed potatoes and sausages) and Manchester, England-brewed beer Boddington's Pub Ale.
Details: 1744 S. Val Vista Drive, Mesa. 480-507-7827, theharpaz.com.
This wine bar and restaurant, decorated with dark wooden furniture and stained glass, offers wine, beer and American fare for meat eaters, vegetarians and those with gluten allergies.
Order a glass of vino with a flat-bread pizza topped with roasted artichoke, asparagus, mushroom, peppers and Fontina cheese. Or, go for the spinach salad.
Entrees range from pastas to steaks and such burgers as antelope served with house-cut garlic fries. The restaurant serves and sells 100 bottles of wine. Drink specials run 2-6 p.m. Tuesday through Sunday.
Details: 270 W. Main St., Mesa. 480-649-6476, ilvinaio.com.
Experience a taste of Peru with the ceviche mixto: a boat-shaped dish filled with lightly cooked shrimp, octopus and fish marinated in lime juice and Peruvian spices. It's accompanied with Peruvian corn on the cob and Juliana onions. The causa rellena de camarones is two layers of seasoned mashed potatoes with lime juice and a shrimp filling.
Details: 2909 S. Dobson Road, Mesa. 480-831-6000.
Don't all red-blooded Americans like grilling meat over open flames? Get in touch with your inner carnivore grilling boldly marinated beef, short ribs and chicken on a tabletop grill. Wrap in lettuce, add some rice and chile paste and just try to stop smiling.
Details: 2711 S. Alma School Road, Mesa, 480- 777-0300. koreanbbqaz.com.
Shrimp is abundant on the dim sum menu. Ask for such dumplings as shrimp har gow or shrimp shumai. Be on the lookout for a platter of spicy salt shrimp, whole shrimp dusted in seasonings and deep fried. Another must-have is the sugarcane shrimp dish, deep-fried balls of ground shrimp on a sugarcane.
Details: 66 S. Dobson Road, Mesa. 480-962-0493, mekongpalace.menutoeat.com.
At this taqueria, the wiener sandwiches are done Sonoran style. A bacon-wrapped frankfurter is tucked into a homemade bun and topped with pinto beans, tomatoes, fried onions, chiles, guacamole, ketchup, mustard and mayo.
Details: 108 W. Broadway Road, Mesa. 480-668-7777.
There's more to Venezuela than oil and baseball players. The country's street food puts it on the global culinary map. Major performers include arepas, masa patties (baked or fried), teamed simply with soft white cheese or put together with shredded beef, plantains, black beans and cheese. They also include cachapas, sweet griddled corn cakes draped with shredded chicken, avocado and cheese. Tequenos, fried bread sticks with a soft cheese filling, make a great snack.
Details: 2057 S. Alma School Road, Mesa. 480-838-4588, myarepa.com.
A Valley institution, this fast-food fish-and-chip chain has eight locations, including one in Mesa. You can order fried fish a la carte, or in a combo basket. The restaurant also serves chicken tenders, hamburgers, burritos and side dishes. Remember to bring cash - no cards or checks are accepted.
Details: 22 S. Mesa Drive, Mesa. 480-964-7242, petesfishandchips.com.
You can find all the colors of curry here - red, yellow, orange and green. One specialty is the spicy green-bean fish, a balanced stew of fried fish and string beans in a red curry sauce. Be warned: The restaurant closes 3-5 p.m. weekdays.
Details: 1245 W. Baseline Road, Mesa. 480-413-9956, paleecrown.com.
This locally owned healthful chain serves a wood-fired salmon salad of mixed greens, roasted red bell peppers, tomatoes and cucumbers in a lemon vinaigrette. Veggie fans can order the grilled vegetable salad, made of sauteed broccoli, cauliflower, zucchini, squash, mushrooms, carrots, tomato, garlic, ginger and grilled eggplant over mixed greens, served with lemon vinaigrette.
Details: 1850 W. Southern Ave, Mesa. 480-615-7482, pitajungle.com.
There's a taco for every type of eater. Specialty tacos include salmon or shrimp tacos and the veggie taco. Another highlight is the fish taco served with salsa fresca. Taco meals are served with rice and beans.
Details: 328 E. University Drive, Mesa. 480-964-5451, rosasgrill.com.
Share a Sully's Monster platter of onion rings, wings, mini corn dogs, fried mushrooms and zucchini, egg rolls and mozzarella sticks. O'Sullivans' famous grilled Rueben sandwich is sure to fill you up.
Details: 1610 S. Stapley Drive, Mesa. 480-398-3340, 6646 Superstition Springs, Mesa. 480-396-9933. rtosullivans.com.
For dinner, try the crab-stuffed shrimp, four jumbo shrimp stuffed with a crab filling and finished with a French Mornay sauce. Seafood specialties are served with steamed veggies, and you can choose a second side of coleslaw, cottage cheese, rice pilaf, french fries or baked potato. Or go for the tacos de camarone, shrimp cooked in herbs and spices garnished with avocado, sour cream and salsa with a side of rice and beans. Or, visit the market counter and buy a bag of fresh shrimp to cook at home.
Details: 3406 E. Baseline Road, Mesa. 480-633-1580, seafoodmarketrestaurant.com.
Start off with crispy fried tofu served with a sweet and sour dip. Then choose any of the Thai curry dishes, selecting tofu as your "meat." The green curry with tofu is sauteed with bell peppers, carrots, basil leaves and bamboo shoots in a coconut-milk-based curry. Or order the best-selling pad thai: fried tofu, egg, bean sprouts and scallions stir-fried with rice noodles and sauces, with crushed peanuts on the side.
Details: 1155 S. Power Road, Mesa. 480-924-1623, thaihouse-az.com.
Here, lunchgoers and their dogs can sit on the sidewalk patio. Enjoy a brown-bag lunch that comes with three-taco combo. Choose from fish, carne asada, beef, chicken, pork or cactus topped with rice, beans, cheese, cabbage onion and tomato.
Details: 1245 W. Baseline Road, Mesa. 480-656-7650, twohippiesmesa.com.
Customers and their pets can relax on the patio. Water bowls are also offered to dogs, and you can post a photo of your pet on the wall of fame. The restaurant (which is named after the owner's pet) offers gourmet burgers, pizza, barbecue and fajitas. Try Bear's classic sliders, four burgers served with onions, mayo, pickle chips and fries. Or try the prime-rib sliders, dressed with Jack cheese, sauteed onions, mayo and served au jus.
Details: 9053 E. Baseline Road, Mesa, 480-986-2228. unclebearsbarandgrill.com.
This long-time barbeque joint serves a Tennessee sampler of pulled pork and ribs with two all-you-can eat sides. Choose from such sides as house salad, corn on the cob, spicy fries, sweet potato fries, fried okra, cowboy beans and coleslaw. Family deals for up to six people include the St. Louis Buster, two full slabs of ribs, a pound of pulled beef, pork or chicken, and two sides.
Details: 4500 E. Main St., Mesa, 480-807-1645. Other locations at waldosbarbeque.com.
