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For any questions not answered here, please read the SQL language reference manual, the documentation, the C-language interface reference, the static FAQ and the rest of this wiki first.
If your question remains unanswered, feel free to post it on the sqlite-users mailing list.
Another resource for assistance, in the form of live interactive chat, can be attained by visiting Freenode's #SQLite channel. There are usually 30-100 people logged onto the channel at any one instant. (IRC users typically access the network via an IRC client. However, Freenode has a browser-based UI that can be used: http://webchat.freenode.net/ )
Q) Are there bitwise operators in SQLite ? I'm thinking of storing some info in bit fields instead of a field for each piece of data.
A) Here are the details of the operators listed on the expression page
|bitwise shift left
|bitwise shift right
|bitwise AND
|bitwise OR
|less than
|less than or equal
|greater than
|greater than or equal
|not equal
|not equal
|subset of
|case insensitive equality with % and _ wildcards
|case sensitive equality with Unix style file globbing syntax
|reserved for user C function match()
|reserved for user C function regexp()
|boolean (logical) AND
|boolean (logical) OR
Q) Where can I find sample C code?
A) There is some sample code in the wiki. See:
- SimpleCode (Dennis Cote 2009-03-25)
- SampleCode (Marcus Grimm 2009-03-06)
Of course you can have a look at the source of the sqlite3 command line tool itself in the cvs repository:
- /sqlite/src/shell.c
Also of interest is the source of the
- fossil project by drh, a Distributed Revision Control, Wiki, and Bug-tracking System.
Q) Why can't I define triggers across multiple, attached, databases?
A) Triggers between two separate databases are not allowed since if you DETACH one of the databases, the triggers obviously will no longer work and the schema would turn invalid. If two separate databases are so inseparably bound that they need triggers between them, why not just make them a single database?
The same goes for foreign key constraints. There are severe implementation difficulties trying to get this to work across separate database. If you have a foreign key in a separate database, that really argues that the two databases ought to be one.
Q) Is there a way to ATTACH more than the default maximum of 10 databases?
A) Have a look in the language description for the ATTACH DATABASE statement. It points to a compile time option.
Q) Which func could get the number of rows?
A) There is no function to retrieve the number of rows in a result set. SQLite doesn't know the number in advance, but returns row by row while iterating through the tables. The application can increment a row counter as needed at every successful sqlite3_step() .
Some wrappers are able to collect all rows in a resultset in a in-memory table, so they can return the number of rows.
You can always get the number of rows that a certain SELECT statement would return at the cost of some performance:
BEGIN IMMEDIATE TRANSACTION; SELECT COUNT(*) FROM x WHERE y; SELECT a,b,c FROM x WHERE y; ROLLBACK TRANSACTION;
You have to wrap this in a transaction to prevent other connections from inserting / deleting rows between the two SELECT statements.
Q) I just installed a PHP script on my webhost using sqlite. Where's sqlite file/database located?
A) Where your PHP script chooses to put it. It should be documented in the application you installed.
Q) how can i tell if my webhost support sqlite?
A) Use the PHP function `function_exists`
bool function_exists ( string $function_name )
Q) How can I compare the speed of SQLite writing and reading from a table to doing roughly the same thing with a flat file?
A) Depends on your platform. On Unix and look-alikes use the time command.
Q) Does SQLIte have a syntax equivalent to:
Or how do I find out what tables a SQLite database has?
A) If you are using the SQLite command line program, try this:
You can also use a pattern that matches tables using a LIKE pattern:
.tables ?PATTERN?
If using another utility to access the database (or programmatically), this should work:
SELECT name FROM sqlite_master WHERE type = "table";
A) Pragmas used to query the schema of the current database.
Q) Are there any plans for Concurrent Queries Improvements on SQLite?
I mean, when i'm hypothetically inserting 100000 records in a table throguh a PHP PDO Query, and I try to access this table for a simple query like (select * from table where id = 1), SQLite returns a message that the table is locked. Is there any research for this?
A) This is better discussed on the mailing list.
Q) Is there a active project roadmap?
A) The roadmap is in the ToDo wiki page.
Q) How many characters can a query have? (TCL: dbHandle eval $Query)
A) The lesser of the amount of available memory and 2147483648 bytes.
Q) How atomic are the SQL statements? Are UPDATE/INSERT/SELECT/DELETE atomic (e.g, can you modify multiple cross-dependant rows, under the assumption that no one of them could be read by a SELECT thread from another connection)? What about nested queries? What about triggers? For example: If a trigger renumbers a sequencial integer column on INSERT/DELETE, can it be assumed a SELECT statement from another connection won't be capable of reading a non-sequencial temporary column state between the INSERT/DELETE and the trigger action?
A) Very atomic, if you use transactions in a careful way. A SELECT thread will wait for the atomic transaction to be complete if it acquires a lock by using BEGIN IMMEDIATE or BEGIN EXCLUSIVE. It will wait until the modifying transaction has been committed or rolled back. See the discussion on the transaction page.
Q) Is there an expression (inside SELECT) for checking if a column exists?
A) The closest I can think of is
PRAGMA table_info(test);
Q) Can CREATE ... (column_def) be combined with CREATE ... AS SELECT..., as in CREATE ... (column_def) AS SELECT...(makes a merged table)?
A) No.
Q) I am using a column named id integer primary key. I also have a url column. Is there a prefered way to check if a url is a duplicate before inserting a new record?
A) Create a UNIQUE index on your url column.
eg. CREATE UNIQUE INDEX urlunique ON urltable (url)
- urlunique is an index name,
- urltable is the name of your table
- url is the column.
Q) Is the built-in SQL function list under {link:http://www.sqlite.org/lang_expr.html expression} complete? What about String functions like REPLACE?
A) Read the bottom of that page, it links to the core functions.
Q) Is there a Wiki engine that uses SQLite instead of, for example, MySQL?
A) This wiki uses SQLite. See http://www.cvstrac.org/
A) PhpWiki supports SQLite via PEAR::DB
A) Fossil, a Distributed Revision Control, and Bug-Tracking system, uses SQLite for everything and has a built in Wiki.
Q) What is the calling convention for sqlite3.dll API functions (for Windows) and for SQLite callback functions (for sqlite3_exec function)?
A) cdecl (caller pushes parameters right to left on stack, caller cleans up)
Q) On sqlite3_Open(), when the file with given filename doesn't exist, SQLite creates new database. But usually, the application needs to do some initialization work to be able to use this new database (create tables etc.)
So, what is the most natural way to determine, that Open() created new database instead of opening the existing one?
A) Use some system API funtion like IsFileExists(DB_filename) before calling sqlite_open(DB_filename)
A) or, use the "user_version" pragma. Right after calling open(), do "pragma user_version". If it returns "0", then assume that this is a new file -- create your tables and do "pragma user_version=1" to mark that you've created your tables in this db. The next time you do "pragma user_version", it will return 1, signifying that you've previously set up this db.
Q) Is it possible to let the programmer choose - commit or rollback the transaction that was begun with BEGIN and some INSERTS/UPDATES, but was not finished due to system hangup or power failure, instead of automatically rollback it on opening the DB??? (assume the transaction journal file integrity is fully correct)
A) No.
A) If you leave out BEGIN / COMMIT, every statement is a transaction by itself, and SQLite will only rollback the last unfinished statement.
Q) Is there a standard way of backing up SQlite databases aside from simply copying the database file to another location
A) Yes. In the command line tool, the ".dump" command will output the schema and data in the form of sql statements. E.g.:
sqlite3 mydatabase .dump >Mybackup.sql
You can pipe this file back into sqlite3 should you need to restore.
A) SQLite v3.6.11 introduced a backup API, which is exposed to the SQLite command line tool as the .backup command.
Q) Is it possible to output queries and associated results into an output text file?
A) Yes, use the command line tool and study the result of its .help command. (hint: .output)
Q) Is there a simple way to figure out the primary key(s) of a table through sql?
A) Use the last column of
PRAGMA table_info(tablename);
A) Interpret the result of a select on the master table.
Q) Does SQLite have a bulk loading tool?
A) Yes, use the command line tool and study the result of its .help command. (hint: .import).
Q) How can I use SQLite in combination with Qt from Trolltech ?
A) QT4.1: http://doc.trolltech.com/4.1/qtsql.html and http://doc.trolltech.com/4.1/sql-driver.html#qsqlite-for-sqlite-version-3-and-above
A) QT3.3: http://doc.trolltech.com/3.3/sql.html and http://doc.trolltech.com/3.3/sql-driver.html#QSQLITE
Q) Where do I get the header file (i.e. sqlite3.h) matching the precompiled binary (i.e. sqlite-3.2.1.so.gz) ?
A) The download page contains both precompiled binaries and a source tarball of the same version. sqlite3.h is also easily extractable from the amalgamated source. And then there is the CVS source repository. Its usage is documented at the bottom of the download page.
Q) Are there any advantages of using either a static library over the linked library (Performace, Speed, Compatibality)?