Located in the Mekong Plaza, this small spot serves broiled pork, vegetables and shrimp on a skewer. Order a combo plate, served with a side of rice and choice of eggplant salad, pickled cucumber, papaya salad, macaroni salad or steamed carrots and broccoli. Other grilled favorites include citrus-marinated pork belly, chicken, beef, tilapia and mahi mahi.
Details: Mekong Plaza, 66 S. Dobson Road, Mesa, 480-668-5096.
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text:
Type: Bug
Status: Closed
Priority: Major
Resolution: Fixed
Affects Version/s: 2.2.1
Fix Version/s: 2.2.2
Component/s: Quiz
Environment:Windows 7 - Browser used IE 9, Firefox - 9.0.1 - All Themes available for this version were tested
Testing Instructions:
1. Create a quiz with lots of questions on a page, set 'Browser security' to 'Full screen popup ...' in the quiz settings.
2. Attempt the quiz as a student. Make sure that when the pop-up opens, it has scrollbars so you can access the whole page.
Affected Branches:MOODLE_22_STABLE
Fixed Branches:MOODLE_22_STABLE
Pull from Repository:
Pull Master Branch:
Pull Master Diff URL:
I upgraded my Moodle to Moodle 2.2.1(Build 20120109)
Under this option the Scroll Bars ( Horizontal / Vertical) are not appearing. This causes difficulty.
When clicked on "Finish attempt", it displays Summary of attempt. When the number of questions are more(in my case mostly 75), the "Submit all and finish" button appears at the bottom of the Summary attempts for all the 75 questions. Unless the scroll bars are there we cannot reach the bottom of the page to click on the "Submit all and finish" button.
Please refer attached screen shot(Anamoly Theme). Is there any solution to this. Tested it on both IE and Firefox browsers latest versions in Windows 7 Ultimate OS.
I tried in all possible Themes available for this version. The problem is still there.
Gliffy Diagrams
Issue Links
- All
- Comments
- Work Log
- History
- Activity
- Links Hierarchy
Thanks for the report. It is not actually a security issue.
For reference, can you tell us which version you upgraded from.
I upgraded from 2.1. Don't remember the exact build. Did thru' Fantastico.
Thanks for the update. I found the problem. Should be fixed in next week's weekly build.
The main moodle.git repository has just been updated with latest weekly modifications. You may wish to rebase your PULL branches to simplify history and avoid any possible merge conflicts. This would also make integrator's life easier next week.
TIA and ciao
When will the weekly build be updated? What's the normal schedule for this?
Hi Joshua,
We are nearly done integrating all issues now, and will then need to finish testing before we are ready to release the weeklies.
Normally this happens on a Thursday (assuming one or two issues experience problems during testing).
Thanks for the info. I looked around for a while looking for more info on releases for the weekly build. It might be a good idea to add some info on the weekly build to MoodleDocs.
Works Great Tim.
Thanks for fixing this.
One minor point (Not sure if this is related):
In ie8, After clicking "Attempt quiz now", quiz window pop-up with warning message Stop running this script? A script on this page is causing IE to run slowly..., Clicking yes/no (either way) show no problem with quiz.
Passing this test as scroll bar is visible.
I have not seen that IE8 issue before. I will keep an eye out to see if anyone else starts reporting it.
Your nice code represents only 1/46 of the issues that have been sent upstream this week, so thanks, but not many.
Nah, joking, many thanks! Closing this a fixed, ciao
Hello, I'm having almost the same problem: the scrollbar is visible, but it cannot be clicked, so students cannot scroll that way. Scrolling works with a touchpad gesture or with mouse wheeler. I'm using Moodle 2.5


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Policing in a Democratic Society
On February 26–27, 2008, the COPS Office and John Jay College of Criminal Justice hosted a roundtable discussion aimed at examining the impact of community policing on communities nationwide. The meeting, convened at Philadelphia's National Constitutional Center, brought together leading law enforcement practitioners, criminal justice academics and experts, community members, and representatives from the COPS Office to exchange ideas about "Policing in a Democratic Society."
Held just two blocks from Independence Hall, the site of the 1787 Constitutional Convention, the roundtable promoted open dialog about the relationship among community policing, constitutional principles, and effective and fair policing.
A 2003 study found that 4 percent of police departments, which employ 73 percent of all officers, wrote mission statements that included elements of community policing (Bureau of Justice Statistics, U.S. Department of Justice. Local Police Departments, 2003. Matthew J. Hickman and Brian A. Reaves. Washington, D.D.: U.S. Government Printing Office, May 2006, iii.) Because it fosters mutual trust and respect between police and the public, community policing should be the operational force guiding agencies in a democratic society.
The roundtable discussion identified some core principles that guide fair and democratic policing.
- Engaging the community to create and maintain trust relationships.
- Maintaining rights to privacy while protecting national security.
- Taking diversity into account when devising policing strategies. Diversity includes not only racial and ethnic considerations, but also concerns the homeless, released offenders, youth, and immigrant populations.
- Making the commitment to police integrity and combating racially biased policing.
- Building successful working relationships between law enforcement and the media.
- Encouraging openness and policing innovations through technological and other strategic advances.
For more information about the COPS Office, visit www.cops.usdoj.gov.


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Assessment Terms Glossary
Glossary IndexClick here to view an index of terms
Annual update: A brief report from each academic program based on its assessment plan and submitted annually, which outlines how evidence was used to improve student learning outcomes through curricular and/or other changes or to document that no changes were needed.
Archival records: Biographical, academic, or other file data available from the college or other agencies and institutions.
Assessment: A method for analyzing and describing student learning outcomes or program achievement of objectives. Many assessments are not tests. For students, a reading miscue analysis is an assessment, a direct observation of student behavior can be an assessment, and a student conference can be an assessment. For programs, a senior exit interview can be an assessment, and an employer survey of satisfaction with graduates can be an assessment. Good assessment requires feedback to those who are being assessed so that they can use that information to make improvements. A good assessment program requires using a variety of assessment instruments each one designed to discover unique aspects of student learning outcomes and achievement of program objectives.
Assessment for accountability: Assessment of some unit (could be a program, department, college or entire institution) to satisfy stakeholders external to the unit itself. Results are summative and are often compared across units. For example, to retain state approval, the achievement of a 90 percent pass rate or better on teacher certification tests by graduates of a school of education.
Assessment for improvement: Assessment that feeds directly, and often immediately, back into revising the course, program or institution to improve student learning results.
Assessment of individuals: Uses the individual student, and his/her learning, as the level of analysis. Can be quantitative or qualitative, formative or summative, standards-based or value added, and used for improvement. Would need to be aggregated if used for accountability purposes. Examples: improvement in student knowledge of a subject during a single course; improved ability of a student to build cogent arguments over the course of an undergraduate career.
Assessment of institutions: Uses the institution as the level of analysis. Can be quantitative or qualitative, formative or summative, standards-based or value added, and used for improvement or for accountability. Ideally institution-wide goals and objectives would serve as a basis for the assessment. Example: how well students across the institution can work in multi-cultural teams as sophomores and seniors.
Assessment of programs: Uses the department or program as the level of analysis. Can be quantitative or qualitative, formative or summative, standards- based or value added, and used for improvement or for accountability. Ideally program goals and objectives would serve as a basis for the assessment. Example: how sophisticated a close reading of texts senior English majors can accomplish (if used to determine value added, would be compared to the ability of newly declared majors).
Assessment plan: A document that outlines the student learning outcomes and program objectives, the direct and indirect assessment methods used to demonstrate the attainment of each outcome/objective, a brief explanation of the assessment methods, an indication of which outcome(s)/objectives is/are addressed by each method, the intervals at which evidence is collected and reviewed, and the individual(s) responsible for the collection/review of evidence.
Authentic assessment: An assessment that measures a student's ability to perform a "real world" task in the way professionals in the field would perform it. An authentic writing task might arise if students had been reading about nutrition and decided to ask the school to provide healthy snacks rather than candy machines; their writing would be assessed in terms of the response it received from the principal and/or school board. An authentic reading task would require assessing a student's understanding of a book he or she had selected to read without any suggestions or restrictions by the teacher. Opportunities for truly authentic assessment do not occur regularly in most classrooms.
Authentic performance assessment: Since regular opportunities for truly authentic tasks come infrequently in most classrooms, this term generally indicates an evaluation of a student's ability to perform a complex task that is common in the classroom. An authentic performance assessment in a science class would occur when a student is asked to perform an experiment and write a lab report; an authentic writing performance assessment would occur when a student generated a topic, created multiple drafts, sought outside opinions and editorial assistance, and published his or her paper in a classroom magazine or web page. Taking a test over science terms or labeling the parts of a sentence would not be authentic performance assessment. Writing an essay in a limited amount of time in response to a prompt is not an authentic writing assessment either because these circumstances do not match the way writing is usually produced outside of school.
Backload (--ed, --ing): Amount of effort required after the data collection.
Behavioral observations: Measuring the frequency, duration, topology, etc. of student actions, usually in a natural setting with non-interactive methods, for example, formal or informal observations of a classroom. Observations are most often made by an individual and can be augmented by audio or videotape.
Capstone Courses: could be a senior seminar or designated assessment course. Program learning outcomes can be integrated into assignments.
Case Studies: involve a systematic inquiry into a specific phenomenon, e.g. individual, event, program, or process. Data are collected via multiple methods often utilizing both qualitative and quantitative approaches.
Classroom Assessment: is often designed for individual faculty who wish to improve their teaching of a specific course. Data collected can be analyzed to assess student learning outcomes for a program.
College Portrait: is a web based tool with which users can obtain information about state colleges' and universities' students, programs, degrees awarded, financial aid, admissions, udergraduate success and progress rates, etc. College Portrait is the product of the Voluntary System of Accountability (VSA).
Collective Portfolios: Faculty assemble samples of student work from various classes and use the "collective" to assess specific program learning outcomes. Portfolios can be assessed by using scoring rubrics; expectations should be clarified before portfolios are examined.
Commercial, norm-referenced, standardized exams: Group administered, mostly or entirely multiple-choice, "objective" tests in one or more curricular areas. Scores are based on comparison with a reference or norm group. Typically must be purchased from a private vendor.
Competency: (1) Level at which performance is acceptable.
Competency: (2) A group of characteristics, native or acquired, which indicate an individual's ability to acquire skills in a given area.
Confounded: The situation in which the effect of a controlled variable is inextricably mixed with that of another, uncontrolled variable.
Content Analysis: is a procedure that categorizes the content of written documents. The analysis begins with identifying the unit of observation, such as a word, phrase, or concept, and then creating meaningful categories to which each item can be assigned. For example, a student's statement that "I learned that I could be comfortable with someone from another culture" could be assigned to the category of "Positive Statements about Diversity." The number of incidents that this type of response occurred can then be quantified and compared with neutral or negative responses addressing the same category.
Convergent validity: General agreement among ratings, gathered independently of one another, where measures should be theoretically related.
Course-embedded assessment: Course-embedded assessment refers to techniques that can be utilized within the context of a classroom (one class period, several or over the duration of the course) to assess students' learning, as individuals and in groups. Course-embedded assessments can be formative or summative. When used in conjunction with other assessment tools, course-embedded assessment can provide valuable information at specific points of a program. For example, faculty members teaching multiple sections of an introductory course might include a common pre-test to determine student knowledge, skills and dispositions in a particular field at program admission. There are literally hundreds of classroom assessment techniques, limited only by the instructor's imagination (see also embedded assessment).
Criterion-referenced: Criterion-referenced tests determine what test-takers can do and what they know, not how they compare to others. Criterion-referenced tests report on how well students are doing relative to a predetermined performance level on a specified set of educational goals or outcomes included in the curriculum. For example, student scores on tests as indicators of student performance on standardized exams.
Direct assessment methods: These methods involve students' displays of knowledge and skills (e.g. test results, written assignments, presentations, classroom assignments) resulting from learning experiences in the class/program.
Embedded assessment: A means of gathering information about student learning that is built into and a natural part of the teaching learning process. Often used for assessment purposes in classroom assignments that are evaluated to assign students a grade. Can assess individual student performance or aggregate the information to provide information about the course or program; can be formative or summative, quantitative or qualitative. Example: as part of a course, expecting each senior to complete a research paper that is graded for content and style, but is also assessed for advanced ability to locate and evaluate Web-based information (as part of a college-wide outcome to demonstrate information literacy).
eportfolio (electronic portfolio): An electronic format of a collection of work developed across varied contexts over time. The eportfolio can advance learning by providing students and/or faculty with a way to organize, archive and display pieces of work. The electronic format allows faculty and other professionals to evaluate student portfolios using technology, which may include the Internet, CD-ROM, video, animation or audio. Electronic portfolios are becoming a popular alternative to traditional paper-based portfolios because they offer practitioners and peers the opportunity to review, communicate and assess portfolios in an asynchronous manner (see also portfolios also called course-embedded assessment).
Evaluation: (1) Depending on the context, evaluation may mean either assessment or test. Many test manufacturers and teachers use these three terms interchangeably which means you have to pay close attention to how the terms are being used and why they are being used that way. For instance, tests that do not provide any immediate, helpful feedback to students and teachers should never be called "assessments," but many testing companies and some administrators use this term to describe tests that return only score numbers to students and/or teachers.
Evaluation: (2) When used for most educational settings, evaluation means to measure, compare, and judge the quality of student work, schools, or specific educational programs.
Evaluation: (3) A value judgment about the results of assessment data. For example, evaluation of student learning requires that educators compare student performance to a standard to determine how the student measures up. Depending on the result, decisions are made regarding whether and how to improve student performance.
Exit and other interviews: Asking individuals to share their perceptions of their own attitudes and/or behaviors or those of others, evaluating student reports of their attitudes and/or behaviors in a face-to-face-dialogue.
External Assessment: Use of criteria (rubric) or an instrument developed by an individual or organization external to the one being assessed.
External examiner: Using an expert in the field from outside your program, usually from a similar program at another institution to conduct, evaluate, or supplement assessment of your students. Information can be obtained from external evaluators using many methods including surveys, interviews, etc.