A) Depends, but on Windows platforms hardly. It matters startup times and perhaps the ease of deployment.
A) On platforms where the system uses SQLite (like SUN Solaris, Apple OS X) the provided library is usually a bit old. In order to include newer functions you may prefer to link the library statically into your application.
Q) Why do the prototypes from the C api reference and the Quick Start guide not match up?
Q) Could SQLite be used to implement the Table Oriented Programming philosophy efficiently and easily? Can an embedded database using precompiled access functions compete with object-oriented access of object attributes in performance (a slowdown by a factor of 10 could be tolerated, but not by a factor of 100 or 1000)? If not, could this be achieved (by some caching mechanism, for example)?
Q) Would it be possible to run SQLite off a DVD essentially creating a completely self contained system without requiring any installation or modification on the host computer, and would it be prohibitively slow to access the DB to doing so?
A) Do you mean to write a DB file to a ramdisk? This should not be particularly slow.
Q) What conventions should I follow when submitting a patch and where should I send it?
A) File a ticket using the link in the submenu above and attach your patch to the ticket. The patch should be against the most recent source milestone. You also have to include a contribution statement
Q) Is there a limit to the number of prepared statements?
A) No practical limit. You have to have enough memory to hold them all.
Q) Is it possible to modify the way functions are handled in sqlite ? My idea is to allow functions to have their own private data space to save data from row to row like the agregates have, with that we can have functions that remember last row values, create counters and totalizers that return their updated values for each row.
select increment(1),* from my_table;
select sum_and_return_row_by_row(row_value_to_sum),* from my_table;
select current_row_value + last_row_value(current_row_value),* from my_table;
The structure for that is already there, in fact is the same used by agregates, I was scratching the code but I could not find easily where to introduce code to push the context and recover for functions that aren't agregates, someone know how to do that ?
Q) How can the strict affinity mode be used which is claimed to exist on http://www.sqlite.org/datatype3.html
A) This has not been implemented as of version 3.3.13.
Q) Does SQLite have a prefered file type? Obviously things like .db are too generic, and file.sqlite seems just a little bit long... .sl2? .sl3? What should we use to be friendly with simple type checkers.
A) File extensions are a predominantly a Windows phenomenon. Be careful with certain extensions as they may trigger Windows XP's system restore systems (eg. .sdb is associated with Appfix packages, which means Win XP will keep a backup copy every time it's changed - thus dramatically affecting your performance). Don't make it one of these: http://msdn.microsoft.com/library/default.asp?url=/library/en-us/sr/sr/monitored_file_extensions.asp
Q) are the database files platform independent? i.e. it is possible to transfer them from solaris to linux, or from windows to linux, configure the path and run the platform specific software on it?
A) Yes.
Q) Are there any known sources of ready-to-use collating function code/libraries dealing with European language's collation? (It can't be that there should be so less about this topic in conjunction with SQLite - it would be a toy or a bunch of work without.)
Q) Is possible to make cross database join?
A) Yes. ATTACH the second / third ... databases, and use their symbolic names in database-name.table-name instead of just table-name.
See also: http://www.sqlite.org/syntaxdiagrams.html#join-source .
Note: It's not possible to define cross database joins as a VIEW.
Q) I have a csv file to import that uses double quotes to escape text fields with commas. How can I import this using sqlite3?
A) See the ImportingFiles wiki page.
Q) I get the following error:
attempt to write a readonly database
But when I try the obvious fix (making it not read-only), I get the following error:
unable to open database file
What's up with that? I'm accessing through the pysqlite wrapper in a cgi-script.
A) Make sure that the directory containing the database file is also writable to the user executing the CGI script.
Q) Where can I download fts2.dll?
A) FTS3 is included in the sqlite3.dll download. It is a better replacement of FTS2.
Q) Data files made by Sqlite 2.8.x seem a litte bloat. any suggestion on inserting data therefore effectively using sqlite? Please.
We here use PHP4/5 in which sqlite2.8 is embeded by default and the 3.x versions along with PDO are less popular among the web hosting service providers.
As the 2.8-embebed PHP5 versions will be around for next couples of years, where can i find more sqlite 2.8-specific information from this official website?
please (sorry for my bad english)
Q) How can I use memsys5 memory allocator from Tcl? (I want to allocate 2GB of memory beforehand, then insert data there without malloc overhead (Win XP). I'm expirementing with OLAP-alike database.)


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subset: commoncrawl


text:
Moderator: Tuefish
Varsaavius wrote:As the size of the explosion increases, the amount of social situations it can't resolve approaches zero.
Gungnir wrote:I'm in Dayton. Not sure how far that is. I'm terrible at geometry.
Tzan wrote:Quantumsurfer wrote:I generally agree with TzanWarhead wrote:I agree with QuantumSmurfer.
I agree with Warhead.
Users browsing this forum: No registered users and 2 guests


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text:
Maybe some of you like the idea and are willing to implement it... I might write out some pseudo-code that could be converted into real code if I get around to it.
I think pressing the spacebar should only show the options that are valid at that time. Also, it should show every valid option.
I think that initially, the "Edit" category should have hardly any entries... just things like
Grab/Move G (I think including the word "move" makes it easier for beginners to understand - they might ignore that entry if it just says "Grabber")
Rotate R
Scale S
Type in Position/Rotation/Scale N
Enter Vertex Edit mode TAB
At the moment it only has one entry for "N" - it is under sequence - it is for "Str Params". But usually selecting that on the menu does nothing - since I wasn't in the sequence editor (or whatever).
So basically at the moment, you can get an incomplete list of hotkeys, and many of them don't even work when you click on the menu. Sometimes using the menu does work, but the hotkey is misleading...
e.g. if you aren't in edit mode and you go to shear (Ctrl-S) it works - because it takes you to edit mode first... but if you aren't in edit mode and want to use the hotkey, a beginner would assume that Ctrl-S is all that is needed... but Ctrl-S makes the Save file thing come up! (Ctrl-W is meant to be for that...)
And sometimes the menu doesn't take you to edit mode...
e.g. if you go to the edit menu and go to shrink/fatten (alt-s) it says "clear size?" !
I think the descriptions should be more descriptive....
"Join" could be "Join selected objects"
"Make Track" could be "Make 1st selected obj track 2nd obj"
"Make Parent" could be "Make 2nd selected obj parent of 1st obj"
I think there should also be some information included with blender that explains everything you can do with the mouse (move things, create new views, etc) and that you can press space to see the other relevant commands. Maybe the mouse stuff could somehow be on the spacebar menu - it could have a link to message explaining about the mouse.
I guess "enter vertex editing mode" or "edit vertexes" (TAB) should only show on the menu when an appropriate object is shown - e.g. not a light. And if a light is selected, things like the light properties (F4) would appear on the menu.
Maybe the first time blender is run it could have a little message that talks about the mouse and the spacebar menu.


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text:
Monday, June 6, 2011
New and Improved
I'm something of a cynic. When companies advertise a product as "New and Improved!!," it always smacks to me of a desperate attempt to palm off a shoddy piece of goods, claiming, "It's not nearly as nasty as it used to be!" If it wasn't broken in the first place, why fix it?
There are some recipes in my repertoire that I would never dream of tinkering with. Why mess with perfection? But sometimes, life happens and where before you had perfection, you now have something you never dreamed possible - an improvement.
I've been struggling with what to do for my kids' teachers for a year-end thank you gift. I homeschool my kids (and, no, I'm not looking for an excuse to buy myself another cookbook), but I also take them once a week to a homeschool co-op. The excellent teachers who've been trying all year to instruct my children deserve at least a little thank you.
It wasn't until the last day of class that I decided what to do. Cookies. (Well, duh, I really should have thought of that weeks ago.) I woke up early and assessed that I had enough time to bake a batch of my Fabulous Brownie Cookies. They're easy and have a good effort to results ratio. So at 5:30 in the morning I'm melting chocolate, measuring flour, getting the eggs out, and, oh, giant leaping dust bunnies! The recipe calls for 4 eggs and I only have 3!
A quick internet search provided multiple options for egg substitutions (most of them nasty), but fruit puree sounded promising. Since I'd had such good results using date puree in these cookies, I decided to go with that. A quick 20 minute soak of the dates, pureeing with my hand-held blender, and I was back on track.
We have to be out the door at 8:00 and at 7:30, the kids were scarfing down breakfast while I was stamping white paper bags, stuffing them with cookies, tying on bows, still in my pajamas. Miraculously, we made it out the door on time. And the cookies? Really good. In fact, really, really good. Still deliciously rich, chocolatey, and brownielike, but with an added depth of flavor and an extra oomph of texture, these are clear winners. So I guess new and improved doesn't always mean "less nasty." Sometimes it really does mean "more fabulous!"