External validity: External validity refers to the extent to which the results of a study are generalizable or transferable to other settings. Generalizibality is the extent to which assessment findings and conclusions from a study conducted on a sample population can be applied to the population at large. Transferability is the ability to apply the findings in one context to another similar context.
Fairness: (1) Assessment or test that provides an even playing field for all students. Absolute fairness is an impossible goal because all tests privilege some test takers over others; standardized tests provide one kind of fairness while performance tests provide another. The highest degree of fairness can be achieved when students can demonstrate their understanding in a variety of ways.
Fairness: (2) Teachers, students, parents and administrators agree that the instrument has validity, reliability, and authenticity, and they therefore have confidence in the instrument and its results.
Focus groups: Typically conducted with 7-12 individuals who share certain characteristics that are related to a particular topic, area or assessment question. Group discussions are conducted by a trained moderator with participants to identify trends/patterns in perceptions. The moderator's purpose is to provide direction and set the tone for the group discussion, encourage active participation from all group members, and manage time. Moderators must not allow their own biases to enter, verbally or nonverbally. Careful and systematic analysis of the discussions provides information that can be used to assess and/or improve the desired outcome.
Follow-up report: A report requested by the Academic Planning Council (APC) following program review to address specific issue(s)/concern(s) that result from the Council's examination review of program review documents. The report is submitted within the time frame identified by the Council prior to the program's full review by the APC.
Forced-choice: The respondent only has a choice among given responses (e.g., very poor, poor, fair, good, very good).
Formative assessment: The gathering of information about student learning during the progression of a course or program and usually repeatedly-to improve the learning of those students. Assessment feedback is short term in duration. Example: reading the first lab reports of a class to assess whether some or all students in the group need a lesson on how to make them succinct and informative.
Frontload (--ed, --ing): Amount of effort required in the early stage of assessment method development or data collection.
Generalization (generalizability): The extent to which assessment findings and conclusions from a study conducted on a sample population can be applied to the population at large.
Goal-free evaluation: Goal-free evaluation focuses on actual outcomes rather than intended program outcomes. Evaluation is done without prior knowledge of the goals of the program.
High stakes test: A test whose results have important, direct consequences for examinees, program, or institutions tested.
"High stakes" use of assessment: The decision to use the results of assessment to set a hurdle that needs to be cleared for completing a program of study, receiving certification, or moving to the next level. Most often the assessment so used is externally developed, based on set standards, carried out in a secure testing situation, and administered at a single point in time. Examples: at the secondary school level, statewide exams required for graduation; in postgraduate education, the bar exam.
Indirect assessment of learning: Gathers reflection about the learning or secondary evidence of its existence. Example: a student survey about whether a course or program helped develop a greater sensitivity to issues of diversity.
Institutional portfolios: Institutional portfolios provide a means of assessing the impact of the entire educational experience on student learning. They can be used to drive internal improvement and external accountability. Like student portfolios, they allow for internal improvement and external accountability, but on the level of the whole institution (see also portfolios).
Inter-rater reliability: The degree to which different raters/observers give consistent estimates of the same phenomenon.
Internal validity: Internal validity refers to (1) the rigor with which the study was conducted (e.g., the study's design, the care taken to conduct measurements, and decisions concerning what was and wasn't measured) and (2) the extent to which the designers of a study have taken into account alternative explanations for any causal relationships they explore.
Interviews: are conversations or direct questioning with an individual or group of people. The interviews can be conducted in person or on the telephone. The length of an interview can vary from 20 minutes to over an hour. Interviewers should be trained to follow agreed-upon procedures (protocols).
Local assessment: Means and methods that are developed by an institution's faculty based on their teaching approaches, students, and learning goals. Is an antonym for "external assessment." Example: one college's use of nursing students' writing about the "universal precautions" at multiple points in their undergraduate program as an assessment of the development of writing competence.
Locally developed exams: Objective and/or subjective tests designed by faculty of the program or course sequence being evaluated.
Longitudinal studies: Data collected from the same population at different points in time.
Matrices: are used to summarize the relationship between program objectives and courses, course assignments, or course syllabus objectives to examine congruence and to ensure that all objectives have been sufficiently structured into the curriculum.
Norm (--ative): A group. large a of achievement median or average the from derived usually development standard set.
Norm-reference: A norm-referenced test is one designed to highlight achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers.
Observations: can be of any social phenomenon, such as student presentations, students working in the library, or interactions at student help desks. Observations can be recorded as a narrative or in a highly structured format, such as a checklist, and they should be focused on specific program objectives.
Observer effect: The degree to which the assessment results are affected by the presence of an observer.
Open-ended: Assessment questions that are designed to permit spontaneous and unguided responses.
Operational (--ize): Defining a term or object so that it can be measured. Generally states the operations or procedures used that distinguish it from others.
Oral examination : An assessment of student knowledge levels through a face-to-face dialogue between the student and examiner-usually faculty.
Outcomes: When used in the context of student learning, outcomes are what students will know, be able to do, and value at the end of their degree program.
Performance appraisals: A competency-based method whereby abilities are measured in most direct, real-world approach. Systematic measurement of overt demonstration of acquired skills.
Performance assessment : A method for assessing how well students use their knowledge and skills in order to do something. Music students performing a new piece of music before a panel of judges are undergoing performance assessment; students who are expected to demonstrate an understanding of basic grammar, spelling, and organizational skills while writing a paper are undergoing performance assessment; business students asked to write a proposal to solve a problem presented in a case study are undergoing performance assessment.
Portfolios: Collections of multiple student work samples usually compiled over time and rated using rubrics. The design of a portfolio is dependent upon how the scoring results are going to be used.
Program review: The administrative (college and provost's staff) and peer (Academic Planning Council) review of academic programs conducted on an eight-year cycle, the results of which are reported to the NIU Board of Trustees and the IBHE. This review includes a comprehensive analysis of the structure, processes, and outcomes of the program. The outcomes reported in the program reviews include program outcomes (e.g. costs, degrees awarded) as well as student learning outcomes (i.e. what students know and can do at the completion of the program).
Qualitative methods of assessment: Methods that rely on descriptions rather than numbers. Examples: ethnographic field studies, logs, journals, participant observations, open-ended questions on interviews and surveys.
Quantitative methods of assessment: Methods that rely on numerical scores or ratings. Examples: surveys, inventories, institutional/departmental data, departmental/course-level exams (locally constructed, standardized, etc.)
Reflective Essays: generally are brief (five to ten minute) essays on topics related to identified learning outcomes, although they may be longer when assigned as homework. Students are asked to reflect on a selected issue. Content analysis is used to analyze results.
Reliability: The extent to which an experiment, test or any measuring procedure yields the same result on repeated trials.
Rubrics: A set of categories that define and describe the important components of the work being completed, critiqued or assessed. Each category contains a graduation of levels of completion or competence with a score assigned to each level and a clear description of what criteria need to be met to attain the score at each level.
Salience: A striking point or feature.
Simulations: A competency-based measure where a person's abilities are measured in a situation that approximates a "real world" setting. Simulation is primarily used when it is impractical to observe a person performing a task in a real world situation (e.g. on the job).
Stakeholder: Anyone who has a vested interest in the outcome of the program/project. In a high stakes standardized test (a graduation requirement, for example), when students' scores are aggregated and published in the paper by school, the stakeholders include students, teachers, parents, school and district administrators, lawmakers (including the governor), and even real estate agents. It is always interesting to note which stakeholders seem to have the most at risk and which stakeholders seem to have the most power; these groups are seldom the same.
Standard: The performance level associated with a particular rating or grade on a test. For instance, 90% may be the standard for an A in a particular course; on a standardized test, a cutting score or cut point is used to determine the difference between one standard and the next.
Standard-based assessment: A standard-based assessment assesses learner achievement in relation to set standards.
Standardized test: This kind of test (sometimes called "norm-referenced") is used to measure the performance of a group against that of a larger group. Standardized tests are often used in large-scale assessment projects, where the overall results of the group are more important than specific data on each individual client. Standardized tests are not authentic. They are most useful for reporting summative information, and are least useful for classroom diagnosis and formative purposes.
Standards: Widely recognized models of excellence; term commonly used to describe achievement goals. Standards are always prescriptive because they tell us what "should be."
Status report: A description of the implementation of the plan's assessment methods, the findings (evidence) from assessment methods, how the findings were used in decisions to maintain or improve student learning (academic programs) or unit outcomes (support units), the results of previous changes to improve outcomes, and the need for additional information and/or resources to implement an approved assessment plan or gather additional evidence.
Summative assessment: Assessment that is done at the conclusion of a course or some larger instructional period (e.g., at the end of the program). The purpose is to determine success or to what extent the program/project/course met its goals.
Surveys: are commonly used with open-ended and closed-ended questions. Closed ended questions require respondents to answer the question from a provided list of responses. Typically, the list is a progressive scale ranging from low to high, or strongly agree to strongly disagree.
Test: A formal assessment of student achievement. Teacher made tests can take many forms; external tests are always standardized. A portfolio can be used as a test, as can a project or exhibition.
Third party: Person(s) other than those directly involved in the educational process (e.g., employers, parents, consultants).
Topology: Mapping of the relationships among subjects.
Transcript Analysis: are examined to see if students followed expected enrollment patterns or to examine specific research questions, such as to explore differences between transfer and freshmen enrolled students.
Triangulate (triangulation): The use of a combination of assessment methods in a study. An example of triangulation would be an assessment that incorporated surveys, interviews, and observations.
Utility: (1) Usefulness of assessment results.
Utility: (2) The relative value of an outcome with respect to a set of other possible outcomes. Hence test utility refers to an evaluation, often in cost-benefit form, of the relative value of using a test vs. not using it, of using a test in one manner vs. another, or of using one test vs. another test.
Validity: Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Validity has three components:
- relevance - the option measures your educational objective as directly as possible
- accuracy - the option measures your educational objective as precisely as possible
- utility - the option provides formative and summative results with clear implications for educational program evaluation and improvement
Value added: The increase in learning that occurs during a course, program, or undergraduate education. Can either focus on the individual student (how much better a student can write, for example, at the end than at the beginning) or on a cohort of students (whether senior papers demonstrate more sophisticated writing skills-in the aggregate-than freshmen papers). Requires a baseline measurement for comparison.
Variable (variability): Observable characteristics that vary among individuals responses.
Voluntary System of Accountability (VSA): a joint accountability initiative by the American Association of State Colleges and Universities (AASCU) and the Association of Public and Land Grand Universities (APLU) aimed at making institutional data transparent.
Written surveys/questionnaires: Asking individuals to share their perceptions about the study target-e.g. their own or others skills/attitudes/behavior, or program/course qualities and attributes.
References and definitions adopted from the following links:
- http://www.aacu.org/peerreview/pr-sp02/pr-sp02reality.cfm
- http://www.ozarka.edu/assessment/glossary.cfm#TOP
- http://wiki.literacytent.org/index.php/Assessment_Glossary
- http://instructional1.calstatela.edu/dweiss/Psy302/Glossary.htm
- https://www.questionmark.com/glossary
- http://www.tki.org.nz/r/arts/glossary/rz-glossary_e.php
- http://www.csus.edu/acaf/Portfolios/GE/glossary.htm


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Supervisors with Littleton Fire Rescue, West Metro Fire Rescue and South Metro Fire Rescue are being trained to talk the same talk.
"We run with each other a lot, so we want to communicate identically," SMFR Capt. Ken Walker explained during a training session July 25.
They're using the Blue Card Command Certification Program, designed to bring departments into compliance with national standards required to be eligible for Homeland Security funds.
"Each department wants to get better at running a call themselves and, in turn, as a group," said Walker. "This way, we can kill two birds with one stone."
A major focus of Blue Card is the actual words the firefighters are using on scene, so everyone understands each other and radio chatter is minimized. Walker said the goal is to be clear, concise and brisk with their orders.
"Radio time is very precious, and people can get killed in the first five minutes," he said.
The supervisors sit in classes, then practice what they learned by running virtual drills on computers, communicating via real radios. On July 25, the scene was a burning strip mall. They worked on eliminating extraneous words like "at this time" or "please," and whether to call a particular truck a "ladder" or a "tower."
"This training and certification program produces incident commanders that make better decisions that will potentially eliminate the lethal and/or costly mistakes that cause injury, death and unnecessary fire losses in the local response area," according to the program's website.
There's been some concern about how long the training takes firefighters out of service. Chief John Mullin said the 50 hours of training for all 39 supervisors will require taking one engine out of service for the duration. Past training meant down time for two engines and one ambulance, he said, calling this an improvement.
Joel Heinemann, president of the Littleton Firefighters Association, thinks Blue Card will generally be a good thing. But he is concerned that until the whole department is trained, not just the supervisors, it could create confusion.
"In general concept, it's the right thing to do," he said. "Anything to improve communication is a step in the right direction."