Even More Fabulous Brownie Cookies
1/2 cup (1 stick) butter
4 oz. unsweetened chocolate, chopped
3 cups semisweet chocolate chips, divided
1-1/2 cups all-purpose flour
1/2 tsp baking powder
1/2 tsp salt
3 large eggs
3 Tbsp date puree*
1-1/2 cups sugar
2 tsp vanilla extract
2 cups chopped pecans, toasted
*Directions for making your own date purée here.
In a large, heavy saucepan combine butter, unsweetened chocolate, and 1-1/2 cups chocolate chips. Cook over low heat, stirring constantly, until butter and chocolate melt; set aside and cool.
Combine flour, baking powder, and salt in a small bowl; set aside. Beat eggs sugar, and vanilla in a medium mixing bowl at medium speed with an electric mixer. Gradually add flour mixture to egg mixture, beating well. Add chocolate mixture; beat well. Stir in remaining 1-1/2 cups chocolate chips and pecans. I used my medium scoop (1-3/4" across) to drop blobs of dough (about 2 Tbsp) 2 inches apart onto cookie sheets lined with parchment paper.
Bake at 350 for 10 minutes. Don't overbake - the cookies should just loose their sheen on top, but still be moist. Let them set on the cookie sheets for a few minutes (they will continue to bake a bit), then remove to wire racks to cool completely.
Makes about 4 dozen cookies.
13 comments:
- Sara said...
These cookies sounds delicious, and I love the cute little bags! Sounds like the perfect gift for teachers. :)
- June 6, 2011 at 6:04 AM
- MyKitchenInHalfCups said...
Gosh, wish I was a teacher.
More fabulous indeed!
- June 6, 2011 at 6:36 AM
- Colleen said...
These look delicious!! I am quite impressed with your time management too. :) Well done all around!
- June 6, 2011 at 6:52 AM
- Jennifurla said...
I love the little bags of goodness.
- June 6, 2011 at 3:08 PM
- Melinda said...
Excellent noggin thinking! They do look delicious. And aren't your gift bags pretty!
- June 7, 2011 at 11:11 AM
- Katie said...
I bet the teachers loved the cookies. Such a nice touch. I often find myself baking earky in the mornings too, its quite tranquil with no one else around. I adore those cookie bags - just beautiful
- June 7, 2011 at 9:36 PM
- Barbara said...
Date puree? Very unusual. I'd love to be a teacher and receive a bag of these!
- June 9, 2011 at 4:42 AM
- grace said...
i've always been baffled as to how something could be both new and improved. regardless, the cookies sound great! :)
- June 10, 2011 at 10:30 AM
- Avanika [YumsiliciousBakes] said...
Those sure sound amazing. And I agree with Grace above, it's either new, or improved! How on earth do they claim both??
- June 10, 2011 at 11:46 PM
- bellini said...
If only I was at the receiving end of these Lynn.
- June 11, 2011 at 3:48 PM
- Jannett said...
These do sound delicious..love the bags... ;o)
- June 12, 2011 at 7:07 AM
- Elle said...
Lucky teachers...and yummy looking cookies, too. I often add applesauce instead of some oil or egg. This sounds like an even better substitution!
- June 13, 2011 at 8:55 PM
- The Honey Nut said...
Ohhh these look interesting! I have never tried to make cookies with date puree, but these certainly look delicious! I love whenever I can find healthy substitutions that actually taste good :)
- July 1, 2011 at 3:25 PM


text:
Enid Kathleen Crawford, age 91, of Fairmont, died September 13, 2012.
Enid Kathleen Crawford, age 91, of Fairmont, died September 13, 2012. She was born February 7, 1921 in Keyser, WV, a daughter of the late Carl Edwin Furbee and Ruth Watson Furbee. She was a graduate of Bridgeport High School and attended the Washington School for Secretaries in Washington, D.C. She worked at North American Aviation in Dallas, Texas and for the Tennessee Valley Authority in Oak Ridge, Tennessee during World War II. She also was employed in the dental office of Dr. Jack Hayhurst in Fairmont and retired form there in 1977.
She was a 50 plus year member, an Elder, a Circle Leader, and member of the Sunshine Committee, at the First Presbyterian Church in Fairmont. She was a member and past president of the Harmony Extension Homemakers Club. She was an avid quilter and gardener. Following the death of her husband, James William in 1990, Enid continued the environmental practices initiated by her husband on their 373 acre farm on Mt. Zion Road. In 2000, Enid was rewarded for the implementation of a sound forest management plan and she was chosen Outstanding Tree Farmer for the State of West Virginia. In 2001, in competition with other state Tree Farm winners, Enid was chosen Outstanding Tree Farmer for the Northeastern United States and competed for the National Tree Farm award. Enid was the recipient of the Luther Britton Stewardship Award. Enid continued to be a good steward of the land and offered her farm as an outdoor educational laboratory for the WVU Division of Forestry.
Surviving are daughter, Martha Ann Snyder of Ravenswood, WV, two daughters and sons-in-law, Michele and Kenneth Miller of Fairmont, WV, Melinda and Mark Double of Morgantown, WV, and one son and daughter-in-law, Bill and Carole Crawford of Stonewood, WV seven grandchildren, Sonya (Bob) Nagle of Copely, OH, Andrea Nielsen of Fairmont WV, Lauren (John) Sirbak, Pittsburgh, PA, Erin and Sara Double of Morgantown, WV, Dr. Adam Crawford, Charleston, WV, and Tyler Crawford of Stonewood, WV and four great-grandchildren Caleigh of Fairmont, WV and Zachery Nielsen of Toledo, OH and Mia Nagle and Luke Nagle of Copely, OH. Also surviving are two brothers, John Furbee of Desert Hot Springs, CA, and James Furbee of Morgantown, WV.
She was preceded in death by her brothers Carl Furbee of Bridgeport and Jerry Clifford Furbee, and son-in-law, Samuel Raymond Snyder, great-granddaughters, Ashley and Avery Nielsen.
Memorial contributions may be made to the First Presbyterian Church, Jackson and Jefferson Streets, Fairmont, WV 26554, or the Pricketts' Fort Memorial, 88 State Park Entrance Road, Fairmont, WV 26554.
Friends may call the Ford Funeral Home, 201 Columbia Street, Fairmont on Friday, September 14, 2012 from 5- 9 p.m. Mrs. Crawford will lie in state at the First Presbyterian Church, Jackson and Jefferson Streets, Fairmont on Saturday, September 15, 2012, from 12 noon until 2 p.m. The funeral will be held in the First Presbyterian Church on Saturday, September 15, 2012 at 2 p.m. with Reverend Elise Neal officiating. Interment will follow at the Mt. Zion Cemetery and Mausoleum in Fairmont. Condolences may be made to www.fordfuneralhomes.com


text:
PublicStuff needed a new logo design and created a contest on 99designs.
A winner was selected from 170 designs submitted by 23 freelance designers.
PublicStuff & GovStuff
We are an online start-up that connects citizens to their local governments. We provide two products:
1) PublicStuff (Citizen Online Porta)l:
Our platform enables people to request services from their local government, like pothole repair, missing street sign, etc. They can also work with other community members to create community change.
2) Gov Stuff (Government Software):
This software enable governments to manage all the requests coming in online.
We have two target markets for each product:
1) PublicStuff:
> Middle aged folks who want to report community issues and get them fixed
> College students to young adults
> Interest groups (bike coalitions, environmental groups, etc)
> Local businesses
2) GovStuff:
We target small to mid- sized cities for the government software.
We are looking to have two logos designed for our products.
1) PublicStuff (www.publicstuff.com)-- Please do a version with our tagline "Connecting people and local governments" and a version without the tagline.
2) GovStuff (http://www.govstuff.net)
Ideally both logos will have one common element that ties them together. We have a current logo for PublicStuff, but the colors do not translate well on various colored backgrounds. It is also not as sharp as it needs to be. (Please note that you do not have to include the ".net" part of the logo). We have attached the original logo design.
Here are some things we would like to see:
- Clean and crisp design
- Design that works well over a light and dark background
- Translates well when printed
- Modern design
- No cartoons
Logos we like:
Logos we don't like:
The files we will require are:
Print file format - .ai (CMYK)
Web file format - .jpg and layered .psd (RGB) and png
Find out how a design contest works or learn more about our logo design services.


text:
Just one teacher trying to make a difference for her children
November 15th 2016
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Pets, Pets, Pets
Lassie came home, but that was a book and a movie. Teddy Bear is the real deal. After surviving nearly four years in a North Carolina swamp, Teddy Bear, an Irish Wolfhound mix was reunited this month with her jubilant owners. Somehow, she endured four winters and three summers of wilderness, 44 months there to be precise. Her happy ending is thanks to the amazing dog detective skills of the Outer Banks SPCA.
Back in November 2006 at the end of a canoe trip a playful Teddy Bear jumped out of her owners' SUV hatchback and disappeared into the Alligator River National Wildlife Refuge. She had done this before but this time she didn't come back. Her owners, the Wilkinsons, who live in New Bern three hours away, began an exhaustive search, extending their stay, posting over 200 flyers, listing a lost report with the local SPCA, and ultimately returning to the area 20 times to continue looking for Teddy Bear. They kept contact with folks in the area and responded to possible sighting, but all were false hope.
Red wolves, alligators and bears! Oh, my! The refuge is 152,000 acres of bog in a remote part of the Outer Banks. Alligator River is a reintroduction site for the endangered red wolf. The closest town called East Lake has only about 35 homes. At first there were sketchy reports of one elderly man feeding a stray from afar. In 2007 a humane trap was set up but nothing entered. After that, news dried up. The Wilkinsons were so worried that their shy dog wearing a collar with ID would never approach humans. In time they feared she had succumbed to the elements, predators or starvation.
[Before we get to the nitty gritty of how Teddy Bear got home safely, let's stop for intermission. To those involved in the massive search for Vivi the Westminster Whippet lost at JFK Airport, also in 2006, this long lost dog's recovery is more than an incredible journey - it's an inspiration. Dare County in NC where this took place received some area coverage but the news never reached NY television or internet spots like AOL's homepage. We heard about Teddy Bear when the Virginian-Pilot newspaper story was forwarded to Bonnie Folz, coordinator of Team Vivi. Her subject line read: "You have to read this one- A reason to keep the faith."]
Lights flashed; intermission's over. Josie Alford, an animal control officer at Outer Banks SPCA made Teddy's astounding canine connection. Josie said recently another resident was throwing scraps to a stray. At first he thought it was a straggly bear cub. Once he saw that a ragged dog needed medical attention he asked for a humane trap. The SPCA brought the trap but it was his responsibility to monitor it. Two days later on July 21st-Gotcha! Thescruffy dog inside, though now thin, collarless and fly-bitten, seemed familiar to Josie. The SPCA took her to their vet the next day where she was started on antibiotics for her inflamed skin.
Josie recalled a similar dog, and the devoted owners she spoke to years ago, but she wasn't sure how many years ago. She remembered a distinct flyer about a dog lost in the refuge. She could picture the poster- dark photo, several phone numbers, no microchip, reward.
She remarked: "Imbedded in my brain was a lost report in a binder for a year. We organize our lost dogs by color in separate male/female books. A few months later we call to update the status. After a year, open case lost flyers are pulled out and kept in dated boxes. We have about 30 boxes labeled, and stored with various case number notes stapled to them." She said this data wasn't computerized yet but hoped it would be soon. I listened as Josie described this efficient method, shaking my head in disbelief because I see how little attention the lost posters get at L.I. shelters.
First lead: Josie's supervisor came across the box with the 2007 trap request. In all it took 13 days of box shuffling before Josie found the tattered flyer she was looking for. Her supervisor let her do the honors of notifying the Wilkinsons. They got the joyous call followed by emailed photo confirmation. Within a few short hours, they were at the shelter to reclaim their precious gal. The same dog hiding at the back of her kennel walked right up to her owners and began nuzzling their faces. Look at the OBX shelter photo of Teddy Bear's Grand Reunion. "Everything bad I have to deal with at the shelter just disappears when I think about Teddy Bear. It takes the cake," remarked Josie.
Teddy, now six years old, is back resting on her favorite couch. She has skin and ear infections and, not surprisingly, will undergo heartworm treatment because of the swamp mosquitoes. Teddy has already gone canoeing again. From now on she'll wear a tracking collar.
Outer Banks SPCA (www. obxspaca.org) went above and beyond for Teddy Bear, but I get the feeling they do so each day. Presently, a small staff tends to about 30 dogs and 70 cats. Right as Teddy's identity was revealed, "Onyx" a Pit mix was adopted a day short of his year anniversary. For Teddy's remarkable recovery, OBX SPCA deserves the Nobel Pets Prize, yet I bet they would be content with less. Like many rural shelters they could use monetary donations plus pet food or dog/cat toys.
For Adoption at Babylon Town Shelter (631- 643-9270) Lamar St. W. Babylon: Another "Bear" is waiting for a happily ever after. For a year his loving family tried hard to re-home him when faced with a child's respiratory problems. All prospects fizzled. "Bear" #93501 is a six year old Shepherd combo - half German; half Australian. He is great with kids, housebroken but does not like cats.
Meanwhile a sweet, purebred female Bull Terrier pup #93492 was found as a stray.
Males: "Blue" Shep mix #93487; "Junior" beige Shep mix #93434; older Maltese #93484; a yellow Lab; a chocolate Lab; "Spook" black cat C-4.
Female: "Queenie" shy Rottie #93453; "Jinni" carries bowl #93155; "Star" her shelter stay has surpassed "Onyx" by 5 months #92319; "Truffle" petite tortie C-1; "Miss Kitty"- tuxedo C-6.


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LONDON (Reuters) - Legendary rockers Led Zeppelin said on Wednesday they will include previously unreleased songs in the first batch of reissues of their nine studio albums, including a version of their pulsating "Whole Lotta Love"
The reissues, remastered by guitarist Jimmy Page, will be launched on June 3 with deluxe editions of "Led Zeppelin", "Led Zeppelin II" and "Led Zeppelin III". Each album will include a second disc of unreleased music related to that album.
"The material on the companion discs presents a portal to the time of the recording of Led Zeppelin," Page is quoted as saying in a statement from the band.
"It is a selection of work in progress with rough mixes, backing tracks, alternate versions, and new material recorded at the time."
The companion audio for the band's 1969 debut album "Led Zeppelin" features a previously unreleased performance recorded in October of that year at the Olympia Theatre in Paris. The nine-song set features seven tracks from the album, including a 15-minute version of "Dazed And Confused".
"Led Zeppelin II" features some of the band's most famous tracks including "Ramble On" and "Heartbreaker" as well as "Whole Lotta Love," a fixture in the pantheon of classic rock 'n' roll songs.
Its companion audio contains alternate mixes of five songs from the album, including "Whole Lotta Love", plus backing tracks to "Thank You" and "Living Loving Maid (She's Just A Woman)," and the previously unreleased track "La La."
The nine tracks featured on the companion audio to "Led Zeppelin III" include outtakes of songs from the album as well as three previously unheard compositions: "Jennings Farm Blues", "Bathroom Sound", and the band's take on the blues classics "Keys To The Highway/Trouble In Mind."
Led Zeppelin was inducted into the Rock & Roll Hall of Fame in 1995, received a Grammy Lifetime Achievement Award in 2005 and a year later was awarded the Polar Music Prize in Stockholm.
Founding members John Paul Jones, Page and Robert Plant - along with Jason Bonham, the son of drummer John Bonham, who died in 1980, the year the band broke up - gave a tribute concert at London's O2 Arena in 2007 for the late Ahmet Ertegun, founder of the band's label, Atlantic.
Band members have since discounted the prospect of another reunion.
Editing by Jeremy Gaunt


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Strasburg, North Dakota: Ethnic Heritage and Language
Schools in America: Strasburg, North Dakota
Kloberdanz, Timothy J. "Strasburg, North Dakota: Ethnic Heritage and Language Schools in America: Strasburg, North Dakota." Studies in American Life 8, no. 4: 1988.
The German-Russians comprise one of the larger ethnic groups in the Great Plains region today. Descended from German colonists who first settled in Russia during the 1760's at the invitation of Czarina Catherine the Great, the German-Russians are particularly numerous in the Dakotas, Nebraska, Kansas, eastern Colorado, and the Canadian prairie provinces.
When they settled in Russia, the German-Russians lived in closely knit, agrarian villages that were established along religious lines of affiliation (i.e., Lutheran, Evangelical Reformed, Roman Catholic, Mennonite, or Hutterite). For more than a century in Russia the German-Russians avoided intensive contact, not only with their Russian and Ukrainian hosts but also with German colonists living in neighboring villages. The major German enclaves in Russia included those of the Volga Germans (Wolgadeutschen), established in 1764-67, and the Black Sea Germans (Schwarzmeerdeutschen), established in the late 1780's and early 1800's.'
The German colonists in Russia enjoyed decades of self-imposed
isolation, until the reforms and Russification measures of Czar
Alexander II took place in the 1870's. These reforms caused thousands
of German-Russian colonist families to uproot themselves and emigrate
to the New World. Having prospered as grain farmers on the treeless
Russian steppes, the German-Russian
emigrants were attracted to the plains of North America and to the pampas of South America. The German emigration from Russia began in the mid-1870's and continued until World War I. As in Russia, the German-Russians who came to the New World tended to maintain regional and religious affiliations in their settlement patterns. Thus one primarily finds Volga German Protestants in Nebraska, Volga German Catholics in western Kansas, and Black Sea Germans in the Dakotas.
There is no way of determining exactly how many Americans of German-Russian descent presently reside in the United States, due to recent census records that rarely distinguish German-Russians from other Americans of German ancestry. Yet, German-Russians have become a highly visible ethnic group in the Great Plains states, partiality due to the success of two active, ethnic organizations that boast ever-increasing memberships: The American Historical Society of Germans from Russia (AHSGR), founded in Colorado in 1968, and the Germans from Russia Heritage Society (GRHS), established in North Dakota in 1971.