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***I must add something since I first posted this blog entry: I have received everything from threats to my personal safety, profane and vulgar personal attacks, and generally ignorant and violent language from right-wingers who think the material below is liberal or left-wing...PLEASE check out all the signees whose websites are listed below; some of them are conservatives, Republicans, and right-wingers. Everything that does not mimic the sewage of Limbaugh, Hannity, et al is not liberal or left-wing.***
Unlike President Obama, and unlike the loyal Gestapo neocons, many of us think George W. Bush and Dick Cheney should be put on trial for crimes against the U.S. Constitution, torture, lying to the voters, breaking international agreements, an illegal war, and a host of other things. If this is not prosecuted, future presidents and administration officials may do whatever they deem necessary to get what they want. This is how fascism works. And for underlings to simply say they were carrying out orders is not an excuse; it wasn't at Nuremburg for Hitler's officials, and it shouldn't be now. There are Republicans, Democrats, Greens, independents, etc. who want Bush and Cheney put in the dock. The following people and organizations endorsed putting Bush-Cheney on trial...[a small sampling of signees]
http://prosecutebushcheney.org, www.AfterDowningStreet.org, www.ccrjustice.org, [Center for Constitutional Rights], http://republicansforimpeachment.com, http://www.nlg.org [National Lawyers Guild], www.saltlaw.org [Society of American Law Teachers], www.humanrightsusa.org, www.bushprosecution.org, www.legitgov.org, www.codepink4peace.org, Georgia Veterans Alliance, www.IndictBushNow.org, http://ivaw.org [Iraq Veterans Against War], www.mwcnews.net [Media With Conscience], www.myamericatoo.com, www.opednews.com, www.justiceonline.org [Partnership for Civil Justice], http://pubrecord.org [The Public Record], http://ruleoflawinstitute.org, www.savethebillofrights.org, www.topplebush.com, www.unitedforpeace.org, www.VeteransAgainstTorture.com, Veteran Intelligence Professionals for Sanity, www.veteransforpeace.org, http://washintonforimpeachment.org, www.wtpnet.org [We the People Network], www.impeachwi.com [Wisconsin Impeachment/Bring Our Troops Home Coalition], www.wnpj.org [Wisconsin Network for Peace and Justice], www.worldcantwait.net, http://worldinperspective.org
There are tons more. Here is the Statement on Prosecution of Former High Officials that they all signed:
"We urge Attorney General Eric Holder to appoint a non-partisan Special Counsel to immediately commence a prosecutorial investigation into the most serious alleged crimes of former President George W. Bush, former Vice President Richard B. Cheney, the attorneys formerly employed by the Department of Justice whose memos sought to justify torture, and other former top officials of the Bush Administration.
Our laws, and treaties under Article VI of our Constitution are supreme law of the land, require the prosecution of crimes that strong evidence suggests these individuals have committed. Both the former president and former vice president have confessed to authorizing a torture procedure that is illegal under our law and treaty obligations. The former president has confessed to violating the Foreign Intelligence Surveillance Act.
We see no need for these prosecutions to be extraordinarily lengthy or costly, and no need to wait for the recommendations of a panel or 'truth' commission when substantial evidence of the crimes is already in the public domain. We believe the most effective investigation can be conducted by a prosecutor, and we believe such an investigation should begin immediately."


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Who want's some free Axcite
Who want's some free Axcite
I have a bunch here (brand new) I will send out on my own dollar. Best story on picking up women wins. Does not have to be about pheromones. AND you have to commit to leaving your Axcite feedback right here in the mones forum about Axcite.
Pheromone Cologne, Pheromone Spray, Pheromones <-- clicky
Does it still count if i already have a girl. If this does what its supposed to do , maybe this will help "Heat" things up in the ol' bedroom.
<----think about it...think about it...
-RecoverBro Zombie Specialist and Paracord Wrangler
-Independent due to lies that hurt my family. Loyal to myself and my Bro's.
The night that sticks out the most in my mind was during the month of Sept 2008....
I was at home on vacation and ended up visiting my college bars that night. I ended up at this place called cruzens. Appearance wise I had just finished a cut and was sitting at 190, so I was looking pretty good
Anyways I was out with the guys...and there was a guy that came out with us that I didn't know so we were out in the beer garden shooting the $hit. I noticed a group of fairly attractive girls and he pointed them out and we talked about them for all of 30 sec when I said "hey, watch this." I walked over to the girls and spent all of 5 minutes chatting them up and pulled a phone number. Easy. But wait it gets better.
For the next hour or two....we had 4 different groups of girls approach us to chat us up (and we stood in the same spot the entire time). Maybe it was my good looks....or maybe it was the social proof that was displayed when I was chatting up the original group of women (and when each subsequent group approached as well). Even some of the guys at the bar looked a little pissed that I was doing work lol. Regardless, I was on fire that night.
So the night continues to progress, and I end up really hitting it off with this chick. We danced some and did a little making out at the bar. Needless to say I ended up back at her place that night.
So the night ends with a number from one chick and going home with another (I got her number too, we hooked up again the next night). Pretty solid in my book.
Just sayin. HA! Keep 'em coming, guys.
-RecoverBro Zombie Specialist and Paracord Wrangler
-Independent due to lies that hurt my family. Loyal to myself and my Bro's.
This one takes place about a year and a half ago - Spring of '09. I was in my 2nd year of grad school and my part-time job aside from teaching was working at a liquor store (quite possibly my favorite job ever). We had a pretty attractive staff all around, and with that, of course, comes very attractive girls.
Well, we're in there working one Saturday afternoon and it's pretty slow. One of my coworker's friends who was in town for the weekend stopped in - very hot chick. We were talking for a bit and it turns out she was training for an upcoming marathon; this actually peaked my interest because at the time, I had been considering doing the same thing. So we talked for maybe 10 minutes and that was that - our shift ended and we went our separate ways. I didn't hit on her at all; no suggestive comments or anything. Later, my coworker told me that her friend was instantly rambling on about how hot I was.
One of the perks of working at a liquor store is, well, liquor! Haha! Someone brought a keg in from the night before that had barely even been touched (ordered several but didn't go through as much as they'd thought). I ended up taking it home and throwing a little party at my place that night. So a couple buddies came over, we had some beers and then met up with everyone else (including my coworker and her hotter friend) at one of the bars.
The 2 of them were outside smoking when I got there and before I even had a chance to say hello, this chick comes up to me, throws her arms around me, kisses me on the cheek and then whispers into my ear "You're so hot, but I have a boyfriend." I was completely baffled by all this and kind of looked at her dumbstruck and was just like "Okay..." Like I said, she's hot, but I hadn't been hitting on her, so that was kind of odd.
It gets better.
When we go inside, who is in there? Her boyfriend, who had driven 4 hours down to get there that night. The entire time we're in there, she is repeatedly getting in my ear and saying that same thing over and over, all the while touching me each time.
These people party pretty hard. So, when the bars shut down at 2, all of my coworkers and friends out with us decide it's after-hours at my house since I had the keg and lived downtown anyway. So all these people, including the love triangle of my coworker's hot friend and her boyfriend, come back to my house. This chick runs interference on her boyfriend to get me alone and says all sorts of things to me, including getting my number and giving me hers. I was so drunk at this point that I was hitting on her (my gentleman status can only last so long when being provoked by a hot girl who isn't single). They all stay there until about 5 a.m. and then leave.
I wake up the next morning, still drunk, at like 9 and have to quickly get ready to drive an hour to my hometown for Easter service with my family. In the midst of all this, I realized the text message I got an hour earlier...from her..."Still want me to come over?"
I was kicking myself!
So, we didn't actually hook up, but I was still able to attract a very hot girl who wasn't single
Oh, and added points of interest that will hopefully get me bonus points toward winning:
- This chick hooked up with my co-worker the night before (yes, that is correct - 2 hot girls doing EVERYTHING...I heard all of the details)
- These 2 girls did coke in my bathroom during after-hours
(I'm actually pretty pissed about that second one - they were in the bathroom forever and I assumed it was just girls being girls, but I was informed of this later and also found the empty bag in there in a corner the next day when I was cleaning)
Pretty good stuff for one of my stories where I didn't even actually hook up with anyone And if it comes down to the wire and I'm in the running, I have an even better one that that, but you'll have to PM me for that one...