German emigration from the Black Sea region of South Russia coincided with the opening of United States homestead lands on the northern Great Plains. By 1920 some seventy thousand German-Russians of the first and second generation of immigration were living in the state of North Dakota alone. Today North Dakota may have twice as many citizens who are descendents of German-Russians as any other state in the union. When one considers that the entire state of North Dakota has a combined population of only 652,437 (1980 census), one can imagine how numerous the German-Russians seem in such a sparsely settled area.
While North Dakota attracted representative German groups from
all of the major settlement areas in Russia, the vast majority
came from the Black Sea region near the port city of Odessa. The
first German-Russians immigrated to what was then "Dakota
Territory" as homesteaders. Although they could not establish
closed agrarian villages as they had done in Russia, German-Russians
who shared the same religion and regional dialect did establish
their homesteads in close proximity to one another. Since some
of the better farmlands along the wooded river valleys already
had been claimed by Scandinavian immigrants, the German-Russians
settled in the southern, central, and north-central portions of
the state. Their communities form what has
been called the "German-Russian Triangle." Most of the state's German-Russians live within this triangular portion of the state in areas homesteaded by their immigrant forebears less than a century ago.
The town of Strasburg, North Dakota, lies seventy-five miles southeast of Bismarck, the state capital, and about a dozen miles north of the South Dakota line. German-Russian homesteaders established the community in the spring of 1889. They named the struggling pioneer settlement in honor of Strasburg, their home colony in South Russia. With the building of a nearby railroad in 1902, Strasburg gradually grew in size until its inhabitants numbered 700 people in 1930. Yet, as in other small towns on the northern Great Plains, the paucity of farms and jobs prompted many of the local youth to find employment elsewhere. The population of Strasburg, North Dakota, is approximately 623 today (1980 census).
Located in the southern half of Emmons County, Strasburg is
in an area densely populated by people of German-Russian ancestry.
Neighboring communities, such as Hague and Linton, are well known
to North Dakotans as towns where the "German brogue"
remains a distinguishing characteristic. While the Strasburg area
is primarily German-Russian and Roman Catholic, there is a small
settlement of "Hollanders" (who belong to the Dutch
Reformed Church) southwest of Strasburg. Large numbers of Protestant
German-Russians are found only a few miles to the east, and the
Standing Rock Sioux Indian Reservation is located due west, across
Lake Oahe and the
Missouri River.
As one approaches the prairie community of Strasburg by car, one immediately notices two things: the immense size of its Catholic church, the spire of which can be seen high above the trees and surrounding structures, and the signs off Route 83 that proudly call attention to the fact that Strasburg is the hometown of music maestro Lawrence Welk. Born in a clay-brick pioneer home near Strasburg, Welk grew up practicing an old accordion brought from Russia by his father. Eventually, Lawrence Welk's shy, reserved style, Emmons County "German brogue," and champagne music became well-known trademarks in the entertainment world.
Emmons Central High
On the northwest edge of Strasburg, well within sight of Saints Peter and Paul Catholic Church, stands Emmons Central High School. The pale brick building is one of two high schools in the small community which are within easy walking distance of each other. Emmons Central is a parochial school that serves the Catholic youth of Emmons County, while the local school district administers Strasburg Public School. The casual observer who attempts to see Strasburg as a homogeneous ethnic community - united by a common religious and cultural heritage - will be hard pressed to explain the existence of two high schools in such close proximity to one another.
Checking available published sources regarding the history of the two schools, I found that the first school in Strasburg was parochial, established in 1910 in the basement of the parish church by Ursuline nuns from Calvarienberg, Germany. In 1918 parishioners built St. Benedict's Catholic School, but there were no high school graduates until 1927. Due to financial problems, the parish turned over administration of St. Benedict's school to the Strasburg School District in 1931. The Catholic parish did not regain control of St. Benedict's school until 1960, the same year in which the Strasburg Public School was established. In 1966 St. Benedict's high school in Strasburg consolidated with St. Anthony's high school in Linton (a neighboring town to the north) and Emmons Central High School resulted. At the time of this consolidation Ernmons Central High School was "subsidized by all Catholic parishes in the county and . . . [provided] an opportunity for Catholic education to a student population from seven different parishes."
The consolidation that occurred in 1966 has meant that Ernmons Central High School is no longer a community-based parochial institution but a county-based religious school. Nonetheless, ali of the students who attend are German-Russian. By comparison, the Strasburg Public School, while it serves many German-Russian students in the Strasburg area, also meets the needs of non-Catholic, non-German-Russian students. The 1982 graduating class at the Strasburg Public High School numbered twenty-five students. Several were of Hollander background (with family names such as Haan, Nieuwsma, and Van Beek). The 1982 graduating class at Emmons Central High School, on the other hand, numbered twenty-nine students, all of whom came from Catholic, German-Russian families (with surnames like Baumstarck, Silbernagel, and Wikenheiser). In light of the above facts it is perhaps not surprising that Emmons Central High School offers German-Russian Ethnic Studies as an integral part of its curriculum.
History of the German-Russian Ethnic Studies Class
Although I was able to observe the German-Russian studies class
at Emmons Central High School on three separate occasions, I had
to conduct extensive interviews with the instructor to obtain
a better idea of the many topics covered. Mr. Les Kramer, principal
of the high school and instructor of the German-Russian studies
class, told me that he has been teaching the class since 1974.
Before coming to Strasburg he taught high school in the neighboring
prairie town of Hague, where he first offered the German-Russian
studies class. Although the high school in Hague was extremely
small (the 1982 graduating class numbered only seven students),
Mr. Kramer considered it an "ideal school" because of
the deep sense of community that existed
there. He pointed out that all of the German-Russian students at the Hague High School "traced their heritage back to villages five, six miles from each other in Europe." (ES82-TK-C4, Side 1, 62-69)
In 1977 Mr. Kramer and several other high school teachers in North Dakota received small stipends to develop or expand ethnic curriculum materials at their institution. Officials at the University of North Dakota in Grand Forks administered the awards, made possible by special funding from the Office of Education. According to Mr. Kramer, there has been no follow-up study or even any contact from the granting office for the past three or four years.
Class Structure and Curriculum
The German-Russian studies class at Emmons Central High School follows a general sociology class offered by Mr. Kramer during the first semester. He has designed the sociology course to sensitize students to cultural differences and human diversity. The main text used in the class is James D. Calderwood's The Developing World: Poverty, Growth and Rising Expectations. The book is the subject of some controversy with other educators, says Mr. Kramer, since "the United States does not come out of that book smelling like roses." (ES82-TK-C3, Side 2, 331-344) In his mind the sociology class is a prerequisite to delving into German-Russian cultural studies. He often tells his students at the outset of his classes to ask themselves three basic questions:
"Who am I?" "Why am I?" "What do I intend to do about both?" Those are the questions we have to answer, in light of what others are doing around the world. Until you answer those three questions, I tell the kids, life is really not worth much. (ES82-TK-C3, Side 2, 390-398)
Mr. Kramer teaches German-Russian Ethnic Studies daily every
second semester from 11:00 A.M. to 12:00 noon, under the official
title "International Relations." He justifies the broader
course title by noting that he continues to work basic sociological
and anthropological concepts
into the German-Russian material (e.g., examples of ethnocentrism, nuclear vs. extended family patterns, etc.). While Mr. Kramer makes use of a number of published works in the German-Russian studies class, he focuses on three volumes in particular: Karl Stumpp's The German-Russians: Two Centuries of Pioneering, the main text used by the students; Karl Stumpp's The Emigration from Germany to Russia in the Years 1763 to 1862, a large volume for genealogical research; and Joseph S. Height's Paradise on the Steppe, a cultural history of the Catholic Black Sea Germans in southern Russia. He also uses sometimes a slide-sound program entitled "At Home on the Prairies: The Germans from Russia," produced by the Germans from the Russia Heritage Society, depending on its availability from the public library in the neighboring town of Linton. In addition, Mr. Kramer distributes approximately seventy pages of mimeographed handouts to the students, including maps of German-Russian settlements in the Old World and the New, illustrated essays on German-Russian material folk culture, life histories, and booklists.
The German-Russian studies class at Emmons Central High School has various areas of inquiry:
1. German-Russian Surnames. The course begins with an examination of the family names of German-Russian students in the class. Mr. Kramer attempts to show the students how their German names derived from ancestral occupations, places of origin, physical traits, etc. According to Mr. Kramer, "[Sioux Indian names like] Red Bull and Chasing Hawk aren't really any different than their names." (ES82-TK-C3, Side 2, 15-10).
2. Map-making and Study. The students study the areas in Central Europe where their forefathers originated; the migration route from Germany to Russia; moor German settlement areas in Russia; German-Russian immigrant settlements in the New World; and the location of German-Russian settlements in North Dakota, specifically in Emmons County.
3. Study of Living Conditions of German Colonists in Russia. About this section Mr. Kramer explained: "We really try to bring home the living conditions . . . [by considering the question] What was it like to be a European peasant?" (ES82-TK-C3, Side 2, 68-73).
4. German Language and Traditional Songs. Discusses German-Russian dialects and folksongs. Sometimes Mr. Kramer teaches the students a German song that is later sung at a German-Russian dinner prepared for the parents. A typical song might include the German-Russian funeral hymn "Das Schicksal [wird keinen verschonen]" ("The Fate That Spares No One"). Mr. Kramer noted that since fewer and fewer students speak or even understand German, the language section is becoming increasingly difficult to teach.
5. Material Folk Culture. Studies German-Russian folk architecture and the making of Brennmist (a fuel made from dried animal manure, used by early German-Russian settlers in both Old Russia and the Dakotas). In the past the students have built models of a Semelanka (German-Russian earthen house), Backofen (bake oven), Ulmer Sckachtel (boat used by the German emigrants who went to Russia via the Danube), and a horse-drawn wagon.
6. Homesteading "Game". This is an exercise that Mr. Kramer adapted from a similar one used in some schools in Nebraska. It is basically a "farming game" set in North Dakota between 1885 and 1887. "Students attempt to run a farm at a profit over a three-year period." The object of the game is "to provide the students with some insight into the problems faced by homesteaders in the 1880's and to involve them in the decision-making process." Students receive a scoring sheet. They attempt to farm and invest successfully in the face of unpredictable factors, such as droughts, severe winters, grasshopper infestations, poor markets, and so on.
7. Discussion of Cultural and Personality Traits of the German-Russians. In this unit Mr. Kramer asks the students to identity some of the dominant attributes of the German-Russians. A discussion often follows regarding the contributed responses. The traits invariably include such descriptive characteristics as conservative, closed off or ethnocentric, religious, stubborn, and "crazy-clean" (an obsession with cleanliness). Mr. Kramer admits that he often plays the devil's advocate, regardless of whether the suggested trait is a positive or a negative one.
8. The German-Russian Dinner. Toward the end of the semester the students prepare a German-Russian dinner for parents and other invited guests from the surrounding communities. All the foods are homemade, including such table items as butter and ketchup. Students prepare most of the dishes in the home economics room of the high school on the day of the dinner.
For the dinner that I attended students prepared and served the following foods: Kuchen (cake), Knepflesupp (dumpling soup), Fleischkiechla (a deep-fried dough and meat dish), Bratwurst (homemade sausage), Sauerkraut un' Nudla (sauerkraut and noodles), and homemade ice cream. On the day of the dinner, maps and exhibits made by the students were placed on display in the room where the dinner was held. In years past German-Russian singers and musicians have provided entertainment at this event. Parents of the students donated all of the German-Russian food brought to and prepared at the school.
9. Field Trip to German-Russian Sites in Emmons County. After the students have examined the German-Russian history of their immediate area, Mr. Kramer takes them on a field trip to see some of the sites they have read about. The emphasis of the field trip is early German-Russian settlements in the southern half of Emmons County: Tiraspol, Elsass, Odessa, Katzbach, Krassna, and Rosental. At many of these locations nothing but a lonely cemetery remains. Mr. Kramer invariably directs the students' attention to the wrought-iron cemetery crosses made by early German-Russian blacksmiths. The crosses are an important ethnic symbol and are readily identified as such even by non-German-Russians who travel through south-central North Dakota. Mr. Kramer and the students also visit the few remaining examples of German-Russian folk architecture in the area, including a number of clay-brick houses built by early German-Russian homesteaders.
10. Genealogy and Family History Research. Depending on the amount of time available and student interest, Mr. Kramer encourages the students to research their individual family backgrounds. He recommends books and other sources that can aid in the individual's search for German-Russian genealogical data. He also distributes a general reading list for those students who want to continue reading about the German-Russians at their own leisure.
The amount of time spent on these subjects depends primarily on the enthusiasm shown by students. Mr. Kramer explained that, since every group of students is different, each German-Russian studies class is somewhat different in its format and emphasis. In addition, he schedules events such as the German-Russian dinner and the field trip bearing in mind a number of other considerations, such as the agricultural cycle, weather, and student availability.
I was able to observe the German-Russian studies class at Emmons Central High on three separate occasions. On April 13 I observed the class while the students made maps and planned the menu for the upcoming German-Russian dinner, on April 28 I participated in the dinner, and on May 6 I accompanied Mr. Kramer and the students on their field trip. One of the things that I found most surprising about the class was the emphasis on active participation rather than mere listening or note-taking. When I questioned Mr. Kramer about this, he admitted: "I'm real big on 'doing,' if at all possible." (ES82-TK-C3, Side 2, 28-31).
A strong, cold wind was blowing across the prairie on the day of the field trip, sending tumbleweeds flying high above some distant rock piles erected by the early German-Russian settlers. While I thought such weather might force Mr. Kramer and his students to postpone the trip, I soon found out that nothing could be further from Mr. Kramer's line of thinking. Following the field trip, as we talked in the welcome warmth of his office back at the high school, Mr. Kramer explained to me that a basic purpose of the field trip was to give the students:
a feel for the wind, and the rocks, and the psychological barrier they [the early German-Russian pioneers] ran into when they got here. And on a day like today . . . we can get a feel for that . . . [when] there was nothing out there but prairie, rocks, and wind. (ES82-TK-C32, Side 1, 228-240)
A description of German-Russian Ethnic Studies at Emmons Central High School would be inadequate without further discussion of the instructor, Mr. Les Kramer. A native son of Ernmons County, Mr. Kramer is thirty-six years old. In addition to his responsibilities as principal of the Ernmons County High School, he farms southwest of Strasburg in the Krassna settlement area. He and his wife, Colleen (nee Schmaltz), have two small children. The fact that he and his family refurbished the old Strasburg train depot, transforming it into a comfortable rural home, suggests Mr. Kramer's appreciation for the past.
Both Mr. Kramer and his wife are former graduates of Emmons Central High School. Their oldest child, Nathan, is in grade school at St. Benedict's, which adjoins the Catholic high school in Strasburg.
In my interviews with Mr. Kramer I discovered that his thesis that one can appreciate an ethnic heritage only after one "steps away from it" reflects personal experience. Following military service and some long periods of inner reflection in Southeast Asia, he returned to North Dakota and attended the state university in Fargo. By the time he enrolled in college, he admits: "I had reassessed all my values . . . my thinking." (ES82-TK-C3, Side 2, 273-285) Since that time he has read and studied the history and culture of the German-Russians extensively. Despite his deep appreciation of his ethnic heritage, he has tried to maintain "balance" while instructing his students about their German-Russian culture. He indicated on several occasions that he wants his students to consider many different aspects of their heritage - both positive and negative - and how they continue to influence their lives today.
When we're through with this whole process, then the thinking process hopefully takes over with [the students], and they begin to realize that much of the tradition that we've just studied from the past is still very much a part of them. (ES82-TK-C3, Side 1, 388-393).
In regard to the feedback that he receives from his students concerning the German-Russian class, Mr. Kramer noted that there is seldom much immediate response. As one who has studied the cultural dynamics of his own ethnic group, he realizes that compliments among the German-Russians are rare, particularly for those of the teaching profession.
At the high school level the rewards aren't that great . . . there aren't as many as you would like. But with teaching that's just the way it is. It's not like medicine; you don't get daily feedback on what a great job you're doing. You may never hear it for twenty years, and then only a comment in passing that you had some influence on a person's life. (ES82-TK-C3, Side 1, 262-268).
There were ten students ranging in age from sixteen to eighteen in Mr. Kramer's most recent German-Russian Ethnic Studies class. They included Sam Gross, a senior from St. Michael's parish, northeast of Linton; Gerald Holzer and Dale Horner, seniors from St. Anthony's parish in Linton; Sheila Nagel, a senior from Strasburg; Alinette Roehrich, a junior from Strasburg; Josephine Vetter, a senior from St. Michael's parish; Rose Vetter a junior from St. Michael's parish; Mark Volk, a senior from Hague; and Katherine Wikenheiser, a junior from Strasburg.
As I mentioned previously, I was able to observe Mr. Kramer and the students interacting on three separate occasions. The first time was during the April 13 class session when the German-Russian dinner menu was being discussed and planned by the students. At one point in the class there was an interesting discussion about faithfulness to "German-Russian tradition." Mr. Kramer had encouraged the students to plan the German Russian menu with authenticity in mind. Taking this as a cue, a female student asked in a serious tone of voice if "red-eye" (a homemade grain alcohol beverage popular among many German-Russians) could be served at the school during the ethnic dinner. When Mr. Kramer answered negatively, another student drew laughter when she stated, "If we'd stick to tradition, we'd all be getting drunk." (ES82-TK-C1, Side 2, 48-55).