Psalm 34:10 - "The lions may grow weak and hungry, but those who seek the Lord lack no good thing."
EvoMuse Representative | [email protected] | Inspire to Evolve
Not a GREAT story, but the first time me and mygirl were getting ready to do he McNasty. Things were getting hot and heavy, we then moved onto my bedroom. Getting ready to get down to binness when she ws like " you got a condom?" I was like really, a condom? LOL. I was like a super whore back i the day and never really used condoms...LOL. I remember the next day I went to go buy some. A 12 pack of them were like 15 dollars, I wslike WTF!!! I sat there for a minute and had to do the math in my head, if it was worth it to buy them. If she was worth it....LOL. Glla I did. We've been together a little over 4 years and engaged to be married.
Not the greatest story, but a very memorible one for me!!!!
-RecoverBro Zombie Specialist and Paracord Wrangler
-Independent due to lies that hurt my family. Loyal to myself and my Bro's.
When I was 14 years old, I picked up a 12 year old girl on my Honda XL100. Fast forward 31 years, we're celebrating our 22nd anniversary.
After the Florida-Georgia football game last year, I was with two female friends who came down from Athens. We went back to my house after the game, girl one in the front seat, and girl two in the back seat. We have been drinking a little bit so we were all in the mood for some play. When I parked my truck in my driveway, girl one leaned over to me, and started going to town downstairs. I looked in the rearview mirror and girl two's eyes were opened wide. I pretty much said f*ck it, reclined my chair, and let girl one go to town. It turned out girl two began to like it and started playing with herself. Next thing I know, girl one stops what shes doing and starts making out with girl two, then girl two goes down on me. After everything was said and done, let's just say I forgot about the embarrasing lose from Florida.
I'll be back in a few days and visit this thread, pick some people, and get the bottles (new) out that I have. I think I have about 6.
Well this one is pretty entertaining. Two years ago around Summer Time, I went to South Beach with my friends. We were walking around and having a grand ol time and we saw that this lady was promoting a hotel party. So we went in just or sheets and giggles. We were sitting down and sort of miggling with ladies, me of course was my typical introvert self observing the people instead of interacting with them. I see this chick dancing to the music, so I could not help but to get a kick out of it. I keep staring at her while she looks at me and invites me to dance but I say no of course since I just wanted to chill. She decides to get on top of me and starts giving me a lap dance but this was no ordinary lap dance LOL. She starts taking off all her clothes and the DJ starts to say woah its crazy up in this joint or something to that matter LOL. So I am saying to myself this will not end well LMAO. She literally grabs her breasts and puts them on my face and somehow gets me to motorboat them or something to that degree. I could smell the alcohol on the pores of her skin from her tits so I am like not turned on at all. She then stands upright above me with her vag staring directly at me, from there she drops down to have her clitoris rub against my nose, she starts to move her clitoris in different directions on my nose. The messed up part of it was that even her vag smelled like alcohol. So then well me being a dude with high testosterone levels I still was able to get a hard on with all those turn offs. So what does she do, she decides to bite on my weiner, yup she actually not only dry humped me but bit me weiner. I was like wow what am I to do LOL, after she bit me down in my manhood area, she begins to dry hump me so hard that she starts to get wetter than moist wipes. Now I do not know what to do because this chick is having an orgasm on me literally. So she keeps riding my weiner through my pants till all of sudden she yells and makes a wet spot on me, I look and it aint pee, it aint blood, so I am like umm yea she came on me LOL. She starts to try to kiss me but I aint having none of it, I tell her look your breath smells like alchohol plus I got to be up early tommorow. She then goes to me, I live in Coral Gables honey, so I got a hotel that I will be staying for the rest of the weekend. I tell her no offense but I don't even know where your cuch has been, she then goes to me why you playing me. Now I am confused because I never hit on her nor did I ask for a lapdance. Then some dude walks by and gives me a couple of Magnum Condoms in Gold packaging and tells me use it my young friend. So I tell her okay lets go, so she actually believes that I will follow her to her hotel. I call for a taxi, when it arrives there, I tell her to get in and I will meet with her, she is so wasted she believes me, I tell the taxi driver to take her and to not wait for me. Now this chick sees that I just pretty much turned down easy pun, so she then I assume felt I was a challenge; so she decides to approach me, she was very pretty so I did not mind at all. She starts telling me how she will do me right, blah blah, she tells me to go with her to the lounge room, so I follow her. She calls her friend over, they both start making out with me, then the chick pulls out my johnson and starts yanking on it like it was a cow utter while talking to me dirty. Welll long story short, it is not hard to get action at south beach...
doing my own thang!
About 2 Weeks ago my friends and I decided to do something different as far as the whole bar/club thing. Normally we start the night drinking at a friends house (pregame) then hit up a bar and/or club to finish the night off. This time one of my friends mentions a more upscale bar, where you had to be dressed up a little nicer and drinks were literally double the price, but I didn't mind too much cuz it was nice to do something different. Their were three of us guys and we brought two female friends. We walked into the bar and immediatley realized we were the youngest group in the place. After walking through the crowd where everyone giving us a weird look for being their we decided to sit and start drinking. The atmosphere was very chill and lax. Surprisingly we were all having a pretty good time. When it was my turn to get the round of drinks I walked up to the bar and squeezed myself in between two chairs, while the bartender was making the drinks the women sitting next to me asks me if I've ever been to the bar before and I jokingly told her that i was a regular. She laughed and we started to bullsh*t a little. Once I got my drinks I invited her and her friend over to my table, which of course upset the girls I was with, especially cuz I used to hook up with one of them before. The women was pretty hot for an older women, she def had work done, but I would say she was approx late 30's to early 40's. I was a little tipsy and don't remember much of the conversation after but all my friends say we were all over eachother. At one point I remember goin to the bathroom with her for a little makeout session but that was pretty much it. I did get her and her friends number and still went home to hook up with one of the girls (ex-hookup) we brought to the bar in the first place. All in all a pretty successful night lol
I have an interesting one... Haha so my friend and I are hanging out at his house and I'm staying there the night. I go through his living room and see his sister in there watching tv. Her and I talk and hang out until my friend comes down stairs and scolds me haha. Same situation happens a week or so later after her and I had been texting... One thing led to another kinkiest hotest hookup in the house bathroom ever . Also ended up dating her for 2 years (after my friend finally gave up the fight).
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At Staten Island University Hospital, our physicians have earned a reputation
for excellence and innovation in education,
research and patient care. Our doctors are
renowned in their fields and lead
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clinicians and support staff that deliver
advanced, compassionate care
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Staten Island University Hospital provides complete medical
and surgical services in inpatient and outpatient
settings at both our North and South site locations.
Read on to learn more about the full range of
services offered at SIUH, including
locations, contact information
and descriptions of programs.