On April 28, the day of the German-Russian dinner at Emmons
Central High School, I watched and photographed the students as
they prepared a four-course menu. There were no German-Russian
cookbooks present. At times the students argued among themselves
about how to prepare certain foods "the right way."
It became obvious that the real problem was not the usual recipe
variations found among German-Russian families, but some major
differences arising
from the fact that a number of the students came from outlying parishes many miles away. The preparation of Fleischkiechla, for example, met with mixed reactions, since this particular dish is not shared by all German-Russian families. Originally of Tatar origin, the deep-fried Fleischkiechla are most popular among those German-Russians who trace their ancestry to colonies in the Crimean portion of South Russia.
On May 6, the day of the field trip, a number of the students rode with me as we visited German-Russian sites in Emmons County. I was amazed that a few of the students indicated they were seeing the sites for the first time, even though they had spent their entire lives in the county. My amazement lessened as I realized that, for some students, the sites we were visiting were well outside of "their" settlement area.
While I was able to interview only two students from the German-Russian studies class, their impressions proved to be of interest. Both students (interviewed separately) indicated they were uncertain whether they had learned anything in the class that would be of value to them in later life. Both felt that the more satisfying segments of the class dealt with the study of German family names, the map work, the "homesteading game," and the discussion of German-Russian traits. They agreed with most of the traits listed in class, but felt it was an exaggeration to characterize German-Russians as being "crazy clean." One student even commented, "I didn't believe that too much . . . . I don't think we're cleaner than anybody else. I would think we're dirtier, really." (ES82-TK-C5, Side 1, 118-124). For both students the German-Russian studies class helped answer questions about their ancestors and their past, particularly as it related to the old country.
I knew beforehand that we [our ancestors] went to Russia, but I didn't know we were that far south. I thought we were in northern Russia. Then I learned that some of the climate [in south Russia] was like California. I didn't know that - thought it was cold [in southern Russia], just like North Dakota. (ES82-TK-C5, Side 1, 146-160)
Parents and Grandparents
I met the parents and grandparents of some of the students for the first time on the day of the German-Russian ethnic dinner at Emmons Central High. Following the meal and program we talked informally about the German-Russian studies class. The parents seemed pleased with the efforts of their sons and daughters in hosting the dinner, although this pride was never articulated. When I asked about the delicious foods we had just eaten, there was only discussion among those present regarding culinary differences among the German-Russians.
The most talkative and enthusiastic adult at the dinner proved to be none other than Wendelin Wikenheiser, the eighty-six-year-old grandfather of one of the students. Mr. Wikenheiser, whom I interviewed at length a few days later, was born in southern Russia and emigrated to North Dakota with his parents in 1903, when he was eight years old. Today he is one of the few surviving Russian-born elders in the Strasburg community. On the day of the German-Russian dinner Mr. Wikenheiser studied the maps and other materials that were on display at the high school with keen interest. Later, while interviewing him, he spoke of the German-Russian class at the Catholic high school as being "a pretty good idea." He lamented, however, that the students at the high school were not studying the German language more intensely. He confided that he felt it unfair to have to translate everything into English for his "educated" grandchildren. (ES82-TK-C6, Side 1, 123-146).
Talking with Mr. Wikenheiser further I found him to be somewhat ambivalent toward formal education, an attitude shared by many other German-Russians of his generation. Mr. Wikenheiser's pride in the success of his old friend, Lawrence Welk, was evident and he obviously enjoyed talking about the popular band leaders's early days in Strasburg. As Mr. Wikenheiser was quick to point out, Strasburg's wealthiest and most famous native son "didn't have much education." (ES82-TK-C6, Side 1, 462-475).
Although I had done fieldwork among German-Russians prior to my research at Emmons Central High School, never before had I studied the actual process of conscious cultural transmission in so clearly delineated a setting. Alter years of observing German-Russian people interacting at informal gatherings, church services, wedding dances, funeral dinners, and agricultural tasks, it was exciting to actually watch a German-Russian adult instruct young members of his group about their ethnic heritage. Many of the cultural values, attitudes, and perceptions shared by German-Russians which I had tried so hard and so long to pinpoint in my early observations - were being identified, discussed, and scrutinized by the percipients themselves!
An analysis of the data I collected during my fieldwork at Emmons Central High School is difficult since I only scratched the surface of what I quickly discovered was a complex and multi-faceted phenomenon. A score of related questions and lines of inquiry would emerge with each bit of information that I uncovered. While I realize that this is always the case in any scholarly endeavor, I did not think studying one ethnic school would pose the kind of challenge that it did.
In analyzing the format and the materials for German-Russian Ethnic Studies at Emmons Central High School, I found that the class was basically an honest, balanced attempt to convey some of the more prominent aspects of German-Russian ethnicity to the students. It was refreshing to see German-Russian culture being presented in the kind of down-to-earth, nuts-and-bolts fashion many Black Sea German Americans of the Dakotas pride themselves in exemplifying. There were no colorful posters of mist-covered castles in Germany in the school room where the German-Russian class was taught, no tall, Bavarian beer steins, or solemn-faced busts of Wagner. At the German-Russian dinner prepared and served by the students the foods were typically German-Russian and the music playing in the background was a tape recording of a group of local German-Russian farmers singing traditional old country favorites, like "Zu Strasburg" and "Wir sitzen so froehlich beisammen." Most reassuring of all was the fact that not one dirndl or even a pair of lederhosen was anywhere in sight.
The class directs a great deal of attention toward the making of models and artifacts that would mean little to most other Americans of German ancestry (e.g., the German-Russian Semelanka or earthen house, the Ulmer Schachtel-Ulm emigrant boat, and Brennmist or manure fuel). The production of such handcrafts underscores the fact that the instructor of the German-Russian studies class at Emmons Central is encouraging the students to focus on specific aspects of their Slavic-influenced heritage rather than those of their "German" ancestry.
While Mr. Kramer and his students have chosen to focus on distinctive aspects of their German-Russian heritage, I believe something is gradually taking place in the class that may not be readily apparent to the participants. At times "German-Russian culture" is discussed and viewed as if it were a truly homogeneous phenomenon. Since Emmons Central High School is no longer a one-parish, community institution, it now draws German-Russian students from settlement areas well outside of Strasburg. While many of the Strasburg students trace their ancestry to the Kutschurgan Black Sea German colonies, a number of other students from the outlying parishes are descendents of emigrants who came from the Bessarabian and Crimean German-Russian colonies. Regional differences (as manifested in dialects, foodways, farming patterns, and so on) may lead to confusion on the part of those German-Russian students whose community or family traditions do not always run parallel to the material presented in the class. At any rate, one outcome of the German-Russian studies class at the high school may be a heightened awareness of German-Russsian identity in its broadest sense, rather than a vague feeling for one's traditions at the purely local level.
In regard to the articulation of cultural values, the seventh unit covered in the class deals directly with German-Russian cultural and personality traits. This section of the course always provides a forum for much student discussion about German-Russian values and attitudes. In my interviews with two students, both pointed out that, while this subject was interesting, it posed some problems, since the students were unable to see themselves as compared to "outsiders." They admitted that their contacts with people who are not German-Russian were quite limited. Nonetheless, they agreed with most of the German-Russian values and attributes discussed in class: Industriousness, a love of the land and of farming, religiosity, conservatism, frugality, and stubbornness. They disagreed with the instructor that German-Russians were "crazy clean," feeling it to be an exaggeration. They did not list other attributes, such as affability, generosity, and sobriety, as characteristic of the German-Russians.
A large circular poster with illustrations of a German-Russian earthen home, windmill, and plow graced the front of the room on the day of the German-Russian dinner at the high school. Two neatly lettered German expressions appeared on the poster "Arbeit macht das Leben suess" ("Work makes life sweet") and "In Amerika durch Gottes Gnade!" ("In America through the Grace of God!"). A smaller poster, bearing numerous pictures of agricultural scenes, bore the legend: "Landsleute - Part of our German-Russian Heritage as Farmers."
Another characteristic of the German-Russians, repeatedly pointed out by Mr. Kramer, is their ambivalence toward formal education. He explained this attitude as stemming from the past history of the German-Russians, since they viewed schools in Russia and later in the United States as threats to their cultural and religious integrity. This fear was compounded by the German-Russian belief that education was not essential for those engaged in agricultural pursuits. According to Mr. Kramer, such attitudes persist and are contributing factors to the unstable financial situation of the Catholic high school in Strasburg today. Mr. Kramer pointed out that many German-Russians tend to be tight fisted and, consequently, dislike making pledges; but at the same time they want to see Emmons Central-"their school" remain open. Thus the future of the German-Russian studies class, and indeed that of the very high school which offers it, remains uncertain. (ES82-TK-C8, Side 2, 73-95)
Perhaps the most important thing that I learned while studying the German-Russian class at Emmons Central is that high school educators can offer both a well-balanced curriculum and an ethnic heritage component without sacrificing program quality. The students at Emmons Central High School are free to choose whether to enroll in the German-Russian studies course. If they decide to do so, they are able to attend the class during regular school hours. Furthermore, since the course includes basic anthropological and sociological concepts, it serves the students in two important ways: by providing a formal opportunity to explore various facets of the German-Russian culture and by encouraging the students to view their heritage against the larger backdrop of human experience.
I am deeply indebted to the following individuals, all of whom helped make my ethnic heritage school research a truly enlightening experience: Mr. Les Kramer and his German-Russian Ethnic Studies class at Ernmons Central High School in Strasburg; Mr. Alan Hummel of Hague; Mr. and Mrs. John Vetter of Kintyre; Mr. Wendelin Wikerheiser from Strasburg; and the Clarence Wikenheiser family of Strasburg. Appreciation also is due Michael M. Miller, Millie Nieuwsma-Buekea, and Rosalinda Appelhans Kloberdanz.
On May 21, 1985, the doors of Emmons Central High School were locked following final commencement ceremonies. This time, however, a simple spring ritual symbolizing another school year's end had profound and deeply troubling significance to many German-Russian families - the doors of Emmons Central were to remain permanently closed.
Rising education costs and declining student enrollment were cited as two of the major reasons for the parochial school's shutdown. Newspaper reporter Lucille Hendrickson described the emotion-charged event in an article entitled "Goodbye, Emmons Central, Goodbye Forever" (The Bismarck Tribune, May 26, 1985). Hendrickson perhaps stemmed up the feelings of many people in the Strasburg, North Dakota, area with the words "the death of a school is a grievous thing for a small community."


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The Kitchen That Ate the House
Some buyers feel that parties always end up in the kitchen, so why not cut to the chase, and design a kitchen large and attractive enough to become a party venue itself? Photo: Jeff Elson
This transcript has been automatically generated and may not be 100% accurate.
... I ... kids are getting larger in some cases much larger ... because some homeowners feel that parties always end up in the kitchen architects and builders say when I get to the chase to design a kitchen large and attractive enough to become a party venue itself ... the latest wave of kitchens are meant to look more like living rooms than utilitarian cooking spaces with appliances hidden behind three custom cabinetry and flooring and fixtures that match the rest of the hall ... many of the new S kitchens integrates seamlessly with the rest of the home ... designed to become an essential gathering space during social events ... builder and architect Mohamad had the recently completed a home in Beverly Hills with a five thousand square foot kitchen ... larger than many of the helm ... it includes a walk in size class toward refrigerator ... crystal chandelier is ... a sweet gas fireplace and a dining table the conceit sixteen ... the home is currently on the market for fifty eight million dollars ... toll Brothers the lecturing homebuilder says its most popular home model the Columbia ... now has the option to include a four hundred and forty square foot kitchen ... up from one hundred and eighty square feet two or three years ago ... California-based New Home Company says its kitchen sizes aren't as well ... their newest homes have kitchen great rooms with large central Highlands and fireplaces ... the Chicago area kitchen recently remodeled by designer makes de Julio ... features a seven hundred square foot living space with wide plank hardwood floors vaulted white ceilings and a seating area decorated with couches and armchairs ... the owner says she was initially skeptical about the large size of the states that she and her family of four now spend about ninety percent of their time there ... the downside of the party were the kitchen of course is hiding all those dirty dishes gas ... that's for the walk or dirty kitchen comes and ... these elaborate Butler's pantry isn't caters kitchens over the mess his cooking and dishwashing can take place ... the view from gas ... for The Wall Street Journal and Candace Jackson ...


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One of the keys to managing a large production SQL Server environment is being aware of changes that are taking place in the environment, and preventing potentially harmful changes. There are any number of ways to do this: triggers, auditing, PMB, third party monitoring, and more.
In this post, I want to look at a quick way to detect issues with databases using DDL triggers. Specifically, I will build a quick trigger that responds to the ALTER DATABASE event.
Tracking Changes
In general, I try to avoid those options that severely limit my flexibility. I dislike trying to enforce every possible rule I create since I understand that IT environments often evolve and change, and the hard rules you have today may not apply tomorrow. I also realize that most of the time the hard rules have exceptions to them for various reasons and it's much easier to manage a set of instances if you expect that the might not have the same requirements.
I do want to be informed of changes, and one option is a DDL trigger that responds to a particular event. DDL triggers have a large list of events that will trigger them, of which the ALTER DATABASE is one.
We build the trigger by giving it a name, scope and an event. In this case, we'll start with this template
CREATE TRIGGER [name]
ON ALL [scope]
FOR [event]
You can change the scope and events as needed. For me, I need the Server level scope (database changes are a server instance event) and then the ALTER_DATABASE event. From there, it's pretty much normal T-SQL coding.
The data comes back from the EventData() function as an XML fragment, so in the trigger, I need to parse out the particulars that I care about.
The code I'll use is this:
CREATE TRIGGER DBAAudit_ALTER_Database ON ALL Server FOR ALTER_Database -- Captures a Create Database Event AS DECLARE @EventTime datetime , @ServerName varchar(200) , @LoginName varchar(200) , @DatabaseName varchar(200) , @TSQL varchar(2000) , @event XML select @event = EVENTDATA() SELECT @ServerName = @event.value('(/EVENT_INSTANCE/ServerName)[1]', 'varchar(200)') SELECT @EventTime = @event.value('(/EVENT_INSTANCE/PostTime)[1]','datetime' ) SELECT @LoginName = @event.value('(/EVENT_INSTANCE/LoginName)[1]','varchar(200)' ) SELECT @DatabaseName = @event.value('(/EVENT_INSTANCE/DatabaseName)[1]','varchar(200)' ) SELECT @TSQL = @event.value('(/EVENT_INSTANCE/TSQLCommand)[1]','varchar(2000)' ) Print 'Database ' + @Servername + '.' + @DatabaseName + ' was altered by ' + @LoginName Print 'Command: ' + @TSQL
When I create this on my instance, it is stored in the Server Objects \ Triggers area on my server. Just like any other object, I can right click and perform all kinds of actions in SSMS.
When I execute a change on a database, such as setting a database to read only with this:
alter database dba_admin set READ_ONLY
I get this in the messages tab (from the Print statement)
Database DKRSQL2012.dba_admin was altered by DKRSQL2012\Steve
Command: alter database dba_admin set READ_ONLY
If I set the database back to read_write, I get this:
Database DKRSQL2012.dba_admin was altered by DKRSQL2012\Steve
Command: alter database dba_admin set READ_Write
This is a nice example, but in a real system, I'd use a database for tracking these changes and store the information from the event in a table. Instead of a PRINT, I'd insert data into a table that tracks changes.
Filed under: Blog Tagged: auditing, sql server, syndicated, T-SQL


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Meet Stevan, a soccer player from Elkridge, Maryland and a winner of American Eagle Outfitters Project Live Your Life. Stevan is currently featured in our Spring Break 2014 campaign. Learn more about Stevan and be sure to follow him on Twitter and Instagram.
You live in Elkridge, MD. What do you heart about your city?
I love the people in the area-everyone is so friendly. I also love the old buildings around it, abandoned ones are fun to go around and roam in but there are a lot that are still in use and they look so beautiful and pristine.
What are you most excited for about the Miami shoot?
I was most excited for doing something professional, the new experience and getting to travel to a new area in the world.
You enjoy soccer, that position do you play?
I play striker or center mid, always on the attack, trying to either make the play happen or finish it with a goal.
Who inspires you to play soccer?
My whole family inspires me because we all play whether it be together on a team, coaching or cheering each other on. It's something we all have in common and can share together.
Have you ever been to a world cup?
No, I haven't, but it's one of my biggest goals in life to attend.
Who is your favorite soccer player?
My favorite player was David Beckham until he retired but now it's either Daniel Sturridge or Frank Lampard.
Who is your favorite soccer team?
My favorite soccer team is Chelsea in the EPL.
What does it take to be a great soccer player?
To be a great soccer player you have to have determination and the will to do whatever the team needs to succeed, as well as good team work and chemistry.
What other activities inspire you?
I love to be active on a board, no matter where it is: in the snow, in the water, on the streets-I feel at home when I'm on my board.
What did you think of Wynwood Walls?
I thought that the Wynwood Walls were so creative and unique, not to mention beautiful with the terrific colors and designs.


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The landmarked Apple Bank Building at 2112 Broadway at West 73rd Street and West 74th Street has been converted into 29 residential condominiums over the building's top four floors.
Linden78- West 78th Street & Broadway - New Construction - 2010
The Ariel (East and West) Broadway at West 99th Street - Built 2006
The Ariel complex consists of two two glass towers, the Ariel West (the larger of the two) and the Ariel East. Ariel East, 2628 Broadway, 37 floors, 64 apartments. Ariel West, 245 West 99th Street, 31 floors, 73 apartments. Fitness center, pool, private playgrounds, jungle gyms, slides, half court basketball, screening room, billiards room, two childrens' playrooms, resident's lounge, pet grooming salon.