At Staten Island University Hospital, we strive to provide
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Staten Island University Hospital is part of the Staten Island community. In addition to providing state-of-the-art healthcare services, we educate our
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Providing quality health care for our patients is our greatest priority.
In order to do this, our hospital family is committed
to the education of our medical caregivers.
We provide accredited training and
educational programs for physicians, nurses,
allied health professionals and technicians.
Fees and Insurance
We, too, are concerned about the cost of quality medical services. We do everything possible to keep our fees reasonable and to make payment easy for you. Here s what you need to know:
Your Referrals
We sincerely welcome patient referrals and will always make time to see a friend or relative whom you think we can help. A referral is, in fact, the highest compliment you can give to us.
Your Office Visit
When you call for an appointment, please briefly tell our receptionist what your symptoms are. That way, she can reserve ample time for your testing and for your consultation with Dr Krol.
Our office hours were set with your convenience in mind with day, evening, and Saturday morning hours available.
Innovative Treatments
Our treatment goals are to control your immediate symptoms and help you feel better now, and then to ultimately control the allergy long-term.
We use a three-step approach to accomplish this: education and environmental changes, medication, and desensitization. During your visits, we will find out what your needs are so that we can create the most practical and effective treatment program for you.
Environmental Control
There are many minor lifestyle changes you can make that will greatly improve your health. For example, if you have a pollen allergy, jogging in the evening rather than the morning will reduce asthma attacks. We will talk with you about your individual habits and then teach you how to easily modify them for better health.
Some of the topics we may cover with you include:
New Medications
We prescribe several new allergy medications that are effective yet do not have side effects like drowsiness and nervousness Also, we've found that a number of allergy sufferers use their nose sprays ineffectively because no one has taught them how to do it properly. We are glad to cover this with you.
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Moss green is woven with soft blue and beige threads on this natty Ralph Lauren cashmere. A heavier medium weight, make a stunning lined winter coat or cape.
Color: Moss
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Industry Weight: 18.50 oz/yd
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Logo Vegas Tank
Style # 202582
What happens in Vegas, stays in Vegas! Unless it's this super cute bebe tank, featuring crystal-embellished Vegas bebe logo and summery cut. Try it with a peplum skirt for some flare.
- 94% cotton, 6% spandex
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- Hand wash
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- Model is 5'9" and wearing a US size S


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Cliffs by White Mountain Carnation Wedge Sandal
Sorry, this item is sold out!
Looks like you've got more shoe shopping to do - have fun!
Looks like you've got more shoe shopping to do - have fun!
Item # 237155
Feminine and comfortable, all in one! The adorable Carnation from Cliffs by White Mountain is the perfect sandal for any occasion!
- Faux leather upper with flower detail
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- 1" wedge
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- View more Women's Cliffs by White Mountain Shoes
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Location: pa
August 09, 2013
carnation wedge sandal
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Yoga Strength
Monday, January 14, 2013 8:45 PM - 9:45 PM
Health & Wellness
Contact: Laura Eagen 701.777.2719
Contact Dept: UND Wellness Center
Website: und.edu/health-wellness/wellness/fitness/group.cfm
Wellness Center Group Exercise Room 272/274
801 Princeton St.
Grand Forks, ND 58202
Level II
This Vinyasa style yoga class stretches, strengthens, and tones the entire body. Vinyasa means "to flow with breath" and each pose flows into the next to balance and focus the mind and create energy. Basic yoga poses and sun salutations are combined to provide a well-rounded yoga class. Any member can attend; prior experience is not necessary. Classes are held on Monday, Wednesday and Thursday at 8:45 p.m.
Group Exercise classes are free for Wellness Center members!
Parking InformationUnless special parking arrangements have been stated above, off-campus guests for this event may use the pay-as-you-go option in the Parking Ramp (corner of 2nd Ave N and Columbia Road), the Visitor Lot (off Centennial Drive), or a Parking Meter. Parking in any other parking lot on-campus requires a parking pass which can be purchased directly through UND Parking and Transportation Services, 3925 Campus Rd Stop 9030 (8:00 a.m. – 4:30 p.m. Monday – Friday).
Other Events on This Day
- Specialty Group Exercise Registration! (All Day)
- Ski UND (5:30 AM)
- Wake Up & Cycle (6:30 AM)
- "Todd Hebert: A Survey" Exhibition (9 AM)
- Children's Story Hour (10 AM)
- Workshop: Qualtrics for Beginners (10 AM)
- Core & More (11:30 AM)
- Workshop: Blackboard Collaborate 12 (1 PM)
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- CycleFit (5:15 PM)
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We hear stories here at BoomerCafé about what baby boomers have done with their lives, but rarely as unique as the story told in baby boomer Amy Friedman's "Desperado's Wife: A Memoir." Amy was a newspaper columnist who walked into a prison to write about the prisoners, and ended up marrying one. This excerpt won't tell you the whole story; you have to read the book!
Elton called to ask if I could pick him up — he was being released from prison on parole. He often called for news about my husband, Will. Will had been transferred to another prison the week he and I married.
"Will saved my life," Elton always said. A lot of men said that. They meant this literally. Will was tough with his fists. Until Will, the men in my life had been intellectual toughs, and the notion of a partner who could protect me not with money and status but with his strength, had appealed. Of course Will couldn't protect me at all; he was in prison.
Elton had a few hours before his plane. I agreed to pick him up— his release was the first evidence in the five years Will and I had been married that a real life, outside, was possible.
I drove past farmhouses and fields of wheat. Early summer around the prison is exquisite — lilacs abloom, alfalfa bright. The light is hard, the land flat, the vistas open and wide. Whenever I think of freedom, I think of those vistas — the opposite of closed, dark space— no looming guard towers, no granite, just oceans of quiet.
When I was at the prison as a newspaper columnist, Elton had stayed in his cell, "just doing his time," so we had never met, but I recognized him immediately— muscles bulging beneath freshly pressed shirt, face beaming. He shifted from foot to foot, a suitcase in one hand, guitar in the other.
The guards scowled, angry watching a convict leave prison, and I understood it was they who had no release date. I whispered, "Let's get out of here." Like runaway kids, we made for the door, as if they might try to stop us.
Driving home, Elton stared out the window. "Man oh man, look at alla this?" and at our house he jogged to the riverfront and stared. The sun reflected off the river, my dog was rolling in the scraggly grass.
"Think I could swim?" Elton asked shyly.
Minutes later, dressed in shorts, his leg jailhouse pale, he walked into the water,wading out, wobbling on the stones under his feet. When he found the fall-off point, he dived.
I watched water swirling above him. When he splashed to the surface I felt the sigh of his release, his relief. Inhaling — air, grass, sun. Space. Life outside. "God," he breathed and dived again.
I couldn't take my eyes off the whirlpool. Tears fell. I remembered the wonder and heat of the ewes' wombs when I helped to birth lambs on the farm. New birth is unspeakably good. Elton emerged again and walked out of the water, a different man.
He glowed, more beautiful than anyone I had ever seen. There it was— that small thing offering all that big hope, that moment when the world expands. I dreamed that's what I would see when Will finally came home.